Materi 4 : Perumusan Tujuan/Target

1. Materi 4 :Perumusan Tujuan/Target Ratuagung’11 Referensi : CARLINER, SAUL. 2003. Training Design Basics. American Society for Training & Development (ASTD) Press.

2. Kisi-kisi • how to concretely state the goals of a course • how to assess whether learners have achieved those goals (a step you perform before beginning to design courses). • the basic value of objectives and evaluations • the basics of writing objectives, or measurable goals, for a training program that called instructional objectives, which involves determining which content learners must master and distinguishing among main and supporting objectives • general guidelines for evaluating a training program using the Kirkpatrick model for evaluating formal learning products, which involves preparing a satisfaction survey, a criterion-referenced evaluation, and follow-up evaluations.

3. The Basic Value of Objectives and Evaluation Before beginning any formal work on a training program, you must do two things: • First, formally state the objectives for the training program. • Second, prepare the instrument, or test, that assesses whether the objectives have been achieved.

4. The Basics of Setting Objectives Objectives are the goals that a training program must achieve. They state the content that the proposed training program must cover and the extent to which learners must master that material kunci nya: Determining the Content that Learners Must Master Two categories of information gathered in the needs analysis help you determine the content that you should cover in a training program. • The first of these categories is the overall desired performance, which then becomes the overall goal for the program. • The second category is the specific tasks learners must master to achieve the overall desired performance

5. Cara untuk... Writing Objectives • The list of tasks compiled in the needs analysis provides a good starting point for determining what should be taught. This list identifies the main tasks and supporting tasks that the training program must address, and it can help you start to write specific objectives for the program. In fact, the process of writing objectives gives you a chance to reconsider the list of tasks and refine it. • Once you have a formal list of tasks, you can convert them to objectives. Objectives are written in a structured way, using terms that are both observable and measurable. Observable means that someone can visibly see evidence that the objective has been achieved. Measurable means that someone can assess the extent to which learners and businesses have achieved a specific objective.

6. Formatnya ada tiga macam.. Pertama : An observable, measurable behavior: State this behavior using an action verb such as install, type, describe, or state. Avoid words like know, understand, appreciate, and inform for the tasks because knowing, understanding, and informing (and terms like them) cannot be measured. Usually, each task identified in the needs analysis becomes an objective (with alterations resulting from your review of this list).

7. Format...2 Kedua : Conditions under which the task should be performed: This part describes any situations that should be considered when measuring the goal, such as the availability of reference materials when users perform a task. Most frequently, the conditions state whether learners can have access to resources such as a textbook while performing the task.

8. Format...3 • Ketiga : Level of acceptable performance: This describes the extent to which the objective must be achieved to be considered complete, such as "without errors." The level of acceptable performance is assumed to be 100 percent, unless stated otherwise.

9. Ragam objectives Main objectives -------terminal objectives Supporting objectives ------enabling objectives

10. Training Effectiveness SMARTER • Spesific Hasil akhir tidak ngambang dan harus jelas. • Measurable Hasilnya (Quality, Quantity, Cost, Time) dapat dilihat (observable) secara nyata dan terukur (Measurable). • Achieveable Dapat Diraih atau dicapai • Relevant Sasarannya harus esensial bagi perbaikan menyeluruh baik bagi organisasi maupun organisasi. • Timebound Ada batasan waktu yang disepakati untuk mencapai sasaran yang ditetapkan. • Exciting (Menyenangkan) • Recorded (Tercatat/terekam)

11. Basic Issues of Evaluation • to assess their own effectiveness: It usually explores how specific parts of a program were received by learners on an emotional level, and how learners fared on assessments of their learning. • to assess whether learning occurred: In some instances, only the learner uses this assessment. In other instances, management uses this assessment to determine whether or not a worker is eligible to do certain kinds of • to assess return-on-investment for the course: Demonstrating how learners' performance improved provides a powerful tool in demonstrating the business value of courses because improved work performance can often be stated in financial terms.

12. Types of evaluations in Kirkpatrick's model Level 1: How to Assess Reaction • Almost every classroom course ends with a request for learners to complete an evaluation. Affectionately known as smile sheets within the industry, these surveys seemingly assess how much participants liked a course, whether the coffee was hot, the food fresh, and the instructor entertaining. Actually, these surveys can explore participants' reactions to much more substantive issues, including: • whether they learned anything • the likelihood that they'll apply the content • effectiveness of particular instructional strategies • effectiveness of the course "packaging."

13. Kirkpatrick's model...2 Level 2: Assessing Learning A substantive method of assessing whether participants learned the designated content is by evaluating their command of the content immediately after completing the training program. • only appropriate test questions are the ones that emerge directly from the objectives. Although other questions and exercises might entertain learners because they do not directly relate to the objectives, they ultimately distract learners from the purpose at hand.

14. Kirkpatrick's model...3 Level 3: Assessing Transfer to the Job The ultimate value of training is the application of its lessons to the job. Therefore, trainers like to assess the extent to which the content transfers into on-the-job behavior after some period of time has passed, also known as level 3 of the Kirkpatrick model. A variety of techniques are used to perform a level 3 evaluation. Two of the most common: • observation of the performance of tasks covered by the course objectives: Such observation may occur either in the workplace or by computer "monitoring," by which a computer tracks each keystroke and analyzes it. The advantage is that the data is reliable because you have directly observed and collected it. The disadvantage is that, for human observation, the data requires extensive time to collect and analyze. Computer monitoring is not legal in all countries and may require a legal clearance before you can conduct it. • surveys of learners and their supervisors: This evaluation method involves asking each learner and supervisor how well the learner can apply to the job the objectives (skills) taught in the training program. The advantage is that this is easily accomplished through email messages that are automatically generated and responses that are automatically tracked. The disadvantage is that the data is subjective. Because the data for each learner comes from two perspectives, however, it is more reliable than if the learner were the only respondent.