How to Design & Develop g p Training Programs

Specialist Management p g Resources

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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!
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Your Yo r Facilitator
Haniffah Mariati Mohamed Penang, Georgetown Media Background Associate Trainer SMR Assam Laksa

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Warm-ups Warm ps
Grab a Balloon Each! Ready, Ready Get Set Set Listen to Instructions GO!!! Whos Got the Biggest Balloon? Sit according to Color of Balloon Pls.
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Why Wh do we do warm ups? e arm ps?

Preoccupation Acquaintances First impressions Quick involvements Instant Assessments

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Instant Assessments
Please complete the PrePre Course Questionnaire

5 minutes
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Agenda Da One Day

Warm - ups & Intros Instant assessment Program Overview ADDIE & Design Cycle Training objectives Exercises and activities Learning Styles

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Programme aims:
To provide a concept al pro ide conceptual framework to: Design - Determine Instructional Strategy & Contents Develop Prepare Training Suitable Training g g Materials

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LEARNING CONTRACT
Give 100% participation Be on time Not put others down Handphones silent or off H d h il t ff Honour Confidentiality

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COUPONS ANYONE???

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NOMINATION OF 3 MANAGERS
Break Manager Weather Manager Fitness Manager

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Why train ?

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Systematic S stematic Approach to Training

Analyse Evaluate Design

ADDIE
Develop Implement

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ADDIE - ANALYSE
Gathering info relevant to training

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ADDIE -DESIGN DESIGN

Determine Aims & Objectives and how to obtain them Giving a Structure to Training

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ADDIE - DEVELOP
Preparing the Training Materials

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ADDIE - IMPLEMENT
Delivering the Training

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ADDIE - E al ate Evaluate

Assessing Learners Performance and Effectiveness of Training g

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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 Preparation
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What is Design in Context of g Learning?

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. y
Oxford English Dictionary

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Training Design Cycle

Time span Places

Training Aims
Training Objectives

Trainers
Methods and Media Sequence Order
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Validation V lid ti Measures

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Systematic approach to course y pp development

Aims & Objectives
CONTENT Skills Knowledge Attitude

PLANNING Methods Design

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Systematic Approach to Course Development S t ti A ht C D l t Delivering Presenting Reinforcing

Course C

Evaluation & Feedback Self S lf

Terminal Goals (Learning Aims & Objectives)

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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)

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What is the difference?

Aims Objectives

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Aims & OBJECTIVES

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Writing Objectives Objecti es

Clear statements of what learners will be able to demonstrate at the end of a learning session Performance, Performance Conditions , Standards

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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 pistol

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Performance Statements
Avoid ambiguous and vague statements Example: Learner will understand objectives Understand? U d t d? Will learner be able to quote, write or demonstrate?
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CONDITIONS
Situations in which learner has to perform p Conditions give of information on range of learning to be covered, tools/equipment/clothing to be used, aids & manuals , environment or any special physical condition.

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STANDARDS
States 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?
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TYPES OF STANDARDS
1.Accuracy - Task must be completed with no errors 2. Speed 2 S d - Must be able to type 40 words per minute.
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WRITING OBJECTIVES
Key Feature of Effective Training Designer Learner Trainer Learner Minimum level of acceptable performance to be attained on completion of training

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OBJECTIVES ENABLES:
TRAINER DESIGNER

communicates i t
LEARNER

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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) ( )

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Types of learning
Cognitive Affective Psychomotor
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Types of learning
COGNITIVE involves knowledge involves
recall data define describe identifies
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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 task

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Types of learning
COGNITIVE Application apply what was learned in the classroom l

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Types of learning
COGNITIVE
A l i Analysis trouble shoot a piece of equipment b sing eq ipment by using logical deduction compare and contrasts

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Types of learning
COGNITIVE
knowledge comprehension application analysis

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Theory Theor of forgetting

Memory loss 50% 75% 90%

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Analytical Anal tical and Global

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LEARNING METHODS
Analytical(L)
formal bright words finish to end quiet
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Global (R) informal dim pictures i t multiple starter sound

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Analytical Anal 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 procedures
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Global- learning methods Gl 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 , approach

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The 5 Is
Introduce Involve Interact Instruct I t t Intensify retention

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Multiple Intelligence
1.Logic - mathematical

2.Linguistic 3.Musical 4.Spatial 4 Spatial 5.Bodily - kinesthetic 6.Interpersonal 6 Interpersonal 7.Intra-personal 8.Naturalistic 8 Naturalistic

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LEARNING STYLES
Recognition of different styles of learning can help plan courses, can assist individual development

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Learning styles that relate to the t l th 4 styles

Stage 1 - (Activist) Having H i an experience i

Stage 4- (Pragmatist) Planning the next steps

Stage 2 - (Reflector) Reviewing the experience

Stage 3 - (Theorist) Concluding from experience

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LEARNING STYLES
Activist Reflector Theorist Pragmatist

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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)
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LEARNING CYCLE INGREDIENTS

5 stages
Explanation/Understanding Feedback Demonstration

Practice
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The 4 schools of thought tho ght

Behaviorism Cognitive Social learning Humanism H i Constructivist

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RAC
people remember 3 ways
repetition association Concentration

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