Training Process Overview-1
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Training Process Overview
Emmanuel C. Lallana, PhD Ma. Melizza D.Tan RRC – Training, PAN LOCALIZATION Phase II
Training Goal Pan L10n Capability Building Goal: to develop and conduct training to develop digital literacy among various endusers to acquire basic computer literacy in order to retrieve content and to generate culturally relevant content based on Regional ICT Competency Standards
Digital Literacy the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyze and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process DigEuLit Project, 2006
RESEARCH (RRC and CCs)! Competency Standards & Performance Indicators Per User Group Determined Training Needs
“Open” Training Materials
Best Practices
Customized Training Design & Materials per User Group (to be designed by Country Components)! enhancement Competency Assessment
Training Design M&E
Training Process Cycle Establish / Clarify desired goals: key priority areas & targets Training Evaluation & Enhancement
Knowledge & Skills Audit Gap-Needs Analysis
• immediate reaction: management + skills learned • application & Transfer of Knowledge & Skills Learned
Course Design & Development
Training / Workshop Delivery
Competency Standards - UNESCO
Transforming Infusing Applying
Work/Life
Emerging
Technology
Stages of ICT development (adapted from UNESCO-Bangkok)!
Competency Standards - UNESCO Specializing in the use of ICT
Transforming
Creating innovative work environments (Tech Approprtn)!
Understanding how and when to use ICT
Infusing
Facilitating effectiveness & efficiency (Tech Appropriation)!
Applying
Enhancing traditional tasks
Emerging
Supporting work performance (Use)!
Learning how to use ICT
Becoming aware of ICT
(a) Stages of ICT usage
(Use)!
(b) Applications / Usages of ICT
(adapted from UNESCO-Bangkok)!
Competency Standards – PAN L10n Infomediaries
Love To See
Transforming
Infusing
Applying
Like To See Emerging
Gov’t Officials
Teachers
Monks
Etc.
Training Needs Analysis - 1 a systematic exploration of the way things are and the way they should be “things” = individual or organizational performance - Christie, A. Training Cycle Management: Guidelines and Toolkit. ChildHope Manual.
Training Needs Analysis - 2 Why conduct one? To understand the context of target clients To compare desired (see “Goal”) with current level of performance To identify and analyze KSA gaps & possible solutions To establish and prioritize specific training “needs” over “wants” vis-à-vis desired level of performance To involve stakeholders for better appreciation and increased motivation
Training Needs Analysis - 3 Understand the context of target clients meet with organized groups / experts who know/work with target clients (advisory body)! meet with a sample group to represent the target group age, learning styles, sensitivities, backgrounds, openness to technology, etc.
conduct a job analysis: take note of job processes/tasks that can benefit from the use of ICT – categorize into needs vs. wants examine current ICT applications and initiatives targeting same client group
Training Needs Analysis - 4 Identify the relevant / required skill set based on “goal” multi-stage Regional ICT Competency Standards map out appropriate progress markers
Training Needs Analysis - 5 Determine the knowledge/skills gap Knowledge/Skills Audit (selfassessment, may choose to validate via direct observation/test) compared against the PAN L10n ICT Competency Standards establish the training need determine which stage of ICT development focus on competencies appropriate and relevant to desired level of task performance
Training Needs Analysis - 6 Present report & recommendations seek validation with organized & sample groups interviewed earlier gap analysis and training needs
present draft training plan and projected impact of ICT training on clients’ performance confirm progress markers discuss possible strategies and gather pool of possibilities for relevant hands-on exercises validate evaluation plan
TNA - 7 – Common Methodologies Features
Method 1.
Review of Related Literature
•
2.
Direct Observation
3.
journals, reports, manuals
Advantages
Disadvantages
best practices abound no need to re-invent the wheel
•
“distant” to actual context of clients
• actual work environment
• real-life “investigation”
•
time-consuming
Survey / Questionnaire
• 15-30 minutes
• respondents may be anonymous • efficient: standard responses, easy tabulation
• good questionnaires are difficult to formulate • not flexible, no followthrough questions • normal response rate: 40%
4.
Interview / Consultation
• max: 1 hour • one-on-one
• flexible; follow-through questions
•
5.
Focus Group Discussion
• max: 2 hours • 6-8 pax
• flexible; follow-through questions • immediate group verification of responses
• •
sample tools to be posted on the wiki
• •
interviewer must be highly skilled and must be warm, engaging, & patient subjective interpretations need for accurate recording of responses (very rich)!
desired competencies & learning outcomes (by level)!
Course Design & Development learning objectives
session scheduling
strategies / activities
resource preparation: trainer, notices, venue, eqpt, etc.
assessment
materials development
context: job processes / tasks
evaluation tool
topics / content
Training Delivery - a conduct expectations-setting activities, session summaries, energizers set specific and measurable outcomes train/involve the recognized leaders participants need to own their learning relevant to their context required action planning valued feedback
Training Delivery - b Management of learning
motivation, energy level frequent learning checks, exercises/simulations seating arrangement & groupings – team learning participation level action planning
resources
logistics: laboratory, connectivity, food, accommodations, materials (manuals, handouts, certificates)! session assessments, training evaluation (immediate reaction)! responsibilities covered, time checks regular training assessment
the training team
Personnel Requirements Instruction Team Trainer Lab Assistants – depends on number of participants and their competency levels
Training Management Training Manager Staff – administrative, financial, and logistical needs
Trainer Competencies - 1 knows & applies the training process cycle understands & employs basic principles of human cognition & learning has sound research skills has effective presentation skills has good interpersonal & communication skills has effective group management skills
Trainer Competencies - 2 has mastery of content and skills to be imparted may tap “super-users” from their own group practices & promotes lifelong learning
can arrange the training schedule and environment (physical set-up & groupings) most conducive to learning
Trainer Competencies - 3 can regularly relate content & examples to trainees’ context uses appropriate motivational activities can effectively apply adult learning principles (experiential, context-based, self-discovery)! sensitive, flexible, & adjusts to different learner backgrounds, learning styles, pacing
Trainer Competencies - 4 uses a variety of strategies, activities, materials, & assessment methodologies to facilitate learning can handle “difficult” participants can apply reflective listening & feedback to encourage group involvement & to improve the training
Post-Training Evaluation - A
“Training is a process rather than an event.” “Training redesign is an ongoing process based on feedback.”
Post-Training Evaluation - B results to serve as inputs for timely interventions (i.e. coaching, follow-up training), course enhancements, and further training needs must: produce Training Analysis Report on entire Training Process
Post-Training Evaluation - C timing: immediately after training: to gauge learning gained & to evaluate aspects of training management during delivery 2-3 months after training: to check training transfer/ application to actual workplace (via physical evidence)! monitor trainees’ growing levels of comfort, confidence, and competence in applying ICT skills learned in real situations
end of presentation
June 2007
Emmanuel C. Lallana, PhD Ma. Melizza D.Tan RRC – Training, PAN LOCALIZATION Phase II
Training Goal Pan L10n Capability Building Goal: to develop and conduct training to develop digital literacy among various endusers to acquire basic computer literacy in order to retrieve content and to generate culturally relevant content based on Regional ICT Competency Standards
Digital Literacy the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyze and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process DigEuLit Project, 2006
RESEARCH (RRC and CCs)! Competency Standards & Performance Indicators Per User Group Determined Training Needs
“Open” Training Materials
Best Practices
Customized Training Design & Materials per User Group (to be designed by Country Components)! enhancement Competency Assessment
Training Design M&E
Training Process Cycle Establish / Clarify desired goals: key priority areas & targets Training Evaluation & Enhancement
Knowledge & Skills Audit Gap-Needs Analysis
• immediate reaction: management + skills learned • application & Transfer of Knowledge & Skills Learned
Course Design & Development
Training / Workshop Delivery
Competency Standards - UNESCO
Transforming Infusing Applying
Work/Life
Emerging
Technology
Stages of ICT development (adapted from UNESCO-Bangkok)!
Competency Standards - UNESCO Specializing in the use of ICT
Transforming
Creating innovative work environments (Tech Approprtn)!
Understanding how and when to use ICT
Infusing
Facilitating effectiveness & efficiency (Tech Appropriation)!
Applying
Enhancing traditional tasks
Emerging
Supporting work performance (Use)!
Learning how to use ICT
Becoming aware of ICT
(a) Stages of ICT usage
(Use)!
(b) Applications / Usages of ICT
(adapted from UNESCO-Bangkok)!
Competency Standards – PAN L10n Infomediaries
Love To See
Transforming
Infusing
Applying
Like To See Emerging
Gov’t Officials
Teachers
Monks
Etc.
Training Needs Analysis - 1 a systematic exploration of the way things are and the way they should be “things” = individual or organizational performance - Christie, A. Training Cycle Management: Guidelines and Toolkit. ChildHope Manual.
Training Needs Analysis - 2 Why conduct one? To understand the context of target clients To compare desired (see “Goal”) with current level of performance To identify and analyze KSA gaps & possible solutions To establish and prioritize specific training “needs” over “wants” vis-à-vis desired level of performance To involve stakeholders for better appreciation and increased motivation
Training Needs Analysis - 3 Understand the context of target clients meet with organized groups / experts who know/work with target clients (advisory body)! meet with a sample group to represent the target group age, learning styles, sensitivities, backgrounds, openness to technology, etc.
conduct a job analysis: take note of job processes/tasks that can benefit from the use of ICT – categorize into needs vs. wants examine current ICT applications and initiatives targeting same client group
Training Needs Analysis - 4 Identify the relevant / required skill set based on “goal” multi-stage Regional ICT Competency Standards map out appropriate progress markers
Training Needs Analysis - 5 Determine the knowledge/skills gap Knowledge/Skills Audit (selfassessment, may choose to validate via direct observation/test) compared against the PAN L10n ICT Competency Standards establish the training need determine which stage of ICT development focus on competencies appropriate and relevant to desired level of task performance
Training Needs Analysis - 6 Present report & recommendations seek validation with organized & sample groups interviewed earlier gap analysis and training needs
present draft training plan and projected impact of ICT training on clients’ performance confirm progress markers discuss possible strategies and gather pool of possibilities for relevant hands-on exercises validate evaluation plan
TNA - 7 – Common Methodologies Features
Method 1.
Review of Related Literature
•
2.
Direct Observation
3.
journals, reports, manuals
Advantages
Disadvantages
best practices abound no need to re-invent the wheel
•
“distant” to actual context of clients
• actual work environment
• real-life “investigation”
•
time-consuming
Survey / Questionnaire
• 15-30 minutes
• respondents may be anonymous • efficient: standard responses, easy tabulation
• good questionnaires are difficult to formulate • not flexible, no followthrough questions • normal response rate: 40%
4.
Interview / Consultation
• max: 1 hour • one-on-one
• flexible; follow-through questions
•
5.
Focus Group Discussion
• max: 2 hours • 6-8 pax
• flexible; follow-through questions • immediate group verification of responses
• •
sample tools to be posted on the wiki
• •
interviewer must be highly skilled and must be warm, engaging, & patient subjective interpretations need for accurate recording of responses (very rich)!
desired competencies & learning outcomes (by level)!
Course Design & Development learning objectives
session scheduling
strategies / activities
resource preparation: trainer, notices, venue, eqpt, etc.
assessment
materials development
context: job processes / tasks
evaluation tool
topics / content
Training Delivery - a conduct expectations-setting activities, session summaries, energizers set specific and measurable outcomes train/involve the recognized leaders participants need to own their learning relevant to their context required action planning valued feedback
Training Delivery - b Management of learning
motivation, energy level frequent learning checks, exercises/simulations seating arrangement & groupings – team learning participation level action planning
resources
logistics: laboratory, connectivity, food, accommodations, materials (manuals, handouts, certificates)! session assessments, training evaluation (immediate reaction)! responsibilities covered, time checks regular training assessment
the training team
Personnel Requirements Instruction Team Trainer Lab Assistants – depends on number of participants and their competency levels
Training Management Training Manager Staff – administrative, financial, and logistical needs
Trainer Competencies - 1 knows & applies the training process cycle understands & employs basic principles of human cognition & learning has sound research skills has effective presentation skills has good interpersonal & communication skills has effective group management skills
Trainer Competencies - 2 has mastery of content and skills to be imparted may tap “super-users” from their own group practices & promotes lifelong learning
can arrange the training schedule and environment (physical set-up & groupings) most conducive to learning
Trainer Competencies - 3 can regularly relate content & examples to trainees’ context uses appropriate motivational activities can effectively apply adult learning principles (experiential, context-based, self-discovery)! sensitive, flexible, & adjusts to different learner backgrounds, learning styles, pacing
Trainer Competencies - 4 uses a variety of strategies, activities, materials, & assessment methodologies to facilitate learning can handle “difficult” participants can apply reflective listening & feedback to encourage group involvement & to improve the training
Post-Training Evaluation - A
“Training is a process rather than an event.” “Training redesign is an ongoing process based on feedback.”
Post-Training Evaluation - B results to serve as inputs for timely interventions (i.e. coaching, follow-up training), course enhancements, and further training needs must: produce Training Analysis Report on entire Training Process
Post-Training Evaluation - C timing: immediately after training: to gauge learning gained & to evaluate aspects of training management during delivery 2-3 months after training: to check training transfer/ application to actual workplace (via physical evidence)! monitor trainees’ growing levels of comfort, confidence, and competence in applying ICT skills learned in real situations
end of presentation
June 2007
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