The document provides guidance on designing modular or part-time learning programs. It outlines steps to: 1) Analyze learner needs and program parameters by defining purpose, outcomes, target group characteristics and benchmark standards. 2) Generate content and structure options using learning principles and styles. 3) Develop the program content, structure, resources, timeframes and costs. 4) Review and finalize the program for approval and implementation.

1. Modular or part time learning programEng.p.n.k.dias

2. End of this session… Specifically, this learning session will help you develop skills and knowledge to enable you to:Identify the parameters of the learning program with clientsGenerate options and determine the learning program designOutline the content and structure of the learning programReview its effectiveness.

3. Learning topicsOverview of the learning program design processDefine the parameters of the modular/part time learning program with the clientGenerate options for designing the modular/part time learning programDevelop the modular/part timelearning program contentDesign the modular/part time learning program structureReview the modular/part time learning program

4. Benefit to you..“you will be able to design a range of learning programs to meet different learner needs and learning contexts”

5. AssessmentYou will produce the one learning program required for assessment and it should identify the learner and client needsbe clearly mapped to the benchmarksbe structured and sequenced to maximise learningbe logical and innovative to engage the learner groupinclude delivery methods which enhance flexibilityidentify resources needed to deliver and assess the training

6. learning program defined?A learning program provides the basis for a cohesive and integrated learning process by outlining the processes of learning and assessment

7. A learning program should identifyits purpose the target group, their needs and characteristicsthe outcomes to be achieved, such as the units of competency or other benchmarks the learning and assessment activities including any flexibilities with thisany required resources.

8. Steps in designing and developing learning programs

9. Planning "If you do not know where you are going you will end up somewhere else'

10. Essential Considerationsissue/problem/need what),characteristics and needs of learners (target audience  who),changes intended for learners (intended outcomes what the learners will be able to do),the important and relevant content (what),methods to accomplish intended outcomes (how),evaluation strategies for methods, content, and intended outcomes (What works)

11. Step 1:Analyse –define the parameters‘why, who and what’ of your learning programWhen designing a learning program, be sure you are clear on its purpose. That is, why does it need to be designed? In broad terms, what outcomes will it achieve, how will it be used, and who will be involved?

12. Phase I(1) Identify The Issue / Problem / Needs(2) Form Curriculum Development Team(3) Conduct Needs Assessment and Analysis

13. IDENTIFY THE ISSUE / PROBLEM / NEEDSwho is affected or involved,the scope of the problem (issue) to be addressed by the curriculum, andthe consequences.

14. Need assessment and analysis"Start with what people already know and build on what they already have.“A NEED OR GAP IS: Desired Performance- Actual = NEED(What Should Be) -(What Is) = GAPthe difference between desired and actual performance are identified, it is time to categorize needs. Identify the type of needs by putting them into three categories (i.e., knowledge, attitude, or practices) and prioritize them.

15. Analysis phaseProblem analysisJob analysisTarget group analysis

16. Analyse training needsIdentify the problem –case study-which one needs training Need for training fall into two categoriesChanges and developments in the companyCurrent work performance not up to expectation3/04/2011pnkdias sri lanka16

17. Changes and developmentCorporate growthProduct changeTechnical changesNew legislation personal changes3/04/2011pnkdias sri lanka17

18. Current work performanceindicatorsOut putScrap and wastageQuality of workTime to complete workUtilization of machines3/04/2011pnkdias sri lanka18

19. Current work performance…Accident rateLabour turnoverAbsenteeismDelays and bottlenecksCustomer complaintsRecruitment problem3/04/2011pnkdias sri lanka19

20. Training should be the last???Lack of skills Unattainable targetLack of motivationUnsuitable equipmentInappropriate methodsPoor work environmentPoor healthPoor managementPoor attitudes what will justify the training?3/04/2011pnkdias sri lanka20

21. 3/04/2011pnkdias sri lanka21ANALYSINING PERFORMANCE PROBLEMStartPerformance discrepancyIgnore problemNoIs it Important?yesNoIs there skill deficiencyManagement to consider:yesNois there a simpler way to perform job?yesArrange formal trainingRe design job to fit workerEnd

22. Activity -Program purpose Conduct some research by communicating with clients and other stakeholders and determine the purpose of the program.Note the purpose of your program on the learning program plan proforma.

23. Target group existing industry or enterprise employeesschool leavers and/or new entrants to the workforceapprentices or traineesindividuals learning new skills and knowledgeindividuals seeking to upgrade skills and knowledgeindividuals changing careersunemployed peopleindividuals or groups needing to meet licensing or other regulatory requirements.

24. Learners Characteristicslevel and breadth of work experiencelevel and previous experiences of formal educationskill or competency profilesocioeconomic background, age, gender, range of abilities (disabilities)cultural background and needsspecial needs—physical or psychologicalmotivation for learninglanguage, literacy and numeracy needs of learnerslearning style and preferences.

25. Activity Determine a learner’s requirementsResearch your target group learners in more depth to answer some of the questions posed above. Speak to managers, workplace supervisors, potential learners, other trainers, training managers and other relevant people to get the most accurate picture Document your target group learner characteristics and needs in your learning program plan proforma.

26. Benchmark?You have to work out exactly what level or standard of learning is required. You need standards on which to base the programHow do you work this out?

27. Benchmark soursesFor your learning program, select the benchmark sources that you are going to useWhere can you access them? If possible, collect them to use in your development.Activity: Benchmark sources

28. Delivery methods for your programface-to-face deliveryonline deliverydistance learningcoaching or mentoringworkplace applicationssimulated workplace applicationsblended delivery.

29. Language, literacy and numeracy requirementsDo the target group learners require a certain level of LLN skills to be able to use and interpret the documentation used in the learning program? Analyse the level of mathematical skill required. Is there any mathematical process or calculation which has to be carried out as part of the learning program?

30. Generating options You have spent a lot of time gathering information and researching and analysing the parameters of the learning program. Now it is time to use that information to come up with some options for the type of learning program that will be designed.

31. Activity Program structureConsider your learning program. Is there one particular option shown above that best matches the way information should be clustered in your learning program? Document the structure your learning program will adopt on your learning program plan proforma.

32. Options for learning program content Activity Learning program contentGenerate ideas for possible content for your learning program, using an appropriate format to present your options. You should include:activitieslearning stylespossible assessment methodsdelivery modesexisting resourceslearning resources to be developedwork-based taskson-the-job learning.

33. Identify resources handouts for learnersworksheetsworkbooksprepared case studiesprepared task sheetsprepared activity sheetsprepared topic, unit, subject information sheetsprepared role-playsprepared presentations and overheadsprepared scenarios, projects, assignmentsmaterials sourced from the workplace, for example, workplace documentation, operating procedures, specifications

34. Timeframes The amount of time that will be allocated to the learning program will influence what your learning program covers, the extent of detail and how it can be broken down into sections or chunks to enhance learning. Your planning may be guided by a number of factors.

35. Budget and costs Costs are almost always an important factor in any learning program. Management may see learning programs as an ‘extra’ rather than a ‘must have’ when running their business. When times are tough, learning programs may be postponed or reduced.

36. Activity Timeframes, costs and logisticsEstimate timeframes, possible costs and logistics ofyour proposed learning program.This information can be recorded on your learning program plan

37. Activity- Justify your optionJustify to your client and/or colleagues the option you have chosen for the learning program content. Present a learning program proposal that clarifies the following about the learning program content:

38. Develop the learning program content Adult learning principles Adults have a need to be self-directing.Adults have a range of life experience, so connecting learning to experience is meaningfulAdults have a need to know why they are learning something.Training needs to be learner-centred to engage learners.The learning process needs to support increasing learner independence.Emphasis on experimental and participative learning.Reflecting individual circumstances.

39. Learning stylesVisual, auditory and kinaesthetic learning stylesLeft brain Right brainPART learning stylesGlobal and analytical learner model

40. Activity Learning program contentProvide samples of learning program content for your learning program. It can be contextualised from existing resources or newly developed materials.

41. learning program structure A program delivery plan A program delivery plan is a tool to use for designing and developing a learning program. It outlines each component of the program, so you can see a clear breakdown of the program. It may be set against a timeline or it may show a series of sessions that make up the learning program.

42. the competencies or other benchmarks to be achievedthe specific learning outcomes for each session or part of the learning programthe content and learning activities for each sessionthe delivery methods for each session workplace tasks or applicationspractice opportunitiesassessment points in the program where the learners’ progress is measuredassessment methods and tools used to gather evidence of competencythe personnel assigned to facilitate the implementation of each session.

43. Activity-Proformas for program delivery plansConsider the sample proformas that could be used to design a learning program delivery plan. Use these as a guide to developing a proforma to best suit your own requirements. Ask your colleagues if there is a format endorsed by your organisation.

44. Assessment methods and toolsSome methods you may wish to include in your plan are:Assessment methodExampleReal work/real time activitiesLearners will be observed completing tasks or activities in their workplace and competence would be noted by the assessor or via a third party report (e.g. the supervisor)Structured activitiesSimulation exercisesDemonstrationActivity sheetsQuestioningOral, written or via computerPortfoliosCollections of evidence compiled by the candidateHistorical evidenceEvidence that shows proof of prior learning

45. Implementation requirements VenueIndustry, workplace, organisational cultureAllowable time for trainingManagement expectationsPeople to be involvedReporting requirementsAccess needs

46. Review the learning program content and structure addresses all aspects required by the units of competency or other benchmarkssequence provides effective and manageable blocks of learningactivities are interesting, relevant and appropriate to outcomes and learner characteristicsassessment points, methods and tools are appropriate and effectiveeffectively addresses equity needs identifies risk areas and contingencies.

47. Evaluation toolsa questionnaire—with open or closed questionsa mapping toola checklista focus group discussiona structured interview.

48. Adjusting a learning programAfter undertaking the review process, there may be a number of recommendations made by reviewers. The designer of the program, together with the client or other appropriate personnel, needs to determine what adjustments should be made to the learning program to reflect the review outcomes.

49. Final approvalOnce adjustments are made, the designer needs to gain final approval for the learning program from the appropriate personnel. Depending on your practice environment, this may be a:program managerhead of departmentsenior teacherapprenticeship or traineeship supervisortraining coordinator, manager human resource manager.

50. Documenting the learning programActivity Storage of documentationFind out how learning program documentation is held safely and securely in your practice environment and ensure you know your responsibilities for documentation control.

51. ImplementationYou now are in a good position to implement your learning program, confident that your planning is thorough and meets the identified needs of your learners.Good luck!