Arsip Yusuf Ratu Agung, M.Si | Fakultas Psikologi UIN Maulana Malik Ibrahim Malang
MATERI 1 :
DASAR-DASAR DESAIN
PELATIHAN
Ratuagung’11
Referensi :
CARLINER, SAUL. 2003. Training Design Basics. American Society for
Training & Development (ASTD) Press.
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 basic process that course designers follow,
called ADDIE.
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
evaluating its effectiveness.
TRAINING
CHANGE
(PROFESSIONALS)
CHANGING
BEHAVIOR
Physical
Bahavior
Called
Psychomotor
Skills
Intellectual
Bahavior
Called Cognitive
Skills
Attitudes
Called Affective
Skills
PRINSIP DASARNYA....
human performance
improvement (making workers
measurably 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
improvement (HPI) that play a profound role
in the design of training programs.
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
(HPI)
3 Pilar Yang HARUS DIPERHATIKAN :
1.
2.
3.
All Training Programs Must Produce
Measurable Improvements in Human
Behavior
Training Programs Must Address the Gap
Between Current and Ideal Performance
Training Might Not Fill the Performance Gap
ADULT LEARNING
7 Prinsip Dalam Pembelajaran orang dewasa :
1.
2.
3.
4.
5.
6.
7.
Adult Learning
Adult Learners
Adult Learners
Adult Learners
Experience
Adult Learners
Information
Adult Learners
Levels
Adult Learners
Is Andragogy, Not Pedagogy
Are Pressed for Time
Are Goal Oriented
Bring Previous Knowledge and
Have a Finite Capacity for
Have Different Motivation
Have Different Learning Styles
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
which they can research answers to their specific questions.
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.
Verbal Versus Hands-on. Another set of learning styles
pertains to the sense through which a person most easily
acquires new knowledge. Some learners are verbal learners;
they learn best by reading. Other learners are visual learners;
they learn best by seeing pictures. Auditory learners learn
best by hearing, and kinesthetic learners learn best by touch
(hands-on experience).
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)
Effective training requires not only a thorough
understanding of the training problem, but also a wellstated definition of the results to be achieved and a wellthought-out plan for achieving those results. Therefore,
training professionals prefer to take a methodical
approach to designing courses. This methodical approach
breaks down the task of designing courses into
manageable steps and ensures that training professionals
attend to each of the myriad details in the design process.
ADDIE........2ND
D for Design : determined which content to
cover in the training course
1.
2.
3.
Choosing the appropriate intervention for
achieving the objectives
Structuring the content for the course (M5)
Presenting the content (M6)
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)
describes issues to consider as you plan for
technical and editorial reviews (M9)
ADDIE...4TH
I for Implementation : maintaining the course
including :distributing workbooks and teaching
classes, ongoing classroom support, such as
scheduling
class
sessions,
instructors,
classrooms, and equipment (both audiovisual
and lab equipment), and making sure that the
learning materials arrive at the classroom on
time, marketing the course, making changes to
content and resources found to be in error and
updating the content as changes to business
processes, technology, and other issues
require (M10)
ADDIE...5TH
an activity that is intended to assess
whether the courses have achieved their objectives
E for Evaluation :
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
of the organization six months to two years after the course (the actual time
varies depending on the context of the course).
DASAR-DASAR DESAIN
PELATIHAN
Ratuagung’11
Referensi :
CARLINER, SAUL. 2003. Training Design Basics. American Society for
Training & Development (ASTD) Press.
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 basic process that course designers follow,
called ADDIE.
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
evaluating its effectiveness.
TRAINING
CHANGE
(PROFESSIONALS)
CHANGING
BEHAVIOR
Physical
Bahavior
Called
Psychomotor
Skills
Intellectual
Bahavior
Called Cognitive
Skills
Attitudes
Called Affective
Skills
PRINSIP DASARNYA....
human performance
improvement (making workers
measurably 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
improvement (HPI) that play a profound role
in the design of training programs.
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
(HPI)
3 Pilar Yang HARUS DIPERHATIKAN :
1.
2.
3.
All Training Programs Must Produce
Measurable Improvements in Human
Behavior
Training Programs Must Address the Gap
Between Current and Ideal Performance
Training Might Not Fill the Performance Gap
ADULT LEARNING
7 Prinsip Dalam Pembelajaran orang dewasa :
1.
2.
3.
4.
5.
6.
7.
Adult Learning
Adult Learners
Adult Learners
Adult Learners
Experience
Adult Learners
Information
Adult Learners
Levels
Adult Learners
Is Andragogy, Not Pedagogy
Are Pressed for Time
Are Goal Oriented
Bring Previous Knowledge and
Have a Finite Capacity for
Have Different Motivation
Have Different Learning Styles
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
which they can research answers to their specific questions.
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.
Verbal Versus Hands-on. Another set of learning styles
pertains to the sense through which a person most easily
acquires new knowledge. Some learners are verbal learners;
they learn best by reading. Other learners are visual learners;
they learn best by seeing pictures. Auditory learners learn
best by hearing, and kinesthetic learners learn best by touch
(hands-on experience).
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)
Effective training requires not only a thorough
understanding of the training problem, but also a wellstated definition of the results to be achieved and a wellthought-out plan for achieving those results. Therefore,
training professionals prefer to take a methodical
approach to designing courses. This methodical approach
breaks down the task of designing courses into
manageable steps and ensures that training professionals
attend to each of the myriad details in the design process.
ADDIE........2ND
D for Design : determined which content to
cover in the training course
1.
2.
3.
Choosing the appropriate intervention for
achieving the objectives
Structuring the content for the course (M5)
Presenting the content (M6)
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)
describes issues to consider as you plan for
technical and editorial reviews (M9)
ADDIE...4TH
I for Implementation : maintaining the course
including :distributing workbooks and teaching
classes, ongoing classroom support, such as
scheduling
class
sessions,
instructors,
classrooms, and equipment (both audiovisual
and lab equipment), and making sure that the
learning materials arrive at the classroom on
time, marketing the course, making changes to
content and resources found to be in error and
updating the content as changes to business
processes, technology, and other issues
require (M10)
ADDIE...5TH
an activity that is intended to assess
whether the courses have achieved their objectives
E for Evaluation :
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
of the organization six months to two years after the course (the actual time
varies depending on the context of the course).