Arsip Yusuf Ratu Agung, M.Si | Fakultas Psikologi UIN Maulana Malik Ibrahim Malang
MATERI 2 :
DASAR-DASAR
PERENCANAAN
SEBUAH PROYEK
PELATIHAN
Ratuagung’11
Referensi :
CARLINER, SAUL. 2003. Training Design
Basics. American Society for Training &
Development (ASTD) Press.
KISI-KISI
Who needs to be a part of your training project team and
what each will contribute to the project
Issues to address when planning a schedule for your
training project
How to realistically estimate the cost of your project.
In addition, worksheets at the end of this chapter can help
you plan a project
Because training projects happen within a business
context, before you begin designing and developing a
training course, you need to address three key business
questions that regularly arise during the project:
Who will be involved in the design and development of
your training program?
When will you finish the program?
How much will the program cost?
WHO WORKS ON A
TRAINING PROJECT?
members of the sponsoring organization
members of the training organization
MEMBERS OF THE SPONSORING
ORGANIZATION
Paying Client. This person (also called the
executive sponsor or benefactor) is the
executive who has responsibility for the project
Subject Matter Experts (SMEs). This
category includes one or more people who
developed the technical content to be
addressed by the training program
Legal Staff. A representative of the corporate
legal department can serve in this capacity.
Learners. The learners are the people who will
take the training program. You precisely
identify the learners when analyzing the needs
for the program (M3)
Subject Matter Experts ...1
Type of
Training
Typical SMEs
Product
Training
Engineers, programmers, and scientists who designed and
developed the product. In many organizations, marketing
professionals who have played a role in developing and
marketing the product also serve as SMEs.
Marketing
Training
Marketing managers and staff (that is, people who develop
sales strategies, create promotional programs, and oversee
the salespeople in the field). In some cases, you may also
consult with sales representatives in the field
Managemen Members of the HR staff and other managers who have
t
responsibility for overseeing company policies, employee
Developmen supervision, and succession planning.
t
SUBJECT MATTER
EXPERTS.....2
Type of Training
Typical SMEs
(Subject Matter Experts)
Medical Training
Medical staff, engineers, and others involved in
the service or product. For regulated products
and services, members of the government
regulation agency, such as the U.S. Food and
Drug Administration, may also serve as an
external SME.
New Employee
Orientation
Members of the HR staff and managers from
areas addressed in the training
Manufacturing
Training
Engineers who designed the manufacturing
process and managers of the manufacturing
lines affected.
MEMBERS OF THE
TRAINING ORGANIZATION
Manager: The person within the organization for whom
you work that has overall responsibility for a project.
Managers assign projects, establish budgets and
schedules, secure resources for a project (such as
computers and prototypes of products), and resolve
problems with projects in progress
Curriculum planner: The person who plans all of the
training in a particular subject area, determining which
courses to include, the content that each course
covers, related materials, resources needed to develop
this content, and overseeing the success of courses.
Course designer and developer: The person who
performs the needs analysis; chooses and sequences
content; drafts the slides, instructor's notes, and
workbooks; and oversees production of the course
materials
MEMBERS OF THE TRAINING
ORGANIZATION...2
Graphic designer: The person who designs the physical
appearance of the training materials and prepares art work
Illustrator: The person who prepares specialized drawings,
such as medical illustrations and drawings of new products.
Production personnel: The people who prepare training
materials for duplication. The skills needed for production
vary, depending on the communications medium of the
final product and may include desktop publishing, video,
and audio skills
Training administrator: The person who oversees the
running of training programs, including promotional
activities, scheduling of classrooms and instructors,
enrollment, attention to learners during a course, recording
courses completed by learners, and compiling evaluations.
DESIGNING TRAINING IS A
TEAM EFFORT
five suggestions that will help you and
your team perform much more
efficiently (Carliner, 1995):
1. Know yourself
2. Before you start working together,
spend some time getting to know one
another
3. Build respect for, and trust in, one
another.
4. Initiate communication.
5. Be prepared for feedback.
TEAM WORK
Team work is more than sharing labor;
it's sharing work. By following certain
strategies at the beginning of a project,
you increase the likelihood that the
team will work together cohesively
throughout the project
WHAT FACED?
Decisions. One of the most common problems in
groups is members feeling that they have been left out
of the decision-making process. So, before any major
decisions are made, determine how you will make
them. By openly discussing the decision-making
process in your first meeting, you can avoid problems
later
Conflict. What happens if the group can't reach
consensus on a decision? Do you not make a decision,
defer to someone's judgment, or take a vote? And,
what happens if two people can't work together? Does
someone intervene? Do you let them work out the
conflict by themselves? Deciding how to handle conflict
before you actually experience it gives you a strategy
for dealing with problems that arise (Carliner, 1995).
WHAT FACED?...2
Commitment. Discuss the degree of
commitment that you expect from each
group member. Like most aspects of
team work, each team member has a
different concept of commitment.
Standards of Behavior. Until team
members are fully comfortable with one
another, encourage everyone to be on
his or her best behavior.
ASSUMPTIONS ABOUT
YOUR PROJECT
There are a few common issues that
affect the estimates of training projects.
The first is the stability of subject
matter.
The second common issue that will most
likely affect the estimate is the material
that you do not intend to cover
STABILITY OF SUBJECT
MATTER
The less stable the subject matter, the more likely that
you will need to completely revise sections that you
have already written
Identify, as specifically as possible, the aspects of the
subject matter that are not stable.
State what is not stable about the subject matter.
Identify the sections affected by the unstable subject
matter.
Determine how to respond to the instability.
Notes :
State your assumptions about a project up front. The
budget and schedule for a successful project emerge
from those assumptions.
WHEN WILL YOU FINISH
THE PROGRAM?
Designing a training program is a
complex project, requiring different
pieces—such as the slides, instructor's
guide, and student materials—that you
might develop separately to come
together at one time. In addition, you
must have some assurance that the
materials really work. For these reasons,
development of a training program
involves a series of intermediate steps
(called milestones or checkpoints) so
that
the
project
is
handled
in
manageable steps
ATURANNYA....
Setting the proposed schedule involves
performing the following activities in this
order:
Estimating the size of the project.
Estimating the total length of the project
(in number of workdays).
Establishing intermediate deadlines
HOW MUCH IS THE
PROGRAM GOING TO COST ?
A budget is an itemized estimate of the
cost of producing the project. Because
the most significant cost is labor, and
you pay for labor by the amount of time
that you use it, much of the budget is
based on the length of the project,
which you determine when you estimate
the schedule
In addition are costs for equipment,
software, training, duplication, and the
cost of specialized services
PROBLEM BUDGETING....
unanticipated costs: This category includes, for example,
permission fees for using illustrations and graphics in a
course unless the materials were produced by a staff
illustrator. Most course designers and developers usually
forget to budget for these.
underestimated costs: Here's an example: When estimating
the budget, you assumed that you needed 450 copies of the
student materials but you actually needed 925. The cost of
the additional copies is unanticipated.
scope creep: Scope creep refers to a situation in which a
project increases in scope after you estimate the budget and
schedule. Because the additional scope creeps up (usually, a
bit at a time), it is called scope creep. Scope creep results
either from failing to understand the actual scope of work
required by the project or by making wrong assumptions.
ANTISIPASINYA
Some proven ways to address these problems are
fudge factors: A fudge factor is an additional
percentage built into a project to give you
additional
funding
should
unanticipated
problems arise. This is also called a
contingency. Different organizations have
different levels of contingency.
tracking: By carefully tracking how closely
schedules and budgets match their estimates,
you can notify sponsors early if you anticipate
problems and negotiate for additional resources
or, in the case of scope creep, return the
project to its original scope
DASAR-DASAR
PERENCANAAN
SEBUAH PROYEK
PELATIHAN
Ratuagung’11
Referensi :
CARLINER, SAUL. 2003. Training Design
Basics. American Society for Training &
Development (ASTD) Press.
KISI-KISI
Who needs to be a part of your training project team and
what each will contribute to the project
Issues to address when planning a schedule for your
training project
How to realistically estimate the cost of your project.
In addition, worksheets at the end of this chapter can help
you plan a project
Because training projects happen within a business
context, before you begin designing and developing a
training course, you need to address three key business
questions that regularly arise during the project:
Who will be involved in the design and development of
your training program?
When will you finish the program?
How much will the program cost?
WHO WORKS ON A
TRAINING PROJECT?
members of the sponsoring organization
members of the training organization
MEMBERS OF THE SPONSORING
ORGANIZATION
Paying Client. This person (also called the
executive sponsor or benefactor) is the
executive who has responsibility for the project
Subject Matter Experts (SMEs). This
category includes one or more people who
developed the technical content to be
addressed by the training program
Legal Staff. A representative of the corporate
legal department can serve in this capacity.
Learners. The learners are the people who will
take the training program. You precisely
identify the learners when analyzing the needs
for the program (M3)
Subject Matter Experts ...1
Type of
Training
Typical SMEs
Product
Training
Engineers, programmers, and scientists who designed and
developed the product. In many organizations, marketing
professionals who have played a role in developing and
marketing the product also serve as SMEs.
Marketing
Training
Marketing managers and staff (that is, people who develop
sales strategies, create promotional programs, and oversee
the salespeople in the field). In some cases, you may also
consult with sales representatives in the field
Managemen Members of the HR staff and other managers who have
t
responsibility for overseeing company policies, employee
Developmen supervision, and succession planning.
t
SUBJECT MATTER
EXPERTS.....2
Type of Training
Typical SMEs
(Subject Matter Experts)
Medical Training
Medical staff, engineers, and others involved in
the service or product. For regulated products
and services, members of the government
regulation agency, such as the U.S. Food and
Drug Administration, may also serve as an
external SME.
New Employee
Orientation
Members of the HR staff and managers from
areas addressed in the training
Manufacturing
Training
Engineers who designed the manufacturing
process and managers of the manufacturing
lines affected.
MEMBERS OF THE
TRAINING ORGANIZATION
Manager: The person within the organization for whom
you work that has overall responsibility for a project.
Managers assign projects, establish budgets and
schedules, secure resources for a project (such as
computers and prototypes of products), and resolve
problems with projects in progress
Curriculum planner: The person who plans all of the
training in a particular subject area, determining which
courses to include, the content that each course
covers, related materials, resources needed to develop
this content, and overseeing the success of courses.
Course designer and developer: The person who
performs the needs analysis; chooses and sequences
content; drafts the slides, instructor's notes, and
workbooks; and oversees production of the course
materials
MEMBERS OF THE TRAINING
ORGANIZATION...2
Graphic designer: The person who designs the physical
appearance of the training materials and prepares art work
Illustrator: The person who prepares specialized drawings,
such as medical illustrations and drawings of new products.
Production personnel: The people who prepare training
materials for duplication. The skills needed for production
vary, depending on the communications medium of the
final product and may include desktop publishing, video,
and audio skills
Training administrator: The person who oversees the
running of training programs, including promotional
activities, scheduling of classrooms and instructors,
enrollment, attention to learners during a course, recording
courses completed by learners, and compiling evaluations.
DESIGNING TRAINING IS A
TEAM EFFORT
five suggestions that will help you and
your team perform much more
efficiently (Carliner, 1995):
1. Know yourself
2. Before you start working together,
spend some time getting to know one
another
3. Build respect for, and trust in, one
another.
4. Initiate communication.
5. Be prepared for feedback.
TEAM WORK
Team work is more than sharing labor;
it's sharing work. By following certain
strategies at the beginning of a project,
you increase the likelihood that the
team will work together cohesively
throughout the project
WHAT FACED?
Decisions. One of the most common problems in
groups is members feeling that they have been left out
of the decision-making process. So, before any major
decisions are made, determine how you will make
them. By openly discussing the decision-making
process in your first meeting, you can avoid problems
later
Conflict. What happens if the group can't reach
consensus on a decision? Do you not make a decision,
defer to someone's judgment, or take a vote? And,
what happens if two people can't work together? Does
someone intervene? Do you let them work out the
conflict by themselves? Deciding how to handle conflict
before you actually experience it gives you a strategy
for dealing with problems that arise (Carliner, 1995).
WHAT FACED?...2
Commitment. Discuss the degree of
commitment that you expect from each
group member. Like most aspects of
team work, each team member has a
different concept of commitment.
Standards of Behavior. Until team
members are fully comfortable with one
another, encourage everyone to be on
his or her best behavior.
ASSUMPTIONS ABOUT
YOUR PROJECT
There are a few common issues that
affect the estimates of training projects.
The first is the stability of subject
matter.
The second common issue that will most
likely affect the estimate is the material
that you do not intend to cover
STABILITY OF SUBJECT
MATTER
The less stable the subject matter, the more likely that
you will need to completely revise sections that you
have already written
Identify, as specifically as possible, the aspects of the
subject matter that are not stable.
State what is not stable about the subject matter.
Identify the sections affected by the unstable subject
matter.
Determine how to respond to the instability.
Notes :
State your assumptions about a project up front. The
budget and schedule for a successful project emerge
from those assumptions.
WHEN WILL YOU FINISH
THE PROGRAM?
Designing a training program is a
complex project, requiring different
pieces—such as the slides, instructor's
guide, and student materials—that you
might develop separately to come
together at one time. In addition, you
must have some assurance that the
materials really work. For these reasons,
development of a training program
involves a series of intermediate steps
(called milestones or checkpoints) so
that
the
project
is
handled
in
manageable steps
ATURANNYA....
Setting the proposed schedule involves
performing the following activities in this
order:
Estimating the size of the project.
Estimating the total length of the project
(in number of workdays).
Establishing intermediate deadlines
HOW MUCH IS THE
PROGRAM GOING TO COST ?
A budget is an itemized estimate of the
cost of producing the project. Because
the most significant cost is labor, and
you pay for labor by the amount of time
that you use it, much of the budget is
based on the length of the project,
which you determine when you estimate
the schedule
In addition are costs for equipment,
software, training, duplication, and the
cost of specialized services
PROBLEM BUDGETING....
unanticipated costs: This category includes, for example,
permission fees for using illustrations and graphics in a
course unless the materials were produced by a staff
illustrator. Most course designers and developers usually
forget to budget for these.
underestimated costs: Here's an example: When estimating
the budget, you assumed that you needed 450 copies of the
student materials but you actually needed 925. The cost of
the additional copies is unanticipated.
scope creep: Scope creep refers to a situation in which a
project increases in scope after you estimate the budget and
schedule. Because the additional scope creeps up (usually, a
bit at a time), it is called scope creep. Scope creep results
either from failing to understand the actual scope of work
required by the project or by making wrong assumptions.
ANTISIPASINYA
Some proven ways to address these problems are
fudge factors: A fudge factor is an additional
percentage built into a project to give you
additional
funding
should
unanticipated
problems arise. This is also called a
contingency. Different organizations have
different levels of contingency.
tracking: By carefully tracking how closely
schedules and budgets match their estimates,
you can notify sponsors early if you anticipate
problems and negotiate for additional resources
or, in the case of scope creep, return the
project to its original scope