PGDavao - Learning Development Reference Manual
PGDavao - Learning Development Reference Manual
PGDavao - Learning Development Reference Manual
iii
L&D Reference Manual
iv
The Learning and Development Reference Manual is one of the outputs of the
Strengthening Management of Provincial Government of Davao del Norte’s
(PGDdN) Human Resource Learning and Development Services Project, funded by
Australian Government through the Philippines-Australia Human Resource and
Organisation Development Facility (PAHRODF). This intervention continues the
process of strengthening the Human Resource Development (HRD) function of the
Provincial Human Resource Management Office (PHRMO), following the HRD
planning intervention undertaken in 2014 with assistance from PAHRODF.
The Reference Manual captures the key experiences and learning of the PGDdN
pool of learning facilitators who were trained during the intervention. It will serve
as a useful reference and guidebook for the pool of facilitators and other learning &
development (L&D) practitioners. The Reference Manual will provide L&D
facilitators and practitioners with comprehensive, concise guidelines in designing
and implementing the interventions identified in PGDdN’s HRD Plan.
With the use of this reference manual, PGDdN’s L&D initiatives for both employees
and other stakeholders will be effective, responsive, and enjoyable.
This Reference Manual will help L&D facilitators achieve the following:
1. L&D interventions in PGDdN are based on identified and verified needs that are
directly aligned to the organisation’s goals and objectives. These needs are
identified and described in PGDdN’s HRD Plan (2014).
This process is described fully in the table on the next page in terms of the activities
and the person(s) responsible for each activity.
The process flow shown above can be viewed in terms of a hierarchy of needs and
how the different needs are addressed by the outputs of the different stages of the
L&D process.
The different needs are determined through different levels of needs analysis.
Organisational needs are uncovered through the process of strategic planning and
organisational needs assessment, when organisational results are compared with
strategic objectives. Performance needs are determined through performance
analysis by comparing the desired and actual performance of employees through a
competency assessment. L&D Needs Analysis (L&DNA) will disclose the individual
learning needs of an identified group of learners. However, L&DNA is done only if it is
determined that L&D is the solution to the performance issue or need. The process of
determining an L&D need is referred to as Learning Needs Assessment (LNA).
The processes explained in this manual follow basically Instructional Systems Design
(ISD), but the principles, processes and activities contained here apply just as well to
other L&D interventions, such as coaching and mentoring. Benchmarking as an L&D
method is also included in this manual.
The framework below shows the L&D cycle as part of the L&D management system.
Organisational Needs are the primary reason for providing L&D in an organisation.
Identified individual needs must be aligned to organisational needs. Without aligned
individual and organisational needs, L&D efforts will not have the desired impact on
organisational performance and results.
L&D Plan ensures that L&D interventions are prioritised according to the needs of the
organisation and are scheduled and implemented according to such priorities.
PGDdN’s HRD Plan provides the list of L&D interventions and prioritises these
interventions.
Learning and Development Management System ensures that all components that
contribute to Implementing learning interventions are aligned with each other and
are well coordinated. The system ensures that the output of one component, for
example L&D Needs Analysis, is a significant input to the succeeding component
which is L&D Design and Delivery. The bigger the organisation, the greater the need
to manage the learning and development system.
The different phases of the L&D cycle: Needs Analysis, Design and Development,
Delivery and Monitoring & Evaluation are all stages of the process of designing and
implementing an L&D intervention. These are discussed further in the section on L&D
Intervention Design.
The L&D Management System requires that a unit exists to manage the learning and
development processes in PGDdN, and that the Human Resource Development
Division (HRDD) oversees the L&D system, including the implementation of PGDdN’s
HRD Plan.
Given this rule, the L&D Plan of PGDdN should implement not only the formal
classroom type of interventions, but also a wide range of other learning
interventions. People can learn from peers if given the opportunity to do so, such as
establishing and maintaining communities of learners physically or virtually. Learning
from experience can be made more purposive through the use of: mentoring and
coaching; learning journals; meetings and general assemblies; action learning; and,
open space technology.
Adults learn best when they understand why the L&D or any part of it is important to
know or do. Their learning preferences should be considered in the design. L&D
activities should emphasise the use of experience, and should design activities that
apply what is learned. If the L&D intervention is in the form of classroom learning
(otherwise known as “training”), care should be taken that the environment is
positive, supportive and encouraging.
Analyse
Evaluate Design
Implement Develop
1
Clark, D.R. (2014)
2
Clark, D.R. (2010)
L&D Needs Analysis is conducted on two levels: Learning needs assessment/ analysis
and training needs analysis (TNA). Learning needs assessment involves organisational
performance assessment with learning needs analysis as “a study of the types of
training needed by an organization's employees3”, whereas training needs analysis is
done when a specific learning need is identified.
3
Training Needs Analysis (n.d.).
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Once it is determined that training or a learning activity is the intervention needed to
address the performance or competency gap, training needs analysis (TNA) must be
undertaken. This process answers the following questions:
Questions
WHY Reason for conducting the TNA
WHO Who are the stakeholders? What are their roles?
What information is needed? What are the sources of
WHAT
information?
WHEN When will the information be gathered? How often?
How will the information be gathered, measured and
HOW
analysed?
What are the sign posts that the TNA is successful? (Success
HOW WELL
indicators)
A stakeholder is:
Anyone who is impacted by or who impacts/ influences the
change
Person, group or institution with interest in the change/
intervention
– Who will be ultimately affected, either positively or negatively
– Who can significantly influence or are important to the success
of the change intervention
Can be an individual or a group of individuals with similar
stakes in the change
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The L&D needs analysis process involves the gathering of data to
identify the learners and determine the scope and extent of their need
for L&D. There are several sources of the data needed to understand
the learners’ L&D needs. Some tips in gathering data for both learning
needs and training needs analysis are:
Structured Semi-Structured
Interviewers read Focused on
the questions as identified topics
they appear on the Possible
questionnaire relationships
Same questions are between topics/
asked the next issues is looked out
interviewee, in the for and this
same order becomes the basis
Choice of answers is for more specific
fixed (yes/no; questions
multiple choice) Allows for probing;
May also include flows lie a
open-ended conversation
question New questions can
Answers can be arise based on
reliable aggregated responses of
and comparisons Interviewee
can be made
between sub-
groups
PROS CONS
Inexpensive and Provides limited
can collect data information
from a large size or May raise possible
number of people anonymity and
in a relatively short confidentiality
time concerns
a. Open-ended Questions (ex. What would you like to learn about Partnership
and Networking?)
b. Close-ended Questions (ex. How many trainings have you facilitated in your
work? Choices are: a. 0; b. 1; c. 2-3; 5 and more)
There are two types of data analysis – quantitative analysis and qualitative analysis.
Quantitative data analysis involves the analysis of numerical data, whereas qualitative
data analysis examines the range of processes and procedures to reach or obtain an
explanation, understanding or interpretation of descriptive data.
QUANTITATIVE QUALITATIVE
More easily divided into discrete Data collection and data analysis
stages of instrument are not temporally discrete
development, data collection, stages: as soon as the first pieces
data processing, and data analysis of data are collected, the
evaluator begins the process of
making sense of the information
Data is more efficient, able to test Data is more 'rich', though time
hypotheses, but may miss consuming, and not easily
contextual detail generalised
1. Data Reduction
2. Data Display
– Providing learning,
development or growth
The L&D Design and Development process is undertaken to ensure that the content
and coverage of the learning intervention are directly related to the identified
learning needs, which when addressed, will address performance gaps. A systematic
design and development process will lead to the achievement of stated learning
objectives. In addition, a good design will result in L&D that is effective as well as
time and cost- efficient. It ensures that only those topics and skills needed are
included in the L&D course or program.
2. Adult learners are also sources of learning: Designs should maximise the use of
methodologies that allow participants to learn from each other’s experiences,
expertise and insights. Content should be sufficient to provide the focus for
discussions but the process should allow participants to contribute especially with
respect to the practical application of what is being learned.
5. Adult’s motivation to learn is intrinsic: Adults are motivated to learn since they
find it relevant to their lives. Designs should, as part of the learning process,
emphasise the relevance of the content to participant needs. Methodologies
should provide ample opportunities for participants to assess own learning and
how they are progressing.
Select or Develop
SAO/ AO Identify and add to Design Matrix methodologies
Methodologies
based on content participant profile
Evaluate, Enhance
SAO/ AO Evaluate, enhance and finalise the design
and Finalise including all materials to be used in actual
implementation
Adults learn best when they understand why the L&D or any part of it is important to
know or do. Their learning preferences should be considered in the design. L&D
activities should emphasise the use of experience, and should design activities that
apply what is learned. If the L&D intervention is in the form of classroom learning
(otherwise known as “training”), care should be taken that the environment is
positive, supportive and encouraging.
In formulating learning objectives for the L&D program or course, the learning
facilitator should keep in mind the different types of objectives that are appropriate
to the type of skill or competency that the intervention intends to develop. In
addition, for PGDdN, the objectives of the learning/L&D intervention must also
contribute to workplace development objectives that address PGDdN’s long-term
strategic objectives. The process is shown below:
Second Level: Module Objectives tell learners what they specifically need to
know and do during sessions or modules of the intervention.
Each course or L&D intervention will have these three types of objectives in the
design.
Various methods can be used to sequence learning or the topics of the module,
depending on the type of skill or learning that will be provided. Once a
sequencing method is used to organise the content, however, the design should
use this method consistently for the major modules or topics of the course.
1. General to specific
2. Simple to complex
3. Known to unknown
4. Problem to solution
5. Logical sequence
6. Chronological
For example, in designing a course dealing with values and behaviours, a simple
to complex and known to unknown will be good sequencing methods. The
problem-solution method can also be used. The chronological method is
usually followed when procedures or step-by-step processes are being taught.
1. Course Description
2. Target Participants
3. Course Goal
4. Course Objectives
5. Course Outline
6. Duration
During the design proper, an L&D design is prepared using a design matrix with
the following elements:
Teaching /
Learning Session/ Expected Topic/Content Nominated
Day/Time Learning
Objectives Activity Outputs Highlights Facilitator
Methodology
The goal is to use the most appropriate mix that addresses learning needs
and suits learning styles of learners to facilitate acquisition and transfer of
learning.
Active Experimentation – “the learner applies them to the world around them to
see what results,” or action planning
4
http://www.simplypsychology.org/learning-kolb.html
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The key elements of experiential learning are:
Experiential Learning is also known as the 4 A’s. This approach is effective when
group activities are undertaken to facilitate learning.
There are different guidelines for preparing presentation or visual materials, as well
as for printed materials. Take note of the guidelines below for preparing the different
types of materials:
1. Visual Learners readily absorb data that they can see such as texts,
graphics, charges, videos, demonstrations and non-verbal communication.
2. Auditory learners readily absorb data that they can hear such as lectures,
discussions, verbal feedback, stories, sounds, songs, and music.
3. Kinaesthetic learners readily absorb data that they can process physically
such as hands-on practice, note-taking, games and activities, and projects.
Note:
Let participants prepare their own job aids when they develop their
materials
Organise information according to how users see and use it,
not according to the information itself
1. Avoid using special effects for its novelty. They distract the
participants
2. Use appropriate music to time class activities
3. Choose familiar songs with relevant lyrics
Legend:
1: Completely Disagree 3: Neither Agree nor Disagree 5: Completely Agree
2: Somewhat Disagree 4: Somewhat Agree
ITEMS 1 2 3 4 5 COMMENTS
1. The presentation objectives are
clearly stated
2. The presentation outline is logical
3. The content is organised into
logical chunks
4. The flow of the presentation is
easy to follow
5. All information presented are
readable
6. There are no lengthy narratives
7. There are no more than 9 words
per bullet
8. There are no more than 9 bullets
per slide
9. The lay-out of the slides are not
cluttered
10. All slides are properly titled
11. Colours are used sparingly
12. Colours are used systematically
13. Colours are used effectively
14. Graphics/Charts/Pictures aid in
understanding
15. Graphics/Charts/Pictures are not
distracting
16. All important issues are addressed
17. The presentation is summarised
TOTAL
L&D interventions, however, take many forms other than classroom training. Some
of these are:
Coaching
Mentoring
Benchmarking
Facilitation Presentation
Focus Learner Presenter
Control Shared Presenter
Credibility Group Process Expertise
2. Remember that you are in charge when you present. Prepare for the
presentation by planning the content (information) thoroughly and
knowing it fully.
3. Try to find ways to make the content and delivery enjoyable. Use humour
when appropriate.
4. Be more credible by being comfortable with the topic and showing your
enthusiasm and belief in what you are delivering.
Disruption occurs when a participant’s personal agenda conflicts with the learning
process. The disruption however, tends to escalate into a power struggle when the
facilitator reacts personally to the participant. According to Donald V. McCain and
Deborah D. Tobey in Facilitation Basics, the best way to respond is to depersonalise
the incident. Don’t take the disruption personally against the participant. Focus on
managing the behaviour with the end in view of continuing the learning process.
The purpose of the L&D Monitoring and Evaluation (M&E) process is to ensure that:
Through proper monitoring and evaluation, the significance and importance of the
learning intervention is proven and reinforced.
2. Adult learners are also sources of learning: L&D Evaluation is in itself a learning
methodology. Assessments serve as personal reflections from which the participants
draw insights and learning. Sharing assessment results broaden participants’
awareness by seeing other perspectives and situations.
Monitoring is the systematic process of supervising L&D activities to ensure they are
proceeding as designed, and are on schedule to be able to meet stated objectives and
performance targets. It involves observing, listening, and documenting the progress of a
specific intervention. The data acquired through monitoring is used for evaluation.
Periodic monitoring will provide information on the progress of the intervention, changes
in learning of the participants and which methods/ activities are achieving the most
impact. In addition, it will provide feedback on the efficiency of the learning process and
the effectiveness of the way the intervention is managed or implemented.
A basis for developing an M&E plan for the L&D intervention is shown below.
The M&E Plan follows the levels of evaluation and their objectives, as shown below:
1 2 3 4
Reaction Evaluation Learning Evaluation Application Impact Evaluation
provides feedback on provides feedback Evaluation provides feedback
the participant’s on the percentage provides feedback if on how applied
satisfaction with the of the learning the learning and the learning created
learning content acquired by acquired impact on the
environment. Items the participants and competencies are participants’
considered are: the if such sufficiently properly applied in organisational
facilitator’s expertise demonstrates that the workplace and performance and if
in the content and in the learning has improved the the desired
processing learning; objectives were participants organisation and
the L&D achieved. This also performance on the business results are
Administrator’s provides feedback if job. This also looks being achieved.
handling of the the individual into factors in the
implementation participant has workplace
before, during and acquired the environment that
after the L&D competency to may affect
intervention; the perform specific application of
design and tasks or jobs. learning on the job.
methodologies used
in the intervention;
and the
completeness,
appropriateness and
timeliness of the
materials used.
2. Level 4 M&E Results is prepared separately from the L&D Report. Its content is as
follows:
Recommendations.
The L&D management cycle, which L&D administration is a part of, is shown below.
L&D administration is a critical component of the delivery or execution of the learning
intervention.
Like a journey, L&D administration serves to provide a road map, which will make the
journey smooth and efficient for the learner.
2. Adult learners are also sources of learning: Engaging participants in the learning
process allows them to contribute their own experiences, expertise and insights
to enrich the intervention. The venue set-up and the learning environment in
general encourage participation and interaction.
Acquire and
Organize SAO/ AO Ensure that all resources needed
Resources
in the course implementation are
available.
A Manual
L&D Reference
100 e
Process Flow Responsible Person Details
A
w
B
i
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Process Flow Responsible Person Details
5. When: Schedules
L&D Reports should be simple, easy to prepare but sufficient enough to serve its
purpose. Majority of the L&D interventions will have durations of one, two or three
days. Preparation of L&D Reports, especially for short courses, should not take more
than one or two hours. Otherwise, the preparation of L&D Reports may become
more tedious than the actual run of the intervention.
The L&D Report should at least contain the following key elements:
Once an agreement is reached with the resource person, the following steps should
be taken:
1. Prepare a TOR/MOA
2. Confirm time, date and venue of L&D
3. Clarify L&D goals and session details (objectives, time limit, resources available,
etc.)
4. Ask for copies of materials/handouts
5. Check for support requirements
6. Provide a profile of participants
A format6 for a TOR is shown on the next page with explanations on how to complete
it:
5
http://www.mymanagementguide.com/terms-of-reference-tor-template/
6
Ibid.
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Project Background
Project Objectives
• Any project involves a number of issues and problematic areas that must be
addressed in order for the project to be implemented smoothly. The issues are
the points of discussion or dispute throughout the project lifecycle. They cover
any concern, query, request for change, or anything else that requires a
resolution during the project. Unresolved issues may cause project failure.
• The Issues section of a TOR template should highlight key issues to be studied
and disputed at every stage of the project lifecycle. Usually TOR includes a
range of evaluation criteria to be used for issue analysis and solving. Here are
generic issue evaluation criteria for most projects:
o Efficiency – this criterion determines how well a given activity
transforms available resources into desired outputs in terms of
quantity, quality and time
o Relevance – it help analyse whether a given activity is being performed
with the desired benefits
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o Effectiveness – it concerns how far the project’s outputs have been
utilised and whether the project’s purpose has been realised
o Impact – this measure helps figure out the extent to which the project’s
benefits received by the target audience have an overall effect on larger
numbers of people concerned
o Sustainability – this criterion identifies whether the project’s positive
outcomes will continue after funding ends.
Expertise required
Reporting requirements
• A work plan is a kind of strategy that aims to help solve problems throughout a
project and boost employee drive and focus. It determines what actions need
to be taken to start, implement, and complete the project within a specified
time period and under defined budget. It is often used as a general guide for
developing a project implementation plan.
• The Work Plan section of a Project Terms of Reference template should set out
the activities and necessary resources required for achieving the project’s
results and purpose. It should therefore include a summary of the anticipated
work and time schedule, which are based upon the following:
o An analysis of the issues, in terms of the evaluation criteria
o The proposed implementation methodology
o The reporting requirements
o The finance resources allocated to the project.
A format8 for a MOA is shown below with explanations on how to complete it:
7
http://en.wikipedia.org/wiki/Memorandum_of_agreement
8
http://www.advocatesforyouth.org/publications/616?task=view
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I. Purpose of the Agreement
• This section states the big picture of why and how the parties came together
and includes:
• Name of parties involved
• Brief description of the scope of work
• Financial obligations of each party, if applicable
• Dates agreement is in effect
• Key contacts for each party involved
9
http://en.wikipedia.org/wiki/Memorandum_of_understanding
10
http://people.howstuffworks.com/memorandum-of-understanding.htm
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&
During this intervention, the PGDdN pool of trainers experienced other forms of
learning and development activities. In addition to classroom learning, the PGDdN
pool of trainers went through coaching, practicum, and benchmarking. These other
types of L&D interventions enhanced and enriched the participants’ learning.
The Coaching Timetable looks at the HROD intervention as a whole with the targeted
organisational outcomes and workplace objectives. The various coaching activities are
then identified for the different segments of the project. The Coaching Timetable
template is shown below:
COACHING TIMETABLE
Desired (Targeted)
Organisational Outcomes:
Partner Organisation’s
commitment:
COACHING PLAN
Activity:
Date:
Expected Output/s:
Participants:
Coach:
Venue:
Need for meals (specify):
Need for documents
(specify):
A Practicum Plan was prepared for this HROD intervention which identifies the
objectives of the activity, mechanics/ guidelines of how it will proceed, and
requirements in completing the activity.
Learning Objectives:
Detailed Instructions:
1. Each team will choose 2 sessions from among the sessions that they
prepared and will be given 1.5 hours to run them during the practicum
day assigned to them.
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2. Even if most of the previously prepared session guides is set for 2 hours,
for the purpose of the practicum, teams will have to just focus on the
“heart” of the session and run each session for 45 mins only. 4As
learning approach will still be used/ followed.
3. Each team member should be given a significant amount of “stand-
up”/”facilitating time”. So teams may decide to team teach/co-facilitate
the sessions.
Example: One team member may run the Activity and Analysis portion of
the session, then another team member may continue and run the
Abstraction and Application portion.
4. While one team is facilitating, other teams may act as support.
5. 15 participants (Division Chiefs and Asst. Division Chiefs) will be invited
by the PHRMO to act as participants during the sessions.
6. The teams are also expected to take charge of not only the technical side
of running the session but also the administrative aspect of running
learning sessions:
These are the following:
a. January 8-9, 2015
o Preparing cost estimates for the meals of the participants and
supplies and materials needed for their own sessions, to be
submitted to PJ. Budget will be provided by the LSP.
o Reserving/ordering meals for the day assigned to them (with the
coop).
o Preparation of presentation materials.
b. January 12-13, 2015
o Preparing ID tags, registration forms, evaluation forms (materials,
printer will be provided by the LSP)
o Walkthrough of sessions with the coaches.
o Finalization of presentation materials.
c. January 14-15, 2015
o Assist the teams on board (the ones who are actually conducting
the session).
o Document the highlights of the session assigned.
o Participating in a giving and receiving of feedback session with
the other teams present, LSP process observers and other
coaches
o Participating in a plenary debriefing session with all the members
of the team and the LSP on January 15, after the session of the
last group.
Schedule
a. Pre-Benchmarking Activity
Briefing & Orientation of Participants
Alignment of expectations
Discussions on data/ information to be gathered
Discussions on how to conduct the benchmarking presentations, including
the discussion flow and identification of roles
c. Post-Benchmarking Activity
Debriefing/Integrating learning (impressions, application in the workplace,
timeframe, etc.)
Sharing of learning
Identifying what practices may be applied to PGDdN L&D
Activity Description:
This activity shall enable participants to benchmark with the identified
organizations’ Human Resource Development (HRD) processes
specifically competency-based learning and development system and
learn from their sharing of best practices.
Learning Objectives:
By the end of this benchmarking activity, the participants shall be able to:
1. Identify best practices of identified organisations in their CBLDS that
can be applied in the PGDdN; and
2. Identify/ plan out next steps that will enable PGDdN to apply learning
and initiate improvements in our L&D processes
Target Participants:
Selected Provincial Government of Davao del Norte Participants
Greetings!
Our group consists of (insert number of group and office), and would like to
visit your organization on (insert date and time) to discuss best practices in
L&D. We sincerely hope that you can accommodate us on this day. We will
appreciate very much if your Human Resources Department can provide us
with information on the following: (1) Overview/ Background of the
organization; (2) L&D Programs and Practices; (3) Challenges/ Gains. Our
group will ask questions and share their own experience and practices in L&D.
We look forward to your positive response. May we call your Office to confirm
acceptance of said request or any other possible arrangements? Should you
wish to have someone contact us for more information, we may be contacted
through (insert contact numbers and email address).
(Insert signatory)
TNA REPORT
on Managing Performance
Strengthening Management of PGDdN’s HRD Learning and Development
IV. Methodology
0
PPS - Proactive Problem Solving; MC- Managing
Conflict; PR - Positive Reinforcement; ED-…
1. Understanding Problem-solving
IX. Recommendations
Workshop Description:
This workshop shall enable participants to translate training needs into learning objectives
leading towards the design and development of the appropriate learning interventions. It
shall also enable participants to administer the designed learning interventions through
appropriate pre-course, course-proper and post course activities. The necessary
competencies shall be built through actual application of principles, processes and practices
using facilitated discussions and activities embedded in the workshop.
Learning Objectives:
Target Participants:
Selected officers and staff from the PGDdN Human Resource Management and
Development Office (PHRMO).
Workshop Content:
1. Introduction
2. Training Philosophy and Curriculum Framework
3. Alignment of Training Needs
4. Course Design
5. Training Materials Development
6. Training Administration
7. Integration
142
Training Design and Development
PGDdN Program for Learning and Development
Anonymous Questioning. Trainees are asked to write their main question on a sheet of paper
and pass it to the facilitator, who then reads the questions, and may answer them or
ask for responses from other trainees.
Behaviour Modelling. A technique in which effective behaviours are shown to the trainees
with an outline of how to repeat the behaviours step by step. The trainees try out
and practice the behaviour with guidance and feedback. Used commonly in
interpersonal skills and communication training.
Brainstorming. An idea-generation process in which a spontaneous non-judgmental flow of
suggestions is facilitated. Later the ideas are explored in detail and their usefulness
evaluated.
Buzz Session. A small informal group discussion.
Case Study. A written, oral, or video account of a situation given to trainees. Either
individually or in groups, the trainees are asked to analyse the case and present
recommendations.
Colloquy. A modification of a panel in which half the group are trainees and the other half
experts. The trainees ask questions, raise issues, and make comments for the experts
to respond to.
Committee. The creation of a number of smaller groups from a large group of trainees, each
of which is responsible for solving a particular aspect of a general problem. Through
reports and feedback the general problem moves toward solution.
Critical Incident. A variation of the case study in which trainees are given incomplete data. By
analysing the case and asking the right questions, they are given additional data
needed to solve the case.
Critique. Trainees are asked to analyse the strengths and weaknesses of a particular process
and to make suggestions for improvements.
Debate. Two teams defend opposite sides of an issue. The purpose is to explore all aspects of
an issue and not necessarily to win.
Demonstration. Trainees observe the performance of a task or procedure as conducted by an
expert, either live or tape.
Dialogue. Two individuals hold a conversation while the trainees observe. The conversation
may present opposing views of a situation or simply be an exploration.
Indicators
Methods/ When to Person/s
Level of M&E (What will you Data Sources
Tools M&E? Responsible
measure?)
Level 4:
Organisational
Outcome
Level 3:
Application (in
the workplace)
Level 2: Learning
Level 1:
Learners’
Reaction
*Developed by Ma. Teresa B. Tolosa for the Provincial Government of Aklan as part of the PAHRODF intervention
on Improving Delivery of HRD –L and D Services of PGAklan
Content Design
The session objectives were clearly stated and
1 4 3 2 1
achieved.
The teaching and learning methods used during the
2 session helped me understand the concepts 4 3 2 1
discussed.
3 Explanations were logical and clear. 4 3 2 1
4 Examples given were relevant. 4 3 2 1
The visual aids and other materials used (i.e. video,
5 activity materials, etc.) helped in facilitating the 4 3 2 1
learning process.
The handouts distributed were pertinent and
6 4 3 2 1
useful.
Logistics
The venue (including Air Conditioning, Space, Lights,
1 4 3 2 1
Ventilation, etc.) was conducive for learning.
The food and refreshments were adequate and
2 4 3 2 1
filling.
3 The training materials needed are readily available. 4 3 2 1
Facilitator 1: (Name
____________________________________________)
Displayed a thorough knowledge of the topics
1 4 3 2 1
discussed.
Explained the benefits of applying the concepts
2 4 3 2 1
taught.
Presented the concepts/topics in a logical and
3 4 3 2 1
comprehensive manner.
4 Maintained participant's attention and interest. 4 3 2 1
Provided appropriate responses to questions and
5 4 3 2 1
clarifications.
6 Helped enhance participant's knowledge and skills. 4 3 2 1
Facilitator 2: (Name
____________________________________________)
1 Displayed a thorough knowledge of the topics 4 3 2 1
Facilitator 3: (Name
____________________________________________)
Displayed a thorough knowledge of the topics
1 4 3 2 1
discussed.
Explained the benefits of applying the concepts
2 4 3 2 1
taught.
Presented the concepts/topics in a logical and
3 4 3 2 1
comprehensive manner.
4 Maintained participant's attention and interest. 4 3 2 1
Provided appropriate responses to questions and
5 4 3 2 1
clarifications.
6 Helped enhance participant's knowledge and skills. 4 3 2 1
Facilitator 4: (Name
____________________________________________)
Displayed a thorough knowledge of the topics
1 4 3 2 1
discussed.
Explained the benefits of applying the concepts
2 4 3 2 1
taught.
Presented the concepts/topics in a logical and
3 4 3 2 1
comprehensive manner.
4 Maintained participant's attention and interest. 4 3 2 1
Provided appropriate responses to questions and
5 4 3 2 1
clarifications.
6 Helped enhance participant's knowledge and skills. 4 3 2 1
Your evaluation and feedback on this workshop is greatly valued and appreciated. Thank you!
Program Title:
Course Title:
Facilitator 1: Rating:
Facilitator 2: Rating:
Facilitator 3: Rating:
Summary of Expenses:
Expense Items Budget Actual Remarks:
Consultant’s Fee/Honoraria
Materials and Supplies
Function Room/Venue
Meals
Accommodation
Equipment Rental
Total
Highlights of Proceedings:
Analysis/Conclusions/Recommendations:
Attachments:
Administrator’s Checklist Participant List with Grades Detailed Evaluation
Results Outputs: Others:
Documentation of Proceedings
11
Change Management (n.d.)
12
Spencer, McClelland, and Spencer (1994)
13
Clark, D.R. (2012). Definition of Competency.
14
Curriculum (n.d.)
15
Facilitation (n.d.)
16
Knowledge (n.d.).
17
Skill (n.d.).
18
Attitude (n.d.).
19
Learning (n.d.)
20
Development (n.d.)
21
Learning and Development (n.d.)
L&D Reference Manual
158
10. Learning & Development Management System – ensures that all components that
contribute to Implementing learning interventions are aligned with each other and are
well coordinated
a. Learning & Development Needs Analysis – discloses the individual learning needs
of an identified group of learners
i. Learning & Development Needs Assessment – done to determine the causes of
performance/competency gaps, and whether an L&D intervention is necessary
and appropriate to address the gap
b. Learning & Development Design & Development –design phase consists of
“learning objectives, tests, and the required skills and knowledge for a task are
constructed and sequenced22” while development phase is to “develop and
validate the instructional material (courseware)23”
c. Learning & Development Plan – specifies how the different stakeholders in the
organisation will be trained and developed to enable them to achieve desired
results
d. Learning & Development Intervention Implementation – “instruction is delivered
to the learners during this phase24”
e. Learning & Development Intervention Monitoring & Evaluation – Through proper
monitoring and evaluation, the significance and importance of the learning
intervention is proven and reinforced. Monitoring is the systematic process of
supervising L&D activities to ensure they are proceeding as designed, and are on
schedule to be able to meet stated objectives and performance targets. The data
acquired through monitoring is used for evaluation.
11. Needs
a. Environment Needs – needs that are required for the organisation to better
respond to outside forces that can potentially affect its performance
b. Learning Needs – in preparing L&D interventions, these are the requirements or
what the learner needs to know in order to better accomplish their job/task25
c. Organisational Needs – uncovered through the process of strategic planning and
organisational needs assessment, when organisational results are compared with
strategic objectives
d. Performance Needs – determined through performance analysis by comparing the
desired and actual performance of employees through a competency assessment
12. Needs Analysis – determine needs by reviewing work tasks, identifying
performance factors and objectives, and defining training objectives and
recommendations26
22
Clark, D.R. (2010). Definition of Design Phase.
23
Clark, D.R. (2010). Definition of Development Phase.
24
Clark, D.R. (2010). Definition of Implementation Phase.
25
Clark, D.R. (2010). Definition of Learning Needs.
26
Clark, D.R. (2010). Definition of Needs Analysis.
L&D Reference Manual
159
a. Learning Needs Analysis – process of determining an L&D need or “a study of the
types of training needed by an organization's employees27”
b. Training Needs Analysis – disclose individual learning needs of an identified group
of learners
13. Performance Analysis – “begins with the desired results that should be accomplished in the
future28”
14. Program – “a group of activities or things to be achieved29”
15. Presentation – “a prepared spoken communication made to deliver a specific persuasive
message to a specific audience30”
16. Training – learning that is provided in order to improve performance on the job31 or as
defined by Manpower (1981), it is “a planned process to modify attitude, knowledge or skill
behaviour through learning experience to achieve effective performance in an activity or
range of activities. Its purpose in the work situation is to develop the abilities of the
individual and to satisfy the current and future manpower needs of the organization32”
17. Workplace Development Objectives – the objectives of an intervention which “identify
expected changes in individuals, institutional processes and systems, and benefits33”
27
Training Needs Analysis (n.d.).
28
Watkins, R., Meiers, M.W., and Visser, Y.L. (2012)
29
Program (n.d.)
30
Presentation (n.d.)
31
Clark, D.R. (2010). Definition of Training.
32
Reid, Barrington, and Brown (2004).
33
Workplace Development Objective. (n.d.).
L&D Reference Manual
160
Armstrong, M. (2006). A Handbook of Human Resource Management Prac tice 20th edition.
Kogan Page Business Books.
Blanchard, K.H. and Robinson, D.G. and Robinson, J.C. (2002). Zap the Gaps: Target Higher
Performance and Achieve it. USA: William and Morrow
Change Management (n.d.). Retrieved February 13, 2015 from the Change Management wiki:
http://en.wikipedia.org/wiki/Change_management
Clark, D.R. (2014). Questions for each phase from Evaluating Instructional Design. Retrieved
from http://www.nwlink.com/~donclark/hrd/sat6.html
Clark, D.R. (2010). As identified by Wally Guyot (1978) from Types of Evaluations in
Instructional Design. Retrieved from
http://www.nwlink.com/~donclark/hrd/isd/types_of_evaluations.html
Clark, D.R. (2012). Definition of Competency from Learning and Performance Glossary.
Retrieved from http://www.nwlink.com/~donclark/hrd/glossary/c.html
Clark, D.R. (2010). Definition of Design Phase from Learning and Performance Glossary.
Retrieved from http://www.nwlink.com/~donclark/hrd/glossary/d.html
Clark, D.R. (2010). Definition of Implementation Phase from Learning and Performance
Glossary. Retrieved from http://www.nwlink.com/~donclark/hrd/glossary/i.html
Clark, D.R. (2010). Definition of Development Phase from Learning and Performance Glossary.
Retrieved from http://www.nwlink.com/~donclark/hrd/glossary/d.html
Clark, D.R. (2010). Definition of Needs Analysis from Learning and Performance Glossary.
Retrieved from http://www.nwlink.com/~donclark/hrd/glossary/n.html
Clark, D.R. (2010). Definition of Training from Learning and Performance Glossary. Retrieved
from http://www.nwlink.com/~donclark/hrd/glossary/t.html
Davis, E. and McFeely, D. (2008). Managing the Learning Function: An Infoline Collection.
USA: ASTD Press
Knowles, M.S. (1985). Andragogy in Action: Applying Modern Principles of Adult Learning.
USA: Jossey-Bass.
Learning and Development (n.d.). Retrieved February 13, 2015 from the Training and
Development wiki: http://en.wikipedia.org/wiki/Training_and_development
McCain, D.V. and Tobey, D.D. (2004). Facilitation Basics. USA: ASTD Press.
McCain, D.V. and Tobey, D. (2007). Facilitation Skills Training. ASTD, 2007.
Noe, R.A. (2002). Employee Training and Development. 2nd ed. USA: McGraw-Hill.
Piscurich, G.M. (2006). Rapid Instructional Design. 2nd ed. USA: Pfeiffer.
Provincial Government of Davao del Norte (n.d.). In Philippines Australia Human Resource
Organisational Development Facility, an Australian Government initiative, PGDdN’s
Strategic Competency-based Human Resource Development Plan 2014-2016. Tagum
City: Provincial Government of Davao del Norte.
Reid, M.A., Barrington, H.A., and Brown, M. (2004). Human Resource Development. 7th ed.
Chartered Institute of Personnel & Development. Retrieved from
https://books.google.com.ph/books?id=3aeu2wQYy9QC&pg=PA2&dq=knowledge+ski
lls+attitude&hl=en&sa=X&ei=5kcGVebQOMr88QX2jIEQ&redir_esc=y#v=onepage&q=k
nowledge%20skills%20attitude&f=false
Slavin, R.E. (2011). Educational Psychology: Theory and Practice. 10th ed. USA:
Pearson
http://www.wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2012
/01/12/000333038_20120112235235/Rendered/PDF/663920PUB0EPI00essing09780
821388686.pdf