How training and development bags are designed
How training and development bags are designed
It is a phrase or sentence that defines the necessary knowledge, skills and behaviours that the organization aims to develop through training.
How training and development bags are designed
Training objectives
- This is the result of an analysis of training needs.
- Defining training objectives is the importance of training programs.
- The number of knowledge, skills and behaviors students must acquire within the specified time frame. Logical sequence of the content and relationships of the training plan.
- The basis for writing training goals – for example, Correct the beginning of the sentence; Participants will be able to.
- For example, the goal should include working conditions, conditions, capitalization, and standards; “At the end of the course, participants will be able to design integrated circuits according to valid engineering specifications.”
- “Design” … A practical word integrated circuit … An effective paragraph. Basic
Design training program content
This reflects the ability of the design of the training program to achieve its objectives through the flow of correct and objective content, The ability to enable trainees to apply the knowledge, skills and behaviours gained in their workplaces.
- Usage instructions the content must come from the program’s goal.
- The content must be consistent with the time allotted.
- Practical flexibility, It should allow participants to practice the topics at hand.
- Logical flow in such a way as to allow relationships between different parts of the content.
- Accurately identify content topics and link them to program objectives, trainees, and organizational interests.
- The concept of modern science.
- Allow practical application in the workplace.
- Compatible with the social and cultural environment of trainees.
Development of training program materials
It should be linked to the training plan and content design objectives
Step
1. Search for and analyze information:
Effective information must be correct, practical, clear and flexible. In order to conduct the correct research and analysis of the information,
The following questions must be answered:
What level of detail is required?
How would it be different if other information was missing in achieving the objectives of the training program?
How will additional information be used?
It’s important to distinguish between basic and favorite additions.
To what extent are the different types of information and experience provided to students effective and acceptable?
What are the criteria for collecting and analysing information?
Importance for students
2. View information:
- It is necessary to take into account the following factors the depth of the information and the objectives it will achieve.
- The latest news is simple without affecting its meaning.
- Deals with the practical aspects of the subject provided – achieving the needs and objectives of the trainee.
- The real presentation of the logical sequence.
- Use the right language, No linguistic errors.
- A table with appropriate content and page numbers does not include duplication.
- Compatible with student level and time frame.
- Compatible with the training methods used in the training courses.
Training toolkit implementation guide:
- The trainer uses it while implementing the program.
- The purpose of this guide is: Describe the training role in the training process course materials explain the various training activities and their typical responses visual assistance
This group includes:
Coverage of the training plan name of the training unit for the duration of each training unit
– Meeting number at the time of the meeting describing each training session
Implementation of the procedures of each training course training tools for each training activity training assistance training tool evaluation tool typical answers to training activities
Characteristics of adult learners
- Resist change: The process of change in adult learners is usually complex, They include clear patterns of thinking and behaviour.
- Self-guidance: Adults usually have a strong need to complete their study plan.
- Focus on the problem: Adults are eager to find successful solutions to problems in a collaborative atmosphere.
- Need to understand relevance: Adults learn better when they see a direct connection to their personal or professional lives.
- They prefer a variety of teaching methods: Adults love diversity and are satisfied when making decisions about their learning experiences (including tasks, breaks and schedules).
- The need to combine their learning and experience: Adults want to think about new information and combine their life experience with basic knowledge.
- Respond well to active/interactive learning: Adults usually respond well to an active learning atmosphere deliberately without wasting time.
- Hungry for the opportunity to apply immediately: If the direct application is not accidental, But it is thoughtful and planned results and opportunities for practice, Adults will learn better.
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How training and development bags are designed
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Open source and adjustable according to the standards of the General Organization for Vocational Training
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