design training programmes
TRANSCRIPT
![Page 1: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/1.jpg)
How to Design & Developg pTraining Programs
Specialist Management p gResources
14 May 2008 SMR 1
![Page 2: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/2.jpg)
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!
14 May 2008 SMR 2
y g
![Page 3: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/3.jpg)
Yo r FacilitatorYour Facilitator•Haniffah Mariati Mohamed
• Penang, Georgetown
Media Background• Media Background
•Associate Trainer – SMR
•Assam Laksa
14 May 2008 SMR 3
![Page 4: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/4.jpg)
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.
14 May 2008 SMR 4
![Page 5: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/5.jpg)
Wh do e do arm ps?Why do we do warm ups?•Preoccupation•Preoccupation
•Acquaintances
•First impressions
•Quick involvements
•Instant Assessments•Instant Assessments
14 May 2008 SMR 5
![Page 6: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/6.jpg)
Instant AssessmentsInstant Assessments
Please complete the Pre CoursePre- Course Questionnaire
5 minutes
14 May 2008 SMR 6
![Page 7: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/7.jpg)
Agenda Da OneAgenda – Day OneWarm - ups & IntrosWarm ups & IntrosInstant assessmentProgram OverviewProgram OverviewADDIE & Design CycleTraining objectivesTraining objectivesExercises and activitiesLearning StylesLearning Styles
14 May 2008 SMR 7
![Page 8: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/8.jpg)
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
14 May 2008 SMR 8
![Page 9: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/9.jpg)
LEARNING CONTRACTLEARNING CONTRACT
Give 100% participationBe on timeBe on timeNot put others downH d h il t ffHandphones – silent or offHonour Confidentiality
14 May 2008 SMR 9
![Page 10: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/10.jpg)
COUPONS ANYONE???COUPONS ANYONE???
14 May 2008 SMR 10
![Page 11: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/11.jpg)
NOMINATION OF 3 MANAGERS
Break ManagerWeather ManagerWeather ManagerFitness Manager
14 May 2008 SMR 11
![Page 12: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/12.jpg)
Why train ?Why train ?
14 May 2008 SMR 12
![Page 13: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/13.jpg)
S stematic Approach to TrainingSystematic Approach to Training
AnalyseDesign
Evaluate ADDIEDevelop
Implement
14 May 2008 SMR 13
![Page 14: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/14.jpg)
ADDIE ANALYSEADDIE - ANALYSE
Gathering info relevant to trainingtraining
14 May 2008 SMR 14
![Page 15: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/15.jpg)
ADDIE DESIGNADDIE -DESIGN
Determine Aims & Objectives and how to obtain themGiving a Structure to Training
14 May 2008 SMR 15
![Page 16: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/16.jpg)
ADDIE DEVELOPADDIE - DEVELOP
Preparing the Training Materials
14 May 2008 SMR 16
![Page 17: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/17.jpg)
ADDIE IMPLEMENTADDIE - IMPLEMENT
Delivering the Training
14 May 2008 SMR 17
![Page 18: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/18.jpg)
ADDIE E al ateADDIE - Evaluate
Assessing Learners Performance and Effectiveness of Trainingg
14 May 2008 SMR 18
![Page 19: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/19.jpg)
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
14 May 2008 SMR 19
![Page 20: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/20.jpg)
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
14 May 2008 SMR 20
![Page 21: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/21.jpg)
Training Design Cycle
Training AimsTime
Training ObjectivesPlaces
span
V lid tiTrainers
Validation MeasuresMethods
and Media
SequenceOrder
and Media
14 May 2008 SMR 21
Order
![Page 22: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/22.jpg)
Systematic approach to course y ppdevelopment
Aims & ObjectivesAims & Objectives
CONTENT
Skills Knowledge Attitude
PLANNING
Methods DesignMethods Design
14 May 2008 SMR 22
![Page 23: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/23.jpg)
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)
14 May 2008 SMR 23
(Learning Aims & Objectives)
![Page 24: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/24.jpg)
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)
14 May 2008 SMR 24
![Page 25: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/25.jpg)
What is the difference?What is the difference?
Aims Objectives
14 May 2008 SMR 25
![Page 26: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/26.jpg)
Aims & OBJECTIVESAims & OBJECTIVES
14 May 2008 SMR 26
![Page 27: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/27.jpg)
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
14 May 2008 SMR 27
![Page 28: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/28.jpg)
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
14 May 2008 SMR 28
![Page 29: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/29.jpg)
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?
14 May 2008 SMR 29
![Page 30: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/30.jpg)
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.
14 May 2008 SMR 30
![Page 31: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/31.jpg)
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?
14 May 2008 SMR 31
![Page 32: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/32.jpg)
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….
14 May 2008 SMR 32
![Page 33: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/33.jpg)
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
14 May 2008 SMR 33
![Page 34: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/34.jpg)
OBJECTIVES ENABLES:OBJECTIVES ENABLES:
TRAINER
DESIGNER
i tcommunicates
LEARNER
14 May 2008 SMR 34
![Page 35: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/35.jpg)
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)
14 May 2008 SMR 35
( )
![Page 36: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/36.jpg)
Types of learningTypes of learning
CognitiveCognitive
AffectiveAffective
Psychomotor
14 May 2008 SMR 36
![Page 37: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/37.jpg)
Types of learningTypes of learningCOGNITIVE
involves knowledge–involves knowledge• recall data• define• describedescribe• identifies
14 May 2008 SMR 37
![Page 38: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/38.jpg)
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
14 May 2008 SMR 38
![Page 39: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/39.jpg)
Types of learningTypes of learningCOGNITIVE
Application– Application• apply what was learned in the
lclassroom
14 May 2008 SMR 39
![Page 40: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/40.jpg)
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
14 May 2008 SMR 40
![Page 41: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/41.jpg)
Types of learningTypes of learningCOGNITIVE– knowledgeknowledge– comprehension
application– application– analysis
14 May 2008 SMR 41
![Page 42: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/42.jpg)
Theor of forgettingTheory of forgetting
Memory loss
50%75%75%90%
14 May 2008 SMR 42
![Page 43: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/43.jpg)
Anal tical and GlobalAnalytical and Global
14 May 2008 SMR 43
![Page 44: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/44.jpg)
LEARNING METHODSLEARNING METHODS
Analytical(L)formal
Global (R)– informal– formal
– brightinformal
– dimi t– words
– finish to end– pictures– multiple
– quiet starter– sound
14 May 2008 SMR 44
![Page 45: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/45.jpg)
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
14 May 2008 SMR 45
![Page 46: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/46.jpg)
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
14 May 2008 SMR 46
![Page 47: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/47.jpg)
The 5 I’sThe 5 I’s
IntroduceInvolveInvolveInteractI t tInstructIntensify retention
14 May 2008 SMR 47
![Page 48: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/48.jpg)
Multiple Intelligence1.Logic - mathematical2.Linguistic2.Linguistic3.Musical4 Spatial4.Spatial5.Bodily - kinesthetic6 Interpersonal6.Interpersonal7.Intra-personal8 Naturalistic8.Naturalistic
14 May 2008 SMR 48
![Page 49: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/49.jpg)
LEARNING STYLESLEARNING STYLESRecognition of different styles of learning can help plan courses, can assist individual development
14 May 2008 SMR 49
![Page 50: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/50.jpg)
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
14 May 2008 SMR 50
![Page 51: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/51.jpg)
LEARNING STYLESLEARNING STYLESActivist ReflectorTheoristPragmatistPragmatist
14 May 2008 SMR 51
![Page 52: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/52.jpg)
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)
14 May 2008 SMR 52
![Page 53: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/53.jpg)
LEARNING CYCLE INGREDIENTS
5 stagesExplanation/Understanding
DemonstrationFeedback
Practice
14 May 2008 SMR 53
![Page 54: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/54.jpg)
The 4 schools of tho ghtThe 4 schools of thought
BehaviorismCognitiveCognitiveSocial learningH iHumanismConstructivist
14 May 2008 SMR 54
![Page 55: Design training programmes](https://reader034.vdocument.in/reader034/viewer/2022052307/5598711f1a28abad6a8b489e/html5/thumbnails/55.jpg)
R A CR A C
people remember3 ways3 ways– repetition
association– association– Concentration
14 May 2008 SMR 55