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Professional DevelopmentFor Academic and Non Academic Staff
Titi Savitri Prihatiningsih
Magister Manajemen Pendidikan Tinggi
Sekolah Pascasarjana
Universitas Gadjah Mada
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BPK FKUGM
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Definition
Training needs analysis (TNA)
is a systematic method for
determining what caused
performance to be less than
expected or required.
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BPK FKUGM
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TNA is a process for
determining the degree to
which employees possess
the necessary competences
to carry out the strategy of
the organization
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A training needs analysis is
conducted when a
triggering event occurs that
a performance problem
exists and needs to be
corrected
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TNA Approach
Proactive TNA
Reactive TNA
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BPK FKUGM
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BPK FKUGM
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Framework for
Training Needs
Analysis
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Asking questions
Pedagocial content
knowledge
self-directed learning
Self-confident
Is open
Likes achieving goals
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Organizational Analysis
Strategies of the Organization
Allocation of Resources
Internal Environment
Factors that affect ability to meet expected performances
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Operational Analysis
What competences needed to meet the
expected performance?
Determine the characteristics of task environment
require
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BPK FKUGM
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Job Analysis
Task Analysis Approach
Workers oriented approach
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BPK FKUGM
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Task Hierarchy Analysis
Komponen
Kompetensi
ElemenKompetensi
ElemenKompetensi
ElemenKompetensi
Knowledge
Skills
Attitude
ElemenKompetensi
Knowledge
Competences
14Titi Savitri Prihatiningsih -
BPK FKUGM
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Example of Task analysis
Competency First Level Mid Level Senior Level
Customer
Orientation
Develop customer
consciousness in
others
Understands
customer needs and
translates to the
goals of the
organization
Establish a
relationship at the
strategic level.
Gain trusts of the
customers
Communicates and
resolve conflicts
Foster process
improvement and
change with linkages
to customer groups
Formulate
strategies to meet
identified and
anticipated
requirements
Ensures work exceeds
customer expectations
Instills and maintains
customer focus of
work unit
Is considered by
customers to be an
extention of their
organization
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BPK FKUGM
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Person Analysis
Expected Performance
Actual Performance
Performance Discrepancy
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BPK FKUGM
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Results of TNA
Non Training Needs
(Non Competency deficiency and Competency deficiency)
Training Needs
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Non Competency Deficiency
Rewards –Punishmetn
Incongruencies
Inadequate feedback
Obstacles in the system
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Competency Deficiencies
Job AidsPractice for Tasks
Changing the Job
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Attitude
skills
knowledge
Peran B
Role of
Policy (C)
Role of
Managerial (B)
Role of
Operational (A)
Education ResearchCommunity
Service
3. Stages of Role
2.Tridharma Area
1.Competence Area
Figure 1. Outline of FM-UGM Teacher Development Program
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Teacher Training Program
Training Program
Basic Phase
Advanced Phase
Leadership Phase
Role
A
Role
B
Role
C
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The Format of FM-UGM Teacher’s
Competencies Development
ProgramTeacher’s
Competencies Development
Formal Program
Non-Formal Program
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The Format of FM-UGM Teacher’s
Competencies Development
Program
Non-Formal Program
Independent learning
Computer Assisted Learning
Peer Group Discussion
Mentorship Consultation
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The Format of FM-UGM Teacher’s
Competencies Development
Program
Formal Program
TrainingOn the Job
Training
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Teacher Training Program
Training Program
Basic Phase
Advanced Phase
Leadership Phase
Role
A
Role
B
Role
C
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Basic Phase Training
• gives the basics for teaching and the development of teacher’s competencies
Basic Phase Training 1
• support for specific role implementation
Basic Phase Training 2
• support the role implementation in clinical rotation
Basic Phase Training 3
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Basic Phase Training 1
• Explain and implement the basic concept of PBL in various learning process
PBL
• Understand the curriculum and related academic regulations applied in FM-GMU
Introduction of Curriculum
Learning Process and Education
Strategies
• Able to make effective communication with students and colleague
Effective Communication
• Explain and apply various learning theories in various learning strategies
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Basic Phase Training 1
• Generic ability for self development
• Able to participate in teamTeam Work
• Understand the concepts of professional behavior in education
• Understand and apply education methods and professional behavior assessment
Professional behavior in Education
• Understand and implement the basic principle for constructive feedback and self reflection in teaching-learning process
Giving Feedback and Self Reflection
• Able to design, prepare and use learning resources and media
Learning Media Development
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Basic Phase Training 2
• Able to use seven-jump steps in tutorial process
Seven-jump Steps Method in PBL
• Able to prepare and deliver the lecture effectively
• Able to do self assessment during and after the lecturing process
Effective Lecturing
• Understand and apply the concept of learning process in laboratory
Learning Method in Laboratory
• Able to establish guidance for students’ academic related problems.
• Able to give counseling for students
Learning Support and Counseling
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Basic Phase Training 2• Able to facilitate basic clinical skills
learning process.
• Able to give constructive feedback
• Able to assess students’ clinical skills
• Able to do self assessment in facilitating basic clinical skills learning process
• Able to use seven-jump steps in tutorial process
Basic Clinical Skills Learning
Method
• Able to choose, design, develop, apply, and evaluate the method of students’ assessment
Competence-Based
Students’ Assessment
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Basic Phase Training 2
• Able to design and write research proposal.
• Able to conduct research
Research Method
• Able to write scientific article following the valid academic writing regulations
Scientific Publication
Writing
• Able to facilitate the process of field learning
• Assess the process of field learning
Field Learning Method
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Basic Phase Training 2
• Understand the concept of public service in its relationship with Tridharmaprogram
• Understand various types and level of public service
• Able to apply the concept of public service in various types and level of public service including giving response to many offer and chances for doing public service
Public Service
Concepts
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Basic Phase Training 3
• Able to provide guidance for K3M
Learning Process in K3M
• Able to give clinical supervision Clinical
Supervision
• Able to do Clinical tutorialClinical Tutorial
(Case Based Learning)
• Understand and apply student’s assessment system during clinical rotation
Assessment in Clinical Rotation
• Able to conduct professional behavior assessment and education method during clinical
Professional Behaviors Assessment and Education
in Clinical Rotation
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Advanced Phase Training
• Able to make scenario used for tutorial discussion
• Able to evaluate scenario that has been made
Scenario Making
• Able to design and develop competency based curriculum
Competence-Based Curriculum
Basic clinical skill curriculum
development
• Able to establish standard setting for students’ assessment
Standard Setting Establishment for
Students’ Assessment
• Able to design and develop clinical skill curriculum
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Advanced Phase Training
• Able to design and develop the curriculum of Clinical Education
Clinical Rotation Curriculum
Development
• Training to create and develop an effective learning environment
Effective learning
Environment Development
Procedure Manual Making
• To make the procedure manual as the part of education quality assurance system.
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Leadership Phase Training
• Training to create and develop an effective and efficient high education organization
Higher Education Organization Development
• Training to develop the medical skill laboratory work performance
Clinical Skills Laboratory
Management
• Training to create and develop management system of High Education Organization Development in Competency Based Curriculum Implementation
Higher Education Organization
Development in Competency Based
Curriculum Implementation
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Leadership Phase Training
• Training to manage changes in educational institution
Changes Management in Medical Education
Institution
• Training to design strategic plans of faculty
Strategic Planning Development
• Training to analyze and evaluate curriculum implementation
Curriculum Evaluation and Analysis
• Training to develop Internal Quality Audit in Quality Assurance System
Internal Quality Audit in Quality Assurance
System
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Teacher Training Program
Training Program
Basic Phase
Advanced Phase
LeadershipPhase
Role
A
Role
B
Role
C