train the trainer 5

7/28/2019 Train the Trainer 5

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T r a i n in g

M e t h o d o logy


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Appropriateness to trainee needs.

Helpfulness in relating the training and job situations.Location within the trainers range of competence.

Optimal emotional impact.

Multiple learning.Self correction.

Presence of support for learning.

Clarity.

CRITERIA OF ADEQUACY OF TRAINING METHODOLOGY:


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Presentation Techniques:

lecturetelevision, video tapedebate

Audience Participation Techniques:

Q&A open forumlistening teams reaction panel

Discussion Technique:

guided discussion socratic discussioncase discussion

Simulation Technique:

role-playing case-method

games critical incident process

An attempt is made below to develop

a typology or a categorical checklist of

the wide range of methodologies

available to help adults learn.

T-group (Sensitivity training)

Non-verbal Exercises

Skill Practice exercises,drill coaching


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LARK Learn And Repeat Knowledge

SOAR Search Out And Relate information

LIFE Learning In Field Experience

ALL LEARNING ACTIVITIES REQUIRES FEEDBACK

This is checking to see if concept or skill has been masteredand showing what was learned or observed with others andwith the staff.

(According to Level of Difficulty)


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TYPES OF BEHAVIORAL OUTCOMES

(Generalizations about experience,

internalization of information)

UNDERSTANDING

( Application of information and

generalization)

SKILLS

(Incorporation of new ways of

performing through practice)

Lectures, television, debate, dialogue,

interview, symposium, panel, group

interview, colloquy, motion pictures, slide

film, recording, book-based discussion,

readings.

Audience participation, demonstration,

motion picture, dramatization, problem-

solving discussion, case discussion, critical

incident process, case method, games.

Role-play, in-basket exercise, games, action

image, participative cases, T-group, non-

verbal exercises, skill practice, exercises

drill coaching.


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TYPES OF BEHAVIORAL OUTCOMES

ATTITUDE

(Adoption of new feelings through

experiencing greater success withthem than with old)

( The adoption and priority arrangement

of beliefs)

INTEREST

(Satisfying exposure to new activities)

Experience-sharing, discussion, group-

centered discussion, role-play, critical

incident process, case method, games,

participative cases, T-group, non-verbal

exercises.

Television, lecture (sermon), debate,

dialogue, symposium, colloquy, motionpicture, dramatization, guided discussion,

experience sharing, discussion, role play,

critical incident process, games, T-group

Television, demonstration, motion picture,

slide, film, dramatization, experience

sharing, discussions, exhibits, trips, non-

verbal exercises.


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BASES FOR CURRICULUM DEVELOPMENT

1. A tentative goal should be set as to the total number of courses to be included in

the program. It is advisable to start a new program on a small-scale basis and to

build it slowly and soundly.

2. Every program should be founded on a solid core of subjects in which there is

known need and interest but also include a few experimental subject for the

purpose of exploring new needs and interest and injecting new ideas andtechnologies.

3. It should seek to present a more or less balanced variety of subjects.

4. Subjects should not ordinarily be a duplicate or in conflict with the program of

other organizations.

5. Subjects should be limited to objectives and can be accomplished within the time

limits set.

6. Subjects can be described according to topical areas of knowledge or according to

functional problem to deal with.

7. Subjects should be selected that are in keeping with the policies of the

organization and the objectives of the program.

8. Subjects should be selected with sensitivity to interests and current development.


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PITFALLS IN CURRICULUM DEVELOPMENT

The following are suggested precautions in developingcurriculum:

1. Leaving out important parts of the subject matter.

2. Over-emphasizing topics that do not merit detailedtreatment.

3. Allowing duplication or overlapping in the materialpresented.


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CURRICULUM DESIGN

The transformation of program objectives into a pattern of activities

It is the architectural phase of program development since it is

building an array of activities out of certain types of structural materials

according to specifications of program objectives.

It consists of selecting the combination of learning units or formats and

arranging them into a pattern that will most effectively accomplish the

objectives of the program.

THREE ELEMENTS OF CURRICULUM DESIGN

FORM The structure or any single part as well as to a combination or

group of units which got to make up the whole.

THEME The subject matter involved and the general idea, mood ormeaning to be communicated or expressed.

TECHNIQUE The physical structure or handling of materials to meet objectives.

It is a variety of ways in which the learning task is managed so as to

facilitate learning.


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COMPONENTS OF CURRICULUM DESIGN

In designing an instructional system, the trainer must:

1. Identify, organize and sequence the subject matter to be taught.

2. The area of knowledge must be divided into the specific facts, principles,

concepts and elements of skill.

3. These learning must be organized into units which provide the building

blocks by which the trainees acquire the knowledge and skills for an

acceptable job performance.

The act of identifying the facts, concepts and skills that support a

performance is comparable to the process of outlining the points to be

taught.

The usual procedure is to prepare a rough draft of the outline,

indicating major subject matter areas to be covered and then gradually

expanding the outline until a detailed statement of content is produced.


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The usual procedure is to prepare a rough draft of the outline,indicating major subject matter areas to be covered and thengradually expanding the outline until a detailed statement ofcontent is produced.

A. PROGRAM Defined as the entire training effort given to solve atraining problem or need and may include a number of sub-units which is

further divided into sub-sub-units of courses and is again further divided into

specific lessons.

B. UNITS The next detailed sub-division of a program and represents amajor block of instructional information.

C. COURSE PLANS Represents the heart of the training effort and

the point at which the individual trainers who have a complete knowledge of thesubject matter are normally brought into the picture.

D. LESSON Contains the detailed syllabus of the training program and id thecomprehensive layout of the training program and in short, the course content.


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THREE MAJOR CRITERIA FOR CURRICULUM DESIGN

CONTINUITY Involves recurring emphasis in the learners

experience upon a particular element.

SEQUENCE Refers to the increasing breadth and depth

of the learners experience.

INTEGRATIO Refers to the learners increased unity of

behavior in relating to the elements involved.


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STEPS IN PROGRAM DESIGN

1. Choose a strategy or a combination of strategies such as tools of learning or the

training aids or methods.

2. Break the general training objectives into constituent parts:

-match with appropriate training methods

-arrive at estimates of number of sessions

-clarify each event to the particular parts of the objective it is to meet.

-specify content as to:

general and specific objectives.

content

training method

time

evaluation method, review time

persons responsible for the event

3. Use specifications of training methods in order to arrive at the total time and facilities

required to meet objectives.

4. Decide on the different formats in which the program can be offered (incl. the budget)

5. Work the detailed training events into training sequences and finally into the shape of

the total program package.


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Refers to the subject matter, teaching points that

enable the trainee to perform the tasks, duties and jobs that are the terminal

objectives of training and development of systems.

COMPONENTS OF CONTENT

Content Comprises

1.Knowledge facts, concepts, principles and ideas.

example: terminology, symbols, rules

2. Habits acquired tendencies to act in a certain way when certain conditions arepresent in the environment.

example: observing precautions, concern for the feeling of others.

3. Skills behaviors that show some degree of facility in the performance of part of a

complex act.

example: public speaking, typing, problem solving, operation of a machine.4. Emotional Controls attitude, ideals, interest and appreciation that influence or

control behavior.

a) Attitude c) Interest

b) Ideal d) Appreciation


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BASIC SOURCES OF CURRICULUM CONTENT

1. Job Data Analysis It is the first or primary source and is the most critical step

in the development of an instructional system.

2. Documents can support training and development system.

3. Job Specification describe behaviors that will be expected of the trainee on

the job.

STEPS IN SELECTING TRAINING SYSTEM CONTENT (TOPICS AND COVERAGE)

1. Examine each performance objectives and develop separate topical outlines

for each task.

2. Check and revise accordingly, for completeness and accuracy of topicaloutline.

3. Develop a detailed content outline for each topical outline.

4. Eliminate unnecessary duplication within the detailed points to be taught.

5. Finalize the content outline.


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SEQUENCING

- Process by which the content and learning are placed in order which will

produce the most learning in the shortest possible time.- Learning events are not put together in a random way.

- The arrangement of activities that would be able to see the impact of one

particular training component to the one which immediately follows it.

- Each activity should build from the previous sequence of activities.

GUIDE AND TECHNIQUES IN SEQUENCING

1. Place easily learned task early in the sequence.

2. Introduce early in the sequence broad concepts and technical terms which

have applications throughout the training system.

3. Place practical applications of concepts and principles close to the point ofinitial development.

4. Place prerequisite knowledge and skills in the sequence prior to the point

where they must be combined with subsequent knowledge and skills

applied.