Un Training System (Design).Hasnat

UN Training of Trainers (ToT) Course

Bangladesh, June 2012

UN PEACEKEEPING TRAINING SYSTEM



Why is this Important for me?



As peacekeeping trainer, you must know how mostappropriate training can be tailored to best fit thetarget audience for:

• Preparing them to understand the peacekeepingresponsibilities in correct context and performaccordingly for effective mandate implementation

• Addressing performance gap to cope with the specialized requirements in mission environment

Why is this Important for me?



Learning Outcomes



UN Training Cycle: A Six Step Process

How Does UN Training System Look Like?



Analyze Performance GapsKey Considerations



Determining Gaps: Existing and Desired Competencies

Analyze Performance Gaps



Define Training NeedsTraining Needs Assessment



Design and Plan the TrainingKey Factors

Effective Training

Training Objective

Training Materials

Resource

Substantive and Organizational Means

Method of Delivery

Training Provider

Fund



Deliver the TrainingOrganizational Aspects



Evaluate Training ObjectivesMeasuring Stick

Training Objectives

Competency Gap

Reaction

Learning

Behaviour & Result

• Achieved

• Partially Achieved

• Not achieved

• Adressed

• Partially Adressed

• Not Adressed

• As Expected

• Less than Expected

• Not at all Expected



Monitor and Improve the TrainingPurpose

Key Role Player

• To ensure proper implementation of the trainingaiming at creating positive impact on the operationaleffectiveness of UN peacekeeping

SpecialistTrainers

ITS

IMTCFocal Points



Design and Plan the TrainingBrainstorming

• Why do you need to design and plan the training?

• What should be the basis of training design?

• What are the key factors in training planning?

• What are the tips for effective training design?




• Why do you need to design and plan the training?

We need to design and plan the training toimpart the most appropriate training in the mosteffective way




• What should be the basis of training design?

Training design should be based on performance

gap that needs to be mitiged and training needs

assessed thereon




• What are the key factors in training planning?

Training planning involves formulatingtraining objectives, developing training material,acumulating resources, choosing method of delivery,selecting training provider and arranging funds




• What are the tips for effective training design?

Effective training design demands precisetraining-need-assessment that involves assessingtype of target audience and their backgroundknowledge



Design and Plan the TrainingSix Tasks

Formulating Training Objectives

Formulating Learning Outcomes

Choosing a Method of Delivery

Identifying Training Provider

Identifying Resource Requirements and Funding Sources

Develop/Adapt all Necessary Training Materials



Formulating Training Objective Criteria

• Specific. There is no question aboutmeaning.

• Measurable. Countable or determinablewith a distinct YES or NO.

• Attainable. Attainable though not easyto attain.

• Relevant. Appropriate to fill thecompetency gap.

• Time-bound. Specific time to accomplish.



Formulating Training Objective Formula

• Audience. Who will attain?

• Behaviour. What will they attain?

• Condition. How will they attain?

• Degree. Up to which level will theyattain?



Formulating Learning OutcomesLearning Outcomes…

• Specify what learners’ new behaviour willbe after a learning experience

• State knowledge, skills and attitude thatthe students will gain through the lesson

• Begin with an action verb and describesomething observable or measurable



Formulating Learning OutcomesGuidelines

• Each major topic should have 1-3 learningoutcomes

• Each 45-hours course should have 5-12learning outcomes

• Only one action verb should be used peroutcome



Formulating Learning OutcomesLearning Domains

• Cognitive Domain: Intelectual Capabilty -Knowledge or Thinking

• Affective Domain: Feelings, Emotions andBehaviour - Attitude or Feeling

• Psychomotor Domain: Manual and PhysicalSkills - Skills or Doing



Cognitive DomainOverview

• Content knowledge and the development ofintellectual skills

• Recall or recognition of

specific facts and concepts

that serve developing

intellectual abilities and

skills



Cognitive DomainLevel

• Six levels within the cognitive domain, from thesimple recall or recognition of facts, which isidentified as knowledge as the lowest level,through increasingly morecomplex and abstract mental

levels to the highest order,which is classified as evaluation



KnowledgeWhat and How

What. Remembering of previously learnedmaterial. Knowledge represents the lowest level oflearning outcomes in the cognitive domain

How. Define, Duplicate, Label, List, Memorize,Name, Order, Recognize, Relate, Recall, Repeat,Reproduce, State etc



ComprehensionWhat and How

What. Ability to grasp the meaning of material.Translating or interpreting material (explaining orsummarizing)

How. Classify, Describe, Discuss, Explain,Express, Identify, Indicate, Locate, Recognize, Report,Restate, Review, Select, Translate etc



ApplicationWhat and How

What. Ability to use learned material in newand concrete situations. Application of rules,methods, concepts, principles, laws, and theories

How. Apply, Choose, Demonstrate, Dramatize,Employ, Illustrate, Interpret, Operate, Practice,Schedule, Sketch, Solve, Use, Write etc



AnalysisWhat and How

What. Ability to break down material into itscomponent parts so that its organizational structuremay be understood

How. Analyze, Appraise, Calculate, Categorize,Compare, Contrast, Criticize, Differentiate,Discriminate, Distinguish, Examine, Experiment,Question, Test etc



SynthesisWhat and How

What. Ability to put parts together to form anew whole. Production of a unique communication(theme or speech), a plan of operations (researchproposal), or a set of abstract relations (scheme forclassifying information)

How. Arrange, Assemble, Collect, Compose,Construct, Create, Design, Develop, Formulate,Manage, Organize, Plan, Prepare, Propose etc



EvaluationWhat and How

What. Ability to judge the value of material(statement, novel, poem, research report) for a givenpurpose based on definite criteria

How. Appraise, Argue, Assess, Compare,Conclude, Evaluate, Justify, Rate, Select, Support,Value, Conclude etc



Summary

Cognitive Domain



Affective DomainOverview

• The manner in which we deal with thingsemotionally, such as feelings, values, appreciation,enthusiasms, motivations, and attitudes

• Willingness to participate,

valuing what is being

learned, and ultimately

incorporating the values of

a discipline into a way of life



Affective Domain



Affective DomainLevel

• Five levels within the affective domain, from giving

attention to new information, which is identified asreceiving phenomenon as the lowest level, throughincreasingly more involvement inintegrating the information in the

behaviour to the highest order,which is classified asinternalizing orcharacterization

Organizing

Valuing

Responding

Receiving

Internalizing



ReceivingWhat and How

What. Willingness to notice a particularphenomenon. Awareness, willingness to hear,attention to a new information etc

How. Accept, Acknowledge, Be aware, Listen,Notice, Pay attention, Tolerate, Observe, Realize, Besensitive, Attend, Discriminate, Be alert etc



RespondingWhat and How

What. Active participation on the part of thelearners. Attention and reaction to a particularphenomenon, making response, at first withcompliance, later willingly and with satisfaction.

How. Agree to, Answer freely, Assist, Care for,Communicate, Cooperate, Conform, Consent, Follow,Contribute, Comply, Obey, Respond, Visit, Volunteer,Discuss, Write, Prefer, Accept, Consider, Explore etc



ValuingWhat and How

What. The worth or value a person attaches toa particular object, phenomenon, or behaviour. Thisranges from simple acceptance to the more complexstate of commitment

How. Adopt, Assume responsibility, Behaveaccording to, Choose, Commit, Express, Prefer,Initiate, Seek, Demonstrate, Differentiate, Explain,Follow, Justify, Feel, Enable, Examine etc



OrganizingWhat and How

What. Organizing values into priorities bycontrasting different values, resolving conflictsbetween them, and creating an unique value system

How. Adapt, Adjust , Arrange, Balance,Classify, Formulate, Group, Rank, Conceptualize,Relate, Weigh, Judge, Regulate, Combine, Compareetc



Internalizing/CharacterizingWhat and How

What. Generalizing certain values intocontrolling tendencies; emphasizing on internalconsistency; later integrating these into a totalphilosophy of life or world view

How. Act upon, Advocate, Defend, Exemplify,Influence, Justify Behaviour, Maintain, Serve,Support, View, Approach, Plan, Arrive, Modify,Propose, Revise, Propose etc



Summary

Affective Domain



Psychomotor DomainOverview

• Physical skill involving neuro-muscular coordination

• Actinos which demonstrate

the fine motor skills such

as use of instruments or tools,

or actions which evidence

gross motor skills such as

the use of the body in

dance or athletic performance



Psychomotor DomainLevel

• Seven levels within the psychomotor domain, fromthe primary sensory stimulus thatindicates motor activity, whichis identified as perception as thelowest level, through increasinglymore complex and coordinated

kinesthetic skills to thehighest order, which isclassified as origination

Origination

Adaptation

Complex OvertResponse

Mechanism

Guided Response

Set

Perception



PerceptionWhat and How

What. The ability to use sensory cues to guidemotor activity. This ranges from sensory stimulation,through cue selection, to translation

How. Detect, Hear, Listen, Observe, Perceive,Recognize, See, Sense, Smell, Taste, View, Watch,Choose, Relate, Identify, Separate etc



SetWhat and How

What. Readiness to act. It includes mental,physical, and emotional sets. These three sets aredispositions that predetermine a person's responseto different situations (sometimes called mindsets)

How. Achieve a Posture, Assume a BodyStance, Establish a Body Position, Sit, Stand, Station,Move, Proceed, Respond , Show, Display etc



Guided ResponseWhat and How

What. The early stages in learning a complexskill that includes imitation and trial and error.Adequacy of performance is achieved by practicing

How. Copy, Duplicate, Imitate, Manipulatewith Guidance, Operate under Supervision, Practice,Repeat, Try, Fix, Grind, Mend, Calibrate, Sketch etc



MechanismWhat and How

What. The intermediate stage in learning acomplex skill. Learned responses have becomehabitual and the movements can be performed withincreased confidence and proficiency

How. Complete with confidence, Conduct,Demonstrate, Execute, Improve Efficiency, IncreaseSpeed, Make, Pace, Produce, Show dexterity etc



Complex Overt ResponseWhat and How

What. The skillful performance of motor actsthat involve complex movement patterns. Thiscategory includes performing without hesitation, andautomatic performance

How. Act habitually, Control, Direct, Excel,Guide, Manage, Organize, Perform automatically,Construct, Maintain Efficiency, Assemble, Build etc



AdaptationWhat and How

What. The ability to modify well developedskills (movement patterns) to fit special requirementsor meet a problem situation

How. Adapt, Alter, Change, Rearrange,Reorganize, Revise, Vary etc



OriginationWhat and How

What. Creating new movement patterns to fita particular situation or specific problem. Learningoutcomes emphasize creativity based upon highlydeveloped skills

How. Design, Originate, Combine, Compose,Construct, Create etc



Summary

Psychomotor Domain



Comparing Three DomainsCognitive Affective Psychomotor

Knowledge Attitude Skills

1. Recall data (information) 1. Receive (awareness) 1. Perception (initiation)

2. Understand (grasp) 2. Respond (react)2. Mindset (preparation to

follow instructions)

3. Apply (use) 3. Value (understand act) 3. Imitation (copy)

4. Analyse (structure/

elements)

4. Organize personal value

system

4. Familiarization (combine,

integrate related skills)

5. Synthesize (create/build)5. Internalize value system

(adopt behaviour)

5. Naturalization (automate,

become proficient)

6. Evaluate (assess, judge in

relational terms)

6. Adaptation (modify)

7. Origination (create)



Synergy

The learner should benefit from development of:

• Knowledge and Intellect (Cognitive Domain)

• Attitude and Beliefs (Affective Domain)

• Ability to Put Physical and Bodily Skills intoEffect - to - Act (Psychomotor Domain)

Formulating Learning Outcomes



Methodology

Methodologies include one or combination of:

• Self Study Programme

• Group Learning Activities

• One to One Learning

• Experimental Learning




Criteria

Delivery method should de selected based upon:

• Best Practices in Training• Adult Learning Principle• Outcomes of Evaluation• Geographic Location• Travel to Training• Availability of In-house Expertise• Availability of Funding


Greatest Possible Engagement



Criteria

Appropriate Training Provider should be selectedbased upon:

• Proven Ability to Deliver Quality Trainingin the Substantive Area Using the ChosenMethodology

• Availability• Cost• Sustainability

Identifying Training Provider



Provision

Training can be funded according to:

• National Regulations

• Regular Budget

• Applying Sources

Identifying Resource Requirements andFunding Sources



Essentials

Training Materials should be appropriate to:

• Fulfill the Training Objective

• Reflect the DPKO/DFS Policies and Guidelines

• Address the Target Group

• Assess the Trainees’ Knowledge

• Follow UN PDT Standards

Develop/ Adapt Necessary Training Materials



Course Subject Date

UN Training of Trainers Course, BD Unit, Subject or Lesson Title Date of Instruction

Aim Learning Outcomes Duration

CPTM or STM lesson aims CPTM or STM learning outcomes

Methodology Student’s Preparation Equipment

Suggested CPMT or STM

methodology or other adequate

to the learning outcomes

Training Materials Materials Referenced in the Lesson

Time Activities Remarks

Introduction

Exploring the content

Check on learning

Summary

Lesson Plan TemplateA Complete Outline



Questions

?



Identify Domain and Verb Level

Learning Assessment Question

• Outline domains of learning for writing appropriate learning outcome

• Complete with confidence the items of the lesson plan template related with the training design step

• Support your choices of verbs with respect to determining learning outcomes for a particular target audience



Domain and Verb Level

Learning Assessment Answer

• Outline domains of learning for writing appropriate learning outcome. Cognitive domain – Analysis 4 in 6

• Complete with confidence the items of the lesson plan template related with the training design step. Psychomotor domain – Mechanism 4 in 7

• Support your choices of verbs with respect to determining learning outcomes for a particular target audience. Affective domain - Internalizing 5 in 5



• UN training System – a six step process

• Design and Plan Training – six tasks

• Domains of Learning – three domains

• Verbs for writing Learning Outcomes

• Lesson Plan Template

Summary



Thank You

Un Training System (Design).Hasnat

Education

Transcript of Un Training System (Design).Hasnat