training process overview-1
TRANSCRIPT
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RRC RRC –– Training, PAN LOCALIZATION Phase IITraining, PAN LOCALIZATION Phase II
Emmanuel C. Lallana, PhDMa. Melizza D.Tan
Training Process OverviewTraining Process Overview
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Training Goal
Pan L10n Capability Building Goal: to develop and conduct training to develop digital literacy among various end-users
to acquire basic computer literacy in order to retrieve content and to generate culturally relevant content based on Regional ICT Competency Standards
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Digital Literacy
the awareness, attitude and ability of individuals to appropriately use digital tools
and facilities
to identify, access, manage, integrate, evaluate, analyze and synthesize digital
resources, construct new knowledge, create media expressions, and communicate with
others,
in the context of specific life situations, in order to enable constructive social action;
and to reflect upon this process
DigEuLit Project, 2006
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RESEARCH (RRC and CCs) !
Customized Training Design & Materials per User Group(to be designed by Country Components) !
Competency Standards &Performance Indicators
Per User Group
Best Practices
“Open” TrainingMaterials
DeterminedTraining Needs
Competency Assessment
Training Design M&E
enhancement
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Training Process CycleEstablish / Clarify desired goals: key priority areas &
targets
Knowledge & Skills Audit Gap-Needs Analysis
Course Design & Development
Training / Workshop Delivery
Training Evaluation & Enhancement
• immediate reaction: management + skills
learned• application & Transfer of
Knowledge & Skills Learned
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Competency Standards - UNESCO
Emerging
Applying
Transforming
Infusing
Work/Life
Technology
Stages of ICT development(adapted from UNESCO-Bangkok) !
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Competency Standards - UNESCO
Transforming
Infusing
Applying
Emerging
Specializing in the use of ICT
Creating innovative work environments (Tech Approprtn)!
Understanding how and when to use ICT
Learning how to use ICT
Becoming aware of ICT
Facilitating effectiveness & efficiency (Tech Appropriation) !
Enhancing traditional tasks (Use) !
Supporting work performance (Use) !
(a) Stages of ICT usage (b) Applications / Usages of ICT
(adapted from UNESCO-Bangkok) !
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Competency Standards – PAN L10n
Monks
Infusing
Transforming
Emerging
Applying
Love To See
Like To See
Etc.TeachersGov’t OfficialsInfomediaries
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Training Needs Analysis - 1
a systematic exploration of the way things are and the way they should be
“things” = individual or organizational performance
- Christie, A. Training Cycle Management:
Guidelines and Toolkit. ChildHope Manual.
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Training Needs Analysis - 2
Why conduct one?To understand the context of target clients
To compare desired (see “Goal”) with current level of performance
To identify and analyze KSA gaps & possible solutions
To establish and prioritize specific training “needs” over “wants” vis-à-vis desired level of performance
To involve stakeholders for better appreciation and increased motivation
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Training Needs Analysis - 3Understand the context of target clients
meet with organized groups / experts who know/work with target clients (advisory body)!meet with a sample group to represent the target group
age, learning styles, sensitivities, backgrounds, openness to technology, etc.
conduct a job analysis: take note of job processes/tasks that can benefit from the use of ICT – categorize into needs vs. wants
examine current ICT applications and initiatives targeting same client group
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Training Needs Analysis - 4
Identify the relevant / required skill set based on “goal”
multi-stage Regional ICT Competency Standardsmap out appropriate progress markers
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Training Needs Analysis - 5
Determine the knowledge/skills gapKnowledge/Skills Audit (self-assessment, may choose to validate via direct observation/test) compared against the PAN L10n ICT Competency Standardsestablish the training need
determine which stage of ICT developmentfocus on competencies appropriate and relevant to desired level of task performance
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Training Needs Analysis - 6
Present report & recommendationsseek validation with organized & sample groups interviewed earlier
gap analysis and training needs
present draft training plan and projected impact of ICT training on clients’performance
confirm progress markersdiscuss possible strategies and gather pool of possibilities for relevant hands-on exercisesvalidate evaluation plan
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TNA - 7 – Common Methodologies• “distant” to actual context
of clients• best practices abound• no need to re-invent the
wheel
• journals, reports, manuals
1. Review of Related Literature
• max: 2 hours• 6-8 pax
• max: 1 hour• one-on-one
• 15-30 minutes
• actual work environment
Features
• flexible; follow-through questions
• immediate group verification of responses
5. Focus Group Discussion
• interviewer must be highly skilled and must be warm, engaging, & patient
• subjective interpretations• need for accurate recording
of responses (very rich) !
• flexible; follow-through questions
4. Interview / Consultation
• good questionnaires are difficult to formulate
• not flexible, no follow-through questions
• normal response rate: 40%
• respondents may be anonymous
• efficient: standard responses, easy tabulation
3. Survey / Questionnaire
• time-consuming• real-life “investigation”2. Direct Observation
DisadvantagesAdvantagesMethod
sample tools to be posted on the wiki
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Course Design & Developmentde
sire
d co
mpe
tenc
ies
& le
arni
ng o
utco
mes
(by
leve
l)!learning objectives
topics / content
strategies / activities
assessmentmaterials
development
context: job processes / tasks
resource preparation:
trainer, notices,
venue, eqpt, etc.
session scheduling
evaluation tool
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Training Delivery - a
conduct expectations-setting activities, session summaries, energizersset specific and measurable outcomestrain/involve the recognized leadersparticipants need to own their learning
relevant to their contextrequired action planningvalued feedback
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Training Delivery - b
responsibilities covered, time checksregular training assessment
the training team
logistics: laboratory, connectivity, food, accommodations, materials (manuals, handouts, certificates) !session assessments, training evaluation (immediate reaction) !
resources
motivation, energy levelfrequent learning checks, exercises/simulationsseating arrangement & groupings – team learningparticipation levelaction planning
learning
Management of
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Personnel Requirements
Instruction TeamTrainerLab Assistants – depends on number of participants and their competency levels
Training ManagementTraining ManagerStaff – administrative, financial, and logistical needs
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Trainer Competencies - 1knows & applies the training process cycle understands & employs basic principles of human cognition & learninghas sound research skillshas effective presentation skillshas good interpersonal & communication skillshas effective group management skills
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Trainer Competencies - 2
has mastery of content and skills to be imparted
may tap “super-users” from their own grouppractices & promotes lifelong learning
can arrange the training schedule and environment (physical set-up & groupings) most conducive to learning
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Trainer Competencies - 3
can regularly relate content & examples to trainees’ contextuses appropriate motivational activitiescan effectively apply adult learning principles (experiential, context-based, self-discovery)!sensitive, flexible, & adjusts to different learner backgrounds, learning styles, pacing
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Trainer Competencies - 4
uses a variety of strategies, activities, materials, & assessment methodologies to facilitate learningcan handle “difficult” participantscan apply reflective listening & feedback to encourage group involvement & to improve the training
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Post-Training Evaluation - A
“Training is a process rather than an event.”“Training redesign is an ongoing process based on feedback.”
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Post-Training Evaluation - B
results to serve as inputs for timely interventions (i.e. coaching, follow-up training), course enhancements, and further training needsmust: produce Training Analysis Report on entire Training Process
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Post-Training Evaluation - Ctiming:
immediately after training: to gauge learning gained & to evaluate aspects of training management during delivery2-3 months after training: to check training transfer/ application to actual workplace (via physical evidence)!
monitor trainees’ growing levels of comfort, confidence, and competence in applying ICT skills learned in real situations
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end of presentationend of presentation
June 2007