1. training design management

8/3/2019 1. Training Design Management

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Training DesignTraining Design

ManagementManagementIntroduction to Training Design

Purposes of TrainingTraining Effectiveness

Types of Training


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Introduction to Training DesignIntroduction to Training Design

y Learning

1. The relatively permanentprocess by which changes inBehavior, knowledge, feelings or attitudes occur as theresult ofprior experience.

2. A process that enables someone to acquire newattitudes, skills or knowledge

y Education

A process and a series of activities which aim at enablingan individual to assimilate and develop knowledge, skills,

values and understanding that are not simply related to anarrow field of activity but allow a broad range of problemsto be defined, analyzed and solved.


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y Training

1. A planned process to modify attitude, knowledge or

skill behavior through learning experience to achieveeffective performance in an activity or range ofactivities. Its purpose, in the work situation, is todevelop the abilities of the individual and to satisfy thecurrent and future needs of the organization.

2. Any form of process designed to facilitate learning inthe target audience.

y Development

The general enhancement and growth of an individualsskills and abilities through conscious and unconsciouslearning.

y Design n 1 kerangka bentuk; rancangan; 2 motif; corak;mendesain vmembuat desain; membuat rancangan (pola)


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Manakah yang Harus Dipilih?Manakah yang Harus Dipilih?

Education Training

y Fundamental concepts,

y Mathematics

y Logic

y Emphasizes understanding

y

Time : Long Timey Purpose : General &

Holistic

y penanaman konsep,penambahan pengetahuan

secara keseluruhan

y Concrete in concernsy Applied statistics

y Computer programming

y Emphasizes techniques

y Time : Short Time

y Purpose : Increasingskill or workperformance

y learning by doing danpenguasaan secara

parsial


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Purposes of TrainingPurposes of Training

1. Quality deliver new levels of quality.

2. Quantity process or handle moreorders or items.

3. Cost do more for the same cost, or thesame output for less cost.

4. Time take less time in basic handling,or work to earlier dead


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Benefits of TrainingBenefits of Training

y Stewart (1996) impact in a positive andmajor way on the management of change.

y Frank and Margerison (1978) solvingorganizational problems as well as ondeveloping individual skills.

y Cheese (1986) Application of training in

marketing.y Effect organizations culture in a more

indirect way through the management ofindividual and group training.


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Benefits of Training.......Benefits of Training.......

y

IndividualsGet intrinsic or extrinsic job satisfaction.

Intrinsic job satisfaction performing a task well, able

to exercise a new repertoire of skills

Extrinsic job satisfaction earning accrued through

improved job performance, the enhancement ofcareer and promotion prospects (within and outsidethe organization)

y Organizations

Improving employee work performance and

productivity


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Training EffectivenessTraining Effectiveness

SMARTERy

SpesificHasil akhir tidak ngambang dan harus jelas.y Measurable

Hasilnya (Quality, Quantity, Cost, Time) dapat dilihat(observable) secara nyata dan terukur (Measurable).

y Achieveabley

RelevantSasarannya harus esensial bagi perbaikan menyeluruh baikbagi organisasi maupun organisasi.

y TimeboundAda batasan waktu yang disepakati untuk mencapaisasaran yang ditetapkan.

y Exciting (Menyenangkan)y Recorded (Tercatat/terekam)


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AndragogicalAndragogical vsvs Pedagogical ModelPedagogical Model

Pedagogical model makes the following assumptions:

1. The teacher is responsible for the learning process,including what and how learners learn. The learners role

is passive.

2. Because the learner has little experience, the teacher isthe expert, the guru, and it is his or her responsibility toimpart his or her wealth of knowledge.

3. People are motivated to learn because they have to in

order to pass a test, advance to the next level, or earncertification.

4. Learning is information-centered. The teacher covers thematerial so that the learner can acquire the prescribedinformation in some type of logical order.

5. Motivation to learn is largely external. Pressure fromauthority figures and fear of negative consequences drivethe learner. The teacher, in essence, controls the learningthrough rewards and discipline.


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AndragogicalAndragogical vsvs Pedagogical ModelPedagogical Model

Andragogycal Model Assumptions: (Malcolm Knowles USA)

y Assumption 1 = From total dependency to increasing self-directedness

y Assumption 2 = The role of experience and individualdifferences

y Assumption 3 = Adults are ready to learn when theyperceive a need to know or do something in order to

perform more effectively in some aspect of their livesy Assumption 4 = Adults want immediate real-world

applications

y Assumption 5 = Adults are motivated to learn because ofinternal factors such as self-esteem, desire for recognition,

natural curiosity, innate love of learning, better quality oflife, greater self-confidence, or the opportunity to self-actualize.


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On the Job TrainingOn the Job Training

Off the Job TrainingOff the Job Training

y Training On the job biasanya efektif untukpekerjaan yang membutuhkan keahlian (seperti

penggunaan tools, peralatan, dokumen yangbiasanya digunakan) menjadi materi yang akandigunakan ketika dilatih secara penuh dan dekatdengan kehidupan normal pekerjaan.

y Training off-the-job dilakukan jauh dari situasilingkungan pekerjaan sehingga lebih konsentrasiterhadap training yang diberikan. Pada trainingoff the jobs ini, akan lebih efektif untuk pelatihandalam bidang konsep dan ide. Dalam

penerapannya, berbagai metode trainingdiberikan untuk mengembangkan kecerdasanartificial berkembang baik.

1. training design management

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