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Design and implement outcomes based training


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Design and implement outcomes-based training to impact organisational learning and workplace performance.

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Design and implement outcomes based training

  1. 1. Design & Implement Outcomes Based Training Corné Erasmus ™ PCS Learning Solutions
  2. 2. Process Map What is outcomes-based training? The NQF and OBET Outcomes-based training: Design Implementation
  3. 3. OBET Outcomes-Based Education & Training“Outcomes-based systems describe the learning outcomes that students are expected to achieve on completion of a programme at a given level. Outcomes-based systems do not prescribe any particular syllabuses.” (Young) OBET focuses on the LEARNING OUTCOMES to be
  4. 4. OBET Characteristics Explicit standards with clearly stated: Outcomes Assessment criteria Outcomes focus on: Skills Knowledge Attitudes & values Outcomes are: Measurable Demonstrable
  5. 5. OBET Principles Clearly defined standards Measurable standards of performance Industry involvement in needs analysis Specific outcomes Assessment criteria Learner-centered Multiple
  6. 6. Outcomes vs. Content-Based Training Outcomes-based Content-based Explicit standards Trainers decide on objectives Measurable & observable No observation of competences competences Learning facilitation Trainer-led Content determined by Trainers determine needs
  7. 7. NQF and OBET The NQF makes provision for an OBET system. NQF objectives: To create an integrated framework for learning achievements To facilitate access and redress in
  8. 8. NQF and OBET Qualifications and standards registered on NQF are described in terms of: Learning outcomes Competence criteria NQF identified CRITICAL OUTCOMES Development of learner Regardless of area / content of learning Quality assurance systems OBET methodology Learner guidance and
  9. 9. National Qualification Framework (NQF) A set of: Principles Guidelines Sets boundaries for learning: Development Implementation Provides: vision organizational
  10. 10. Design Outcomes-Based Training CurriculumLearning Learningcontent assessment
  11. 11. Curriculum DefinedRothwell & Sredl:Organizational curriculum (is) “a long-term strategic instructional plan for all formal learning events sponsored by the HRD department.”It includes: All programmes offered in the classroom Planned job rotations External seminars College courses Professional
  12. 12. Elements of a Curriculum Determining purpose & value of learning Analyzing learner needs Deciding on outcomes / learning objectives Selecting content Deciding on training activities & methods Planning assessment strategy Planning overall effectiveness
  13. 13. Curriculum Planning Process Establish critical partnerships Identify factors to be addressed Develop curriculum framework Develop assessment framework Pilot curriculum & adjust Record curriculum &
  14. 14. Learning Program DefinedSAQA:“Learning programme” means the SEQUENTIAL learning activities, associated with curriculum implementation, leading to the achievement of a particular qualification or part qualification.Bellis:“..sets of learning activities in which the learner will become involved in working towards the achievement of one or more outcomes”“vehicles through which the curriculum is implemented at sites of learning.”
  15. 15. Learning Program DesignBlank’s Vocational-Technical Generic Competency-Based Model1. Identify and describe specific occupations2. Identify learner prerequisites3. Identify and verify job tasks4. Analyse job tasks & add knowledge tasks5. Write terminal performance objectives6. Sequence tasks & terminal performance objectives7. Develop performance tests8. Develop written tests9. Develop draft learning guides10. Pilot and revise learning guides11. Develop system to manage learning12. Implement & evaluate training
  16. 16. Learning Program DesignLearner prerequisites: Physical traits Previously learned skills Previously learned knowledge Previously learned attitudesTerminal performance objectives: • Performance • Criteria •
  17. 17. Learning Content DefinedA learning resource that consists of: Learning Outcomes Information Assessment CriteriaDesigned according to UNIT STANDARDS.Format: Manuals Books
  18. 18. Content Development Process Gather information Develop instructional strategy Identify content and Develop logical sequence Design and draft activities Produce learning materials Evaluate learning
  19. 19. OBET Relation to Content Development Unit Standard Module Title A S S E LEARNING OUTCOMES S S M E N SKILLS T C KNOWLEDGE R I T BEHAVIOUR E R I
  20. 20. Implement OBL Adopt systematic approach Small increments Continual evaluation Guidance and Support: Learners Trainers / instructors Line managers Monitor and evaluate
  21. 21. Outcomes-Based AssessmentAssessment:A structured process for gathering evidence about an individual’s achievements in relation to specified learning outcomes and the judgment thereof to determine competence.Types of assessment: Diagnostic Formative
  22. 22. OB Assessment Unpacked Structured process Gathering evidence Measuring against standards Outcomes Assessment criteria Judgment of competence Awarding
  23. 23. OB Assessment Characteristics Continual Integrative Holistic Foundational competence Practical competence Reflective competence Measurable outcomes Specific outcomes Critical
  24. 24. Assessment – Impacting Factors Quality Assurance: Policies and procedures Assessment: Strategy Environment Instruments Practitioner experience Learner: Readiness Prior learning Management
  25. 25. Corne Erasmus 076 972 8300 HRD strategy consulting Skills development facilitation Instructional design and development Learning facilitationETDP SETA Accredited Provider