-MALAYSIA-

HRDF

CURRICULUM STRUCTURE TRAIN-THE-TRAINER

(PSMB CERTIFIED TRAINER)

DURATION 5 days TARGET GROUP This course is designed for trainers who want to enhance their quality and effectiveness in performing training activities. CURRICULUM STRUCTURE FOR TRAIN-THE-TRAINER (PSMB CERTIFIED TRAINER)

MODULE CODE

MODULE NAME

HOURS

DAYS FTE*

CT1

PLAN ADULT LEARNING Experiencing a change in attitude which will be translated into behaviours that demonstrate characteristics of an effective trainer Understanding and applying the differences between teaching and learning as well as learning styles

1/2

CT2

CONDUCT TRAINING NEEDS ANALYSIS (TNA) Describing the process of TNA and applying this process to real life training situations

CT3

DESIGN COMPETENCY PROGRAMME

BASED

TRAINING

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Understanding Competency and Workplace Standards Determining Overall Programme Requirements (objectives of programme, entry level, prerequisites, trainee characteristics) Writing Learning Outcomes in objective terms (statement of performance, assessment criteria, conditions, assessments methods) Preparing Training Content and Sequence (identify topics and sub-topics; sequencing the content; time allocation) Developing Training training materials; materials) resources (selecting developing training

Performing assessments of learners (planning; developing methods; administrating; analysing and reporting)
1

MODULE CODE

MODULE NAME

HOURS

DAYS FTE*

CT4

CONDUCT COMPETENCY BASED TRAINING PROGRAMME Designing Session Plans Coordinating Administrative Arrangements Promoting Learning Facilitating Groups Applying Motivational Strategies Monitoring Learning (learning questioning and testing methods) taxonomy,

12

Implementing Effective Training Activities case studies, role play, demonstration, work based projects, games, simulation, group-work, workshop and others

CT5

ASSESS PARTICIPANTS COMPETENCE Planning Assessment Developing Tool For Knowledge Developing Methods For Assessing Knowledge Developing Performance Methods For Assessing

1/2

Administering Assessment Analysing and Reporting Assessment Results TOTAL 40 5

* FTE = Full time equivalent

MODULE STRUCTURE

Module Title Duration Module Code Module Purpose

: : : :

Plan Adult Learning 1/2 day (4 hours) CT 1 This module defines adult learners engagement, introducing the preferred learning styles of participant and the instructing styles of trainer for ensuring that trainer matches training style to participants learning styles At the end of the module, the trainer will be able to: a) b) c) understand participants the learning styles of

Terminal Performance Objective

match the instructing styles preferences of trainers accordingly; and apply them situations. constructively in training

Learning Experience Enabling Objectives

: :

1.

Identify participants learning objective

Knowledge of: 1.1 Participants learning objective 1.2 Questioning techniques 1.3 Feedback gathered

Ability to: 1.4 Identify participants learning objective 1.5 Apply relevant questioning techniques to gather feedback 1.6 Interpret feedback on participants learning objective 1.7 Compile feedback gathered

Learning Experience Enabling Objectives

: :

2.

Identify participants learning styles

Knowledge of: 2.1 Learning style theory 2.2 Types of learning style 2.3 Training approaches

Ability to: 2.4 Use learning style theory to identify participants learning style 2.5 Interpret learning style 2.6 Summarise participants learning style 2.7 Select training approaches to suit
3

participants learning style Learning Experience Enabling Objectives : : 3. Determine adult training approaches

Knowledge of: 3.1 Adult learning theory (Malcolm Knowles) 3.2 Types of training styles 3.3 Methods of identifying training styles 3.4 Self-concept (Carl Rogers Model) 3.5 Participants learning style 3.6 Own training style 3.7 Ways of matching own training style to participants learning style

Ability to: 3.8 Examine principles in adult learning theory 3.9 Define types of training styles 3.10 Use appropriate methods to identify own training styles 3.11 Reflect on own self concept 3.12 Identify appropriate ways of matching own training style to participants learning style 3.13 Use appropriate ways of matching own training style to participants learning style

Delivery

Lectures, group work, group discussion , brainstorming, critical thinking Self-assessment, questionnaires (verbal/written)

Assessment

MODULE STRUCTURE Module Title Duration Module Code Module Purpose : : : : Conduct Training Needs Analysis (TNA) 1 day (8 hours) CT 2 This module defines the concept and scope of Training Needs Analysis (TNA), provides an understanding of qualitative and quantitative data gathering methods for designing and administering data gathering instruments, reporting findings using TNA report format for training and non-training solutions at the three levels (organisational, departmental and individual), identifying appropriate target participants for training programmes selected and prioritised. At the end of the training, the trainers will be able to: a) b) c) d) e) understand the concept and scope of TNA; understand the qualitative and quantitative methods of data gathering; the

Terminal Performance Objective

design and administer data gathering instruments for performance gap analysis; report TNA findings at organisational, departmental and individual levels; and identify target participants for appropriate training programmes according to TNA report findings. of Training Needs

Learning Experience Enabling Objectives

: :

1. Determine scope Analysis (TNA) Knowledge of: 1.1 Three levels of TNA

1.2 Scope of organisational, departmental and individual needs : Ability to: 1.3 1.4 1.5 1.6 1.7 State 3 importance levels of TNA Identify the scope of organisational, departmental and Individual TNA Identify the scope of TNA Identify key organisation performance areas in

Identify Organisations system, structure and culture

1.8 1.9

Identify key departments

performance

areas

in

Review individual Job Description / Employee Competency Profile (Knowledge, Skills & Attitude) Determine data gathering methods

Learning Experience Enabling Objectives

: :

2.

Knowledge of: 2.1 Types of qualitative data collection techniques 2.2 Usage of qualitative data collection techniques 2.3 Types of quantitative data collection techniques 2.4 Usage of quantitative data collection techniques 2.5 Advantages and disadvantages of qualitative data collection techniques 2.6 Advantages and disadvantages of quantitative data collection techniques 2.7 Selection criteria

Ability to: 2.8 List qualitative data collection techniques 2.9 Define the usage of qualitative techniques 2.10 List quantitative data collection techniques 2.11 Define the usage of quantitative techniques 2.12 Compare qualitative and quantitative data collection techniques 2.13 Choose appropriate data collection techniques

Learning Experience Enabling Objectives

: :

3. 3.1 3.2

Perform gap analysis Training Gap Data gathering instruments (Pre-set interview Questions, Survey Form, Observation checklist, Knowledge Test, Audit Checklist) Administration process of data gathering Data analysis Reliability and validity of data

Knowledge of:

3.3 3.4 3.5

Ability of 3.6 3.7 3.8 3.9 Define training gap Prepare data gathering instruments Carry out administration process of data gathering Carry out data analysis

3.10 Determine the reliability and validity of data 3.11 Transfer the data to appropriate format according to TNA Level (Organisational, Departmental and Individual) Learning Experience Enabling Objectives : : 4. Report Training Needs Analysis (TNA) Findings

Knowledge of: 4.1 Training related issues from Organisational / Departmental / Individual TNA 4.2 Non-Training issues from Organisational / Departmental / Individual TNA 4.3 Training solution at Organisational / Departmental / Individual level 4.4 Types of training programmes (classroom or workplace training) Identify training related issues from Organisational / Departmental / Individual TNA Identify non-training issues from Organisational / Departmental / Individual TNA Propose appropriate training solutions for TNA gaps identified at Organisational / Departmental / Individual level Propose suitable types of training programmes Identify training programmes according to findings

Ability to: 4.5

4.6

4.7

4.8

Learning Experience Enabling Objectives

: :

5.

Knowledge of: 5.1 Participants competency level 5.2 Types of training programmes (classroom training / workplace Training, etc) 5.3 Short term and long term plan 5.4 Annual Training Plan format

Ability to: 5.5 5.6 5.7 5.8 Categorise participants according to competency level Identify suitable training programmes based on TNA findings Classify selected training programmes into short term and long term plan Arrange selected training programmes in annual training plan format

Delivery Assessment

: :

Lectures, group work, discussion, brainstorming, group feedback, examining of case studies Key performance areas (organisation / departments), employee competency profile, / job description, data gathering techniques (interview, survey, observation, audit, test, TNA report format, questionnaires

MODULE STRUCTURE

Module Title Duration Module Code Module Purpose

: : : :

Design Competency Programme 1 days (12 hours) CT 3

Based

Training

This module defines the fundamentals in designing competency based training based on learning outcomes for developing training contents, selecting training methods and developing training resources. At the end of the training, the trainer will be able to: a) b) c) d) e) write training rationale to learning objectives and learning outcomes; interpret the TNA findings to workplace standards; identify training topics for developing training contents; select appropriate training methods; and develop training resources Determine requirements overall programme

Terminal Performance Objective

Learning Experience Enabling Objectives

: :

1.

Knowledge of: 1.1 Definition of training rationale 1.2 Rationales for training programme 1.3 Types of workplace standards 1.4 Workplace programmes standards for training

1.5 Definition of training objectives 1.6 Relationship between workplace standard and objectives 1.7 Sources of participants information 1.8 Types of participants information 1.9 Training programme pre-requisites : Ability to: 1.10 Seek training rationale information 1.11 Confirm rationale for training programme 1.12 Define various types of workplace standards 1.13 Select workplace standards for training programmes 1.14 Define training objectives
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1.15 Relate training objectives to workplace standard 1.16 Source for participants information 1.17 Select relevant information 1.18 Set programme pre-requisites Learning Experience Enabling Objectives : : 2. Determine learning outcomes

Knowledge of: 2.1 Types of workplace standard 2.2 Components of workplace standard 2.3 Workplace standard related to subject area 2.4 Learning outcomes relevant to subject matter/ workplace standard 2.5 Criteria of learning outcomes

Ability to: 2.6 Identify types of workplace standard 2.7 Identify components of workplace standard 2.8 Choose appropriate workplace standard for training module / subject area 2.9 State learning outcomes relevant to subject matter 2.10 State criteria of learning outcomes

Learning Experience Enabling Objectives

: :

3.

Determine training content

Knowledge of: 3.1 Training content 3.2 Training topics 3.3 Sequencing methods 3.4 Duration for training programme 3.5 Importance of training topics

Ability to: 3.6 3.7 3.8 3.9 Identify relevant training topics in training content Prioritise training topics. Arrange training topics in sequence Plan the total duration for training programme

3.10 Plan duration based on importance of training topics

10

Learning Experience Enabling Objectives

: :

4.

Determine training method

Knowledge of: 4.1 Types of training activities 4.2 Training content 4.3 Criteria for selection of training activities (participants level of knowledge, training location, training time, available resources) 4.4 Methods of preparing training activities 4.5 Guidelines / instructions for training activities

Ability to: 4.6 Define appropriate types of training activities based on training content 4.7 Apply criteria for selection of activities training

4.8 Plan selected training activities 4.9 Define guidelines / instructions for training activities Develop training resources

Learning Experience Enabling Objectives

: :

5.

Knowledge of: 5.1 Types of training resources 5.2 Source of information on available training resources 5.3 Training resources suitable for specific training activities 5.4 5.5 5.6 5.7 5.8 5.9 Criteria for selecting training resources Methods of preparing training resources Sources of ready-to-use training resources Define the resources suitable types of training

Ability to:

Obtain information on available training resources

List training resources suitable for specific training activities 5.10 Choose training resources based on selection criteria

5.11 Produce training resources 5.12 Obtain ready-to-use training resources

11

Learning Experience Enabling Objectives

: :

6.

Review training design

Knowledge of: 6.1 Gather feedback from types of questions 6.2 6.3 6.4 Gather feedback from client group comments Review the training content and training sequence Modify the training content and learning outcomes Ask appropriate questions for feedback Summarise client group comments Check training content against learning outcomes Check training sequence based on feedback gathered Identify changes to be made in training content

Ability to: 6.5 6.6 6.7 6.8 6.9

6.10 Adjust training content to learning outcomes Delivery Assessment : : Lectures, group work, discussion, discussion, examining of case studies Self and real assessment, questionnaires panel

12

MODULE STRUCTURE

Module Title Duration Module Code Module Purpose Terminal Performance Objective

: : : : :

Conduct Competency Programme 1 days (12 hours) CT 4

Based

Training

To enhance the quality in conducting and delivery of training by trainers. At the end of the training, trainer will be able to: a) b) c) d) e) f) Prepare session plan Apply presentation skill Promoting learning Facilitate training activities Provide learning support Coordinate training arrangements Prepare session plan

Learning Experience Enabling Objectives

: :

1.

Knowledge of: 1.1 to determine scope of session plan, learning outcomes, training content and schedule suitable time required 1.2 Relevant activities decided 1.3 Suitable training resources for activities

Ability to: 1.4 Define learning outcomes and list the training contents 1.5 Identify training participants and training duration 1.6 Identify suitable time required for each training topic. 1.7 Record time required in session plan format 1.8 Identify relevant training activities for each topic and time required for training activities 1.9 Record description of how training activities will be conducted 1.10 Identify and record suitable training resources in session plan format

13

Learning Experience Enabling Objectives

: :

2.

Apply presentation skill

Knowledge of: 2.1 Target participants level of knowledge, 2.2 Session Opening and appropriate dress code 2.3 Handling questions 2.4 Summary of training content 2.5 Session closer

Ability to: 2.6 Pace of training according to time allocation in session plan

2.7 Use presentation skills (Eye-contact, voice modulation, posture, gestures, position, language, etc) 2.8 Use appropriate presentation techniques, questioning techniques to review participants understanding Respond to participants questions. outcomes Learning Experience Enabling Objectives : : 3. Facilitate training activities

2.9

2.10 Use session closer to emphasise learning

Knowledge of: 3.1 Group dynamics 3.2 Guidelines for training activities 3.3 Training activities and time allocation 3.4 Problems affecting individual/ group activities 3.5 Learning outcomes and debriefing process Ability to: 3.6 Form groups to suit types of training activities 3.7 Assign activities to individuals/group 3.8 Explain training activities guidelines 3.9 Explain time allocated for training activities 3.10 Assist individuals/ group to complete activities within allocated time 3.11 Address problems affecting individuals/ group activities 3.12 Relate training activities to learning outcomes and apply debriefing process

14

Learning Experience Enabling Objectives

: :

4.

Provide learning support

Knowledge of: 4.1 Training venue, types of room set-up and elements of conducive learning atmosphere 4.2 Methods of monitoring participants learning 4.3 Questioning techniques and handling learning barriers 4.4 Ways of overcoming learning barriers 4.5 Participants motivation factors and motivation techniques

Ability to: 4.6 Decide on suitable room setting and use combination of elements to create conducive learning atmosphere 4.7 4.8 4.9 Use various methods to monitor participants learning Ask questions at appropriate level (Blooms taxonomy) Handle different types of learning barriers and apply ways of overcoming learning barriers

4.10 Identify participants motivating factors and use appropriate motivation techniques Learning Experience Enabling Objectives : : 5. 5.1 5.2 : Coordinate training arrangements Participants travelling plan and participants logistic needs Training resources (audio visual, visuals & props, etc)

Knowledge of:

Ability to: 5.3 Find out participants travelling plan to decide their logistic needs 5.4 Confirm participants logistic needs 5.5 Arrange training room to accommodate group size 5.6 Determine appropriate room set up arrangements

5.7 Confirm training materials based on type of training 5.8 Verify training resources required using checklist 5.9 Provide instruction to complete training evaluation form Delivery Assessment : : Lectures, group discussion, examining of case studies panel discussion,

Self and real assessment, questionnaires

15

Module Title Duration Module Code Module Purpose Terminal Performance Objective

: : : : :

Assess participants competence 1/2 day (4 hours) CT 5 This module defines the important of identifying and applying assessment method appropriately At the end of the training, the trainers will be able to: a) b) c) d) e) Plan participants assessment Prepare knowledge assessment tools Prepare skills assessment checklist Conduct knowledge assessment Prepare assessment report Plan participants assessment The roles of assessor Principle and types of assessment Competency based assessment criteria Types of evidence, knowledge and skills assessment methods Define the roles of assessor Identify principles of assessment and type of suitable assessment Identify assessment competency standards criteria based on

Learning Experience Enabling Objectives

: :

1. 1.1 1.2 1.3 1.4

Knowledge of:

Ability to: 1.5 1.6 1.7 1.8 1.9

List evidence to support assessment criteria Identify suitable knowledge and skills assessment methods

1.10 Decide appropriate assessment method for the participants 1.11 Estimate and arrange time allocation for assessment 1.12 Identify and select suitable assessment venue

Learning Experience Enabling Objectives

: :

2.

Prepare Knowledge assessment tools

Knowledge of 2.1 2.2 2.3 2.4 Assessment and types of oral questions Purpose of questions Types of written questions Written questions format

16

Ability to 2.5 2.6 2.7 Classify and check all knowledge assessment criteria Identify and write types of oral questions Identify and write types of written questions

Learning Experience Enabling Objectives

: :

3.

Prepare skills assessment checklist

Knowledge of 3.1 3.2 Performance assessment criteria and checklist Pilot test of performance checklist

Ability 3.3 3.4 List performance assessment criteria and write performance checklist Carry out pilot test of performance checklist

Learning Experience Enabling Objectives

: :

4.

Conduct knowledge and skills assessment

Knowledge of 4.1 4.2 4.3 4.4 Purpose of assessment and evidence to be collected Grading scheme, assessment venue and schedule Knowledge and usage of assessment tools Areas of improvement and assessment result

Ability to 4.5 4.6 Explain purpose of assessment and clarify evidence to be collected Explain grading scheme, inform parties involved in assessment of assessment venue and schedule Check adequacy of knowledge assessment tools Give instruction on knowledge assessment tools Confirm participants knowledge assessment result Check participants areas of improvement Explain assessment result objectively and suggest areas of improvement to participants

4.7 4.8 4.9 4.10 4.11

17

Learning Experience Enabling Objectives

: :

5.

Prepare assessment report

Knowledge of 5.1 5.2 Assessment result and report format Overall assessment result and report format

Ability to 5.3 5.4 5.5 5.6 Arrange assessment result into assessment report format Check and confirm overall assessment result Transfer assessment result into report format Provide recommendations

Delivery Assessment

: :

Lectures, group work, discussion, practical session, examining of case studies Case studies, assessment methods, oral and written questions, self and real assessment

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