HANDBOOK FOR

MODULE SPECIALIST
Handbook for Module Specialist
Introduction

This handbook helps the module specialist develop modules in training and
consultancy. A good module consists of:

1. Program Outline
2. Descriptor
3. Pre and Post Assessment
4. Teaching Notes
5. Notes – Slides
6. Workbook

Operational Definition

1. Module specialist refers to the program writer or module writer.

2. Training refers to the entire program consisting 2 to 3 days.
3. Modules refers to sub-topics in the training program.
4. Topics refers to the detail breakdown unit in each module.

Figure 1:
Relationship between Training Program,
Modules and topics.

Training Program

Modules

Topics

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1. Program Outline

1) TITLE
i. The title must be catchy, creative and does not reflect directly from any text book.
The title must consist of a main title and a subtitle.

ii. Acceptable Example:

Beating the Silent Killer within Us: Stress Management

Beating the Silent Killer within Us – Main Title
Stress Management – Sub-title

iii. Not acceptable title:

Analysing facial expression: Lie Detection

iv. The Module Writer has to ensure the title is novel, distinguished and not taken from
any public domain or internet sources.

2) QUESTIONS

The objective of the questions are to capture the attention of the reader. The following
are criterias for good questions:

a) The questions are very relevant to the title.

b) The questions are very relevant to address the industrial problem.

c) The questions are very catchy and very creative.

d) The questions strongly encourage participants to think.

e) The questions generate strong participants’ interest to continue reading the next
section - the Introduction.

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3) INTRODUCTION

i. Introduction of the program addresses the “so what” issues of the program. The
Module Writer needs to focus on:

• Background of th e topic
• Problems encountered if this topic is omitted – addressing the pain
• The speciality of the program – why this program not other programs

ii. The Module Writer needs to convince the reader that this is a must attend training.

iii. The Module Writer must intensify focus on the module topics and areas covered
in the module.

iv. It is advisable to have 30 – 50 words in introduction.

4) PROGRAM OBJECTIVES

i. From the “Problem encountered” in introduction, the Module Writer needs to create
the needs of the program and issues that would be addressed.

ii. Objectives help to set the direction towards the whole module.

iii. Objectives should be formulated with Bloom’s Taxonomy.

iv. According to Benjamin Bloom, and his colleagues, there are six levels of cognition:

1. Knowledge: rote memorization, recognition, or recall of facts.

2. Comprehension: understanding what the facts mean.

3. Application: correct use of the facts, rules, or ideas.

4. Analysis: breaking down information into component parts.

5. Synthesis: combination of facts, ideas, or information to make a new whole.

6. Evaluation: judging or forming an opinion from the information or situation.

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v. Keywords of Bloom is listed in Table 1.

Table 1: Bloom’s Taxonomy Terminology

Bloom’s Ranking
Terminology
of thinking skills

List Name, Identify, Show, Define, Recognize, Recall,

Knowledge
State, Visualize.

Summarize, Explain, Interpret, Describe, Compare,

Comprehension
Paraphrase, Differentiate, Demonstrate, Classify.

Solve, Illustrate, Calculate, Use, Interpret, Relate,

Application Manipulate, Apply, Modify.

Analyze, Organize, Deduce, Contrast, Compare,

Analysis Distinguish, Discuss, Plan, Devise.

Design, Hypothesize, Support, Schematize, Write,

Synthesis Report, Justify.

Evaluate, Choose, Estimate, Judge, Defend,

Evaluation
Criticize.

vi. Modules must be able to link the objectives to the topic presented.

vii. Example of objective

This training aim to

• Objective 1 (Module 1, 2, 3, 7,8,9)

• Objective 2 (2, 4,5,10)

• Objective 3 (1, 3,4,6,7,9)

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 5) LEARNING OUTCOMES

i. Learning outcomes describe what participants are expected to demonstrate.

ii. At Humanology, we focus on

V ALUES / UNDERSTANDING

A TTITUDE

S KILLS /ABILITY

K NOWLEDGE

A ACTION / MEASURABLE FEATURES

Iii. All learning outcomes must be measurable.

iv. When writing a measurable learning outcome, it is important to:

• Focus on the participants’ behavior.

• Use simple and specific action verbs.
• Select appropriate assessment methods.
• State desired performance criteria.

v. Focus on Participant Behavior. Learning outcomes are on what participants are able
to demonstrate upon completion of a course or a program.
vi. Learning outcomes are not about what the instructors can provide but what the
participants are able to demonstrate.

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 vii. The following are not learning outcomes:

• Offer opportunities to participants to master integrated use of information

technology.

• The program will engage a significant number of participants in a formalized

language/cultural studies program.

• Participants in critical writing seminars will write two essays on critical thinking
skills.

• Participants will be exposed to exceptional learning disabilities including

visual and perception disabilities.

viii. Example of learning outcomes

After completing this training, participants should be able to

• Learning Outcome 1
• Learning Outcome 2

Participants will be able to collect and organize appropriate clinical data (history, physical
exam, laboratory assessments including technology advancements in diagnostic such as
PCR). Participants will be able to apply principles of evidence-based medicine to
determine clinical diagnoses, and formulate and implement acceptable treatment
modalities.

Participants will be able to articulate cultural and socioeconomic differences and the
significance of these differences for instructional planning.

x. Competence must be labelled next to the statement of learning outcomes

• VU – Values and Understanding

• AT – Attitude
• SA – Skills / Abilities
• K – Knowledge
• A – Action and Measureable Features

ix. Learning outcomes must be realistic. Never over promise as this will be applied
as criteria of the program evaluation.

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6) WHO SHOULD ATTEND

i. This refers to proposing employees or people who should attend this training.
Concurrently, the module specialist must identify if any skills or knowledge is prior
important before a participant attends this program.

ii. Module writer needs to identify the specific post of the employees.

iii. General examples are not allowed:

Managers, Administrators, officers

iv. Allowed Examples:

Public relation executives, marketing managers, contract officers

7) LEVEL OF TRAINING

i. At Humanology, training levels are divided into 4 levels:

• Elementary
• Intermediate
• Advanced
• Certified / Expert

ii. Elementary program refers to a program that provides fundamental knowledge. This
program does not need any basic knowledge. The program is usually a one day program.

iii. Intermediate program refers to a program that provides essential knowledge and skills. This
program might need prior basic knowledge. The program is usually a two-day program.

iv. Advanced program refers to program that provides intensive knowledge, skills and attitude.
This program needs prior basic knowledge. The program usually lasts two days or more.

v. Certified/Expert program refers to program that provides intensive knowledge, skills and
attitude. This program needs prior knowledge. The program usually requires a minimum
of three days.

vi. The Module writer can have a combination of several levels. For example, a two-day
program can cover elementary, intermediate and advanced levels.

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8) METHODOLOGY OF DELIVERIES

i. The program’s methodology must contain various learning approaches for

better participant engagement and learning deliverables achievement.

ii. The applied program methodology requires a good two-way communication

between the Instructor and the participants

iii. The Instructor must not directly read from the slides. The slide presentation
is only as a participants guide.

iv. More than 10 activities/games (one is compulsory during the Ice-Breaker

session, a minimum of 1 gamification) is required during the entire program.

v. This is essential for participants to best demonstrate what they have learned
during the program. Methodology examples can be:

• Lecture mode
• Exercises & Quizzes/Trivia
• Role Plays & Case Studies
• Audio & Visual Aid
• Interactive games & activities
• Review and Apply Learning Concepts
• Micro Discussions and presentations

9) PROGRAM OUTLINE
i) Program outline consist of

a) Module title
b) Time
c) Description of the module

ii. The total hours for a one-day program should be 8 hours.

iii. Compulsory to slot in a tea break (30 minutes) and lunch (1 hour) into
the module.

iv. The Module writer can adjust the time and number of modules,
accordingly.

v. It is advisable to have at least 3 and not more than 5 modules in a day.

However, this depends on the needs of the program.

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 Day One
9:00 – 9:30 am Registration, Pre Test Assessment and Ice-Breaker

Module One: Title

9:30 – 10:45 am
Description

10:45 – 11:15 am Tea Break and Networking

Module Two: Title
11:15 am– 1:15 pm
Description

1:15 – 2:15 pm Lunch Break

2:15 – 3: 45 pm Module Three: Title

Description

3:45 – 4:15 pm Tea Break and Networking

4:15 – 5:30 pm Module Four: Title

Description

End of Day One

Day Two

Module Five: Title

9:00 – 10:30 am
Description

10:30 – 10:45 am Tea Break and Networking

Module Six: Title

10:45 am – 12:45 pm
Description

12:45 – 1:45 pm Lunch Break

1:45 - 3:15 pm Module Seven: Title

Description

3:15 – 3:30 pm Tea Break and Networking

3:30 – 4:45 pm Module Eight: Title

Description

Post Test Assessment, Results, Evaluation Forms,

4:45 – 5.30 pm
Certificate Presentation & Picture session
End of Two-Day Program

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 Note:

• The Training Outlines must be approved before starting to develop other documents.
• All submissions shall be in word file (.doc/.docx).
• All submissions shall be submitted to Humanology in stages.

10. PRE POST TEST ASSESSMENT

• Please refer to Section 3 (Pre Post Assessment) which contain further details.

11. CONTINUOUS ASSESSMENT

i. Each conducted program must have a Continuous Assessment carried out

minimally 3 months after incorporating Kirkpatrick’s 3 rd Level Evaluation.

ii. The Continuous Assessment is to have good questions which perfectly apply
and meet the program’s outlines and learning objectives.

iii. This Continuous Assessment is essentially supervised by the most appropriate

immediate workplace supervisor/boss who can provide and justify the
participant’s desirable changes to verify the program’s effectiveness.

iv. The allocated duration for this Continuous Assessment should comply well in
accordance to the minimum 3-month window, whereby the evaluation
improvement gap is ideal.

2. Descriptor

Introduction

Descriptors help the module writer to constructively plan the session they would like to
share with the participants. It consists of:

a) Abstract
b) Module descriptors

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 Abstract

It is an overview and introduction of the training program. It should not be more

than 40 words for the abstract.

Module Descriptors

Table 2: Descriptors

Module One: Title

Topics Learning Outcomes Descriptor

• Describe xxxxx
Topics 1
• List xxxx

Topics 2

Topics 3

Topics 4

i. In this descriptors, writer needs to complete:

a. Module title
b. Breakdown of the topics
c. Learning outcomes of each topics

• For learning outcomes, please refer to

the module guidelines learning outcomes.

d. Descriptors that describes the content of the topics in a glance.

ii. The Module Writer needs to complete all modules according to the program outlines.
iii. This document shall be submitted together with program outlines.

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3. Pre and Post Assessment

Introduction

This evaluation helps participants to understand their knowledge before and upon
program completion. The objective of the assessment is to ensure improvement of
different levels. The evaluation includes:

• V - Values / Understanding
• A - Attitude
• S - Skills / Ability
• K - Knowledge
• A – Action / Measurable features

Pre and Post Assessment

i. The example of the pre and post questions as below

Pre Assessment

Please answer all the questions

1. Which of the following is an animal except?

A. Dog

B. Cat

C. Bat

D. Flower

(Answer: D)

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 Post Assessment

Please answer all the questions

1. Which animal likes banana the most?

A. Dog

B. Cat

C. Monkey

D. Tiger

(Answer: C)

i. The Module Writer needs to prepare 3 Questions for each module.

ii. The questions are not allowed to be reproduced from books or internet sources.

iii. The format of the questions should include:

a. MCQ questions

b. Short questions

iv. Answers shall be provided.

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4. Teaching Notes

1. Introduction

The teaching notes will help to build a knowledge centre for Humanology. This document
requires writers to plan the allocated time for each topic. The Instruction handbook must be
consistent according to the training outline and descriptors especially on the time allocation
of each topic.

Components

1. The instructor handbook consist of

I. Name of activity

II. Overview of activity

III. Objective

IV. Setting up activities

a. Group Size
b. Estimated Time
c. Training Methods
d. Materials
e. Equipment and Supplies
f. Room Set-up
g. Comments

V. Trainer’s Notes for Activity

a. Step-By-Step Procedure
b. Variations
c. Post activity review

VI. Handout

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 2. Details Descriptions the components

I. Name of activity

a. The name of activities must be creative.

b. The name of activities must reflect the learning outcome of the topics.
c. Should not direct reflect the objectives.

II. Overview of activity

a. Objective of the activities should consistent with the descriptors.

b. Specifically describe the element according to Bloom taxonomy.

III. Setting up activities

a. Group Size

i. Propose number of participants in a group.

ii. Propose method how to separate the groups.

b. Estimated Time

i. The duration must be based on the topics presented at the descriptors.

ii. Total duration for all topics must be consistent with the time allocated
for the module as presented in the course outline.

c. Training Methods

i. Specify the applied methods.

ii. The methods must be consistent with the estimated time.

d. Materials

i. Materials used in the activities.

ii. Specific tools should be shown in the handout as a sample.

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e. Equipment and Supplies

i. Any hardware or specific arrangement that need to be prepared by the

organisers / trainers / participants.

f. Room Set-up

i. Seating of the participants – classroom / theatre setting or other specific setting.

ii. If special setting is needed, please draw the diagram to demonstrate it.
iii. If it is an out-door activity, please provide a specific drawing on location
and setting.

g. Comments

i. This is the contingency plan when the setting,

environment and arrangements are not favourable.

IV. Trainer’s Notes for Activity

a. Step-By-Step Procedure

i. Clear instruction must be presented to other instructors.

ii. Step by step instruction is a must to enable other instructors the
exact steps.
iii. Questions must be quoted as the activities discussion needs to
be provided.

b. Variations

i. This sessions share tips on how to change the system when the proposed
number of participants vary, either too many participants or too few participants.

c. Post activity review

i. Module specialist needs to identify

1. The topic of discussion after the session.

2. Questions for discussion.
3. Summary of learning activity.
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 V. Handout

a. Step by step method on how to develop the tools must be clearly written.
b. Sample pictures must be given for specific tools produced.

Example (This is adopted from Leadership Workbook)

LEADERSHIP SHIELD

Overview of Activity

Through participation in an art project, leaders identify their basic values and share
them with others, so that participants who will be working together on assignments
have a greater understanding of each other’s strengths.

Objective

To have participants share some information about their backgrounds, values,

philosophies of life, and leadership experiences.

Setting up the Activity

GROUP SIZE

Up to 20 participants

ESTIMATED TIME

30 minutes

TRAINING METHODS

Art project
Reflection
Discussion

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MATERIALS

Handout: Leadership Shield

Sample family coat of arms/crest or shield, if possible

EQUIPMENT AND SUPPLIES

Several sets of coloured markers for participants to share Flipchart paper One
large poster with an outline of ashield, with one of the four following words in each
section: background, philosophy of life, values, and leadership.

ROOM SET-UP

Move furniture away from the walls to create space for participants to hang up
and stand next to large pieces of paper during the discussion. Post the large
poster as you prepare to open the activity.

Comments

Use this activity when you have sufficient space on the walls to post the shields.
An alternative is to have participants complete their shields on copy paper. This
is a popular activity; participants are able to work with categories of information
that are interesting to them.

Trainer’s Notes for Activity

STEP-BY-STEP PROCEDURE

Step 1: Ask which participants have a family coat of arms, crest, or shield. Ask
those who respond positively to describe or draw a picture of it. Explain that the
purpose is to develop a new symbol that emphasizes leadership.

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 Step 2: Distribute one sheet of flipchart paper and several colored markers to
each participant. Ask participants to draw the outline of a crest or shield on
the paper. Demonstrate by drawing the outline of a shield on your flipchart
(or distribute Handout 3.1). As noted on the handout, a shield is a pictorial
representation that may show one’s values, beliefs, and ideas.

Step 3: Explain that four categories of information have been selected for
representation on the shield or coatof arms. Announce one category at a time,
and remind participants to leave space on their shield for all four. Allow them
approximately two minutes to draw each response. The categories, each of
which should be represented in one quadrant of the shield are:

a. Two of your leadership skills.

b. The part of your current work that you like best.

c. Two values that influence how you lead others.

d. A recent success or accomplishment.

Step 4: Ask the participants to complete their coats of arms by writing their family
names on the shield and adding a personal motto that they try to exemplify. If they
wish, they can embellish their shields with other graphics or designs.

Step 5: Ask participants to explain what they have included on their shield, and
why. Allow approximately one minute per person. (Participants might only have
time to explain one part of it.)

Step 6: Briefly discuss how our backgrounds, values, and personal philosophies
affect the ways we interact and lead. Tie what is shared by the participants into
the content of your leadership program.

Step 7: Pose these questions:

1. Which quadrant was the easiest to complete, and why?

2. Which quadrant, if any, reveals something about you that others might not know?

3. Which quadrant demonstrates the values of your company?

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VARIATIONS

Take a picture of each participant and affix it to each person’s shield. If you have
more than 20 people or you need to save time, form groups of 5 to 6 participants
for Step 5.

POST-ACTIVITY REVIEW

Take time shortly after conducting this activity to reflect on how it went, how
engaged the participants were, and what questions they raised. Then, make notes
that include how much time you actually spent on the activity.

HANDOUT
Leadership Shield

Two of my leadership What I like best

skills are my vision about my work is
and creativity. the opportunity to
influence others.

Two of my One of my recent

values are my successes was to
inclusiveness department and
and integrity. save one-half
FTE.

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 5. Notes – Slides

Introduction

The slides are presented to the participants either face to face or via an online learning
platform. Slides help to deliver knowledge to the participants.

Slides

i. All slides must be done with Microsoft PowerPoint

ii. There are two type of slides

a. Presentation slides
b. Printing slides

iii. Slides presentation must follow the following guidelines.

Each module shall have

• Module Title
• Outline
• Learning outcomes
• Activities
• Try it Out
• Extra Reading
• Summary

iv. The slides must strictly follow the course outline, descriptors and teaching notes.

v. Instruction shall be given to refer participants to refer to the workbook.

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 vi. Pictures / diagrams used in the slides must not be reproduced from the internet.

vii. Copyright issues would be strictly taken into consideration for all slides.

viii. All slides should not contain a lot of words.

ix. Notes and words must be put in the note column.

x. Submission of slides must contain two files

a. Printing – remove answers and activities used in the session

b. Online learning – complete file

xi. The WRONG example is shown in the following figure

Figure 2: Sample of wrong and unacceptable slides

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 1. Sample of acceptable slides

Slides with pictorial

and words. Words
remain minimal.

Notes and
description
details are put
at the note
column at
PowerPoint

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6. Workbook

Introduction

This is an extra resource for participants to read and also refer to after the
workshop/program had been completed. The workbook must be consistent with the
slides, program outlines and the descriptors.

Workbook serves the purpose of

i. Reading exercise to the participants.

ii. Written notes to the participants.
iii. Hands-on exercise instruction for the activities as
described in the teaching notes.
iv. Offline activities and participants self-learning time.

Workbook Structure for each chapter should include:

1. Outline
2. Overview
3. Notes
4. Revision Notes
5. Answers

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 Notes

i. It must be original and not copied directly from any part of a book.
ii. Quotation from books is noted as plagiarism even if quotation and references
are provided.
iii. A maximum of 20% similarity rate is acceptable.
iv. The Instructor may request participants to refer to the extra materials.
v. There must be a consistency in the slides, module outline and descriptors.

Summary

The module submitted would be sent for a review to the evaluation panel.
The main objective of the review committee is to upgrade the quality of
the materials.

In addition, the course writer is required to review the materials every three
years. Resubmission and revision must be approved by the panel of reviewers.

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+6018 - 213 6755 info@hba.com.my

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