module two: designing and developing capacity ...• designing instructional materials (e.g. job...

ParticipantNotes

MASTERFACILITATORDEVELOPMENTPROGRAM

ModuleTwo:DesigningandDevelopingCapacityDevelopmentActivities

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ModuleTwo:DesigningCapacityDevelopmentActivities

TheCapacityDevelopmentSupportFacility(CDSF)MasterFacilitatorDevelopmentProgramme(MFDP)hasbeenundertakenwithfinancial

supportfromtheGovernmentofCanadaprovidedthroughGlobalAffairsCanada(GAC).

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INTRODUCTION.............................................................................................................................................7

GENDERRESPONSIVENESSINDESIGNANDDELIVERYOFTRAINING.......................................11OVERVIEW.........................................................................................................................................................................11LEARNINGOBJECTIVE.....................................................................................................................................................11BASICCONCEPTS..............................................................................................................................................................11GENDER-RESPONSIVETRAININGPROGRAMS............................................................................................................12GenderResponsiveContent.....................................................................................................................................12GenderSensitiveTrainers........................................................................................................................................13GenderResponsiveTrainingEnvironment......................................................................................................13GenderResponsive/SensitiveTrainingMethods...........................................................................................14GenderConsiderationsinTrainingFacilitation............................................................................................14

SUMMARY..........................................................................................................................................................................15

INSTRUCTIONALSYSTEMSDESIGN(ISD)–THE‘ADDIE’MODEL................................................19OVERVIEW.........................................................................................................................................................................19LEARNINGOBJECTIVE.....................................................................................................................................................20BASICCONCEPTS..............................................................................................................................................................20THEADDIEMODELOFINSTRUCTIONALDESIGN......................................................................................................21AnalysisPhase..............................................................................................................................................................21DesignPhase.................................................................................................................................................................22DevelopmentPhase....................................................................................................................................................23ImplementationPhase..............................................................................................................................................23EvaluationPhase.........................................................................................................................................................24

SUMMARY..........................................................................................................................................................................27

PERFORMANCEOBJECTIVES–THELINKBETWEENNEEDSASSESSMENTANDCOURSEDESIGN............................................................................................................................................................31OVERVIEW.........................................................................................................................................................................31LEARNINGOBJECTIVE.....................................................................................................................................................31BASICCONCEPTS..............................................................................................................................................................31TASKANALYSIS–THEFINALSTEPINTHENEEDSASSESSMENTPROCESS............................................................32CONDUCTINGYOUROWNTASKANALYSIS.................................................................................................................33StepOne:IdentifytheTasks...................................................................................................................................33StepTwo:ListtheSteps............................................................................................................................................34StepThree:ListtheInputs......................................................................................................................................35StepFour:ListtheStandards.................................................................................................................................36StepFive:Identiyspecializedskiils,knowledgeandatitudes..................................................................36StepSix:Assignaweightingtoeachtask.........................................................................................................37

DEVELOPINGPERFORMANCEOBJECTIVES..................................................................................................................37

Table of Contents

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DESIGNINGCAPACITYDEVELOPMENTACTIVITIES-LEARNINGOBJECTIVESANDASSESSMENT.................................................................................................................................................39OVERVIEW.........................................................................................................................................................................39LEARNINGOBJECTIVE.....................................................................................................................................................40BASICCONCEPTS..............................................................................................................................................................40CHARACTERISTICSOFEFFECTIVELEARNINGOBJECTIVES......................................................................................40ASSESSINGACHIEVEMENTOFTHEOBJECTIVES.........................................................................................................43SUMMARY..........................................................................................................................................................................44

DESIGNINGCAPACITYDEVELOPMENTACTIVITIES-SELECTINGTRAININGTECHNIQUES...........................................................................................................................................................................51OVERVIEW.........................................................................................................................................................................51LEARNINGOBJECTIVE.....................................................................................................................................................51BASICCONCEPTS..............................................................................................................................................................51SELECTINGTRAININGMETHODS–SOMECONSIDERATIONS...................................................................................51AGLOSSARYOFTRAININGTECHNIQUES.....................................................................................................................53Brainstorming..............................................................................................................................................................53BuzzGroup.....................................................................................................................................................................53CaseStudy.......................................................................................................................................................................54CriticalIncidents.........................................................................................................................................................55SmallandLargeGroupDiscussion......................................................................................................................55Demonstration..............................................................................................................................................................56Interview.........................................................................................................................................................................56ListeningTeam.............................................................................................................................................................56Lecture.............................................................................................................................................................................57QuestionandAnswerPeriod..................................................................................................................................57Panel.................................................................................................................................................................................58RolePlaying...................................................................................................................................................................58Skit.....................................................................................................................................................................................59HowtoUseaBlendedLearningApproach......................................................................................................59

LEARNINGACTIVITIESTOINCREASEPARTICIPATION..............................................................................................60LEARNINGSTRATEGIESANDEIGHTTYPESOFINTELLIGENCE................................................................................63SUMMARY..........................................................................................................................................................................66

DESIGNINGCAPACITYDEVELOPMENTACTIVITIES-SESSION-AT-A-GLANCE........................71OVERVIEW.........................................................................................................................................................................71LEARNINGOBJECTIVE.....................................................................................................................................................71BASICCONCEPTS..............................................................................................................................................................71ALIGNINGLEARNINGOBJECTIVES,TEACHINGANDLEARNINGSTRATEGIESANDASSESSMENT.........................72THESESSION-A-GLANCE................................................................................................................................................72TheSessionTitle:.........................................................................................................................................................73TheLearningObjective:...........................................................................................................................................73TheAssessmentMethod:..........................................................................................................................................73KeyTeachingPoints:.................................................................................................................................................73

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LearningMethodologyorActivities:..................................................................................................................73EstimatedTime:...........................................................................................................................................................73Resourcesrequired:....................................................................................................................................................74

SUMMARY..........................................................................................................................................................................74

DEVELOPINGCAPACITYDEVELOPMENTACTIVITIES-PREPARINGPARTICIPANTNOTES...........................................................................................................................................................................81OVERVIEW.........................................................................................................................................................................81LEARNINGOBJECTIVE.....................................................................................................................................................81BASICCONCEPTS..............................................................................................................................................................81CHARACTERISTICSOFGOODPARTICIPANTNOTES...................................................................................................81FORMATFORPARTICIPANTNOTES..............................................................................................................................83SUMMARY..........................................................................................................................................................................84ANNEX1:ATEMPLATEFORPARTICIPANTNOTES...................................................................................................85ANNEX2:TIPSFORUSINGPOWERPOINTSLIDES.....................................................................................................87

DEVELOPINGCAPACITYDEVELOPMENTACTIVITIES-THEFACILITATOR’SGUIDE............89OVERVIEW.........................................................................................................................................................................89LEARNINGOBJECTIVE.....................................................................................................................................................89BASICCONCEPTS..............................................................................................................................................................89THEFACILITATOR’SGUIDE–WHATSHOULDBEINCLUDED?.................................................................................89ASIX-STEPLEARNINGMODELFORFACILITATOR’SGUIDE.....................................................................................90Overview..........................................................................................................................................................................90LearningObjective......................................................................................................................................................90BasicConcepts..............................................................................................................................................................91KeyTeachingPoints...................................................................................................................................................91Assessment.....................................................................................................................................................................93Summary.........................................................................................................................................................................93FacilitatorGuideTemplate.....................................................................................................................................96

ANNEXONE:ICEBREAKERSANDENERGIZERS...............................................................................105USEOFICEBREAKERSANDENERGIZERS..................................................................................................................105WindowonmyLife...................................................................................................................................................106Interviews.....................................................................................................................................................................106FiveImportantThings….........................................................................................................................................10610ThingsinCommon..............................................................................................................................................107IcebreakerQuestions...............................................................................................................................................107OneGoodWord..........................................................................................................................................................108LostonaDesertedIsland.......................................................................................................................................108ThreeTruthsandaLie............................................................................................................................................109FearinaHat................................................................................................................................................................109NamesandAdjectives..............................................................................................................................................109Whatwehaveincommon.....................................................................................................................................109Coconut..........................................................................................................................................................................110BodyWriting...............................................................................................................................................................110

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NamesintheAir........................................................................................................................................................110WhoamI?.....................................................................................................................................................................110I’mGoingonaTrip...................................................................................................................................................110Birthdaygraph...........................................................................................................................................................110PaperandStraws......................................................................................................................................................110Passtheenergy...........................................................................................................................................................111GroupMassage...........................................................................................................................................................111Countdown...................................................................................................................................................................111‘Trust’Walk.................................................................................................................................................................111Rainstorm.....................................................................................................................................................................111RockPaperScissors..................................................................................................................................................111HokeyPokey................................................................................................................................................................112Writingonbacks–AClosureExercise.............................................................................................................112AlternateArrangements........................................................................................................................................112EndofDayActivities................................................................................................................................................112

SOMEENERGIZERSFROMMINTESNOTKASA..........................................................................................................1141.Gnama,Gnama.......................................................................................................................................................1142.Whoistheleader?................................................................................................................................................1143.Swattingmozzies..................................................................................................................................................1144.Theboatissinking...............................................................................................................................................1145.Animalgroups........................................................................................................................................................1146.Whoareyou?..........................................................................................................................................................1157.Coconut.....................................................................................................................................................................1158.Bodywriting...........................................................................................................................................................115

ANNEXTWO:PERFORMANCETASKSANDCOMMUNITYOFPRACTICE.................................117INTRODUCTION..............................................................................................................................................................117WHATISCOMMUNITYOFPRACTICE(COP)?..........................................................................................................117CharacteristicsofCommunitiesofPractice...................................................................................................118WhattoLookFor:IndicatorsofACommunityofPractice.....................................................................118BenefitsgainedfromCommunitiesofPractice............................................................................................119

PERFORMANCETASKSFORMODULETWO..............................................................................................................120

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INTRODUCTION

Afterreachingconsensusonsystem-andprogramme-levelapproachestoAGP2capacitydevelopment,andafterconductingoperationlandindividual-levelanalysesandreachingagreementoncompetencyprioritiesanddevelopingannualCDplans,thefirststageofthecapacitydevelopmentapproachhasbeenachieved.Itisnowtimetobuildindividualandorganizationalcapacity.CapacityStrengtheningreferstodevelopingindividualcompetenciesandattitudes,andorganizationalsystems,structures,proceduresandtechnologiesthatallowpeopleandorganizationstoperformtheirfunctionseffectivelyandefficiently.Thismodule“DesigningandDevelopingCapacityDevelopmentActivities”isaboutstrengtheningindividualandorganizationalcapacity.ThismodulewillbuilduponconventionalGoEtrainingapproachesandpracticesandintegratemethodologiesthathavebeensuccessfullyusedinCapacityDevelopmentprogrammesinothercountries.Therearemanywaystoimproveindividualandorganizationalperformance.Recruitingandretainingtherightstaff;providingappropriatefinancialandnon-financialincentives;equippingstaffwithnecessrymaterialsandtools;clarifyingAGP2rolesandresponsibilities;anddevelopingclearandrelevantAGP2implementationguidesareallperformancesolutions.Thoughthereareanumberofwaystosolvecapacitygaps,professionaldevelopmentactivitiesintheformofon-andoff-sitetrainingarethemostcommonwaystostrengthenindividulalandorganizationalcapacity.Whenplannedwithcareanddeliveredeffectivelysuchactivitiescanleadtoimmediateknowledge,skillsandattitudimprovements.Capacitystrengtheningprogrammesshouldreflectimportantlearningprinciples:

• PersonalMeaning:Adultslearnbestwhentheyperceivethatthelearningprocessandthecontent,haspersonalmeaningforthem.Learningisgreatestwhentheycanrelatetheexpectedresultstotheirownexperienceandhowthesefitinwithwhattheyalreadyknow.Adultslookathowusefultheexperiencewillbeandhowitcanbeadaptedtofitpersonalcircumstances.

• Self-directedness:Adultslearnbestwhentheytakeresponsibilityfortheirownlearningthroughleadershipandparticipation.Complimentingthis,facilitatorsprovidelotsofopportunitiestocontribute,reflect,andparticipateinplanningandcontollinglearningactivities.

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• LearningStyles:Individualsdonotlearninthesameway.Adultslearnbestwhenavarietyoflearningstrategiesareused.Facilitatorsshouldincorporatetheory,visuals,audio,groupandindividualactivitiesintothetrainingdesigntomakeitinterestingandusefultoall.

• Flexibledesigntorespondtoemergingneedsandinterests:Learningisprogressive.Start“wheretheyare”andrespondtoemergingneeds.

• Provideopportunitiesforreflection,selfevaluationandfeedback:Adultsrequiretimetoreflectonandevaluatewhattheyarelearning.

Facilitatorsshouldfocusonactivelyengagingparticipantsinthelearningprocess.Alectureformat,nomatterhowstimulatingthespeakermaybe,doesnotencourageparticipationorcriticalthinking.Exploringparticipants’experiencesandtheirunderstandingofthelearningactivitylaysthegroundworkformoreengagedparticipationandincreasedlearning.Participantsaremorelikelytobecomeactivelearnersiftheycanseeanactivity’srelevanceandconceptualizeapplicationofthelearningtotheirownexperience.Thisunderstandingwillmotivatethemtoparticipateandinteract.Facilitatorsreinforcethelearningobjectivesbystressingthelinkbetweenlearningcontentandparticipantneedsandexperiences.MasterFacilitatorcompetenciesthatyouwilldevelopinthismoduleinclude:

• DevelopingspecificandmeasureablePerformanceObjectivesthatdescribethedesiredbehavioronthejob;

• Developingspecificandmeasurablelearningobjectivestoaddressthecapacitydevelopmentneeds

• PreparingSession-at-a-Glanceasaplanningtoolattheendofthedesignphase,asa‘blueprint’fordevelopment

• Designinglearningstrategiesandtechniquesthatfosteropenparticipationandsharingexperiences

• Designinginstructionalmaterials(e.g.jobaids,manuals,guidelines)thatcanbeappliedbytheparticipantsintheirwork.

• Designinginstructionalmaterialsthatincludegender-neutralandgender-responsivelanguage,illustrations,examplesandimages.

PerformanceTasksforcompletionofmoduletwoincludedesignofthreecompletelearningstrategiesincluding;

• 3PerformanceObjectivesbasedonTaskAnalyses• 3LearningObjectivesinthecorrectformatincludingselectionofan

appropriateactionverbandstandards;• 3Sessions-at-a-Glancecompletedcorrectlyanddemonstratingalignment

betweenlearningobjectives,teachingstrategies,learningactivitiesandassessmentmethods;

• 3ParticipantNotesusingthecorrectformatfollowingthetemplateprovided;• 3FacilitatorGuidesdemonstratingtheformatprovided,linkingtheSessions-

at-a-Glance,ParticipantNotesandFacilitatorGuidetogether.

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IceBreakerActivity:20QuestionsINSTRUCTIONS:

• Form5groupsofequalsize–moreorless• Taketurnsselectingaquestionandposingittosomeonespecific.• Whenthatpersonhasansweredthequestiontheposeranswersit.Whenitisansweredit

isanotherperson’sturn.• Keepaskingandansweringquestionsuntiltimeiscalled

Ifyoucouldhaveanendlesssupplyofanyfood,whatwouldyouget?

Ifyouwereananimal,whatwouldyoubeandwhy?

Whatisonegoalyou’dliketoaccomplishduringyourlifetime

Whenyouwerelittle,whowasyourfavoritesuperheroandwhy?

Whoisyourhero?(aparent,acelebrity,aninfluentialpersoninone’slife)

What’syourfavoritethingtodointhesummer?

Iftheymadeamovieofyourlife,whatwoulditbeaboutandwhichactorwouldyouwanttoplayyou?

Ifyouwereanicecreamflavor,whichonewouldyoubeandwhy?

IfyoucouldbePresidentorPrimeMinisterforadaywhatisthefirstthingyouwouldchange?

Ifyoucouldvisitanyplaceintheworld,wherewouldyouchoosetogoandwhy

What’stheidealdreamjobforyou? Areyouamorningornightperson?

Whatareyourfavoritehobbies? Whichpartofyourbodydoyoudislikethemostandwhy?

What’stheweirdestthingyou’veevereaten? Tellusaboutauniqueorquirkyhabitofyours

Ifyouhadtodescribeyourselfusingthreewords,itwouldbe…

Ifsomeonemadeamovieofyourlifewoulditbeadrama,acomedy,aromantic-comedy,actionfilm,orsciencefiction?

IfIcouldbeanybodyotherthanmyself,Iwouldbe…

Whatisyourpetpeeve?(Thethingthatfrustratesyouthemost)?

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GENDERRESPONSIVENESSINDESIGNANDDELIVERYOF

TRAINING

OVERVIEWAchallengefacingAGPandImplementingAgenciesisdesigninganddevelopingcapacitydevelopmentresourcestoaddressthepracticalchallengesthatwomenandmenexpertsatalllevelsfaceandattractingwomentoparticipateincapacitydevelopmentactivities.Culturalconstraintslimittheparticipationofwomeninsuchinitiativesandmechanismsareneededtoencouragetheirparticipation.Further,ifwomendogetinvolveditisimportanttoensurethattheirparticipationisactiveandequaltotheirmalecolleagues.Inmanycaseswomenaremuchlessvocalthanmenandmentendtomonopolizediscussions.Theculturalsetting,socialstructuresandgenderrelationsaffectthewaywomenandmenparticipate.Womenandmenhavedifferentrolesanddifferentresponsibilities.Theyuseandcontroldifferentresources.Theyhavedifferentneedsandprioritiesaswell.Sotrainingcoursesshouldbesensitivetotheneedsofbothwomenandmenateverystage(i.e.conceptualphase,trainingneedsassessment,trainingcontentdevelopment,trainingtimeandvenuedecisions,trainingdeliveryandposttrainingfollow-upsetc.)Onlywhenwetakeintoaccountwomen’sneedsateverystage,wecanclaimthatthebenefitsofcapacitybuildingactivitieshavereachedtobothwomenandmen. Thismodulewillprovidesomeguidancetomainstreamgenderintoinstructionaldesign,developmentanddeliveryand increasewomen’sparticipationintrainingbymakingsuchinitiativesmoregenderresponsive.

LEARNINGOBJECTIVE

BASICCONCEPTSGenderResponsive(ness):recognizingorunderstandingtheneedsofwomen’sandmen’sroles,responsibilitiesandprioritiesinthesocietyandtakeaccountabilitytodesignandimplement

Evidencedemonstratesthatwhenwomenandmenarerelativelyequal,economiestendtogrowfaster,thepoormovemorequicklyoutofpovertyandthewell-beingofmen,womenandchildrenisenhanced.(WorldBank,2001)

Asaresultofthismoduleyouwillbeabletolistatleast8strategiesyoucanusetomakeyourtrainingmoregender-responsive.

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interventionsbasedontheircontextualneedsanddemandstoeffectsustainablechangeintheirlife.1Gender responsive Training – Gender responsive training involves an understanding of existinggender relationsandtheobstaclestowomen’s active participation in the training process. Itaddressestheseobstaclesbyproposingcontentthataddressesbothwomen’sandmen’s interestsandneeds,andbyadoptingfacilitative methodsthatencouragewomen’sparticipationsothattheyreceiveequalbenefitsfromthelearningprocess.Gendermainstreaming:refersto“theprocessofassessingtheimplicationsforwomenandmenofanyplanned action, including legislation, policies or programs, in all areas and at all levels. It is astrategyformakingwomen'saswellasmen'sconcernsandexperiencesanintegraldimensionofthedesign, implementation, monitoring and evaluation of policies and programs in all political,economic and societal spheres so that women and men benefit equally and inequality is notperpetuated.Theultimategoalistoachievegenderequality.2

GENDER-RESPONSIVETRAININGPROGRAMSWomenandmenplaydifferentroles,havediferentresponsibilitiesanddifferentdecision-makingpower,aswellasaccesstoorcontroloverresourcesinoursociety.Asaresulttheyalsohavedifferentneedsandprioritiesthatneedtobetakenintoaccountwhenpreparingandconductingtraining.Theassumptionremainsthatwomenarenotcompetentenoughornotinterestedintechnicaltopics,forgettingthattheyplayakeyroleprofessionallyinlivelihoodsystems,naturalresourcesandmanagement,andintheoverallmaintenanceoftheirhouseholds.Traditionalbeliefs,patriarchalsystems,timeconstraintsduetomultipleroles,socialandculturalrestrictions,andlimitedinvolvementindecision-makingprocessesandaccessandcontroloverresourcesexcludewomenfromthepublicsphere,limitingtheiraccesstoinformationandcapacitybuildingactivities.

Genderresponsiveprogrammesbeginwiththesettingofobjectivesthatreflectparticipantneedsandexpectations.Itisimportanttobeawareofgenderrolesordifferenttrainingneedsofwomenandmeninrelationtothecourseobjectives.Itmaybeusefultoconsultwithparticipants,bothmenandwomen,tolookattheirbackgroundknowledgeandinterests.Settingtrainingobjectivesthattakeintoaccountthegenderperspectivenotonlyaddresseswomen’sneedsbutcanmoreefficientlyaddressthetrainingtopic,contributingtoachievementoftheoverallgoalofthetraining.

GenderResponsiveContent

1ATailoredoperationaldefinitionofgenderresponsivenessforAGP2withreferenceofavailableliterature2ECOSOC,1997.UNEconomicandSocialCouncil,(A/52/3,18September1997)

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Womenandmen’sinterestsmaybedifferentduetotheirdifferinggenderrolesandresponsibilities.Thegenderperspectiveshouldbeanintegralpartofthetrainingintermsofcontentandmethodology.Mainstreaming gender into contents of the training will potentially increase the training outcome as well as address the training needs of women and men participants. Contentcanbemadegenderresponsivebygivingexplicitexamplesfrombothwomen’sandmen’sexperiencesandbyhighlightingthedifferencesandsimilarities,andtheirimplications.The language used in content must be gender neutral and avoid stereotypical words, phrases, expressions including proverbs that perpetuate negative meanings that have a profound impact on self-esteem of women experts. Images, illustrations, examples and instructions must be gender responsive so that it fairly address the intended learning objective without any subjectivity and bias.

GenderSensitiveTrainers

Ensureapplicationofgenderneutralwords,phrases,examplesandexpressionsbyfacilitatorandtrainers.Whetherthetrainingisonatechnicaltopicsuchaswatershedmanagement,disasterriskreduction,valuechaindevelopment,orevenplanningandbudgeting,trainersmustbeawareofthegenderdimensionsofthetopic.Howwomenandmenmaydifferentlyusenaturalresources;howtheyhavedifferentaccesstotechnologies;theirrolesandresponsibilitiesinlivelihoods;thesocialfactorsthatcreatedifferentvulnerabilitiestowardsnaturalhazards;andhowtheywillbeaffectedbyprogramactivities,andsoforth.Thesefactorsshouldnotbeconsideredas‘side’problemsor‘women’sissues’,thesefactorsdirectlyaffecttheproblemtobeaddressedandcanmakeadifferenceinfindingandimplementingarealisticsolutiontotheproblem.Trainersmusthaveabasicunderstandingofthegenderperspectiverelatedtotheirtopic.Beingawareofthegenderperspectivecanhelpinthedesignofdifferenttrainingcontentandmethodologiesthatwillmakethetrainingmuchmoreeffective.Itisimportanttohighlightthatgendersensitivetrainingdoesnothavetotalkaboutgenderequalityordiscrimination,butisaboutmakingvisiblewomenandmen’srolesandcontributionsaswellastakingintoaccounttheirdifferingneeds.Itisalwaysgoodpracticetohavetrainersfrombothsexes.Itisevenmoreimportant,wheretheprevalentculturalandsocialrestrictionsdisapproveofdirectinteractionsbetweenwomenandmen,to‘break’withtraditions.

GenderResponsiveTrainingEnvironment

Agoodfacilitatorshouldundertakethefollowingtomakethetraininggendersensitive:

• Knowandraisegenderdimensionsrelatedtothesubjectandmainstreamgenderaspectsputforwardbyparticipants

• Adaptthetrainingagendatooptimizemeaningfulparticipationofwomen

• Ensurethatbothwomenandmenexpresstheirtruefeelings,andlistentoandrespecttheviewsandexperiencesofothers

• Createandmaintainanatmospherewhereallparticipantsfeelrespected,safeandenouragedtosharetheirviews

• Ensureapplicationofgenderneutralwords,phrases,examplesandexpressionsbyfacilitatorandtrainers

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Some logistical aspects of training that can encourage or considerably limit participation of women are listed. It is important to remember the constraints women may face when combining their household and work responsibilities.

• Defininganappropriatescheduleiscrucialfortheactiveparticipationofwomen.Itisimportanttobeaware,forexample,thatextendinganafternoonsessioncanhaveconsequencesforwomenwhohavefamilyresponsibilities.Inaddition,someflexibilitymaybenecessaryinthemorning(startinglater,forexample)forwomentobeabletogoalongwiththeirbusymorningschedules.Building consent with both women and men participants for the schedule of the training encourage all participants to actively participate throughout the training period.

• It may be useful, in some cases, to organize a temporary care centre for women with young children, or to pay the travel and accommodation costs for infants and accompanying person to take care of the children.

• In some cases it is relevant to ensure and communicate that at least two women will participate. Knowing that she will not be alone can be decisive in the decision of a woman to participate.

• The duration of the training should be taken into consideration. It may be difficult or a mother to stay away from her home for many days.

• The venue and transport should also be considered. It should be safe and easily accessible to both women and men. Safe and proper transport to and from the training venue is a factor that can encourage the participation of women.

GenderResponsive/SensitiveTrainingMethods

There are many factors that encourage or inhibit participation in a training event. Language, experience related to the topic but also power relations related to peoples social and economic position and background. Age and gender are also among the factors that may affect a person’s capacity to be at ease speaking publicly.

It is the trainers role to not only provide technical knowledge but also to create an environment conducive to discussion, sharing of experiences, and asking questions. To correct such situations the trainer has to ensure that shy persons get the opportunity to speak and that deviating opinions are expressed and considered. To encourage women’s active involvement in the training the trainer may wish to select some topics on which women have more experience or knowledge. The trainer may also directly ask some women participants to share their experiences with the group by highlighting their findings – this is a way to value their experience publicly.

GenderConsiderationsinTrainingFacilitationBeforefacilitatinganytrainingorworkshop,trainersmaywanttoreviewandkeepinmindthefollowingissuesthatcanaffectgroupdynamicsandinfluencehowmuchcapacitywillbebuiltamongfemaleandmaleparticipants.Usinggender-responsivelanguageandhighlightingexamplesofsuccessfulwomenandmencancreateanenvironmentwhereallparticipantsareabletogetthemostfromthetraining.Evenwhenplanningice-breakersandenergizers,facilitatorsshouldtrytoavoidjokesorlanguagethatisnotgender-sensitiveorthatindirectlyperpetuatestraditionalgenderrolesofwomen(i.e.onlyahousewife,onlyhavingasexualorbiologicalrole,diminishingwomen’shouseholdcareeconomycontributionetc)

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Thechartbelowlistssometipsforencouragingparticipationfromwomenlearners.

SUMMARY

HowtoEncourageParticipationfromFemaleParticipants As a master facilitator you will need to ensure female woreda experts and DAs participate equally in training sessions. Here are some ways to do this:

• While facilitators should actively encourage contributions from women participants, you don’t want to force individual women to speak where they may feel shy. Rather, start small. Use icebreakers to help them express themselves equally. Use small groups to discuss issues where women can contribute equally. Allow them to participate and contribute naturally. Pay close attention, however, and where they are unable or unwilling to participate equally you may have to intervene. Also ensure that other trainees are not making fun out of the shyness of women participants.

• Make a point of repeating, reinforcing or validating comments, suggestions, interventions or other inputs made by women participants during the training session to create a supportive environment to encourage more inputs.

• Use gender-neutral and gender-inclusive language, examples and images. For example, while “farmer” may be a gender-neutral term, it still creates a male image in the minds of listeners. By regularly referring to or talking about “female and male farmers”, and referencing female farmers both in male-headed households and female-headed households, a wider range of images are brought to mind for all participants. Similarly, when describing the work of Development Agents or extension workers, using both male and female pronouns, or providing examples showing the work of both male and female operators validates female experiences and keeps both male and female participants engaged in the training.

• If the training is co-facilitated by male and female trainers, make sure that both play lead and support roles, and that both equally deliver technical content.

• Limit theoretical knowledge and emphasize practical application. Explain step by step how to carry out the work, and provide many opportunities for women farmers to reflect and discuss among themselves.

• Keep in mind the triple role of women (household chores, reproductive role and community level roles and responsibilities) can constrain their participation in training activities and try to organize sessions so that logistics, including start times, end times and distributions of breaks can facilitate women farmers’ maximum participation.

• There might be participants with low literacy levels. It is important to check with participants individually to assess their understanding. Participants do not typically let you know when they do not understand.

• Rotate membership in small group discussions so that everyone gets the chance to work with everyone else. This will help to bring out quieter women and may avoid situations where certain males dominate discussions.

• Keep your training content simple and gender-responsive. Avoid using language or making jokes that could make women participants uncomfortable.

• Rural women might lack confidence to try new things. Use different inspirational practical stories that are relevant to their situation and motivate them to build their capacity (e.g., Telling them stories of successful rural women and women’s agribusinesses in their areas).

• Be a role model in emphasizing all household responsibilities can be shared between women and men as gender based division of labour is burdening women. Justify fair distribution of responsibilities in the household contributes to the wellbeing and better life of all family members and the community in general.

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AchallengefacingAGPandImplementingagenciesisattractingwomentoparticipateincapacitydevelopmentactivities.Culturalconstraintslimittheparticipationofwomeninsuchinitiativesandmechanismsareneededtoencouragetheirparticipation.Further,ifwomendogetinvolveditisimportanttoensurethattheirparticipationisactiveandequaltotheirmalecolleagues.Inmanycaseswomenaremuchlessvocalthanmenandmentendtomonopolizediscussions.Theculturalsetting,socialstructuresandgenderrelationsaffectthewaywomenandmenparticipate.Womenandmenhavedifferentrolesanddifferentresponsibilities.Theyuseandcontroldifferentresources.Theyhavedifferentneedsandprioritiesaswell.Sotrainingcoursesshouldbesensitivetotheneedsofbothwomenandmenateverystage(i.e.conceptualphase,trainingneedsassessment,trainingcontentdevelopment,trainingtimeandplacedecision,trainingdeliveryandposttrainingfollow-upsetc.)Onlywhenwetakeintoaccountwomen’sneedsateverystage,wecanclaimthatthebenefitsofcapacitybuildingactivitieshavereachedtobothwomenandmen.

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Exercise:MythsandAssumptionsObjectives

• Toidentifycommonmythsandassumptionsaboutgenderanddevelopment

• Tolookattheconsequencesofbelievingtheseassumptionsandmythsoncapacitydevelopment

• Tocontrastthesemythsandassumptionswithfacts

Method

• Brainstormasmanymythsandassumptionsaboutgenderanddevelopmentaspossible.Youmaywanttogiveacoupleofexamplesfromthelistbelowtogetthemstarted.

• Whenyouhavefourorfivemythsaskgroups:o Identifytheeffectsofthesemythsandassumptionsoncapacity

development.o Howthesemythsandassumptionscanbeovercomeatthe

communitylevel

• Somekeymythsyoumaywishtoincludeare:o Allfarmersaremeno Headsofhouseholdaremeno Allfamiliesarenuclearfamilieso Whenyoulookafteracommunitiesinterestyoualsolookafter

woman’sinterestso Womenarehousewivesandarenotinvolvedinproductiveactivitieso Womenarenotsignificantlyinvolvedinagricultureo Everywomanmusthaveahusbandorbepartofamale-headed

householdo Womenarenotinfluentialinlocalaffairso Menareruledbythemind.Womenareruledbytheheart.o Womendonotgetalongwhilemenarenaturalteamplayers.

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INSTRUCTIONALSYSTEMSDESIGN(ISD)–THE‘ADDIE’MODEL

OVERVIEWADDIEisasystematic,flexible,provenprocessfordesigninginstructionandfordefiningwhatinstructionisneeded,forensuringdevelopmentofeffective,andforcostefficientinstruction.ThegoalofISDistoincreasetheeffectivenessandcost-efficiencyoftrainingby:

• Developinginstructionbasedonreal-worldperformancerequirements;• Eliminatingirrelevantskillsandknowledgefromthecourse;• Andensuringthatlearnersacquirethenecessaryskills,knowledgeandattitudestoperform

therequiredtasksbackintheworkplace.TheADDIEmodelconsistsoffivephases.

Phase1:Analysis–Determineiftrainingistheappropriatesolution;Ifso,definetrainingrequirements;Phase2:Design-Defineobjectives,designthetrainingprogramandselecttrainingmethodsandmediaPhase3:Development–Developalltrainingmaterialsinaccordancewithdesign.Conductpilottrainingtovalidate.Refinecourseonthebasisofvalidation.Phase4:Implementation–Implementtraining,evaluateandrefine;Phase5:Evaluation–Performedduringdevelopment,duringimplementation,immediatelyaftertraining,and3to6months(ormore)aftertraining.

Withreferencetothe4-stagecapacitydevelopmentmodel,whichistheunderpinningfortheMasterFacilitatorDevelopmentProgramthefollowingtableshowstherelationship:

TheADDIEModel TheMasterFacilitatorDevelopmentProgram

The4-stageFrameworkforCapacityDevelopment

Analysis Module1:CapacityDevelopmentforChange–AssessingNeeds

Stage1:ConsensusBuilding

DesignDevelopment

Module2:DesigningandDevelopingCapacityDevelopmentActivities

Stage2:CapacityStrengthening

ImplementationEvaluation

Module3:ImplementingandEvaluatingCapacityDevelopmentActivities

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Module4:InstitutionalizingCapacityDevelopmentandJES

Stage3:Application,Follow-upandAssessment

Stage4:institutionalization

LEARNINGOBJECTIVE

BASICCONCEPTSADDIE-isanacronymreferringtothefivemajorphasesthatcomprisesthegenericISDprocess:Analysis,Design,Development,ImplementationandEvaluation.TheADDIEmodelisprobablythemostwidelyusedinstructionaldesignmodelsinceitsdevelopment50yearsago.CourseSyllabus-acoursesyllabusorSession-at-a-Glance(SAAG).servesastheoverallplanforconductinginstructioninaparticularcourse;therefore,carefulpreparationofthesedocumentsshouldhelpensuretheeffectivenessandefficiencyoftheinstructionalsystem.Theyhelpstandardizetheinstructionwhilecontrollingthequalityoftheteaching-learningactivity.FormativeEvaluation-Anytypeofevaluationdonebeforeacourseisimplementedisconsideredformative.Formativeevaluationisaprocessofongoingfeedbackonperformance.Thepurposesaretoidentifyaspectsofper-formancethatneedtoimproveandtooffercorrectivesuggestions.SummativeEvaluation-Theobjectiveofsummativeevaluationistodeterminethetotaleffectoftheinstruction.Summativeevaluationisconductedattheendoftheinstructiontodeterminetheeffectivenessoftheteaching/learningprocessbycollectingsummativedataafterthecourseiscompleteKirkpatrick’s4-levelEvaluationModel-ThefourlevelsofevaluationweredevelopedbyDonaldKirkpatrick(1994)whereeachsuccessiveevaluationlevelisbuiltoninformationprovidedbythelowerlevel.Accordingtothismodel,evaluationshouldalwaysbeginwithlevelone,andmovesequentiallythroughlevelstwo,three,andfour.Informationfromeachpriorlevelservesasabaseforthenextlevel'sevaluation.Thus,eachsuccessivelevelrepresentsamoreprecisemeasureoftheeffectivenessofthetrainingprogram,butatthesametimerequiresamorerigorousandtime-consuminganalysis

AsaresultofthismoduleyouwillbeabletodefineanddescribeeachphaseoftheADDIEmodel,includingpurposeandoutcomeofeachphase.

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THEADDIEMODELOFINSTRUCTIONALDESIGN3TheADDIEmodelisasystematicprocessusedbyinstructionaldesignersandtrainingdevelopers.Thefivephases—Analysis,Design,Development,Implementation,andEvaluation—representadynamic,flexibleguidelineforbuildingeffectivetrainingandperformancesupporttools.IntheADDIEmodel,eachstephasanoutcomethatfeedsintothesubsequentstep.

AnalysisPhase

Isthetrainingreallytheanswer?Thefirststepintheanalysisprocessistodecideifaproblemcanbesolvedwithtraining.Aneedsassessmentistheprocessofidentifyingproblemsandtheircauses,thenmatchingsolutionstothoseproblems.Trainingisasuitablesolutionwhenthereisalackofknow-how.Sometimesthetargetaudiencehastheknow-howbutitmaybeamotivationalproblemthatkeepsthemfromperformingeffectively.Sometimesthesolutiontotheproblemmaybefoundinareasotherthantraining.Trainingisacostlyventureandduringtheanalysisphasewewanttogatherinformationtohelpusunderstandtheproblemandselectthemostappropriatesolution.AnalyzingTasksTaskAnalysis:Whentheinstructionalgoalistodevelopthecapacitytoperformaparticularjob,theinstructiondevelopedshouldbetieddirectlytothattask.Taskanalysisisamethodofdescribingtheactionsorbehaviorsthatmakeupthetasksthatthelearnershouldlearntoperform.Whentaskanalysisisperformed,itisimportanttoaccuratelyandcompletelydescribeallofthetasks,sincethesetaskdescriptionsorstatementsshouldbeusedtodeveloptheinstructionalobjectivesthatformtheframeworkofinstruction.Duringthetaskanalysiseachtaskisexaminedinordertodeterminethejobperformancerequirements.Thisincludesidentifyingwhichtasksshouldbeperformed,underwhatconditionsandthestandardsofacceptableperformance.ExampleofTaskAnalysis

TaskStatement:MakingaDepositataBank(DIF-3,3,2)StepsinCompletingthetask InputsorConditionsunder

whichthetaskisperformed

Standardsagainstwhichthetaskismeasured.

1) CompletetheDepositslip2) PresenttoTeller3) PresentCashbooktoteller

CashtobedepositedDepositslipPen

AllinformationisenteredcorrectlyonthedepositslipAllinformationisenteredinto

3IneachphaseofADDIEmodelapplicationofgenderneutrallanguageandgenderresponsivenessmustbeconsidered.

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4) ChecktoensurethetransactionisrecordedcorrectlyinCashBook

CashBook theCashBookcorrectly

SkillsandKnowledgeRequired

MathematicSkill,knowledgeofbankingprocedures,completingthedepositslipcorrectlyandsigning

AudienceAnalysisAnotheranalysisthatiscompletedduringtheanalysisphaseisaudienceanalysis.Thisistheprocessofidentifyingentry-levelskillsthatparticipantsshouldhaveforenteringacourseofinstruction.Entry-levelskillsaredeterminedduringthetaskanalysis.Additionalinformationaboutthetargetaudienceisanalyzed,includingpreviousbackgroundandexperiences,previouseducation,interests,sizeoftargetaudience,computerliteracyanddemographics(gender,agerange,geography,etc).

DesignPhase

Duringthedesignphaselearningobjectives,teachingstrategiesandlearningactivities,mediaselection,andsoon,isdeveloped.DevelopLearningObjectivesandAssessmentMethodsThefirstactivityinthedesignphaseistodeveloplearningobjectivesforthetasksthatwereidentifiedasrequiredduringtheanalysisphase.Whendevelopinginstructionalobjectivesitisimportantthattheyareconsistentwiththeinstructionalneedasdeterminedintheanalysisphase.Participantsidentifyassessmentmethodstoassessachievementofthelearningobjective.ChoosingAppropriateStrategiesandMethodsDuringthisphaseaswell,teachingstrategiesandlearningactivitiesaredesigned,Alignmentisachievedbetweenthelearningobjective,teachingstrategies,learningmethodsandassessmentMediaSelectionTheinstructionalmediaselectionprocessisasystematicapproachandanintegralcomponentoftheADDIEprocess.Whenselectingthemostappropriateinstructionalmediaconsiderationmustbegiventoanumberofvariablesthatmayinfluencetheselectionofonemediumoveranother.Usingasystematicapproachtomediaselectionensuresthatappropriateinstructionalmediaare

Itisimportanttodistinguishbetweentherealneed,asopposedtotheperceivedneedandascribedneed.Perceivedneedistheneeddesribedbythelearnersthemselves.Theascribedneedisatrainingneedthatisascribedtothelearnerbyasupervisororapeer.Bothpercievedneedsandascribedneedsmaybepartiallyorwhollycorrect.Arealneediswheretheperceivedneedandtheascribedneedmatches..

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employedtosupportdesiredlearningobjectives.Mediaselectionanalysismustevaluategeneralandspecificcriteria,includinginstructional,participant,andcostaspectsforeachmedium.Someinstructionalissuesthatmustbeconsideredare:

• Natureoftheknowledgeandskillgaps• Levelofinteraction• Instructionalstrategies• Complexityofcontent• Levelanddomain(cognitive,affective,psychomotor)oflearningobjectives• Familiaritywithmediabyparticipants• Availabilityofsuitabletechnology• Skillsandknowledgeofaudiencewithcertaintechnologies

DevelopmentPhase

Thedevelopmentphaseresultsinthelearningsupportproductsthatarereadytoprovidetothetargetaudience.Thisphaseinvolvestheactualcreationofany"deliverables",e.g.,print-basedmaterials(handouts),electroniclearningsupporttools(PowerPoint),andothersupportinglearningmaterials.ProducingInstructionalMaterialsInthedevelopmentphase,theinstructionalmaterialsusedtosupportthesystemshouldbedeveloped.Materialdevelopmentisatime-consumingandexactingtaskregardlessofthemediumthathasbeenselected.Itisessentialthatqualitymaterialsbedeveloped,sincetheycarrytheinformationtobelearnedtothelearners.Adequateresourcesarerequiredtodevelopqualitymaterialsinatimelymanner.Instructionalmaterialsrefertoprintedorothermediaintendedto

conveyeventsofinstructionorcommunicateinformationtoparticipants.TypesofInstructionalMaterials

• Print-basedmaterial• Transparencies• Slide/tape• Audio/videotapes• Interactivevideo• Structuredexercise

ImplementationPhase

AtthispointintheADDIEprocess,theinstructionalsystemfunctionsareinplaceandreadytosupportimplementationoftheinstructionalsystemorcourse(Dick,etal.,2009;Smith&Ragan,2005).Theprimaryresponsibilitiesoftheimplementationphasearesustainedandefficientdeliveryoflearningsupporttothetargetaudience,maintenanceoffacilitiesandrecords,andongoingmanagementofthelearningsystem.

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Thisimplementationphasedoesjustthat…itimplements(delivers)theinstructionalmaterialsthatweredesignedanddevelopedinthepriorstages.Itincludesschedulingthetrainingeventthedevelopmentofacourse/learningmanagementplanconsistingofthese[butnotlimitedto]components:

• Descriptionofthelearningplatform• Descriptionoftheaudience(targetpopulation)• Directionsforadministeringthelearningplatform• Directionsforadministeringandscoringtests• Directionsforguidance,assistanceandevaluationsoflearners• Learningplatformmaporlearningplatformsequence• Lessonplansandlearnerguides• Anyotherdocumentsdirectlyrelatedtotheadministrationofthelearningplatform

EvaluationPhase

Evaluationisintegratedthroughouteachactivityoftheinstructionaldevelopmentprocess.Itstartsintheplanningstagewithdevelopmentofanevaluationplanandcontinuesforthelifecycleofthetrainingsystem.Thefocusofevaluationiscontinuousimprovementininstructionalsystemqualityevaluationphaseconsistsofformativeevaluation,summativeevaluation,andoperationalevaluation(Dick,etal.,2009;West,etal.,1999;Smith&Ragan,2005).Themaingoalofevaluationistoincreaselearningbyassessingthevalueofthelearningexperiencetothetargetaudience,facilitators/facilitators,andotherkeystakeholders.Anevaluationplanpro-videsforendofcourseevaluation,learningevaluation,longitudinaltrackingofresults,andsummarizedresultstomanagement,leadershipandeducationalstaff/faculty.Thatsaid,thepurposeofevaluationistoimprovetheeffectivenessofinstructionandultimatelyimprovehumanperformance(Dick,etal.,2009).Trainingevaluationcanprovideimportantdiagnosticinformationandhighlightareasinwhichtrainingcanberevisedandimprovedtobettermeetthetrainingobjectives.Evaluationcanprovideanorganizationwithusefulinformationabouttheutilityoftheirtrainingprogramsandcanstrengthenthecaseforbudgetallocationtowardstraininginitiatives.Whenevaluatingalearningprogramandlearningeffectiveness,therearetwoprimaryapproaches:formativeandsummativeevaluation.FormativeEvaluationAnytypeofevaluationdoneduringatrainingcourseisconsideredformative.Formativeevaluationisaprocessofgatheringongoingfeedbackonhowwellorhowpoorlyvariouscomponentsoftrainingareperforming.Thepurposeistoidentifyaspectsofperformancethatneedtoimprovesothatchangescanbemade.

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SummativeEvaluationTheobjectiveofsummativeevaluationistodeterminethetotaleffectoftheinstructionafteritiscompleted.Summativeevaluationisconductedattheendoftheinstructiontodeterminetheeffectivenessoftheteaching/learningprocess,transferofskillsandknowledgetothereal-world,andtheultimateimpactthattrainingproducesongoalsandobjectives.Kirkpatrick’s4LevelsofEvaluation Thefour-levelsevaluationmodelwasdevelopedbyDonaldKirkpatrick(1994),andisthemodelthatismostinusebytrainingorganizationstoday..Themodelconsistsoffourlevelsandeachsuccessiveevaluationlevelisbuiltoninformationprovidedbythelowerlevel.Accordingtothismodel,evaluationshouldalwaysbeginwithlevelone,andmovesequentiallythroughlevelstwo,three,andfour.Informationfromeachpriorlevelservesasabaseforthenextlevel'sevaluation.Thus,eachsuccessivelevelrepresentsamoreprecisemeasureoftheeffectivenessofthetrainingprogram,butatthesametimerequiresamorerigorousandtime-consuminganalysis(Kirkpatrick'sFourLevelEvaluationModel(2012). Withreferencetoformativeandsummativeevaluation,thefirsttwolevels,reactionandlearning,arethebasisforformativeevaluationpriortofullimplementationofatrainingcourse.Summativeevaluationincludesallfourlevels.Theprimarydifferencebetweenformativeandsummativeevaluationinthisregardisitstiming.Level1-ReactionAssessingparticipants’reactionsallowsfacilitatortomeasureiflearnersfeeltheyarelearningandsatisfiedwithtraining.Reactiondatacanprovidethefacilitatorwithdiagnosticfeedbackthatcanbeusedtomodifycoursestomeettheneedsoflearners.Itattemptstoanswerquestionsregardingtheparticipants'perceptions,perse,didtheylikeitandwasthematerialrelevanttotheirjob?Typesofreactionsinclude:

Satisfaction.Affectivereactionitemsassesswhetherornottheparticipantlikedorenjoyedthetraining.Examplesofaffectivereactionitems:

• Ienjoyedthiscourse• Overall,Iamsatisfiedwiththiscourse.• IamenthusiasticaboutwhatIlearnedinthiscourse• DuringthiscourseIthoughtabouthowmuchIenjoyedit• Thiscoursewasboring• DuringthiscourseIbecamefrustratedaboutsomeofthematerial• Thiscoursewasanxietyprovokingattimes• Someofwhathappenedinthiscoursewaspersonallyirritating

Usefulness.

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Utilityreactionitemsassessparticipants’perceptionstheinformationandskillstaughtwereusefulandjobrelevant.Examplesofutilityreactionitems:

• Theinformationpresentedinthiscourseisrelevanttomyjob• Thetrainingwillhelpmeperformmyjob• Thistrainingwillhaveapositiveimpactonmyjobperformance• IdonotthinkIwillusewhatIlearnedinthisclass• Thetrainingwasrelevanttomyjob

FacilitatorPerformance.Satisfactionwithfacilitatorassessesthelearners’perceptionsofthefacilitator’scontributionstolearning.Examplesoffacilitatorperformanceinclude:

• Thefacilitatorexplainedthingsclearly• Thefacilitatorwaspreparedforeveryclass• Thefacilitatorwascompetent• Thefacilitatorwasknowledgeableaboutthetrainingcontent• Overall,thisfacilitatorwaseffectiveatteachingthiscourse

CourseDelivery

Satisfactionwithdeliveryassessesparticipants’perceptionsthematerialwaspresentedinanorganizedandcoherentmanner.Examplesofcoursedeliveryreactionitems:

• Thecoursecontentwaswellorganized• Thematerialpresentedwasappropriateforlearnersatmylevelofexperience• Thestructureofthecoursemadeiteasytolearnthematerial• Thepaceofthecoursewasappropriate• Thetrainingwascoherent

Level2-LearningAssessingatthislevelmovestheevaluationbeyondlearnersatisfactionandassessesiftheparticipanthasadvancedinskills,knowledge,orattitude(SKA).Basically,itassessestheamountofinformationthatparticipantslearned.Becausethelearningobjectivesaretherequirementsforthecourse,aLevel2evaluationassessesachievementofobjectives.Measurementatthislevelismoredifficultthanlevelone.Whenmeasuringlearningthereare3typesoflearningoutcomesthatcanbeassessed:

CognitiveOutcomes.Cognitive outcomes include the acquisition of declarative knowledge—the facts and principles presented in the course. The test format used should match the desired learning out-comes. Skill-basedOutcomes.Skill-based outcomes involve the development of technical or motor skills. Indicates learners’ abilities to perform the skills demonstrated in the course.

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When evaluating skill-based outcomes, it is important to choose the criteria that are more applicable for the skill tested:

• Speed—how fast can the trainee perform the task • Accuracy—how precisely can the trainee perform the task • Technique—how well did the trainee perform the task

AffectiveOutcomes. Affective outcomes include changes in trainees’ attitudes and motivation levels. This includes measuring learning outcomes such as organizational commitment, tolerance for diversity, and self-efficacy.

Level3–TransferBehavioraloutcomesindicatewhetherthematerialpresentedintrainingissuccessfullytransferredtotheworkplace.Thislevelmeasuresthetransferthathasoccurredinlearners'behaviorduetothetrainingprogram.Evaluatingatthislevelattemptstoanswerthequestion:Arethenewlyacquiredskills,knowledge,orattitudebeingusedintheeverydayenvironmentofthelearner?Measuringatthislevelisdifficultasitisoftenimpossibletopredictwhenthechangeinbehaviorwilloccur,andthusrequiresimportantdecisionsintermsofwhentoevaluate,howoftentoevaluate,andhowtoevaluate.Level4-ImpactAssessingtheresultsfromtrainingallowsanorgnizationtoexaminetheimpactthattraininghadonorganizationalobjectives.Thistypeofevaluationisoftenusefulinshowingthereturnontraininginvestments,althoughcollectingthedatacanbechallengingandisthemostdifficultleveltomeasure.Themethodologyforassessingtheimpactandthemetricsusedtocollectthedata(bothqualitiativeandquantitative)maynotbeclearlydefined.

SUMMARYADDIEisasystematic,flexible,provenprocessfordesigninginstructionandfordefiningwhatinstructionisneeded,forensuringdevelopmentofeffective,andforcostefficientinstruction.ThegoalofISDistoincreasetheeffectivenessandcost-efficiencyoftrainingby:

• Developinginstructionbasedonjobperformancerequirements;• Eliminatingirrelevantskillsandknowledgefromthecourse;• Andensuringthatlearnersacquirethenecessaryskills,knowledgeandattitudestoperform

thetasksatwork.TheADDIEmodelconsistsoffivephases.TheAnalysisphasedefineswhatneedstobetrained.Next,aninstructionaldesigniscraftedtomeetthoseneeds.Onlyafterthedesigniscompletearetheinstructionalmaterialsdeveloped.EvaluationsacentralpartoftheISDandisperformedineachphaseofthemodel.

Phase1:Analysis–Determineiftrainingistheappropriatesolution;Ifso,definetrainingrequirements;

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Phase2:Design-Defineobjectives,designthetrainingprogramandselecttrainingmethodsandmediaPhase3:Development–Developalltrainingmaterialsinaccordancewithdesign.Conductpilottrainingtovalidate.Refinecourseonthebasisofvalidation.Phase4:Implementation–Implementtraining,evaluateandrefine;Phase5:Evaluation–Performedduringdevelopment,duringimplementation,immediatelyaftertraining,and3to6months(ormore)aftertraining.

AssessmentExerciseLISTED BELOW ARE A SERIES OF TASKS THAT MUST BE COMPLETED WHEN DESIGNING A TRAINING PROGRAM. FOR EACH TASK INDICATE THE PHASE OF THE ADDIE PROCESS:

1. ANALYSIS PHASE 2. DESIGN PHASE 3. DEVELOPMENT PHASE 4. IMPLEMENTATION PHASE 5. EVALUATION PHASE

_____Setting Learning Objectives _____ Training for Facilitators

_____ Analyzing the Audience _____ Assessing Learner Reaction

_____ Session-at-a-Glance _____ Developing Slides

_____ Achieving consensus on goals _____ Task Analysis

_____ Field test the course _____ Assessing learning

_____ Select appropriate learning methods

_____ Develop Participant Notes

_____ Develop learning activities _____ Develop Assessment Methods

_____ Validate course materials and methods

_____ Assess the enabling environment

_____Measure transfer to the ‘real-world’

_____Develop Facilitator Guide

_____ Assess the Impact of training _____ Revise course Materials if necessary

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PERFORMANCEOBJECTIVES–THE

LINKBETWEENNEEDSASSESSMENTANDCOURSE

DESIGNOVERVIEWThefinalprocedureintheneedsassessmentphaseisTaskAnalysis.Thisiswhereyouidentifythespecifictasksthatparticipantsshouldbeabletoperformwhenthetrainingiscompleted.PerformanceObjectivesdescribethetasksparticipantsshouldbeabletoperformonthejob.LearningObjectivesdescribethosesameperformanceobjectivesastheyneedtobeperformedintheclssroom.ThissessionwillreviewtheTaskAnalysisprocess.Participantswilldevelopatlestthreeperformanceobjectivesasthefoundationonwhichcoursedesignbeginstoemerge.Assuch,thissessionprovidesthelinkagebetweenneedsassessmentandcoursedesign.LEARNINGOBJECTIVE

BASICCONCEPTSTaskAnalysis-Task Analysis isanimportantpartofthe ADDIE modelofinstructionalsystemsdesign.Taskanalysis,alsoreferredtoasajobtaskanalysis,isasystematicprocessusedtoidentifyandanalyzespecifictasksandsubtasksthatmustbeaccomplishedintheperformanceofajoboractivityTask–Everyjobismadeupofaseriesoftasks–administrtivetasks,operationaltasks,tasksthatarecompleteddaily,tasksthatarecompletedweekly,monthlyoryearly.Ataskisadiscreetsetofactivitiesthatproduceanoutput.Completingabankdepositslipisatask.Writingareportisatask.Ataskinvolvesalimitednumberofstepsandusuallycanbecompletedinminutesorhours.

AsaresultofthismoduleyouwillbeabletodevelopthreeperformanceobjectivesasabasisforthedesignanddevelopmentofatrainingprogramtakenfromyourEFY2010trainingplan.

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Inputs–Theresourcesandmaterialsthatarerequiredinordertocompletethetasksuccessfully.Inputsmayinvolvetemplates,policymanuals,inputfromothers,approvals,andsoon.Ifsomeorallinputsarenotinplacethetaskcannotbeperformedsuccessfully.Standards–Standardsarecriteriaagainstwhichthetaskisjudgedtobecompletedsuccessfully.Somestandardsareprescribedbylaworbypolicy.Otherstandardsareunwritten.Standardsinclude:accordingtoAGPguidelines,AccordingtopolicyXXXX,complete,accurate,withouterror,andsoon.DIFmodel–TheDIFmodelisawayofweightingataskasabasisforcoursedesignanddevelopment.TheDIFisusedbycoursedesignerstodistinguishtasksonthebasisoftheirdifficulty,importancetothejobandfrequency.Theresultisathree-digitnumberthatconveystothecoursedesignerhowmuchemphasistogietoatask.PerformanceObjective–Ataskanalysisidentifiesallthetasksthatneedtobeperformedasaresultoftraining.Eachtaskinthetaskanalysisbecomesaperformanceobjective.Theperformanceobjectiveislatertranslatedintoalearningobjective.Theperformanceobjectiveisthelinkbetweenjobrequirementsandthetrainingprogram.TASKANALYSIS–THEFINALSTEPINTHENEEDSASSESSMENTPROCESS.TaskAnalysisisaprocessofidentifyingthekeycompetenciesneededtocarryouttheprimarytasksassociatedwithajobsuccessfullyatagivenpointoftime.Theoutputofathoroughtaskanalysisisa‘raw’listingofessentialcompetenciesstatedinprecise,measurableandobservableterms.Anumberofmethodsandapproacheshavebeendevelopedandsuccessfullytriedouttoidentifythetasksassociatedwithajob.Thesemethodshavehelpedtrainingcoursedesignerstoidentifyandreinforceand/ordevelopthesecompetenciesthroughformalorinfomaltrainingforthegrowthoftheindividualandthegrowthoftheorganization.Followingaresomecommonapproachescurrentlyinusetoidentifytasks.AssessingJobDescriptionsApreliminaryassessmentofjobdescriptionswillyieldsomebasicinformationasastartingpoint.Someinformationtolookforincludestheobjectivesoftherole,whythepositionexists,whatarethemainpurposesoftherole,anddeterminetheKeyResultAreas(KRAs)ofthepositionholder.Typically,jobdescriptionsrefertooutputsofagivenjobingeneraltermsanddonotcontainspecificjobcompetencies.However,whiletheirvalueislimited,theyprovideastartingpointfordevelopingcompetencymaps.GroupProcess(Workshop)

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Thismethodreliesonagroupof8to12positionholders(doingthesamejob)andrequiresthemtolisttheroles,tasks,subtasks,conditionsunderwhicheachtaskisperformed,andcriteriaforeffectiveperformanceforeachactivityperformedonthejob.Thetaskslistmaybeasmanyas15to20forsomepositionsandasfewasfivetosixforotherpositions.Thereisnorigidruleaboutthenumberoftasks.Itdependsonhowcomplexthepositionis.Itisusefultostartwithasmanytasksaspossible.Whenselectingparticipantsforthegroupprocessitisimportanttoselecttopperformers-thosethatdemonstratethedesirablequalities,attributes,knowledgeandskillintheperformanceoftheirduties–fortheworkshopsinordertofocusonsuperiorperformance.SurveyQuestionnairesInthismethodsurveyquestionnairesaresenttoallindividualsineachoccupationalgroup.Typically,questionsfocusonthepurposeofthejob,criticalsuccessfactors,keyresultareas,criticaltasksoractivities,changesanticipatedin2or3years,challengesofdoingthejobwell,andempowermentoftheposition.Surveyquestionnaires,whiletheymightprovideabasisforfurtheranalysis,provideawiderangeofresponseanditisoftendifficulttocollatetheresults.Face-to-faceInterviewsAnothertechniqueavailablefortaskanalysisisface-to-faceinterviews.Thismethodismostusefulforseniormanagementpositionsthattypicallyhavelimitedtimeavailable.Thechallengeinusingthismethodissortingoutandidentifyingcompetenciesfromthemountainofdatagatheredduringtheinterview.Self-AssessmentUsuallyintheformofquestionnaire,thismethodasksrespondentstoratethemselvesonanumberofvariablesrelatingtotheorganization,thejob,keyresultareasandattributes.Itisimportantthatthevariablesusedarerelevantandtheratingscaleallowsforaccuracy.Thismethodoftenlacksobjectivityandisthereforelessreliableandvalidasanindicatoroftruecompetencies.

CONDUCTINGYOUROWNTASKANALYSIS

StepOne:IdentifytheTasks

StepOne:IdentifythetasksthatparticipantsinyourtrainingmustbeabletoperformattheENDoftraining.Itisimportantthatthesebephrasedinspecific,measurable,observableandactiveterms.

TaskOne

TaskTwo

TaskThree

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TaskFour

TaskFive

StepTwo:ListtheSteps

StepTwo:Listthestepsrequiredtocompleteeachtask.Againtheseareinmeasurableandobservableterms.Theyarelistedinchronologicalorderortheorderinwhichthetaskisperformed.

TaskOne:

1

2

3

4

5

6

TaskTwo:

1

2

3

4

5

6

TaskThree:

1

2

3

4

5

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6

TaskFour:

1

2

3

4

5

6

TaskFive:

1

2

3

4

5

6

StepThree:ListtheInputs

StepThree:Listtheinputsrequiredtoperformeachtasksuccessfully.Inputsincludethematerials,equipment,documentation,inputsfromotherdepartments,templates,policiesandprocedures,thatmustbepresentforthetasktobeperformedcorrectly.

TaskOne: Inputs:

TaskTwo Inputs:

TaskThree Inputs:

TaskFour Inputs:

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TaskFive Inputs:

StepFour:ListtheStandards

StepFour:ListtheStandardsagainstwhichtheperformanceismeasured.Standardsareoftenprescribedinpolicystatementsandthesewillbelistedasgiven,however,formanyofthetasksnostandardsexisttoprescribesatisfactoryperformance.Insomecasesstandardsinvolve‘followingthestepsofthetaskinorder’.Whileotherstandardsinvolvetime,precision,correctness,whileinotherstheymightinvolveenteringdataontoatemplatecorrectly

TaskOne

TaskTwo

TaskThree

TaskFour

TaskFive

StepFive:Identiyspecializedskiils,knowledgeandatitudes

StepFive:Identifythespecializedkills,knowledgeandattitudesrequiredforeachspecifictask.Theseofteninvolveskillssuchascommunicationskills,supervisoryskills,orsoftwareskills,analyticalskills,mathematicalskills,andsoon.Note:Theskills,knowledgeandattitudesapplyonlytocompletingthespecifictask.TheyshouldNOTincludegenericskillsandknowledgethattheemployeerequiresforthejob.

TaskOne:

TaskTwo:

TaskThree:

TaskFour:

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TaskFive:

StepSix:Assignaweightingtoeachtask

StepSix:Assigna‘weighting’toeachTaskusingthefollowingmodel.ParticipantsassignavalueonthreedimensionsusingtheDIFmodelresultinginathree-digitweighting.

DegreeofDifficulty ImportancetotheJob FrequencyTaskisPerformed5–Highlysophisticatedtaskwith

multiplestepsandrequiringhighcognitiveskills;

4–Highlysophisticatedtaskwithmultiplestepsrequiringlowcognitiveskills;

3–Sophisticatedtaskwithlogicalstepsrequiringlowcognitiveskills’;

2–Routinetaskwithmultiplestepsrequiringlowcognitiveskills;

1–Routinetaskwithfewstepsrequiringlowcognitiveskills.

5–CriticalImportancetothejob.Failurewillresultinseriousconsequences;

4–CriticalImportancetothejobresultingindelaysorre-do;

3–SeriousImportancetothejobresultingindelays;

2–Importanttothejobwithminorconsequence;

1-Importanttothejobwithlittleornoconsequence.

5–Taskisperformedannually;4–Taskisperformedseveral

timesayear;3-Taskisperformedseveral

timespermonth;2–Taskisperformedatleast

onceperweek;1–Taskisperformeddaily.

ForeachtaskassignaweightingbasedontheDIFmodel.

DEVELOPINGPERFORMANCEOBJECTIVESNowweputalloftheaboveinformationtogethertoformPerformanceObjectives.PerformanceObjectivesclearlydescribe,inonestatement,whatcourseparticipantswillbeabletodowhenthetrainingiscompleteandtheyarebackonthejoborinthecommunity.Laateryouwilltransformperformanceobjectivesintolearningobjectives.

TaskOne:

TaskTwo:

TaskThree:

TaskFour:

TaskFive:

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Theformatforwritingaperformanceobjectiveis:

Given ParticipantsMust TotheExtentthat

TaskOne

TaskTwo

TaskThree

TaskFour

TaskFive

Given…..(ListtheInputs)…..Participantsmustbeableto…….(Task)……totheextentthat……(Standards)…..

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DESIGNINGCAPACITYDEVELOPMENTACTIVITIES-LEARNINGOBJECTIVESAND

ASSESSMENTOVERVIEWLearningobjectives(sometimescalledlearningoutcomes)arebrief,clear,specificstatementsofwhatlearnerswillbeabletoperformattheconclusionofinstructionalactivities.Trainingprogramstypicallyconsistofaseriesoflearningobjectivesandeachobjectiveistypicallyonemoduleorcompletelearningstrategy.Generally,learningobjectivesarecompetency-basedastheydesignateexactlywhatlearnersneedtodotodemonstratemasteryofcoursematerial.Withthisinmind,learningobjectivesarealwaysstatedintermsoflearneroutcomes.Askyourself

• WhatdoIwantparticipantstobeabletodobackonthejobasadirectresultofattendingthistraining?

• Whatdoesmyaudienceneedtoknow,orbeabletodo,tobridgetheperformancegapbetweenwheretheyaretodayandwherewewantthemtobetomorrow?

• HowwillIknowthatallparticipantshaveachievedthelearningobjective?WhattypeofassessmentprocedureswillIusethatgiveassurancethatallparticipantscanperformthelearningobjective?

Withoutclearlydefinedobjectivesthereisnosoundbasisfortheselectionordesigningofinstructionalmaterials,content,ormethods.Ifyoudon'tknowwhereyouaregoing,itisdifficulttoselectasuitablemeansforgettingthere.WhyObjectivesareimportant

• Objectives are the basis for determining a training strategy • Objectives help to determine the necessary outputs and contents of the training • Objectives provide a direction for all training activities • Objectives help give a structure to the training • Objectives help trainers and participants to stick to their common goal

Learningobjectivesarebrief,clear,specific

statementsdescribingwhatlearnerswillbeabletodoattheconclusionofinstructionalactivities.

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Duringthismoduleyouwillpracticewritingavarietyoflearningobjectivesasabasisforcoursedesignandrelevantforyourwork.Laterinthesessionyouwilldevelopassessmentproceduresforeachlearningobjective.Oftenassessmentproceduresaresimply‘mirrorimages’ofyourlearningobjectivesbutyoumayhavetouseyourcreativitytodesignassessmentsthatprovideevidencethatallparticipantshaveachievedthelearningobjective.

LEARNINGOBJECTIVE

BASICCONCEPTSCourseObjective:Non-specific,non-measurablestatementoftheoutcomeexpectedfromthetrainingprogram.Forexample,ToimprovecommunicationskillsforWoredaStaffInstructionalObjective:describeswhatthefacilitatorwilldoduringamoduletoencouragelearning.LearningObjectives(sometimescalledLearningOutcome)-statementsofinstructionalintent.Theydescribeinspecifictermswhatthelearnerwillbeabletodoattheendofthemoduletodemonsrateachievementoftheobjective.Cognitivelearningobjectives-wheretheintentionistohavelearnersgainknowledge–ideas,conceptsandtheabilitytothink.Psychomotorlearningobjectives–wheretheintentionistohavelearnersgainnewphysicalskillsandabilities.Affectivelearningobjectives–wheretheintentionistohavelearnersdevelopattitudes,values,feelingsandmotivation.

CHARACTERISTICSOFEFFECTIVELEARNINGOBJECTIVESLearningobjectivesincludefivecharacteristicsthathelptocommunicateintent.Whilethereareseveralwaysthatobjectivesmaybewritten,theyallcontainessentiallythesamecharacteristics:

1. Learner-centered-Thelearningobjectivedescribeswhatthelearnerwillbeabletodooncompletionofthemodule.Itdoesnotdescribewhatthefacilitatorwilldo.

Attheendofthismoduleyouwillbeableto…

2. DescribethePerformanceoftheLearneroncompletionofthemodule–anobjectivealwaysdescribeswhatthelearnerwillbeabletodouponcompletionofthemodule.Theobjectiveusesanactionverbtodescribetheperformanceinmeasurableandobservableterms.

Example:…youwillbeabletorideabicycle…wheretheperformancestatedisride

Asaresultofthismoduleyouwillbeabletodevelopatleastthreelearningobjectivesintheproperformatasabasisforcoursedesign,anddesignappropriateassessmentsactivitiestoprovideevidencethatallparticipantshasachievedeachofthreelearningobjectives.

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Or,youwillbeabletowritealetter.Theperformanceistowriteandtheproductofthatperformanceisaletter.

3. ProvideStandardsofAcceptablePerformance–Describeshowwellthelearnerwillhavetoperform

theobjectivetobeconsideredcompetent.Example:AttheendofthismoduleyouwillbeabletowritealetterusingMicrosoftWord,notmorethanonepageinlengthandwithoutgrammaticalorpunctuationerror,andthemessageisclearlystated.

4. Learningobjectivesareobservableandmeasurable–Useofanactionverbusuallymakesthe

objectiveobservable.Avoiduseofverbslike‘understand’or‘know’or‘appreciate’.Theseverbsarenotobservable.Standardsmaketheobjectivemeasurable.

5. Learningobjectivesarespecific–usuallyalearningobjectiveincludesuseofoneactionverb.

Bloom'sTaxonomy4AgroupofeducationalpsychologistsledbyBenjaminBloomworkedforeightyearsonaprojecttoclassifythethinkingbehaviourswhichunderlielearning.Theyclassifiedtheseunderthreemajorheadings:thecognitive(knowledge),affective(attitudinal)andpsychomotor(skills-based)domains.Bloom’smostrecognizedandhighlyregardedinitialworkspawnedfromhiscollaborationwithhismentorandfellowexaminerRalphW.TylerandcametobeknownasBloom’sTaxonomy.ThediagrambelowillustratesthehierarchyofcognitivebehavioursaccordingtoBloomandasrevisedbyAndersonetal.

Thesetermsaredefinedas:q Remembering:Retrieving,recognizing,andrecallingrelevantknowledgefromlong-term

memory.

4Taxonomysimplymeansclassificationsothewell-knownclassificationoflearningobjectivesisanattempttoclassifyformsandlevelsof‘knowing’orlearning.Becauseit'staxonomythissuggeststhatonecannotaddresshighercognitivelevelsuntillowerlevelshavebeendemonstrated.Inadditionitisawaytocategorizelearningintermsofoutcomes.

Cognitive Domain - themost-used ofthe domains, refers to knowledgestructures (although sheer “knowingthefacts”isitsbottomlevel).Itcanbeviewedasasequenceofprogressivelymorecomplexcognitivetasksfromthemost simple – ‘memorizing orremembering’, to thehigher cognitivelevel – ‘creating’. It isassumed ifonecanachievethehigherlevels,thatthelower levels can also beperformed.(Bloom,1956)

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q Understanding:Constructingmeaningfromoral,written,andgraphicmessagesthroughinterpreting,exemplifying,classifying,summarizing,inferring,comparing,andexplaining.

q Applying:Carryingoutorusingaprocedurethroughexecuting,orimplementing.q Analyzing:Breakingmaterialintoconstituentparts,determininghowthepartsrelatetoone

anotherandtoanoverallstructureorpurposethroughdifferentiating,organizing,andattributing.

q Evaluating:Makingjudgmentsbasedoncriteriaandstandardsthroughcheckingandcritiquing.

q Creating:Puttingelementstogethertoformacoherentorfunctionalwhole;reorganizingelementsintoanewpatternorstructurethroughgenerating,planning,orproducing.

Applying,analyzing,evaluatingandcreatingareconsidered‘cognitiveskills’.Theseskillsinvolvethe‘mentalgymnastics’requiredtothinkcreativelyandmakedecisions.Thecoursedesignerneedstoknowthe‘level’ofthehierarchythatappliestohisorherlearners.Teachingparticipantsto‘remember’isquitedifferentthanteachingthemto‘apply’or‘analyse’or‘evaluate’.Teachingtothehighercognitivelevelsrequiresmoretimeanddifferentteachingmethodstobeeffective.Thespecificlearningobjectivesarebasedonthe‘actionverbs’listedinthetablebelow:

If your objective is to teach participants to… Consider the following ACTION VERBS as the behavior that demonstrates learning.

Remember:Recallpreviouslearnedinformation.Examples:Reciteapolicy.Quotepricesfrommemorytoacustomer.Knowsthesafetyrules.

ACTIONVERBS:defines,describes,identifies,knows,labels,lists,matches,names,outlines,recalls,recognizes,reproduces,selects,states.

Understand:Comprehendingthemeaning,translation,interpolation,andinterpretationofinstructionsandproblems.Stateaprobleminone'sownwords.Examples:Rewritestheprinciplesoftestwriting.Explaininone'sownwordsthestepsforperformingacomplextask.Translatesanequationintoacomputerspreadsheet.

ACTIONVERBS:Comprehendsconverts,defends,distinguishes,estimates,explains,extends,generalizes,givesanexample,infers,interprets,paraphrases,predicts,rewrites,summarizes,translates.

Apply:Useaconceptinanewsituationorunprompteduseofanabstraction.Applieswhatwaslearnedintheclassroomintonovelsituationsintheworkplace.Examples:Useamanualtocalculateanemployee'svacationtime.Applylawsofstatisticstoevaluatethereliabilityofawrittentest.

ACTIONVERBS:applies,changes,computes,constructs,demonstrates,discovers,manipulates,modifies,operates,predicts,prepares,produces,relates,shows,solves,uses.

Analyze:Separatesmaterialorconceptsintocomponentpartssothatitsorganizationalstructuremaybeunderstood.Distinguishesbetweenfactsandinferences.Examples:Troubleshootapieceofequipmentbyusinglogicaldeduction.Recognizelogicalfallaciesinreasoning.Gathersinformationfromadepartmentandselectstherequiredtasksfortraining.

ACTIONVERBS:analyzes,breaksdown,compares,contrasts,diagrams,deconstructs,differentiates,discriminates,distinguishes,identifies,illustrates,infers,outlines,relates,selects,separates.

Evaluate:Makejudgmentsaboutthevalueofideasor ACTIONVERBS:appraises,compares,concludes,contrasts,

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materials.Examples:Selectthemosteffectivesolution.Hirethemostqualifiedcandidate.Explainandjustifyanewbudget.

criticizes,critiques,defends,describes,discriminates,evaluates,explains,interprets,justifies,relates,summarizes,supports.

CreateBuildsastructureorpatternfromdiverseelements.Putpartstogethertoformawhole,withemphasisoncreatinganewmeaningorstructure.Examples:Writeacompanyoperationsorprocessmanual.Designamachinetoperformaspecifictask.Integratestrainingfromseveralsourcestosolveaproblem.Revisesandprocesstoimprovetheoutcome.

ACTIONVERBS:categorizes,combines,compiles,composes,creates,devises,designs,explains,generates,modifies,organizes,plans,rearranges,reconstructs,relates,reorganizes,revises,rewrites,summarizes,tells,writes.

ASSESSINGACHIEVEMENTOFTHEOBJECTIVESAssessmentsshouldprovideevidenceofhowwellparticipantshavelearnedwhatweintendthemtolearn.Whatwewantlearnerstolearnandbeabletodoshouldguidethechoiceanddesignoftheassessment.Therearetwomajorreasonsforaligningassessmentswithlearningobjectives.First,alignmentincreasestheprobabilitythatwewillprovideparticipantswiththeopportunitiestolearnandpracticetheknowledgeandskillsthatwillberequiredonthevariousassessmentswedesign.Second,whenassessmentsandobjectivesarealigned,“good

module two: designing and developing capacity ...• designing instructional materials (e.g. job...

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