DESIGNING TRAINING PROGRAMS

Definition

 Training [ learning programs related to the present job / new skills

 Education [ learning programs related to a future and defined job
 Learning [ the acquisition of new skills, attitudes, and knowledge

 Variables determining Training Programs

• Learner [ adults
• Organizer [ facilitators
• Model [ open model learning
• Process [ - inspiring
- energizing
- changing mindset and behavior
(needs to be recorded)
• Ending [ - satisfying
- leading to action

 How adults learn and change

• Learner directed
• Experientially connected
• Practical
• Interactive model strategy
• Applied
• Individualized

 Identify Organizational Needs

 Considerations
• Organizational goals
• Market demands
• Changes in national policies
• Global forces

 Identify Learner Needs

• Derived from organizational needs & job performance needs

• Abilities wished to be accomplished by learners
• Learners previous abilities
DEVELOPING TRAINING OBJECTIVES
FORMULATING TRAINING OUTCOMES

Definition

Clear statements of the anticipated results to be achieved through a training program

Purposes
• As concrete guidelines for :
- building curriculum
- formulating evaluation plans
- selecting instructional strategies
- preparing facilities & equipments

• As a reference in writing learner objectives

 Guidelines for formulating Training Objectives

• Clear relationship between objectives and identified needs

• Focus on crucial parts of the program
• Practical and doable
• Attainable in the time proposed
• Clearly communicates the proposed outcomes
• Meaningful and easily understood by all interested parties
• Measurable

 Four Categories of Learning Outcomes

• Acquisition of knowledge
• Enhancement of thinking skills
• Development of psychomotor skills
• Changes in attitudes / values and/or feelings

 Structure of the Statement

who, how, what

__________________________________________________________________

learner, action verb, content

__________________________________________________________________

S - P - O
__________________________________________________________________

Contoh :
Training Sensitifitas Gender

 Untuk memberikan pelatihan sensitifitas gender bagi guru PAI di MTs.

• Para peserta akan dapat :
 menerima konsep kesetaraan gender.
 menerima realita adanya ketidakadilan gender dalam muatan ajaran Islam.
 mengidentifikasi muatan ketidakadilan gender dalam buku ajar PAI
materi Fiqh, Tafsir, dan Hadits.
 merumuskan rekomendasi bagi adanya gender mainstreaming dalam
pembelajaran PAI di MTs.
BUILDING TRAINING CURRICULUM

 Considerations

• Training objectives

• Learners prior knowledge

 Prioritizing the content

• Essential : what participants must know [ content that is essential to the objectives
• Helpful : what participants should know [ content that supplements the essential
material and should be included if time allows
• Peripheral : what participants could know [ content that is interesting and relevance but
not essential
• Unrelated : what participants do not need to know (e.g. special requests from superiors)

 Sequencing the content

• General [[ Specific
• Concrete [[ Abstract
• Low context [[ High context

 Check point

Will these contents, if learned, meet the previously :

• stated objectives
• identified needs
• specified performance
• identified problem of the organization / institution