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  • Skills Development Act amendment 15 Dec2017
    by TUCT on January 18, 2018 at 12:02 pm

    The minister of Higher Education published a proposal to change the Skills Development Act, comments due before the 31st of January 2018. Some highlights of these amendments propose to: The good: 1.   Remove SETA regional offices and create one central sharing system/office to be more effective. 2.   Sharing of resources, such as IT and HR. 3.   SETAs to … Continue reading "Skills Development Act amendment 15 Dec2017" […]

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The functions of an Assessment Quality Partner - AQP

An Assessment Quality Partner must, in respect of the qualifications and part qualifications specified in the Service Level Agreement; recommend the external assessment specifications document for approval by the QCTO; recommend the external assessment specifications document for approval by the QCTO; develop and maintain a national data-bank of instruments for external assessments;publish exemplars of external assessments;recommend to the QCTO the accreditation and withdrawal of accreditation of skills development providers for the knowledge and/or practical skills component using criteria and guidelines provided by the QCTO; register assessors and moderators for the external assessments;develop c[...]

Process Evaluation Training Design

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The journey of creating training is made up of many important pieces – coordination, ideas, steps, people, and resources. The design phase is when all these pieces come together. When finished, we will have a blueprint of what the training will look like. We get a glimpse of the bigger picture: audience; their identified needs; curriculum learning objectives, outline, and instructional methods; trainers and other resources; etc.

Content experts should review the training design before the curriculum developers begin development. They should be a part of the on-going development process. Content experts can be content professionals, former trainers of the content, and/or members of the targeted student population.

Once training design is completed, the design team needs to stand back and assess the hard work and progress so far posing the following questions:

Training-Model: Have training designers:

• Clearly identified participants’ knowledge and skills gaps?

• Prepared the course or session by using a sequential planning model?

• Examined learning tasks for sequence: easy to more difficult, simple to complex?

• Honoured the fact that adult learners are subjects of their own lives, in the training design?

• Clearly defined content – skills, knowledge, and attitudes – that satisfy the learning objectives of the intended audience?

• Designed achievement-based objectives that can be readily evaluated?

• Created training comprehensive enough without being over-whelming?

• Created a time frame that allows the accomplishment of learning tasks?

• Planned a wide variety of teaching and learning techniques?
• Arranged for trainers with the background and instructional skills to present an effective learning experience?

• Identified good resources and materials?

Structure: Have training designers:

• Made sure the size of the group would promote optimal learning?

• Selected a site that lends itself to small-group work?

• Designed a warm-up exercise related to the topic and appropriate for the group?

• Created ways to teach the content through smal group activities?

• Designed a time frame that allows for the accomplishment of all learning tasks?

• Planned for participants’ safety?

• Set up processes and structures – small groups, breaks – to assure inclusion?

• Built in brainstorming or associative processes that discourages judging or editing?

• Planned quiet, reflective time for participants to think about what they are learning and how they might apply new knowledge and skills?

• Created closure tasks that include evaluation and end the training on a positive, hopeful tone?

Communication: Have training designers:

• Been in dialogue with participants prior to the course?

• Built in open questions to stimulate dialogue throughout the training?

• Instructed trainers to avoid monologues by designing for dialogue?

• Designed for optimal engagement of all, using small group work, learning tasks, affirming responses, echoing?

• Created an opportunity for small groups to examine their own group and task maintenance together?