MATERI 1 :
DASAR-DASAR DESAIN
PELATIHAN
Ratuagung’11
Referensi :
KISI-KISI
overview of the issues you need to consider when
designing courses
concepts of human performance improvement
adult learning.
What is "
design
" for training?
The basic principles that guide course designers:
human performance improvement and the seven
must-follow principles of adult learning
THE
INSTRUCTIONAL DESIGN
PROCESS
The framework for analyzing a training
problem,
defining
the
intended
outcomes, determining how to present
the content to learners to achieve those
outcomes, developing the training
course according to the designs,
implementing
the
course,
and
TRAINING
CHANGE
(PROFESSIONALS)
CHANGING
BEHAVIOR
Physical
Bahavior
Called
Psychomotor
Skills
Intellectual
Bahavior
Called Cognitive
Skills
Attitudes
PRINSIP DASARNYA....
adult learning
treat adult learners like adults. Adults approach learning differently than children do. Adults enter training with experience, with preconceived notions of the subject, and with other needs
human performance
improvement (
making workersmeasurably more effective in their work)
Nb : Not all performance problems can be solved through training. The principles of
promoting effective work are called the principles of human performance
HUMAN PERFORMANCE IMPROVEMENT
(HPI)
3 Pilar Yang HARUS DIPERHATIKAN :
1.
All Training Programs Must Produce
Measurable Improvements in Human
Behavior
2.
Training Programs Must Address the Gap
Between Current and Ideal Performance
ADULT LEARNING
7 Prinsip Dalam Pembelajaran orang dewasa :
1.
Adult Learning Is Andragogy, Not Pedagogy
2.Adult Learners Are Pressed for Time
3.
Adult Learners Are Goal Oriented
4.
Adult Learners Bring Previous Knowledge and
Experience
5.
Adult Learners Have a Finite Capacity for
Information
6.
Adult Learners Have Different Motivation
Levels
3 FASE LEARNER YANG HARUS
DIPERHATIKAN DESAINER PELATIHAN:
Novice stage: During this stage, the learner's primary learning
goal is getting started— learning enough material to proficiently handle the routine tasks. Learners only need how-to instruction and supervision at this point. Don't overburden students with too much content or overwhelm them with unnecessary choices.
(That is, although five ways to complete a task might exist, just teach the easiest one at this point.)
Feeling arrogant stage: Learners have mastered routine tasks and
gained confidence. Now they want to learn how to handle routine tasks more efficiently and how to handle some less common
tasks. Learners still want instruction at this point, but some do not want supervision or practice. So just tell learners what to do; let them choose whether or not they want to practice.
Feeling humble stage: At this stage, most learners are aware of
the limits of their knowledge. Learning usually happens informally, one expert to another. In situations like these, learners appreciate discussion groups and other, less formal learning programs in
RAGAM LEARNING STYLE :
Learning Versus Doing.
Some people prefer doing tasks
with minimal briefing. That is, they prefer to pick up content
through trial and error, with little supervision. Then—through
a debriefing process—they put labels on the ideas covered in
the trial-and-error activity and learn how to apply those
concepts more broadly. This is called the
do-then-learn
style.
In contrast, other people prefer to learn everything first, then
perform a task, reducing the likelihood of errors when trying
something for the first time. This is called the
learn-then-do
style.
PROSES ADDIE DALAM DESAIN
PELATIHAN
A for Analysis
:
Researching the Problem(M3),
Defining the Objectives of the Training Program
(M4), Preparing the Assessment of Learning
(M4)
ADDIE...2ND
D for Design
: determined which content to
cover in the training course
1.
Choosing the appropriate intervention for
achieving the objectives
2.
Structuring the content for the course (M5)
ADDIE...3RD
D for Development :
the phase when you convert
your design plans into course materials
identifies the types of materials you must
develop for courses (M7)
describes guidelines for writing and
designing these materials and suggests
some considerations for producing them
(M8)
ADDIE...4TH
I for Implementation
:
maintaining the course
including :distributing workbooks and teaching
classes, ongoing classroom support, such as
scheduling
class
sessions,
instructors,
ADDIE...5TH
E for Evaluation :
an activity that is intended to assess
whether the courses have achieved their objectives
4 level evaluasi Kirkpatrick, (1998):
1. Reaction/satisfaction : Assesses learners' initial reactions to a course (smiley
sheet or qualitative feedback)
2. Learning : Assesses the extent to which learners achieved the objectives
(criterion-referenced test)
3. Transfer to the job : Assesses the extent to which learners actually apply the
lessons learned in a course in everyday work six weeks to six months after
taking the course (This assessment is based on the objectives of the course and carried out through tests, observations, surveys, and interviews with co-workers and supervisors)
4. Business results : Assesses the impact of the training course on the bottom line
