Theoretical approaches to corporate training design: an analysis of foreign studies
Authors:   Russian Presidential Academy of National Economy and Public Administration of the Russian Federation, Tarasova Natalya V. , Pyshkov Nikita I. ,   Russian Presidential Academy of National Economy and Public Administration of the Russian Federation
Published: January 2025

Introduction. The rapid pace of technological development has led to an increased demand for quality training for
employees of organisations. However, the growth in the number of corporate training courses being developed and the
transition to distance learning formats has intensified the methodological challenges associated with the course design
process. One of the issues highlighted in foreign studies is the lack of validity in the principles used to select an approach
to course design. Conversely, an incorrectly formed approach in the context of distance learning can result in a reduction
in the quality of learning outcomes due to an erroneous assessment of the level of students' training and the presentation
of irrelevant educational material.
The purpose of the study: to describe the fundamental principles governing the selection of an approach to designing
corporate training programs in the context of foreign practice.
Materials and methods. The following methodologies were employed in the research: a) PRISMA statement, which
involves the selection of studies on corporate training conducted over the previous decade and describe the outcomes
of the implementation of design approaches; b) content analysis was used to capture the characteristics of the selection
of approaches to the design of corporate training courses in foreign studies; c) the comparative analysis of studies was
employed to identify the common features of the choice of approaches to the design of corporate training courses.
Research results. The principles that should be considered when selecting the developers of training programmes for the
design of corporate training courses have been established and validated:
1) communication – the approach should be evaluated in terms of the methods of interaction with the target audience, with
particular emphasis on the needs of the listeners, the level of their training, and the focus on learning objectives;
2) design – the educational content should be presented according to the level of training of the trainees, with a focus on
the structure of the educational material and the availability of feedback when designing course results;
3) learning outcomes – the design of the course should be aligned with the optimal methods of training for the target
audience, incorporating a systematic approach to training and taking into account the specific metrics and requirements
of the organization.
Conclusion. In foreign practice, researchers do not devote sufficient attention to course design based on linear models.
The reasons for the rejection of linear models of course design include the following deficiencies: a lack of systemic
character, insufficient attention to the needs of learners, and unclear learning outcomes. In light of the specificities of adult
training and the particularities of corporate training, a set of principles is proposed to define approaches to the design of
training programmes for corporate training.