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3/21/2011
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Training Cycle and Design of Training Program
Voravate ChonlasinSenior Program SpecialistPublic Sector Capacity BuildingAIT Extension
APN-Training for Capacity Development in Climate Change Adaptation
Aim:
To enhance knowledge and review key concepts that are important for training course design
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APN-Training for Capacity Development in Climate Change Adaptation
Outline of the presentation
• Training system design and training cycle• Learning domains and how people learn• How adult learn and implication to training
design• Translating gap into learning elements• Training objective• Selection and organization of training contents• Evaluation of training
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APN-Training for Capacity Development in Climate Change Adaptation
Learning Objectives
At the end of this session the participants will be able to:• Explain all elements of ADDIE model;• Understand 3 learning domains and describe the
method to translate K S A into training module• Discuss principles used for writing training
objectives • Identify key components of training design
framework
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APN-Training for Capacity Development in Climate Change Adaptation
Training
Training is a process to transfer meaningful knowledge to people in order to change the way they think, act and response to problems
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APN-Training for Capacity Development in Climate Change Adaptation
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APN-Training for Capacity Development in Climate Change Adaptation
Training to change behaviors
Knowledge SkillsAttitude (or Practice)
New Knowledge New SkillsNew Attitude (or New Practice)
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APN-Training for Capacity Development in Climate Change Adaptation
The ADDIE Model: Instructional Design System
Analyzing/Assessing
Evaluating
Implementing
Designing
Developing
ADDIE
Model
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APN-Training for Capacity Development in Climate Change Adaptation
The ADDIE Model
In instructional design, the ADDIE model refers to a systematic approach for Analyzing (or Assessing), Designing, Developing, Implementing, and Evaluating learning materials and activities.
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APN-Training for Capacity Development in Climate Change Adaptation
ADDIE - Analyzing
Analysis (Assessment): The process for defining desired outcomes.
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APN-Training for Capacity Development in Climate Change Adaptation
ADDIE-Designing
Design: The process of determining howdesired outcomes are to be accomplished— based on supporting system(s) needed,required resources, timetable, and budget.
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APN-Training for Capacity Development in Climate Change Adaptation
ADDIE-Development
Development: The process of establishing requisite system(s) and acquiring needed resources to attain desired outcomes.
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APN-Training for Capacity Development in Climate Change Adaptation
ADDIE-Implementation
Implementation: The process of implementing design and development plans within the real-world environment.
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APN-Training for Capacity Development in Climate Change Adaptation
ADDIE-Evaluation
Evaluation: The process of measuringthe effectiveness and efficiency of theimplemented system and using collecteddata as opportunities for improvement inclosing gaps between actual and desiredOutcomes.
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APN-Training for Capacity Development in Climate Change Adaptation
ADDIE & OutputsADDIE OUTPUT
Assessment/Analyzing TNA report, Gap of K S A and topics for training
Designing Guiding document for training design (Who will be trained ? Why ? What subject areas ? and How ?) and training budget
Developing Training schedule, trainers, training materials/manuals, lesson plan, facilities and equipment
Implementation Training is organized and conducted according to planned training activities
Evaluation Knowing where to fix the broken parts – improvement to get better results(content, delivery and trainees)
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APN-Training for Capacity Development in Climate Change Adaptation
Who Involve in ADDIE ? ADDIE OUTPUT
Assessment/Analyzing HR function, training manager, supervisor
Designing Training manager, designer and subject matter specialist/trainers
Developing Training manager, trainers/subject matter specialists
Implementation Training manager, coordinator, trainers and facilitators
Evaluation Participants, training managers, third party, HR function and supervisor
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APN-Training for Capacity Development in Climate Change Adaptation
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APN-Training for Capacity Development in Climate Change Adaptation
Andragogy & PedagogyANDRAGOGY (Adults)• Have experience (‘baggage’)
• Need ‘unfreezing’
• Very short attention span (10/15 minutes)
• Negative to change
• Respond to ‘draw-out’ techniques
• Sensitive
• Will challenge
• Need a rationale
PEDAGOGY (Children)• No (or little) ’baggage’
• Longer attention spans (30/40 minutes)
• Seek change
• Accept ‘pump-in’ techniques
• Spontaneous
• Rarely challenge
• Easily pleased
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APN-Training for Capacity Development in Climate Change Adaptation
Different PerspectivesTeaching young people (Pedagogy)
Training adult (Andragogy)
The learner Teacher directs what, when, how a subject is learned and tested that it has been learned
Move towards independence. Self-directing. Trainerencourages and nurtures this movement
The learners’ experience Not to consider much: the teaching methods is instructive
A rich resource of learning: Training methods encouragesharing of knowledge and solving real world problems
Readiness to learn People learn what society expects them to. So that the curriculum is standardized
People learn what they need to. So learning program organized around real life application
Orientation to learning Acquisition of subject matter.Curriculum organized by subjects
Learning should be based around experience. Learning should help finding out what works best
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Course Design Considerations for Adult Learners
• Adults need to know the reason for learning something(Need to Know)
• Experience (including error) provides the basis for learning activities (Foundation)
• Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept)
• Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness)
• Adult learning is problem-centered rather than content-oriented (Orientation)
• Adults respond better to internal versus external motivators (Motivation)
APN-Training for Capacity Development in Climate Change Adaptation
• set a cooperative learning climate
• create mechanisms for mutual planning• arrange for a diagnosis of learner needs and interests
• enable the formulation of learning objectives based on the diagnosed needs and interests• design sequential activities for achieving the objectives
• execute the design by selecting methods, materials, and resources• evaluate the quality of the learning experience while re-
diagnosing needs for further learning
How to run training for adult learners
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APN-Training for Capacity Development in Climate Change Adaptation
Cognitive – Mental skills intellectual abilities (Knowledge)
Psychomotor – Manual or physical skills (Skills)
Affective – growth in feelings or emotional areas (Attitude)
Cognitive Psychomotor
Affective
HEAD HAND
HEART
Three Learning Domains
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APN-Training for Capacity Development in Climate Change Adaptation
Cognitive – Mental skills intellectual abilities (Knowledge)
Psychomotor – Manual or physical skills (Skills)
Affective – growth in feelings or emotional areas (Attitude)
Cognitive Psychomotor
Affective
HEAD HAND
HEART
Three Learning Domains
Attitude or “feel”
Skills or “do”
Knowledge or “think”
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APN-Training for Capacity Development in Climate Change Adaptation
Knowledge/Intellectual abilities – Cognitive Domain
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Make choice
Use old info. to create new
Organize information
Use information
Understand information
Recall information
LEVEL MEANING
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APN-Training for Capacity Development in Climate Change Adaptation
TNA helps identifying gap of KSA
A
B
K S A required in training intervention
(Gap found from TNA)
Expected K S A
Existing K S A
Must have KSA
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APN-Training for Capacity Development in Climate Change Adaptation
TNA and Training Design
Expected K S A
A
B
K S A
Existing K S A
Training Design
Results gain from
training needs
assessment (TNA)
will be used for
training module
design
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APN-Training for Capacity Development in Climate Change Adaptation
Task AnalysisTasks K+S+A Leaning elements
WHAT TASKS HE HAS TO DO ?
TO PERFORM THE TASKS AND GET RESULTS:
WHAT “K” ARE REQUIRED ? WHAT SUBJECT SUBSTANCE USED FOR ENHANCING KNOWLEDGE ?
WHAT “S” ARE NEEDED ? WHAT SUBJECT SUBSTANCE USED FOR UPGRADING SKILLS ?
WHAT “A” ARE REQUIRED TO CHANGE PRACTICE ?
WHAT SUBJECT SUBSTANCE CAN MOTIVATE CHANGE OF ATTITUDE / PRACTICE ?
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APN-Training for Capacity Development in Climate Change Adaptation
Curriculum Design Framework
TrainingObjectives
On each objective, specify the required contents in terms of:
Knowledge (K)
Skills (S)
Attitude(A)
• For each topic, select training methods, techniques and activitiesto achieve the desired K, S, A
• Allocate the time required for each
•Add the time for formality, social andcultural programs, etc. Combine the time and see if the program matched:
• The training objectives• Educational background and needsof the trainees• Training duration and available
resources
Yes or No
Review the training goals,objectives and scope of each
topic
• Prepare class schedule• Prepare lesson plan• Prepare training media andmaterial
Yes
No
• Specify core and supporting topics• Group the topics into Modules
Training Curriculum/Module Design
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APN-Training for Capacity Development in Climate Change Adaptation
Job Responsibility
Task to Perform
Required K S A
Training Objectives
Training Contents
Methods/Activities
Time Allocation
Facilities/Equipment
Needed
� SMART
� Based on
K S A
� Must know, be able to do &
put in practice
� Should know, be able to do & put in practice
� Could know, be able to do & put in practice
This part to
be prepared
as facility
plan.
The appropriate
methods will be
selected by
considering topical
contents.
Time allocation
for each topic to
be delivered by
selected
methods.
Framework for Curriculum / Module Design
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APN-Training for Capacity Development in Climate Change Adaptation
is defined as a statement describing the
expected behavioral outcome of a training
event, which includes the conditions under
which the performance will take place, the
specific action that will be taken and the
criterion or standard by which performance
will be measured.
Training Objective
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APN-Training for Capacity Development in Climate Change Adaptation
• To determine behavioral outcomes
• To be a guidance in determining: content, methods, and evaluation design
• A communications tool to explain the course to trainees, facilitators, subject matter experts
• A framework to help develop self-assessment tools
The Role of Objectives
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APN-Training for Capacity Development in Climate Change Adaptation
Types of Training Objective
• Overall training objectives What results we want to achieve (change in KSA) after completion of training course
• Specific training objectives or learning objectiveWhat results we want to achieve (change in KSA) at the end of training session or activities
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APN-Training for Capacity Development in Climate Change Adaptation
• One cannot DESIGN training without objectives
• Objectives are your CONTRACT with the participants
• Everything you do in your session MUST support the accomplishment of the objective—nothing more, nothing less—that is, content must be “necessary and sufficient.”
Why objective is important
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APN-Training for Capacity Development in Climate Change Adaptation
Important Elements in the Objectives
• Performance. An objective always says what a learner is expected to do and must be measurable; the objective sometimes describes the product or result of the doing• Conditions. An objective always describes the
important conditions (if any) under which the performance is to occur • Criterion. An objective describes the criterion of
acceptable performance by describing how well the learner must perform in order to be considered acceptable.
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APN-Training for Capacity Development in Climate Change Adaptation
SMART Objectives
Specific
Measurable
Attainable
Relevant
Timeframe
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APN-Training for Capacity Development in Climate Change Adaptation
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APN-Training for Capacity Development in Climate Change Adaptation
It is expected that after completion of the course the participants will be able to:• Prepare medium and long term plan for
research development on climate change adaptation in national marine protected areas
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APN-Training for Capacity Development in Climate Change Adaptation
This 5 days workshop will enable participants to:
• Share experience and develop guideline for designing case-based research methodology on opened burning practices in Greater Mekong Sub-region countries
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APN-Training for Capacity Development in Climate Change Adaptation
At the end of policy dialogue the participants will:
• Draft research policies for universities and academic institutions that will enable them to participate in regional policy research initiatives for adaptation.
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APN-Training for Capacity Development in Climate Change Adaptation
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APN-Training for Capacity Development in Climate Change Adaptation
At the end of the session, participants will be able to:
List the important components of participatory coastal resources assessment process that discussed in class.
Knowledge abilities
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APN-Training for Capacity Development in Climate Change Adaptation
At the end of the session, participants will be able to:
Explain methods and process to mainstream climate change adaptation into national policies.
Knowledge abilities
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APN-Training for Capacity Development in Climate Change Adaptation
From the given guideline, the participants will collect a water sample according to the steps presented by the trainer.
Skills/physical action
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APN-Training for Capacity Development in Climate Change Adaptation
After completion of the training, the participants will facilitate induction workshop for local change agents on localization of adaptation plan at sub-district level.
Skills/physical action
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APN-Training for Capacity Development in Climate Change Adaptation
After practical exercises, the participants will contribute to analyze risk exercise of the proposed project using simplified risk assessment techniques.
Attitude (practice)
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APN-Training for Capacity Development in Climate Change Adaptation
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APN-Training for Capacity Development in Climate Change Adaptation
Organizing Contents
1. Start with a given training objectives, identify the topics/contents that:
• must know, be able to do and change the practice • should know, do and change the practice • nice to know, do and change the practice
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APN-Training for Capacity Development in Climate Change Adaptation
2. From the list of selected topics/contents, group them into K, S, A
3. Select appropriate training methods and activities for each topic, allocate the time required for each topic/contents
Organizing Contents
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APN-Training for Capacity Development in Climate Change Adaptation
4. When the training topic cover several subject areas, group the topics which are highly related into modules
5. Add the time required for formality, social and cultural program, etc. to make total training duration
Organizing Contents
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APN-Training for Capacity Development in Climate Change Adaptation
Training
Title
Module
I
Module
II
Module
III
Topic 1
Topic 2
Topic 1
Topic 2
Topic 1
Topic 2
Topic 3 Activity
Organizing Contents
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APN-Training for Capacity Development in Climate Change Adaptation
Move from SIMPLE to COMPLEX
Principles for Organizing Contents
People can relate to small/simple tasks or facts more easily than they can to complex.
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APN-Training for Capacity Development in Climate Change Adaptation
Move from GENERAL to SPECIFIC
Principles for Organizing Contents..
People are more familiar with generalized than with specifics.
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APN-Training for Capacity Development in Climate Change Adaptation
Existing LOGICAL Organization
Principles for Organizing Contents..
Nature of the subject does not allow to miss sequence of content flow.
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APN-Training for Capacity Development in Climate Change Adaptation
Move from KNOWN to UNKNOWN
Principles for Organizing Contents..
People build their knowledge and skills by adding or connecting with what they already know or can do.
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APN-Training for Capacity Development in Climate Change Adaptation
The structure of training evaluationFIVE basic points at which we can measure,assess, or reach judgments
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APN-Training for Capacity Development in Climate Change Adaptation
Definitions:ACTIONS – Running 4 train the trainers programsImmediate
OUTPUTS – 80 trained (researcher) trainers (assuming 20 trai ners per group)Short-term
RESULTS – 1,200 researchers from government universities are trained (assuming 15 per trainer) (Objective/Purpose) Medium-term
OUTCOME – Research projects are conducted in different count ries(Goal) Long-term
IMPACT – Change of national policies on climate change adap tation (SUPER-GOAL) Very long-term
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APN-Training for Capacity Development in Climate Change Adaptation
Four Levels of Training Evaluation
Reaction: Do they like it?
Learning: Do they get it?
Behavior (Performance): Can they do it?
Results (Impact): Do they use it?Does it make a difference?
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APN-Training for Capacity Development in Climate Change Adaptation
Evaluation type (What is measured)
Evaluation description and characteristics
Examples of evaluation tools and methods
Relevance and practicality
Reaction How the participants felt about the training or learning experience
Feedback forms
Verbal reaction, post-training surveys or questionnaires
Quick and very easy to obtain
Not expensive to gather or to analyze
Four Levels of Training Evaluation
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APN-Training for Capacity Development in Climate Change Adaptation
Evaluation type (What is measured)
Evaluation description and characteristics
Examples of evaluation tools and methods
Relevance and practicality
Learning Measurement of the increase in knowledge or capability – before /after
Typically assessments or tests before/ after the training
Interview or observation can also be used
Relatively simple to set up; clear-cut for quantifiable skills
Four Levels of Training Evaluation
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APN-Training for Capacity Development in Climate Change Adaptation
Evaluation type (What is measured)
Evaluation description and characteristics
Examples of evaluation tools and methods
Relevance and practicality
Behavior(Performance)
Extent of applied learning back on the job implementation
Observation and interview over time to assess change, relevance of change and sustainability of change
Measurement of behavior change typically requires cooperation and skill of direct supervisor
Four Levels of Training Evaluation
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APN-Training for Capacity Development in Climate Change Adaptation
Evaluation type (What is measured)
Evaluation description and characteristics
Examples of evaluation tools and methods
Relevance and practicality
Results(Impact)
The effect on the capacity of the organization
Individual development plan
Team or working group action plan
Individually not difficult, unlike whole organization
Need support and commitment of the management
Four Levels of Training Evaluation
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APN-Training for Capacity Development in Climate Change Adaptation
Significant questions in evaluation
• To what extent were the identified training needs objectives achieved by the program?
• To what extent were the learners’ objectives achieved?
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APN-Training for Capacity Development in Climate Change Adaptation
Significant questions in evaluation
• What specifically did the learners learn or were usefully reminded of?
• What commitment have the learners made about the learning they are going to implement on their return to work?
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APN-Training for Capacity Development in Climate Change Adaptation
Significant questions in evaluation(back at work)
• How successful were the trainees in implementing their action plans?
• To what extent were they supported in this by their supervisors/management in the organizations ?
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APN-Training for Capacity Development in Climate Change Adaptation
Significant questions in evaluation (back at work)
• To what extent has the actions following training achieved a overall goals of the organizations ?
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APN-Training for Capacity Development in Climate Change Adaptation
Factors for Training System Effectiveness
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• Training Design• Trainee• Trainer• Climate• Management
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Training Design• Appropriateness: relevant to needs and to participants• Involves trainee• Training results have an impact on the organization• Appropriate length and time frame• Provides a variety of techniques appropriate for target participants • Fit with organization and culture• Training/learning materials are supportive to learning and appropriate• Provides flexibility• Meets goals and objectives• Allows for integration of learning with 'works in the field'• Sequence and pace are comfortable and appropriate• Clear and well organized• Realistic, e.g. appropriate to available resources.
Factors for Training System Effectiveness
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The Trainee• Highly motivated to learn• Committed to spend time and effort• Time management and organizational skills• Good interpersonal skills• Proactive in learning; takes responsibility of his learning
Factors for Training System Effectiveness
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The Trainer• Knowledgeable in the subject - theory and experience• Skillful in different delivery techniques• Skillful in preparing appropriate training materials• Time management and organizational skills• Self evaluative• Committed• Creative• Energetic/enthusiastic• Sensitive to participants' needs and aspirations• Good interpersonal skills
Factors for Training System Effectiveness
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The Learning Climate (physical and emotional climate)
Physical setting• acoustics, lighting, temperature are appropriate• space and layout appropriate to group size and diverse activities• appropriate location• accommodations are comfortable and pleasing• food, snacks and other amenities are appropriate and of good
quality• provision for breaks and other rest periods• free from interruptions
Factors for Training System Effectiveness
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The Learning ClimateEmotional climate• intensity and rate/pace of work is appropriate• appropriate participant-facilitator ratio• receptiveness and acceptance of training• good management of group dynamics• image of professionalism• trust and risk taking climate• clear-negotiated expectations
Factors for Training System Effectiveness
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The ManagementProcess• Systems/holistic design of training program - from organizational analysis,
integration of training to job, up to return of trainees to job after training.• Design of training materials fit trainees learning constraints and strengths;• Proper choice of trainers;• Provision and availability of appropriate resources ‘just in time' when
needed;• Constant monitoring and responding appropriately;• Proper feedback and evaluation process.
Training Management Officers/Specialists• Highly skilled in planning & designing training in a systems way;• Proactive/anticipatory responding to the needs of trainees and of trainers;• Excellent interpersonal skills;• Time management and organizational skills.
Factors for Training System Effectiveness
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APN-Training for Capacity Development in Climate Change Adaptation
Q&A and Discussion
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