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Training Design

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Darex Arcega-Biagan
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23 views22 pages

Training Design

Uploaded by

Darex Arcega-Biagan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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TRAINING

DESIGN
OBJECTIVES
At the end of the lesson the student is expected
to:
A. Identify the factors to be considered in developing
training design;
B. Compare and Contrast training Design and instructional
Design;
C. Explain why there is a need to develop training design;
Training Design
-is a set of a systematic processes designed to
meet learning objectives related to trainees' current or
future jobs.
These processes can be grouped into the following
phases; needs analysis, design, development,
implementation, and evaluation. The phases are
sequential, with the outputs of the previous phases
providing the inputs to those that follow.
 Training design is a
systematic process
that is employed to
develop education and
training programs in a
consistent and reliable
fashion.
 Instructional Design (also called
Instructional Systems Design (ISD)) is
the practice of creating "instructional
experiences which make the acquisition
of knowledge and skill more efficient,
effective, and appealing."
There are many instructional design models but
many are based on the ADDIE model with the
five phases.
1. Analysis- analyze learner characteristics, task to be learned, etc.
Identify Instructional Goals, Conduct Instructional Analysis,
Analyze Learners and Contexts
2. Design- develop learning objectives, choose an instructional
approach Write Performance Objectives, Develop Assessment
Instruments, Develop Instructional Strategy
3. Development- create instructional or training
materials Design and selection of materials
appropriate for learning activity, Design and Conduct
Formative Evaluation.
4. Implementation- deliver or distribute the
instructional materials.
5.Evaluation- make sure the materials achieved the
desired goals Design and Conduct Summative
The analysis of the CS is a very important step in the
design of your training program. In the analysis you need
to establish the following;
1. The main skill to be mastered;
2. The learning contents of the competencies including the
underpinning knowledge and skills.
3. Assessment criteria for the skill to be mastered.
Example;
In Computer Hardware Servicing the first competency is Install
Computer System and Networks. The main competency is to Install
computer system and networks. The competency is divided into the
following LOs:

LO1. Plan and prepare for installation


LO2. Install equipment/device system
LO3. Conduct test
In most cases, the trainer would immediately proceed to the installation of computer called
"assemble and disassemble". But if we were to analyze the first LO training should start
with planning and preparing for installation. Let us analyze the assessment criteria of
LO1.

1. Installation planned and prepared to ensure that safety measures,


policies and procedures followed, and that work is appropriately
sequenced in accordance with the industry standards
2. Technical personnel consulted to ensure that the work
coordinated effectively with others involved on the worksite
3. Computer systems and network devices obtained in accordance
4. Location where devices and systems to be installed is
determined from job requirements
5. Materials necessary to complete the work obtained in
accordance with established procedures and checked against job
requirements
6. Tools, equipment and testing devices needed to carry out the
installation work obtained in accordance with established
procedures and checked for correct operation and safety
7. Preparatory work checked to ensure that no unnecessary
damage has occurred and that work complies with requirements
Going back to the CBC, these are the recommended contents
for this topic:
CONTENTS:
 Safety procedures
 Basic terms, concepts, functions and characteristics of PC
hardware components
 Structure of operating systems
 Familiarization with the various computer systems' components
and peripherals system configuration/ settings of computer
systems and devices
 Tools, equipment and testing devices are not in the CBC but you
should include them as content.
In making your design you should consider the following:

1. Characteristics of your trainees basic characteristics that maybe potential


barriers in training should be identified and addressed on a trainee per trainee basis
when planning training sessions.
2. Adult learning principles adults learn differently from elementary and high
school students. In choosing your methods and structuring the training materials
therefore, you should consider how adult trainees learn.
3. Learning styles of your trainees varied learning styles would require variations
in the methodologies to be employed with CBT. Your training design should be
able to provide learning activities for every trainee considering his learning style.
Principles of Adult Learning

Adult learning is a process of adults gaining knowledge, skills, and competence.


Learner Motivation
Adults must want to learn
In addition to communicating the learning objectives we need to show how the
learner and their work will benefit from the training.
• Use overviews to engage the learner
• State benefits in the outline of each topic and including learning activities
that reinforce the benefits
• Providing self assessments as a prelude to the module or topic
• Create personas to assist you to focus on the learners
Learner Orientation
Adults will learn only what they feel they need to learn
Adults must feel the things they are learning are relevant and will be
useful. So make the links to the work they are doing or could be doing
in the future by:
• Including examples and case studies on how others have used the
knowledge or skills
• Provide opportunities for the learner to control their learning
environment
• Using a problem solution approach
Experience
Adults learn by comparing past experience with new experience
Adults bring to a wealth of experience and knowledge into their
learning activities. When they learn something new most check how
this fits in or is different from what they already know.
In developing and using learning materials we should devise way
to tap into this knowledge and to provide frameworks or models
that assist the learner to establish relationships between what they
know and the new knowledge or skill.
Sharing of personal experiences or stories is one way this can be
achieved.
Orientation to Learning
Adults want their learning to be practical
Adult interest in learning surges when we can provide exercises that provide the experience of
applying a new concept or skill to a 'real life' situation.
Try to provide opportunities for learners to link their learning with people, issues or activities in
their lives.

Dispositional Barrier
Adults try to avoid failure
Adults often perceive the trial and error approach to learning as too risky and resist exploring
this approach to learning. This is especially true if the person has experienced learning
difficulties in the past. Consider the learners fears and emotional safety when developing
training or learning activities. Ensure the 'real' consequences of failure are low. Begin with easy
learning activities and build complexity once learners have experienced success.
Learning Styles
Adults do not all learn the same way
Adults have their own styles of learning. So ensure the design of your
program and the way you write learning materials features activities,
content and language that appeals to a broad range of learning styles.
Use visual auditory and kinesthetic language. Include graphics and
diagrams. Consider using role plays, case studies, games, simulations,
essays and readings etc.
When planning your training session, consider the following deductions:

• People will learn more effectively when using their preferred style
• People improve their capacity to learn when they can expand their
preferences
• When learning materials and activities accommodate a range of
preferences, more learners will be successful
• Training materials can be developed that appeal to learning preferences
In making your session plan you combine knowledge of competencies,
content, learning outcomes, instructional techniques and learning activities.
Putting these together into a structured training program is a challenge for
trainers.
Robert Gagné's (1999) model in providing a structured approach of learning.

1. Gain Attention to orientate and motivate the learner.


2. Inform Learners of Objectives to guide learners and to assist them to
organize their thoughts around what they are about to learn
3. Stimulate Recall of Prior Knowledge because adults learn by
establishing relationships with what they know and a new knowledge or
skills.
4. Present the material in a way that appeals to the different learning
preferences and is easy to digest
5. Provide guidance for learning by providing opportunities
to integrate new information into their existing knowledge base
6. Elicit performance by providing safe opportunities to
practice
7. Provide feedback to reinforce or correct learning
8. Assess performance learners should be given the
opportunity for assessment to gain recognition of their success
in learning
9. Enhance retention and transfer - by encouraging learner
to plan the application of what they have learnt
THANK YOU FOR
LISTENING
EVERYONE!

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