DESIGNING TRAINING PROGRAMS FOR PROFESSIONALS

Compatibility-considering the background of the trainees or participants In-Process Evaluation and Feedbackpresence of learning validation during conduct of training

RUFO R. MENDOZA, Ph.D. Transferabilitypassing on skills to trainees or participants Chair, PRC CPE Council for Accountancy Cost-Effectivenessproviding the greatest benefit at minimum cost

Design of Training STEPS IN DESIGNING A TRAINING PROGRAM Examines how the training should be planned so that it will meet identified training needs. It shifts the focus from investigating the problem (which is the key issue in the analysis) to investigating and scoping the solution. Goal of Training Design State the program objectives To determine what training experience will meet training needs and thereby close performance gaps between what people can do and what they must do to meet the performance requirements. Terminal objectives Enabling objectives CONSIDERATIONS IN THE DESIGN OF TRAINING PROGRAMS Principles in designing programs Steps in designing Linking TNA to the design Determine the specific contents of the program Must know Nice to know Arrange learning units in the order they will be taken up Whole-part Principles of Good Training Design Structurethe configuration of the various elements in a program considering the plan and goals and taking note of the sequence of activities Linkageappropriate connection of topics Specificitydetailing goals, learnings, and activities and avoiding overlaps and redundancies Synergyconsidering the learningsconverge (integration or summary of learnings) Openness and Flexibilityresponding to anticipated needs and the degree of capacity to adopt to varying circumstances Relevanceaddressing the needs of trainees or participants and the organization as well OUTLINE OF A TRAINING DESIGN Sequencing Select the learning methodology and determine the time frames Determine dates and appropriate venue Identify standards and evaluation measures Select the resource speakers Calculate and prepare the budget. Name the program Provide rationale in the conduct of the program

Title Rationale of the Training Objectives of the Training Course Outline Module Session Activities Expected Output RATIONALE OF THE TRAINING Learning Methodology Time Frames Background or introduction of what the training is all about Dates and Venue (if can be determined) Developments in the field/discipline/area Evaluation Method Increased demand for performance of service Resource Speakers/Persons Description of the needs being addressed by the training Training Cost To whom the training is designed What gaps are being addressed Why should we prepare training design? Overview of how the training program On the part of the Training Institution Overall approach of meeting the goals Blueprint the way to respond to the needs of the participants General description of the learning outputs Focus clarifies scope of the subject matter Where do we go from here? Management in terms of time and financial resources Order enhances effective and orderly presentation FORMULATING BEHAVIORAL OBJECTIVES Contingencies provides inputs for contingencies HIERARCHY OF OBJECTIVES Evaluation important in evaluating the training outputs On the part of the Trainee Guide on the emphasis of topic, time allotment, and methodology Basis for determining cost efficiency and effectiveness Precondition in getting ready for the training proper SAMPLE TRAINING OBJECTIVES Terminal Program Objective what the learner will be able to do after going through the training program (same as the goal) Enabling or Specific Objectivelearning steps that the learner must undergo to accomplish the terminal objective Sample Title Presentation in Accordance with PFRS Emphasizing Common Disclosure Errors, Updates on Philippine Standards on Auditing, Code of Ethics

Terminal Program Objective By the end of the three-day training program, participants will be able to apply the three techniques of long-term and short-term planning Enabling or Specific Objective During the first day of the program, participants will be able to:

Quality Time Cost

Writing Behavioral Objectives Discuss the importance of scientific tools in planning for both long-term and short-term Vague Explain the principles of the various techniques of long-term and short-term planning Know Appreciate PROBLEMS IN CRAFTING TRAINING OBJECTIVES Comprehend Trainer-centered Understand In this course, the trainee will be taught the principles of leadership Action Verb Describing the Content Enumerate The objective of this course is to discuss the principles of leadership Describe Promising Too Much Explain As a result of this course, the trainee will be able to supervise subordinates effectively Evaluate

GUIDE IN CRAFTING TRAINING OBJECTIVES BEHAVIORAL TRAINING OBJECTIVES Should have trainee/participant as the subject Describing the objectives based on what the trainees should do at the end of the training; At the end of the training, the participants should be able to. Main advantage is the exactness in giving direction in a training course Should have an action verb that is observable and measurable Clarity of goals makes it easier for trainees and facilitator to communicate (Should focus on the goals of the training) X understandthe procedures in the opening of new accounts / processthe opening of a new account Should specify the conditions and standards Quantity

BLOOMS TAXONOMY OF EDUCATIONAL OBJECTIVES DOMAINS: COGNITIVE (KNOWING)

It keeps the trainer focused (especially on the things that the trainees must know)

Learning is An experience that occurs in the learner and is activated by the learner The discovery of personal meaning and relevance of ideas

AFFECTIVE (ATTITUDES) (FEELINGS)

The consequence of an experience A cooperative and collaborative process An evolutionary process Emotional as well as intellectual

PSYCHOMOTOR (DOING)

Learning works better

TRAINING OBJECTIVE EXERCISE Each of the following statements is supposed to be a training objective. Revise each objective as you deem necessary. 1.To teach the techniques of long and short-term planning using network analysis so that the techniques can be applied as appropriate. 2.An appreciation of current resource allocation problems which influence project completion dates for civil engineering contracts. 3.Without supervision, all order clerks will be able to place all copies of 15 separate orders in the files as listed without error, in less than three minutes 4.Given an architects drawing, visual guide and information on location, apprentices will calculate all essential heat losses expressing each in SI units to two decimal places

When the learner is personally involved When there are activities using materials When experienced in multiple modes (using all senses) With more of the senses engaged

Functions of the Facilitator Motivate learners Connect with learners Give meaning to the experience Manage the learning process

ADVANTAGES OF HAVING A COURSE OUTLINE It provides direction to the trainees or participants It gives more information concerning the training program

Provide or define procedure, system or roles for the learners to follow

LECTURER Leader-centered Presentation-driven Content-heavy Sage in Stage Tell everything you can in time alloted

Logistics Facilities Food Accommodation

Where do we go from here? Teaching-learning styles and methodologies

FACILITATOR Participant-centered Experience-driven Application-heavy Guide on the Side Never do for learners what they can do for themselves

Training Evaluation and Measurement Methods Effective Presentation and Facilitation Training Needs Analysis Organizing and Running a Conference Instructional Materials Design

Common Areas for Evaluation in Training Curriculum based on TNA Content Time allotment Activity requirements Training methods Trainer/resource persons Training management group