Unit 5 updated

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Unit 5 updated

  1. 1. KMS2014Design & Management of Training Programmes
  2. 2. Objectives:At the end of this unit, you will be able to: do course selection develop courses define subject and describe aims identify course content write trainers guide and student materials run pilot course identify criteria used to determine course content
  3. 3. Introduction: Having established that training is appropriate for the identified needs, the next step is to find courses that meet the needs We have to make choices whether to buy or develop courses that meet the needs Developing a course from scratch can be both expensive and time consuming Even purchasing a course that exactly match all the requirements is not as easy as it sounds Therefore, one has to adopt a systematic approach to address the issues in designing a curriculum or course to meet the needs of the learners
  4. 4. Training Curriculum and Content Development Issues: Trainees - entry behaviors, needs and characteristics Course content - identification, structure, sequencing, timing Expertise - subject matter and the trainers, their roles Approaches - methods and media Logistics - registration issues etc.
  5. 5. Course Selection: Two issues to consider:  Availability of existing material  Urgency and demand for the course Choices or options:  Using an existing course ○ availability is there  Modifying an existing course ○ add, remove or rearrange parts  Buying or licensing an external course ○ large and urgent demand; large budget ○ caution: copyright issue, training manual
  6. 6. Course Selection (con’t) Developing our own course  specific to the organization; large and urgent demand  cheaper Using an “in-house” course  one in which a training company runs one of their courses on the premises  medium demand that is not the company’s area Using a public course  cost-effective if demand is small  caution: suitability of the course, style, content and professionalism
  7. 7. Course Development Process: Processes for developing training courses:1. Define Subject Matter  based on training needs analysis  to develop what is really required  check on training needs analysis results2. Describe Goals (general learning objective)  provide as a tool for evaluating effectiveness as well as developing the course3. Obtain Subject Matter Expertise  save time  control over deadline and expected results
  8. 8. Developing Courses: (con’t)4. Describe Students  detailed profile of prospective students - knowledge, attitudinal and physical5. Identify Course Content  e.g. “in sequence type” of course content
  9. 9. Developing Courses: (con’t)6. Structure Course Content determine structure and timingA.) Timing estimate duration by:  estimate the duration of individual components and add them up  start a fixed time and see what we can fit in be aware of limitations and consequences factors to consider:  student’s current state of knowledge  training methodology  content of the course
  10. 10. Developing Courses: (con’t)B.) Sequence Factors to consider:  dependencies or prerequisites?  to be learnt now?  can be learnt at the same time? Check for logical sequence/logical flow:  simple to complex or vice versa  general to specific or vice versa  concrete to abstract or vice versa Once sequence and flow are decided then we have a course agenda
  11. 11. Developing Courses: (con’t)7. Write Objectives and Tests A.) Write Objectives ○ Behavior ○ Conditions ○ Standard B.) Writing Tests ○ does not need to be an exam ○ should be able to observe the desired behavior ○ see whether training has been achieved
  12. 12. Developing Courses: (con’t)8. Choose Methods and Media  Issues to Consider: A.) “Best” training methods ○ “trainer led” or “self directed” ○ specific to general or vice versa ○ case study or a real-life example B.) Giving freedom of choice to the trainees ○ construct a course map that has alternative routes through the course
  13. 13. Developing Courses: (con’t)C.) The issue of training technologies ○ “only way to train”? ○ will never be one “best” mediumD.) Focus our attention to the traineesE.) Which methods and media - ○ most suitable for each part of the course? ○ best courses have a wide range of media and learning experiences
  14. 14. Developing Courses: (con’t)9. Write trainer’s guide and student materialsA.) Trainer’s Guide 1. course objectives 2. course program 3. course prerequisite 4. course pre-work 5. number of training and break-out room required 6. list of student materials 7. list of equipment required
  15. 15. Developing Courses: (con’t)8. list of audio-visual materials (transparencies, posters, prepared flip chart, slides, audiotapes and videotapes)9. room layout10. preparation notes for each session11. lessons plans for each session The structure of the trainer’s guide is not necessarily in this order
  16. 16. Developing Courses: (con’t)B.) Lesson plans ○ detailed timings, structure and activities10. Preparing Visual Aids ○ if necessary?11. Peer Assignment ○ spot the flaws, annoying inconsistencies and irritating errors
  17. 17. Developing Courses: (con’t)12. Run Pilot Course(s) are test “flight” for newly developed coursesa.) first test : developmental test to get all the mistakes out of the courseb.) second pilot course: should have students who are representatives of the target population feedback from invited stakeholders  take note of the difficulties or problems  get students fill in a written feedback  discussion  work with trainers on how to change, amend and revise
  18. 18. An Example of Course Development Background  company with full and contract employees  full time employees have started to immerse into the culture and language of TQM  company realized that contract staff are being isolated because they have no understanding of the language and processes of TQM  therefore a one day overview of TQM was decided
  19. 19. Example Course Dev’t (con’t)1. Defining the Subject  What Total Quality Management is all about2. Describing the Aims  to allow the medium term contractors to participate in quality circles3. Obtaining Subject Matter Expertise  training analyst who has been training the full course for two years4. Describing the Students  medium-term contractors with concerns about being treated differently from full time staff and whether there would be another contract after the current one expires
  20. 20. Example Course Dev’t (con’t) may not have the same loyalty but they have a professional approach might be easier to communicate “customer awareness” with electric/electronic, software or mechanical backgrounds and would not appreciate a “wordy” approach or put up with a significant amount of reading are in good health with normal hearing and sight (good color vision) may have done business studies courses at university or polytechnic; the subject matter will be new to most of them
  21. 21. Example Course Dev’t (con’t)5. Identify the Course Content  check for familiar topics and advanced topics6. Structuring the Content Choosing the modules for the course
  22. 22. Example Course Dev’t (con’t)7. Choosing the Methods and the Media ○ trainer presentation and student exercises ○ short excerpts from videos ○ tape/slide presentation put on to video
  23. 23. Example Course Dev’t (con’t)8. Writing the Objectives and Tests Any idea how the objective should sound like for this TQM programme? How about the test?
  24. 24. Example Course Dev’t (con’t)9. Writing the Trainer’s Guide and Student’s Materials Student’s guide and student materials:  E.g. a booklet which had a section for each of the module10. Preparing the Visual Aids  Trainers should identify the suitable visual aid for the TQM training
  25. 25. Example Course Dev’t (con’t)11. Peer Assessment  materials were given to a new trainer to review  colleagues review the course at every stage of its development12. Running the Pilot Course  e.g. new trainer: made observations of the training process and the student’s reactions

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