There isn't a single 'best' way to design a training course. The curriculum and learning methods have to be matched to training goals and the characteristics of the participants. Instructional designers have to consider many questions: Should the training content be delivered all at once, or spread over several weeks or months? Will participatory methods and practical exercises help particpants retain the learning? How small should the class be? Can the content be covered using e-learning or distance learning, or is face-to-face, classroom-based training necessary? How should training content be sequenced to maximize understanding? How much time should be devoted to specific topics? Generally, good pedagogy draws on a variety of learning techniques , in order to keep participants active and engaged.

The IEG evaluation found two key elements of good training design: course length and in-class opportunities to practice applying learned theories. Course length should be determined by training objectives. Where course length is dictated by external budgetary or scheduling constraints, it may be necessary to revise training objectives to make sure they are realistic.

Use of practical learning techniques, such as exercises, action plans and in-class projects, is fundamental to the sustainable acquisition of skills through training. Research on adult learning indicates that tasks learned through practice are more likely to be remembered, particularly where more complex skills are involved. Practical learning techniques also enhance participation and trainee interest, and let the trainer check the progress of participants and give them feedback on how to improve performance.