How to Design & Developg pTraining Programs

Specialist Management p gResources

14 May 2008 SMR 1

Why are we here?•To Learn

•To share

•To apply

To network•To network

•Be prepared for things youBe prepared for things you already know and are probably good at!

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y g

Yo r FacilitatorYour Facilitator•Haniffah Mariati Mohamed

• Penang, Georgetown

Media Background• Media Background

•Associate Trainer – SMR

•Assam Laksa

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Warm psWarm-ups

Grab a Balloon Each!Ready Get SetReady, Get Set…Listen to InstructionsGO!!!GO!!!Who’s Got the Biggest Balloon?Sit according to Color of Balloon Pls.

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Wh do e do arm ps?Why do we do warm ups?•Preoccupation•Preoccupation

•Acquaintances

•First impressions

•Quick involvements

•Instant Assessments•Instant Assessments

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Instant AssessmentsInstant Assessments

Please complete the Pre CoursePre- Course Questionnaire

5 minutes

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Agenda Da OneAgenda – Day OneWarm - ups & IntrosWarm ups & IntrosInstant assessmentProgram OverviewProgram OverviewADDIE & Design CycleTraining objectivesTraining objectivesExercises and activitiesLearning StylesLearning Styles

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Programme aims:Programme aims:To pro ide a concept alTo provide a conceptual

framework to:Design DetermineDesign - Determine Instructional Strategy & Contents…Contents…Develop – Prepare Training Suitable Training g gMaterials

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LEARNING CONTRACTLEARNING CONTRACT

Give 100% participationBe on timeBe on timeNot put others downH d h il t ffHandphones – silent or offHonour Confidentiality

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COUPONS ANYONE???COUPONS ANYONE???

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NOMINATION OF 3 MANAGERS

Break ManagerWeather ManagerWeather ManagerFitness Manager

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Why train ?Why train ?

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S stematic Approach to TrainingSystematic Approach to Training

AnalyseDesign

Evaluate ADDIEDevelop

Implement

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ADDIE ANALYSEADDIE - ANALYSE

Gathering info relevant to trainingtraining

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ADDIE DESIGNADDIE -DESIGN

Determine Aims & Objectives and how to obtain themGiving a Structure to Training

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ADDIE DEVELOPADDIE - DEVELOP

Preparing the Training Materials

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ADDIE IMPLEMENTADDIE - IMPLEMENT

Delivering the Training

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ADDIE E al ateADDIE - Evaluate

Assessing Learners Performance and Effectiveness of Trainingg

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TRAINING DESIGNTRAINING DESIGN

Not as simple and clean cut as TNA/TNINot a finite science – mny things stillNot a finite science mny things still unknown (about how we learn)Importance Job & Task AnalysisImportance – Job & Task Analysis2 Levels of Design – Broad Outline &Detailed Preparation

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What is Design in Context of gLearning?“ A Plan or Scheme, conceived in the

mind, of something to be done; the , g ;preliminary conception of an idea that is to be carried into effect by Action.”y

Oxford English DictionaryOxford English Dictionary

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Training Design Cycle

Training AimsTime

Training ObjectivesPlaces

span

V lid tiTrainers

Validation MeasuresMethods

and Media

SequenceOrder

and Media

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Order

Systematic approach to course y ppdevelopment

Aims & ObjectivesAims & Objectives

CONTENT

Skills Knowledge Attitude

PLANNING

Methods DesignMethods Design

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S t ti A h t C D l tSystematic Approach to Course DevelopmentDelivering

Presenting Reinforcing

Evaluation & FeedbackC S lfCourse Self

Terminal Goals(Learning Aims & Objectives)

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(Learning Aims & Objectives)

4 P i i l St f L i U it4 Principal Stages of Learning Unit

•Objectives•Entry Behaviour•Learning Event•Performance Assessment

(Refer to Pg. 4 of books)

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What is the difference?What is the difference?

Aims Objectives

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Aims & OBJECTIVESAims & OBJECTIVES

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Writing Objecti esWriting Objectives

Clear statements of what learners will be able to demonstrate at the end of a learning sessionPerformance Conditions StandardsPerformance, Conditions , Standards

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Performance StatementsPerformance Statements

The learner will be able to drive a car.The trainee will be able to service theThe trainee will be able to service the computerThe learner will be able to shoot with aThe learner will be able to shoot with a pistol

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Performance StatementsPerformance Statements

Avoid ambiguous and vague statementsExample:Example:“ Learner will understand objectives”U d t d?Understand?Will learner be able to quote, write or

demonstrate?

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CONDITIONSCONDITIONSSituations in which learner has to performpConditions give of information on range of

learning to be covered,learning to be covered, tools/equipment/clothing to be used, aids & manuals , environment or anyaids & manuals , environment or any special physical condition.

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STANDARDSSTANDARDS

States minimum level of acceptable performance to be attained on completion of training.Example: ..at exemplary/experienced worker standards… or can we accept lower standards & rely on experience on the job to improve standards?

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TYPES OF STANDARDSTYPES OF STANDARDS

1.Accuracy- Task must be completed with no errors- Task must be completed with no errors

2 S d2. Speed- Must be able to type 40 words per

minute….

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WRITING OBJECTIVESWRITING OBJECTIVES

Key Feature of Effective TrainingDesigner –Learner – TrainerDesigner Learner TrainerMinimum level of acceptable performance

to be attained on completion of trainingto be attained on completion of training

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OBJECTIVES ENABLES:OBJECTIVES ENABLES:

TRAINER

DESIGNER

i tcommunicates

LEARNER

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ADULT LEARNING (Malcolm (Knowles)

Changes in self-concept( from total dependency to self-directedness)( p y )

Role of Experience(provides base for new learning)

Readiness to learn(oriented to real life situations)

Orientation to learning(Problem focused)

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( )

Types of learningTypes of learning

CognitiveCognitive

AffectiveAffective

Psychomotor

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Types of learningTypes of learningCOGNITIVE

involves knowledge–involves knowledge• recall data• define• describedescribe• identifies

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Types of learningTypes of learningCOGNITIVECOGNITIVE– comprehension

d t d th i• understand the meaning• rewrite the principles of test

writingwriting• explain in own words the

steps for performing a p p gcomplex task

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Types of learningTypes of learningCOGNITIVE

Application– Application• apply what was learned in the

lclassroom

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Types of learningTypes of learning

COGNITIVEA l i– Analysis• trouble shoot a piece of

eq ipment b sing logicalequipment by using logical deduction

• compare and contrasts• compare and contrasts

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Types of learningTypes of learningCOGNITIVE– knowledgeknowledge– comprehension

application– application– analysis

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Theor of forgettingTheory of forgetting

Memory loss

50%75%75%90%

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Anal tical and GlobalAnalytical and Global

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LEARNING METHODSLEARNING METHODS

Analytical(L)formal

Global (R)– informal– formal

– brightinformal

– dimi t– words

– finish to end– pictures– multiple

– quiet starter– sound

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Anal tical learning methodsAnalytical - learning methods

Write key words and numberuse printed visualuse printed visualgive clear directions and activities to be carried outuse details rules directions anduse details rules, directions and step by step procedures

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Gl b l l i th dGlobal- learning methodsBegin with story jokes which learners canBegin with story, jokes which learners can relate to get learners to illustrate materials andget learners to illustrate materials and draw meaning on pictures, photospresent end results and overviews - bigpresent end results and overviews big pictureuse variety alternatives, different y ,approach

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The 5 I’sThe 5 I’s

IntroduceInvolveInvolveInteractI t tInstructIntensify retention

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Multiple Intelligence1.Logic - mathematical2.Linguistic2.Linguistic3.Musical4 Spatial4.Spatial5.Bodily - kinesthetic6 Interpersonal6.Interpersonal7.Intra-personal8 Naturalistic8.Naturalistic

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LEARNING STYLESLEARNING STYLESRecognition of different styles of learning can help plan courses, can assist individual development

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Learning styles that relate to th 4 t lthe 4 styles

Stage 1 - (Activist)H i iHaving an experience

Stage 2 - (Reflector)Reviewing the experience

Stage 4- (Pragmatist)Planning the Reviewing the experiencePlanning the next steps

Stage 3 - (Theorist)Concluding from experience

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LEARNING STYLESLEARNING STYLESActivist ReflectorTheoristPragmatistPragmatist

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Which is o r Learning St le?Which is your Learning Style?

Complete the questionnaireDo not go to next unless you haveDo not go to next unless you have answered previous questionDo not think too long your immediateDo not think too long, your immediate response is most importantPl t h di lPlot your graph accordingly

(15 minutes)

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LEARNING CYCLE INGREDIENTS

5 stagesExplanation/Understanding

DemonstrationFeedback

Practice

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The 4 schools of tho ghtThe 4 schools of thought

BehaviorismCognitiveCognitiveSocial learningH iHumanismConstructivist

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R A CR A C

people remember3 ways3 ways– repetition

association– association– Concentration

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