•Examines how the training should be planned so that it will meet identified training needs. It •Examines how the training should be planned so that it will meet identified training needs. It shifts the focus from investigating the problem (which is the key issue in the analysis) to shifts the focus from investigating the problem (which is the key issue in the analysis) to investigating and scoping the solution.
investigating and scoping the solution. •Goal of Training Design
•Goal of Training Design –To determ
–To determine what ine what training training experienexperience will mce will meet trainieet training needs ng needs and thereand thereby closby close performe performanceance gaps between what people can do and what they must do to meet the performance requirements. gaps between what people can do and what they must do to meet the performance requirements.
•Principles in designing programs •Principles in designing programs •Steps in designing
•Steps in designing •Linking TNA to the design •Linking TNA to the design
•• —the conf —the configuratioiguration of the van of the various elrious elements iements in a progrn a program consam considering idering the plan the plan andand goals and taking note of the sequence of activities
goals and taking note of the sequence of activities –Linkage
–Linkage—approp—appropriate conneriate connection of tction of topicsopics –Specifi
–Specificity—detaicity—detailing goling goals, learnals, learnings, ings, and activiand activities and ties and avoiding avoiding overlapoverlaps and reds and redundanciundancieses –Synergy
–Synergy—consid—considering ering the learnithe learningsconvngsconverge (inerge (integratiotegration or sumn or summary of mary of learninglearnings)s)
•• —respon —responding to ding to anticipaanticipated needs ted needs and the dand the degree of cegree of capacity toapacity to adopt to varying circumstances
adopt to varying circumstances
•• —addressing the —addressing the needs of needs of trainees trainees or particor participants and ipants and the organthe organization ization as wellas well
•• -considering the background of the trainees or participants-considering the background of the trainees or participants
•• —presenc —presence of learne of learning valiing validation ddation during uring conduct oconduct of f training
training
•• —passin —passing on skig on skills to traills to trainees or pnees or participaarticipantsnts •• —provid —providing the ging the greatest benreatest benefit at miefit at minimum nimum costcost
•Name the program •Name the program –Provid
–Provide rationale rationale in the coe in the conduct of nduct of the progrthe programam •State the program objectives
•State the program objectives –Termin
–Terminal objectial objectivesves –Enabli
–Enabling objecng objectivestives
•Determine the specific contents of the program •Determine the specific contents of the program –Must kn
–Must knowow –Nice to kn –Nice to knowow
•Arrange learning units in the order they will be taken up •Arrange learning units in the order they will be taken up
–Whole- –Whole-partpart –Sequenc –Sequencinging
•Select the learning methodology and determine the time frames •Select the learning methodology and determine the time frames •Determine dates and appropriate venue
•Determine dates and appropriate venue •Identify standards and evaluation measures •Identify standards and evaluation measures •Select the resource speakers
•Select the resource speakers •Calculate and prepare the budget. •Calculate and prepare the budget.
•Title
•Rationale of the Training •Objectives of the Training •Course Outline
–Module Session Activities Expected Output •Learning Methodology
•Time Frames
•Dates and Venue (if can be determined) •Evaluation Method
•Resource Speakers/Persons •Training Cost
Blueprint the way to respond to the needs of the participants Focus clarifies scope of the subject matter
Management in terms of time and financial resources Order enhances effective and orderly presentation Contingencies provides inputs for contingencies Evaluation important in evaluating the training outputs
Guide on the emphasis of topic, time allotment, and methodology Basis for determining cost efficiency and effectiveness
Precondition in getting ready for the training proper
Sample Title
Presentation in Accordance with PFRS Emphasizing Common Disclosure Errors, Updates on Philippine Standards on Auditing, Code of Ethics
•Background or introduction of what the training is all about –Developments in the field/discipline/area
–Increased demand for performance of service
•Description of the needs being addressed by the training –To whom the training is designed
–What gaps are being addressed •Overview of how the training program –Overall approach of meeting the goals –General description of the learning outputs –Where do we go from here?
—what the learner will be able to do after going through the training program (same as the goal)
–learning steps that the learner must undergo to accomplish the terminal objective
•
By the end of the three-day training program, participants will be able to apply the three techniques of long-term and short-term planning
•
During the first day of the program, participants will be able to:
•Discuss the importance of scientific tools in planning for both long-term and short-term •Explain the principles of the various techniques of long-term and short-term planning
•
–In this course, the trainee will be taught the principles of leadership •
–The objective of this course is to discuss the principles of leadership •
–As a result of this course, the trainee will be able to supervise subordinates effectively
•
At the end of the training, the participants should be able to…. •
X the procedures in the opening of new accounts / the opening of a new account
• –Quantity –Quality –Time –Cost •Know •Appreciate •Comprehend •Understand •Enumerate •Describe •Explain •Evaluate
•Describing the objectives based on what the trainees should do at the end of the training; •Main advantage is the exactness in giving direction in a training course
Each of the following statements is supposed to be a training objective. Revise each objective as you deem necessary.
1.To teach the techniques of long and short-term planning using network analysis so that the techniques can be applied as appropriate.
2.An appreciation of current resource allocation problems which influence project completion dates for civil engineering contracts.
3.Without supervision, all order clerks will be able to place all copies of 15 separate orders in the files as listed without error, in less than three minutes
4.Given an architect’s drawing, visual guide and information on location, apprentices will calculate all essential heat losses expressing each in SI units to two decimal places
•It provides direction to the trainees or participants •It gives more information concerning the training program
•It keeps the trainer focused (especially on the things that the trainees “must know”)
Learning is…
•An experience that occurs in the learner and is activated by the learner •The discovery of personal meaning and relevance of ideas
•The consequence of an experience •A cooperative and collaborative process •An evolutionary process
•Emotional as well as intellectual
Learning works better…
•When the learner is personally involved •When there are activities using materials
•When experienced in multiple modes (using all senses) •With more of the senses engaged
•Motivate learners •Connect with learners •Give meaning to the experience •Manage the learning process
•Leader-centered •Presentation-driven •Content-heavy •“Sage in Stage”
•“Tell everything you can in time alloted”
•Participant-centered •Experience-driven •Application-heavy •“Guide on the Side”
•“Never do for learners what they can do for themselves”
•Curriculum based on TNA –Content
–Time allotment –Activity requirements
•Training methods •Trainer/resource persons •Training management group
•Logistics –Facilities –Food
–Accommodation
•Teaching-learning styles and methodologies •Training Evaluation and Measurement Methods •Effective Presentation and Facilitation •Training Needs Analysis
•Organizing and Running a Conference •Instructional Materials Design
