Unit 5

Abg Izhar Abg Ahmad

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Introduction

� Having established that training is appropriate f or the identified needs, the next step is to f ind courses that meet the needs.

� We have to make choices whether to buy or develop courses that meet the needs.

� Developing a course f rom scratch can be both expensive and time consuming.

� Even purchasing a course that exactly match all the requirements is not as easy as it sounds.

� Therefore, one has to adopt a systematic approach to address the issues in designing a curriculum or course to meet the needs of the learners.


Training Curriculum and Content Development Issues:

� 1) Trainees: entry behaviors, needs and characteristics

� 2) Course Content: identification, structure, sequencing, timing

� 3) Expertise: subject matter and the trainers, their roles

� 4) Approaches: methods and media� 5) Logistics


Course Selection:

� Two issues to consider:� 1) the availability of existing material� 2) the urgency and demand for the course

� Choices or options:� A) using an existing course

○ availability is there� B) modifying an existing course

○ add, remove or rearrange parts� C) buying or licensing an external course

○ large and urgent demand; large budget○ caution: copyright issue, training manual


Course Selection (con’t)

� D) developing our own course� specific to the organization; large and

urgent demand� cheaper

� E) using an “in-house” course� one in which a training company runs one of their

courses on the premises� medium demand that is not the

company ’s area� F) using a public course� . cost-effective if demand is small� caution: suitability of the course, style, content

and professionalism


Course Development Process:

� (Figure 3.4: Processes for developing training courses)

� 1) Define Subject Matter� training needs analysis� to develop is what is really required� check on training needs analysis results

� 2) Describe Goals (general learning objective)� provide as a tool f or evaluatin effectiveness as well

as developing the course.� 3) Obtain Subject Matter Expertise� save time� control over deadline and expected results.


Developing Courses (con’t)

� 4) Describe Students� detailed prof ile of prospective students:

knowledge, attitudinal and physical develop the course specif ically for them.

� 5) Identify Course Content� in sequence� “grasshopper ” technique� “Mind Mapping ” (Fig 3.11: example of a mind map� mental maps: “Spidergrams ” or “Bubble Diagram ”


Developing Courses: (con’t)

� 6) Structure Course Content� determine structure and timing� A) Timing� estimate duration by: � i) estimate the duration of individual components and

add them up� ii) start a f ixed time and see what we can fit in

� be aware of limitations and consequences� Factors to consider:� i) student ’s current state of knowledge� ii) training methodology� iii) content of the course


Developing Courses: (con’t)� B. Sequence� Factors to consider:� i) dependencies or prerequisites?� ii) to be learnt now?� iii) can be learnt at the same time?

� Check for logical sequence/logical f low:� i) simple to complex or vice versa� ii) general to specif ic or vice versa� iii) concrete to abstract or vice versa

� Once sequence and flow are decided then we have a course agenda.

� See Handout Figure 3.12 : Example of a course agenda



� 7) Write Objectives and Tests� A. Write Objectives

○ i) Behavior○ ii) Conditions○ iii) Standard

� B. Writing Tests○ does not need to be an exam○ should be able to observe the desired behavior○ see whether training has been achieved



� 8) Choose Methods and Media� Issues to Consider:� a) “Best” training methods

○ “trainer led” or “self directed”○ specific to general or vice versa○ case study or a real -life example

� b) Giving freedom of choice to the trainees○ construct a course map that has alternative

routes through the course� See Handout: Figure 3.7: example of a course

map



c) The issue of training technologies○ “only way to train”?○ will never be one “best” medium

d) Focus our attention to the traineese) Which methods and media -

○ most suitable for each part of the course○ best courses have a wide range of media and

learning experiences� See Handout: Table 3.2: Advantages and

disadvantages of different media



� 9) Write Trainer ’s Guide and Student Materials� A. Trainer ’s Guide� 1) course objectives� 2) course program� 3) course prerequisite� 4) course pre-work� 5) number of training and break -out room required� 6) list of student materials� 7) list of equipment required



� 8) list of audio-visual materials (transparencies, posters, prepared flip chart,

slides, audiotapes and videotapes� 9) room layout� 10) preparation notes for each

session� 11) lessons plans f or each session� 12) masters for the overhead

transparencies� The structure of the trainer ’s guide is not necessarily

in this order.



� B. Lesson plans○ script○ detailed timings, structure and activities○ format

� See Handout: Figure 3. Example of a lesson plan)� 10. Preparing Visual Aids

○ if necessary?� 11. Peer Assignment

○ spot the flaws, annoying inconsistencies and irritating errors



� 12. Run Pilot Course(s)� are test “flight” for newly developed courses

� a) first test : developmental test to get all the mistakes out of the course

� b) second pilot course: should have students who are representatives of the target population

� feedback from invited stakeholders� take note of the difficulties or problems� get students fill in a written feedback� discussion� work with trainers on how to change, amend and

revise


An Example of Course Development

� Background� company with full and contract employees� full time employees have started to immerse into the

culture and language of TQM� company realized that contract staff are being

isolated because they have no understanding of the language and processes of TQM� not justif iable to give contract staff a 6-day training

(full time staff), therefore a one day overview of TQM was decided.


Example Course Dev’t (con’t)

� 1. Defining the Subject� What Total Quality Management is all about

� 2. Describing the Aims� to allow the medium term contractors to participate

in Quality circles. � 3. Obtaining Subject Matter Expertise� training analyst who has been training the full

course for two years� 4) Describing the Students� medium -term contractors with concerns about

being treated differently from full time staff and whether there would be another contract af ter the current one expires.



� may not have the same loyalty but they have a professional approach

� might be easier to communicate “customer awareness”� with electric/electronic, software or mechanical

backgrounds and would not appreciate a “wordy” approach or put up with a signif icant amount of reading.

� are in good health with normal hearing and sight (good color vision)

� may have done business studies courses at university or polytechnic, the subject matter will be new to most of them.



� 5. Identify the Course Content� mind mapping technique� check for familiar topics and advanced topics � see handout Figure 3.11 : Mind Map for the TQM

� 6. Structuring the Content� detailed topics f orm content of the course� larger bubbles -not necessarily be the course modules� mind map -to understand the relationships between the

detailed topics,� developed structure may not be the most eff icient for

learning the subject;� logical flow



� the modules chosen for this course:○ Tools of the trade○ Why did we introduce TQM○ Quality is f ree?○ Who’s the customer?○ What is quality?

� See Handout: Figure 3.12: Course Agenda For TQM� 7. Choosing the Methods and the Media

○ trainer presentation and student exercises○ short excerpts f rom videos○ tape/slide presentation put on to video



� 8. Writing the Objectives and Tests� A. Objectives � See Handout Figure 3.13 : Objectives f or TQM

course � B. Design Test� See Handout Figure 3.14: An example of a test

based on the course objective� test based on 4th objective: video slip of a

restaurant scene with 4 main characters (paying customer, waitress, cook, owner), students identify customer or supplier.



� 9) Writing the Trainer ’s Guide and Student ’s Materials� Student ’s guide and student materials: � a) a booklet which had a section for each of the

module.� b) a set of cards that had objects, or pictures of

larger products, glued to them designed to help the students define Quality and decide a Quality product give a reason for their decision.

� 10. Preparing the Visual Aids� artwork as masters for overhead transparencies.



� 11. Peer Assessment� materials were given to a new trainer to review .� colleagues review the course at every stage of its

development. � 12. Running the Pilot Course� group of 12 “target population ” students � trainer conducted the course� new trainer: made observations of the training

process and the student ’s reactions � students : complete the feedback forms � debriefing session.


Documents

Unit 5