psmb certified trainer curriculum structure(1)

HRDF

CURRICULUM STRUCTURE

TRAIN-THE-TRAINER

(PSMB CERTIFIED TRAINER)

-MALAYSIA-

1

DURATION

5 days

TARGET GROUP

This course is designed for trainers who want to enhance their quality and effectiveness in performing training activities.

CURRICULUM STRUCTURE FOR TRAIN-THE-TRAINER (PSMB CERTIFIED TRAINER)

MODULE CODE

MODULE NAME HOURS DAYS

FTE*

CT1

PLAN ADULT LEARNING

Experiencing a change in attitude which will be translated into behaviours that demonstrate characteristics of an effective trainer

Understanding and applying the differences between teaching and learning as well as learning styles

4

1/2

CT2

CONDUCT TRAINING NEEDS ANALYSIS (TNA)

Describing the process of TNA and applying this process to real life training situations

8

1

CT3

DESIGN COMPETENCY BASED TRAINING PROGRAMME

Understanding Competency and Workplace Standards

Determining Overall Programme Requirements (objectives of programme, entry level, prerequisites, trainee characteristics)

Writing Learning Outcomes in objective terms (statement of performance, assessment criteria, conditions, assessments methods)

Preparing Training Content and Sequence (identify topics and sub-topics; sequencing the content; time allocation)

Developing Training resources (selecting training materials; developing training materials)

Performing assessments of learners (planning; developing methods; administrating; analysing and reporting)

12

1

2

MODULE CODE

MODULE NAME HOURS DAYS

FTE*

CT4

CONDUCT COMPETENCY BASED TRAINING PROGRAMME

Designing Session Plans

Coordinating Administrative Arrangements

Promoting Learning

Facilitating Groups

Applying Motivational Strategies

Monitoring Learning (learning taxonomy, questioning and testing methods)

Implementing Effective Training Activities case studies, role play, demonstration, work based projects, games, simulation, group-work, workshop and others

12

1

CT5

ASSESS PARTICIPANTS COMPETENCE

Planning Assessment

Developing Tool For Knowledge

Developing Methods For Assessing Knowledge

Developing Methods For Assessing Performance

Administering Assessment

Analysing and Reporting Assessment Results

4

1/2

TOTAL 40 5

* FTE = Full time equivalent

3

MODULE STRUCTURE

Module Title : Plan Adult Learning

Duration : 1/2 day (4 hours)

Module Code : CT 1

Module Purpose : This module defines adult learners engagement, introducing the preferred learning styles of participant and the instructing styles of trainer for ensuring that trainer matches training style to participants learning styles

Terminal Performance Objective : At the end of the module, the trainer will be able to:

a) understand the learning styles of participants

b) match the instructing styles preferences of trainers accordingly; and

c) apply them constructively in training situations.

Learning Experience : 1. Identify participants learning objective

Enabling Objectives : Knowledge of:

1.1 Participants learning objective

1.2 Questioning techniques

1.3 Feedback gathered

: Ability to:

1.4 Identify participants learning objective

1.5 Apply relevant questioning techniques to gather feedback

1.6 Interpret feedback on participants learning objective

1.7 Compile feedback gathered

Learning Experience : 2. Identify participants learning styles


2.1 Learning style theory

2.2 Types of learning style

2.3 Training approaches

: Ability to:

2.4 Use learning style theory to identify participants learning style

2.5 Interpret learning style

2.6 Summarise participants learning style

2.7 Select training approaches to suit

4

participants learning style

Learning Experience

:

3. Determine adult training approaches


3.1 Adult learning theory (Malcolm Knowles)

3.2 Types of training styles

3.3 Methods of identifying training styles

3.4 Self-concept (Carl Rogers Model)

3.5 Participants learning style

3.6 Own training style

3.7 Ways of matching own training style to participants learning style

: Ability to:

3.8 Examine principles in adult learning theory

3.9 Define types of training styles

3.10 Use appropriate methods to identify own training styles

3.11 Reflect on own self concept

3.12 Identify appropriate ways of matching own training style to participants learning style

3.13 Use appropriate ways of matching own training style to participants learning style

Delivery : Lectures, group work, group discussion , brainstorming, critical thinking

Assessment : Self-assessment, questionnaires (verbal/written)

5

MODULE STRUCTURE

Module Title : Conduct Training Needs Analysis (TNA)

Duration : 1 day (8 hours)

Module Code : CT 2

Module Purpose : This module defines the concept and scope of Training Needs Analysis (TNA), provides an understanding of qualitative and quantitative data gathering methods for designing and administering data gathering instruments, reporting findings using TNA report format for training and non-training solutions at the three levels (organisational, departmental and individual), identifying appropriate target participants for training programmes selected and prioritised.

Terminal Performance Objective : At the end of the training, the trainers will be able to:

a) understand the concept and scope of TNA;

b) understand the qualitative and the quantitative methods of data gathering;

c) design and administer data gathering instruments for performance gap analysis;

d) report TNA findings at organisational, departmental and individual levels; and

e) identify target participants for appropriate training programmes according to TNA report findings.

Learning Experience : 1. Determine scope of Training Needs Analysis (TNA)


1.1 Three levels of TNA

1.2 Scope of organisational, departmental and individual needs

: Ability to:

1.3 State 3 importance levels of TNA

1.4 Identify the scope of organisational, departmental and Individual TNA

1.5 Identify the scope of TNA

1.6 Identify key performance areas in organisation

1.7 Identify Organisations system, structure and culture

6

1.8 Identify key performance areas in departments

1.9 Review individual Job Description / Employee Competency Profile (Knowledge, Skills & Attitude)

Learning Experience : 2. Determine data gathering methods


2.1 Types of qualitative data collection techniques

2.2 Usage of qualitative data collection techniques

2.3 Types of quantitative data collection techniques

2.4 Usage of quantitative data collection techniques

2.5 Advantages and disadvantages of qualitative data collection techniques

2.6 Advantages and disadvantages of quantitative data collection techniques

2.7 Selection criteria

: Ability to:

2.8 List qualitative data collection techniques

2.9 Define the usage of qualitative techniques

2.10 List quantitative data collection techniques

2.11 Define the usage of quantitative techniques

2.12 Compare qualitative and quantitative data collection techniques

2.13 Choose appropriate data collection techniques

Learning Experience : 3. Perform gap analysis


3.1 Training Gap

3.2 Data gathering instruments (Pre-set interview Questions, Survey Form, Observation checklist, Knowledge Test, Audit Checklist)

3.3 Administration process of data gathering

3.4 Data analysis

3.5 Reliability and validity of data

7

: Ability of

3.6 Define training gap

3.7 Prepare data gathering instruments

3.8 Carry out administration process of data gathering

3.9 Carry out data analysis

3.10 Determine the reliability and validity of data

3.11 Transfer the data to appropriate format according to TNA Level (Organisational, Departmental and Individual)

Learning Experience : 4. Report Training Needs Analysis (TNA) Findings


4.1 Training related issues from Organisational / Departmental / Individual TNA

4.2 Non-Training issues from Organisational / Departmental / Individual TNA

4.3 Training solution at Organisational / Departmental / Individual level

4.4 Types of training programmes (classroom or workplace training)

: Ability to:

4.5 Identify training related issues from Organisational / Departmental / Individual TNA

4.6 Identify non-training issues from Organisational / Departmental / Individual TNA

4.7 Propose appropriate training solutions for TNA gaps identified at Organisational / Departmental / Individual level

4.8 Propose suitable types of training programmes

Learning Experience : 5. Identify training programmes according to findings


5.1 Participants competency level

5.2 Types of training programmes (classroom training / workplace Training, etc)

5.3 Short term and long term plan

5.4 Annual Training Plan format

8

: Ability to:

5.5 Categorise participants according to competency level

5.6 Identify suitable training programmes based on TNA findings

5.7 Classify selected training programmes into short term and long term plan

5.8 Arrange selected training programmes in annual training plan format

Delivery : Lectures, group work, discussion, brainstorming, group feedback, examining of case studies

Assessment : Key performance areas (organisation / departments), employee competency profile, / job description, data gathering techniques (interview, survey, observation, audit, test, TNA report format, questionnaires

9

MODULE STRUCTURE

Module Title : Design Competency Based Training Programme

Duration : 1 days (12 hours)

Module Code : CT 3

Module Purpose : This module defines the fundamentals in designing competency based training based on learning outcomes for developing training contents, selecting training methods and developing training resources.

Terminal Performance Objective : At the end of the training, the trainer will be able to:

a) write training rationale to learning objectives and learning outcomes;

b) interpret the TNA findings to workplace standards;

c) identify training topics for developing training contents;

d) select appropriate training methods; and

e) develop training resources

Learning Experience : 1. Determine overall programme requirements


1.1 Definition of training rationale

1.2 Rationales for training programme

1.3 Types of workplace standards

1.4 Workplace standards for training programmes

1.5 Definition of training objectives

1.6 Relationship between workplace standard and objectives

1.7 Sources of participants information

1.8 Types of participants information

1.9 Training programme pre-requisites

: Ability to:

1.10 Seek training rationale information

1.11 Confirm rationale for training programme

1.12 Define various types of workplace standards

1.13 Select workplace standards for training programmes

1.14 Define training objectives

10

1.15 Relate training objectives to workplace standard

1.16 Source for participants information

1.17 Select relevant information

1.18 Set programme pre-requisites

Learning Experience : 2. Determine learning outcomes


2.1 Types of workplace standard

2.2 Components of workplace standard

2.3 Workplace standard related to subject area

2.4 Learning outcomes relevant to subject matter/ workplace standard

2.5 Criteria of learning outcomes

: Ability to:

2.6 Identify types of workplace standard

2.7 Identify components of workplace standard

2.8 Choose appropriate workplace standard for training module / subject area

2.9 State learning outcomes relevant to subject matter

2.10 State criteria of learning outcomes

Learning Experience : 3. Determine training content


3.1 Training content

3.2 Training topics

3.3 Sequencing methods

3.4 Duration for training programme

3.5 Importance of training topics

: Ability to:

3.6 Identify relevant training topics in training content

3.7 Prioritise training topics.

3.8 Arrange training topics in sequence

3.9 Plan the total duration for training programme

3.10 Plan duration based on importance of training topics

11

Learning Experience : 4. Determine training method


4.1 Types of training activities

4.2 Training content

4.3 Criteria for selection of training activities (participants level of knowledge, training location, training time, available resources)

4.4 Methods of preparing training activities

4.5 Guidelines / instructions for training activities

: Ability to:

4.6 Define appropriate types of training activities based on training content

4.7 Apply criteria for selection of training activities

4.8 Plan selected training activities

4.9 Define guidelines / instructions for training activities

Learning Experience : 5. Develop training resources


5.1 Types of training resources

5.2 Source of information on available training resources

5.3 Training resources suitable for specific training activities

5.4 Criteria for selecting training resources

5.5 Methods of preparing training resources

5.6 Sources of ready-to-use training resources

Ability to:

5.7 Define the suitable types of training resources

5.8 Obtain information on available training resources

5.9 List training resources suitable for specific training activities

5.10 Choose training resources based on selection criteria

5.11 Produce training resources

5.12 Obtain ready-to-use training resources

12

Learning Experience

:

6. Review training design


6.1 Gather feedback from types of questions

6.2 Gather feedback from client group comments

6.3 Review the training content and training sequence

6.4 Modify the training content and learning outcomes

: Ability to:

6.5 Ask appropriate questions for feedback

6.6 Summarise client group comments

6.7 Check training content against learning outcomes

6.8 Check training sequence based on feedback gathered

6.9 Identify changes to be made in training content

6.10 Adjust training content to learning outcomes

Delivery : Lectures, group work, discussion, panel discussion, examining of case studies

Assessment : Self and real assessment, questionnaires

13

MODULE STRUCTURE

Module Title : Conduct Competency Based Training Programme

Duration : 1 days (12 hours)

Module Code : CT 4

Module Purpose : To enhance the quality in conducting and delivery of training by trainers.

Terminal Performance Objective

: At the end of the training, trainer will be able to:

a) Prepare session plan

b) Apply presentation skill

c) Promoting learning

d) Facilitate training activities

e) Provide learning support

f) Coordinate training arrangements

Learning Experience : 1. Prepare session plan


1.1 to determine scope of session plan, learning outcomes, training content and schedule suitable time required

1.2 Relevant activities decided

1.3 Suitable training resources for activities

: Ability to:

1.4 Define learning outcomes and list the training contents

1.5 Identify training participants and training duration

1.6 Identify suitable time required for each training topic.

1.7 Record time required in session plan format

1.8 Identify relevant training activities for each topic and time required for training activities

1.9 Record description of how training activities will be conducted

1.10 Identify and record suitable training resources in session plan format

14

Learning Experience : 2. Apply presentation skill


2.1 Target participants level of knowledge,

2.2 Session Opening and appropriate dress code

2.3 Handling questions

2.4 Summary of training content

2.5 Session closer

: Ability to:

2.6 Pace of training according to time allocation in session plan

2.7 Use presentation skills (Eye-contact, voice modulation, posture, gestures, position, language, etc)

2.8 Use appropriate presentation techniques, questioning techniques to review participants understanding

2.9 Respond to participants questions.

2.10 Use session closer to emphasise learning

outcomes

Learning Experience : 3. Facilitate training activities


3.1 Group dynamics

3.2 Guidelines for training activities

3.3 Training activities and time allocation

3.4 Problems affecting individual/ group activities

3.5 Learning outcomes and debriefing process

Ability to:

3.6 Form groups to suit types of training activities

3.7 Assign activities to individuals/group

3.8 Explain training activities guidelines

3.9 Explain time allocated for training activities

3.10 Assist individuals/ group to complete activities within allocated time

3.11 Address problems affecting individuals/ group activities

3.12 Relate training activities to learning outcomes and apply debriefing process

15

Learning Experience : 4. Provide learning support


4.1 Training venue, types of room set-up and elements of conducive learning atmosphere

4.2 Methods of monitoring participants learning

4.3 Questioning techniques and handling learning barriers

4.4 Ways of overcoming learning barriers

4.5 Participants motivation factors and motivation techniques

: Ability to:

4.6 Decide on suitable room setting and use combination of elements to create conducive learning atmosphere

4.7 Use various methods to monitor participants learning

4.8 Ask questions at appropriate level (Blooms taxonomy)

4.9 Handle different types of learning barriers and apply ways of overcoming learning barriers

4.10 Identify participants motivating factors and use appropriate motivation techniques

Learning Experience : 5. Coordinate training arrangements


5.1 Participants travelling plan and participants logistic needs

5.2 Training resources (audio visual, visuals & props, etc)

: Ability to:

5.3 Find out participants travelling plan to decide their logistic needs

5.4 Confirm participants logistic needs

5.5 Arrange training room to accommodate group size

5.6 Determine appropriate room set up arrangements

5.7 Confirm training materials based on type of training

5.8 Verify training resources required using checklist

5.9 Provide instruction to complete training evaluation form

Delivery : Lectures, group discussion, panel discussion, examining of case studies

Assessment : Self and real assessment, questionnaires

16

Module Title : Assess participants competence

Duration : 1/2 day (4 hours)

Module Code : CT 5

Module Purpose : This module defines the important of identifying and applying assessment method appropriately

Terminal Performance Objective : At the end of the training, the trainers will be able to:

a) Plan participants assessment

b) Prepare knowledge assessment tools

c) Prepare skills assessment checklist

d) Conduct knowledge assessment

e) Prepare assessment report

Learning Experience : 1. Plan participants assessment


1.1 The roles of assessor

1.2 Principle and types of assessment

1.3 Competency based assessment criteria

1.4 Types of evidence, knowledge and skills assessment methods

Ability to:

1.5 Define the roles of assessor

1.6 Identify principles of assessment and type of suitable assessment

1.7 Identify assessment criteria based on competency standards

1.8 List evidence to support assessment criteria

1.9 Identify suitable knowledge and skills assessment methods

1.10 Decide appropriate assessment method for the participants

1.11 Estimate and arrange time allocation for assessment

1.12 Identify and select suitable assessment venue

Learning Experience : 2. Prepare Knowledge assessment tools

Enabling Objectives : Knowledge of

2.1 Assessment and types of oral questions

2.2 Purpose of questions

2.3 Types of written questions

2.4 Written questions format

17

: Ability to

2.5 Classify and check all knowledge assessment criteria

2.6 Identify and write types of oral questions

2.7 Identify and write types of written questions

Learning Experience : 3. Prepare skills assessment checklist


3.1 Performance assessment criteria and checklist

3.2 Pilot test of performance checklist

: Ability

3.3 List performance assessment criteria and write performance checklist

3.4 Carry out pilot test of performance checklist

Learning Experience : 4. Conduct knowledge and skills assessment


4.1 Purpose of assessment and evidence to be collected

4.2 Grading scheme, assessment venue and schedule

4.3 Knowledge and usage of assessment tools

4.4 Areas of improvement and assessment result

: Ability to

4.5 Explain purpose of assessment and clarify evidence to be collected

4.6 Explain grading scheme, inform parties involved in assessment of assessment venue and schedule

4.7 Check adequacy of knowledge assessment tools

4.8 Give instruction on knowledge assessment tools

4.9 Confirm participants knowledge assessment result

4.10 Check participants areas of improvement

4.11 Explain assessment result objectively and suggest areas of improvement to participants

18

Learning Experience : 5. Prepare assessment report


5.1 Assessment result and report format

5.2 Overall assessment result and report format

: Ability to

5.3 Arrange assessment result into assessment report format

5.4 Check and confirm overall assessment result

5.5 Transfer assessment result into report format

5.6 Provide recommendations

Delivery : Lectures, group work, discussion, practical session, examining of case studies

Assessment : Case studies, assessment methods, oral and written questions, self and real assessment

psmb certified trainer curriculum structure(1)

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