KMS2014 Training Objectives Design & Management PDF

KMS2014 Design & Management of Training Program  UNIT 3 Formulation of Training Objectives Learning Objectives At the end of this session, pa icipants will be able to : i.Describe the meaning and the need for training objectives ii.Explain the framework in writing objectives iii.Explain...

KMS2014 Design & Management of Training Program  UNIT 3 Formulation of Training Objectives Learning Objectives At the end of this session, pa icipants will be able to : i.Describe the meaning and the need for training objectives ii.Explain the framework in writing objectives iii.Explain the factors to be considered when selecting objectives iv.Write clear objectives for a training program v.Communicate the training objectives Quote If you are not ce ain of where you are going, you may ve well end up somewhere else and not even know it.  When the need for training has been established and agreed, then we are now in a p os it ion t o s t a r t d e s ign in g ou r training program  Formulating objectives is one ingredient which should not be ignored.  What is an objective? Relationship between TNA, goal and training objective Objectives: What are they? Expectations: –to learn –to be able to do Outcomes: –from the learning experience What are objectives? Before training can be prepared, before training procedures or subject matter or material can be selected it is impo ant to state clearly just what the results of that training will be. A clear statement of objectives will provide a sound basis for choosing methods and materials and for selecting the means for assessing whether the training has been successful. What are objectives? E ects change – Cognitive (knowledge) – Psychomotor (skills) – A ective (abilities) Measurable (SMART) – Quantitative or qualitative Training Objective Characteristics  Why do we need objective? Why do we need objectives? Provides basis for selecting or designing training materials, content and methods. For evaluating or assessing the success of training For organizing the trainees own e o s and activities for the accomplishment of the impo ant training events. Provides basis for improving existing training programs Objectives framework Basic Principles of Curriculum and Instruction (1949) – Ralph Tyler – Addresses educational purposes, educational experiences to be provided to attain the purposes, e ective organization of educational experiences & determining whether these purposes are attained. Objectives framework (ctd) 3 Domains of Learning: Taxonomy of Educational 1. Cognitive domain – recall or recognition of knowledge & Objectives (1956) development of intellectual – Benjamin Bloom abilities and skills 2. A ective domain – changes in et.al interest, attitudes & values and development of appreciations and adequate adjustment 3. Psychomotor domain – changes in movement, coordination and use of motor- skill areas Objectives framework Objectives framework (ctd) Preparing Instructional Objectives 2nd ed. (1975) – Robe Mager – Proposed useful objectives to possess 3 components – Pe ormance, Condition & Criteria Mager Training Objectives Components Sample of good objective At the end of the training program, the trainee can walk as far as 1000 meters in less than 5 minutes on the jogging track Pe ormance- walk as far as 1000 meters Standards- less than 5 minutes Condition- jogging track Sample of bad objective At the end of the training program, the trainer will successfully teach all the trainees on how to identify and correct any damages that is on the Canon photocopier equipment. Setting learning goals Should learning goals statements a iculate the outcomes we want to achieve? Recognize that some types of learning di er from others: a ective, behavioral and cognitive learning. Is it possible to design the training program with only one of these types of learning or design a program that incorporates all of the types? Are the objectives a response to speci c organizational programs?  A ective learning Involves attitudes, feelings and preferences When there is a “won’t do” situation i.e. a lack of desire to use new knowledge or skills – Learners to place a VALUE on ce ain situations, procedures or product or to be more aware of feelings or reaction to ce ain issues or new ideas. – Example: in a bank Managers examine the extent their orientation is either customer focused or inward looking.  Psychomotor learning Involves the development of competences in actual pe ormance situations When there is a “can’t do” situation i.e. a lack of skill – Learners to PRACTICE skills that were demonstrated and receive feedback on the pe ormance – Example: in an R&D seminar Pa icipants practice creative thinking techniques by applying them to problems at the workplace.  Cognitive learning Involves the acquisition of information and concepts related to knowledge When there is a “don’t know” situation i.e. a lack of knowledge – Learners to comprehend new knowledge and also to analyse and apply it to new situations – Example: in a “ e Law and the Workplace” seminar Pa icipants learn the legal de nition of sexual harassment and applies it to issues in their own jobs. Training program – all learning goals More likely to result in lasting change Example: – A sho course on understanding group dynamics that devote a session on the task and maintenance roles that members need to play in groups. – e goals are Identify the current and future preferences for task maintenance goals in a group (a ective) Utilize new task and maintenance behaviors when conducting meetings (psychomotor) Di erentiate between task and maintenance behaviors exhibited by colleagues at a group meeting (cognitive) Selecting objectives Distinguish between objectives that would be nice to achieve and those that are necessa. Consider the following: – Comprehensiveness and representativeness of the learning outcome: proper balance amongst the three learning types. – In harmony with the basic principles of learning especially adult learning needs: readiness, motivation, retention and transfer value. – In harmony with the philosophy of the Specifying Objectives How do we specify objectives? – A set of learning goals (general) broken down into speci c training objectives. Each learning goal will have one or more speci c objectives. Why do we need to specify objectives? – Specify objectives in the form that will make them e ective tools for managing, monitoring and evaluating the training. – It will give speci c criteria to determine if the course design is appropriate especially when the training program is more technical in nature: State what, under what conditions and according to what standards. Stating and expressing objectives Written in a style that is easy to understand and straight to the point Select verbs that must clearly convey the intent, most precisely specify the learner’s behavior and avoid commonly misinterpreted terms. Stating and expressing objectives Use a format: “Upon completion of the course, the par ti cipants will be able to ……..(list speci c objectives)” “At the end of the session, the trainees will be able to ….” Sample Guidelines for writing training objectives Guidelines for writing training objectives Guidelines for writing training objectives Communicating training objectives to others Common Problem