Social Work

Community Education
and
Training
 Part IV

DESIGNING TRAINING
PROGRAMS
 Stages in Designing a Training Program
The process of gathering data essential to effective
Analysis program design

The state at which all the data gathered during the analysis are
put together. These data are screened so that only the
Planning Program
relevant ones are used & irrelevant ones are discarded.
Design

Program This stage deals with the logistics &

Management administrative conduct of the training program

Implementation This is the “do” portion of the program design.

A process wherein objectives are compared with

Evaluation actual outcomes; results are assessed

This is the “maintenance of behavior” portion of the program

Continuing design; processes and structures are identified that will
Training allow the trainees to practice the newly acquired skills
 I. Analysis
Training Needs Analysis - A process that involves a procedure to
determine whether the training will indeed address the problem/need in terms
of knowledge, skills and attitude of a target group. Here, trainer’s perception
will be cross checked with the target group’s perception.

T - target specific of KSA needs

N - name gaps necessary to carry out jobs/tasks/roles
A - acquire desired behavior / performance

What is??

GAP = NEEDS

What should be??

 Types of Analysis in TNA

1. Job Analysis – process of examining a job in detail;

focuses on performance of individuals in particular
jobs.
2. Task Analysis – systematic analysis of KSA
required to carry out tasks; focuses on accomplishing
tasks to meet group objectives.
3. Role Analysis – focuses on performance of roles to
set standards
II. Planning Training Program Design

TRAINING DESIGN
• It is a detailed outline of the program objectives, training curriculum,
training methodologies, evaluation scheme, and other administrative
concerns in implementing a training program.
• It serves as a sketch that describes what a specific training program is all
about and how it will be conducted.
• It as the blueprint for the learning/training environment (Ortigas,1990)
II. Planning Training Program Design

TRAINING DESIGN

 Training Design Matrix, on the other hand, serves as the blueprint of

all the learning activities that learner’s will experience during the whole
training program

 Course Design - the document which contains rationale, objective,

subject matters/ topics, methodologies and resources to be used in the
conduct of the training. Provides the overall direction and focus of the
training as well as the specific inputs and outputs.
TRAINING DESIGN DEVELOPMENT: COMPONENT

The components of a training design:

1. Rationale
An overview of the training program which states the means for
undertaking the activity and management expectations on the
outcome of the program which will ultimately meet the
organizational goal.
TRAINING DESIGN DEVELOPMENT: COMPONENT

2. Target participants
The specific group of trainees who are to partake in the training
program upon undergoing through a training needs analysis. They
are the focus of the learning activity and expected to participate
actively in the learning process.
 TRAINING DESIGN DEVELOPMENT: COMPONENT

3. Curriculum
A description of how the course is organized. It has the
4 following main elements:
1. statement of objectives,
2. content or learning experience articulated in the
modules and topics,
3. methods and strategies of teaching,
4. duration and organization of content
 TRAINING DESIGN DEVELOPMENT: COMPONENT

Objectives - refers to the desired organizational and behavioral

attribute characteristics to be attained during and after the conduct
of training.

a. Behavioral objectives describe what the trainees should be

able to do at the end of the training course
b. Instructional objectives indicates the depth to which a
subject is to be discussed.
 TRAINING DESIGN DEVELOPMENT: COMPONENT

Process - the dynamics of interplay of behaviors within the

training situations leading to the attainment of the training
objective/s

Behavior - any observable or visible action or activity

performed by the learner
 (SMART training objectives are stated in behavioral terms)

S = Specific …………………… Stated in Action Verbs

M= Measurable ……………Minimum Level of Concept Responses

A = Attainable ……………….According to Trainee Potentials

and Field of Experience

R = Realistic …………………..Resources and Reality-Based

T = Time bounded ………………Training Timetable

E = Evaluative

R = Responsive

Source: Training (Franco, 1990 – p.250 )

TRAINING DESIGN DEVELOPMENT: COMPONENT

2. Course Content (or Content)

Are the subject matter/topics taken up in the
training courses to attain the objectives. It
refers to the logical arrangement/ sequencing
of subject matter/topics to be taken up
during the training to attain the objectives of
the program. The topics are lumped together
into a module.
TRAINING DESIGN DEVELOPMENT: COMPONENT

Training module (also called “training manual”)

It refers to a component of a training program. It is a
series of interrelated topics which can be combined or
discussed separately. The training module best describes the
course content.
Conceptual Framework - This is the cognitive map or
integrative expression & representation of the whole
training program, summarizing total program objectives,
& flow of activities in a conceptual, graphic
representation.
 TRAINING DESIGN DEVELOPMENT: COMPONENT
3. Training Methodologies
 Refersto the various ways at which the dissemination of
concepts/ ideas/ knowledge and skills can be effected.
 Includes the selection of instructional media and the materials
to be used as aids in facilitating the learning process (Ortigas,
1990).
 Should be matched with the objective and content of the
training as well as with the needs of the participants.
 Mobilization

a. Resource Person— someone who possesses the

experience/knowledge and expertise of the subject
matter/field of study and who has the capability to
effectively deliver the subject matter to the
participants.
b. Participant— a person who is the focus of
learning activity and who is expected to participate
actively in the learning process.
 Mobilization

c. Training Team- a group of persons composed of the

training director/coordinator, facilitators, and training
assistants/process analyst, who work together to see to it
that the training process supports the objectives of the
training program (preferred number of training team
members is 3 )
 Mobilization

d. Dry Run - a mock presentation of the training activity where

each person/member of the training team participates in a “real
life” scenario setting with the main purpose of detecting/finding
out/ironing out issues and bottlenecks that may crop up in the
actual implementation of the training

e. Training Kit - Contains all the materials needed by each

participant for the training activity., such as training materials for
the use of the participants (ex. Handouts, program, course
design, learning diary, pen, pad , paper, ID, etc.)
 Mobilization

f. Administrative and Financial Support – the

allocation and disbursement of training funds for the
implementation of the training (ex. supplies and
materials, honoraria, food and accommodation, etc).
 Functions of the members of the training team

TRAINING COORDINATOR FACILITATOR TRAINING

ASSISTANTS/COMMTTEE

•Responsible for training program •Handles session •Takes charge of

implementation proper administrative
• Handles resource mobilization •Together with the arrangements (ex.
•Communicates and establishes coordinator, Correspondence, venue,
agreement with resource persons conducts clinic-ing logistics)
• Prepares course design session after each •Prepares documentation
• Screens/ evaluates/recommends activity and terminal reports
participants • Materials development
•Prepares course design •Participants/ resource
• Acts as co-facilitator persons profile
•Reports to chief of training unit
or training director
 III. Implementation

Facilitating
The art of enabling people to do or become better individuals
through a collective and meaningful process of growth. It both
task and maintenance functions.
TASK: provide directions for learning and accomplish expected
results
MAINTENANCE: provide venue for group participation and
help build learning and working teams.
 III. Implementation

Facilitator
 change agent who structures learning situations/experiences with
the end result of enhancing the learner’s capabilities to be sensitive
to his or her own processes and behavior.
 The person who handles session proper, and is over-all in charge
in the flow of the training program. Together with the training
coordinator, this person also conducts clinic-ing session after each
activity.
 III. Implementation

A. Unfreezing - This is the preparatory stage of learning where

the learner has to unload existing behavior/psychological
baggage/defense mechanisms which may obstruct the learning
of the new behavior.

a. Ice Breakers - a brief activity designed to bring people

together, relax, energize and mentally prepare for the trainings.
The best ice breakers stimulate thinking that will help focus the
participants on the topic of the meeting, and promote
interaction with each other.
 III. Implementation

B. Priming - process by which the participants in

consensus, set the direction of the entire training
program and to prepare the participants for the tasks to
be accomplished during the training. This is consists of
the following: leveling of expectations, goals and
responsibilities clarified , orientation on the training
program, establishment of rules agreed upon by the
trainer and the participants
C. Integration (Refreezing)—a stage of learning where the
learner is able to piece together the learnings in the training
and sees value in its application to his or her real life
situation.
a. Processing – a way of surfacing experiences and insights
of participants and interpreting these into the learning
context
b. SLEs – Structured learning exercises utilize dynamics of
groups to achieve learnings from: interaction of people,
people’s behavior in groups, communication with other
people in the group
D. Recapitulation – a daily activity where the trainor or the
participants summarize the previous session, learnings and
insights including their assessment of their progress in
learning
E. Team Building - A process consisting of a series of
synergy-building exercises designed to promote group
cohesiveness and effectiveness in performing and achieving
their common goals and tasks.
F. Clinic-ing - an activity to assess the progress and the
effectiveness of the training in terms of the following:
process within the training, relationships, physical
environment, & problems and issues relevant to training
 METHODS
USED IN
DEVELOPMENT
TRAINING
 CROSS WORD PUZZLE
P D K K L A D O S P L C
L E C T U R E U A A J O
E M U I K A B Z H A L N
N O D H A J A U W S Q F
A N I J K A T E T G G E
R S S X B Y E U I O O R
Y T C A S E S T U D Y E
G R U Y D F G H J Q Y N
B A S F O R U M H V I C
N T S Y H J J K Q W R E
U I I O W O R K S H O P
E O O N S T R A T I O N
Y N N V R O L E P L A Y
 CROSS WORD PUZZLE
P D K K L A D O S P L C
L E C T U R E U A A J O
E M U I K A B Z H A L N
N O D H A J A U W S Q F
A N I J K A T E T G G E
R S S X B Y E U I O O R
Y T C A S E S T U D Y E
G R U Y D F G H J Q Y N
B A S F O R U M H V I C
N T S Y H J J K Q W R E
U I I O W O R K S H O P
E O O N S T R A T I O N
Y N N V R O L E P L A Y
What it is When to use How it works Advantages Limitation
What it is When to use How it works Advantages Limitation
What it is When to use How it works Advantages Limitation
What it is When to use How it works Advantages Limitation
What it is When to use How it works Advantages Limitation
What it is When to use How it works Advantages Limitation
What it is When to use How it works Advantages Limitation
What it is When to use How it works Advantages Limitation
What it is When to use How it works Advantages Limitation
What it is When to use How it works Advantages Limitation
What it is When to use How it works Advantages Limitation
What it is When to use How it works Advantages Limitation
What it is When to use How it works Advantages Limitation
What it is When to use How it works Advantages Limitation
What it is When to use How it works Advantages Limitation
What it is When to use How it works Advantages Limitation
What it is When to use How it works Advantages Limitation
What it is When to use How it works Advantages Limitation
What it is When to use How it works Advantages Limitation
What it is When to use How it works Advantages Limitation
What it is When to use How it works Advantages Limitation
Other Methods in Development Training

Tungpalan (1990) mentioned other methods which have been

used by practitioners of popular education, such as the
following:
1. Context – Content – Method Framework (PEPE, 1988)
Works on the premise that the nature and form of popular
education are defined based on specific context, content
and methods appropriate to particular groups.
Context identifies the learner, the educator, their knowledge,
experiences, concerns and the learning gaps.
Content of popular education makes up the “people’s agenda”
(more justice and freedom, etc.) and is a creative tension
between “objective” sad “subjective” of this agenda.
Method of popular education uses all possible forms of
communication and information and is not purely
intellectual
2. ADIDAS: Activity-Discussion-Input-Discussion-
Analysis/Synthesis (PEPE, 1988)
This method was popularized in the 1980s by IBON Socio
Economic Databank and Education Forum. It is
recommended for framework setting, visioning exercises,
evaluation end curriculum development it encourages
participation, creativity and critical thinking. Composed of
four parts:
a) Activity is a creative group activity which would provide
venue for trainees to express their ideas as a group;
b) Discussion is where the different subgroups present and
discuss the results of group work to the bigger group;
c) Input-Discussion is when the facilitator evokes
discussion among the trainees leading to his/her inputs;
and
d) Analysis-Synthesis - are the synthesis of the learnings
from the experience.
3. “Ah-hah” Method (PPT, 1989)
 The method started in Canada and is based
on the English expression which implies
recognition of an idea. It aims to unify
individual experiences about a specific -
system or body of knowledge.
 It is basically a group activity wherein each
participant contributes to draw a whole
picture one by one, each one continuing on
wherever the preceding person left off. As
this process moves on, discussions and
explanations about the subject matter are
conducted.
4. Sculpturing (Arnold&Burke 1983)
The participants position themselves to create a
scene. The result is a human sculpture which
represents the group’s understanding and
knowledge of a specific theme. The activity has
three major components:
a) Instruction - which explains the technique and
the theme;
b) Action - wherein a volunteer begins the
sculpture and others follow one by one to
complete the human structure; and
c) Discussion - which is the discussion of the
observations and insights about the activity and
input may also be given.
5. Socio-drama (Arnold & Burke. 1983)
 The trainees act out a situation or specific roles
using words, movements, gestures and props. A
real-life experience is re-created for discussion
and analysis (the major portions are the same
as that of sculpturing).

6. Drawing (Arnold & Burke, 1983)

 It is a process wherein the final product is a
visual depiction or drawing of the main points
in the discussion of a theme. It can be done by
individuals or by groups.
7. Chalk-Talk (PEPE. 1990)
 A teaching-learning activity where the attention of the
trainees is focused on the facilitator and the blackboard
where he/she draws or writes. This is an innovation of a
straight lecture method. Replacing what is known as
“blackboard technology” the trainer uses symbols, instead
of just words and is talking and drawing at the same time.
8. Theater Arts
 Augusto Boal’s (from Latin America) method of theater of
the oppressed was popularized by PETA in the Philippines.
 It provides theater situation for the audience
to complete or resolve based on their own analysis and
experiences of certain issues.
 The audience finishes the story by discussion or acting out
the latter scenes.
 IV. EVALUATION OF THE TRAINING
PROGRAM
 Evaluation is the process of looking back to
assess the effectiveness of various learning
activities in a training situation.
 It is also done to appraise the training
program in terms of extent to which the set
objectives have been attained based upon
the set standards.
 It aims to improve program implementation
and introduce changes if need be.
 Types of Evaluation
1. Formative (also known as developmental evaluation)
 Measures observed outcomes against intended outcomes
 Determines what changes can be done to make on-going training
programs more efficient and effective.
2. Summative (also known as terminal evaluation)
 Measures its objects against an absolute norm, or definitive
standard of excellence.
 Designed to appraise a program after it is well-established
 Answers whether or not the program outcomes are congruent
with its stated goals, and if not, what factors can account for
such discrepancy.
3. Cooperative Evaluation – a “self-peer-leader” form of
assessment.
Levels of Evaluation (Donald Kirkpatrick)
1. Reaction - the trainees’ judgments regarding program content,
methodology, course management, training schedule, teaching
materials, resource speakers and
training team, and other aspects of program/course
implementation
2. Learning - the trainees’ acquired concepts, skills and attitudes
from the program
3. Behavior - the trainees’ immediate and future behavioral output
related to program goals, e.g. echo seminars, project proposals,
meetings, organizing work, etc.
4. Results - the program’s immediate and long-range results,
expectation setting, knowledge and skills, improved job
performance, etc.
WHEN: During Training Course/Program
HOW: Evaluation Methods/ Instruments
1. Expectation Setting
(sometimes called as “priming”, the process by
which trainers and participants set the direction
and rules to be followed in the course of the
training course/program)
2. Clinic-ing Sessions
(an activity to assess the progress and
effectiveness of the training; at intervals,
training team to assess learning progress of
trainees and management of the course and at
the end of the day, trainers meet with trainees to
do overall appraisal of the day’s session)
3. Daily Reflection Sheets (a feedback form to know the
trainees’ assessment of the modules/topics, instructional
strategies, instructional materials, training
management and suggestions/recommendations)
4. Freedom Wall (craft or manila paper posted on the wall
where everybody can write on what they want to express in
the context of the training situation)
5. How Do You Feel Today? (a selection of various facial
expressions describing how the trainees feel for the day; a
very good yet simple way of getting feedback in a light,
creative manner)
6. Process Documentation Guide
(documenting the modules/topics/sessions, questions and
answers that transpired, behavior and other observations,
e.g. bow many are not attentive, how frequent do
participants go out of the hall, is there somebody sleeping of
reading something or doing something else)
 When: After the Training Course/Program
How: Evaluation Methods/Instruments
1. Overall Course Program Evaluation
(assessment of the overall management of the training course/program in
terms of technical and administrative aspects)
2. Follow-up Evaluation (done at least after six months or at the latest
two years after course/program completion to research on the trainees’
present activities, usefulness of the training, effects of the training to the
trainees/organization/community and suggestions to improve
course/program)
3. Post-evaluation Forms (administering the same questionnaire used
during the pre-evaluation to know the differential scores)
4. Training Team Evaluation - (trainers evaluate the implementation
and management of the training program whether it attained or failed to
attain the program objectives; evaluation instruments are processed and
plans are formulated accordingly)
 DOCUMENTATION
 It is a continuous process of observing, gathering, reflecting on and
analyzing data or phenomena
 It records two aspects of the training program: process (what happened)
and content (what were taken up)
 A documentation scheme should outline the procedure or guidelines by
which the activity will be systematically recorded.

Data collection methods for documentation:

1. observation (direct or participant observation)
2. interview(semi-structured, interview w/ key informant)
3. focused-group discussion
4. review of secondary data.
The various types of documentation
1. Recording
a. Simple Recording - an essay way of reporting
data and usually uses simple fact sheets which
contains basic data /information and answers the
questions what, who, why, where and how (e.g. time
sheet, work plan)

b. Process Recording - a more detailed way of

preserving data which includes observations,
impressions, insight and analysis of the organizer-
documenter; describes and examines the situations
and process of activities (project study, case study,
proceedings)
 The various types of documentation
2. Research

a. Social Analysis - a systematic way of gathering

data/information with participation of participants to the
program/project being documented (e.g. community study)
b. Process Documentation Research - a process which provides
continuous information about the programs and activities in the
community/ organization and data becomes the source of
identifying strategies, policy directions and re-orientation of
programs to fit target clientele (e.g. program evaluation study,
training program design formulation)

3. Reporting is different from documentation but recording is

subsumed under documentation. Documentation is needed in
making the training report.
 Post-Training Activities
A. Terminal Report - the report that accounts for the
entire conduct of the training program,
essentially. It includes the documentation result
on a day-to-day basis recounting the process, the
content and relevant appendices such as course
design, list of participants and evaluation results
B. Post-training monitoring and evaluation –activity
conducted after the training to determine and
assess changes on on-the-job behaviors as a result
of the training.
C. Follow-through – subsequent activities identified
based on the result of the monitoring and
evaluation conducted to effect desired change,
ex. Site visit, job rotation, setting up of
demonstration farm