Selecting and Structuring Training

1. Theoretical Aspects of
Training
Planning and Delivery Essentials
PRESENTED BY: NAOMI PALMER MITCHELL
DATE: APRIL 25, 2017

2. Training Essentials
 1) Developed in a planned sequence, considering many areas
 2) To prevent a training from remaining static steps must be
taken to revise the content and instructional media and
strategies.
 3) Thrives on relevance
 The extent to which training assists trainees to enter and
succeed in the work setting spells out SUCCESS
 Built on quality into the finished product- Trainee

3. Needs Assessment
 “Needs assessment [training needs analysis] is a process for
examining and framing people-related problems, performance
improvement opportunities, and organization-related or
community-related problems and potential solutions….”
(Gupta, 2011).
 Gap/Needs Identification
 Gathering of information from various sources
Interviews, observation, questionnaire

4. Four Central Questions
 Questions
Current roles
What do members
of this target
audience
presently do?
Knowledge
gaps
What gaps exist
between the
known and
unknown?
Outcome
Will training
help fill this
gap?
Audience
Who is the
target
audience?

5. Objectives
 The establishment of sound goals and objectives represents one of the
most crucial steps in training
 Quality- SMART
 General- broad and unmeasurable
 Specific- performance objectives (narrow and measurable)
In selecting the objectives
 Content Students Resources

6. Objectives
 Learning objectives serve as the
starting point for program
design and development.
 Written from the participants’
point of view (outcome-based).
 Increase communication.
 Fall into three categories:
attitude, skill, and knowledge.
 Describe behavior that can be
observed or the behaviors to be
changed.
 Explain the circumstances under
which the participant will be
performing the activity.
 An objective specifies the level
of proficiency required to
perform the task or job.
 Basis for evaluation

7. Using Objectives to Order Learning
 A wonderful tool for “ordering” the training. Three
taxonomies (domains) of learning:
Cognitive
Affective
Psychomotor
 Written operational statements guiding the creation of the
training programme and describing the desired outcome
of a training intervention

8. Selecting and Structuring Content
 Extremely frustrating, but rewarding (the final product or
outcome)
 In the real-world certain consideration often dictate the scope
of the content determination process.
 Time and dollar available, expertise, internal and external
pressures, regulatory requirements and skills needed.
 Setting for training content implementation is most important
(Educational or occupational )
 Appropriate resources (printed material, audiovisual materials
and manipulative aids) and skilled trainer

9. Demonstrated understanding of selecting and
structuring learning activities
 These activities assist the trainer in the teaching and learning
process.
 Supports the lesson and objectives
 Be student-centered
 Build on previous learning
 Contain useful content consistent with sound learning principles
 Appeal to students
 Maintain student’s attention and enthusiasm

10. Demonstrated understanding of selecting and
structuring learning activities
 Encourage students participation
 Lead students in the direction of the learning behaviour outcome
 Contain quality photos and graphs
 Appropriate use of technology
 Be properly sequenced
 Choice depends on availability, feasibility, cost, time, facility and
number of students

11. Selecting and Structuring Content for
Adult Learners
Pedagogy (Child-education)
 Teacher-centred instruction
 Students are passive
participants
 Follows a lecture structure with
students recording the
information
Andragogy (Adult Education)
 Learner-centred educational
approach
 Participant's desires are central
 Learning is self-directed
 Prior knowledge
 Practical activities and participation

12. Selecting and Structuring Content for
Adult Learners
 Transfer of Learning
Trainees engage in training to acquire skills, knowledge and
develop affect that will be applicable and not just pass a
standardized test.
 Safe and secure learning environment
 Caring presenter
 Appealing to all learning styles
 Use of best tools, research and methods by the presenter

13. PUTTING PRINCIPLES INTO PRACTICE!
Adult Learners
 Readiness
 Experience
 Autonomy
 Action
 Motivation (personal advancement, cognitive interest etc)

14. Adults Respond To Learning
 Experience-driven
 Active/Interactive
 Knowledgeable/Recognizin
g them as experts
 Independent
 Real-life centred
 Goal-centred
 Problem-centred
 Solution-driven
 Skill-seeking
 Self-directing
 Internally and externally
motivated

15. Programme Evaluation
Essential Questions:
 1) What are the criteria for evaluating the programme?
Purpose for which the programme is being planned
Progress based on achievement and not completion
 2) What type of evaluation does the evaluator wants to conduct?

16. Assessment and Evaluation
Assessment
 kirkpatrick: (1994)
 Reaction- feedback
 Learning- KSA
increase/decrease
 Behavior- change in
acceptance or application
 Results- overall outcome
Evaluation
 Formative
 Summative

17. Formative VS Summative
Program Evaluation
Formative assessment
 Designed to monitor the learner
 Done during the training
 Feedback----learner and the trainer.
 Impacts current and subsequent
training
 more process focused
Summative assessment
 Designed to monitor the learner
 Done at the END of the training.
 Provide feedback for the learner
and the trainer
 Mainly impact subsequent
training.
 More outcome-focused
Source: https://www.cmu.edu/teaching/assessment/basics/formative-summative.html

18. Programme Evaluation
 Supports the training intervention
 To formulate a judgement regarding effectiveness
 Analyze data and draw conclusion
 Make decision based on the data
 To implement decision to improve future programmes

19. References
 Finch, C., & Crunkilton, J. (1999). Curriculum Development in
Vocational and Technical Education. Planning, content, and
Implementation. (5 Ed). Boston, Allyn and Bacon.
 Gupta, K (2007). A Practical Guide to Needs Assessment. 2 ed
 Kirkpatrick, D. L & Kirkpatrick J.D. Evaluating training programmes:
The four levels. 3rd edition. Berrett Koehler Publisher. Retrieved
from: https://www.bkconnection.com /static/
Evaluating_Training_Programs_EXCERPT.pdf
 Wiles, J., & Bondi, J. (2006). Curriculum Development: A guide to
pratice (7th Ed). Upper Saddle River, New Jersey, Pearson Merill
Prentice Hall.