RRC RRC –– Training, PAN LOCALIZATION Phase IITraining, PAN LOCALIZATION Phase II

Emmanuel C. Lallana, PhDMa. Melizza D.Tan

Training Process OverviewTraining Process Overview

Training Goal

Pan L10n Capability Building Goal: to develop and conduct training to develop digital literacy among various end-users

to acquire basic computer literacy in order to retrieve content and to generate culturally relevant content based on Regional ICT Competency Standards

Digital Literacy

the awareness, attitude and ability of individuals to appropriately use digital tools

and facilities

to identify, access, manage, integrate, evaluate, analyze and synthesize digital

resources, construct new knowledge, create media expressions, and communicate with

others,

in the context of specific life situations, in order to enable constructive social action;

and to reflect upon this process

DigEuLit Project, 2006

RESEARCH (RRC and CCs) !

Customized Training Design & Materials per User Group(to be designed by Country Components) !

Competency Standards &Performance Indicators

Per User Group

Best Practices

“Open” TrainingMaterials

DeterminedTraining Needs

Competency Assessment

Training Design M&E

enhancement

Training Process CycleEstablish / Clarify desired goals: key priority areas &

targets

Knowledge & Skills Audit Gap-Needs Analysis

Course Design & Development

Training / Workshop Delivery

Training Evaluation & Enhancement

• immediate reaction: management + skills

learned• application & Transfer of

Knowledge & Skills Learned

Competency Standards - UNESCO

Emerging

Applying

Transforming

Infusing

Work/Life

Technology

Stages of ICT development(adapted from UNESCO-Bangkok) !

Competency Standards - UNESCO

Transforming

Infusing

Applying

Emerging

Specializing in the use of ICT

Creating innovative work environments (Tech Approprtn)!

Understanding how and when to use ICT

Learning how to use ICT

Becoming aware of ICT

Facilitating effectiveness & efficiency (Tech Appropriation) !

Enhancing traditional tasks (Use) !

Supporting work performance (Use) !

(a) Stages of ICT usage (b) Applications / Usages of ICT

(adapted from UNESCO-Bangkok) !

Competency Standards – PAN L10n

Monks

Infusing

Transforming

Emerging

Applying

Love To See

Like To See

Etc.TeachersGov’t OfficialsInfomediaries

Training Needs Analysis - 1

a systematic exploration of the way things are and the way they should be

“things” = individual or organizational performance

- Christie, A. Training Cycle Management:

Guidelines and Toolkit. ChildHope Manual.

Training Needs Analysis - 2

Why conduct one?To understand the context of target clients

To compare desired (see “Goal”) with current level of performance

To identify and analyze KSA gaps & possible solutions

To establish and prioritize specific training “needs” over “wants” vis-à-vis desired level of performance

To involve stakeholders for better appreciation and increased motivation

Training Needs Analysis - 3Understand the context of target clients

meet with organized groups / experts who know/work with target clients (advisory body)!meet with a sample group to represent the target group

age, learning styles, sensitivities, backgrounds, openness to technology, etc.

conduct a job analysis: take note of job processes/tasks that can benefit from the use of ICT – categorize into needs vs. wants

examine current ICT applications and initiatives targeting same client group

Training Needs Analysis - 4

Identify the relevant / required skill set based on “goal”

multi-stage Regional ICT Competency Standardsmap out appropriate progress markers

Training Needs Analysis - 5

Determine the knowledge/skills gapKnowledge/Skills Audit (self-assessment, may choose to validate via direct observation/test) compared against the PAN L10n ICT Competency Standardsestablish the training need

determine which stage of ICT developmentfocus on competencies appropriate and relevant to desired level of task performance

Training Needs Analysis - 6

Present report & recommendationsseek validation with organized & sample groups interviewed earlier

gap analysis and training needs

present draft training plan and projected impact of ICT training on clients’performance

confirm progress markersdiscuss possible strategies and gather pool of possibilities for relevant hands-on exercisesvalidate evaluation plan

TNA - 7 – Common Methodologies• “distant” to actual context

of clients• best practices abound• no need to re-invent the

wheel

• journals, reports, manuals

1. Review of Related Literature

• max: 2 hours• 6-8 pax

• max: 1 hour• one-on-one

• 15-30 minutes

• actual work environment

Features

• flexible; follow-through questions

• immediate group verification of responses

5. Focus Group Discussion

• interviewer must be highly skilled and must be warm, engaging, & patient

• subjective interpretations• need for accurate recording

of responses (very rich) !

• flexible; follow-through questions

4. Interview / Consultation

• good questionnaires are difficult to formulate

• not flexible, no follow-through questions

• normal response rate: 40%

• respondents may be anonymous

• efficient: standard responses, easy tabulation

3. Survey / Questionnaire

• time-consuming• real-life “investigation”2. Direct Observation

DisadvantagesAdvantagesMethod

sample tools to be posted on the wiki

Course Design & Developmentde

sire

d co

mpe

tenc

ies

& le

arni

ng o

utco

mes

(by

leve

l)!learning objectives

topics / content

strategies / activities

assessmentmaterials

development

context: job processes / tasks

resource preparation:

trainer, notices,

venue, eqpt, etc.

session scheduling

evaluation tool

Training Delivery - a

conduct expectations-setting activities, session summaries, energizersset specific and measurable outcomestrain/involve the recognized leadersparticipants need to own their learning

relevant to their contextrequired action planningvalued feedback

Training Delivery - b

responsibilities covered, time checksregular training assessment

the training team

logistics: laboratory, connectivity, food, accommodations, materials (manuals, handouts, certificates) !session assessments, training evaluation (immediate reaction) !

resources

motivation, energy levelfrequent learning checks, exercises/simulationsseating arrangement & groupings – team learningparticipation levelaction planning

learning

Management of

Personnel Requirements

Instruction TeamTrainerLab Assistants – depends on number of participants and their competency levels

Training ManagementTraining ManagerStaff – administrative, financial, and logistical needs

Trainer Competencies - 1knows & applies the training process cycle understands & employs basic principles of human cognition & learninghas sound research skillshas effective presentation skillshas good interpersonal & communication skillshas effective group management skills

Trainer Competencies - 2

has mastery of content and skills to be imparted

may tap “super-users” from their own grouppractices & promotes lifelong learning

can arrange the training schedule and environment (physical set-up & groupings) most conducive to learning

Trainer Competencies - 3

can regularly relate content & examples to trainees’ contextuses appropriate motivational activitiescan effectively apply adult learning principles (experiential, context-based, self-discovery)!sensitive, flexible, & adjusts to different learner backgrounds, learning styles, pacing

Trainer Competencies - 4

uses a variety of strategies, activities, materials, & assessment methodologies to facilitate learningcan handle “difficult” participantscan apply reflective listening & feedback to encourage group involvement & to improve the training

Post-Training Evaluation - A

“Training is a process rather than an event.”“Training redesign is an ongoing process based on feedback.”

Post-Training Evaluation - B

results to serve as inputs for timely interventions (i.e. coaching, follow-up training), course enhancements, and further training needsmust: produce Training Analysis Report on entire Training Process

Post-Training Evaluation - Ctiming:

immediately after training: to gauge learning gained & to evaluate aspects of training management during delivery2-3 months after training: to check training transfer/ application to actual workplace (via physical evidence)!

monitor trainees’ growing levels of comfort, confidence, and competence in applying ICT skills learned in real situations

end of presentationend of presentation

June 2007