DESIGNING TRAINING PROGRAMS FOR PROFESSIONALS - picpa
DESIGNING TRAINING PROGRAMS FOR PROFESSIONALS - picpa
DESIGNING TRAINING PROGRAMS FOR PROFESSIONALS - picpa
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<strong>DESIGNING</strong> <strong>TRAINING</strong> <strong>PROGRAMS</strong><br />
<strong>FOR</strong> <strong>PROFESSIONALS</strong><br />
RUFO R. MENDOZA, Ph.D.<br />
Chair, PRC CPE Council for Accountancy
Training<br />
• Training is a planned and systematic effort to modify<br />
or develop knowledge, skills, and attitudes to achieve<br />
effective performance in an activity or range of<br />
activities.<br />
• Its purpose, in the work situation, is to enable an<br />
individual to acquire abilities (competencies), in order<br />
that he or she can perform adequately a given task or<br />
job.<br />
2/2/2009 Design of Training Programs
<strong>TRAINING</strong> IN THE CONTEXT OF ORGANIZATIONAL<br />
ANALYSIS<br />
Systems<br />
Lack of or<br />
wrong process,<br />
equipment,<br />
structure, or<br />
non-human<br />
aspects<br />
PROBLEM IN PER<strong>FOR</strong>MANCE<br />
Environment<br />
Socio-cultural,<br />
economic,<br />
regulatory factors<br />
affecting the<br />
business<br />
2/2/2009 Design of Training Programs<br />
Training<br />
Lack of<br />
knowledge and<br />
skills or<br />
problems in<br />
attitude or<br />
behavior
<strong>TRAINING</strong> CYLCE<br />
(Donald Kirkpatrick)<br />
Evaluation<br />
of<br />
Program<br />
Conduct<br />
of<br />
Program<br />
2/2/2009 Design of Training Programs<br />
Training<br />
Needs<br />
Analysis<br />
Design<br />
of<br />
Program
ADDIE MODEL<br />
• Analysis<br />
• Design<br />
• Development<br />
• Implementation<br />
• Evaluation<br />
2/2/2009 Design of Training Programs
THE<br />
SEVEN-<br />
STAGE<br />
<strong>TRAINING</strong><br />
SYSTEM<br />
MODEL<br />
2/2/2009 Design of Training Programs<br />
ORGANIZATIONAL STUDY<br />
Goals, Functions and Policies<br />
<strong>TRAINING</strong> NEEDS<br />
DETERMINATION<br />
<strong>TRAINING</strong> PROGRAM<br />
DESIGN<br />
<strong>TRAINING</strong> MATERIALS<br />
DEVELOPMENT<br />
CONDUCTING<br />
INSTRUCTION<br />
EVALUATION AND<br />
FOLLOW-UP<br />
REVIEW/<br />
REVISE
Design of Training<br />
• Examines how the training should be planned so that<br />
it will meet identified training needs. It shifts the<br />
focus from investigating the problem (which is the<br />
key issue in the analysis) to investigating and scoping<br />
the solution.<br />
• Goal of Training Design<br />
– To determine what training experience will meet training<br />
needs and thereby close performance gaps between what<br />
people can do and what they must do to meet the<br />
performance requirements.<br />
2/2/2009 Design of Training Programs
CONSIDERATIONS IN THE DESIGN OF <strong>TRAINING</strong><br />
<strong>PROGRAMS</strong><br />
• Principles in designing<br />
programs<br />
• Steps in designing<br />
• Linking TNA to the design<br />
2/2/2009 Design of Training Programs
Principles of Good Training Design<br />
• Structure—the configuration of the various elements<br />
in a program considering the plan and goals and taking<br />
note of the sequence of activities<br />
– Linkage—appropriate connection of topics<br />
– Specificity—detailing goals, learnings, and activities and<br />
avoiding overlaps and redundancies<br />
– Synergy—considering the learnings converge (integration or<br />
summary of learnings)<br />
• Openness and Flexibility—responding to anticipated<br />
needs and the degree of capacity to adopt to varying<br />
circumstances<br />
2/2/2009 Design of Training Programs
Principles of Good Training Design<br />
• Relevance—addressing the needs of trainees or<br />
participants and the organization as well<br />
• Compatibility-considering the background of the<br />
trainees or participants<br />
• In-Process Evaluation and Feedback—presence of<br />
learning validation during conduct of training<br />
• Transferability—passing on skills to trainees or<br />
participants<br />
• Cost-Effectiveness—providing the greatest benefit<br />
at minimum cost<br />
2/2/2009 Design of Training Programs
STEPS IN <strong>DESIGNING</strong> A <strong>TRAINING</strong> PROGRAM<br />
• Name the program<br />
– Provide rationale in the conduct of the program<br />
• State the program objectives<br />
– Terminal objectives<br />
– Enabling objectives<br />
• Determine the specific contents of the program<br />
– Must know<br />
–Nice to know<br />
• Arrange learning units in the order they will be taken<br />
up<br />
–Whole-part<br />
–Sequencing<br />
2/2/2009 Design of Training Programs
STEPS IN <strong>DESIGNING</strong> A <strong>TRAINING</strong> PROGRAM<br />
• Select the learning methodology and<br />
determine the time frames<br />
• Determine dates and appropriate venue<br />
• Identify standards and evaluation measures<br />
• Select the resource speakers<br />
• Calculate and prepare the budget.<br />
2/2/2009 Design of Training Programs
• Title<br />
OUTLINE OF A <strong>TRAINING</strong> DESIGN<br />
• Rationale of the Training<br />
• Objectives of the Training<br />
• Course Outline<br />
– Module� Session� Activities� Expected Output<br />
• Learning Methodology<br />
• Time Frames<br />
• Dates and Venue (if can be determined)<br />
• Evaluation Method<br />
• Resource Speakers/Persons<br />
• Training Cost<br />
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Why should we prepare training design?<br />
On the part of the<br />
Training Institution<br />
Blueprint� the way to respond<br />
to the needs of the<br />
participants<br />
Focus� clarifies scope of the<br />
subject matter<br />
Management� in terms of time<br />
and financial resources<br />
Order� enhances effective and<br />
orderly presentation<br />
Contingencies� provides inputs<br />
for contingencies<br />
Evaluation� important in<br />
evaluating the training<br />
outputs<br />
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On the part of the<br />
Trainee<br />
Guide� on the emphasis of<br />
topic, time allotment, and<br />
methodology<br />
Basis for determining cost<br />
efficiency and effectiveness<br />
Precondition in getting ready<br />
for the training proper
Sample Title<br />
Presentation in Accordance with PFRS<br />
Emphasizing Common Disclosure<br />
Errors, Updates on Philippine<br />
Standards on Auditing, Code of<br />
Ethics<br />
2/2/2009 Design of Training Programs
RATIONALE OF THE <strong>TRAINING</strong><br />
• Background or introduction of what the training is all about<br />
– Developments in the field/discipline/area<br />
– Increased demand for performance of service<br />
• Description of the needs being addressed by the training<br />
– To whom the training is designed<br />
– What gaps are being addressed<br />
• Overview of how the training program<br />
– Overall approach of meeting the goals<br />
– General description of the learning outputs<br />
– Where do we go from here?<br />
2/2/2009 Design of Training Programs
<strong>FOR</strong>MULATING BEHAVIORAL OBJECTIVES<br />
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HIERARCHY OF OBJECTIVES<br />
Terminal Program Objective —<br />
what the learner will be able to do<br />
after going through the training<br />
program (same as the goal)<br />
Enabling or Specific Objective –<br />
learning steps that the learner must<br />
undergo to accomplish the terminal<br />
objective
SAMPLE <strong>TRAINING</strong> OBJECTIVES<br />
• Terminal Program Objective<br />
By the end of the three-day training program,<br />
participants will be able to apply the three techniques<br />
of long-term and short-term planning<br />
• Enabling or Specific Objective<br />
During the first day of the program, participants will<br />
be able to:<br />
• Discuss the importance of scientific tools in planning for<br />
both long-term and short-term<br />
• Explain the principles of the various techniques of longterm<br />
and short-term planning<br />
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PROBLEMS IN CRAFTING <strong>TRAINING</strong> OBJECTIVES<br />
• Trainer-centered<br />
– In this course, the trainee will be taught the<br />
principles of leadership<br />
• Describing the Content<br />
– The objective of this course is to discuss the<br />
principles of leadership<br />
• Promising Too Much<br />
– As a result of this course, the trainee will be able<br />
to supervise subordinates effectively<br />
2/2/2009 Design of Training Programs
GUIDE IN CRAFTING <strong>TRAINING</strong> OBJECTIVES<br />
• Should have trainee/participant as the subject<br />
At the end of the training, the participants should be able to….<br />
• Should have an action verb that is observable and measurable<br />
(Should focus on the goals of the training)<br />
X understand the procedures in the opening of new accounts<br />
/ process the opening of a new account<br />
• Should specify the conditions and standards<br />
– Quantity<br />
– Quality<br />
– Time<br />
– Cost<br />
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• Know<br />
Writing Behavioral Objectives<br />
Vague<br />
• Appreciate<br />
• Comprehend<br />
• Understand<br />
2/2/2009 Design of Training Programs<br />
Action Verb<br />
• Enumerate<br />
• Describe<br />
• Explain<br />
• Evaluate
BEHAVIORAL <strong>TRAINING</strong> OBJECTIVES<br />
• Describing the objectives based on<br />
what the trainees should do at the<br />
end of the training;<br />
• Main advantage is the exactness in<br />
giving direction in a training course<br />
• Clarity of goals makes it easier for<br />
trainees and facilitator to<br />
communicate<br />
2/2/2009 Design of Training Programs
BLOOM’S TAXONOMY OF<br />
EDUCATIONAL OBJECTIVES<br />
COGNITIVE<br />
(KNOWING)<br />
DOMAINS<br />
AFFECTIVE<br />
(ATTITUDES)<br />
(FEELINGS)<br />
2/2/2009 Design of Training Programs<br />
PSYCHOMOTOR<br />
(DOING)
LEVELS OF COGNITIVE DOMAIN<br />
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EVALUATION<br />
SYNTHESIS<br />
ANALYSIS<br />
APPLICATION<br />
COMPREHENSION<br />
KNOWLEDGE
LEVELS OF AFFECTIVE DOMAIN<br />
RECEIVING<br />
2/2/2009 Design of Training Programs<br />
CHARACTERIZING<br />
ORGANIZING<br />
VALUING<br />
RESPONDING
LEVELS OF PSYCHOMOTOR DOMAIN<br />
IMITATION<br />
2/2/2009 Design of Training Programs<br />
NATURALIZATION<br />
ARTICULATION<br />
PRECISION<br />
MANIPULATION
Analysis<br />
Category<br />
Knowledge<br />
Comprehension<br />
Application<br />
Synthesis<br />
Evaluation<br />
Description<br />
Ability to recall previously learned material.<br />
Ability to grasp meaning, explain, restate ideas.<br />
Ability to use learned material in new situations.<br />
Ability to separate material into component parts<br />
and show relationships between parts.<br />
Ability to put together the separate ideas to form<br />
new whole, establish new relationships.<br />
Ability to judge the worth of material against stated<br />
criteria.<br />
2/2/2009 Design of Training Programs
<strong>TRAINING</strong> OBJECTIVE EXERCISE<br />
Each of the following statements is supposed to be a training<br />
objective. Revise each objective as you deem necessary.<br />
1. To teach the techniques of long and short-term planning using<br />
network analysis so that the techniques can be applied as<br />
appropriate.<br />
2. An appreciation of current resource allocation problems which<br />
influence project completion dates for civil engineering<br />
contracts.<br />
3. Without supervision, all order clerks will be able to place all<br />
copies of 15 separate orders in the files as listed without<br />
error, in less than three minutes<br />
4. Given an architect’s drawing, visual guide and information on<br />
location, apprentices will calculate all essential heat losses<br />
expressing each in SI units to two decimal places<br />
2/2/2009 Design of Training Programs
ADVANTAGES OF HAVING A COURSE OUTLINE<br />
2/2/2009 Design of Training Programs<br />
• It provides direction to<br />
the trainees or<br />
participants<br />
• It gives more<br />
information concerning<br />
the training program<br />
• It keeps the trainer<br />
focused (especially on<br />
the things that the<br />
trainees “must know”)
2/2/2009 Design of Training Programs<br />
Learning is…<br />
• An experience that occurs in<br />
the learner and is activated by<br />
the learner<br />
• The discovery of personal<br />
meaning and relevance of ideas<br />
• The consequence of an<br />
experience<br />
• A cooperative and collaborative<br />
process<br />
• An evolutionary process<br />
• Emotional as well as intellectual
Learning works better…<br />
• When the learner is<br />
personally involved<br />
• When there are activities<br />
using materials<br />
• When experienced in<br />
multiple modes (using all<br />
senses)<br />
• With more of the senses<br />
engaged<br />
2/2/2009 Design of Training Programs
• Motivate learners<br />
• Connect with learners<br />
• Give meaning to the<br />
experience<br />
Functions of the Facilitator<br />
• Manage the learning process<br />
• Provide or define procedure,<br />
system or roles for the<br />
learners to follow<br />
2/2/2009 Design of Training Programs
LECTURER<br />
• Leader-centered<br />
• Presentation-driven<br />
• Content-heavy<br />
• “Sage in Stage”<br />
• “Tell everything you can<br />
in time alloted”<br />
2/2/2009 Design of Training Programs<br />
FACILITATOR<br />
• Participant-centered<br />
• Experience-driven<br />
• Application-heavy<br />
• “Guide on the Side”<br />
• “Never do for learners<br />
what they can do for<br />
themselves”
Common Areas for Evaluation in Training<br />
• Curriculum based on TNA<br />
–Content<br />
– Time allotment<br />
– Activity requirements<br />
• Training methods<br />
• Trainer/resource persons<br />
• Training management group<br />
• Logistics<br />
– Facilities<br />
–Food<br />
– Accommodation<br />
2/2/2009 Design of Training Programs
Where do we go from here?<br />
• Teaching-learning styles and<br />
methodologies<br />
• Training Evaluation and Measurement<br />
Methods<br />
• Effective Presentation and<br />
Facilitation<br />
• Training Needs Analysis<br />
• Organizing and Running a Conference<br />
• Instructional Materials Design<br />
2/2/2009 Design of Training Programs