Welcome to JPPPL 
Rekabentuk dan
Pengurusan
Latihan
(Training Design and
Management)
DCE 5230
Ismi Arif Ismail
SAYA?
Dr. Ismi Arif Ismail
adalah Ketua Jabatan
Pemajuan Profesional
dan Pendidikan
Lanjutan, Fakulti
Pengajian Pendidikan,
UPM. Bidang kepakaran
meliputi pendidikan
lanjutan, pendidikan
pengembangan,
kepimpinan,
pembangunan belia dan
pembangunan sumber
manusia.

Course Synopsis

This course provides students with a basic
understanding of the training and development
component of Human Resource Development. It includes
some discussions on training assessment, design,
delivery, implementation and evaluation. The course also
explores the conceptual and practical aspects involved in
designing and managing training programs. This
exploration includes some discussions on adult education
principles, learning objectives, training methodology,
training instructional design, presentation, training media
and resources, and evaluation tools. The course is
designed to provide students with some basic skills
possessed by successful trainers in a variety of settings.
Course Learning Questions:
For whom do trainers design training
programs?
 What is the purpose of designing and
managing training programs?
 How do trainers’ beliefs and actions
influence organization, community and
nation building?

Course Objectives:
At the end of the course, students will be able
to:
 Understand and discuss the theoretical and
practical issues related to training design and
management
 Develop a critical understanding of the
components and processes involved in training
design and management through systematic
analysis of related case studies.
 Conduct a small-scale project on training design
and management.

Our Goal in this Course

To be able to train like/better than these
people!
Housekeeping

DCE 5230 Class Schedule and Work Task
Additional Textbook

Silberman, M (2006), Active Training: A
Handbook of Techniques, Designs, case
Examples, and Tips, San Francisco: John
Wiley & Sons Inc.

Ahmad, A (2005) DCE 5230 Module,
Rekabentuk dan Pengurusan
Latihan. Serdang, Pusat Pendidikan
Luar, Universiti Putra Malaysia
Additional Readings

In addition to the above texts, books and
articles will also be provided by the
lecturer and students throughout the
semester as supplemental reading on
various issues and topics related to
training design and management
Evaluation
House cleaning (Assignment 1 and 2)
 Guidelines to write a critique
 10-15 pages (Assignment 1)  Week 7
 25-unlimited pages (Assignment 2) 
Final Exam
 Double spaced
 12 font

Week 1 & 2
Introduction to Training Design
 (Week 2) Readings: Qualities and
Sequences of Active Training, Learning
Theories and Styles, Training Concepts
and Criteria, Training Needs
Assessment/Analysis

Introduction
Organizations use training as one of the mechanisms to
develop a strong pool of human resources.
Organization development is a continous effort at
helping people to enjoy working together as a team
towards reaching their individual and organizational
goals (Argyris & Schon, 1978, 1996, French & Bell, 1995,
Bolman & Deal, 1997).
Defining Training
Defining Training
A method of enhancing human performance
 Where the participants do most of the work







Hearing
(5)
Listening
(5)
Reading
(10)
Questioning/ Discussing
Doing
(75)
Teaching others
(90)
(50)
Designing an Active Training
Program
Eight Qualities of an Active Training (Silberman, 2006)
Moderate Level of Content (SMART)
Balance Among Affective, Behavioral and Cognitive
Learning
 Variety of Learning Approaches
 Opportunities for Group Participation
 Utilization of Participants’ Expertise
 Recycling of Earlier Learned Concepts and Skills
 Real life Problem Solving
 Allowance for Future Planning


Guide to design an active training
program (Silberman, 2006)








Assess the need for training and the participants
Set general learning goals
Specify Objectives
Design Training Activities
Sequence Training Activities
Start Detailed Planning
Revise Design Details
Evaluate the total Result (Refer the 8 qualities!)
Training Cycle
Needs Assessment
Planning/Designing/Monitoring
Evaluation
Implementation/Monitoring
ADDIE: Systematic Training
Analysis
Evaluate
Design
Implement
Develop
Related Theories on Educational
Programming
Tyler
 Bloom
 Krathwohl
 Boone
 Houle
 Cervero and Wilson
 Cafarella

Rekabentuk dan
Pengurusan
Latihan
(Unit 2)
DCE 5230
Ismi Arif Ismail
Learning Objectives
Discuss on Training Need Assessment
 Understand how to use training needs develop
training objectives
 Value the importance of developing training
objectives
 Write measurable objectives


Training needs and objectives shape the design and
the learning experiences
Training Need Analysis
Training Needs Analysis
What is Needs Assessment?
 Is it a Training Need?

TNA and Training Evaluation

Qualitative Data Collection and Analysis
Participant observation
 Participants’ verbatim feedback
 Recorded data
 Document analysis of written materials produced
during training activities.


Quantitative Data Collection and Analysis


The participants’ survey questionnaires
Test
Training Need Assessment
Desired Knowledge, Attitude
Behavior (Desired Performance)
The need for Education and Training
to bridge
the gap
Present Knowledge, Attitude
Behavior (Present Performance)
Needs (KAB)
Felt and Unfelt Needs
 3 sources to highlight the needs:

 The
organization members themselves
 The
staff themselves
 The Management
 Contemporary
life (Culture, Trend,
Market, Regulation, etc)
 Subject-matter specialists/consultant
Some Needs Assessment techniques

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
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
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Observation
Questionnaires
Key consultation
Print media
Interviews
Group Discussion
Tests
Records and Reports
Work samples
Learning topics
Developing Active Training Objectives
 Learning Domains
 Guide to writing Learning Objectives
(From
the
perspectives
of
the
learners/participants)

Developing Objectives
Developing Objectives

Developing
Active
Training Objectives
Emotional
Affective Learning
 Behavioral learning
 Cognitive learning

Spiritual
Intellectual

Multiple
Intelligences/Quotient
Physical
Topic 2

Learning Domains (Cognitive Domain)
 ->Knowledge->
 ->Comprehension->
 ->Application->
 ->Analysis->
 ->Synthesis->
 ->Evaluation
Topic 2
Learning Domains (Affective Domain)
 ->Receiving Phenomena->
 ->Responding to phenomena->
 ->Valuing->
 ->Organization->
 ->Internalizing values->

Topic 2

Learning Domains (Psychomotor)
 ->Perception->
 ->Set->
 ->Guided
response->
 ->Mechanism->
 ->Complex Overt Response->
 ->Adaptation->
 ->Origination->
Topic 2

COGAFF Taxonomy
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
 Affective
Rekabentuk dan
Pengurusan
Latihan
(Unit 3)
DCE 5230
Ismi Arif Ismail
Learning Objectives




Discuss on Identified Issue, Training Need
Assessment, and Potential Training Objectives
Understand how to develop training methodology
(activities/learning experiences) based on objectives
Value and discuss the importance of developing
training methodology
Share possible training methodology
 Methods,
activities, games and learning
experiences
Training Need Assessment
Desired Knowledge, Attitude
Behavior (Desired Performance)
The need for Education and Training
to bridge
the gap
Present Knowledge, Attitude
Behavior (Present Performance)
Training Methodology


From training objectives to training activities
The methods used to achieve training objectives:

Tripartite Approach (Rae,1991)


Learning Concepts




Behavioral change
Learning experience
Learning styles
Learning processes

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

tell, show and do
Sensory stimulation
Reinforcement (Positive versus Negative)- (B.F Skinner)
Facilitation - (Carl Rogers)
Training Content

Previous to new knowledge and experience/ Simple to
complex/ concrete to abstract/
Training Methodology
Pedagogy versus Andragogy
(Knowles, Freire, Cervero & Wilson, Tyler,
Boone, Houle, Cafarrella)
Trainer-centered
 Banking Concept

Forced/Structured
readiness to learn
 Content based
learning
 Theoretical
 General needs







Learner-centered
Dialogic/Experiential
learning
Self-initiated
readiness to learn
Practice based
learning
Practical
Specific needs
Topic 1

Developing Active
Training Objectives and
Training Activities



Emotional
Affective Learning
Behavioral learning
Cognitive learning
Spiritual
Intellectual

Multiple
Intelligences/Quotient
Physical
Topic 2

Learning Domains (Cognitive Domain)
 ->Knowledge->
 ->Comprehension->
 ->Application->
 ->Analysis->
 ->Synthesis->
 ->Evaluation
 (Lecture,Talk,
Briefing, etc ???????????)
Topic 2






Learning Domains (Affective Domain)
->Receiving Phenomena->
->Responding to phenomena->
->Valuing->
->Organization->
->Internalizing values->
 Icebreaking, Counselling, Role-play, Singing,
Poem Recital etc?????
Topic 2

Learning Domains (Psychomotor)
->Perception->
 ->Set->
 ->Guided response->
 ->Mechanism->
 ->Complex Overt Response->
 ->Adaptation->
 ->Origination->
 Simulation, Method-Demonstration, Jungle trekking,
Telematch etc ??????????

Rekabentuk dan
Pengurusan
Latihan
(Training Methods)
Unit 4 & 5
DCE 5230
Ismi Arif Ismail
Learning Objectives
Discuss on Training Models and Potential
Training Objectives
 Understand
how
to
develop
training
methodology (activities/learning experiences)
based on objectives
 Value and discuss the importance of developing
training methodology
 Share possible training methodology
 Methods, activities, games and learning
experiences

Training Goals
Desired Knowledge, Attitude
Behavior (Desired Performance)
The need for Education and Training
to bridge
the gap
Present Knowledge, Attitude
Behavior (Present Performance)
Training Methodology


From training objectives to training activities
The methods used to open training activities:

Teambuilding – cooperation & interdependence


On the spot assessment – learning about the attitudes,
knowledge and experience of participants


Group Resume
Concerns of a training group
Immediate learning involvement – creating initial
interest in topic
Slogan Reaction
 Active knowledge Sharing


A combination of the three
Sequence of a Training Program
(Like A Burger)

Overview of the program
 Welcome
 Indicate
importance
 Share the objectives
Introducing the Content
 Examples/Cases/Question & Answer
 Recapitulation

 Reiterate
the objectives
 Reinforce the importance
 Take leave by giving an impact
7 Categories of Training Participants
©®
(Ismi, 2008)
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Training Slave (Whatever you say..)
Training Student (And the point is..)
Training Player/Performer (I see the point..)
Training Contestant/Competitor (Who won..?/
Who failed..?)
Training Infant (I don’t know..)
Training Hooligan (Let’s party..)
Training Critic (I know..but)
Pedagogy versus Andragogy
(Knowles, Freire, Cervero & Wilson, Tyler,
Boone, Houle, Cafarrella)
Trainer-centered
 Banking Concept

Forced/Structured
readiness to learn
 Content based
learning
 Theoretical
 General needs







Learner-centered
Dialogic/Experiential
learning
Self-initiated
readiness to learn
Practice based
learning
Practical
Specific needs
Creating An Opening to A Training
Session
Creating An Opening to A Training
Session
Level of threat
 Appropriateness to group norms
 Relevance to training content


‘Opening exercises as the first impression
to set the stage’ !!!! (KLIA)
Ten Ways to obtain participation

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Open discussion
Response cards and to remain
anonymous
Polling
Subgroup discussions
Partners
Go-arounds
Games
Calling on the next speaker
Panels
Fishbowls
Emotional
Spiritual
Intellectual
Physical
Activities, games and learning
experiences

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Lecture
Demonstration
Case study
Guided teaching (Socratic teaching)
Group inquiry (critical thinking)
Information search (open book test/treasure hunt)
Study group (in house assignment)
Jigsaw learning (no overlap and complementing each
other)
Learning tournament (team building activities/healthy
competition)
Rating Activities, games and learning
experiences
Lecture (Cheap but minimal interaction)
Demonstration (Covers the 3 domains but costly)
 Case study (Idea generation but introvert vs extrovert)
 Guided teaching (Idea generation but introvert vs
extrovert)
 Group inquiry (Idea generation but introvert vs
extrovert)
 Information search (active vs passive participants
[riders])
 Study group (active vs passive participants [riders])
 Jigsaw learning (active vs passive participants [riders])
 Learning tournament (active vs passive participants
[riders])

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Responsibilities of trainers
Program Planner
 Program Designer
 Module writer
 Program Manager
 Program Administrator
 Media specialist
 Teacher
 Facilitator
 Counselor

Coach
 Mentor
 First Aid practitioner
 Researcher
 Change Agent
 Marketing manager
 Liaison Officer
 Evaluator
 Any more??????

Rekabentuk dan
Pengurusan
Latihan
(Learning Styles)
DCE 5230
Ismi Arif Ismail
Learning Styles
Learning Objectives
Understand
how
to
develop
training
methodology (activities/learning experiences)
based on objectives
 Value and discuss the importance of learning
styles
 Share possible training methodology to suit
learning styles
 Methods, activities, games and learning
experiences
o
Training Cycle
Needs Assessment
Planning/Designing/Monitoring
Evaluation
Implementation/Monitoring
ADDIE: Systematic Training
Analysis
Evaluate
Design
Implement
Develop
Unit 6 Learning Styles
(Honey & Mumford)
Activist = Accommodating
 Reflector = Diverging
 Theorist = Assimilating
 Pragmatist = Converging

Learning styles (Honey & Mumford)

'Having an Experience' (stage 1), and Activists (style 1): 'here and
now', gregarious, seek challenge and immediate experience, openminded, bored with implementation.

'Reviewing the Experience' (stage 2) and Reflectors (style 2):
'stand back', gather data, ponder and analyse, delay reaching
conclusions, listen before speaking, thoughtful.

'Concluding from the Experience' (stage 3) and Theorists (style 3):
think things through in logical steps, assimilate disparate facts into
coherent theories, rationally objective, reject subjectivity and flippancy.

'Planning the next steps' (stage 4) and Pragmatists (style 4): seek
and try out new ideas, practical, down-to-earth, enjoy problem solving
and decision-making quickly, bored with long discussions.

There is arguably a strong similarity between the Honey and Mumford
styles/stages and the corresponding Kolb learning styles:
Kolb’s learning styles model (2006)

Kolb explains that different people naturally prefer a certain single
different learning style. Various factors influence a person's
preferred style: notably in his experiential learning theory model
(ELT) Kolb defined three stages of a person's development, and
suggests that our propensity to reconcile and successfully integrate
the four different learning styles improves as we mature through
our development stages. The development stages that Kolb
identified are:

Acquisition - birth to adolescence - development of basic abilities
and 'cognitive structures'
Specialization - schooling, early work and personal experiences of
adulthood - the development of a particular 'specialized learning
style' shaped by 'social, educational, and organizational socialization'
Integration - mid-career through to later life - expression of nondominant learning style in work and personal life.


Kolb’s learning styles model (2006)

Whatever influences the choice of style, the learning style preference itself is actually
the product of two pairs of variables, or two separate 'choices' that we make, which
Kolb presented as lines of axis, each with 'conflicting' modes at either end:

Concrete Experience - CE (feeling) -----V-----Abstract Conceptualization - AC
(thinking)
Active Experimentation - AE (doing)-----V----- Reflective Observation - RO
(watching)



A typical presentation of Kolb's two continuums is that the east-west axis is called the
Processing Continuum (how we approach a task), and the north-south axis is called
the Perception Continuum (our emotional response, or how we think or feel about it).
These learning styles are the combination of two lines of axis (continuums) each
formed between what Kolb calls 'dialectally related modes' of 'grasping experience'
(doing or watching), and 'transforming experience' (feeling or thinking):
Kolb’s learning styles model (2006)

The word 'dialectally' is not widely understood, and yet carries an essential meaning,
namely 'conflicting' (its ancient Greek root means 'debate'). Kolb meant by this that
we cannot do both at the same time, and to an extent our urge to want to do both
creates conflict, which we resolve through choice when confronted with a new
learning situation. We internally decide whether we wish to do or watch, and at the
same time we decide whether to think or feel.

The result of these two decisions produces (and helps to form throughout our lives)
the preferred learning style, hence the two-by-two matrix below. We choose a way of
'grasping the experience', which defines our approach to it, and we choose a way to
'transform the experience' into something meaningful and usable, which defines our
emotional response to the experience. Our learning style is a product of these two
choice decisions:
how to approach a task - ie., 'grasping experience' - preferring to (a) watch or
(b) do , and
our emotional response to the experience - ie., 'transforming experience' preferring to (a) think or (b) feel.
In other words we choose our approach to the task or experience ('grasping
the experience') by opting for 1(a) or 1(b):



Kolb’s learning styles model (2006)






1(a) - though watching others involved in the experience and reflecting on what happens
('reflective observation' - 'watching') or
1(b) - through 'jumping straight in' and just doing it ('active experimentation' - 'doing')
And at the same time we choose how to emotionally transform the experience into
something meaningful and useful by opting for 2(a) or 2(b):
2(a) - through gaining new information by thinking, analyzing, or planning ('abstract
conceptualization' - 'thinking') or
2(b) - through experiencing the 'concrete, tangible, felt qualities of the world' ('concrete
experience' - 'feeling')
The combination of these two choices produces a preferred learning style. See the matrix below.




kolb's learning styles - matrix view
It's often easier to see the construction of Kolb's learning styles in terms of a two-by-two matrix.
The diagram also highlights Kolb's terminology for the four learning styles; diverging,
assimilating, and converging, accommodating:
kolb_learning_styles_diagram_colour.doc
Kolb’s learning styles model (2006)

Diverging (feeling and watching - CE/RO) - These people are able to look at
things from different perspectives. They are sensitive. They prefer to watch rather
than do, tending to gather information and use imagination to solve problems. They
are best at viewing concrete situations several different viewpoints. Kolb called this
style 'Diverging' because these people perform better in situations that require ideasgeneration, for example, brainstorming. People with a Diverging learning style have
broad cultural interests and like to gather information. They are interested in people,
tend to be imaginative and emotional, and tend to be strong in the arts. People with
the Diverging style prefer to work in groups, to listen with an open mind and to
receive personal feedback.

Assimilating (watching and thinking - AC/RO) - The Assimilating learning
preference is for a concise, logical approach. Ideas and concepts are more important
than people. These people require good clear explanation rather than practical
opportunity. They excel at understanding wide-ranging information and organising it
a clear logical format. People with an Assimilating learning style are less focused on
people and more interested in ideas and abstract concepts. People with this style are
more attracted to logically sound theories than approaches based on practical value.
These learning style people is important for effectiveness in information and science
careers. In formal learning situations, people with this style prefer readings, lectures,
exploring analytical models, and having time to think things through.
Kolb’s learning styles model (2006)

Converging (doing and thinking - AC/AE) - People with a Converging learning
style can solve problems and will use their learning to find solutions to practical
issues. They prefer technical tasks, and are less concerned with people and
interpersonal aspects. People with a Converging learning style are best at finding
practical uses for ideas and theories. They can solve problems and make decisions by
finding solutions to questions and problems. People with a Converging learning style
are more attracted to technical tasks and problems than social or interpersonal
issues. A Converging learning style enables specialist and technology abilities. People
with a Converging style like to experiment with new ideas, to simulate, and to work
with practical applications.

Accommodating (doing and feeling - CE/AE) - The Accommodating learning
style is 'hands-on', and relies on intuition rather than logic. These people use other
people's analysis, and prefer to take a practical, experiential approach. They are
attracted to new challenges and experiences, and to carrying out plans. They
commonly act on 'gut' instinct rather than logical analysis. People with an
Accommodating learning style will tend to rely on others for information than carry
out their own analysis. This learning style is prevalent and useful in roles requiring
action and initiative. People with an Accommodating learning style prefer to work in
teams to complete tasks. They set targets and actively work in the field trying
different ways to achieve an objective.
Rekabentuk dan
Pengurusan
Latihan
(Training Approaches)
Unit 7
DCE 5230
Ismi Arif Ismail
Training Approaches
Pedagogy
 Andragogy
 Synergogy

Pedagogy versus Andragogy
(Knowles, Freire, Cervero & Wilson, Tyler,
Boone, Houle, Cafarrella)
Trainer-centered
 Banking Concept

Forced/Structured
readiness to learn
 Content based
learning
 Theoretical
 General needs







Learner-centered
Dialogic/Experiential
learning
Self-initiated
readiness to learn
Practice based
learning
Practical
Specific needs
Synergogy
Total learning
 Teamwork based
 (Apprentice & Give me a job)

Assumptions in Training/Learning
Approaches
Learners/participants
 Learners’/participants’ roles,
responsibilities & contribution
 Learners’/participants’ readiness
 Learning orientation

Rekabentuk dan
Pengurusan
Latihan
(Instructional Media
in Training)
Unit 8
DCE 5230
Ismi Arif Ismail
Media in Training
Media in Training
Learning Objectives
Understand how instructional media is used to
assist training activities and learning experiences
based on objectives
 Value and discuss the importance of media
 Share
possible training media to suit
training/learning objectives
 Methods, activities, games and learning
experiences

Definition

Teaching Material/Aid used to support,
clarify, convince and to illuminate any
information/message conveyed to the
learners/audience/participants

‘Teaching vs teaching aid’ (Focus of
learning?)
Why need Instructional Media?
Not all can be explained verbally
 Display the whole picture, concept,
scenario
 Presentation & learning of information
(interesting, simple, effective, systematic,
time-saver, cater for different audience,
long term retention (photographic
memory) & can be used as reference)

Media categories
We use the media so that participants can…
 See
 Listen
 Touch & Feel
 Read
 Smell
 Taste
 Combination of all
…to learn something from the activities and
achieve the training objectives 
Media selection
Training Objectives (Cog/Aff/Psycho)
 Audience (group/individual)
 Trainers’ Familiarity
 Appropriate with the participants’ norms
 Suitable with physical surroundings, time
 Cost effective/ time effective
=[Appropriateness & effectiveness !!!!]

Principles of using media
Preparation & Training oneself/assistant
 Timely (save for the right time)
 Explanation before & after using media
 Sufficient time for appreciation &
understanding
 Presentation Etiquette
 Logistics

Variations Affecting Delivery
Flexibility and creativity
 Participant + Trainer + Surrounding
Interaction = Learning experience
 Learning transaction (learning experience)
= The achievement objectives via

 Instructional

methods, techniques and devices
Question and Answer/Give and take that
promotes learning!!
Instructional Media in Training

Related Issues
 Prescriptive
vs Flexible and Creative
 Instruction vs Facilitation
 Instruction = Directive action
 Facilitation = Supportive action

Instructor-led vs Learner-led Delivery
Instructor<->Learner Led Delivery
Appropriate philosophical orientation
 Diversity of learners
 Psychosocial environment that is
conducive to learning
 Challenge the teaching and learning
 Critical reflection
 Encourage independence

Instructor <-> Learner Led Delivery

Lecture or presentation
 Knowing
how to do vs knowing how deliver
(educate) effectively
 Attention (Help them to focus)
 Information processing
 Memory

Engage learners’ Multiple Senses
How do we evaluate a trainer?
The trainer is evaluated based on
his/her :
Ability in using instructional methods
 Fluency with the content
 Interpersonal skills


The trainer is the medium of learning
transaction
Physical distance vs transactional
distance

Trends in training:
 Electronic
media
 Distance education
 Asynchronous instruction

Evolution of training field similar to
psychology = Behaviorism -> cogniticism > constructivism
Facilitating Learning






Sharing the learning transaction
Method of acquiring is in the hands of learners (
relate to postgraduate supervision)
Dictate (focus on content) vs facilitate (focus on
process)
Andragogy vs pedagogy (again!!!)
Facilitation vs indoctrination
Group process --- subject matter expertise
Roles of facilitators








Prescriptive roles to offer advice
Informative roles leading on how to proceed
Confronting roles to challenge/provoke members of
training session
Cathartic roles address emotional/tension
Catalytic roles to encourage development of ideas
Supportive roles to display care, attention and empathy
to participants/learners
Bottom line = Enhance learning (group dynamic)
Action learning? Content and delivery complements to
assist participants’ understanding of the activities and
objectives!!
The role of influence in the learning
transaction

Learning as a Social activity is influenced
by:
 Social
personalities
 Norms
 Beliefs
 Values
 Assumptions
Factors affecting outcomes of
training influence
Reciprocity
 Commitment
 Social proof
 Compliance
 Authority

(Impact on self-directed and experiential
learning)
Non-formal Delivery
Self-directed learning
 Informal learning

 Unstructured,
experiential, non-institutional
and driven by learner’s choice, preferences,
and intentions
Workplace learning
 Organizational learning
 (The goal of Continuing Education)

Blending technology into Training

How technology can best enhance and extend
the learning experiences of the participants
Independent e-learning (asynchronous: web and
computer based training e-ssm)
 Group based e-learning (synchronous: video training,
webcasts, webinars PJJ)
 Virtual Classrooms (asynchronous and synchronous:
discussion boards, chat rooms, electronic breakout
groups)
 Blended learning (synchronous and asynchronous: elearning combined with instructor-led classroom
training)

Learning Organization

Learning design can work at:
 Individual
 Operational
 Organizational
Done formally and informally
 (On and Off the job training)
 A match between training intervention and
learning culture of the organization

Rekabentuk dan
Pengurusan
Latihan
(Training Room
Arrangement)
Unit 9
DCE 5230
Ismi Arif Ismail
Training Seating Arrangement
Training Seating Arrangement
Learning Objectives




Discuss on Media in Training
Understand how training site arrangement assists
training activities and learning experiences based on
objectives
Value and discuss the importance of seating
arrangement
Share
possible
seating
arrangement
to
suit
training/learning objectives
 Methods, activities, games and learning experiences
Site arrangement (to be continued)
Bulatan Tanpa meja
 Bulatan Teratur
 Meja bulat
 Susunan meja empat segi
 Susunan empat segi
kukuh
 Susunan empat segi
bujur
 Susunan U

Susunan Modifikasi U
 Susunan lembut U
 Bistro
 Susunan bertaburan
 Susunan kelas
 Susunan berderet
 Susunan deretan
berpecah
 Susunan gerbang
 Susunan V

Rekabentuk dan
Pengurusan
Latihan
(Training
Management)
Unit 10
DCE 5230
Ismi Arif Ismail
Learning Objectives
Understand how training management is related
to HRD: Trainers as Change Agents & Training
of Trainers
 Value and discuss the importance of seating
arrangement, Physical resources & Logistics
 Share
possible strategies on intellectual,
emotional and physical preparedness
 Training Checklist

Understand how training
management is related to HRD:

Trainers as Change Agents
 Trainers
people

are here to bring about changes in
Training of Trainers
 Spiritually,
Intellectually, Mentally, Physically
Training Goals
Desired Knowledge, Attitude
Behavior (Desired Performance)
The need for Education and Training
to bridge
the gap
Present Knowledge, Attitude
Behavior (Present Performance)
Responsibilities of trainers
Program Planner
 Program Designer
 Module writer
 Program Manager
 Program Administrator
 Media specialist
 Teacher
 Facilitator
 Counselor

Coach
 Mentor
 First Aid practitioner
 Researcher
 Change Agent
 Marketing manager
 Liaison Officer
 Evaluator
 Any more??????

Training of trainers


Developing Wholesome/Well
rounded
Trainers




Emotional
Spiritual Learning
Affective Learning
Behavioral learning
Cognitive learning
Spiritual
Intellectual

Multiple
Intelligences/Quotients
(Gardner)
Physical
Questions to be asked by a trainer






Does the design achieve the training objectives?
What knowledge/skill/attitude level does the
design require of participant?
How much time will it take?
Is the design slow-paced or fast-paced?
Does it suit the size or number of participants?
What skills are required to conduct the design?
(Instruction vs facilitation?)
Physical Resources and Logistics
Training Setting
 Seating Arrangement
 Visual Aids
 Related resources

 Human
 Food
 Stationeries
Intellectual preparedness
Fluency with the content
 Delivery using instructional methods
 Interpersonal skills


The trainer is the medium of learning
transaction
Emotional Preparedness
Be flexible with your lesson plans and
designs
 Vary the location, the environment, and
your choice of audiovisual aids
 Watch others train the same program

Physical preparedness
Enough sleep
 Energetic
 Physically fit
 Physical Appearance
 Suitability of dress code

Training Checklists

The overall plan
 Opening
 Content
 Closing

Resources
 Physical
 Human
 Technology
etc
Learning Objectives
Understand how training management is
related to HRD: Trainers as Change
Agents & Training of Trainers
 Value and discuss the importance of
seating arrangement, Physical resources &
Logistics
 Share possible strategies on intellectual,
emotional and physical preparedness

Rekabentuk dan
Pengurusan
Latihan
(Training
Presentation)
Unit 11
DCE 5230
Ismi Arif Ismail
Learning Objectives
Discuss on Training Presentation
 Understand how training presentation is related
to HRD: Trainers as Presenters & Training
Delivery
 Value and discuss the importance of Verbal and
Non-Verbal Communication & Body Language
 Share
possible
strategies
on
training
presentation

Trainers as Presenters
Instructional System Design Concept Map
 Making Presentations That Audiences Will
Love
 Giving Presentation and Leading
Discussion (Knowing your Participant)

 Make
it personal
 Understand why you are there (Your roles)
 Speak their language
Training Delivery
Training Presentation/Delivery Lesson Plan
 Developing Instruction or Instructional
Design
 Organizing Your Presentation (Silberman,
p. 249)

Verbal and Non-Verbal
Communication/ Body Language

Watching your body language
 Positive
Body Language
 Eye Contact
 Voice (Pitching) = Pace + Volume
 Alter annoying speech habits
Visuals and Transitions
Adding Visuals
 Making Smooth Transitions

Wrap Up
Discuss on Training Presentation
 Understand how training presentation is related
to HRD: Trainers as Presenters & Training
Delivery
 Value and discuss the importance of Verbal and
Non-Verbal Communication & Body Language
 Share
possible
strategies
on
training
presentation

Rekabentuk dan
Pengurusan
Latihan
(Training Evaluation)
Unit 12
DCE 5230
Ismi Arif Ismail
Learning Objectives
Understand how training evaluation is
related to HRD: Trainers as Presenters &
Training Delivery
 Value and discuss the importance of
evaluation in training
 Share possible strategies on training
evaluation

The Process
Program Evaluation
Identifying
the problem
Monitoring
Gathering Information
Implementation
Planning
Questions on Training Evaluation
What is evaluation?
 Why evaluate?
 When to evaluate?
 How to evaluate?

 The

evaluation process
Who should evaluate?
What is training evaluation?
Evaluation restarts design and delivery
 Evaluation provides continuous
improvement of program
 Evaluation assesses program’s impact on
participants, facilitators etc
 Evaluation assesses on whether objectives
are met
 Evaluation assesses on whether activities
are implemented as planned

Why Evaluate?
Checking the project’s progress
 Monitoring
 Barriers to effective follow-up
 Problem-solving
 Effective follow-up

When to evaluate?
Pre training
 During training
 End of training
 Follow up period

How to evaluate?
The evaluation process
Oral reports
 Written reports

 Post
session reaction surveys (Silberman,
p.316)
 Anonymous remarks
 Oral survey
 Informal interview
 Advisory group
Kirkpatrick’s (2005) Evaluation model

Reaction


Learning


(What knowledge and skills participant obtain from
the training?)
Behavior


(How participants react to the training?)
(how the training is applied on the job?)
Results

(what impact the training has on the organization?)
3 central decisions in evaluation
(Silberman, 2006) (p.326)

Focus (What elements are being
evaluated?)

Tools (What means are used to collect
evaluative data?)

Timing (When are data collected?)
Kirkpatrick’s (2005) Evaluation model

Reaction


Learning


(Reliable and valid Test? *Going beyond testing
factual recall? How? Giving examples? Feedback
sessions?)
Behavior


(Survey close ended questionnaire or open ended?)
(Survey? Interview? To participants / Supervisory
feedback? / Trainers’ onsite observation?)
Results

(focus groups? Strategic interviews? Observation?
Examples on page 324))
Who should evaluate?
Participants
 Trainers
 External evaluators
 Stakeholders

Wrap Up
Understand how training evaluation is
related to HRD: Trainers as Presenters &
Training Delivery
 Value and discuss the importance of
evaluation in training
 Share possible strategies on training
evaluation


Thanks very much and good luck in your
training!