There are growing interests on learner-centered education to improve competencies that help educational government employee to solving problems in educational settings. However, there are difficulties in managing learner-centered education in gathering type training settings due to practical limitations. Thus, this study develops a instructional design model that help designers to easily develop a learner-centered education for gathering training for educational government employees and examined the effectiveness of the model. For this, design elements are extracted from related design approaches such as appreciative inquiries, action learning, and collective intelligences. The model included a sequential learning events that starts from appreciating learners’ success experiences, presenting learning contents with the learners’ experiences, providing practical situations in which learners apply learned experiences, planning individual action plans, further planning in action plans through team members’s reviews, and establishing support plans in worked places. Two educational training programmes were re-designed based on this instructional design model. Participants in this programmes reported that they perceived the programmes as participatory and satisfactory. Finally, implications and future tasks were suggested based on these findings.