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Chapter # S

1kAINING DLSIGN
C8ILC1IVLS AND CCN1LN1
Components of the tra|n|ng des|gn
process
W 1he overall Lralnlng deslgn process can be
represenLed ln Lhe followlng sequence of Lhe
acLlvlLles
W Speclfylng learnlng ob[ecLlves
W Speclfylng learnlng conLenLs
W SelecLlng learnlng meLhods
W SLrucLurlng and sequenclng Lhe Lralnlng
programmed
earn|ng ob[ect|ves purposes
CnAkAC1LkIS1ICS
W 1he process of seLLlng learnlng ob[ecLlves ls an
lmporLanL parL of Lralnlng deslgn learnlng
ob[ecLlves ls an lmporLanL parL of Lralnlng deslgn
learnlng ob[ecLlves serve Lhree maln purposes
W ueflned Lhe deslred learnlng ouLcomes LhaL you
can expecL Lo achleve your Lralnlng evenL
W rovlde guldellnes for Lhe deslgn of Lhe Lralnlng
program and help wlLh you wlLh Lhe selecLlon of
learnlng meLhods and acLlvaLes
W rovlde you whlch crlLerla Lo enable you Lo
evaluaLe Lhe Lralnlng acLlvlLy
Cont
W Learnlng ob[ecLlves provlde crlLlcal llnk beLween
Lhe ldenLlflcaLlon of learnlng needs and Lhe acLual
deslgn and dellvery of learnlng wellwrlLLen
learnlng ob[ecLlves should passed Lhe followlng
characLerlsLlc
W 1hey should be as clear as posslble ldeally
lndlcaLlng Lhe speclflc behavlors Lo be achleved
W 1hey should be as quanLlflable as posslble
W 1hey should be achlevable wlLhln Lhe Llme scale
speclfled for Lhe Lralnlng
Components of a |earn|ng ob[ect|ve
W 1here are Lhree maln componenLs Lo a learnlng
ob[ecLlve whlch can be summarlzed as
W 1he requlred performance or acLlon LhaL Lhe
learners are expecLed Lo dlsplay aL Lhe end of Lhe
programmed
W 1he sLandards LhaL Lhe learners are expecLed Lo
reach
W 1he condlLlons under whlch Lhey are Lo perform
earn|ng ob[ect|ves c|ass|f|cat|ons
typo|og|es
W We wlll conslder Lhree models or frameworks
LhaL you can use when preparlng Lralnlng
ob[ecLlves 1hese hypoLheses are LheoreLlcal
alLhough Lhey have useful appllcaLlon Lo Lhe
Lralnlng area
8|ooms typo|ogy of |earn|ng
W 8loom(1976) developed a caLegorlzaLlon of
cognlLlve or knowledge capaclLles LhaL ls of
conslderable value Lo a Lralner
W 8loom makes Lhree ma[or dlvlslons of learnlng
ob[ecLlves each called a domaln
W 1he cognlLlve lnformaLlon and knowledge
W 1he affecLlveaLLlLudes emoLlons and values
W 1he psychomoLormuscular and moLor skllls
buL noL lnLerpersonal skllls
Cont
W valulng 1hls lnvolves recognlLlon of Lhe
lnLrlnslc worLh of a slLuaLlon so LhaL
moLlvaLlon ls helghLened and bellefs emerge
W Crganlzlng and concepLuallzlng Lhls lnvolves
Lhe paLLerlng a responses on Lhe baslc of
lnvesLlgaLlon of aLLlLudes and values and al so
Lhe beglnnlng of Lhe of Lhe bulldlng of an
lnLernally conslsLenL value sysLem
Cont
W CharacLerlzlng by Lhe value or value concepL
W AblllLy Lo see as a as a coherenL whole
maLLers lnvolvlng ldeas aLLlLudes and bellefs
1he psychomotor doma|n (sk|||s)
W 8loom also lndlcaLed a sklll caLegory alLhough
lL ls very narrowlyfocused on Lhe
developmenL of moLor skllls
W 8eflex movemenLs he deflned Lhese as
lnvolvlng bodlly movemenL
W 8aslc fundamenLal movemenLs Lhese are
lnherenL movemenLs paLLerns bullL upon
slmple reflex movemenLs
Cont
W ercepLual ablllLles Lhese asslsL learners Lo
lnLerpreL sLlmull so LhaL Lhey can ad[usL Lo
Lhelr envlronmenL and are Lhe essenLlal
foundaLlon for skllled movemenL
W hyslcal movemenL Lhese are Lhe essenLlal
foundaLlon for skllled performance speed
exerLlon and flexlblllLy are examples LhaL are
of relevance ln operaLor skllls and compuLer
skllls
Cont
W Skllled movemenLs Lhese are Lhe componenLs of
any efflclenLly performed complex movemenL
1hey cannoL be acqulred wlLhouL learnlng and
requlre loLs of pracLlce
W nondlscurslve communlcaLlon Lhls comprlses
Lhe advanced behavlors lnvolved ln Lhe Lype of
communlcaLlon relaLlng Lo movemenLs such as
balleL MovemenL becomes aesLheLlc and creaLlve
aL Lhls level of Lhe domaln 1hls ls rarely relevanL
ln Lhe Lralnlng conLexL
Cont
W Pe suggesLed LhaL Lhere are seven caLegorles
of psychomoLor ob[ecLlves
W 9ercept|on Lhls lnvolves Lhe use of learners
sense or galns ln order Lo obLaln Lhose causes
essenLlal for Lhe guldance of Lhe moLor
acLlvlLy Sensory sLlmulaLlon cue selecLlon and
LranslaLlon( of sensory cases lnLo a moLor
acLlvlLy)
Cont
W Set Lhe sLaLe of readlness for Lhe performance of a
cerLaln acLlon menLal physlcal and emoLlonal sLaLus
W Gu|ded response Lhls necesslLles performance under
Lhe general guldance of an opLlmal performance model
and lnvolves lmlLaLlon Lrlal and error
W ,echan|sm Lhe ablllLy Lo perform a Lask repeaLedly
wlLh an accepLable degree of proflclency
W Comp|ex overt response Lhe performance of Lhe Lask
wlLh a hlgh degree of proflclency
W Adaptat|on Lhe use of prevlouslyacqulred skllls so
as L perform novel Lasks
W Cr|g|nat|on Lhe creaLlon of new sLyle of performlng
a Lask afLer Lhe developmenL of skllls
1he Cramp ,ode|
W SLammers and paLrlc (1993) suggesL a model
of learnlng ob[ecLlves whlch Lhey call Lhe
C8AM model 1hey ldenLlfy flve componenLs
Lo Lhe model
W Comprehenslon Lhe developmenL of general
undersLandlngs (blooms cognlLlve domaln)
W 8elax developmenL Lhe producLlon of fasL
rellable parLners of response or manlpulaLlon
(blooms psychomoLor domaln)
Cont
W ALLlLudes Lhe charglng or developmenL of
new aLLlLudes(blooms affecLlve domaln)
W Memory Lhe recall of speclflc facLs and flgures
(level one of blooms cognlLlve domaln)
W rocedural learnlng acqualnLlng Lhe learner
wlLh procedures LhaL are easy Lo follow (level
Lwo Lo blooms cognlLlve domaln)
1ypes of |earn|ng
W Learnlng abouL Lhlngs lL ls broadly speaklng
abouL knowlng" 1hls covers a broad
specLrum of knowledge and undersLandlng
lncludlng memorlzlng or belng aware of baslc
lnformaLlon daLa facLs exlsLlng explanaLlons
rules and sLandard procedures AL a deeper
level of learnlng abouL Lhlngs lL ln compasses
Lhe followlng
Cont
W 1he ablllLy Lo Lhlnk for your self
W 1o creaLe new ldeas
W 1o creaLe posslble new soluLlons Lo
problems"
W 1o use quesLlonlng and lnslde Lo creaLe new
soluLlons where non currenLly exlsL
W 1hlnklng Lhlngs Lhrough collecLlng and
analyzlng daLa drawlng concluslons are all
parL of Lhls level of knowlng abouL Lhlngs
earn|ng to do th|ngs
W lL ls concerned wlLh skllls and Lechnlques LhaL can
be used Lo faclllLaLe managemenL conLrol
process enhance producLlvlLy and quallLy and
Lhus lmprove cusLomer saLlsfacLlon and lncrease
proflLablllLy or value for money when uslng publlc
funds dolng Lhlngs geLs more complex when
Lackllng problems" laced wlLh a varleLy of
Lechnlques you have Lo know whlch are
approprlaLe for your parLlcular soluLlons and Lo
whaL exLenL lL or Lhey wlll need modlfylng Lo sulL
your own unlque clrcumsLances
Cont
W 1hls lnvolves for example declslon maklng
processlng lnformaLlon chooslng soluLlons
and allocaLlng responslblllLy for
lmplemenLaLlon uolng Lhese sorLs of Lhlngs
requlres lnlLlaLlve and Lhe courage Lo sLep lnLo
Lhe unknown and Lo Lake rlsks when Lhe
ouLcomes are uncerLaln Lhls ls very dlfferenL
from slmple followlng sLandard procedures
earn|ng to become yourse|f
W lL can be descrlbed as becomlng yourselves Lo develop
your own unlque sLyle of managlng and Lo achleve your full
poLenLlal lL ls Lhere lmporLanL Lo develop Lhe ablllLy Lo
access yourself so LhaL you can ldenLlfy your sLrengLh and
underuLlllzed opporLunlLles as well as aspecLs LhaL need Lo
be sLrengLhened and developed fuLure A baslc
requlremenL ls Lo learn Lo excepL feed back from oLhers and
Lo see how Lhls can form Lhe bases of personal
developmenL plan As you develop fuLure you don'L [usL
walL for feed back buL seek lL acLlvely and consclously
boLh from oLhers and by reflecLlng on your own behavlor
LhoughLs feellngs and your lnLenLlons lrom Lhls you can
prepare your own developmenL plan
earn|ng to ach|eve th|ngs w|th others
W 1he fourLh Lype of learnlng ls learnlng Lo
achleve Lhlngs wlLh oLhers" whlch ls where
ouLcomes cannoL be fully measured ln Lerms
of LhaL lndlvlduals Lake away" buL raLher by
whaL ls creaLed LogeLher 1eam worklng ld
good example here As carrylng ouL your
accepLed role wlLh ln a Leam requlres a Leam
work and cooperaLlon wlLh oLher Leam
members lL also requlres uslng your besL
ablllLles ln meeLlngs workshops and so on
Cont
W As well as Leam worklng anoLher example ls managers
who wlLh lncreaslng experlences need Lo able Lo help
oLher members perform Lo be besL of Lhere ablllLy
Lhus showlng leadershlp by lnsplrlng by leadlng oLhers
Lhls way of worklng cause for a ablllLy Lo work wlLh
dlverslLyworklng wlLh people whose backgrounds
values skllls aLLlLudes language cusLoms norms or
dlfferenL from ours 1herefore learners needs Lolerance
and respecL from dlfferenL personallLles culLures and
oplnlons and Lhe ablllLy Lo cohablL and cooperaLe ln
heLerogeneous naLlonal eLhnlc and culLural
envlronmenLs
eve|s of |earn|ng
W Level L1 ls abouL geLLlng Lhlngs rlghL"
accordlng Lo currenLly accepLed ldeas
procedures norms
W Level L2 you are now Lhlnklng and acLlng for
your self
W Level L3 ls ofLen also called lnLerrogaLlng
because you need Lo be able Lo connecL
LogeLher dlfferenL seLs of ldeas perspecLlve
processes and people
Jr|t|ng |earn|ng ob[ect|ves
W ln order for learnlng ob[ecLlves Lo be affecLlve
Lhey musL saLlsfy cerLaln crlLerla ln parLlcular
Lhey should be
W 8eallsLlc Lhe ob[ecLlve LhaL are seL musL be
aLLalnable
W 8elevanL lf Lhe ob[ecLlves are Lo have any
meanlngs Lhey musL be seen Lo have dlrecL
relevance Lo Lhe [ob or personal slLuaLlon
Cont
W oslLlve lf ob[ecLlves are Lo have dlrecL relevance
Lhey musL also be of beneflL Lo Lhe lndlvldual
W CerLaln vague ob[ecLlves are noL ob[ecLlves
W !usLlflable no maLLer how loud able Lhe learnlng
ob[ecLlves of a programmed are Lhe Lrue
measure of Lhere success ls seen by organlzaLlons
ln flnanclal Lerms
W Learnlng focus ob[ecLlves relaLe Lo Lhe
knowledge skllls and aLLlLudes LhaL Lhe
organlzaLlon wanLs Lo enhance
Cont
W 8revlLy mlnlmlze Lhe ob[ecLlve Lo a slngle
senLence LhaL ls preclse and llmlLed
W AcLlon verbs use acLlon verbs LhaL allow for easy
measuremenL and observaLlon
W evoluLlon ob[ecLlves should provlde a meLhod of
measurlng success by bulldlng ln a sLandard of
expecLed performance
W Culde conLenL ob[ecLlves should help Lhe Lralner
concenLraLe on mosL relevanL Lhemes when
preparlng conLenL
Deve|op|ng tra|n|ng content
W 1he learnlng ob[ecLlves you seL deLermlne Lhe conLenL
you wlll lnclude ln your Lralnlng program
W Worklng ouL conLenL ln Lhe absence of Lhe [ob
analysls and lnformaLlon on Lralnlng needs Lhere are
Lwo Lechnlques LhaL can help Lhe Lralner Lo workouL
course conLenL
W Learnlng maps learnlng maps are an affecLlve and easy
way Lo assemble lnformaLlon abouL a sub[ecL 1he
dlfflculLy ln Lrylng Lo collecL lnformaLlon ls LhaL we Lend
Lo Lry and puL lL all down ln a loglcal sLep by sLep
formaL buL conLlnuously have Lo revlse lL as new
elemenLs and ldeas sprlng Lo mlnd
Cont
W PorlzonLal plan Lhls process seeks Lo layouL Lhe
conLenL of Lhe Lralnlng ln a hlghly vlsual manner
buL wlLh a poLenLlal flow bullL ln Lhe ldea ls Lo
ldenLlfy Lhe headlngs and sub headlngs of Lhe
sub[ecL and bulld Lhe conLenL around Lhls plan
W Sequence and Llmlng of Lralnlng conLenL once
you have declded on Lhe conLenL LhaL ls
approprlaLe Lo achlevlng your learnlng ob[ecLlves
Lhe nexL declslon you have Lo make are
W WhaL ls Lhe sequence of conLenL?
Cont
W WhaL Llme should be allocaLed Lo each
componenL of conLenL?
W 1ralnlng conLenL ls usually sequenced ln a
loglcal order Lo reflecL Lhe Lralnlng needs
Sequenclng ls a necessary acLlvlLy Some Lasks
may have Lo scheduled ln a parLlcular order
Common errors |n tra|n|ng program
des|gn
W 1he maln errors LhaL are made when deslgnlng
Lralnlng programs
W 1ralnlng noL almed aL Lhe LargeL audlence
because have noL clearly analyzed Lradlng needs
and consldered Lhe characLerlsLlcs of your
learners Lhe Lralnlng you deslgn may be
lnapproprlaLe lL may be
W 1oo easy so LhaL Lhe learners Llme ls compleLely
wasLed Lhey knew lL already lL may be dlfflculL Lo
persuade Lhem Lo aLLend furLher evenLs ln Lhe
same program
Cont
W 1oo dlfflculL so LhaL Lhe parLlclpanLs do noL
learn 1he dlfflculLy may be LhaL Lhe Lralner
does noL explaln [argon or oLher long words
or LhaL he/she assumes LhaL Lhey know more
Lhan Lhey do
W lrrelevanL such as golng a hlsLory of company
Lo an audlence walLlng Lo learn abouL Lhe use
Lhey can make of a new producL
Jrong med|um of presentat|on
W lnexperlence may led you Lo rely Lo much on
one meLhod or make an ln approprlaLe
selecLlon glven you learnlng ob[ecLlve
9oor organ|zat|on and
presentat|on
W A whole hosL of problems may arlse here 1he
maln errors lnclude
W MaLerlal presenLed ln an order LhaL ls llloglcal
W vlsual alds noL ln Lhe rlghL order when
needed or even up slghL down
W vlsual alds llleglble Lo all accepL Lhe fronL row
8eadlng a learned paper preLended Lhe
publlcaLlon
Insuff|c|ent preparat|on
W An experlenced Lralner may geL away wlLh a
few noLes A person maklng a presenLaLlon
however needs Lo be word perfecL A Lralner
whose audlence can see LhaL lmprovlslng
losses credlLablllLy
9oor pac|ng
W A very common faulL ls LhaL Lralners lnslsL on
presenLlng Loo much maLerlal for learners Lo
absorb
8ad t|m|ng of the |earn|ng event
W eople wlll noL appreclaLe an earller sLarL Lo
Lhe day Lhen Lhey would normally have
Llkewlse lf a Lralner organlzes a Lralnlng evenL
on lrlday afLernoon parLlclpanLs wlll be
Lhlnklng of Lhere weekend lnsLead of Lhe
ob[ecL
1he be||ef that te|||ng or exhortat|on
a|one w||| change behav|or
W lL ls very dlfflculL Lo persuade employees Lo
adopL safe pracLlce lor example lL requlres a
law or aL leasL an enforceable rule Lo make
Lhem wear hard haLes or safeLy classes
8est pract|ce |nd|cators
W Some of Lhe besL pracLlce lssues LhaL you should
conslder relaLed Lo Lhe conLenLs of Lhls chapLer or
as
W 8ase your learnlng ob[ecLlves on a Lhorough
Lralnlng needs analysls process
W lnvolve Lhe learner ln Lhe process of formulaLlng
learnlng ob[ecLlves 1hls wlll ensure beLLer by lnLo
Lhe learnlng lnLervenLlon
W 8e clear on Lhe Lype of learnlng LhaL ls lnvolved
Cont
W Are you concerned wlLh a emphaslzlng Lhe
learner's knowledge developlng skllls or
changlng aLLlLudes
W 8e sure Lo speclfy Lhe LargeL behavlors LhaL
you wlsh Lo develop and use an approprlaLe
acLlon verb Speclfy a sLaLemenL of Lhe
conLenL uslng a noun Lo descrlbe Lhe Lask and
provlde a sLaLemenL of Lhe condlLlons and Lhe
sLandards
Cont
W ueclde on Lhe besL sequence ln whlch Lo presenL
your Lralnlng conLenL ?ou should be aware of
Lhe need Lo orlenL Lhe learner Lo presenL Lo
demonsLraLe and explaln Lo ensure LhaL Lhe
learner observes and pracLlces appllcaLlon of Lhe
conLenL and Lo geL Lhe learner Lo apply Lhe
conLenL
W 8e aware of Lhe llmlLaLlons of your learners when
you sequence your conLenL and when you make
declslons abouL Lhe amounL of conLenL
Cont
W Dse your course Llme effecLlvely ueclde whaL
acLlvlLles can be compeLed a parL of precourse work
W Lach sesslon of Lralnlng should have a clear focus and
a seL of crlLlcal learnlng polnLs assoclaLed wlLh lL
W Cb[ecLlves have Lhree key componenLsLhe learnlng
or performance Lhe sLandard and Lhe condlLlons of
learnlngLhaL you should conLlnuously keep ln mlnd
W ?our Lralnlng conLenL should reflecL Lhe learnlng
ob[ecLlves you seL
W ?ou should dlvlde your course lnLo clearly ldenLlflable
sesslons

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