APN IGES - Training Cycle and Design of Training Program ... · The ADDIE Model In instructional design, the ADDIE model refers to a systematic approach for Analyzing (or Assessing),

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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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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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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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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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Training to change behaviors

Knowledge SkillsAttitude (or Practice)

New Knowledge New SkillsNew Attitude (or New Practice)

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The ADDIE Model: Instructional Design System

Analyzing/Assessing

Evaluating

Implementing

Designing

Developing

ADDIE

Model

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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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ADDIE - Analyzing

Analysis (Assessment): The process for defining desired outcomes.

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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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ADDIE-Development

Development: The process of establishing requisite system(s) and acquiring needed resources to attain desired outcomes.

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ADDIE-Implementation

Implementation: The process of implementing design and development plans within the real-world environment.

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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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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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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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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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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)


• 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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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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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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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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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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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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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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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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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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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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• 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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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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• 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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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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SMART Objectives

Specific

Measurable

Attainable

Relevant

Timeframe

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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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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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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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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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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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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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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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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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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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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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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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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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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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Move from GENERAL to SPECIFIC

Principles for Organizing Contents..

People are more familiar with generalized than with specifics.

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Existing LOGICAL Organization


Nature of the subject does not allow to miss sequence of content flow.

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Move from KNOWN to UNKNOWN


People build their knowledge and skills by adding or connecting with what they already know or can do.

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The structure of training evaluationFIVE basic points at which we can measure,assess, or reach judgments

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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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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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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


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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


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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


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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


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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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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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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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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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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.



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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


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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



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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


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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



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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.


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Q&A and Discussion

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Documents

APN IGES - Training Cycle and Design of Training Program ... · The ADDIE Model In instructional design, the ADDIE model refers to a systematic approach for Analyzing (or Assessing),