1.1 Design Program
·
Program
and lesson design are considered
·
Program
design is concerned with matching a particular training program with
organizational needs and constraints.
·
Program
is a breakdown of individual lessons that constitute a particular program.
·
Lesson
design is more closely associated with the psychology/education aspect of
training
1.2 Conduct Job Analysis
Job analysis can be used for a number of different
purposes which include personnel selection, job evaluation and training. The
Glossary of Training Terms (Department of Employment, 1978) describes job
analysis as:
The process of examining
a job in detail in order to identify its component tasks. The details and
approach may vary according to the purpose for which the job is being
analyzed,e.g. training, equipment design, work layout.
The different
purposes for which the job is being analyzed may include the identification of
performance problem and therefore it is likely that some form of job analysis
will have been used in the filtering process.
To many, the process of job analysis has associations
with time-and-motion studies and may appear to be a lengthy, dull and
uninteresting activity. To employees, it is often viewed with suspicion, like
many other forms of analysis, and they feel that there is a hidden or secret
motive which could threaten their livelihood. There are some who use the term
job analysis as being synonymous with training-needs analysis and gain the
false impression that all analysis of training needs involve lengthy procedures
before any hint of training is given.
Ideally, a job analysis should only have to be done once
in the lifespan of a particular job. Many diagrammatic representations of a
systematic approach to training show job analysis as an early stage in the
process of training design. All such systems are intended to be self-regulating
so that any changes in the job procedures or equipment, etc should be fed into
the system so that the information held by the trainers can be updated. In
theory this is a sensible and logical process but in practice it is all too
rare. The usual outcome of a job analysis is a job description or the more
detailed job specification and these should be the documents that a trainer
should want to look at first. In many cases, job descriptions are out-of-date,
thin on content or non-existent, while some human resource departments review
job descriptions annually and indicate that they have been either revised or
reviewed on a specific date. When this is the case, the trainer’s job becomes
easier. When it is necessary to undertake a job analysis, many of the
techniques which have been described already, may be used, such as the
structured interview, observation, questionnaire, etc.
Other forms of analysis which often are used
interchangeably with job analysis are task analysis and skills analysis. In
essence the trainer has to delve deeper into jobs in order to find out more
about the duties or tasks which make up the job description, so that suitable
training can be designed. The Glossary of Training Terms defines task
analysis as:
A systematic analysis of the behavior required to carry
out a task with a view to identifying areas of difficulty and the appropriate
training techniques and learning aids necessary for successfully instruction.
This definition
points much more clearly to the training function than that of the job description.
Pearn and Kondola (1988) deliberately avoid the use of the term job analysis
because of what they see as its self-perpetuating dull and uninteresting image.
They prefer to use the term ‘job, task and role’ (JTR) analysis as a research
tool that has many more applications for managers.
In order to provide
the degree of detail which is needed in a job specification, further analysis
may have to be carried out and the trainer has the choice of using one or more
of those techniques shown in Figure 1 to look more closely at the various tasks
and skills which make up a job.
Figure 1 :
Stages leading to training needs /content and beyond
Sources
: Roger Buckley, The Theory & Practice of Training, Kagan Page
timeled, 2000, page 66.
Job description
This has been defined as a general statement of the
purpose, scope, responsibilities and duties which make up a particular job. The
layout of a typical job description format, including any explanatory notes, is
set out below:
Job title:
Generally speaking,
the job title should be succinct and, as far as possible, a realistic
reflection of the nature of the job.
Division/Department/Section:
This information will
help to identify where the job fits in the organization.
Location of job :
This refers to where
the job holder normally performs the duties, etc which make up the job. If the
job is peripatetic then that feature may be mentioned here.
Main purpose of the
job:
It may be useful to
have a brief statement of the main purpose or general aim of the job in order
to appreciate how it helps to fulfill unit, section, departmental or divisional
objectives.
Duties/Responsibilities/Tasks:
The duties and
responsibilities provide the main headings and sub-divisions of the job. Under
these should be listed the specific tasks to be performed. For example:
Job: Personnel Manager
Duty/Responsibility: Recruitment
and selection of clerical grade staff.
Task
1.1 Check and,
if necessary, amend after discussion with current job holders, the job
description and personnel specification.
1.3
Compose
a recruitment advertisement for placement in the local newspaper, etc.
It is recommended that the task
descriptions should be terse, in the present tense and each sentence should
begin with a crisp action word.
Responsible to: This should state
the position of the job holder’s immediate superior and sometimes include the
frequency and closeness of supervision. Ungerson (1983) suggests ‘this first,
apparently simple, piece of recording can give warning of fundamental
weaknesses or muddle in the organization’.
Relationships
Judgment
Physical working
conditions
Social working
conditions
Economic working conditions
Prospects and current
training/Developmental opportunities
Difficulties/Distastes
and satisfactions
Reasons for failure
Even if the scope of the analysis,
referred to previously, is limited only to problem areas, it may still be
necessary in some circumstances to produce a description covering all aspects
of the job under review. This should enable the trainer to see features of the
problem in a wider context, thus possibly getting a better understanding of the
training requirements. Furthermore, provided the job has been legitimized in
terms of organizational objectives, then a briefly - constituted job
description should help to avoid time and effort being wasted on peripheral and
irrelevant matters. In addition, a description of the physical, psychological
and social environment in which the job has to be performed, may have clear
implications for training program design.
Job specification
This is a detailed statement of the knowledge and the
physical and mental activities required to carry out the tasks which constitute
the job. A job specification proforma might have the following headings:
Duty/responsibility
and task/task element
A task/task element is a clearly definable activity
forming part of a main duty or responsibility.
Knowledge/comprehension
What the person undertaking the task must know or
understand in order to carry out the job to an adequate standard.
Organization/company knowledge
Products, departmental structure, policies, procedures,
wage and salary structure, etc.
Knowledge of task /comprehension
Headwork necessary for successful performance, theory the
job holder will put into practice, materials used, equipment available, work
method, quality, standards, safety, team working etc.
Skills/abilities
A series of behaviors or acts that form the task and
which require practice in order for the task to be performed satisfactorily.
The skill or ability may be psychomotor (manual), social/interpersonal or
intellectual.
Attitudes
In this context, attitude refers to the feeling or
emotional reaction towards or against something or someone, which may affect
job behavior in a positive or negative way.
An example of a job specification, which has been drawn
up along the lines outlined above, is set in Figure 2
In respect of training, the main benefits of drawing up a
job specification are:
·
It
helps to ensure that the training provided is relevant to the real needs of the
trainees.
·
It
gives the trainer a clear picture of all the possible training, requirements,
including those items that might have been ignored.
·
It
can be used as a checklist for identifying specific individual training needs.
·
It
can be an invaluable aid to the trainer when he is looking to identify an
appropriate method of training for a particular task or task element. The
derivation of the essential knowledge, skills and attitudes necessary for the
effective performance of specific tasks/task elements is a difficult
undertaking. Leaving aside certain statutory knowledge or skill requirements,
the trainer would normally rely on logical or rational inferences based on one
or a combination of the following sources of evidence:
·
The
actual nature of the work involved or as it is synthesized or described in a
technical/procedural manual
·
The
physical, social and psychological conditions under which the tasks/task
elements are, or are intended to be, carried out.
·
Recommendations
emerging from some form of investigation coming out of either the reactive or
proactive routes into training.
·
Reports
from job holders and their immediate superiors about the perceived difficulties
and distastes of performing the tasks/ task elements.
·
Personnel
records, including performance appraisal, interview reports, etc, that
highlight why present and past job holders are, or were, dissatisfied with, or
failed on, the tasks/task elements in question.
The job specification
may also include an analysis of the competences relevant to a particular
position in order to identify the skill, knowledge and attitudinal elements
that make up the competency.
|
|
Job
description
|
Task/Task
components
|
Knowledge
|
Skill
|
Attitude
|
|
Title
|
Representative
|
1.
To
plan work
2.
To
plan cycle
3.
To
use telephone to sell, to make and cancel appointments
4.
To
write letters to make appointments
5.
To
use diary to record appointments and work schedule
|
Square number and company breakdown of
area, location and availability of customers;
customer records, location of potential
customers;
market days and early closing days;
sales targets and budgets
telephone service and costs; customer’s
telephone number;
secretaries/ receptionist’s names (all
record cards must be complete at all times.) most suitable times for
telephone bookings,
Letter Writing,
Company procedures
Diary, record system
|
Time estimation,
Map reading,
Record keeping
Telephone techniques,
Listening technique
Letter writing
|
Must understand the relationship between
planned (efficient) activity and profitability
|
|
Department
|
Sales
|
||||
|
Function
|
To increase the profitable sales of company
products to potential customers in the area
|
||||
|
Reports
to
|
Field Sales Executive
|
||||
|
Duties
and responsibilities
|
|
||||
|
1.
To plan work
2.
To make sales
3.
To send in orders
4.
To seek new
business/customers
5.
To assess competitor
activity
6.
To carry out various
analytical tests
7.
To liaise with
company personnel
8.
To assist with
deliveries
9.
To deal with certain
financial matters
10. To deal with complaints and queries
11. To attend various meetings and courses
To keep abreast of all developments and up-to-date
|
|
Figure 2: Extract from job specification drawn up by the
Chemical and Allied Products Industry Training Board.
Sources
: O’Connor Bronner, Training for Organizations, 2000, South-Western , UK
I-031-3(03)
IS 2
|
CONDUCT
INSTRUCTIONAL ANALYSIS
|
2.1
Conducting Instructional Analysis
i.
Explains
“Greater emphasis on how teaching and learning take place”
ii.
Instructional
design process begins with the specification of learning objectives,
overlooking the goal and subordinate skills. Analysis:
a.
Planning Instruction\
The trainer should organize instruction to take into
account individual differences among learners, student data include maturity
level, interests, goal, achievement, abilities and special learning needs.
b.
Instructing
§
Uses
instructional techniques, methods and media related to the objectives.
Communicates with learners both orally and in writing.
§
Reinforces
and encourages the efforts of learners.
§
Demonstrates
a repertoire of teaching methods. Uses procedures that involve the learner in
instruction
§
Demonstrates
an understanding of the school subject being taught.
c.
Managing Instruction
§
Organizes
time, space, materials and equipment for instruction.
§
Adjusts
instruction to changes in conditions
d.
Providing the learning environment
§
Demonstrates
enthusiasm for teaching and learning and the subject being taught
§
Helps
learners to develop positive concepts of themselves
§
Manages
classroom interactions
e.
Evaluating
§ Obtains and uses
information about the needs and progress of individual learners.
§ Refers learners with special problems to specialists
§ Obtains and uses information about the
effectiveness of instruction to revise when necessary.
f.
The trainer outlines
a well
written set of objectives.
Three main purposes /
objectives within the context of the selection and design of training are:
§ To state what has to
be achieved by the end of training,
§ To provide a sequence
by which training should take place.
§ To indicate what
kinds of strategy and tactic should be used.
For example, strategy:
learner - centred; tactic: programmed - learning,. However, the trainer
does not have a completely free hand in the choice of methodology. There are a
number of factors which influence choice and these include learning principles,
target population and a number of possible constraints. The interaction of
these factors with the design process is illustrated in Figure 3.
Figure
3:Diagram to show interaction of factors that influence the design of training
Sources : Roger Buckley, The Theory & Practice of
Training, 2000, page 164
(g) An alternative, but complementary approach to
training course design has been developed by Anderson
Figure .4: CTAT
Course Design Model
Sources : Roger
Buckley, The Theory & Practice of Training, 2000, page 180
Apply flexibility
without being unduly rigid. The completion of all four stages of the model is
essential to complete the learning cycle. It also suggests that each of the stages
requires the use of different training methods, and the application of a
complex mix of training skills by tutors in all four stages of the learning
process, to be successful.
I-031-3(03)
IS 3
|
DEVELOP
COURSE OF STUDY AND OUTLINE
|
3.1
Developing course of study and outline.
Selecting and writing course goals and objectives are the
most important parts of course planning. From the objectives, the trainer
determines the subject matter to be covered, the instructional method to be
used, and the evaluation techniques to be applied.
i.
Planning the course of study
When
the trainer /staff begins planning a course of study, there are four basic
questions to be considered:
a.
What
do the learners expect to benefit from the course? More specifically, what are
the topics and course objectives? These should be selected on the basis of
their value to learners
b.
What
course content or material will be used to achieve these objectives? This
involves sequencing topics, including relevant content, and discarding
materials not consistent with the objectives.
c.
How
much time should be devoted to each topic or objective? This decision keeps the
trainer from spending too much time on earlier topics and too little on topics
scheduled towards the end of the course.
d.
How
will student’s attainment of objectives be evaluated? This involves both
formative and summative types of measurement.
Selecting and/or writing course goals and objectives is
the most important part of course planning, for it is from the objectives that
the teacher determines the subject matter to be covered, the instructional
methods to be used, and the evaluation techniques to be applied. After the
goals and objectives have been chosen or written, the next considerations are
the nature of the course and the makeup of the class.
ii.
Identifying
instructional units
With the course goals and objectives in mind, block out
the major units. The following are suggestions on sources for unit topics:
a.
Curriculum
guides/objectives. The guides,
objectives and courses of study are developed by the training department. A
number of states have identified objectives that all schools are expected to
incorporate. Local conditions, of course should be taken into consideration in
selecting and modifying topics.
b.
Modules for the
course. Student’s and
advanced texts can be used to develop topics. Individual chapters or
combinations of chapters may become units The texts may also suggest student
learning activities appropriate for the topic. Modules are very convenient
sources for units and are usually carefully developed but they do have some
disadvantages. They may be very general in nature, may not be up-to-date, and
they may not be entirely suitable for the local situation.
c.
Curriculum experts in
business education. Many research and
development projects have produced materials that may be very useful. Check
with the design team or coordinators for sources of materials that have already
been developed. In particular, conduct a dialogue search and look for
materials in the ERIC system.
d.
Current events. These should not be ignored in the search for
stimulating unit topics. They often arouse a great deal of students interest
which can be directly related to an aspect of their study.
When planning courses and instructional modules
specifically related to job entry, consider three kinds of information on which
unit topics may be based:
a.
Technical
information that workers must know in order to make decisions at work,
b.
General
information on the workers or the more
enlightened employees (Included are topics relating to the social significance
of the occupation, scientific basis, or economic importance)
c.
Vocational
guidance information that helps the worker to find and keep a job.
iii. Developing Course Outline
After selecting the
topics and general course objectives, the next task is to develop the teaching
units. The following steps may be used in developing a unit:
a.
Select a topic. The first step in
organizing a unit of work is to decide on the topic. If the course outline has
been completed and the topics identified, this step is considered as having
been accomplished.
b. Prepare for the
course. The trainer who is
preparing to develop a course should know as much as possible about the topic. This may entail reading
and reviewing the section in the text dealing with the topic, as well as reading more advanced texts for
additional information. Curriculum
guides may have more information or suggest other sources. Articles in
periodicals can also offer information on new developments and the latest trends. Sometimes it is helpful to make visits and confer with people. If units related
to word processing are planned, it
would be beneficial to visit a company with a word processing center. Depending on the nature of the
unit topic, the teacher may also wish to prepare a reading list for
students. Group or individual study can be encouraged by giving students leads
on materials that they can find and use.
If a student project is a part of the plans for the
unit, it should be thoroughly developed and tested during the planning
stage. A worthwhile unit can be ruined by the
inclusion of a project that fails because it is too difficult, takes too much time, or the needed supplies or equipment are not available. If the trainer has
not used the project before, he or she should go through
the entire process to be sure it is practical. In some situations,
examples of finished products to show students, such
as manuscripts or business reports, should be available.
c. Involve
students in planning. Student involvement in planning the instructional unit can be valuable to the trainer. It can increase student’s interest and motivation, make the unit
more relevant to students, and provide creative
ideas and suggestions. There are of course, definite limits to what
students can select and change. Essential knowledge and necessary
job entry skills must be retained in the unit. There may be some tedious practices to be accomplished or some difficult theory that must be
learned, whether students particularly like it or not. Students are not
aware of everything they need to know. If there is a conflict between the
suggestions of students and the teacher's best professional judgment, then the trainer must assume final responsibility and
make the decision. One can involve
students by having them react to a tentative unit plan, discuss what they would like to learn in a
unit, assist with presentation of
parts of the unit (such as demonstrations), brainstorm ideas to be included in the unit plan, or suggest problems encountered in work situations that could be
incorporated into the unit learning plan.
d. Develop the
content. A unit
follows a well-designed structure, and good
ideas are the materials of its construction. Materials should be selected carefully to meet the objectives and
needs of students. The first step in developing a unit
is to select or write the objective. When writing
objectives for skills courses, the trainer must not
concentrate on skills objectives to the
exclusion of all else. A unit is likely to be a richer learning experience for students if the objectives include some
concern for each of the following: (a) concepts or "big
ideas" related to the topic, (b) attitudes and values to be
developed, (c) mental habits and ways of thinking
to be introduced or reinforced, and (d) skills and work habits to be mastered. Not all types of objectives
can be given equal emphasis in any one
unit. Some units will be more appropriate for emphasizing the development of
attitudes, others for skills, and so on. However, it is still possible
in many units to plan for objectives in
each of the three domains -- cognitive, affective, and psychomotor.
e. Select
learning activities. Learning activities are the experiences through which
students achieve the objectives of the unit. In any unit, there can be some learning activities that are
required of all students, some that are highly recommended,
and others that are completely optional. Students can be allowed
some flexibility and choice in the learning activities they want to pursue. It
is probably not possible to provide all of these factors
in every unit, but one should try to select activities that provide
for the following:
·
Background knowledge and
skills. Students must possess the background knowledge and skills required so that they have a
reasonable chance of completing the learning activities
successfully. If the learning activity requires students to interview business
leaders, be sure they know how to do so.
·
Practice. Students must have an opportunity to
practice the kinds of behavior specified by the objectives. If the objectives
call for them to be able to file material alphabetically, numerically, or
geographically, be sure the learning activities include practice in filing
material in order to apply the rules they have learned.
·
Statement of purpose. Students must have a perception of
the purposes and value of the learning activity.
·
Element of choice. Students should be furnished some
choice of learning activities depending on their individual abilities,
interests, and previous knowledge.
·
Feedback. The learning activities should provide for
prompt feedback, knowledge of results, and reinforcement.
As a
final check on the adequacy of the learning activities, the trainer can apply
these criteria: (a) each activity should relate to at least one objective; (b)
the activity should seem worthwhile to the student; (c) the activity should be
stimulating and thought provoking and (d) the activity should relate to the
student’s aims and interests and pertain to their lives both in school and out.
f.
Selected evaluation procedures. An important part
of every unit is that of planning for student evaluation. Without an evaluation
component, the trainer would not know the extent to which students have
learned. The purpose of the evaluation procedure is to determine whether
students can now meet the objectives of the unit. If one of the unit objectives
calls for students to be able to write a letter of application for a job, the
unit test should require them to write such a letter, and the trainer should
evaluate the results to see how closely their performance meets that called for
in the objectives.
Evaluation procedures should take into consideration the
following guidelines:
·
Number
of items. Prepare only as many items as necessary to find out how well the
student is able to meet the objectives.
·
Type
of skill. Require the same kind of student performance in the evaluations
called for in the objective. A cognitive objective would likely be measured by
a pencil/paper test while a psychomotor objective would be measured by a
performance test.
·
Objectivity.
Try to make the evaluation process as objective and free from judgement or bias
as possible.
g.
Writing unit plans. The ideas and plans
assembled thus far cannot be left as vague notions and mental notes; they must
be written down in some form that will give them substance and organization.
The written document or format in which ideas for the units are described is
called a unit plan. It needs to be complete, structured, and clearly written.
This plan will be used to prepare for the lessons in the unit, to help collect
the resource materials, to organize the learning activities, and to construct
the evaluation situation.
There is no one best format for developing a unit plan.
You will eventually settle on a format that works best for you and include the
kind of information you need. There are, however, certain basic components or
elements that should appear in every plan, though they may have slightly
different names and be given somewhat varying degrees of emphasis. A brief
description of the components of each unit plan is as follows:
·
Title of the unit. The title should be stated clearly and
briefly
·
Overview/Introduction. This describes the general scope of
the unit, the significance of the topic, and/or statement of purpose or
rationale.
·
Student performance objectives. Each objective
should be stated in terms of what students are expected to be able to do at the
completion of the unit.
·
Outline of the contents of the unit. This outline should
be very condensed. As the lessons are developed, the content outline will be
expanded.
·
Student learning activities. This is a list of
the activities that will enable the student to reach the objectives, including
the lessons to be presented by the teacher.
·
Concluding activities and evaluation procedures. This section describes
in broad terms the kinds of measurement techniques that will be used to find
out how closely each student’s performance matches the objective.
·
Instructional resource materials and/or bibliography. This section includes
lists of books, films, reference sheets, speakers, and so on, that may be used
by the teacher and/or students. Items that are unusual or peculiar to the unit
are noted in this section; for example, supplies required, special equipment,
or other reminders, are listed here.
An outline of a corporate orientation program
is provided as a sample, in Figure 5
ORIENTATION PROGRAM
FOR NEWLY HIRED
(One day. Module
details attached)
8:00 a.m : Morning coffee
8.30 a.m – 10.30 a.m
:
MODULE 1:
Ice Breaker + self-introduction by new associates (Facilitator-led)
MODULE 2: “From
Today to 2000 – The Company Vision”
(Guest
Lecturer – Management Committee member)
§
Group
Exercise – Implications of Vision/Values
(Facilitator-led, group
reports/drawings)
10.30 a,m – 10.45a.m
: -------- Break
-----------
1.0.45 a,m –12.45p,m :
MODULE 3: “How We Make Money”
(Guest
Lecturer – Business Development Group)
Business Simulation – whole class exercise:
Tracing a customer purchase through the
company
“What We Look Like This Morning”
Facilitator / Lecturer at the
corporate level +
Human Resources Department staff.
12:45 p.m – 2.00 p.m
: -------- Lunch break ---------
MODULE 4:
“Where We Come From”
(Video, company history)
MODULE 5: “Where
We Are & Where We’re Going to”
Current
Major Business Initiatives – teams of program participants interview visitors
representing each initiative; prepare team presentation before whole class.
Visitors present for questions. (Activity covers break time)
MODULE 6: Company
Jeopardy
(Facilitator-led
game - review of the day)
5:00 p.m
: End of session
Figure
5: Program outline for a corporate
new-hire orientation
Sources
: O’Connor Michael, Training for Organization, South-Western, 2000, page
164.
 |
Figure 6: Examples of outcomes of educational
program based on requirements of the
job. (Notice how each outcome resembles the statements on a job description).
Sources : James V. Foran, Effective Teaching, 1989,
page 9.
 |
Figure 7: Example of course level and lesson level
outcomes
Sources : James V. Foran, Effective Teaching,
1989, page 9.
Figure 8: Guide for developing lesson plans.
Sources : James V. Foran, Effective Teaching,
1989, page 31.
I-031-3(03) IS 4
|
PREPARE
TRAINING SCHEDULE
|
4.1
Preparing Training Schedule:
The development
schedule outlines the sequence of planning events in a step-by-step process
covering blocks of time, which describe what needs to be done, when it will be
done, how long it will take, and in what sequence. The development schedule
takes the form of a Grant Chart, such as the one shown in Figure 9
The development
schedule outlines the stages necessary to complete specific and separate phases
of the needs assessment and design of the training project, and provides an
overview of the specific tasks to be done. It shows which tasks will be done
sequentially and which may be done at the same time as another activity. Figure
9 numbers the major tasks in a sample schedule and plots them according to when
they should begin and end. The development schedule charts the most expeditious
plan, the critical path, to design the training program. Task 1, for example, is
the Needs Assessment Analysis, Task 2, The Client Review, is a detailed
discussion with decision-makers of the target audience. Note the overlap with
other tasks. The task list continues, culminating with the final project ready
for pilot-testing.
TRAINING DEVELOPMENT SCHEDULE
Development Schedule
(January through March)
|
Task
|
Period 1
|
Period 2
|
Period 3
|
Period 4
|
|
1.
|
Needs Assessment,
Interviews,
and Observations
|
|||
|
2.
|
|
Client Review
|
|
|
|
3.
|
|
Validation of Needs Assessment
(and Possible Extension)
|
||
|
4.
|
|
Program Development
|
||
|
5.
|
|
Leader’s Guide
Draft
|
||
|
6.
|
|
Instructor’s
Preparation for Pilot Testing
|
||
Figure 9: The Development Schedule
Sources : O’Connor Bronner, Training for Organization,
South-Western, 2000, page 267
Delivery
Schedule
A
second schedule to be developed is testing the materials and procedures
designed earlier. Delivery outlines when the pilot testing will occur, when
revisions needs to be done, and when the product should be available for
rollout for the entire organization. The schedule may cover a period as short
as a few days or it may cover a year or more, depending on the nature and
strategic importance of the project. The delivery schedule, thus, provides a
time line of when major tests and revisions will be done and when the project
is ready for full implementation. Note that if course content is developed earlier, it can be done as part of
delivery. Watching a skilled trainer in pilot-test situations can be an
excellent way to ensure that a course of study provides useful teaching strategies
and suggestions for easy transition from topic to topic.
QUESTION
- What
do you understand by Designing Program?
- Job
analysis is defined as
- Task
analysis means
REFERENCES
1. Caltrey: C. Calhoun & Betty
Robinson, Managing The Learning Process in Business Education, 1992
2. Finch Crunkilton, Curriculum
Development in Vocational & Technical Education, 1992
3. Roger Buckley & Jim Caple, The
Theory of Practice of Training, Kagan Page, 2000
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