DESIGNING TRAINING PROGRAMS FOR PROFESSIONALS - picpa

DESIGNING TRAINING PROGRAMS 

FOR PROFESSIONALS 

RUFO R. MENDOZA, Ph.D. 

Chair, PRC CPE Council for Accountancy

Training 

• Training is a planned and systematic effort to modify 

or develop knowledge, skills, and attitudes to achieve 

effective performance in an activity or range of 

activities. 

• Its purpose, in the work situation, is to enable an 

individual to acquire abilities (competencies), in order 

that he or she can perform adequately a given task or 

job. 

2/2/2009 Design of Training Programs

TRAINING IN THE CONTEXT OF ORGANIZATIONAL 

ANALYSIS 

Systems 

Lack of or 

wrong process, 

equipment, 

structure, or 

non-human 

aspects 

PROBLEM IN PERFORMANCE 

Environment 

Socio-cultural, 

economic, 

regulatory factors 

affecting the 

business 

2/2/2009 Design of Training Programs 

Training 

Lack of 

knowledge and 

skills or 

problems in 

attitude or 

behavior

TRAINING CYLCE 

(Donald Kirkpatrick) 

Evaluation 

of 

Program 

Conduct 

of 

Program 


Training 

Needs 

Analysis 

Design 

of 

Program

ADDIE MODEL 

• Analysis 

• Design 

• Development 

• Implementation 

• Evaluation 


THE 

SEVEN- 

STAGE 

TRAINING 

SYSTEM 

MODEL 


ORGANIZATIONAL STUDY 

Goals, Functions and Policies 

TRAINING NEEDS 

DETERMINATION 

TRAINING PROGRAM 

DESIGN 

TRAINING MATERIALS 

DEVELOPMENT 

CONDUCTING 

INSTRUCTION 

EVALUATION AND 

FOLLOW-UP 

REVIEW/ 

REVISE

Design of Training 

• 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 

– 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. 


CONSIDERATIONS IN THE DESIGN OF TRAINING 

PROGRAMS 

• Principles in designing 

programs 

• Steps in designing 

• Linking TNA to the design 


Principles of Good Training Design 

• Structure—the configuration of the various elements 

in a program considering the plan and goals and taking 

note of the sequence of activities 

– Linkage—appropriate connection of topics 

– Specificity—detailing goals, learnings, and activities and 

avoiding overlaps and redundancies 

– Synergy—considering the learnings converge (integration or 

summary of learnings) 

• Openness and Flexibility—responding to anticipated 

needs and the degree of capacity to adopt to varying 

circumstances 


Principles of Good Training Design 

• Relevance—addressing the needs of trainees or 

participants and the organization as well 

• Compatibility-considering the background of the 

trainees or participants 

• In-Process Evaluation and Feedback—presence of 

learning validation during conduct of training 

• Transferability—passing on skills to trainees or 

participants 

• Cost-Effectiveness—providing the greatest benefit 

at minimum cost 


STEPS IN DESIGNING A TRAINING PROGRAM 

• Name the program 

– Provide rationale in the conduct of the program 

• State the program objectives 

– Terminal objectives 

– Enabling objectives 

• 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 

–Sequencing 


STEPS IN DESIGNING A TRAINING PROGRAM 

• 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. 


• Title 

OUTLINE OF A TRAINING DESIGN 

• Rationale of the Training 

• Objectives of the Training 

• Course Outline 

– Module� Session� Activities� Expected Output 

• Learning Methodology 

• Time Frames 

• Dates and Venue (if can be determined) 

• Evaluation Method 

• Resource Speakers/Persons 

• Training Cost 


Why should we prepare training design? 

On the part of the 

Training Institution 

Blueprint� the way to respond 

to the needs of the 

participants 

Focus� clarifies scope of the 

subject matter 

Management� in terms of time 

and financial resources 

Order� enhances effective and 

orderly presentation 

Contingencies� provides inputs 

for contingencies 

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 Title 

Presentation in Accordance with PFRS 

Emphasizing Common Disclosure 

Errors, Updates on Philippine 

Standards on Auditing, Code of 

Ethics 


RATIONALE OF THE TRAINING 

• Background or introduction of what the training is all about 

– Developments in the field/discipline/area 

– Increased demand for performance of service 

• Description of the needs being addressed by the training 

– To whom the training is designed 

– What gaps are being addressed 

• Overview of how the training program 

– Overall approach of meeting the goals 

– General description of the learning outputs 

– Where do we go from here? 


FORMULATING BEHAVIORAL OBJECTIVES 


HIERARCHY OF 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 Objective – 

learning steps that the learner must 

undergo to accomplish the terminal 

objective

SAMPLE TRAINING OBJECTIVES 

• 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: 

• Discuss the importance of scientific tools in planning for 

both long-term and short-term 

• Explain the principles of the various techniques of longterm 

and short-term planning 


PROBLEMS IN CRAFTING TRAINING OBJECTIVES 

• Trainer-centered 

– In this course, the trainee will be taught the 

principles of leadership 

• Describing the Content 

– The objective of this course is to discuss the 

principles of leadership 

• Promising Too Much 

– As a result of this course, the trainee will be able 

to supervise subordinates effectively 


GUIDE IN CRAFTING TRAINING OBJECTIVES 

• Should have trainee/participant as the subject 

At the end of the training, the participants should be able to…. 

• Should have an action verb that is observable and measurable 

(Should focus on the goals of the training) 

X understand the procedures in the opening of new accounts 

/ process the opening of a new account 

• Should specify the conditions and standards 

– Quantity 

– Quality 

– Time 

– Cost 


• Know 

Writing Behavioral Objectives 

Vague 

• Appreciate 

• Comprehend 

• Understand 


Action Verb 

• Enumerate 

• Describe 

• Explain 

• Evaluate

BEHAVIORAL TRAINING OBJECTIVES 

• Describing the objectives based on 

what the trainees should do at the 

end of the training; 

• Main advantage is the exactness in 

giving direction in a training course 

• Clarity of goals makes it easier for 

trainees and facilitator to 

communicate 


BLOOM’S TAXONOMY OF 

EDUCATIONAL OBJECTIVES 

COGNITIVE 

(KNOWING) 

DOMAINS 

AFFECTIVE 

(ATTITUDES) 

(FEELINGS) 


PSYCHOMOTOR 

(DOING)

LEVELS OF COGNITIVE DOMAIN 


EVALUATION 

SYNTHESIS 

ANALYSIS 

APPLICATION 

COMPREHENSION 

KNOWLEDGE

LEVELS OF AFFECTIVE DOMAIN 

RECEIVING 


CHARACTERIZING 

ORGANIZING 

VALUING 

RESPONDING

LEVELS OF PSYCHOMOTOR DOMAIN 

IMITATION 


NATURALIZATION 

ARTICULATION 

PRECISION 

MANIPULATION

Analysis 

Category 

Knowledge 

Comprehension 

Application 

Synthesis 

Evaluation 

Description 

Ability to recall previously learned material. 

Ability to grasp meaning, explain, restate ideas. 

Ability to use learned material in new situations. 

Ability to separate material into component parts 

and show relationships between parts. 

Ability to put together the separate ideas to form 

new whole, establish new relationships. 

Ability to judge the worth of material against stated 

criteria. 


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 architect’s drawing, visual guide and information on 

location, apprentices will calculate all essential heat losses 

expressing each in SI units to two decimal places 


ADVANTAGES OF HAVING A COURSE OUTLINE 


• It provides direction to 

the trainees or 

participants 

• It gives more 

information concerning 

the training program 

• 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 

• The consequence of an 

experience 

• A cooperative and collaborative 

process 

• An evolutionary process 

• Emotional as well as intellectual

Learning works better… 

• 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 


• Motivate learners 

• Connect with learners 

• Give meaning to the 

experience 

Functions of the Facilitator 

• Manage the learning process 

• 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” 


FACILITATOR 

• Participant-centered 

• Experience-driven 

• Application-heavy 

• “Guide on the Side” 

• “Never do for learners 

what they can do for 

themselves”

Common Areas for Evaluation in Training 

• Curriculum based on TNA 

–Content 

– Time allotment 

– Activity requirements 

• Training methods 

• Trainer/resource persons 

• Training management group 

• Logistics 

– Facilities 

–Food 

– Accommodation 


Where do we go from here? 

• Teaching-learning styles and 

methodologies 

• Training Evaluation and Measurement 

Methods 

• Effective Presentation and 

Facilitation 

• Training Needs Analysis 

• Organizing and Running a Conference 

• Instructional Materials Design

DESIGNING TRAINING PROGRAMS FOR PROFESSIONALS - picpa

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