ParticipantNotes
MASTERFACILITATORDEVELOPMENTPROGRAM
ModuleTwo:DesigningandDevelopingCapacityDevelopmentActivities
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ModuleTwo:DesigningCapacityDevelopmentActivities
TheCapacityDevelopmentSupportFacility(CDSF)MasterFacilitatorDevelopmentProgramme(MFDP)hasbeenundertakenwithfinancial
supportfromtheGovernmentofCanadaprovidedthroughGlobalAffairsCanada(GAC).
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ModuleTwo:DesigningCapacityDevelopmentActivities
INTRODUCTION.............................................................................................................................................7
GENDERRESPONSIVENESSINDESIGNANDDELIVERYOFTRAINING.......................................11OVERVIEW.........................................................................................................................................................................11LEARNINGOBJECTIVE.....................................................................................................................................................11BASICCONCEPTS..............................................................................................................................................................11GENDER-RESPONSIVETRAININGPROGRAMS............................................................................................................12GenderResponsiveContent.....................................................................................................................................12GenderSensitiveTrainers........................................................................................................................................13GenderResponsiveTrainingEnvironment......................................................................................................13GenderResponsive/SensitiveTrainingMethods...........................................................................................14GenderConsiderationsinTrainingFacilitation............................................................................................14
SUMMARY..........................................................................................................................................................................15
INSTRUCTIONALSYSTEMSDESIGN(ISD)–THE‘ADDIE’MODEL................................................19OVERVIEW.........................................................................................................................................................................19LEARNINGOBJECTIVE.....................................................................................................................................................20BASICCONCEPTS..............................................................................................................................................................20THEADDIEMODELOFINSTRUCTIONALDESIGN......................................................................................................21AnalysisPhase..............................................................................................................................................................21DesignPhase.................................................................................................................................................................22DevelopmentPhase....................................................................................................................................................23ImplementationPhase..............................................................................................................................................23EvaluationPhase.........................................................................................................................................................24
SUMMARY..........................................................................................................................................................................27
PERFORMANCEOBJECTIVES–THELINKBETWEENNEEDSASSESSMENTANDCOURSEDESIGN............................................................................................................................................................31OVERVIEW.........................................................................................................................................................................31LEARNINGOBJECTIVE.....................................................................................................................................................31BASICCONCEPTS..............................................................................................................................................................31TASKANALYSIS–THEFINALSTEPINTHENEEDSASSESSMENTPROCESS............................................................32CONDUCTINGYOUROWNTASKANALYSIS.................................................................................................................33StepOne:IdentifytheTasks...................................................................................................................................33StepTwo:ListtheSteps............................................................................................................................................34StepThree:ListtheInputs......................................................................................................................................35StepFour:ListtheStandards.................................................................................................................................36StepFive:Identiyspecializedskiils,knowledgeandatitudes..................................................................36StepSix:Assignaweightingtoeachtask.........................................................................................................37
DEVELOPINGPERFORMANCEOBJECTIVES..................................................................................................................37
Table of Contents
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ModuleTwo:DesigningCapacityDevelopmentActivities
DESIGNINGCAPACITYDEVELOPMENTACTIVITIES-LEARNINGOBJECTIVESANDASSESSMENT.................................................................................................................................................39OVERVIEW.........................................................................................................................................................................39LEARNINGOBJECTIVE.....................................................................................................................................................40BASICCONCEPTS..............................................................................................................................................................40CHARACTERISTICSOFEFFECTIVELEARNINGOBJECTIVES......................................................................................40ASSESSINGACHIEVEMENTOFTHEOBJECTIVES.........................................................................................................43SUMMARY..........................................................................................................................................................................44
DESIGNINGCAPACITYDEVELOPMENTACTIVITIES-SELECTINGTRAININGTECHNIQUES...........................................................................................................................................................................51OVERVIEW.........................................................................................................................................................................51LEARNINGOBJECTIVE.....................................................................................................................................................51BASICCONCEPTS..............................................................................................................................................................51SELECTINGTRAININGMETHODS–SOMECONSIDERATIONS...................................................................................51AGLOSSARYOFTRAININGTECHNIQUES.....................................................................................................................53Brainstorming..............................................................................................................................................................53BuzzGroup.....................................................................................................................................................................53CaseStudy.......................................................................................................................................................................54CriticalIncidents.........................................................................................................................................................55SmallandLargeGroupDiscussion......................................................................................................................55Demonstration..............................................................................................................................................................56Interview.........................................................................................................................................................................56ListeningTeam.............................................................................................................................................................56Lecture.............................................................................................................................................................................57QuestionandAnswerPeriod..................................................................................................................................57Panel.................................................................................................................................................................................58RolePlaying...................................................................................................................................................................58Skit.....................................................................................................................................................................................59HowtoUseaBlendedLearningApproach......................................................................................................59
LEARNINGACTIVITIESTOINCREASEPARTICIPATION..............................................................................................60LEARNINGSTRATEGIESANDEIGHTTYPESOFINTELLIGENCE................................................................................63SUMMARY..........................................................................................................................................................................66
DESIGNINGCAPACITYDEVELOPMENTACTIVITIES-SESSION-AT-A-GLANCE........................71OVERVIEW.........................................................................................................................................................................71LEARNINGOBJECTIVE.....................................................................................................................................................71BASICCONCEPTS..............................................................................................................................................................71ALIGNINGLEARNINGOBJECTIVES,TEACHINGANDLEARNINGSTRATEGIESANDASSESSMENT.........................72THESESSION-A-GLANCE................................................................................................................................................72TheSessionTitle:.........................................................................................................................................................73TheLearningObjective:...........................................................................................................................................73TheAssessmentMethod:..........................................................................................................................................73KeyTeachingPoints:.................................................................................................................................................73
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ModuleTwo:DesigningCapacityDevelopmentActivities
LearningMethodologyorActivities:..................................................................................................................73EstimatedTime:...........................................................................................................................................................73Resourcesrequired:....................................................................................................................................................74
SUMMARY..........................................................................................................................................................................74
DEVELOPINGCAPACITYDEVELOPMENTACTIVITIES-PREPARINGPARTICIPANTNOTES...........................................................................................................................................................................81OVERVIEW.........................................................................................................................................................................81LEARNINGOBJECTIVE.....................................................................................................................................................81BASICCONCEPTS..............................................................................................................................................................81CHARACTERISTICSOFGOODPARTICIPANTNOTES...................................................................................................81FORMATFORPARTICIPANTNOTES..............................................................................................................................83SUMMARY..........................................................................................................................................................................84ANNEX1:ATEMPLATEFORPARTICIPANTNOTES...................................................................................................85ANNEX2:TIPSFORUSINGPOWERPOINTSLIDES.....................................................................................................87
DEVELOPINGCAPACITYDEVELOPMENTACTIVITIES-THEFACILITATOR’SGUIDE............89OVERVIEW.........................................................................................................................................................................89LEARNINGOBJECTIVE.....................................................................................................................................................89BASICCONCEPTS..............................................................................................................................................................89THEFACILITATOR’SGUIDE–WHATSHOULDBEINCLUDED?.................................................................................89ASIX-STEPLEARNINGMODELFORFACILITATOR’SGUIDE.....................................................................................90Overview..........................................................................................................................................................................90LearningObjective......................................................................................................................................................90BasicConcepts..............................................................................................................................................................91KeyTeachingPoints...................................................................................................................................................91Assessment.....................................................................................................................................................................93Summary.........................................................................................................................................................................93FacilitatorGuideTemplate.....................................................................................................................................96
ANNEXONE:ICEBREAKERSANDENERGIZERS...............................................................................105USEOFICEBREAKERSANDENERGIZERS..................................................................................................................105WindowonmyLife...................................................................................................................................................106Interviews.....................................................................................................................................................................106FiveImportantThings….........................................................................................................................................10610ThingsinCommon..............................................................................................................................................107IcebreakerQuestions...............................................................................................................................................107OneGoodWord..........................................................................................................................................................108LostonaDesertedIsland.......................................................................................................................................108ThreeTruthsandaLie............................................................................................................................................109FearinaHat................................................................................................................................................................109NamesandAdjectives..............................................................................................................................................109Whatwehaveincommon.....................................................................................................................................109Coconut..........................................................................................................................................................................110BodyWriting...............................................................................................................................................................110
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ModuleTwo:DesigningCapacityDevelopmentActivities
NamesintheAir........................................................................................................................................................110WhoamI?.....................................................................................................................................................................110I’mGoingonaTrip...................................................................................................................................................110Birthdaygraph...........................................................................................................................................................110PaperandStraws......................................................................................................................................................110Passtheenergy...........................................................................................................................................................111GroupMassage...........................................................................................................................................................111Countdown...................................................................................................................................................................111‘Trust’Walk.................................................................................................................................................................111Rainstorm.....................................................................................................................................................................111RockPaperScissors..................................................................................................................................................111HokeyPokey................................................................................................................................................................112Writingonbacks–AClosureExercise.............................................................................................................112AlternateArrangements........................................................................................................................................112EndofDayActivities................................................................................................................................................112
SOMEENERGIZERSFROMMINTESNOTKASA..........................................................................................................1141.Gnama,Gnama.......................................................................................................................................................1142.Whoistheleader?................................................................................................................................................1143.Swattingmozzies..................................................................................................................................................1144.Theboatissinking...............................................................................................................................................1145.Animalgroups........................................................................................................................................................1146.Whoareyou?..........................................................................................................................................................1157.Coconut.....................................................................................................................................................................1158.Bodywriting...........................................................................................................................................................115
ANNEXTWO:PERFORMANCETASKSANDCOMMUNITYOFPRACTICE.................................117INTRODUCTION..............................................................................................................................................................117WHATISCOMMUNITYOFPRACTICE(COP)?..........................................................................................................117CharacteristicsofCommunitiesofPractice...................................................................................................118WhattoLookFor:IndicatorsofACommunityofPractice.....................................................................118BenefitsgainedfromCommunitiesofPractice............................................................................................119
PERFORMANCETASKSFORMODULETWO..............................................................................................................120
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ModuleTwo:DesigningCapacityDevelopmentActivities
INTRODUCTION
Afterreachingconsensusonsystem-andprogramme-levelapproachestoAGP2capacitydevelopment,andafterconductingoperationlandindividual-levelanalysesandreachingagreementoncompetencyprioritiesanddevelopingannualCDplans,thefirststageofthecapacitydevelopmentapproachhasbeenachieved.Itisnowtimetobuildindividualandorganizationalcapacity.CapacityStrengtheningreferstodevelopingindividualcompetenciesandattitudes,andorganizationalsystems,structures,proceduresandtechnologiesthatallowpeopleandorganizationstoperformtheirfunctionseffectivelyandefficiently.Thismodule“DesigningandDevelopingCapacityDevelopmentActivities”isaboutstrengtheningindividualandorganizationalcapacity.ThismodulewillbuilduponconventionalGoEtrainingapproachesandpracticesandintegratemethodologiesthathavebeensuccessfullyusedinCapacityDevelopmentprogrammesinothercountries.Therearemanywaystoimproveindividualandorganizationalperformance.Recruitingandretainingtherightstaff;providingappropriatefinancialandnon-financialincentives;equippingstaffwithnecessrymaterialsandtools;clarifyingAGP2rolesandresponsibilities;anddevelopingclearandrelevantAGP2implementationguidesareallperformancesolutions.Thoughthereareanumberofwaystosolvecapacitygaps,professionaldevelopmentactivitiesintheformofon-andoff-sitetrainingarethemostcommonwaystostrengthenindividulalandorganizationalcapacity.Whenplannedwithcareanddeliveredeffectivelysuchactivitiescanleadtoimmediateknowledge,skillsandattitudimprovements.Capacitystrengtheningprogrammesshouldreflectimportantlearningprinciples:
• PersonalMeaning:Adultslearnbestwhentheyperceivethatthelearningprocessandthecontent,haspersonalmeaningforthem.Learningisgreatestwhentheycanrelatetheexpectedresultstotheirownexperienceandhowthesefitinwithwhattheyalreadyknow.Adultslookathowusefultheexperiencewillbeandhowitcanbeadaptedtofitpersonalcircumstances.
• Self-directedness:Adultslearnbestwhentheytakeresponsibilityfortheirownlearningthroughleadershipandparticipation.Complimentingthis,facilitatorsprovidelotsofopportunitiestocontribute,reflect,andparticipateinplanningandcontollinglearningactivities.
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ModuleTwo:DesigningCapacityDevelopmentActivities
• LearningStyles:Individualsdonotlearninthesameway.Adultslearnbestwhenavarietyoflearningstrategiesareused.Facilitatorsshouldincorporatetheory,visuals,audio,groupandindividualactivitiesintothetrainingdesigntomakeitinterestingandusefultoall.
• Flexibledesigntorespondtoemergingneedsandinterests:Learningisprogressive.Start“wheretheyare”andrespondtoemergingneeds.
• Provideopportunitiesforreflection,selfevaluationandfeedback:Adultsrequiretimetoreflectonandevaluatewhattheyarelearning.
Facilitatorsshouldfocusonactivelyengagingparticipantsinthelearningprocess.Alectureformat,nomatterhowstimulatingthespeakermaybe,doesnotencourageparticipationorcriticalthinking.Exploringparticipants’experiencesandtheirunderstandingofthelearningactivitylaysthegroundworkformoreengagedparticipationandincreasedlearning.Participantsaremorelikelytobecomeactivelearnersiftheycanseeanactivity’srelevanceandconceptualizeapplicationofthelearningtotheirownexperience.Thisunderstandingwillmotivatethemtoparticipateandinteract.Facilitatorsreinforcethelearningobjectivesbystressingthelinkbetweenlearningcontentandparticipantneedsandexperiences.MasterFacilitatorcompetenciesthatyouwilldevelopinthismoduleinclude:
• DevelopingspecificandmeasureablePerformanceObjectivesthatdescribethedesiredbehavioronthejob;
• Developingspecificandmeasurablelearningobjectivestoaddressthecapacitydevelopmentneeds
• PreparingSession-at-a-Glanceasaplanningtoolattheendofthedesignphase,asa‘blueprint’fordevelopment
• Designinglearningstrategiesandtechniquesthatfosteropenparticipationandsharingexperiences
• Designinginstructionalmaterials(e.g.jobaids,manuals,guidelines)thatcanbeappliedbytheparticipantsintheirwork.
• Designinginstructionalmaterialsthatincludegender-neutralandgender-responsivelanguage,illustrations,examplesandimages.
PerformanceTasksforcompletionofmoduletwoincludedesignofthreecompletelearningstrategiesincluding;
• 3PerformanceObjectivesbasedonTaskAnalyses• 3LearningObjectivesinthecorrectformatincludingselectionofan
appropriateactionverbandstandards;• 3Sessions-at-a-Glancecompletedcorrectlyanddemonstratingalignment
betweenlearningobjectives,teachingstrategies,learningactivitiesandassessmentmethods;
• 3ParticipantNotesusingthecorrectformatfollowingthetemplateprovided;• 3FacilitatorGuidesdemonstratingtheformatprovided,linkingtheSessions-
at-a-Glance,ParticipantNotesandFacilitatorGuidetogether.
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ModuleTwo:DesigningCapacityDevelopmentActivities
IceBreakerActivity:20QuestionsINSTRUCTIONS:
• Form5groupsofequalsize–moreorless• Taketurnsselectingaquestionandposingittosomeonespecific.• Whenthatpersonhasansweredthequestiontheposeranswersit.Whenitisansweredit
isanotherperson’sturn.• Keepaskingandansweringquestionsuntiltimeiscalled
Ifyoucouldhaveanendlesssupplyofanyfood,whatwouldyouget?
Ifyouwereananimal,whatwouldyoubeandwhy?
Whatisonegoalyou’dliketoaccomplishduringyourlifetime
Whenyouwerelittle,whowasyourfavoritesuperheroandwhy?
Whoisyourhero?(aparent,acelebrity,aninfluentialpersoninone’slife)
What’syourfavoritethingtodointhesummer?
Iftheymadeamovieofyourlife,whatwoulditbeaboutandwhichactorwouldyouwanttoplayyou?
Ifyouwereanicecreamflavor,whichonewouldyoubeandwhy?
IfyoucouldbePresidentorPrimeMinisterforadaywhatisthefirstthingyouwouldchange?
Ifyoucouldvisitanyplaceintheworld,wherewouldyouchoosetogoandwhy
What’stheidealdreamjobforyou? Areyouamorningornightperson?
Whatareyourfavoritehobbies? Whichpartofyourbodydoyoudislikethemostandwhy?
What’stheweirdestthingyou’veevereaten? Tellusaboutauniqueorquirkyhabitofyours
Ifyouhadtodescribeyourselfusingthreewords,itwouldbe…
Ifsomeonemadeamovieofyourlifewoulditbeadrama,acomedy,aromantic-comedy,actionfilm,orsciencefiction?
IfIcouldbeanybodyotherthanmyself,Iwouldbe…
Whatisyourpetpeeve?(Thethingthatfrustratesyouthemost)?
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ModuleTwo:DesigningCapacityDevelopmentActivities
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ModuleTwo:DesigningCapacityDevelopmentActivities
GENDERRESPONSIVENESSINDESIGNANDDELIVERYOF
TRAINING
OVERVIEWAchallengefacingAGPandImplementingAgenciesisdesigninganddevelopingcapacitydevelopmentresourcestoaddressthepracticalchallengesthatwomenandmenexpertsatalllevelsfaceandattractingwomentoparticipateincapacitydevelopmentactivities.Culturalconstraintslimittheparticipationofwomeninsuchinitiativesandmechanismsareneededtoencouragetheirparticipation.Further,ifwomendogetinvolveditisimportanttoensurethattheirparticipationisactiveandequaltotheirmalecolleagues.Inmanycaseswomenaremuchlessvocalthanmenandmentendtomonopolizediscussions.Theculturalsetting,socialstructuresandgenderrelationsaffectthewaywomenandmenparticipate.Womenandmenhavedifferentrolesanddifferentresponsibilities.Theyuseandcontroldifferentresources.Theyhavedifferentneedsandprioritiesaswell.Sotrainingcoursesshouldbesensitivetotheneedsofbothwomenandmenateverystage(i.e.conceptualphase,trainingneedsassessment,trainingcontentdevelopment,trainingtimeandvenuedecisions,trainingdeliveryandposttrainingfollow-upsetc.)Onlywhenwetakeintoaccountwomen’sneedsateverystage,wecanclaimthatthebenefitsofcapacitybuildingactivitieshavereachedtobothwomenandmen. Thismodulewillprovidesomeguidancetomainstreamgenderintoinstructionaldesign,developmentanddeliveryand increasewomen’sparticipationintrainingbymakingsuchinitiativesmoregenderresponsive.
LEARNINGOBJECTIVE
BASICCONCEPTSGenderResponsive(ness):recognizingorunderstandingtheneedsofwomen’sandmen’sroles,responsibilitiesandprioritiesinthesocietyandtakeaccountabilitytodesignandimplement
Evidencedemonstratesthatwhenwomenandmenarerelativelyequal,economiestendtogrowfaster,thepoormovemorequicklyoutofpovertyandthewell-beingofmen,womenandchildrenisenhanced.(WorldBank,2001)
Asaresultofthismoduleyouwillbeabletolistatleast8strategiesyoucanusetomakeyourtrainingmoregender-responsive.
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ModuleTwo:DesigningCapacityDevelopmentActivities
interventionsbasedontheircontextualneedsanddemandstoeffectsustainablechangeintheirlife.1Gender responsive Training – Gender responsive training involves an understanding of existinggender relationsandtheobstaclestowomen’s active participation in the training process. Itaddressestheseobstaclesbyproposingcontentthataddressesbothwomen’sandmen’s interestsandneeds,andbyadoptingfacilitative methodsthatencouragewomen’sparticipationsothattheyreceiveequalbenefitsfromthelearningprocess.Gendermainstreaming:refersto“theprocessofassessingtheimplicationsforwomenandmenofanyplanned action, including legislation, policies or programs, in all areas and at all levels. It is astrategyformakingwomen'saswellasmen'sconcernsandexperiencesanintegraldimensionofthedesign, implementation, monitoring and evaluation of policies and programs in all political,economic and societal spheres so that women and men benefit equally and inequality is notperpetuated.Theultimategoalistoachievegenderequality.2
GENDER-RESPONSIVETRAININGPROGRAMSWomenandmenplaydifferentroles,havediferentresponsibilitiesanddifferentdecision-makingpower,aswellasaccesstoorcontroloverresourcesinoursociety.Asaresulttheyalsohavedifferentneedsandprioritiesthatneedtobetakenintoaccountwhenpreparingandconductingtraining.Theassumptionremainsthatwomenarenotcompetentenoughornotinterestedintechnicaltopics,forgettingthattheyplayakeyroleprofessionallyinlivelihoodsystems,naturalresourcesandmanagement,andintheoverallmaintenanceoftheirhouseholds.Traditionalbeliefs,patriarchalsystems,timeconstraintsduetomultipleroles,socialandculturalrestrictions,andlimitedinvolvementindecision-makingprocessesandaccessandcontroloverresourcesexcludewomenfromthepublicsphere,limitingtheiraccesstoinformationandcapacitybuildingactivities.
Genderresponsiveprogrammesbeginwiththesettingofobjectivesthatreflectparticipantneedsandexpectations.Itisimportanttobeawareofgenderrolesordifferenttrainingneedsofwomenandmeninrelationtothecourseobjectives.Itmaybeusefultoconsultwithparticipants,bothmenandwomen,tolookattheirbackgroundknowledgeandinterests.Settingtrainingobjectivesthattakeintoaccountthegenderperspectivenotonlyaddresseswomen’sneedsbutcanmoreefficientlyaddressthetrainingtopic,contributingtoachievementoftheoverallgoalofthetraining.
GenderResponsiveContent
1ATailoredoperationaldefinitionofgenderresponsivenessforAGP2withreferenceofavailableliterature2ECOSOC,1997.UNEconomicandSocialCouncil,(A/52/3,18September1997)
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ModuleTwo:DesigningCapacityDevelopmentActivities
Womenandmen’sinterestsmaybedifferentduetotheirdifferinggenderrolesandresponsibilities.Thegenderperspectiveshouldbeanintegralpartofthetrainingintermsofcontentandmethodology.Mainstreaming gender into contents of the training will potentially increase the training outcome as well as address the training needs of women and men participants. Contentcanbemadegenderresponsivebygivingexplicitexamplesfrombothwomen’sandmen’sexperiencesandbyhighlightingthedifferencesandsimilarities,andtheirimplications.The language used in content must be gender neutral and avoid stereotypical words, phrases, expressions including proverbs that perpetuate negative meanings that have a profound impact on self-esteem of women experts. Images, illustrations, examples and instructions must be gender responsive so that it fairly address the intended learning objective without any subjectivity and bias.
GenderSensitiveTrainers
Ensureapplicationofgenderneutralwords,phrases,examplesandexpressionsbyfacilitatorandtrainers.Whetherthetrainingisonatechnicaltopicsuchaswatershedmanagement,disasterriskreduction,valuechaindevelopment,orevenplanningandbudgeting,trainersmustbeawareofthegenderdimensionsofthetopic.Howwomenandmenmaydifferentlyusenaturalresources;howtheyhavedifferentaccesstotechnologies;theirrolesandresponsibilitiesinlivelihoods;thesocialfactorsthatcreatedifferentvulnerabilitiestowardsnaturalhazards;andhowtheywillbeaffectedbyprogramactivities,andsoforth.Thesefactorsshouldnotbeconsideredas‘side’problemsor‘women’sissues’,thesefactorsdirectlyaffecttheproblemtobeaddressedandcanmakeadifferenceinfindingandimplementingarealisticsolutiontotheproblem.Trainersmusthaveabasicunderstandingofthegenderperspectiverelatedtotheirtopic.Beingawareofthegenderperspectivecanhelpinthedesignofdifferenttrainingcontentandmethodologiesthatwillmakethetrainingmuchmoreeffective.Itisimportanttohighlightthatgendersensitivetrainingdoesnothavetotalkaboutgenderequalityordiscrimination,butisaboutmakingvisiblewomenandmen’srolesandcontributionsaswellastakingintoaccounttheirdifferingneeds.Itisalwaysgoodpracticetohavetrainersfrombothsexes.Itisevenmoreimportant,wheretheprevalentculturalandsocialrestrictionsdisapproveofdirectinteractionsbetweenwomenandmen,to‘break’withtraditions.
GenderResponsiveTrainingEnvironment
Agoodfacilitatorshouldundertakethefollowingtomakethetraininggendersensitive:
• Knowandraisegenderdimensionsrelatedtothesubjectandmainstreamgenderaspectsputforwardbyparticipants
• Adaptthetrainingagendatooptimizemeaningfulparticipationofwomen
• Ensurethatbothwomenandmenexpresstheirtruefeelings,andlistentoandrespecttheviewsandexperiencesofothers
• Createandmaintainanatmospherewhereallparticipantsfeelrespected,safeandenouragedtosharetheirviews
• Ensureapplicationofgenderneutralwords,phrases,examplesandexpressionsbyfacilitatorandtrainers
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ModuleTwo:DesigningCapacityDevelopmentActivities
Some logistical aspects of training that can encourage or considerably limit participation of women are listed. It is important to remember the constraints women may face when combining their household and work responsibilities.
• Defininganappropriatescheduleiscrucialfortheactiveparticipationofwomen.Itisimportanttobeaware,forexample,thatextendinganafternoonsessioncanhaveconsequencesforwomenwhohavefamilyresponsibilities.Inaddition,someflexibilitymaybenecessaryinthemorning(startinglater,forexample)forwomentobeabletogoalongwiththeirbusymorningschedules.Building consent with both women and men participants for the schedule of the training encourage all participants to actively participate throughout the training period.
• It may be useful, in some cases, to organize a temporary care centre for women with young children, or to pay the travel and accommodation costs for infants and accompanying person to take care of the children.
• In some cases it is relevant to ensure and communicate that at least two women will participate. Knowing that she will not be alone can be decisive in the decision of a woman to participate.
• The duration of the training should be taken into consideration. It may be difficult or a mother to stay away from her home for many days.
• The venue and transport should also be considered. It should be safe and easily accessible to both women and men. Safe and proper transport to and from the training venue is a factor that can encourage the participation of women.
GenderResponsive/SensitiveTrainingMethods
There are many factors that encourage or inhibit participation in a training event. Language, experience related to the topic but also power relations related to peoples social and economic position and background. Age and gender are also among the factors that may affect a person’s capacity to be at ease speaking publicly.
It is the trainers role to not only provide technical knowledge but also to create an environment conducive to discussion, sharing of experiences, and asking questions. To correct such situations the trainer has to ensure that shy persons get the opportunity to speak and that deviating opinions are expressed and considered. To encourage women’s active involvement in the training the trainer may wish to select some topics on which women have more experience or knowledge. The trainer may also directly ask some women participants to share their experiences with the group by highlighting their findings – this is a way to value their experience publicly.
GenderConsiderationsinTrainingFacilitationBeforefacilitatinganytrainingorworkshop,trainersmaywanttoreviewandkeepinmindthefollowingissuesthatcanaffectgroupdynamicsandinfluencehowmuchcapacitywillbebuiltamongfemaleandmaleparticipants.Usinggender-responsivelanguageandhighlightingexamplesofsuccessfulwomenandmencancreateanenvironmentwhereallparticipantsareabletogetthemostfromthetraining.Evenwhenplanningice-breakersandenergizers,facilitatorsshouldtrytoavoidjokesorlanguagethatisnotgender-sensitiveorthatindirectlyperpetuatestraditionalgenderrolesofwomen(i.e.onlyahousewife,onlyhavingasexualorbiologicalrole,diminishingwomen’shouseholdcareeconomycontributionetc)
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ModuleTwo:DesigningCapacityDevelopmentActivities
Thechartbelowlistssometipsforencouragingparticipationfromwomenlearners.
SUMMARY
HowtoEncourageParticipationfromFemaleParticipants As a master facilitator you will need to ensure female woreda experts and DAs participate equally in training sessions. Here are some ways to do this:
• While facilitators should actively encourage contributions from women participants, you don’t want to force individual women to speak where they may feel shy. Rather, start small. Use icebreakers to help them express themselves equally. Use small groups to discuss issues where women can contribute equally. Allow them to participate and contribute naturally. Pay close attention, however, and where they are unable or unwilling to participate equally you may have to intervene. Also ensure that other trainees are not making fun out of the shyness of women participants.
• Make a point of repeating, reinforcing or validating comments, suggestions, interventions or other inputs made by women participants during the training session to create a supportive environment to encourage more inputs.
• Use gender-neutral and gender-inclusive language, examples and images. For example, while “farmer” may be a gender-neutral term, it still creates a male image in the minds of listeners. By regularly referring to or talking about “female and male farmers”, and referencing female farmers both in male-headed households and female-headed households, a wider range of images are brought to mind for all participants. Similarly, when describing the work of Development Agents or extension workers, using both male and female pronouns, or providing examples showing the work of both male and female operators validates female experiences and keeps both male and female participants engaged in the training.
• If the training is co-facilitated by male and female trainers, make sure that both play lead and support roles, and that both equally deliver technical content.
• Limit theoretical knowledge and emphasize practical application. Explain step by step how to carry out the work, and provide many opportunities for women farmers to reflect and discuss among themselves.
• Keep in mind the triple role of women (household chores, reproductive role and community level roles and responsibilities) can constrain their participation in training activities and try to organize sessions so that logistics, including start times, end times and distributions of breaks can facilitate women farmers’ maximum participation.
• There might be participants with low literacy levels. It is important to check with participants individually to assess their understanding. Participants do not typically let you know when they do not understand.
• Rotate membership in small group discussions so that everyone gets the chance to work with everyone else. This will help to bring out quieter women and may avoid situations where certain males dominate discussions.
• Keep your training content simple and gender-responsive. Avoid using language or making jokes that could make women participants uncomfortable.
• Rural women might lack confidence to try new things. Use different inspirational practical stories that are relevant to their situation and motivate them to build their capacity (e.g., Telling them stories of successful rural women and women’s agribusinesses in their areas).
• Be a role model in emphasizing all household responsibilities can be shared between women and men as gender based division of labour is burdening women. Justify fair distribution of responsibilities in the household contributes to the wellbeing and better life of all family members and the community in general.
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ModuleTwo:DesigningCapacityDevelopmentActivities
AchallengefacingAGPandImplementingagenciesisattractingwomentoparticipateincapacitydevelopmentactivities.Culturalconstraintslimittheparticipationofwomeninsuchinitiativesandmechanismsareneededtoencouragetheirparticipation.Further,ifwomendogetinvolveditisimportanttoensurethattheirparticipationisactiveandequaltotheirmalecolleagues.Inmanycaseswomenaremuchlessvocalthanmenandmentendtomonopolizediscussions.Theculturalsetting,socialstructuresandgenderrelationsaffectthewaywomenandmenparticipate.Womenandmenhavedifferentrolesanddifferentresponsibilities.Theyuseandcontroldifferentresources.Theyhavedifferentneedsandprioritiesaswell.Sotrainingcoursesshouldbesensitivetotheneedsofbothwomenandmenateverystage(i.e.conceptualphase,trainingneedsassessment,trainingcontentdevelopment,trainingtimeandplacedecision,trainingdeliveryandposttrainingfollow-upsetc.)Onlywhenwetakeintoaccountwomen’sneedsateverystage,wecanclaimthatthebenefitsofcapacitybuildingactivitieshavereachedtobothwomenandmen.
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ModuleTwo:DesigningCapacityDevelopmentActivities
Exercise:MythsandAssumptionsObjectives
• Toidentifycommonmythsandassumptionsaboutgenderanddevelopment
• Tolookattheconsequencesofbelievingtheseassumptionsandmythsoncapacitydevelopment
• Tocontrastthesemythsandassumptionswithfacts
Method
• Brainstormasmanymythsandassumptionsaboutgenderanddevelopmentaspossible.Youmaywanttogiveacoupleofexamplesfromthelistbelowtogetthemstarted.
• Whenyouhavefourorfivemythsaskgroups:o Identifytheeffectsofthesemythsandassumptionsoncapacity
development.o Howthesemythsandassumptionscanbeovercomeatthe
communitylevel
• Somekeymythsyoumaywishtoincludeare:o Allfarmersaremeno Headsofhouseholdaremeno Allfamiliesarenuclearfamilieso Whenyoulookafteracommunitiesinterestyoualsolookafter
woman’sinterestso Womenarehousewivesandarenotinvolvedinproductiveactivitieso Womenarenotsignificantlyinvolvedinagricultureo Everywomanmusthaveahusbandorbepartofamale-headed
householdo Womenarenotinfluentialinlocalaffairso Menareruledbythemind.Womenareruledbytheheart.o Womendonotgetalongwhilemenarenaturalteamplayers.
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ModuleTwo:DesigningCapacityDevelopmentActivities
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ModuleTwo:DesigningCapacityDevelopmentActivities
INSTRUCTIONALSYSTEMSDESIGN(ISD)–THE‘ADDIE’MODEL
OVERVIEWADDIEisasystematic,flexible,provenprocessfordesigninginstructionandfordefiningwhatinstructionisneeded,forensuringdevelopmentofeffective,andforcostefficientinstruction.ThegoalofISDistoincreasetheeffectivenessandcost-efficiencyoftrainingby:
• Developinginstructionbasedonreal-worldperformancerequirements;• Eliminatingirrelevantskillsandknowledgefromthecourse;• Andensuringthatlearnersacquirethenecessaryskills,knowledgeandattitudestoperform
therequiredtasksbackintheworkplace.TheADDIEmodelconsistsoffivephases.
Phase1:Analysis–Determineiftrainingistheappropriatesolution;Ifso,definetrainingrequirements;Phase2:Design-Defineobjectives,designthetrainingprogramandselecttrainingmethodsandmediaPhase3:Development–Developalltrainingmaterialsinaccordancewithdesign.Conductpilottrainingtovalidate.Refinecourseonthebasisofvalidation.Phase4:Implementation–Implementtraining,evaluateandrefine;Phase5:Evaluation–Performedduringdevelopment,duringimplementation,immediatelyaftertraining,and3to6months(ormore)aftertraining.
Withreferencetothe4-stagecapacitydevelopmentmodel,whichistheunderpinningfortheMasterFacilitatorDevelopmentProgramthefollowingtableshowstherelationship:
TheADDIEModel TheMasterFacilitatorDevelopmentProgram
The4-stageFrameworkforCapacityDevelopment
Analysis Module1:CapacityDevelopmentforChange–AssessingNeeds
Stage1:ConsensusBuilding
DesignDevelopment
Module2:DesigningandDevelopingCapacityDevelopmentActivities
Stage2:CapacityStrengthening
ImplementationEvaluation
Module3:ImplementingandEvaluatingCapacityDevelopmentActivities
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ModuleTwo:DesigningCapacityDevelopmentActivities
Module4:InstitutionalizingCapacityDevelopmentandJES
Stage3:Application,Follow-upandAssessment
Stage4:institutionalization
LEARNINGOBJECTIVE
BASICCONCEPTSADDIE-isanacronymreferringtothefivemajorphasesthatcomprisesthegenericISDprocess:Analysis,Design,Development,ImplementationandEvaluation.TheADDIEmodelisprobablythemostwidelyusedinstructionaldesignmodelsinceitsdevelopment50yearsago.CourseSyllabus-acoursesyllabusorSession-at-a-Glance(SAAG).servesastheoverallplanforconductinginstructioninaparticularcourse;therefore,carefulpreparationofthesedocumentsshouldhelpensuretheeffectivenessandefficiencyoftheinstructionalsystem.Theyhelpstandardizetheinstructionwhilecontrollingthequalityoftheteaching-learningactivity.FormativeEvaluation-Anytypeofevaluationdonebeforeacourseisimplementedisconsideredformative.Formativeevaluationisaprocessofongoingfeedbackonperformance.Thepurposesaretoidentifyaspectsofper-formancethatneedtoimproveandtooffercorrectivesuggestions.SummativeEvaluation-Theobjectiveofsummativeevaluationistodeterminethetotaleffectoftheinstruction.Summativeevaluationisconductedattheendoftheinstructiontodeterminetheeffectivenessoftheteaching/learningprocessbycollectingsummativedataafterthecourseiscompleteKirkpatrick’s4-levelEvaluationModel-ThefourlevelsofevaluationweredevelopedbyDonaldKirkpatrick(1994)whereeachsuccessiveevaluationlevelisbuiltoninformationprovidedbythelowerlevel.Accordingtothismodel,evaluationshouldalwaysbeginwithlevelone,andmovesequentiallythroughlevelstwo,three,andfour.Informationfromeachpriorlevelservesasabaseforthenextlevel'sevaluation.Thus,eachsuccessivelevelrepresentsamoreprecisemeasureoftheeffectivenessofthetrainingprogram,butatthesametimerequiresamorerigorousandtime-consuminganalysis
AsaresultofthismoduleyouwillbeabletodefineanddescribeeachphaseoftheADDIEmodel,includingpurposeandoutcomeofeachphase.
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ModuleTwo:DesigningCapacityDevelopmentActivities
THEADDIEMODELOFINSTRUCTIONALDESIGN3TheADDIEmodelisasystematicprocessusedbyinstructionaldesignersandtrainingdevelopers.Thefivephases—Analysis,Design,Development,Implementation,andEvaluation—representadynamic,flexibleguidelineforbuildingeffectivetrainingandperformancesupporttools.IntheADDIEmodel,eachstephasanoutcomethatfeedsintothesubsequentstep.
AnalysisPhase
Isthetrainingreallytheanswer?Thefirststepintheanalysisprocessistodecideifaproblemcanbesolvedwithtraining.Aneedsassessmentistheprocessofidentifyingproblemsandtheircauses,thenmatchingsolutionstothoseproblems.Trainingisasuitablesolutionwhenthereisalackofknow-how.Sometimesthetargetaudiencehastheknow-howbutitmaybeamotivationalproblemthatkeepsthemfromperformingeffectively.Sometimesthesolutiontotheproblemmaybefoundinareasotherthantraining.Trainingisacostlyventureandduringtheanalysisphasewewanttogatherinformationtohelpusunderstandtheproblemandselectthemostappropriatesolution.AnalyzingTasksTaskAnalysis:Whentheinstructionalgoalistodevelopthecapacitytoperformaparticularjob,theinstructiondevelopedshouldbetieddirectlytothattask.Taskanalysisisamethodofdescribingtheactionsorbehaviorsthatmakeupthetasksthatthelearnershouldlearntoperform.Whentaskanalysisisperformed,itisimportanttoaccuratelyandcompletelydescribeallofthetasks,sincethesetaskdescriptionsorstatementsshouldbeusedtodeveloptheinstructionalobjectivesthatformtheframeworkofinstruction.Duringthetaskanalysiseachtaskisexaminedinordertodeterminethejobperformancerequirements.Thisincludesidentifyingwhichtasksshouldbeperformed,underwhatconditionsandthestandardsofacceptableperformance.ExampleofTaskAnalysis
TaskStatement:MakingaDepositataBank(DIF-3,3,2)StepsinCompletingthetask InputsorConditionsunder
whichthetaskisperformed
Standardsagainstwhichthetaskismeasured.
1) CompletetheDepositslip2) PresenttoTeller3) PresentCashbooktoteller
CashtobedepositedDepositslipPen
AllinformationisenteredcorrectlyonthedepositslipAllinformationisenteredinto
3IneachphaseofADDIEmodelapplicationofgenderneutrallanguageandgenderresponsivenessmustbeconsidered.
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ModuleTwo:DesigningCapacityDevelopmentActivities
4) ChecktoensurethetransactionisrecordedcorrectlyinCashBook
CashBook theCashBookcorrectly
SkillsandKnowledgeRequired
MathematicSkill,knowledgeofbankingprocedures,completingthedepositslipcorrectlyandsigning
AudienceAnalysisAnotheranalysisthatiscompletedduringtheanalysisphaseisaudienceanalysis.Thisistheprocessofidentifyingentry-levelskillsthatparticipantsshouldhaveforenteringacourseofinstruction.Entry-levelskillsaredeterminedduringthetaskanalysis.Additionalinformationaboutthetargetaudienceisanalyzed,includingpreviousbackgroundandexperiences,previouseducation,interests,sizeoftargetaudience,computerliteracyanddemographics(gender,agerange,geography,etc).
DesignPhase
Duringthedesignphaselearningobjectives,teachingstrategiesandlearningactivities,mediaselection,andsoon,isdeveloped.DevelopLearningObjectivesandAssessmentMethodsThefirstactivityinthedesignphaseistodeveloplearningobjectivesforthetasksthatwereidentifiedasrequiredduringtheanalysisphase.Whendevelopinginstructionalobjectivesitisimportantthattheyareconsistentwiththeinstructionalneedasdeterminedintheanalysisphase.Participantsidentifyassessmentmethodstoassessachievementofthelearningobjective.ChoosingAppropriateStrategiesandMethodsDuringthisphaseaswell,teachingstrategiesandlearningactivitiesaredesigned,Alignmentisachievedbetweenthelearningobjective,teachingstrategies,learningmethodsandassessmentMediaSelectionTheinstructionalmediaselectionprocessisasystematicapproachandanintegralcomponentoftheADDIEprocess.Whenselectingthemostappropriateinstructionalmediaconsiderationmustbegiventoanumberofvariablesthatmayinfluencetheselectionofonemediumoveranother.Usingasystematicapproachtomediaselectionensuresthatappropriateinstructionalmediaare
Itisimportanttodistinguishbetweentherealneed,asopposedtotheperceivedneedandascribedneed.Perceivedneedistheneeddesribedbythelearnersthemselves.Theascribedneedisatrainingneedthatisascribedtothelearnerbyasupervisororapeer.Bothpercievedneedsandascribedneedsmaybepartiallyorwhollycorrect.Arealneediswheretheperceivedneedandtheascribedneedmatches..
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ModuleTwo:DesigningCapacityDevelopmentActivities
employedtosupportdesiredlearningobjectives.Mediaselectionanalysismustevaluategeneralandspecificcriteria,includinginstructional,participant,andcostaspectsforeachmedium.Someinstructionalissuesthatmustbeconsideredare:
• Natureoftheknowledgeandskillgaps• Levelofinteraction• Instructionalstrategies• Complexityofcontent• Levelanddomain(cognitive,affective,psychomotor)oflearningobjectives• Familiaritywithmediabyparticipants• Availabilityofsuitabletechnology• Skillsandknowledgeofaudiencewithcertaintechnologies
DevelopmentPhase
Thedevelopmentphaseresultsinthelearningsupportproductsthatarereadytoprovidetothetargetaudience.Thisphaseinvolvestheactualcreationofany"deliverables",e.g.,print-basedmaterials(handouts),electroniclearningsupporttools(PowerPoint),andothersupportinglearningmaterials.ProducingInstructionalMaterialsInthedevelopmentphase,theinstructionalmaterialsusedtosupportthesystemshouldbedeveloped.Materialdevelopmentisatime-consumingandexactingtaskregardlessofthemediumthathasbeenselected.Itisessentialthatqualitymaterialsbedeveloped,sincetheycarrytheinformationtobelearnedtothelearners.Adequateresourcesarerequiredtodevelopqualitymaterialsinatimelymanner.Instructionalmaterialsrefertoprintedorothermediaintendedto
conveyeventsofinstructionorcommunicateinformationtoparticipants.TypesofInstructionalMaterials
• Print-basedmaterial• Transparencies• Slide/tape• Audio/videotapes• Interactivevideo• Structuredexercise
ImplementationPhase
AtthispointintheADDIEprocess,theinstructionalsystemfunctionsareinplaceandreadytosupportimplementationoftheinstructionalsystemorcourse(Dick,etal.,2009;Smith&Ragan,2005).Theprimaryresponsibilitiesoftheimplementationphasearesustainedandefficientdeliveryoflearningsupporttothetargetaudience,maintenanceoffacilitiesandrecords,andongoingmanagementofthelearningsystem.
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ModuleTwo:DesigningCapacityDevelopmentActivities
Thisimplementationphasedoesjustthat…itimplements(delivers)theinstructionalmaterialsthatweredesignedanddevelopedinthepriorstages.Itincludesschedulingthetrainingeventthedevelopmentofacourse/learningmanagementplanconsistingofthese[butnotlimitedto]components:
• Descriptionofthelearningplatform• Descriptionoftheaudience(targetpopulation)• Directionsforadministeringthelearningplatform• Directionsforadministeringandscoringtests• Directionsforguidance,assistanceandevaluationsoflearners• Learningplatformmaporlearningplatformsequence• Lessonplansandlearnerguides• Anyotherdocumentsdirectlyrelatedtotheadministrationofthelearningplatform
EvaluationPhase
Evaluationisintegratedthroughouteachactivityoftheinstructionaldevelopmentprocess.Itstartsintheplanningstagewithdevelopmentofanevaluationplanandcontinuesforthelifecycleofthetrainingsystem.Thefocusofevaluationiscontinuousimprovementininstructionalsystemqualityevaluationphaseconsistsofformativeevaluation,summativeevaluation,andoperationalevaluation(Dick,etal.,2009;West,etal.,1999;Smith&Ragan,2005).Themaingoalofevaluationistoincreaselearningbyassessingthevalueofthelearningexperiencetothetargetaudience,facilitators/facilitators,andotherkeystakeholders.Anevaluationplanpro-videsforendofcourseevaluation,learningevaluation,longitudinaltrackingofresults,andsummarizedresultstomanagement,leadershipandeducationalstaff/faculty.Thatsaid,thepurposeofevaluationistoimprovetheeffectivenessofinstructionandultimatelyimprovehumanperformance(Dick,etal.,2009).Trainingevaluationcanprovideimportantdiagnosticinformationandhighlightareasinwhichtrainingcanberevisedandimprovedtobettermeetthetrainingobjectives.Evaluationcanprovideanorganizationwithusefulinformationabouttheutilityoftheirtrainingprogramsandcanstrengthenthecaseforbudgetallocationtowardstraininginitiatives.Whenevaluatingalearningprogramandlearningeffectiveness,therearetwoprimaryapproaches:formativeandsummativeevaluation.FormativeEvaluationAnytypeofevaluationdoneduringatrainingcourseisconsideredformative.Formativeevaluationisaprocessofgatheringongoingfeedbackonhowwellorhowpoorlyvariouscomponentsoftrainingareperforming.Thepurposeistoidentifyaspectsofperformancethatneedtoimprovesothatchangescanbemade.
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ModuleTwo:DesigningCapacityDevelopmentActivities
SummativeEvaluationTheobjectiveofsummativeevaluationistodeterminethetotaleffectoftheinstructionafteritiscompleted.Summativeevaluationisconductedattheendoftheinstructiontodeterminetheeffectivenessoftheteaching/learningprocess,transferofskillsandknowledgetothereal-world,andtheultimateimpactthattrainingproducesongoalsandobjectives.Kirkpatrick’s4LevelsofEvaluation Thefour-levelsevaluationmodelwasdevelopedbyDonaldKirkpatrick(1994),andisthemodelthatismostinusebytrainingorganizationstoday..Themodelconsistsoffourlevelsandeachsuccessiveevaluationlevelisbuiltoninformationprovidedbythelowerlevel.Accordingtothismodel,evaluationshouldalwaysbeginwithlevelone,andmovesequentiallythroughlevelstwo,three,andfour.Informationfromeachpriorlevelservesasabaseforthenextlevel'sevaluation.Thus,eachsuccessivelevelrepresentsamoreprecisemeasureoftheeffectivenessofthetrainingprogram,butatthesametimerequiresamorerigorousandtime-consuminganalysis(Kirkpatrick'sFourLevelEvaluationModel(2012). Withreferencetoformativeandsummativeevaluation,thefirsttwolevels,reactionandlearning,arethebasisforformativeevaluationpriortofullimplementationofatrainingcourse.Summativeevaluationincludesallfourlevels.Theprimarydifferencebetweenformativeandsummativeevaluationinthisregardisitstiming.Level1-ReactionAssessingparticipants’reactionsallowsfacilitatortomeasureiflearnersfeeltheyarelearningandsatisfiedwithtraining.Reactiondatacanprovidethefacilitatorwithdiagnosticfeedbackthatcanbeusedtomodifycoursestomeettheneedsoflearners.Itattemptstoanswerquestionsregardingtheparticipants'perceptions,perse,didtheylikeitandwasthematerialrelevanttotheirjob?Typesofreactionsinclude:
Satisfaction.Affectivereactionitemsassesswhetherornottheparticipantlikedorenjoyedthetraining.Examplesofaffectivereactionitems:
• Ienjoyedthiscourse• Overall,Iamsatisfiedwiththiscourse.• IamenthusiasticaboutwhatIlearnedinthiscourse• DuringthiscourseIthoughtabouthowmuchIenjoyedit• Thiscoursewasboring• DuringthiscourseIbecamefrustratedaboutsomeofthematerial• Thiscoursewasanxietyprovokingattimes• Someofwhathappenedinthiscoursewaspersonallyirritating
Usefulness.
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ModuleTwo:DesigningCapacityDevelopmentActivities
Utilityreactionitemsassessparticipants’perceptionstheinformationandskillstaughtwereusefulandjobrelevant.Examplesofutilityreactionitems:
• Theinformationpresentedinthiscourseisrelevanttomyjob• Thetrainingwillhelpmeperformmyjob• Thistrainingwillhaveapositiveimpactonmyjobperformance• IdonotthinkIwillusewhatIlearnedinthisclass• Thetrainingwasrelevanttomyjob
FacilitatorPerformance.Satisfactionwithfacilitatorassessesthelearners’perceptionsofthefacilitator’scontributionstolearning.Examplesoffacilitatorperformanceinclude:
• Thefacilitatorexplainedthingsclearly• Thefacilitatorwaspreparedforeveryclass• Thefacilitatorwascompetent• Thefacilitatorwasknowledgeableaboutthetrainingcontent• Overall,thisfacilitatorwaseffectiveatteachingthiscourse
CourseDelivery
Satisfactionwithdeliveryassessesparticipants’perceptionsthematerialwaspresentedinanorganizedandcoherentmanner.Examplesofcoursedeliveryreactionitems:
• Thecoursecontentwaswellorganized• Thematerialpresentedwasappropriateforlearnersatmylevelofexperience• Thestructureofthecoursemadeiteasytolearnthematerial• Thepaceofthecoursewasappropriate• Thetrainingwascoherent
Level2-LearningAssessingatthislevelmovestheevaluationbeyondlearnersatisfactionandassessesiftheparticipanthasadvancedinskills,knowledge,orattitude(SKA).Basically,itassessestheamountofinformationthatparticipantslearned.Becausethelearningobjectivesaretherequirementsforthecourse,aLevel2evaluationassessesachievementofobjectives.Measurementatthislevelismoredifficultthanlevelone.Whenmeasuringlearningthereare3typesoflearningoutcomesthatcanbeassessed:
CognitiveOutcomes.Cognitive outcomes include the acquisition of declarative knowledge—the facts and principles presented in the course. The test format used should match the desired learning out-comes. Skill-basedOutcomes.Skill-based outcomes involve the development of technical or motor skills. Indicates learners’ abilities to perform the skills demonstrated in the course.
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ModuleTwo:DesigningCapacityDevelopmentActivities
When evaluating skill-based outcomes, it is important to choose the criteria that are more applicable for the skill tested:
• Speed—how fast can the trainee perform the task • Accuracy—how precisely can the trainee perform the task • Technique—how well did the trainee perform the task
AffectiveOutcomes. Affective outcomes include changes in trainees’ attitudes and motivation levels. This includes measuring learning outcomes such as organizational commitment, tolerance for diversity, and self-efficacy.
Level3–TransferBehavioraloutcomesindicatewhetherthematerialpresentedintrainingissuccessfullytransferredtotheworkplace.Thislevelmeasuresthetransferthathasoccurredinlearners'behaviorduetothetrainingprogram.Evaluatingatthislevelattemptstoanswerthequestion:Arethenewlyacquiredskills,knowledge,orattitudebeingusedintheeverydayenvironmentofthelearner?Measuringatthislevelisdifficultasitisoftenimpossibletopredictwhenthechangeinbehaviorwilloccur,andthusrequiresimportantdecisionsintermsofwhentoevaluate,howoftentoevaluate,andhowtoevaluate.Level4-ImpactAssessingtheresultsfromtrainingallowsanorgnizationtoexaminetheimpactthattraininghadonorganizationalobjectives.Thistypeofevaluationisoftenusefulinshowingthereturnontraininginvestments,althoughcollectingthedatacanbechallengingandisthemostdifficultleveltomeasure.Themethodologyforassessingtheimpactandthemetricsusedtocollectthedata(bothqualitiativeandquantitative)maynotbeclearlydefined.
SUMMARYADDIEisasystematic,flexible,provenprocessfordesigninginstructionandfordefiningwhatinstructionisneeded,forensuringdevelopmentofeffective,andforcostefficientinstruction.ThegoalofISDistoincreasetheeffectivenessandcost-efficiencyoftrainingby:
• Developinginstructionbasedonjobperformancerequirements;• Eliminatingirrelevantskillsandknowledgefromthecourse;• Andensuringthatlearnersacquirethenecessaryskills,knowledgeandattitudestoperform
thetasksatwork.TheADDIEmodelconsistsoffivephases.TheAnalysisphasedefineswhatneedstobetrained.Next,aninstructionaldesigniscraftedtomeetthoseneeds.Onlyafterthedesigniscompletearetheinstructionalmaterialsdeveloped.EvaluationsacentralpartoftheISDandisperformedineachphaseofthemodel.
Phase1:Analysis–Determineiftrainingistheappropriatesolution;Ifso,definetrainingrequirements;
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ModuleTwo:DesigningCapacityDevelopmentActivities
Phase2:Design-Defineobjectives,designthetrainingprogramandselecttrainingmethodsandmediaPhase3:Development–Developalltrainingmaterialsinaccordancewithdesign.Conductpilottrainingtovalidate.Refinecourseonthebasisofvalidation.Phase4:Implementation–Implementtraining,evaluateandrefine;Phase5:Evaluation–Performedduringdevelopment,duringimplementation,immediatelyaftertraining,and3to6months(ormore)aftertraining.
AssessmentExerciseLISTED BELOW ARE A SERIES OF TASKS THAT MUST BE COMPLETED WHEN DESIGNING A TRAINING PROGRAM. FOR EACH TASK INDICATE THE PHASE OF THE ADDIE PROCESS:
1. ANALYSIS PHASE 2. DESIGN PHASE 3. DEVELOPMENT PHASE 4. IMPLEMENTATION PHASE 5. EVALUATION PHASE
_____Setting Learning Objectives _____ Training for Facilitators
_____ Analyzing the Audience _____ Assessing Learner Reaction
_____ Session-at-a-Glance _____ Developing Slides
_____ Achieving consensus on goals _____ Task Analysis
_____ Field test the course _____ Assessing learning
_____ Select appropriate learning methods
_____ Develop Participant Notes
_____ Develop learning activities _____ Develop Assessment Methods
_____ Validate course materials and methods
_____ Assess the enabling environment
_____Measure transfer to the ‘real-world’
_____Develop Facilitator Guide
_____ Assess the Impact of training _____ Revise course Materials if necessary
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PERFORMANCEOBJECTIVES–THE
LINKBETWEENNEEDSASSESSMENTANDCOURSE
DESIGNOVERVIEWThefinalprocedureintheneedsassessmentphaseisTaskAnalysis.Thisiswhereyouidentifythespecifictasksthatparticipantsshouldbeabletoperformwhenthetrainingiscompleted.PerformanceObjectivesdescribethetasksparticipantsshouldbeabletoperformonthejob.LearningObjectivesdescribethosesameperformanceobjectivesastheyneedtobeperformedintheclssroom.ThissessionwillreviewtheTaskAnalysisprocess.Participantswilldevelopatlestthreeperformanceobjectivesasthefoundationonwhichcoursedesignbeginstoemerge.Assuch,thissessionprovidesthelinkagebetweenneedsassessmentandcoursedesign.LEARNINGOBJECTIVE
BASICCONCEPTSTaskAnalysis-Task Analysis isanimportantpartofthe ADDIE modelofinstructionalsystemsdesign.Taskanalysis,alsoreferredtoasajobtaskanalysis,isasystematicprocessusedtoidentifyandanalyzespecifictasksandsubtasksthatmustbeaccomplishedintheperformanceofajoboractivityTask–Everyjobismadeupofaseriesoftasks–administrtivetasks,operationaltasks,tasksthatarecompleteddaily,tasksthatarecompletedweekly,monthlyoryearly.Ataskisadiscreetsetofactivitiesthatproduceanoutput.Completingabankdepositslipisatask.Writingareportisatask.Ataskinvolvesalimitednumberofstepsandusuallycanbecompletedinminutesorhours.
AsaresultofthismoduleyouwillbeabletodevelopthreeperformanceobjectivesasabasisforthedesignanddevelopmentofatrainingprogramtakenfromyourEFY2010trainingplan.
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Inputs–Theresourcesandmaterialsthatarerequiredinordertocompletethetasksuccessfully.Inputsmayinvolvetemplates,policymanuals,inputfromothers,approvals,andsoon.Ifsomeorallinputsarenotinplacethetaskcannotbeperformedsuccessfully.Standards–Standardsarecriteriaagainstwhichthetaskisjudgedtobecompletedsuccessfully.Somestandardsareprescribedbylaworbypolicy.Otherstandardsareunwritten.Standardsinclude:accordingtoAGPguidelines,AccordingtopolicyXXXX,complete,accurate,withouterror,andsoon.DIFmodel–TheDIFmodelisawayofweightingataskasabasisforcoursedesignanddevelopment.TheDIFisusedbycoursedesignerstodistinguishtasksonthebasisoftheirdifficulty,importancetothejobandfrequency.Theresultisathree-digitnumberthatconveystothecoursedesignerhowmuchemphasistogietoatask.PerformanceObjective–Ataskanalysisidentifiesallthetasksthatneedtobeperformedasaresultoftraining.Eachtaskinthetaskanalysisbecomesaperformanceobjective.Theperformanceobjectiveislatertranslatedintoalearningobjective.Theperformanceobjectiveisthelinkbetweenjobrequirementsandthetrainingprogram.TASKANALYSIS–THEFINALSTEPINTHENEEDSASSESSMENTPROCESS.TaskAnalysisisaprocessofidentifyingthekeycompetenciesneededtocarryouttheprimarytasksassociatedwithajobsuccessfullyatagivenpointoftime.Theoutputofathoroughtaskanalysisisa‘raw’listingofessentialcompetenciesstatedinprecise,measurableandobservableterms.Anumberofmethodsandapproacheshavebeendevelopedandsuccessfullytriedouttoidentifythetasksassociatedwithajob.Thesemethodshavehelpedtrainingcoursedesignerstoidentifyandreinforceand/ordevelopthesecompetenciesthroughformalorinfomaltrainingforthegrowthoftheindividualandthegrowthoftheorganization.Followingaresomecommonapproachescurrentlyinusetoidentifytasks.AssessingJobDescriptionsApreliminaryassessmentofjobdescriptionswillyieldsomebasicinformationasastartingpoint.Someinformationtolookforincludestheobjectivesoftherole,whythepositionexists,whatarethemainpurposesoftherole,anddeterminetheKeyResultAreas(KRAs)ofthepositionholder.Typically,jobdescriptionsrefertooutputsofagivenjobingeneraltermsanddonotcontainspecificjobcompetencies.However,whiletheirvalueislimited,theyprovideastartingpointfordevelopingcompetencymaps.GroupProcess(Workshop)
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ModuleTwo:DesigningCapacityDevelopmentActivities
Thismethodreliesonagroupof8to12positionholders(doingthesamejob)andrequiresthemtolisttheroles,tasks,subtasks,conditionsunderwhicheachtaskisperformed,andcriteriaforeffectiveperformanceforeachactivityperformedonthejob.Thetaskslistmaybeasmanyas15to20forsomepositionsandasfewasfivetosixforotherpositions.Thereisnorigidruleaboutthenumberoftasks.Itdependsonhowcomplexthepositionis.Itisusefultostartwithasmanytasksaspossible.Whenselectingparticipantsforthegroupprocessitisimportanttoselecttopperformers-thosethatdemonstratethedesirablequalities,attributes,knowledgeandskillintheperformanceoftheirduties–fortheworkshopsinordertofocusonsuperiorperformance.SurveyQuestionnairesInthismethodsurveyquestionnairesaresenttoallindividualsineachoccupationalgroup.Typically,questionsfocusonthepurposeofthejob,criticalsuccessfactors,keyresultareas,criticaltasksoractivities,changesanticipatedin2or3years,challengesofdoingthejobwell,andempowermentoftheposition.Surveyquestionnaires,whiletheymightprovideabasisforfurtheranalysis,provideawiderangeofresponseanditisoftendifficulttocollatetheresults.Face-to-faceInterviewsAnothertechniqueavailablefortaskanalysisisface-to-faceinterviews.Thismethodismostusefulforseniormanagementpositionsthattypicallyhavelimitedtimeavailable.Thechallengeinusingthismethodissortingoutandidentifyingcompetenciesfromthemountainofdatagatheredduringtheinterview.Self-AssessmentUsuallyintheformofquestionnaire,thismethodasksrespondentstoratethemselvesonanumberofvariablesrelatingtotheorganization,thejob,keyresultareasandattributes.Itisimportantthatthevariablesusedarerelevantandtheratingscaleallowsforaccuracy.Thismethodoftenlacksobjectivityandisthereforelessreliableandvalidasanindicatoroftruecompetencies.
CONDUCTINGYOUROWNTASKANALYSIS
StepOne:IdentifytheTasks
StepOne:IdentifythetasksthatparticipantsinyourtrainingmustbeabletoperformattheENDoftraining.Itisimportantthatthesebephrasedinspecific,measurable,observableandactiveterms.
TaskOne
TaskTwo
TaskThree
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TaskFour
TaskFive
StepTwo:ListtheSteps
StepTwo:Listthestepsrequiredtocompleteeachtask.Againtheseareinmeasurableandobservableterms.Theyarelistedinchronologicalorderortheorderinwhichthetaskisperformed.
TaskOne:
1
2
3
4
5
6
TaskTwo:
1
2
3
4
5
6
TaskThree:
1
2
3
4
5
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6
TaskFour:
1
2
3
4
5
6
TaskFive:
1
2
3
4
5
6
StepThree:ListtheInputs
StepThree:Listtheinputsrequiredtoperformeachtasksuccessfully.Inputsincludethematerials,equipment,documentation,inputsfromotherdepartments,templates,policiesandprocedures,thatmustbepresentforthetasktobeperformedcorrectly.
TaskOne: Inputs:
TaskTwo Inputs:
TaskThree Inputs:
TaskFour Inputs:
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TaskFive Inputs:
StepFour:ListtheStandards
StepFour:ListtheStandardsagainstwhichtheperformanceismeasured.Standardsareoftenprescribedinpolicystatementsandthesewillbelistedasgiven,however,formanyofthetasksnostandardsexisttoprescribesatisfactoryperformance.Insomecasesstandardsinvolve‘followingthestepsofthetaskinorder’.Whileotherstandardsinvolvetime,precision,correctness,whileinotherstheymightinvolveenteringdataontoatemplatecorrectly
TaskOne
TaskTwo
TaskThree
TaskFour
TaskFive
StepFive:Identiyspecializedskiils,knowledgeandatitudes
StepFive:Identifythespecializedkills,knowledgeandattitudesrequiredforeachspecifictask.Theseofteninvolveskillssuchascommunicationskills,supervisoryskills,orsoftwareskills,analyticalskills,mathematicalskills,andsoon.Note:Theskills,knowledgeandattitudesapplyonlytocompletingthespecifictask.TheyshouldNOTincludegenericskillsandknowledgethattheemployeerequiresforthejob.
TaskOne:
TaskTwo:
TaskThree:
TaskFour:
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TaskFive:
StepSix:Assignaweightingtoeachtask
StepSix:Assigna‘weighting’toeachTaskusingthefollowingmodel.ParticipantsassignavalueonthreedimensionsusingtheDIFmodelresultinginathree-digitweighting.
DegreeofDifficulty ImportancetotheJob FrequencyTaskisPerformed5–Highlysophisticatedtaskwith
multiplestepsandrequiringhighcognitiveskills;
4–Highlysophisticatedtaskwithmultiplestepsrequiringlowcognitiveskills;
3–Sophisticatedtaskwithlogicalstepsrequiringlowcognitiveskills’;
2–Routinetaskwithmultiplestepsrequiringlowcognitiveskills;
1–Routinetaskwithfewstepsrequiringlowcognitiveskills.
5–CriticalImportancetothejob.Failurewillresultinseriousconsequences;
4–CriticalImportancetothejobresultingindelaysorre-do;
3–SeriousImportancetothejobresultingindelays;
2–Importanttothejobwithminorconsequence;
1-Importanttothejobwithlittleornoconsequence.
5–Taskisperformedannually;4–Taskisperformedseveral
timesayear;3-Taskisperformedseveral
timespermonth;2–Taskisperformedatleast
onceperweek;1–Taskisperformeddaily.
ForeachtaskassignaweightingbasedontheDIFmodel.
DEVELOPINGPERFORMANCEOBJECTIVESNowweputalloftheaboveinformationtogethertoformPerformanceObjectives.PerformanceObjectivesclearlydescribe,inonestatement,whatcourseparticipantswillbeabletodowhenthetrainingiscompleteandtheyarebackonthejoborinthecommunity.Laateryouwilltransformperformanceobjectivesintolearningobjectives.
TaskOne:
TaskTwo:
TaskThree:
TaskFour:
TaskFive:
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Theformatforwritingaperformanceobjectiveis:
Given ParticipantsMust TotheExtentthat
TaskOne
TaskTwo
TaskThree
TaskFour
TaskFive
Given…..(ListtheInputs)…..Participantsmustbeableto…….(Task)……totheextentthat……(Standards)…..
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DESIGNINGCAPACITYDEVELOPMENTACTIVITIES-LEARNINGOBJECTIVESAND
ASSESSMENTOVERVIEWLearningobjectives(sometimescalledlearningoutcomes)arebrief,clear,specificstatementsofwhatlearnerswillbeabletoperformattheconclusionofinstructionalactivities.Trainingprogramstypicallyconsistofaseriesoflearningobjectivesandeachobjectiveistypicallyonemoduleorcompletelearningstrategy.Generally,learningobjectivesarecompetency-basedastheydesignateexactlywhatlearnersneedtodotodemonstratemasteryofcoursematerial.Withthisinmind,learningobjectivesarealwaysstatedintermsoflearneroutcomes.Askyourself
• WhatdoIwantparticipantstobeabletodobackonthejobasadirectresultofattendingthistraining?
• Whatdoesmyaudienceneedtoknow,orbeabletodo,tobridgetheperformancegapbetweenwheretheyaretodayandwherewewantthemtobetomorrow?
• HowwillIknowthatallparticipantshaveachievedthelearningobjective?WhattypeofassessmentprocedureswillIusethatgiveassurancethatallparticipantscanperformthelearningobjective?
Withoutclearlydefinedobjectivesthereisnosoundbasisfortheselectionordesigningofinstructionalmaterials,content,ormethods.Ifyoudon'tknowwhereyouaregoing,itisdifficulttoselectasuitablemeansforgettingthere.WhyObjectivesareimportant
• Objectives are the basis for determining a training strategy • Objectives help to determine the necessary outputs and contents of the training • Objectives provide a direction for all training activities • Objectives help give a structure to the training • Objectives help trainers and participants to stick to their common goal
Learningobjectivesarebrief,clear,specific
statementsdescribingwhatlearnerswillbeabletodoattheconclusionofinstructionalactivities.
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ModuleTwo:DesigningCapacityDevelopmentActivities
Duringthismoduleyouwillpracticewritingavarietyoflearningobjectivesasabasisforcoursedesignandrelevantforyourwork.Laterinthesessionyouwilldevelopassessmentproceduresforeachlearningobjective.Oftenassessmentproceduresaresimply‘mirrorimages’ofyourlearningobjectivesbutyoumayhavetouseyourcreativitytodesignassessmentsthatprovideevidencethatallparticipantshaveachievedthelearningobjective.
LEARNINGOBJECTIVE
BASICCONCEPTSCourseObjective:Non-specific,non-measurablestatementoftheoutcomeexpectedfromthetrainingprogram.Forexample,ToimprovecommunicationskillsforWoredaStaffInstructionalObjective:describeswhatthefacilitatorwilldoduringamoduletoencouragelearning.LearningObjectives(sometimescalledLearningOutcome)-statementsofinstructionalintent.Theydescribeinspecifictermswhatthelearnerwillbeabletodoattheendofthemoduletodemonsrateachievementoftheobjective.Cognitivelearningobjectives-wheretheintentionistohavelearnersgainknowledge–ideas,conceptsandtheabilitytothink.Psychomotorlearningobjectives–wheretheintentionistohavelearnersgainnewphysicalskillsandabilities.Affectivelearningobjectives–wheretheintentionistohavelearnersdevelopattitudes,values,feelingsandmotivation.
CHARACTERISTICSOFEFFECTIVELEARNINGOBJECTIVESLearningobjectivesincludefivecharacteristicsthathelptocommunicateintent.Whilethereareseveralwaysthatobjectivesmaybewritten,theyallcontainessentiallythesamecharacteristics:
1. Learner-centered-Thelearningobjectivedescribeswhatthelearnerwillbeabletodooncompletionofthemodule.Itdoesnotdescribewhatthefacilitatorwilldo.
Attheendofthismoduleyouwillbeableto…
2. DescribethePerformanceoftheLearneroncompletionofthemodule–anobjectivealwaysdescribeswhatthelearnerwillbeabletodouponcompletionofthemodule.Theobjectiveusesanactionverbtodescribetheperformanceinmeasurableandobservableterms.
Example:…youwillbeabletorideabicycle…wheretheperformancestatedisride
Asaresultofthismoduleyouwillbeabletodevelopatleastthreelearningobjectivesintheproperformatasabasisforcoursedesign,anddesignappropriateassessmentsactivitiestoprovideevidencethatallparticipantshasachievedeachofthreelearningobjectives.
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ModuleTwo:DesigningCapacityDevelopmentActivities
Or,youwillbeabletowritealetter.Theperformanceistowriteandtheproductofthatperformanceisaletter.
3. ProvideStandardsofAcceptablePerformance–Describeshowwellthelearnerwillhavetoperform
theobjectivetobeconsideredcompetent.Example:AttheendofthismoduleyouwillbeabletowritealetterusingMicrosoftWord,notmorethanonepageinlengthandwithoutgrammaticalorpunctuationerror,andthemessageisclearlystated.
4. Learningobjectivesareobservableandmeasurable–Useofanactionverbusuallymakesthe
objectiveobservable.Avoiduseofverbslike‘understand’or‘know’or‘appreciate’.Theseverbsarenotobservable.Standardsmaketheobjectivemeasurable.
5. Learningobjectivesarespecific–usuallyalearningobjectiveincludesuseofoneactionverb.
Bloom'sTaxonomy4AgroupofeducationalpsychologistsledbyBenjaminBloomworkedforeightyearsonaprojecttoclassifythethinkingbehaviourswhichunderlielearning.Theyclassifiedtheseunderthreemajorheadings:thecognitive(knowledge),affective(attitudinal)andpsychomotor(skills-based)domains.Bloom’smostrecognizedandhighlyregardedinitialworkspawnedfromhiscollaborationwithhismentorandfellowexaminerRalphW.TylerandcametobeknownasBloom’sTaxonomy.ThediagrambelowillustratesthehierarchyofcognitivebehavioursaccordingtoBloomandasrevisedbyAndersonetal.
Thesetermsaredefinedas:q Remembering:Retrieving,recognizing,andrecallingrelevantknowledgefromlong-term
memory.
4Taxonomysimplymeansclassificationsothewell-knownclassificationoflearningobjectivesisanattempttoclassifyformsandlevelsof‘knowing’orlearning.Becauseit'staxonomythissuggeststhatonecannotaddresshighercognitivelevelsuntillowerlevelshavebeendemonstrated.Inadditionitisawaytocategorizelearningintermsofoutcomes.
Cognitive Domain - themost-used ofthe domains, refers to knowledgestructures (although sheer “knowingthefacts”isitsbottomlevel).Itcanbeviewedasasequenceofprogressivelymorecomplexcognitivetasksfromthemost simple – ‘memorizing orremembering’, to thehigher cognitivelevel – ‘creating’. It isassumed ifonecanachievethehigherlevels,thatthelower levels can also beperformed.(Bloom,1956)
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ModuleTwo:DesigningCapacityDevelopmentActivities
q Understanding:Constructingmeaningfromoral,written,andgraphicmessagesthroughinterpreting,exemplifying,classifying,summarizing,inferring,comparing,andexplaining.
q Applying:Carryingoutorusingaprocedurethroughexecuting,orimplementing.q Analyzing:Breakingmaterialintoconstituentparts,determininghowthepartsrelatetoone
anotherandtoanoverallstructureorpurposethroughdifferentiating,organizing,andattributing.
q Evaluating:Makingjudgmentsbasedoncriteriaandstandardsthroughcheckingandcritiquing.
q Creating:Puttingelementstogethertoformacoherentorfunctionalwhole;reorganizingelementsintoanewpatternorstructurethroughgenerating,planning,orproducing.
Applying,analyzing,evaluatingandcreatingareconsidered‘cognitiveskills’.Theseskillsinvolvethe‘mentalgymnastics’requiredtothinkcreativelyandmakedecisions.Thecoursedesignerneedstoknowthe‘level’ofthehierarchythatappliestohisorherlearners.Teachingparticipantsto‘remember’isquitedifferentthanteachingthemto‘apply’or‘analyse’or‘evaluate’.Teachingtothehighercognitivelevelsrequiresmoretimeanddifferentteachingmethodstobeeffective.Thespecificlearningobjectivesarebasedonthe‘actionverbs’listedinthetablebelow:
If your objective is to teach participants to… Consider the following ACTION VERBS as the behavior that demonstrates learning.
Remember:Recallpreviouslearnedinformation.Examples:Reciteapolicy.Quotepricesfrommemorytoacustomer.Knowsthesafetyrules.
ACTIONVERBS:defines,describes,identifies,knows,labels,lists,matches,names,outlines,recalls,recognizes,reproduces,selects,states.
Understand:Comprehendingthemeaning,translation,interpolation,andinterpretationofinstructionsandproblems.Stateaprobleminone'sownwords.Examples:Rewritestheprinciplesoftestwriting.Explaininone'sownwordsthestepsforperformingacomplextask.Translatesanequationintoacomputerspreadsheet.
ACTIONVERBS:Comprehendsconverts,defends,distinguishes,estimates,explains,extends,generalizes,givesanexample,infers,interprets,paraphrases,predicts,rewrites,summarizes,translates.
Apply:Useaconceptinanewsituationorunprompteduseofanabstraction.Applieswhatwaslearnedintheclassroomintonovelsituationsintheworkplace.Examples:Useamanualtocalculateanemployee'svacationtime.Applylawsofstatisticstoevaluatethereliabilityofawrittentest.
ACTIONVERBS:applies,changes,computes,constructs,demonstrates,discovers,manipulates,modifies,operates,predicts,prepares,produces,relates,shows,solves,uses.
Analyze:Separatesmaterialorconceptsintocomponentpartssothatitsorganizationalstructuremaybeunderstood.Distinguishesbetweenfactsandinferences.Examples:Troubleshootapieceofequipmentbyusinglogicaldeduction.Recognizelogicalfallaciesinreasoning.Gathersinformationfromadepartmentandselectstherequiredtasksfortraining.
ACTIONVERBS:analyzes,breaksdown,compares,contrasts,diagrams,deconstructs,differentiates,discriminates,distinguishes,identifies,illustrates,infers,outlines,relates,selects,separates.
Evaluate:Makejudgmentsaboutthevalueofideasor ACTIONVERBS:appraises,compares,concludes,contrasts,
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materials.Examples:Selectthemosteffectivesolution.Hirethemostqualifiedcandidate.Explainandjustifyanewbudget.
criticizes,critiques,defends,describes,discriminates,evaluates,explains,interprets,justifies,relates,summarizes,supports.
CreateBuildsastructureorpatternfromdiverseelements.Putpartstogethertoformawhole,withemphasisoncreatinganewmeaningorstructure.Examples:Writeacompanyoperationsorprocessmanual.Designamachinetoperformaspecifictask.Integratestrainingfromseveralsourcestosolveaproblem.Revisesandprocesstoimprovetheoutcome.
ACTIONVERBS:categorizes,combines,compiles,composes,creates,devises,designs,explains,generates,modifies,organizes,plans,rearranges,reconstructs,relates,reorganizes,revises,rewrites,summarizes,tells,writes.
ASSESSINGACHIEVEMENTOFTHEOBJECTIVESAssessmentsshouldprovideevidenceofhowwellparticipantshavelearnedwhatweintendthemtolearn.Whatwewantlearnerstolearnandbeabletodoshouldguidethechoiceanddesignoftheassessment.Therearetwomajorreasonsforaligningassessmentswithlearningobjectives.First,alignmentincreasestheprobabilitythatwewillprovideparticipantswiththeopportunitiestolearnandpracticetheknowledgeandskillsthatwillberequiredonthevariousassessmentswedesign.Second,whenassessmentsandobjectivesarealigned,“good