Designing Training Programs for Professionals

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-considering the background of the trainees or participants

• training •

 —presence  —presence of learning learning validation validation during during conduct of  of 

 —passing  —passing on skills skills to trainees trainees or participa participants nts

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•Examines how the training should be planned so that it will meet identified training needs. It shifts the focus from investigating the problem (which is the key issue in the analysis) to investigating and scoping the solution.

 —providing  —providing the greatest greatest benefit benefit at minimum minimum cost

•Name the program  –Provide  –Provide rationale rationale in the conduct conduct of the program program

•Goal of Training Design •State the program objectives  –To determine determine what training experience experience will meet meet training training needs and thereby thereby close close performance performance gaps between what people can do and what they must do to meet the performance requirements.

 –Terminal  –Terminal objectives objectives  –Enabling  –Enabling objectives objectives •Determine the specific contents of the program

•Principles in designing programs

 –Must know know

•Steps in designing

 –Nice to know know

•Linking TNA to the design

•Arrange learning units in the order they will be taken up  –Whole-part  –Whole-part  –Sequencing  –Sequencing

•  —the configuratio configuration n of the various various elements elements in in a program program considering considering the plan and goals and taking note of the sequence of activities

•Select the learning methodology and determine the time frames •Determine dates and appropriate venue

 –Linkage—approp  –Linkage—appropriate riate connection connection of topics topics •Identify standards and evaluation measures  –Specificity—detai  –Specificity—detailing ling goals, goals, learnings, learnings, and activities activities and avoiding overlaps overlaps and redundanci redundancies es •Select the resource speakers  –Synergy—consid  –Synergy—considering ering the learningsconv learningsconverge erge (integratio (integration n or summary summary of learnings) learnings) •Calculate and prepare the budget. •  —responding  —responding to anticipated anticipated needs and the degree degree of capacity capacity to adopt to varying circumstances •

 —addressing  —addressing the needs of trainees or participants participants and the organization organization as well

•Title •Rationale of the Training

Sample Title

•Objectives of the Training

Presentation in Accordance with PFRS Emphasizing Common Disclosure Errors, Updates on Philippine Standards on Auditing, Code of Ethics

•Course Outline  –Module Session Activities Expected Output •Learning Methodology •Time Frames •Background or introduction of what the training is all about •Dates and Venue (if can be determined)  –Developments in the field/discipline/area •Evaluation Method  –Increased demand for performance of service •Resource Speakers/Persons •Description of the needs being addressed by the training •Training Cost  –To whom the training is designed  –What gaps are being addressed •Overview of how the training program  –Overall approach of meeting the goals Blueprint the way to respond to the needs of the participants  –General description of the learning outputs Focus clarifies scope of the subject matter  –Where do we go from here? Management in terms of time and financial resources Order enhances effective and orderly presentation Contingencies provides inputs for contingencies Evaluation important in evaluating the training outputs  —what the learner will be able to do after going through the training program (same as the goal) Guide on the emphasis of topic, time allotment, and methodology

 –learning steps that the learner must undergo to accomplish the terminal objective

Basis for determining cost efficiency and effectiveness Precondition in getting ready for the training proper

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 –Quality

By the end of the three-day training program, participants will be able to apply the three techniques of long-term and short-term planning

 –Time  –Cost

• During the first day of the program, participants will be able to: •Discuss the importance of scientific tools in planning for both long-term and short-term •Explain the principles of the various techniques of long-term and short-term planning •Know •Appreciate •Comprehend • •Understand  –In this course, the trainee will be taught the principles of leadership • •Enumerate  –The objective of this course is to discuss the principles of leadership •Describe • •Explain  –As a result of this course, the trainee will be able to supervise subordinates effectively •Evaluate

• •Describing the objectives based on what the trainees should do at the end of the training;  At the end of the training, the participants should be able to…. •Main advantage is the exactness in giving direction in a training course • •Clarity of goals makes it easier for trainees and facilitator to communicate

X  / •  –Quantity

the procedures in the opening of new accounts the opening of a new account

•It keeps the trainer focused (especially on the things that the trainees “must know”)

Learning is… •An experience that occurs in the learner and is activated by the learner •The discovery of personal meaning and relevance of ideas •The consequence of an experience •A cooperative and collaborative process •An evolutionary process •Emotional as well as intellectual

Learning works better…

•When the learner is personally involved Each of the following statements is supposed to be a training objective. Revise each objective as you deem necessary.

•When there are activities using materials •When experienced in multiple modes (using all senses)

1.To teach the techniques of long and short-term planning using network analysis so that the techniques can be applied as appropriate.

•With more of the senses engaged

2.An appreciation of current resource allocation problems which influence project completion dates for civil engineering contracts. 3.Without supervision, all order clerks will be able to place all copies of 15 separate orders in the files as listed without error, in less than three minutes 4.Given an architect’s drawing, visual guide and information on location, apprentices will calculate all essential heat losses expressing each in SI units to two decimal places

•Motivate learners •Connect with learners •Give meaning to the experience •Manage the learning process •Provide or define procedure, system or roles for the learners to follow

•It provides direction to the trainees or participants •It gives more information concerning the training program

•Logistics •Leader-centered

 –Facilities

•Presentation-driven

 –Food

•Content-heavy

 –Accommodation

•“Sage in Stage”  •“Tell everything you can in time alloted”  •Teaching-learning styles and methodologies •Training Evaluation and Measurement Methods •Participant-centered

•Effective Presentation and Facilitation

•Experience-driven

•Training Needs Analysis

•Application-heavy

•Organizing and Running a Conference

•“Guide on the Side” 

•Instructional Materials Design

•“Never do for learners what they can do for themselves” 

•Curriculum based on TNA   –Content  –Time allotment  –Activity requirements •Training methods •Trainer/resource persons •Training management group