Background and Aims: Most of the creativity and even the power of training lies in its design. The aim of this study is to investigate the impact of interventional strategy, supervised experience and feedbacks on experience, to promote the faculty members' functional skills in the field of training design.
Methods: The study population consists of 158 faculty members which were chosen by using available sampling method. The research method was interventional. These interventions were designed in two fields of cognitive and functional skills. In the cognitive domain of skill, an interventional strategy of "supervised experience" was used and the effect of mentioned interventions was examined by pre-test and post-test comparing method. In the functional domain of skill, an intervention strategy "feedback on experience" was used through a checklist. The investigation of interventions impact in this area, was done through a checklist and in two structural and technical aspects.
Results: The results of the data analysis, in the cognitive domain (based on the paired T-test), in the functional domain (based on the number of standard lesson plans developed by the professors) and from the learner's point of view (based on satisfaction questionnaire), indicate the impact of applying these strategies to improve skills in the design of training.
Conclusions: Considering the fact that there is an essencial need for applying the acquired skills by academic staff, implementing interventional strategy in faculty development programs can help them to improve their applied skills in higher education.