Transcript Materi 2 : Dasar-Dasar Desain Pelatihan

Ratuagung’11
Referensi :
CARLINER, SAUL. 2003. Training Design
Basics. American Society for Training &
Development (ASTD) Press.
Who needs to be a part of your training project team
and what each will contribute to the project
 Issues to address when planning a schedule for your
training project
 How to realistically estimate the cost of your project.
 In addition, worksheets at the end of this chapter can
help you plan a project
 Because training projects happen within a business
context, before you begin designing and developing a
training course, you need to address three key business
questions that regularly arise during the project:
 Who will be involved in the design and development of
your training program?
 When will you finish the program?
 How much will the program cost?

 members
of the sponsoring organization
 members
of the training organization
Paying Client. This person (also called the
executive sponsor or benefactor) is the
executive who has responsibility for the project
 Subject Matter Experts (SMEs). This category
includes one or more people who developed the
technical content to be addressed by the
training program
 Legal Staff. A representative of the corporate
legal department can serve in this capacity.
 Learners. The learners are the people who will
take the training program. You precisely identify
the learners when analyzing the needs for the
program (M3)

Subject Matter Experts ...1
Type of
Training
Typical SMEs
Product
Training
Engineers, programmers, and scientists who designed and
developed the product. In many organizations, marketing
professionals who have played a role in developing and marketing
the product also serve as SMEs.
Marketing
Training
Marketing managers and staff (that is, people who develop sales
strategies, create promotional programs, and oversee the
salespeople in the field). In some cases, you may also consult with
sales representatives in the field
Management
Development
Members of the HR staff and other managers who have
responsibility for overseeing company policies, employee
supervision, and succession planning.
Type of Training
Typical SMEs
(Subject Matter Experts)
Medical Training
Medical staff, engineers, and others involved in the
service or product. For regulated products and
services, members of the government regulation
agency, such as the U.S. Food and Drug
Administration, may also serve as an external SME.
New Employee
Orientation
Members of the HR staff and managers from areas
addressed in the training
Manufacturing Training
Engineers who designed the manufacturing process
and managers of the manufacturing lines affected.



Manager: The person within the organization for
whom you work that has overall responsibility for a
project. Managers assign projects, establish budgets
and schedules, secure resources for a project (such
as computers and prototypes of products), and
resolve problems with projects in progress
Curriculum planner: The person who plans all of the
training in a particular subject area, determining
which courses to include, the content that each
course covers, related materials, resources needed to
develop this content, and overseeing the success of
courses.
Course designer and developer: The person who
performs the needs analysis; chooses and sequences
content; drafts the slides, instructor's notes, and
workbooks; and oversees production of the course
materials




Graphic designer: The person who designs the physical
appearance of the training materials and prepares art work
Illustrator: The person who prepares specialized drawings,
such as medical illustrations and drawings of new
products.
Production personnel: The people who prepare training
materials for duplication. The skills needed for production
vary, depending on the communications medium of the
final product and may include desktop publishing, video,
and audio skills
Training administrator: The person who oversees the
running of training programs, including promotional
activities, scheduling of classrooms and instructors,
enrollment, attention to learners during a course,
recording courses completed by learners, and compiling
evaluations.
five suggestions that will help you and your
team perform much more efficiently
(Carliner, 1995):
1. Know yourself
2. Before you start working together, spend
some time getting to know one another
3. Build respect for, and trust in, one another.
4. Initiate communication.
5. Be prepared for feedback.
Team work is more than sharing labor; it's
sharing work. By following certain strategies
at the beginning of a project, you increase
the likelihood that the team will work
together cohesively throughout the project


Decisions. One of the most common problems in
groups is members feeling that they have been left
out of the decision-making process. So, before any
major decisions are made, determine how you will
make them. By openly discussing the decision-making
process in your first meeting, you can avoid problems
later
Conflict. What happens if the group can't reach
consensus on a decision? Do you not make a decision,
defer to someone's judgment, or take a vote? And,
what happens if two people can't work together? Does
someone intervene? Do you let them work out the
conflict by themselves? Deciding how to handle
conflict before you actually experience it gives you a
strategy for dealing with problems that arise
(Carliner, 1995).
 Commitment.
Discuss the degree of
commitment that you expect from each
group member. Like most aspects of team
work, each team member has a different
concept of commitment.
 Standards of Behavior. Until team members
are fully comfortable with one another,
encourage everyone to be on his or her best
behavior.
There are a few common issues that affect
the estimates of training projects.
 The
first is the stability of subject matter.
 The second common issue that will most
likely affect the estimate is the material that
you do not intend to cover
The less stable the subject matter, the more likely
that you will need to completely revise sections that
you have already written




Identify, as specifically as possible, the aspects of the
subject matter that are not stable.
State what is not stable about the subject matter.
Identify the sections affected by the unstable subject
matter.
Determine how to respond to the instability.
Notes :
State your assumptions about a project up front. The
budget and schedule for a successful project emerge
from those assumptions.
Designing a training program is a complex
project, requiring different pieces—such as
the slides, instructor's guide, and student
materials—that you might develop separately
to come together at one time. In addition,
you must have some assurance that the
materials really work. For these reasons,
development of a training program involves a
series of intermediate steps (called
milestones or checkpoints) so that the
project is handled in manageable steps
Setting the proposed schedule involves
performing the following activities in this
order:
 Estimating the size of the project.
 Estimating the total length of the project (in
number of workdays).
 Establishing intermediate deadlines
A
budget is an itemized estimate of the cost
of producing the project. Because the most
significant cost is labor, and you pay for labor
by the amount of time that you use it, much
of the budget is based on the length of the
project, which you determine when you
estimate the schedule
 In
addition are costs for equipment,
software, training, duplication, and the cost
of specialized services



unanticipated costs: This category includes, for example,
permission fees for using illustrations and graphics in a
course unless the materials were produced by a staff
illustrator. Most course designers and developers usually
forget to budget for these.
underestimated costs: Here's an example: When estimating
the budget, you assumed that you needed 450 copies of
the student materials but you actually needed 925. The
cost of the additional copies is unanticipated.
scope creep: Scope creep refers to a situation in which a
project increases in scope after you estimate the budget
and schedule. Because the additional scope creeps up
(usually, a bit at a time), it is called scope creep. Scope
creep results either from failing to understand the actual
scope of work required by the project or by making wrong
assumptions.
Some proven ways to address these problems are
 fudge factors: A fudge factor is an additional
percentage built into a project to give you
additional
funding
should
unanticipated
problems arise. This is also called a contingency.
Different organizations have different levels of
contingency.
 tracking: By carefully tracking how closely
schedules and budgets match their estimates,
you can notify sponsors early if you anticipate
problems and negotiate for additional resources
or, in the case of scope creep, return the project
to its original scope