training facilities

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C o mmunit y Se rvice s Ed ucat io nal Facilit ie s C hild D e ve lo p me nt C e nt e rs Ele me nt ary Scho o l Se co nd ary Scho o l Training Facilit y Fe d e ral C o urt ho use He alt h C are Facilit ie s Land Po rt o f Ent ry Lib rarie s

A pro fessio nal's need fo r educatio n and training do es no t end upo n co mpletio n o f his o r her fo rmal scho o ling years. To day, mo re than ever, co ntinuing educatio n is paramo unt to maintaining and enhancing o ne's skills, especially in respo nse to changes in techno lo gy that impact virtually every pro fessio n. While mo st state licensing agencies and pro fessio nal asso ciatio ns require co ntinuing educatio n credits fo r pro fessio nal certificatio n, individuals may seek educatio nal o ppo rtunities to achieve o ther perso nal and career o bjectives.

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Typically, K-12 educatio nal facilities do no t meet the requirements fo r educating adult students in a co ntinuing educatio n enviro nment. As such, this WBDG building type page addresses the fundamental attributes and features o f training facilities designed fo r adult pro fessio nals in particular. No te that this page do es no t co ver specialized technical training facilities, such as pilo t flight training, o r o vernight acco mmo datio ns pro vided at so me training facilities. Also , academic labo rato ry and library buildings are co vered elsewhere in the Who le Building Design Guide.

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Training Facility

by WBDG Staff and Subcommittee Last updated: 05-25-2010

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Home > Design Guidance > Building Types > Educational Facilities > Training Facility

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BUILDING AT T RIBUT ES A training facility fo r adult pro fessio nals must have flexible and techno lo gically-advanced learning enviro nments that are safe, healthy, co mfo rtable, aesthetically-pleasing, and accessible. It must be able to acco mmo date the specific space and equipment needs o f the training pro gram and curriculum. Suppo rt spaces geared to ward adult needs, such as a PDFmyURL.com

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business statio n that allo ws students to carry o ut so me business functio ns during their training sessio ns, must be seamlessly integrated into the facility as well.

A. Types of Spaces A training facility inco rpo rates a number o f space types to meet the needs o f adult trainees, trainers, and staff. These may include:

Equipping fixed desks with under- top monitors ensures adequate sightlines between trainers and participants in a classroom.

(Courtesy of KBJ Architects Inc.)

Classrooms Auditoriums: Large-size ro o ms designed fo r lecture-style instructio n and training. Audito rium may be equipped with partitio ns to create smaller training venues. To facilitate circulatio n and ease o f access, lo cate audito riums o n the first flo o r o f the building near majo r parking facilities.

Conference Rooms: Multiple purpo se mediumsize instructio n ro o ms. Depending o n the seating co nfiguratio n, the ro o ms may acco mmo date lecture-style instructio n o r enco urage interactio n in the fo rm o f ro undtable discussio ns and teleco nferences. Often two o r three co nference A classroom in Florida Community ro o ms can be co mbined to fo rm a larger College at Jacksonville's Advanced co nference ro o m by o pening mo vable partitio ns Technology Center. that slide o r fo ld into po ckets in the walls.

(Courtesy of KBJ Architects Inc.) Seminar Rooms : Multiple-purpo se, small-size instructio n ro o ms, usually used to acco mmo date a small number o f peo ple within clo se pro ximity.

Audio/Visual-Equipped Rooms : Ro o ms equipped fo r audio /visual and Internet-based instructio n.

Computer Training Rooms : Ro o ms equipped with co mputer wo rkstatio ns and Internet access fo r each student.

Dry Laboratories : Media based, such as electro nics.

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User Support Spaces Trainee Storage Spaces: Lo ckers, co at clo sets, o r cubbies fo r trainees to tempo rarily sto re their po ssessio ns.

Library o r quiet reading ro o m with study cubicles.

Observation Rooms: Spaces adjacent to classro o ms fo r simultaneo us translatio n o f instructio n into a seco nd language.

Business Stations : Space equipped with co mputers with Internet access, pho nes, and fax machines fo r trainees to quickly co nnect with A U- shaped, tiered seating their o rganizatio ns. configuration places participants and Convenience Store, Kiosk, or Vending Machines trainers within close proximity and Bookstore promotes discussion and dialogue for Lobby: Central lo catio n fo r building directo ry, case teaching. schedules, and general info rmatio n Common Space: Info rmal, multi-purpo se recreatio n and so cial gathering space Cafeteria or Dining Hall Infirmary: On-site health care facility with a private o ffice fo r health care pro vider Restrooms Administrative Support Spaces Administrative Offices: May be private o r semiprivate aco ustically and/o r visually.

Trainer Offices : May be shared space and equipment, including co mputers, pho nes, fax machines, desks, libraries, and supplies.

Operation and Maintenance Spaces General Storage : Fo r items such as statio nery, equipment, and instructio nal materials.

Food Preparation Area or Kitchen Computer/Information Technology (IT) Closets.

See WBDG Auto mated Data Pro cessing Center fo r PC System related info rmatio n.

Maintenance Closets

Nuclear reactor training laboratory at the Naval Nuclear Power Training Center (Photos courtesy of KBJ Architects Inc.)

B. Import ant Design Considerat ions Flexibility At so me training facilities, pro grams and schedules vary frequently. Furthermo re, instructo rs have different and evo lving training metho ds. As such, flexibility within the building's design is critical to the success o f an enduring training pro gram. The fo llo wing strategies can be used to meet the PDFmyURL.com

challenge o f designing a training facility aro und evo lving teaching styles and emerging techno lo gies: Cluster instructio nal areas aro und central, shared suppo rt and reso urce spaces. Shared reso urce spaces may include info rmal gathering spaces, shared seminar ro o ms, co mputer kio sks, and trainer o ffices.

Use an appro priate co mbinatio n o f stand-alo ne mo vable partitio ns, mo vable mo dular furnishings, and large do uble do o rs between classro o ms and shared spaces.

Create classro o ms o f vario us sizes. Equip larger ro o ms with mo vable partitio ns to acco mmo date a wide variety o f gro up learning sizes.

Arrange spaces in keeping with the educatio nal and pro grammatic go als o f the facility.

When co nnecting semi-private o r enclo sed spaces to mo re o pen areas, ensure mo derate visual o penness and aco ustical privacy.

Where po ssible, allo w fo r individually co ntro lled temperature and lighting.

See WBDG Pro ductive—Design fo r the Changing Wo rkplace and Accessible—Plan fo r Flexibility fo r mo re info rmatio n.

Technological Connectivity Techno lo gy has beco me an indispensable to o l fo r business, industry, and educatio n. Many training co urses are specifically designed to enhance a trainee's co mpetency with new so ftware and hardware. In so me cases, techno lo gy has even changed the way instructio n is pro vided: fro m traditio nal live instructo r-led co urses to self-directed learning and individualized instructio n.

Distance learning using teleco mmunicatio n techno lo gies like cable televisio n, Internet, satellites, and video tapes, is po pular because it allo ws students fro m acro ss the natio n to participant in co urses remo te fro m the po int o f instructio n.

Given that techno lo gy is driving a variety o f changes in the o rganizatio nal and architectural fo rms o f training facilities, co nsider the fo llo wing issues when inco rpo rating it, particularly info rmatio n techno lo gy (IT), into a training facility: Currently, many training facilities pro vide IT co nnectio n in o nly a few areas, like co mputer training ro o ms, business statio ns, and media centers. Because IT is beco ming an integral part o f training curricula, designers sho uld plan new training facilities to have a distributed, ro bust, and flexible IT infrastructure, which wo uld allo w techno lo gical access in virtually all the spaces.

During the planning stage, identify all necessary techno lo gical systems (e.g., vo ice/cable/data systems such as audio /visual systems, speaker systems, Internet access, and Lo cal Area Netwo rks [LAN] / Wide-Area Netwo rks [WAN] / Wireless Fidelity [WI-FI]), and pro vide adequate equipment ro o ms and co nduit runs fo r them.

Allo w fo r co mputer and Internet co nnectivity at desks, as appro priate. Co nsider equipping fixed desks with under-to p co mputers to ensure adequate sightlines between trainers and trainees.

Co nsider and acco mmo date fo r wireless techno lo gies, as appro priate.

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Fo r existing training facilities, co nsider impro ving access to the IT infrastructure as reno vatio ns are undertaken.

See WBDG Pro ductive—Design fo r the Changing Wo rkplace and Pro ductive—Integrate Techno lo gical To o ls fo r mo re info rmatio n abo ut inco rpo rating IT into facility design.

Indoor Environmental Quality All educatio nal facilities, including training facilities, must have high-quality indo o r enviro nments to pro mo te learning as well as pro ductivity. The fo llo wing strategies suppo rt go o d indo o r enviro nmental quality that can po sitively influence task perfo rmance and attentio n spans: Quality Acoustics : Trainees sho uld be able to hear their instructo rs clearly, and vice versa.

Ensure lo w ambient backgro und no ise and appro priate aco ustics in classro o ms and suppo rt spaces thro ugh a co mbinatio n o f space planning, so und abso rptio n, and so und transmissio n reductio n techniques. Fo r example, avo id placing mechanical ro o ms next to classro o ms, co nference ro o ms, audito riums, o ffices; libraries, labo rato ries, and co mputer centers may be adjacent to classro o ms. Co nsider so und amplificatio n and/o r speaker systems fo r audito riums and o ther appro priate spaces. Pro vide acco mmo datio ns fo r hearing impaired trainees.

Appropriate Lighting: A high quality, energy-efficient lighting system that utilizes bo th natural and electric so urces as well as lighting co ntro ls is o ptimal fo r a learning enviro nment.

Ensure the lighting design is appro priate fo r the task at hand. Co nsider indirect/direct luminaries fo r ambient lighting in classro o ms and suppo rt areas. Allo w individually co ntro lled lighting in study areas and wo rkro o ms where po ssible. Design appro priate exterio r lighting fo r facilities that will be used at night.

Daylighting: Use daylighting to enhance the visual enviro nment o f classro o ms as well as suppo rt spaces. Co o rdinate the daylighting scheme with the design o f interio r lighting and co ntro ls as well as o ther energy efficiency measures. Specify energy-efficient windo ws .

Install pro per sun co ntro l and shading devices to reduce glare (especially in co mputer training ro o ms) and allo w fo r ro o m darkening (fo r ro o ms with A/V equipment).

Environmentally Preferable Products : Use lo w VOC paints and finishes fo r interio r surfaces.

Co nsider selecting renewable materials such as bambo o flo o ring. Specify no -fo rmaldehyde panels and cabinetry. Use no n-to xic cleaning pro ducts. See WBDG Evaluating and Selecting Green Pro ducts and Sustainable O&M Practices fo r mo re info rmatio n.

Good Sightlines : Ensure adequate and appro priate sightlines in audito riums, co nference ro o ms, and seminar ro o ms. Co nsider slo ped flo o rs, which pro mo te go o d sightlines and are mo re accessible than tiered flo o rs.

Comfort and Aesthetics : Allo w users to adjust seating, co mputer equipment placement, light levels, table o r desk heights, classro o m layo ut, and ventilatio n. See WBDG Pro ductive —Pro vide Co mfo rtable Enviro nments fo r mo re info rmatio n. Make a learning enviro nment mo re co nducive with co lo rs.

Thermal Comfort and Ventilation : Ensure fresh air intake and adequate airflo w rates. Specify high-perfo rmance heating, ventilating, and air-co nditio ning equipment (HVAC) zo ned to acco mmo date varying o ccupancy rates. Co mmissio n the system to ensure functio nality. At a PDFmyURL.com

acco mmo date varying o ccupancy rates. Co mmissio n the system to ensure functio nality. At a minimum, co mply with American So ciety o f Heating, Refrigerating and Air Co nditio ning Engineers (ASHRAE) Standard 55 Thermal Enviro nmental Co nditio ns fo r Human Occupancy, and ASHRAE Standard 6 2-20 0 1—Ventilatio n fo r Acceptable Indo o r Air Quality (ANSI Appro ved). Refer to ASHRAE Applicatio ns Guide, Chapter 6 fo r guidance o n designing HVAC systems in educatio nal spaces. Inco rpo rate natural ventilatio n, if appro priate. See WBDG Pro ductive—Pro vide Co mfo rtable Enviro nments fo r mo re info rmatio n.

Many o f the to pics mentio ned abo ve are discussed in mo re detail in the WBDG Pro ductive Branch and Sustainable Branch.

Signage Signage and o ther way finding measures help pro mo te a welco ming and efficient training enviro nment, especially fo r trainees new to the training facility.

Signage sho uld include po sted directo ries fo r easy navigatio n, schedules o f activities, and clear designatio n o f classro o ms and suppo rt spaces.

Many facilities have extended ho urs and exist o n "o pen" campuses. When entrances are unmo nito red, po st building ho urs, appro priate trespassing no tices, and impo rtant building use po licies o n the exterio r o f the building.

Co nsider the use o f co lo rs o r o ther visual markers to facilitate way finding.

Ensure signage is available fo r perso ns with disabilities.

Security and Occupant Safety Implement security measures based o n the level o f pro tectio n desired to pro tect facility o ccupants and assets (e.g., co mputer equipment). Co nsider stando ff distances; access co ntro l strategies; entrances that do no t face unco ntro lled vantage po ints with direct lines o f sight to the entrance; o pen areas that allo w fo r easy visual detectio n by o ccupants; and minimized glazing. See WBDG Secure/Safe—Pro vide Security fo r Building Occupants and Assets.

First time visito rs, unfamiliar with their surro undings, may have tro uble navigating the safest exit ro ute fro m the building. Co nsider using increased signage and/o r pro viding safety info rmatio n and a building directo ry in welco me bro chures. Also , review and evaluate safety plans o n a regular basis. See WBDG Secure/Safe—Plan fo r Fire Pro tectio n and Secure/Safe —Ensure Occupant Safety and Health.

Operations and Maintenance Training facilities have varied ho urs and rates o f o ccupancy, which affect the facilities' o peratio ns and maintenance schedules. Co nsider the fo llo wing reco mmendatio ns in develo ping an o peratio ns and maintenance plan: During the planning stage o f the pro ject, design a pro active facility management pro gram to anticipate facility pro blems, rather than reacting to pro blems when they o ccur. This plan is essential to ensuring o ptimal lo ng- and sho rt-term use o f the facility.

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gro unds and building equipment, materials and surfaces, as well as suppo rt the flexible scheduling o f space fo r future pro grams.

Ensure that pro gram schedules and maintenance schedules are co hesive and co mpatible.

See WBDG Sustainable—Optimize Operatio nal and Maintenance Practices, Sustainable O&M Practices, and Reliability-Centered Maintenance (RCM) fo r mo re info rmatio n.

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CASE ST UDIES College of Business Administration Client: University o f No rth Flo rida Architects: KBJ Architects Inc. Lo catio n: Jackso nville, Flo rida Pro ject Size: 55,0 0 0 sf.

Co st: $5.1 millio n Co mpletio n Date: 19 9 7 The Co ggin Co llege o f Business ho sts Undergraduate, Graduate, Certificate, and Co ntinuing Educatio n pro grams. The Co llege o f Business Administratio n is a three-sto ry co ncrete and steel structure. Academic and administrative facilities o ccupy the first two levels; faculty o ffices are lo cated o n the third level.

Exterior view of the College of Business Administration at the University of North Florida (Courtesy of KBJ Architects Inc.)

Teaching facilities include seven tiered classro o ms with fixed seats. Three o f the classro o ms are U-shaped fo r case teaching. Two electro nic labs are lo cated o n the seco nd flo o r, alo ng with an internatio nal classro o m and co rpo rate strategy bo ardro o m. A large teaching audito rium is lo cated o n the first flo o r.

The electro nic labs are designed fo r acco unting, statistics, and management info rmatio n systems (MIS) co urses. Each co ntains 44 student desks with under-to p co mputers netwo rked to the Internet as well as the instructo r. The internatio nal classro o m co ntains 45 student statio ns at fixed tables in case teaching co nfiguratio n fo r co urses in internatio nal business. An adjacent o bservatio n ro o m pro vides facilities fo r simultaneo us translatio n.

The teaching audito rium seats 232 at co ntinuo us fixed tables. Its gently slo ping flo o r acco mmo dates wheelchairs in several ro ws and pro vides excellent sightlines. All o f the teaching spaces are equipped with co mmunicatio ns co nnectivity at every desk.

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Naval Nuclear Power Training Center Client: United States Navy Architects: KBJ Architects Inc. Lo catio n: Charlesto n, So uth Caro lina Pro ject Size: 246 ,0 0 0 sf. (includes residential buildings) Co st: $70 millio n Co mpletio n Date: 19 9 8 The Navy's nuclear po wer training pro gram is reco gnized as o ne o f the best in the wo rld. Fo r future submariners and surface warfare o fficers, training includes six mo nths o f graduate level classro o m training at the Naval Nuclear Po wer Training Center in Charlesto n, So uth Caro lina.

Exterior view of the Naval Nuclear Power Training Center in South Carolina (Courtesy of KBJ Architects Inc.)

The So uth Caro lina facility serves 70 0 faculty and 2,50 0 students fo r all o f the U.S. Navy Nuclear Po wer Training. The exterio r o f the 246 ,6 0 0 sf. building is red brick o ver a first flo o r clad with sto ne maso nry.

The building has a standing seam metal ro o f. The design aesthetic was develo ped by studying the histo ric buildings o f Charlesto n which inco rpo rate the use o f maso nry with punched o penings, the use o f texture, a sto ne base co urse, gable building ends, and minimum o verhangs.

The design co nfigures the instructio nal space into two wings. A 3-sto ry administrative area co nnects the wings and also ho uses a 220 -seat audito rium fo r larger lecture gro ups.

Because of onsite security precautions, most NNPTC classrooms do not have exterior windows. See WBDG Balancing Security/Safety and Sustainability Objectives for more information.

(Courtesy of KBJ Architects Inc.)

With 9 3 classro o ms, 31 teaching labo rato ries, 3 learning reso urces centers, 8 co nference ro o ms, 10 5 o ffices, and an audito rium, the Training Center was designed to meet the needs o f the mo st current techno lo gy and acco mmo date future electro nic co mmunicatio n techno lo gy requirements.

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EMERGING ISSUES Bilingual Educat ion Bilingual educatio n is an emerging issue within the United States. The federal go vernment has wo rked to make pro visio ns fo r bilingual pro grams in K-12 public scho o ls, and many private PDFmyURL.com

secto r universities and pro fessio nal training pro grams are no w do ing the same fo r adult students. As the number o f peo ple who speak English as a seco nd language begins to rise, o ne can anticipate the need to rethink appro aches to adult educatio n.

In the meantime, architectural acco mmo datio ns are within reach. Observatio n ro o ms, built adjacent to classro o ms o r labs, allo w fo r the simultaneo us translatio n o f lesso ns. Co mputer labs may do uble as co mputer-based language labs. And small, A/V-equipped viewing ro o ms can be used fo r independent study. In each case aco ustical co nsideratio ns will be paramo unt.

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RELEVANT CODES AND STANDARDS ASHRAE Standard 55 Thermal Environmental Conditions for Human Occupancy ASHRAE Standard 62-2001-Ventilation for Acceptable Indoor Air Quality (ANSI Approved) Department o f Defense UFC 4-171-0 1N Design: Aviatio n Training Facilities UFC 4-171-0 2A U.S. Army Service Scho o ls UFC 4-179 -0 1 Design: Navy Firefighting Scho o l Facilities UFC 4-730 -0 9 A Army Co ntinuing Educatio n System Centers Department o f Veterans Affairs PG 18 -14—Ro o m Finishes, Do o r, and Hardware Schedule fo r Educatio nal Facilities VA VHA—Educatio nal Facilities General Services Administratio n Facilities Standards fo r the Public Buildings Service, P-10 0 BACK TO TO P

MAJOR RESOURCES WBDG Building / Space Types Academic Labo rato ry, Educatio nal Facilities, Library, Parking Facilities, Audito riums, Clinic/Health Unit, Co nference/Classro o m, Fo o d Service, General Sto rage, Jo int Use Retail , Labo rato ry: Dry, Library, Office Design Objectives Accessible—Plan fo r Flexibility, Pro ductive, Pro ductive—Integrate Techno lo gical To o ls, Pro ductive—Design fo r the Changing Wo rkplace , Pro ductive—Pro vide Co mfo rtable Enviro nments, Secure/Safe—Plan fo r Fire Pro tectio n , Secure/Safe—Ensure Occupant Safety and Health, Secure/Safe—Pro vide Security fo r Building Occupants and Assets , Sustainable, Sustainable—Enhance Indo o r Enviro nmental Quality PDFmyURL.com

Organiz at ions The American Institute o f Architects Co mmittee o n Architecture fo r Educatio n (AIA/CAE)—AIA's co mmittee o f architects and allied pro fessio nals is co ncerned with the quality and design o f pre-kindergarten thro ugh university level educatio nal facilities. CAE identifies natio nal educatio nal facility issues critical to architects and wo rks to strengthen relatio nships with allied o rganizatio ns, client gro ups, and the public.

Maintenance Solutions—Current and archived articles back thro ugh June 20 0 0 fro m Maintenance Solutions Magazine, written fo r engineering and maintenance executives at co mmercial and institutio nal facilities.

Ot hers The Advanced Building Systems Integratio n Co nso rtium (ABSIC) at Carnegie Mello n University's Scho o l o f Architecture—ABSIC co nducts research, develo pment, and demo nstratio ns fo r the purpo se o f increasing the satisfactio n, health, well-being and pro ductivity o f o ccupants, o f enabling o rganizatio nal change, and techno lo gical adaptability while impro ving co st, energy, and enviro nmental effectiveness. ABSIC has been created fo r the advancement o f the No rth American building industry in pursuing the techno lo gies and the settings needed fo r high-perfo rmance wo rk enviro nments.

Natio nal Clearingho use fo r Educatio nal Facilities —Created in 19 9 7 by the U.S. Department o f Educatio n, the Natio nal Clearingho use fo r Educatio nal Facilities (NCEF) is a free public service that pro vides info rmatio n o n planning, designing, funding, building, impro ving, and maintaining scho o ls.

Scho o l Design Research Studio —The intent o f this do cument is to pro vide a framewo rk o f educatio nal design principles fro m which educato rs and design pro fessio nals can structure the co ntent o f their educatio nal facility develo pment pro cess, fro m the earliest strategic and educatio nal planning right thro ugh to design, co nstructio n, o ccupancy, and facility management.

Publicat ions Applied Ergonomics edited by David C. Alexander and Randall A. Rabo urn. 20 0 1.

Daylighting in Schools: An Investigation into the Relationship between Daylighting and Human Performance by the Hescho ng Maho ne Gro up.

Light Matters: The Medical Benefits of Light by So nia Anco li-Israel, Daniel Kripke, and Philip G. Mead. San Diego , CA: Presented at the AIA 20 0 3 Natio nal Co nventio n.

Native Language Literacy and Adult ESL Education by Klaudia Rivera. Washingto n DC: published in Natio nal Clearingho use fo r ESL Literacy Educatio n, 19 9 9 .

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