designing training programs for professionals · designing training programs for professionals rufo...

DESIGNING TRAINING PROGRAMS FOR PROFESSIONALS

RUFO R. MENDOZA, Ph.D.Chair, PRC CPE Council for Accountancy

2/2/2009 Design of Training Programs

Training

• Training is a planned and systematic effort to modify or develop knowledge, skills, and attitudes to achieve effective performance in an activity or range of activities.

• Its purpose, in the work situation, is to enable an individual to acquire abilities (competencies), in order that he or she can perform adequately a given task or job.


TRAINING IN THE CONTEXT OF ORGANIZATIONAL ANALYSIS

Systems

Lack of or wrong process,

equipment, structure, or non-human

aspects

Environment

Socio-cultural, economic,

regulatory factors affecting the

business

Training

Lack of knowledge and

skills or problems in attitude or behavior

PROBLEM IN PERFORMANCE


TRAINING CYLCE(Donald Kirkpatrick)

Training Needs

Analysis

Conduct of

Program

Evaluation of

Program

Designof

Program


ADDIE MODEL

• Analysis

• Design

• Development

• Implementation

• Evaluation


ORGANIZATIONAL STUDYGoals, Functions and Policies

TRAINING NEEDSDETERMINATION

TRAINING PROGRAM DESIGN

TRAINING MATERIALS DEVELOPMENT

CONDUCTING INSTRUCTION

EVALUATION AND FOLLOW-UP

REVIEW/REVISE

THESEVEN-STAGETRAININGSYSTEMMODEL


Design of Training

• 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 investigating and scoping the solution.

• Goal of Training Design– To determine what training experience will meet training

needs and thereby close performance gaps between what people can do and what they must do to meet the performance requirements.


CONSIDERATIONS IN THE DESIGN OF TRAINING PROGRAMS

• Principles in designing programs

• Steps in designing• Linking TNA to the design


Principles of Good Training Design

• Structure—the configuration of the various elements in a program considering the plan and goals and taking note of the sequence of activities– Linkage—appropriate connection of topics– Specificity—detailing goals, learnings, and activities and

avoiding overlaps and redundancies– Synergy—considering the learnings converge (integration or

summary of learnings)

• Openness and Flexibility—responding to anticipated needs and the degree of capacity to adopt to varying circumstances


Principles of Good Training Design

• Relevance—addressing the needs of trainees or participants and the organization as well

• Compatibility-considering the background of the trainees or participants

• In-Process Evaluation and Feedback—presence of learning validation during conduct of training

• Transferability—passing on skills to trainees or participants

• Cost-Effectiveness—providing the greatest benefit at minimum cost


STEPS IN DESIGNING A TRAINING PROGRAM

• Name the program– Provide rationale in the conduct of the program

• State the program objectives– Terminal objectives – Enabling objectives

• Determine the specific contents of the program– Must know– Nice to know

• Arrange learning units in the order they will be taken up– Whole-part– Sequencing


STEPS IN DESIGNING A TRAINING PROGRAM

• Select the learning methodology and determine the time frames

• Determine dates and appropriate venue• Identify standards and evaluation measures• Select the resource speakers• Calculate and prepare the budget.


OUTLINE OF A TRAINING DESIGN

• 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


Why should we prepare training design?

On the part of the Training Institution

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

On the part of the Trainee

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


RATIONALE OF THE TRAINING

• 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?


FORMULATING BEHAVIORAL OBJECTIVES

HIERARCHY OF OBJECTIVES

Terminal Program Objective —what the learner will be able to do after going through the training program (same as the goal)

Enabling or Specific Objective –learning steps that the learner must undergo to accomplish the terminal objective


SAMPLE TRAINING OBJECTIVES

• Terminal Program ObjectiveBy the end of the three-day training program, participants will be able to apply the three techniques of long-term and short-term planning

• Enabling or Specific ObjectiveDuring 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


PROBLEMS IN CRAFTING TRAINING OBJECTIVES

• Trainer-centered– In this course, the trainee will be taught the

principles of leadership

• Describing the Content– The objective of this course is to discuss the

principles of leadership

• Promising Too Much– As a result of this course, the trainee will be able

to supervise subordinates effectively


GUIDE IN CRAFTING TRAINING OBJECTIVES

• Should have trainee/participant as the subjectAt the end of the training, the participants should be able to….

• Should have an action verb that is observable and measurable (Should focus on the goals of the training)(Should focus on the goals of the training)X understand the procedures in the opening of new accounts/ process the opening of a new account

• Should specify the conditions and standards– Quantity– Quality– Time– Cost


Writing Behavioral Objectives

Vague

• Know• Appreciate• Comprehend• Understand

Action Verb

• Enumerate• Describe• Explain• Evaluate


BEHAVIORAL TRAINING OBJECTIVES

• 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

• Clarity of goals makes it easier for trainees and facilitator to communicate


BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES

DOMAINS

COGNITIVE

(KNOWING)

AFFECTIVE

(ATTITUDES)(FEELINGS)

PSYCHOMOTOR

(DOING)


LEVELS OF COGNITIVE DOMAIN

EVALUATION

SYNTHESIS

ANALYSIS

APPLICATION

COMPREHENSION

KNOWLEDGE


LEVELS OF AFFECTIVE DOMAIN

CHARACTERIZING

ORGANIZING

VALUING

RESPONDING

RECEIVING


LEVELS OF PSYCHOMOTOR DOMAIN

NATURALIZATION

ARTICULATION

PRECISION

MANIPULATION

IMITATION


Ability to judge the worth of material against stated criteria.

Evaluation

Ability to put together the separate ideas to form new whole, establish new relationships.

Synthesis

Ability to separate material into component parts and show relationships between parts.

Analysis

Ability to use learned material in new situations.Application

Ability to grasp meaning, explain, restate ideas.Comprehension

Ability to recall previously learned material. Knowledge

DescriptionCategory


TRAINING OBJECTIVE EXERCISE

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


ADVANTAGES OF HAVING A COURSE OUTLINE

• 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


Functions of the Facilitator

• Motivate learners• Connect with learners• Give meaning to the

experience• Manage the learning process• Provide or define procedure,

system or roles for the learners to follow


LECTURER

• Leader-centered• Presentation-driven• Content-heavy• “Sage in Stage”• “Tell everything you can

in time alloted”

FACILITATOR

• Participant-centered• Experience-driven• Application-heavy• “Guide on the Side”• “Never do for learners

what they can do for themselves”


Common Areas for Evaluation in Training

• Curriculum based on TNA– Content– Time allotment– Activity requirements

• Training methods• Trainer/resource persons• Training management group• Logistics

– Facilities– Food– Accommodation


Where do we go from here?

• 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

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