1. Pelan Perlaksanaan Program
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2. Objektif Pembelajaran
Membina kandungan latihan yang selari dengan rekabentuk latihan
Membina kandungan latihan yang mencapai objektif latihan
Skop kandungan sesuai dengan matlamat latihan
Dapat menggambarkan teknik penyampaian kandungan yang sesuai
Membina pelan pengajaran
Dapat menyediakan visual yang sesuai
Objectives for this section of the course
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3. Rekabentuk Program Kandungan yang bermakna Objektif yang jelas
Peluang untuk praktis dan amali
Maklumbalas
Successful training is based on understanding the needs of the learners. The needs assessment should have clearly identified who the learners are, what their objectives are for training, what skills they already have, and what skills they may be lacking. Ideally, some of the clients (learners) should be involved in the design process. No matter how good the training is, if it doesn’t fit the skill level and the needs of the learners, it will not be successful.
For learning to occur, training programs must contain material that is meaningful to the learners and be based on clear, measurable, learner-centered objectives. The design of training must include opportunities for the learners to practice their new skills and to receive feedback on their progress.
Noe, R.A. (2008). Employee Training & Development, 4th ed., McGraw-Hill Irwin, 155.
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4. Rekabentuk Berkesan
Melibatkan praktis dan tingkahlaku yang boleh diukur dan dinilai
Aktiviti yang selari dengan objektif latihan yang jelas
Kandungan dan susunan latihan yang terperinci
Penilaian yang jelas dan selari dengan objektif latihan
The design of the training program begins with the decisions made in the needs analysis and ends with a model for the training program.
Course parameters describe general information about the program, such as course title, audience, prerequisite skills, purpose of the course, location, time, name of trainer and any other details that trainees need to know.
Course objectives were determined in the needs assessment process. A program objective is a broad statement of the purpose of the course. Learning objectives relate to the learning goals established earlier. It is also important to determine how the learning objectives will be assessed. What will the learner do to demonstrate that learning has been accomplished?
The lesson plan will identify the content and sequence of activities that are to occur during training. It is used as a guide by the trainer during delivery of training. Lesson plans ensure that both the trainer and the learners are aware of the program objectives. It also ensures consistency of training even when the training program is repeated and facilitated by a different trainer.
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5. Nilai Pembelajaran Peserta
Hubungkan penilaian dengan objektif pembelajaran.
Penilaian mesti dikaitkan dengan prestasi kerja sebenar dalam dunia realiti.
Penilaian melibatkan maklumbalas peserta.
Penilaian membantu proses pembelajaran.
At this point, it’s time to determine how student learning will be evaluated. It may seem that tests and evaluation should be developed at the end of the process after all courseware and instructional material has been developed. But remember, the purpose of evaluation is to promote learning. The evaluation must test the learner’s ability to accomplish the learning objective. Testing will provide feedback to the learner, and it should measure whether the desired behavior changes have occurred following the training.
Just as the learning objective must simulate the conditions of performance in the real world, the evaluation test should do the same. The instructional material is then designed to explain, demonstrate and provide the student with practice. When students learn, they can then perform the test, meet the established objective and perform in the real world. The learning objectives are the focal point of the whole process.
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6. Nilai Domain Pembelajaran
Ujian kognitif
Ujian prestasi
Survei sikap
There are several varieties of evaluation tests that could be used. Most commonly used in training programs are criterion-referenced written tests, performance-based tests and attitude surveys. Each of the three types of tests is used to assess learning in one of the three learning domains.
Criterion-referenced tests evaluate the cognitive domain of learning. This includes recall of facts, procedures and concepts. This is most often done with a written test. A true-and-false test is an example of a criterion-referenced test usually used to evaluate cognitive learning.
A performance test is given to evaluate the psychomotor domain, which involves physical movement and coordination. This is often a skill-based test. A timed keyboarding test would be a performance test.
An attitude survey evaluates the affective domain, which addresses the manner in which learners deal with things emotionally. As attitudes are not observable, a representative behavior must be observed and measured instead. For example, it is impossible to measure if a person’s motivation has improved, but we can observe behavior changes that might indicate a change in motivation. Behavior changes such as being on time, working well with others and increased cooperation may indicate that motivation has improved.
©SHRM 2009

7. Pembentukan Kandungan: Skop & Keselarian
12/10/2018
Pembentukan Kandungan: Skop & Keselarian S C O P E
Topik 1
Topik 2
Topik 3
Topik 4
Objektif 1
Objektif 2
Objektif 3
Objektif 4
Scope and sequence must be considered when developing content.
Scope refers to the extent to which the content should be covered. How much content should be included in the training? What level of detail is necessary? The objectives identified in the design phase provide the means of determining the answers to the questions below:
How deep?
How broad?
How much?
How detailed?
How long?
Sequencing determines the most efficient order in which to present the curriculum to the learners. A proper sequence provides the learners with a pattern of relationship so that each activity relates to the overall framework and will have a definite purpose. The organization of the information will depend on the type of information presented.
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8. Keselarian Susunan prestasi kerja. Senang ke susah.
Tak tahu kepada tahu.
Perkaitan dan perhubungan
Sebab/Punca dan Hasil
There are a number of logical ways content can be sequenced. Proper sequence makes the content more meaningful for the learner and, thus easier, to learn. Sequence will be determined by the material presented and the skill level of the learners.
Job performance order: Sequence is in the same order as performed on the job.
Simple to complex: Sequence is ordered in terms of increasing complexity starting with the simplest.
Critical sequence: Objects are ordered in terms of their relative importance.
Known to unknown: Familiar topics are presented first before the unknown.
Dependent relationship: Learning builds on previous knowledge. Mastery of one objective requires prior mastery of another.
Supportive relationship: There are common elements between the objectives so transfer of learning takes place from one objective to another.
Cause to effect: Objectives are sequenced from cause to effect.
Source : Don Clark,
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9. Pelan Perlaksanaan Course title. Lesson title. Lesson length.
Learning objectives.
Target audience.
Prerequisites.
Room arrangement.
Materials and equipment needed.
Evaluation and assignments.
Wrap-up.
The lesson plan overview is a snapshot of the major activities of the training with time indicated for breaks and wrap-up. It helps the trainer determine the amount of time needed for each topic covered in the program.
The detailed lesson plan is really a roadmap for the trainer. It ensures both the trainees and the trainer are aware of the course and program objectives. It identifies the target audience, the sequence of content, the learning activities, evaluation and wrap-up.
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10. Pelan Mengajar
Work on student projects.
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11. Alat bantuan mengajar PowerPoint slides. Overhead transparencies.
Graphs and charts.
Pictures.
Films and video.
Flip charts.
Sketches.
There are a number of visual aids that can be used to enhance a presentation. Your choice of visuals will depend on the nature of the material being presented, the audience and the available media.
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12. Maximizing Visibility
Text must be large enough to be visible. (this is a 28 point Arial font).
This is BOLD.
For comparison, this is a 14 point Times New Roman font.
Do not make transparencies directly from pages in books, reports or papers unless they can be enlarged.
Use appropriate font sizes for visibility of presentations. Use appropriate colors.
Many experts suggest that a dark blue or black background works best for presentations in large rooms.
Dark letters against a light background are best for smaller rooms and for teaching.
Avoid red-green combinations to accommodate red-green colorblind people.
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13. Use of Text (6x6 Rule) Outline of talk only. Use 6X6 rule:
≈ 6 lines per slide and 6 words to line.
Full sentences not necessary.
Remove articles (the, a, an).
Illustrate concepts where possible.
Use text appropriately on your slides. Follow the 6 X 6 rule: six lines per slide and six words per line. If you use more, the slide becomes cluttered and is detrimental to the presentation. Remember, your slides are an outline of your presentation, they should not include every word you plan to say. If you wish, you may include the whole talk in the speaker’s notes that are then provided to the participants as a handout.
Use bullet points – full sentences are not necessary unless using a quotation.
Delete articles (the, a, an).
If concepts can be illustrated with images or visuals, use them in addition to the words, or if possible, instead of words. Use of some images adds interest to the presentation, but too many visuals look cluttered.
Source: Silberman, M. (2006).
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14. Huruf Pilih saiz dan warna huruf font senang dibaca
12/10/2018
Huruf
Pilih saiz dan warna huruf font senang dibaca
Jangan campur2 jenis huruf
Ensure that your chosen font is readable. Fancy scripts, all capitals or strange colors are difficult to read and detract from the presentation.
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15. Roda Warna
Remember the color wheel--it will help you determine which colors work together or against each other.
Source:
For color information in PowerPoint, see:
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16. Colors
Contrasting or complementary colors are those separated by another color.
Adjacent colors (next to each other) harmonize.
Colors that are directly opposite from one another are said to clash.
Reds and oranges are high-energy but can be difficult to stay focused on in a presentation – use them sparingly.
Greens, blues and browns are mellower but not as attention-grabbing.
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17. 12/10/2018
Latarbelakang
Tak sesuai putih atau gelap jika jarak peserta lebih daripada 20 kaki
Be careful of dark backgrounds. If you are presenting in a large room with much of the audience more than 20 feet away, white letters on a dark background will not be readable. Light text on dark background is most effective for documents that will be read on a computer screen because the dark background helps cut down on screen glare.
Teks cerah atas latarbelakang gelap berkesan untuk pembacaan multimedia
©SHRM 2009

18. Guna imej Satu slaid satu imej. Atau 2 imej besar yang kontra.
Lukis anak panah jika perlu ‘highlight’
Jangan besarkan imej asal – blur.
Nyatakan rujukan.
Use images appropriately. Remember, their purpose is to enhance and illustrate the presentation. If that’s not accomplished, then do without the image. Use one image per slide enlarged enough that the audience can see it clearly from the back of the room.
Draw arrows to point to places on the image when needed or to draw attention.
Do not enlarge small images. They blur. Find a larger image.
Do not distort the image. Use the corners to resize the image or hold down the shift key as you resize an image. This maintains the ratio of length to width, enlarging the image without distorting the picture.
©SHRM 2009

19. Rujukan Perlu disebut jika ada Appropriately cite all references.
Credit all images below the image telling where you got them if they are not your own. Cite the author, date, title of the article and journal on the slide in small print at the bottom when reporting research results.
Add references on last slide in either APA or AMA format.
Include the author, date, title of book, journal, article or monograph, with date and then the URL.
For further information on reference citations see:
Indiana University,
APA Online,
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20. Penggunaan Animasi Sesuai, menghiburkan dan releven.
Tidak mengambil masa terlalu lama.
Sebagai elemen transisi
Animation should enhance the presentation and should not be a distraction to the audience. Use subtle animation to show concepts, sequence or to focus the audience. Animation schemes should be avoided as they tend to include too may bells and whistles that are distracting. Use the same transition between all slides, not random transitions as this is distracting to the audience.
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21. Masa dan jumlah slaid 1 slaid = 2 – 3 minit.
Masa lebih pendek untuk slaid berimej
Peka dengan penjagaan dan aturan masa
Sediakan ruang masa untuk pertanyaan dan maklumbalas.
Plan for the appropriate number of slides for the time allotted for the training. Estimate one slide for every 2-3 minutes allotted. Don’t try to show too many slides; often less is better. Image slides do not take as long as slides with several bullet points.
Time yourself so that the presentation does not go too long or that you don’t have to talk too fast. Leave time for questions.
©SHRM 2009

22. Ilustrasi Bila perlu sahaja Menyampaikan mesej ‘Simple’
Use illustrations only when needed, otherwise they become distracters instead of communicators. Ask yourself if the illustration makes the message clearer. If not – don’t use it!
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23. Alat Bantuan Visual
Student team project.
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