Arsip Yusuf Ratu Agung, M.Si | Fakultas Psikologi UIN Maulana Malik Ibrahim Malang
Materi 4 :
Perumusan Tujuan/Target
Ratuagung’11
Referensi :
CARLINER, SAUL. 2003. Training Design Basics. American
Society for Training & Development (ASTD) Press.
Kisi-kisi
how
to concretely state the goals of a course
how to assess whether learners have achieved those goals
(a step you perform before beginning to design courses).
the basic value of objectives and evaluations
the basics of writing objectives, or measurable goals, for a
training program that called instructional objectives, which
involves determining which content learners must master
and distinguishing among main and supporting objectives
general guidelines for evaluating a training program using
the Kirkpatrick model for evaluating formal learning
products, which involves preparing a satisfaction survey, a
criterion-referenced evaluation, and follow-up evaluations.
The Basic Value of Objectives
and Evaluation
Before beginning any formal work
on a training program, you must
do two things:
First,
formally
state
the
objectives
for
the
training
program.
Second, prepare the instrument,
or test, that assesses whether
the
objectives
have
been
achieved.
The Basics of Setting
Objectives
Objectives are the goals that a training program must
achieve. They state the content that the proposed
training program must cover and the extent to which
learners must master that material
kunci nya: Determining the Content that Learners
Must Master
Two categories of information gathered in the needs
analysis help you determine the content that you should
cover in a training program.
The first of these categories is the overall desired
performance, which then becomes the overall goal for
the program.
The second category is the specific tasks learners must
master to achieve the overall desired performance
Cara untuk... Writing
Objectives
The
list of tasks compiled in the needs analysis provides
a good starting point for determining what should be
taught. This list identifies the main tasks and supporting
tasks that the training program must address, and it can
help you start to write specific objectives for the
program. In fact, the process of writing objectives gives
you a chance to reconsider the list of tasks and refine it.
Once you have a formal list of tasks, you can convert
them to objectives. Objectives are written in a
structured way, using terms that are both observable
and measurable. Observable means that someone can
visibly see evidence that the objective has been
achieved. Measurable means that someone can assess
the extent to which learners and businesses have
achieved a specific objective.
Formatnya ada tiga
macam..
Pertama : An observable, measurable
behavior: State this behavior using an
action verb such as install, type,
describe, or state. Avoid words like know,
understand, appreciate, and inform for
the
tasks
because
knowing,
understanding, and informing (and terms
like them) cannot be measured. Usually,
each task identified in the needs analysis
becomes an objective (with alterations
resulting from your review of this list).
Format...2
Kedua : Conditions under which
the task should be performed:
This part describes any situations
that should be considered when
measuring the goal, such as the
availability of reference materials
when users perform a task. Most
frequently, the conditions state
whether
learners
can
have
access to resources such as a
textbook while performing the
Format...3
Ketiga
: Level of acceptable
performance: This describes the
extent to which the objective
must
be
achieved
to
be
considered complete, such as
"without errors." The level of
acceptable
performance
is
assumed to be 100 percent,
unless stated otherwise.
Ragam objectives
Main objectives -------terminal objectives
Supporting objectives ------enabling
objectives
Training Effectiveness
SMARTER
Spesific
Hasil akhir tidak ngambang dan harus jelas.
Measurable
Hasilnya (Quality, Quantity, Cost, Time) dapat dilihat (observable)
secara nyata dan terukur (Measurable).
Achieveable
Dapat Diraih atau dicapai
Relevant
Sasarannya harus esensial bagi perbaikan menyeluruh baik bagi
organisasi maupun organisasi.
Timebound
Ada batasan waktu yang disepakati untuk mencapai sasaran yang
ditetapkan.
Exciting (Menyenangkan)
Recorded (Tercatat/terekam)
Basic Issues of
Evaluation
to
assess their own effectiveness: It usually explores
how specific parts of a program were received by
learners on an emotional level, and how learners
fared on assessments of their learning.
to assess whether learning occurred: In some
instances, only the learner uses this assessment. In
other instances, management uses this assessment
to determine whether or not a worker is eligible to
do certain kinds of
to assess return-on-investment for the course:
Demonstrating how learners' performance improved
provides a powerful tool in demonstrating the
business value of courses because improved work
performance can often be stated in financial terms.
Types of evaluations in
Kirkpatrick's model
Level 1: How to Assess Reaction
Almost every classroom course ends with a request for
learners to complete an evaluation. Affectionately
known as smile sheets within the industry, these
surveys seemingly assess how much participants liked
a course, whether the coffee was hot, the food fresh,
and the instructor entertaining. Actually, these
surveys can explore participants' reactions to much
more substantive issues, including:
1. whether they learned anything
2. the likelihood that they'll apply the content
3. effectiveness of particular instructional strategies
4. effectiveness of the course "packaging."
Kirkpatrick's model...2
Level 2: Assessing Learning
A substantive method of assessing whether
participants learned the designated content is
by evaluating their command of the content
immediately after completing the training
program.
only appropriate test questions are the ones
that emerge directly from the objectives.
Although other questions and exercises might
entertain learners because they do not directly
relate to the objectives, they ultimately
distract learners from the purpose at hand.
Kirkpatrick's model...3
Level 3: Assessing Transfer to the Job
The ultimate value of training is the application of its lessons to the job.
Therefore, trainers like to assess the extent to which the content transfers into
on-the-job behavior after some period of time has passed, also known as level 3
of the Kirkpatrick model.
A variety of techniques are used to perform a level 3 evaluation. Two of the most
common:
observation of the performance of tasks covered by the course objectives: Such
observation may occur either in the workplace or by computer "monitoring," by
which a computer tracks each keystroke and analyzes it. The advantage is that
the data is reliable because you have directly observed and collected it. The
disadvantage is that, for human observation, the data requires extensive time to
collect and analyze. Computer monitoring is not legal in all countries and may
require a legal clearance before you can conduct it.
surveys of learners and their supervisors: This evaluation method involves
asking each learner and supervisor how well the learner can apply to the job the
objectives (skills) taught in the training program. The advantage is that this is
easily accomplished through email messages that are automatically generated
and responses that are automatically tracked. The disadvantage is that the data
is subjective. Because the data for each learner comes from two perspectives,
however, it is more reliable than if the learner were the only respondent.
Perumusan Tujuan/Target
Ratuagung’11
Referensi :
CARLINER, SAUL. 2003. Training Design Basics. American
Society for Training & Development (ASTD) Press.
Kisi-kisi
how
to concretely state the goals of a course
how to assess whether learners have achieved those goals
(a step you perform before beginning to design courses).
the basic value of objectives and evaluations
the basics of writing objectives, or measurable goals, for a
training program that called instructional objectives, which
involves determining which content learners must master
and distinguishing among main and supporting objectives
general guidelines for evaluating a training program using
the Kirkpatrick model for evaluating formal learning
products, which involves preparing a satisfaction survey, a
criterion-referenced evaluation, and follow-up evaluations.
The Basic Value of Objectives
and Evaluation
Before beginning any formal work
on a training program, you must
do two things:
First,
formally
state
the
objectives
for
the
training
program.
Second, prepare the instrument,
or test, that assesses whether
the
objectives
have
been
achieved.
The Basics of Setting
Objectives
Objectives are the goals that a training program must
achieve. They state the content that the proposed
training program must cover and the extent to which
learners must master that material
kunci nya: Determining the Content that Learners
Must Master
Two categories of information gathered in the needs
analysis help you determine the content that you should
cover in a training program.
The first of these categories is the overall desired
performance, which then becomes the overall goal for
the program.
The second category is the specific tasks learners must
master to achieve the overall desired performance
Cara untuk... Writing
Objectives
The
list of tasks compiled in the needs analysis provides
a good starting point for determining what should be
taught. This list identifies the main tasks and supporting
tasks that the training program must address, and it can
help you start to write specific objectives for the
program. In fact, the process of writing objectives gives
you a chance to reconsider the list of tasks and refine it.
Once you have a formal list of tasks, you can convert
them to objectives. Objectives are written in a
structured way, using terms that are both observable
and measurable. Observable means that someone can
visibly see evidence that the objective has been
achieved. Measurable means that someone can assess
the extent to which learners and businesses have
achieved a specific objective.
Formatnya ada tiga
macam..
Pertama : An observable, measurable
behavior: State this behavior using an
action verb such as install, type,
describe, or state. Avoid words like know,
understand, appreciate, and inform for
the
tasks
because
knowing,
understanding, and informing (and terms
like them) cannot be measured. Usually,
each task identified in the needs analysis
becomes an objective (with alterations
resulting from your review of this list).
Format...2
Kedua : Conditions under which
the task should be performed:
This part describes any situations
that should be considered when
measuring the goal, such as the
availability of reference materials
when users perform a task. Most
frequently, the conditions state
whether
learners
can
have
access to resources such as a
textbook while performing the
Format...3
Ketiga
: Level of acceptable
performance: This describes the
extent to which the objective
must
be
achieved
to
be
considered complete, such as
"without errors." The level of
acceptable
performance
is
assumed to be 100 percent,
unless stated otherwise.
Ragam objectives
Main objectives -------terminal objectives
Supporting objectives ------enabling
objectives
Training Effectiveness
SMARTER
Spesific
Hasil akhir tidak ngambang dan harus jelas.
Measurable
Hasilnya (Quality, Quantity, Cost, Time) dapat dilihat (observable)
secara nyata dan terukur (Measurable).
Achieveable
Dapat Diraih atau dicapai
Relevant
Sasarannya harus esensial bagi perbaikan menyeluruh baik bagi
organisasi maupun organisasi.
Timebound
Ada batasan waktu yang disepakati untuk mencapai sasaran yang
ditetapkan.
Exciting (Menyenangkan)
Recorded (Tercatat/terekam)
Basic Issues of
Evaluation
to
assess their own effectiveness: It usually explores
how specific parts of a program were received by
learners on an emotional level, and how learners
fared on assessments of their learning.
to assess whether learning occurred: In some
instances, only the learner uses this assessment. In
other instances, management uses this assessment
to determine whether or not a worker is eligible to
do certain kinds of
to assess return-on-investment for the course:
Demonstrating how learners' performance improved
provides a powerful tool in demonstrating the
business value of courses because improved work
performance can often be stated in financial terms.
Types of evaluations in
Kirkpatrick's model
Level 1: How to Assess Reaction
Almost every classroom course ends with a request for
learners to complete an evaluation. Affectionately
known as smile sheets within the industry, these
surveys seemingly assess how much participants liked
a course, whether the coffee was hot, the food fresh,
and the instructor entertaining. Actually, these
surveys can explore participants' reactions to much
more substantive issues, including:
1. whether they learned anything
2. the likelihood that they'll apply the content
3. effectiveness of particular instructional strategies
4. effectiveness of the course "packaging."
Kirkpatrick's model...2
Level 2: Assessing Learning
A substantive method of assessing whether
participants learned the designated content is
by evaluating their command of the content
immediately after completing the training
program.
only appropriate test questions are the ones
that emerge directly from the objectives.
Although other questions and exercises might
entertain learners because they do not directly
relate to the objectives, they ultimately
distract learners from the purpose at hand.
Kirkpatrick's model...3
Level 3: Assessing Transfer to the Job
The ultimate value of training is the application of its lessons to the job.
Therefore, trainers like to assess the extent to which the content transfers into
on-the-job behavior after some period of time has passed, also known as level 3
of the Kirkpatrick model.
A variety of techniques are used to perform a level 3 evaluation. Two of the most
common:
observation of the performance of tasks covered by the course objectives: Such
observation may occur either in the workplace or by computer "monitoring," by
which a computer tracks each keystroke and analyzes it. The advantage is that
the data is reliable because you have directly observed and collected it. The
disadvantage is that, for human observation, the data requires extensive time to
collect and analyze. Computer monitoring is not legal in all countries and may
require a legal clearance before you can conduct it.
surveys of learners and their supervisors: This evaluation method involves
asking each learner and supervisor how well the learner can apply to the job the
objectives (skills) taught in the training program. The advantage is that this is
easily accomplished through email messages that are automatically generated
and responses that are automatically tracked. The disadvantage is that the data
is subjective. Because the data for each learner comes from two perspectives,
however, it is more reliable than if the learner were the only respondent.