Training Methodology

CRITERIA OF ADEQUACY OF TRAINING METHODOLOGY:

Appropriateness to trainee needs. Helpfulness in relating the training and job situations. Location within the trainers range of competence. Optimal emotional impact. Multiple learning. Self correction. Presence of support for learning. Clarity.

An attempt is made below to develop a typology or a categorical checklist of the wide range of methodologies available to help adults learn.

Presentation Techniques:
lecture television, video tape debate

T-group (Sensitivity training)

Non-verbal Exercises Skill Practice exercises,
drill coaching

Audience Participation Techniques:

Q&A listening teams open forum reaction panel

Discussion Technique:
guided discussion socratic discussion case discussion

Simulation Technique:
role-playing games case-method critical incident process

(According to Level of Difficulty)

LARK SOAR LIFE

Learn And Repeat Knowledge Search Out And Relate information Learning In Field Experience

ALL LEARNING ACTIVITIES REQUIRES FEEDBACK

This is checking to see if concept or skill has been mastered and showing what was learned or observed with others and with the staff.

TYPES OF BEHAVIORAL OUTCOMES

Lectures, television, debate, dialogue, interview, symposium, panel, group interview, colloquy, motion pictures, slide film, recording, book-based discussion, readings. Audience participation, demonstration, motion picture, dramatization, problemsolving discussion, case discussion, critical incident process, case method, games. Role-play, in-basket exercise, games, action image, participative cases, T-group, nonverbal exercises, skill practice, exercises drill coaching.

(Generalizations about experience, internalization of information) UNDERSTANDING ( Application of information and generalization)

SKILLS (Incorporation of new ways of performing through practice)

TYPES OF BEHAVIORAL OUTCOMES

ATTITUDE (Adoption of new feelings through experiencing greater success with them than with old) Experience-sharing, discussion, groupcentered discussion, role-play, critical incident process, case method, games, participative cases, T-group, non-verbal exercises.

( The adoption and priority arrangement of beliefs) INTEREST (Satisfying exposure to new activities)

Television, lecture (sermon), debate, dialogue, symposium, colloquy, motion picture, dramatization, guided discussion, experience sharing, discussion, role play, critical incident process, games, T-group Television, demonstration, motion picture, slide, film, dramatization, experience sharing, discussions, exhibits, trips, nonverbal exercises.

BASES FOR CURRICULUM DEVELOPMENT

1. A tentative goal should be set as to the total number of courses to be included in the program. It is advisable to start a new program on a small-scale basis and to build it slowly and soundly. Every program should be founded on a solid core of subjects in which there is known need and interest but also include a few experimental subject for the purpose of exploring new needs and interest and injecting new ideas and technologies. It should seek to present a more or less balanced variety of subjects. Subjects should not ordinarily be a duplicate or in conflict with the program of other organizations. Subjects should be limited to objectives and can be accomplished within the time limits set. Subjects can be described according to topical areas of knowledge or according to functional problem to deal with. Subjects should be selected that are in keeping with the policies of the organization and the objectives of the program. Subjects should be selected with sensitivity to interests and current development.

2.

3. 4. 5. 6. 7.

8.

PITFALLS IN CURRICULUM DEVELOPMENT

The following are suggested precautions in developing curriculum:

1. Leaving out important parts of the subject matter.

2. Over-emphasizing topics that do not merit detailed treatment.

3. Allowing duplication or overlapping in the material presented.

CURRICULUM DESIGN
The transformation of program objectives into a pattern of activities It is the architectural phase of program development since it is building an array of activities out of certain types of structural materials according to specifications of program objectives. It consists of selecting the combination of learning units or formats and arranging them into a pattern that will most effectively accomplish the objectives of the program.

THREE ELEMENTS OF CURRICULUM DESIGN

FORM The structure or any single part as well as to a combination or group of units which got to make up the whole. The subject matter involved and the general idea, mood or meaning to be communicated or expressed.

THEME

TECHNIQUE

The physical structure or handling of materials to meet objectives. It is a variety of ways in which the learning task is managed so as to facilitate learning.

COMPONENTS OF CURRICULUM DESIGN

In designing an instructional system, the trainer must:
1. Identify, organize and sequence the subject matter to be taught. 2. The area of knowledge must be divided into the specific facts, principles, concepts and elements of skill. 3. These learning must be organized into units which provide the building blocks by which the trainees acquire the knowledge and skills for an acceptable job performance.

The act of identifying the facts, concepts and skills that support a performance is comparable to the process of outlining the points to be taught. The usual procedure is to prepare a rough draft of the outline, indicating major subject matter areas to be covered and then gradually expanding the outline until a detailed statement of content is produced.

The usual procedure is to prepare a rough draft of the outline, indicating major subject matter areas to be covered and then gradually expanding the outline until a detailed statement of content is produced.

A. PROGRAM

Defined as the entire training effort given to solve a training problem or need and may include a number of sub-units which is further divided into sub-sub-units of courses and is again further divided into specific lessons. The next detailed sub-division of a program and represents a major block of instructional information. Represents the heart of the training effort and the point at which the individual trainers who have a complete knowledge of the subject matter are normally brought into the picture. Contains the detailed syllabus of the training program and id the comprehensive layout of the training program and in short, the course content.

B. UNITS

C. COURSE PLANS

D. LESSON

THREE MAJOR CRITERIA FOR CURRICULUM DESIGN CONTINUITY Involves recurring emphasis in the learners experience upon a particular element.

SEQUENCE

Refers to the increasing breadth and depth of the learners experience.

INTEGRATIO

Refers to the learners increased unity of behavior in relating to the elements involved.

STEPS IN PROGRAM DESIGN

1. Choose a strategy or a combination of strategies such as tools of learning or the training aids or methods. 2. Break the general training objectives into constituent parts: -match with appropriate training methods -arrive at estimates of number of sessions -clarify each event to the particular parts of the objective it is to meet. -specify content as to: general and specific objectives. content training method time evaluation method, review time persons responsible for the event 3. Use specifications of training methods in order to arrive at the total time and facilities required to meet objectives. 4. Decide on the different formats in which the program can be offered (incl. the budget) 5. Work the detailed training events into training sequences and finally into the shape of the total program package.

Refers to the subject matter, teaching points that enable the trainee to perform the tasks, duties and jobs that are the terminal objectives of training and development of systems.
COMPONENTS OF CONTENT
Content Comprises
1.Knowledge facts, concepts, principles and ideas. example: terminology, symbols, rules 2. Habits acquired tendencies to act in a certain way when certain conditions are present in the environment. example: observing precautions, concern for the feeling of others. 3. Skills behaviors that show some degree of facility in the performance of part of a complex act. example: public speaking, typing, problem solving, operation of a machine. 4. Emotional Controls attitude, ideals, interest and appreciation that influence or control behavior. a) Attitude c) Interest b) Ideal d) Appreciation

BASIC SOURCES OF CURRICULUM CONTENT

1. Job Data Analysis It is the first or primary source and is the most critical step in the development of an instructional system.

2.
3.

Documents can support training and development system.

Job Specification describe behaviors that will be expected of the trainee on the job. STEPS IN SELECTING TRAINING SYSTEM CONTENT (TOPICS AND COVERAGE) Examine each performance objectives and develop separate topical outlines for each task. Check and revise accordingly, for completeness and accuracy of topical outline. Develop a detailed content outline for each topical outline. Eliminate unnecessary duplication within the detailed points to be taught. Finalize the content outline.

1. 2. 3. 4. 5.

SEQUENCING
Process by which the content and learning are placed in order which will produce the most learning in the shortest possible time. Learning events are not put together in a random way. The arrangement of activities that would be able to see the impact of one particular training component to the one which immediately follows it. Each activity should build from the previous sequence of activities.

GUIDE AND TECHNIQUES IN SEQUENCING 1. Place easily learned task early in the sequence. 2. Introduce early in the sequence broad concepts and technical terms which have applications throughout the training system. 3. Place practical applications of concepts and principles close to the point of initial development. 4. Place prerequisite knowledge and skills in the sequence prior to the point where they must be combined with subsequent knowledge and skills applied.