Arsip Yusuf Ratu Agung, M.Si | Fakultas Psikologi UIN Maulana Malik Ibrahim Malang
MATERI 3 :
INFORMASI/MODAL DASAR YANG DIPERLUKAN
UNTUK MEMULAI SEBUAH PROYEK PELATIHAN
Ratuagung’11
Referensi :
CARLINER, SAUL. 2003. Training Design Basics. American
Society for Training & Development (ASTD) Press.
KISI-KISI
The six basic issues about which you
need information as you embark on a
training project
Some effective ways to track down this
information.
SIX BASIC NEEDS ANALYSIS
STEPS
Kata kuci :
the request itself
the business need underlying the
project
the desired performance
the tasks
the learners and the influences on
them
the constraints on the project.
ISSUE 1. RESTATE AND CLARIFY THE REQUEST
The first step in analyzing the needs underlying
a request to develop a course is restating the
request. When restating the training request,
use the exact words that the sponsor has used.
Starting the project by using the exact same
words that the sponsor used is a way of letting
him or her know that you listened carefully to
the request and understood exactly the
sponsor's meaning. Few things build trust the
way that type of listening does.
ISSUE 2. IDENTIFY THE BUSINESS NEED
UNDERLYING THE REQUEST
Begin each course by identifying the
business goal before you have even
determined which content to include.
In practical terms, this means that a training
program is most likely to have impact if it
addresses a revenue or cost problem that
the business currently faces and if the use of
the information taught in the course is tied
to the measurements of effectiveness for the
staff of the organization.
CONTOH BUSSINES GOALS
Business
Training Projects Relevant to the
Goal
Business Goal
Generatin Some proposed training programs are
g Revenue associated with efforts to generate
revenue for the organization.
Containin Some proposed training programs are
g
intended to increase staff productivity,
Expenses reduce the number of errors, or increase
self-sufficiency (so users do not need
costly, in-person help).
Complying Some proposed training programs are
With
required by government, industry, or
Regulation corporate guidelines.
s
ISSUE 3. IDENTIFY THE DESIRED
PERFORMANCE
The difference between current
performance and the ideal performance
is called the performance gap. Effective
training bridges the performance gap.
Ultimately, an effective training
program must close the performance
gap by affecting the way that learners
perform their jobs.
ISSUE 4. IDENTIFY THE TASKS IN DESIRED
PERFORMANCE
identify the specific process (or processes) that learners
must follow to achieve ideal performance.
The tasks fall into three categories:
Psychomotor tasks are those performed by hand or
some other physical activity.
Cognitive tasks are performed mentally, such as
choosing the right model of computer to meet a
customer's needs or matching symptoms with a
diagnosis.
Attitudinal, or affective, tasks are associated with
learners' attitudes. Usually, affective tasks are redefined
as cognitive or psychomotor tasks.
ISSUE 5. DESCRIBE THE LEARNERS AND THE
INFLUENCES ON THEM
To design training so that it will be able to close a performance
gap, it is necessary to collect a variety of information about
the learners, including the following :
Demographic data: This category of information includes items
such as job title, length of experience, assumed knowledge,
sex (if relevant), language skills (if relevant), cultural
affiliations (if appropriate), and similar information.
Previous knowledge: If learners have previous experience with
the subject matter of the proposed course or with related
material, describe it.
Influences affecting the learners: Some influences may come
from the business, such as a recent reorganization that results
in new work for a group. Some of these influences are cultural.
ISSUE 6. IDENTIFY CONSTRAINTS ON THE
PROJECT
Product Constraints. These constraints affect what
you can present and how you can present it.
Software/Technical Constraints. Sometimes, you
must also use certain software (called authoring tools)
to create courses because your organization already
owns licenses for certain software or because a sponsor
requested its use.
Business Constraints. The third set of constraints for
your consideration.
Constraints of Corporate Culture and the Learning
Environment. The last set of constraints is one that
you should not include in a report to sponsors.
PRODUCT CONSTRAINTS
Course structure: Sometimes organizations establish a
standard structure for certain types of courses.
Editorial guidelines: Also called style guidelines, these
constraints affect the use of terminology, punctuation, and
grammar.
Design guidelines: These constraints affect the design of
slides and workbooks. Most corporations want a "family
look" to everything they publish, so that material produced
by many different groups within a company looks similar.
Other standards and guidelines: In some cases, your
training program must resemble other courses or materials
used by the organization.
SOFTWARE/TECHNICAL
CONSTRAINTS
word processor (such as Microsoft Word or
Corel WordPerfect)
presentation program (such as Microsoft
PowerPoint)
desktop
publishing
program
(such
as
QuarkXpress)
graphics program (such as Adobe Illustrator or
Photoshop)
specialized software (such as software for
capturing screenshots).
BUSINESS CONSTRAINTS
the drop-dead deadline for
completing the project
the not-to-exceed budget
staff who must participate in the
design and development effort.
CONSTRAINTS OF CORPORATE CULTURE AND THE
LEARNING ENVIRONMENT.
communication strategies within the organization: Do people
communicate directly and, if so, what are the channels, or do
they communicate indirectly, and if so, how?
attitude toward the subject matter: Does the organization
embrace it or will people avoid it? Be honest, even though the
sponsor will tell you that everyone welcomes the content.
project history: Is the organization notorious for last-minute
changes? If so, be prepared because it will happen again.
learning environment for self-study courses: Where will
learning occur? Is that environment conducive to learning? If
not, what needs to change? Are there opportunities in the
work environment to tie learning to work? Do managers and
co-workers support learning? If so, how? If not, what do they do?
FOUR METHODS OF UNCOVERING NEEDS
1.
Talk, Conduct formal interviews with as many people who have information
to share as possible. Typically, these people include stakeholders, such as the
sponsor, SMEs, and prospective learners.
2. Focus Groups, Focus groups are a special type of interview, in which you
interview eight to 12 demographically similar people at a single time. The
focus group usually lasts two hours and can cover between three and five
questions.
3. Experience,One of the ways to learn about a subject is to experience it.
An efficient way of doing so is by following people through their daily routines
from the start of the workday until the end. This method is called "A Day in
the Life" because it literally follows a day in the life of a worker.
4. Read, In many cases, you do not need to conduct new research to uncover
the information needed to start a training project—you merely need to find
existing research. Therefore, one of the most valuable sources of content is
the documents already available about the situation. Read anything that
might provide useful insights into the content or the learners: reports, plans,
policies, user's guides, memos and other correspondence, trade magazines,
and even other training programs .
ONE MORE THING
keep an open mind as you explore
needs. If you enter a needs analysis
with the solution already designed,
then you will not ask the questions that
might help you come up with the
intervention best matched to meet the
needs. In the same way, keep an open
mind about the answers to the
questions. Rather than entering this
process for the purpose of confirming
INFORMASI/MODAL DASAR YANG DIPERLUKAN
UNTUK MEMULAI SEBUAH PROYEK PELATIHAN
Ratuagung’11
Referensi :
CARLINER, SAUL. 2003. Training Design Basics. American
Society for Training & Development (ASTD) Press.
KISI-KISI
The six basic issues about which you
need information as you embark on a
training project
Some effective ways to track down this
information.
SIX BASIC NEEDS ANALYSIS
STEPS
Kata kuci :
the request itself
the business need underlying the
project
the desired performance
the tasks
the learners and the influences on
them
the constraints on the project.
ISSUE 1. RESTATE AND CLARIFY THE REQUEST
The first step in analyzing the needs underlying
a request to develop a course is restating the
request. When restating the training request,
use the exact words that the sponsor has used.
Starting the project by using the exact same
words that the sponsor used is a way of letting
him or her know that you listened carefully to
the request and understood exactly the
sponsor's meaning. Few things build trust the
way that type of listening does.
ISSUE 2. IDENTIFY THE BUSINESS NEED
UNDERLYING THE REQUEST
Begin each course by identifying the
business goal before you have even
determined which content to include.
In practical terms, this means that a training
program is most likely to have impact if it
addresses a revenue or cost problem that
the business currently faces and if the use of
the information taught in the course is tied
to the measurements of effectiveness for the
staff of the organization.
CONTOH BUSSINES GOALS
Business
Training Projects Relevant to the
Goal
Business Goal
Generatin Some proposed training programs are
g Revenue associated with efforts to generate
revenue for the organization.
Containin Some proposed training programs are
g
intended to increase staff productivity,
Expenses reduce the number of errors, or increase
self-sufficiency (so users do not need
costly, in-person help).
Complying Some proposed training programs are
With
required by government, industry, or
Regulation corporate guidelines.
s
ISSUE 3. IDENTIFY THE DESIRED
PERFORMANCE
The difference between current
performance and the ideal performance
is called the performance gap. Effective
training bridges the performance gap.
Ultimately, an effective training
program must close the performance
gap by affecting the way that learners
perform their jobs.
ISSUE 4. IDENTIFY THE TASKS IN DESIRED
PERFORMANCE
identify the specific process (or processes) that learners
must follow to achieve ideal performance.
The tasks fall into three categories:
Psychomotor tasks are those performed by hand or
some other physical activity.
Cognitive tasks are performed mentally, such as
choosing the right model of computer to meet a
customer's needs or matching symptoms with a
diagnosis.
Attitudinal, or affective, tasks are associated with
learners' attitudes. Usually, affective tasks are redefined
as cognitive or psychomotor tasks.
ISSUE 5. DESCRIBE THE LEARNERS AND THE
INFLUENCES ON THEM
To design training so that it will be able to close a performance
gap, it is necessary to collect a variety of information about
the learners, including the following :
Demographic data: This category of information includes items
such as job title, length of experience, assumed knowledge,
sex (if relevant), language skills (if relevant), cultural
affiliations (if appropriate), and similar information.
Previous knowledge: If learners have previous experience with
the subject matter of the proposed course or with related
material, describe it.
Influences affecting the learners: Some influences may come
from the business, such as a recent reorganization that results
in new work for a group. Some of these influences are cultural.
ISSUE 6. IDENTIFY CONSTRAINTS ON THE
PROJECT
Product Constraints. These constraints affect what
you can present and how you can present it.
Software/Technical Constraints. Sometimes, you
must also use certain software (called authoring tools)
to create courses because your organization already
owns licenses for certain software or because a sponsor
requested its use.
Business Constraints. The third set of constraints for
your consideration.
Constraints of Corporate Culture and the Learning
Environment. The last set of constraints is one that
you should not include in a report to sponsors.
PRODUCT CONSTRAINTS
Course structure: Sometimes organizations establish a
standard structure for certain types of courses.
Editorial guidelines: Also called style guidelines, these
constraints affect the use of terminology, punctuation, and
grammar.
Design guidelines: These constraints affect the design of
slides and workbooks. Most corporations want a "family
look" to everything they publish, so that material produced
by many different groups within a company looks similar.
Other standards and guidelines: In some cases, your
training program must resemble other courses or materials
used by the organization.
SOFTWARE/TECHNICAL
CONSTRAINTS
word processor (such as Microsoft Word or
Corel WordPerfect)
presentation program (such as Microsoft
PowerPoint)
desktop
publishing
program
(such
as
QuarkXpress)
graphics program (such as Adobe Illustrator or
Photoshop)
specialized software (such as software for
capturing screenshots).
BUSINESS CONSTRAINTS
the drop-dead deadline for
completing the project
the not-to-exceed budget
staff who must participate in the
design and development effort.
CONSTRAINTS OF CORPORATE CULTURE AND THE
LEARNING ENVIRONMENT.
communication strategies within the organization: Do people
communicate directly and, if so, what are the channels, or do
they communicate indirectly, and if so, how?
attitude toward the subject matter: Does the organization
embrace it or will people avoid it? Be honest, even though the
sponsor will tell you that everyone welcomes the content.
project history: Is the organization notorious for last-minute
changes? If so, be prepared because it will happen again.
learning environment for self-study courses: Where will
learning occur? Is that environment conducive to learning? If
not, what needs to change? Are there opportunities in the
work environment to tie learning to work? Do managers and
co-workers support learning? If so, how? If not, what do they do?
FOUR METHODS OF UNCOVERING NEEDS
1.
Talk, Conduct formal interviews with as many people who have information
to share as possible. Typically, these people include stakeholders, such as the
sponsor, SMEs, and prospective learners.
2. Focus Groups, Focus groups are a special type of interview, in which you
interview eight to 12 demographically similar people at a single time. The
focus group usually lasts two hours and can cover between three and five
questions.
3. Experience,One of the ways to learn about a subject is to experience it.
An efficient way of doing so is by following people through their daily routines
from the start of the workday until the end. This method is called "A Day in
the Life" because it literally follows a day in the life of a worker.
4. Read, In many cases, you do not need to conduct new research to uncover
the information needed to start a training project—you merely need to find
existing research. Therefore, one of the most valuable sources of content is
the documents already available about the situation. Read anything that
might provide useful insights into the content or the learners: reports, plans,
policies, user's guides, memos and other correspondence, trade magazines,
and even other training programs .
ONE MORE THING
keep an open mind as you explore
needs. If you enter a needs analysis
with the solution already designed,
then you will not ask the questions that
might help you come up with the
intervention best matched to meet the
needs. In the same way, keep an open
mind about the answers to the
questions. Rather than entering this
process for the purpose of confirming