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Design training programmes

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  • 1. How to Design & Develop g pTraining Programs Specialist Management p g Resources14 May 2008 SMR 1
  • 2. Why are we here? •To Learn •To share •To apply •To network To •Be prepared for things you Be already know and are probably g y good at!14 May 2008 SMR 2
  • 3. YourYo r Facilitator •Haniffah Mariati Mohamed • Penang, Georgetown • Media Background •Associate Trainer – SMR •Assam Laksa14 May 2008 SMR 3
  • 4. Warm-upsWarm ps Grab a Balloon Each! Ready, Ready Get SetSet… Listen to Instructions GO!!! Who’s Got the Biggest Balloon? Sit according to Color of Balloon Pls.14 May 2008 SMR 4
  • 5. WhyWh do we do warm ups? e arm ps? •Preoccupation •Acquaintances •First impressions •Quick involvements •Instant Assessments14 May 2008 SMR 5
  • 6. Instant Assessments Please complete the Pre- Pre Course Questionnaire 5 minutes14 May 2008 SMR 6
  • 7. Agenda – Da One Day Warm - ups & Intros Instant assessment Program Overview ADDIE & Design Cycle Training objectives Exercises and activities Learning Styles14 May 2008 SMR 7
  • 8. Programme aims: To provide a concept al pro ide conceptual framework to: Design - Determine Instructional Strategy & Contents… Develop – Prepare Training Suitable Training g g Materials14 May 2008 SMR 8
  • 9. LEARNING CONTRACT Give 100% participation Be on time Not put others down Handphones – silent or off H d h il t ff Honour Confidentiality14 May 2008 SMR 9
  • 10. COUPONS ANYONE???14 May 2008 SMR 10
  • 11. NOMINATION OF 3MANAGERS Break Manager Weather Manager Fitness Manager14 May 2008 SMR 11
  • 12. Why train ?14 May 2008 SMR 12
  • 13. SystematicS stematic Approach to Training Analyse Design Evaluate ADDIE Develop Implement14 May 2008 SMR 13
  • 14. ADDIE - ANALYSE Gathering info relevant to training14 May 2008 SMR 14
  • 15. ADDIE -DESIGN DESIGN Determine Aims & Objectives and how to obtain them Giving a Structure to Training14 May 2008 SMR 15
  • 16. ADDIE - DEVELOP Preparing the Training Materials14 May 2008 SMR 16
  • 17. ADDIE - IMPLEMENT Delivering the Training14 May 2008 SMR 17
  • 18. ADDIE - E al ate Evaluate Assessing Learners Performance and Effectiveness of Training g14 May 2008 SMR 18
  • 19. TRAINING DESIGN Not as simple and clean cut as TNA/TNI Not a finite science – mny things still unknown (about how we learn) Importance – Job & Task Analysis 2 Levels of Design – Broad Outline & Detailed Preparation14 May 2008 SMR 19
  • 20. 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.” yOxford English Dictionary14 May 2008 SMR 20
  • 21. Training Design Cycle Training Aims Time span Training ObjectivesPlaces Trainers Validation V lid ti Measures Methods and Media Sequence Order 14 May 2008 SMR 21
  • 22. Systematic approach to course y ppdevelopment Aims & Objectives CONTENT Skills Knowledge Attitude PLANNING Methods Design14 May 2008 SMR 22
  • 23. Systematic Approach to Course DevelopmentS t ti A ht C D l t DeliveringPresenting Reinforcing Evaluation & FeedbackCourseC Self S lf Terminal Goals (Learning Aims & Objectives)14 May 2008 SMR 23
  • 24. 4 P i i l Stages of Learning Unit Principal St fL i U it •Objectives •Entry Behaviour •Learning Event •Performance Assessment (Refer to Pg. 4 of books)14 May 2008 SMR 24
  • 25. What is the difference? Aims Objectives14 May 2008 SMR 25
  • 26. Aims & OBJECTIVES14 May 2008 SMR 26
  • 27. Writing Objectives Objecti es Clear statements of what learners will be able to demonstrate at the end of a learning session Performance, Performance Conditions , Standards14 May 2008 SMR 27
  • 28. Performance Statements The learner will be able to drive a car. The trainee will be able to service the computer The learner will be able to shoot with a pistol14 May 2008 SMR 28
  • 29. Performance StatementsAvoid ambiguous and vague statementsExample:“ Learner will understand objectives”Understand?U d t d?Will learner be able to quote, write or demonstrate?14 May 2008 SMR 29
  • 30. CONDITIONSSituations in which learner has to perform pConditions give of information on range of learning to be covered, tools/equipment/clothing to be used, aids & manuals , environment or any special physical condition.14 May 2008 SMR 30
  • 31. STANDARDSStates 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
  • 32. TYPES OF STANDARDS1.Accuracy- Task must be completed with no errors2. Speed2 S d- Must be able to type 40 words per minute….14 May 2008 SMR 32
  • 33. WRITING OBJECTIVES Key Feature of Effective TrainingDesigner –Learner – Trainer LearnerMinimum level of acceptable performance to be attained on completion of training14 May 2008 SMR 33
  • 34. OBJECTIVES ENABLES: TRAINER DESIGNER communicates i t LEARNER14 May 2008 SMR 34
  • 35. 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
  • 36. Types of learning Cognitive Affective Psychomotor14 May 2008 SMR 36
  • 37. Types of learning COGNITIVE –involves knowledge involves • recall data • define • describe • identifies14 May 2008 SMR 37
  • 38. Types of learning COGNITIVE – comprehension • understand the meaning d t d th i • rewrite the principles of test writing • explain in own words the steps for performing a p p g complex task14 May 2008 SMR 38
  • 39. Types of learning COGNITIVE – Application • apply what was learned in the classroom l14 May 2008 SMR 39
  • 40. Types of learning COGNITIVE –A l i Analysis • trouble shoot a piece of equipment b sing eq ipment by using logical deduction • compare and contrasts14 May 2008 SMR 40
  • 41. Types of learning COGNITIVE – knowledge – comprehension – application – analysis14 May 2008 SMR 41
  • 42. TheoryTheor of forgetting Memory loss 50% 75% 90%14 May 2008 SMR 42
  • 43. AnalyticalAnal tical and Global14 May 2008 SMR 43
  • 44. LEARNING METHODS Analytical(L) Global (R) – formal – informal – bright – dim – words – pictures i t – finish to end – multiple – quiet starter – sound14 May 2008 SMR 44
  • 45. AnalyticalAnal tical - learning methods Write key words and number use printed visual give clear directions and activities to be carried out use details rules directions and rules, step by step procedures14 May 2008 SMR 45
  • 46. Global- learning methodsGl b l l i th d Begin with story, jokes which learners can story relate to get learners to illustrate materials and draw meaning on pictures, photos present end results and overviews - big picture use variety alternatives, different y , approach14 May 2008 SMR 46
  • 47. The 5 I’s Introduce Involve Interact Instruct I t t Intensify retention14 May 2008 SMR 47
  • 48. Multiple Intelligence1.Logic - mathematical2.Linguistic3.Musical4.Spatial4 Spatial5.Bodily - kinesthetic6.Interpersonal6 Interpersonal7.Intra-personal8.Naturalistic8 Naturalistic14 May 2008 SMR 48
  • 49. LEARNING STYLES Recognition of different styles of learning can help plan courses, can assist individual development14 May 2008 SMR 49
  • 50. Learning styles that relate to the t l th 4 styles Stage 1 - (Activist) Having H i an experienceiStage 4- (Pragmatist) Stage 2 - (Reflector)Planning the Reviewing the experiencenext steps Stage 3 - (Theorist) Concluding from experience14 May 2008 SMR 50
  • 51. LEARNING STYLES Activist Reflector Theorist Pragmatist14 May 2008 SMR 51
  • 52. Which is your Learning Style? o r St le? Complete the questionnaire Do not go to next unless you have answered previous question Do not think too long your immediate long, response is most important Plot Pl t your graph accordingly h di l(15 minutes)14 May 2008 SMR 52
  • 53. LEARNING CYCLE INGREDIENTS 5 stages Explanation/Understanding Feedback Demonstration Practice14 May 2008 SMR 53
  • 54. The 4 schools of thought tho ght Behaviorism Cognitive Social learning Humanism H i Constructivist14 May 2008 SMR 54
  • 55. RAC people remember 3 ways – repetition – association – Concentration14 May 2008 SMR 55