Training Process Overview

Emmanuel C. Lallana, PhD

Ma. Melizza D.Tan
RRC – Training, PAN LOCALIZATION Phase II
Training Goal
Pan L10n Capability Building Goal: to
develop and conduct training to develop
digital literacy among various end-
users
to acquire basic computer literacy in order
to retrieve content and to generate
culturally relevant content based on
Regional ICT Competency Standards
 Digital Literacy
the awareness, attitude and ability of
individuals to appropriately use digital tools
and facilities
to identify, access, manage, integrate,
evaluate, analyze and synthesize digital
resources, construct new knowledge, create
media expressions, and communicate with
others,
in the context of specific life situations, in
order to enable constructive social action;
and to reflect upon this process
DigEuLit Project, 2006
 RESEARCH (RRC and CCs)!
Competency Standards &
Performance Indicators
Per User Group
Determined “Open” Training Best
Training Needs Materials Practices

Customized Training Design & Materials per User Group

(to be designed by Country Components)!

enhancement

Competency Training Design

Assessment M&E
 Training Process Cycle
Establish / Clarify desired
goals: key priority areas &
targets

Training Evaluation &

Enhancement Knowledge & Skills Audit
Gap-Needs Analysis
• immediate reaction:
management + skills
learned
• application & Transfer of
Knowledge & Skills Course Design &
Learned Development

Training /
Workshop Delivery
Competency Standards - UNESCO

Transforming
Infusing
Applying
Work/Life
Emerging
Technology

Stages of ICT development

(adapted from UNESCO-Bangkok)!
 Competency Standards - UNESCO
Specializing in the use Creating innovative work
Transforming
of ICT environments (Tech Approprtn)!

Understanding how and Facilitating effectiveness &

when to use ICT
Infusing
efficiency (Tech Appropriation)!

Learning how to use ICT Enhancing traditional tasks

Applying
(Use)!

Becoming aware of ICT Supporting work

Emerging performance (Use)!

(a) Stages of ICT usage (b) Applications / Usages

of ICT

(adapted from UNESCO-Bangkok)!

 Competency Standards – PAN L10n

Gov’t Teachers Etc.

Infomediaries Monks
Officials

Transforming
Love To
See
Infusing

Applying
Like To
See
Emerging
Training Needs Analysis - 1
a systematic exploration of the way
things are and the way they should be
“things” = individual or organizational
performance

- Christie, A. Training Cycle Management:

Guidelines and Toolkit. ChildHope Manual.
Training Needs Analysis - 2
Why conduct one?
To understand the context of target clients
To compare desired (see “Goal”) with
current level of performance
To identify and analyze KSA gaps & possible
solutions
To establish and prioritize specific training
“needs” over “wants” vis-à-vis desired level
of performance
To involve stakeholders for better
appreciation and increased motivation
 Training Needs Analysis - 3
Understand the context of target clients
meet with organized groups / experts who
know/work with target clients (advisory body)!
meet with a sample group to represent the
target group
age, learning styles, sensitivities, backgrounds,
openness to technology, etc.
conduct a job analysis: take note of job
processes/tasks that can benefit from the use
of ICT – categorize into needs vs. wants
examine current ICT applications and initiatives
targeting same client group
Training Needs Analysis - 4
Identify the relevant / required skill
set based on “goal”
multi-stage Regional ICT
Competency Standards
map out appropriate progress
markers
 Training Needs Analysis - 5
Determine the knowledge/skills gap
Knowledge/Skills Audit (self-
assessment, may choose to validate via
direct observation/test) compared
against the PAN L10n ICT Competency
Standards
establish the training need
determine which stage of ICT development
focus on competencies appropriate and
relevant to desired level of task
performance
 Training Needs Analysis - 6
Present report & recommendations
seek validation with organized & sample
groups interviewed earlier
gap analysis and training needs
present draft training plan and projected
impact of ICT training on clients’
performance
confirm progress markers
discuss possible strategies and gather pool of
possibilities for relevant hands-on exercises
validate evaluation plan
 TNA - 7 – Common Methodologies
Method Features Advantages Disadvantages
1. Review of • journals, • best practices abound • “distant” to actual context
Related reports, • no need to re-invent the of clients
Literature manuals wheel
2. Direct • actual work • real-life “investigation” • time-consuming
Observation environment

3. Survey / • 15-30 minutes • respondents may be • good questionnaires are

Questionnaire anonymous difficult to formulate
• efficient: standard • not flexible, no follow-
responses, easy through questions
tabulation • normal response rate: 40%

4. Interview / • max: 1 hour • flexible; follow-through • interviewer must be highly

Consultation • one-on-one questions skilled and must be warm,
engaging, & patient
5. Focus Group • max: 2 hours • flexible; follow-through
• subjective interpretations
Discussion • 6-8 pax questions
• need for accurate recording
• immediate group
of responses (very rich)!
verification of responses

sample tools to be posted on the wiki

 Course Design & Development
session
learning objectives scheduling
desired competencies
& learning outcomes

resource
topics / content preparation:
(by level)!

trainer,
notices,
strategies / venue, eqpt,
activities etc.

materials
assessment development

context: job evaluation

processes / tasks tool
Training Delivery - a
conduct expectations-setting activities,
session summaries, energizers
set specific and measurable outcomes
train/involve the recognized leaders
participants need to own their learning
relevant to their context
required action planning
valued feedback
 Training Delivery - b
Management of
learning motivation, energy level
frequent learning checks, exercises/simulations
seating arrangement & groupings – team learning
participation level
action planning
resources logistics: laboratory, connectivity, food,
accommodations, materials (manuals, handouts,
certificates)!
session assessments, training evaluation
(immediate reaction)!
the training responsibilities covered, time checks
team regular training assessment
Personnel Requirements
Instruction Team
Trainer
Lab Assistants – depends on number
of participants and their competency
levels
Training Management
Training Manager
Staff – administrative, financial, and
logistical needs
Trainer Competencies - 1
knows & applies the training process
cycle
understands & employs basic principles
of human cognition & learning
has sound research skills
has effective presentation skills
has good interpersonal &
communication skills
has effective group management skills
Trainer Competencies - 2
has mastery of content and skills
to be imparted
may tap “super-users” from their own
group
practices & promotes lifelong learning
can arrange the training schedule
and environment (physical set-up
& groupings) most conducive to
learning
Trainer Competencies - 3
can regularly relate content & examples
to trainees’ context
uses appropriate motivational activities
can effectively apply adult learning
principles (experiential, context-based,
self-discovery)!
sensitive, flexible, & adjusts to different
learner backgrounds, learning styles,
pacing
Trainer Competencies - 4
uses a variety of strategies, activities,
materials, & assessment methodologies
to facilitate learning
can handle “difficult” participants
can apply reflective listening &
feedback to encourage group
involvement & to improve the training
Post-Training Evaluation - A
“Training is a process rather
than an event.”
“Training redesign is an
ongoing process based on
feedback.”
Post-Training Evaluation - B
results to serve as inputs for timely
interventions (i.e. coaching,
follow-up training), course
enhancements, and further
training needs
must: produce Training Analysis
Report on entire Training Process
 Post-Training Evaluation - C
timing:
immediately after training: to gauge
learning gained & to evaluate aspects
of training management during
delivery
2-3 months after training: to check
training transfer/ application to actual
workplace (via physical evidence)!
monitor trainees’ growing levels of comfort, confidence,
and competence in applying ICT skills learned in real
situations
end of presentation

June 2007