Materi 5 :
Manajemen Pelatihan
Ratuagung’11
Referensi :
Kisi-kisi
explains the general structure of a course
how to divide content into units.
Understanding
the
medium
used
to
communicate the training content
Organizing the content by providing a general
Beginning the Design
Process
With the needs identified, objectives
formally stated, and evaluation in
place, you can now begin designing
and developing the course.
If you try designing and developing
before completing these tasks, you
might find yourself working on a course
Media for Communicating
Learning Content
A classroom-based course is one in which the learners and
instructor are in the room at the same time.
Alternatives is the workbook. As its name suggests, a
workbook is a book that presents learning content. Learners go through the content at their own pace. Sometimes, the workbook represents the entire course.
Keuntungan Classroom
It is among the easiest to develop.
During the course, an instructor can easily adjust the
learning content to the needs of the learners. If an instructor sees a puzzled look, the instructor can check for clarity. If a learner has a question, he or she can immediately ask it.
Under the watchful eye of an instructor, a large percentage
of learners complete the course. Although the original request to design and develop a training course might have identified the preferred medium, one of your first tasks must be to verify that the selected medium is the best one.
Updating course content is easy, because it usually just
Kelemahan Classroom
Delivering the content is expensive because learners must leave
their workplace to take training. Often, learners must travel, adding airfare, lodging, meals, and similar expenses to the total cost of the course. If learners do not need to travel, then instructors might. Additional expenses include rental or purchase of classroom facilities, equipment, and supplies for learners.
Material is often presented inconsistently between sessions,
because instructors adjust the material to the personality of each class. An instructor might use different words to explain a concept, introducing subtle differences in meanings, or cover material in one class session but not another.
Learners have little scheduling convenience; they must take the
course when the instructor offers it.
With poor design, classroom sessions can degenerate into
Keuntungan Workbooks
Because the course is "portable," learners can
take the workbook with them and learn at the
time and place that is most convenient to them.
The messages that learners receive when
taking the same course at different times are
consistent because each learner reads the
same material in the same exact words.
Other than printing and shipping costs, the cost
Kelemahan Workbooks
Without the instructor's watchful eye or a similar
type of support or incentive, fewer learners
complete the courses.
If learners have questions, they do not have an
easy way to ask them unless a tutoring service is
provided for workbook-based learners. Even then,
learners cannot receive an immediate reply.
Workbooks can be more costly to develop than
classroom courses because they involve printing.
Updating can be costly because all currently
Media lainnya...
Other media are also available for training. For example,
computers can serve either as a virtual classroom (one in which the instructor broadcasts the course to learners who are in a variety of locations) or as a teaching tool (in which the computer presents content, provides exercises, and tests learners on their mastery of the material without a live instructor). This computer-based training is also called
e-learning or distance learning.
Another alternative is video, in the form of a television
The Basics of Organizing
Content
six steps :
Establish a general structure for the course
considering the elements that are part of every
course but might not appear in a course outline
Develop a general structure for each unit
Set up an overall structure for the specific
learning content.
Divide the content into units.
Plan for remediation and enrichment.
Represent the structure with an information
1. Establish a General
Structure for the Course
Every course and workbook follows a certain
general structure, regardless of the content.
Each begins with certain elements (called
front
matter
), and ends with other elements (called
back matter
). Although these elements are
supposed to appear in every course, unless you
specifically plan for them, you might forget to
include them.
Therefore, your first task in organizing the course
Front Matter for a
Classroom Course
title of the course: usually a slide that identifies the course
with the following information: (a) title of the course, (b) instructor's name.
purpose of the course: names the desired outcome of the
course.
agenda or objectives: a list of the topics covered by the
course.
a review of prerequisites (if any).
administrivia: administrative information that orients learners
6 Back Matter for a
Classroom Course
First is a summary of the key points of the content.
Second is a course exam or assessment, if one is offered. Third is a list of related courses and other resources.
fourth is information on how to receive follow-up support,
such as Websites with additional exercises and material, a phone number for telephone support, and address for email support, if these are available.
Fifth is course evaluation (and, if you offer it, information
about a follow-up level 3 evaluation to be conducted several weeks or months after the course).
The last item is the certificate of completion, if you offer
Front Matter for a
Workbook-Based Course
title page: the first page of the course that provides the following
information (a) title of the course, (b) instructor's name, (c) date of the course.
edition notice: contains legal notices, including the copyright
notice. Here's an example of how a copyright notice should read. The edition notice also contains a list of trademarks, registered trademarks, and service marks used in the workbook.
preface: introductory material that learners read to determine
Back Matter for a
Workbook-Based Course
First is a summary of the key points of the content in the
course.
Second is a glossary (a list of terms used in the
workbook).
Third is a course exam or assessment, if one is offered. Fourth is a list of related courses and other resources.
Fifth is a course evaluation (and, if you offer it,
information about a follow-up level 3 evaluation to be conducted several weeks or months after the course)
The last item is information on how to receive a
2. Develop a General
Structure for Each Unit
Front and Back Matter for a Unit of a Classroom Course. The front matter for a unit of a classroom course includes three items. First is a new unit slide, which
indicates the title of the unit and its sequence (such as unit 1, unit 2, or unit 7).
Second are the objectives of the unit, which include the main objective(s) covered in the unit, and the supporting objectives. Last are the prerequisites for the unit, which identify the skills learners must have already mastered to successfully complete the unit. The list of prerequisites also indicates where learners can find this material (such as another unit or course), and might include a pretest to help learners determine whether or not they already have these skills.
Notes Units go by a variety of names including unit, lesson, and section. Use whichever term you prefer, so long as you use the same term consistently
throughout the course (or, in cases in which your course relates to similar ones, all the related courses).
The back matter for a unit of a classroom course includes the following:
descriptive summary: states both the topics covered and the points learners should remember about them
assessment of learning: an informal quiz or a formal test
Front and Back Matter for a
Unit of a Classroom Course
The front matter for a unit of a classroom course includes three items.
First is a new unit slide, which indicates the title of the unit and its
sequence (such as unit 1, unit 2, or unit 7).
Second are the objectives of the unit, which include the main
objective(s) covered in the unit, and the supporting objectives.
Last are the prerequisites for the unit, which identify the skills
learners must have already mastered to successfully complete the unit. The list of prerequisites also indicates where learners can find this material (such as another unit or course), and might include a pretest to help learners determine whether or not they already have these skills.
Notes Units go by a variety of names including unit, lesson, and
section. Use whichever term you prefer, so long as you use the
Front and Back Matter for a
Unit of a Classroom Course...2
The back matter for a unit of a classroom
course includes the following:
descriptive summary:
states both the
topics covered and the points learners
should remember about them
assessment of learning:
an informal quiz or
a formal test
resources:
where learners can find
additional information about the topic
Front and Back Matter for a Unit
of a Workbook-Based Course.
The front matter for a unit of a
workbook-based course includes three items.
First is a title page for the unit, which usually
begins on a right-hand page (easier to see
when flipping through the workbook) and
indicates the title of the unit and its sequence
(such as unit 1, unit 2, or unit 7).
Second are the objectives, which include the
main objective(s) covered in the unit and the
supporting objectives.
Front and Back Matter for a Unit of
a Workbook-Based Course.
...2
The back matter for a unit of a
workbook-based course includes four
items:
1.
a descriptive summary,
2.
an assessment of learning,
3.
a list of related resources,
4.
job aids (and similar quick reference
3. Set Up an Overall Structure for
the Specific Learning Content
With the general outline of the course
and individual units in mind, the next
thing you must do is determine how to
structure the content in the course and
within individual units.
One large chunk of that work is already
You can tie your objective-linked content together
with an organizational scheme.
Richard Saul
Wurman
(1989) suggests five general schemes—
called
hat
racks—for
structuring
content.
Wurman's five hat racks are
category (such as top 40, hard rock, rap, or
classical music)
time (either a real chronological order, as in an
account of an event, or an implied order, such as a
procedure)
location (in reference to a place or a thing)
alphabet (as in a telephone directory, dictionary,
or encyclopedia)
continuum (such as least to most, worst to first,
You can develop complementary, though
4. Break the Content Into
Units
After providing the entire body of learning content with
an organizational scheme (and, in many instances, several layers of organizational schemes), you now need to break the content into small packages—the units.
By breaking the content into smaller pieces, you make it
manageable for learners. REMEMBER adult learners have a limited attention span because they are pressed for time and because they have a finite capacity for content. Breaking the content into units helps control the quantity of information that learners must consider at any given time.
Although some would like to characterize the act of
5. Plan for Remediation and
Enrichment
Some learners do not grasp the material on
the first try, other learners apply the material
in a unique way, and still others will want to
learn more about the topic. The best way to
address all the learners' needs is to design
with all of them in mind.
After you devise the general organization for
Remedi and enrich...
Remediation. Some learners need more assistance in
learning than others; that is, they might not comprehend the material on the first try and might need to review it. This type of review—with the hope of correcting learning difficulties—is called remediation. When designing for remediation, identify material that learners might have difficulty grasping.
Special Application of the Material. In some instances, a
significant minority of the learners will use the content in a particular environment.
Enrichment. In some instances, some learners want to learn
6. Represent the Structure
With an Information Map
After devising the structure for the learning
