Module 5

Design of Modules

214/01/ICAO TDC Rev 3.3 TRAINAIR PLUS PPT 5.1

 Outline
Purpose of Design of Modules
Module Objectives
Module Structure
Job Aids
Progress Tests and Mastery Tests
Module Plan (Instructor Guide)
Quality Assurance Checklist

214/01/ICAO TDC Rev 3.3 TRAINAIR PLUS PPT 5.2

 Training Development Process
Decision Step 1
Step 2 Step 3 Feedback
to proceed Preliminary
with analysis Study Job Analysis Population Analysis on the analysis

Non-training Training Needs

solutions

Step 6 Step 5 Step 4 Feedback

Production & Design of Modules Design of Curriculum on the Design
Developmental
Testing
Step 7
Draft STP Validation & Revision

Implementation
Validated STP

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 Purpose of the Design of Modules
Prepare a detailed guide for each module
Specify the content required in each instructional event
Prepare drafts of the contents
Prepare Progress Tests
Finalize the Mastery Tests

214/01/ICAO TDC Rev 3.3 TRAINAIR PLUS PPT 5.4

 End-of-Module Objective
Based on a case study and a duly completed
Module Outline form, using Job Aid
Conditions Requirements and Module Plan forms, and with
reference to the TDG

Performance Design the modules

The Module Plan will be drafted, and

necessary Job Aids will be designed, in
Standard accordance with the guidance given in
Chapter 6 and Annexes 6 & 7 of the TDG

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 Intermediate Objectives
Develop the overall structure of the module
Design Job Aids
Prepare Progress Tests
Finalize Mastery Tests
Prepare the Instructor Guide

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 Instructional Event

which moves the a particular

A small sequence
trainee towards the intermediate
of training
accomplishment of objective

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 Module Structure
A beginning composed of
Presentation of the End-of-Module Objective and
Indication of the relevance of the content
the Mastery Test

A central body made up of a series of instructional events, which each having

Presentation of the Clarification of the main Provision for practice and Provision of
content points testing progress feedback

An end composed of
Mastery Test and Feedback

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 Structuring a Module
Beginning
- Objective
1. Objectives/Tests Instructional Event 1
2. Content relevance - K/S/A
- Presentation
- Learning Environment
- Clarification
- Delivery Mode
- Practice
- Training Technique
Central Body - Feedback
- Media
3.
4.
5.
6. -
Instructional Event 2
-

End
7. Mastery Test/ -
Instructional Event 3
Feedback -

Read TDG Ch. 6 Sec. 6.2

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 Job Aid

Any means made available on the job that is expressly

designed to facilitate correct performance of the task, by
increasing an employees capacity to retain and utilize
information.

214/01/ICAO TDC Rev 3.3 TRAINAIR PLUS PPT 5.10

 Examples of Job Aids
Pre-flight checklist

Conversion tables (e.g. converting miles to kilometres)

A pocket-size foldout showing markings for different classes

of dangerous goods

Diagram of equipment maintenance steps

A decision table giving instructions on what to do in various

situations

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 Advantages of Job Aids
Improve safety
Improve performance efficiency
Reduce the error rate
Improve performance reliability
Increase the flexibility of the work force
Improve the users self-confidence and pride of work

214/01/ICAO TDC Rev 3.3 TRAINAIR PLUS PPT 5.12

 Reasons for Choosing Job Aids
Assuming that a Job Aid can be consulted during the
performance of a task, consider designing one if a task
(or sub-task):
Is critical and requires accuracy
Requires skilled use of a large quantity of reference data
Involves complex procedures which are difficult to remember
Requires capabilities that are not frequently used
Does not require speed
Involves operations that change frequently
Read TDG Annex 7 Sec. 5
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 Job Aid Requirements Form (Form 4)

H. 5.1 Ex. 5.1

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 Mode of Delivery - Decisions
Two main decisions to be made:

Course delivery on an individual or

group basis?

Training based on validated instructional material

or left to the discretion of the instructor?

214/01/ICAO TDC Rev 3.3 TRAINAIR PLUS PPT 5.15

 Mode of Delivery - Types
Material- Instructor-
dependent dependent

Group
Training 1 3
Individualized
Training 2 4
STP
TRAINAIR PLUS
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When should Individualized Training be considered?
Achieving objectives involves limited social skills
Objectives do not involve developing team spirit
Different trainees to perform different tasks
Acquired skills and learning styles vary from one
trainee to another
The target population is widely dispersed geographically
Trainees are capable of self-learning

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Determining whether validated Training Material is justified
Validated STP may be considered desirable when factors
such as the following prevail:
Limited number of qualified instructors available
High turnover of instructors
It is important to achieve the same standards
Training material to be used by a large number of trainees
Subject-matter content is stable
Training to be delivered in various locations
Sufficient resources are available for course development

214/01/ICAO TDC Rev 3.3 TRAINAIR PLUS PPT 5.18

Criteria for choosing Training Techniques
Techniques which are
appropriate for the K/S/As
to be learned (effective
techniques)
The Course Development
Team should seek to meet
the following conditions:
Techniques which stimulate
trainees interest and
motivation

214/01/ICAO TDC Rev 3.3 TRAINAIR PLUS PPT 5.19

 Training Techniques for Material -Dependent Courses
Oral presentations
Guided group discussions
Demonstrations given by the instructor
Case studies
Role plays
Supervised practice
Independent study (self-study)
Group field observations
Read TDG Ch. 6 Sec. 6.4
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 Instructional Media

Media are the physical means

by which an instructional message
is communicated

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 Selecting Appropriate Media - 1
Consider the following factors:
Mode of delivery
Training technique
K/S/As to be taught
Ability to convey or reinforce the instructional message
Capacity to stimulate and motivate trainees

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 Selecting Appropriate Media - 2
Factors affecting the choice of appropriate media:
Cost of development
Equipment availability
Operators skills
Whether the selected media can be reproduced and
used in different locations

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 Media Options
Printed text (course manuals, hand-outs);
Displays (whiteboard, flip charts, wall charts);
Projections (PowerPoint images, DVDs, videos, etc.);
Models (fixed classroom, mobile);
Equipment (real equipment, simulators, laboratory set-
ups);
Computers (standard computer, computer with
multimedia, interactive video, etc.)

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 Cone of Learning (Edgar Dale) Nature of
Involvement
After 2 weeks
we tend to remember

PA S S I V E
10% of what we READ Reading Verbal
Receiving
20% of what we HEAR Hearing Words

Looking at Pictures
30% of what we SEE

Watching a Movie Visual

50% of what we Looking at an Exhibit Receiving

ACTIVE
HEAR and SEE Watching a Demonstration

Participation in a Discussion Receiving /

70% of what we SAY Giving a Talk Participating
Doing a Dramatic Presentation
90% of what we Simulating the Real Experience
both SAY and DO Doing
Doing the Real Thing

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 Test Preparation
Tests allow all the instructors and trainees to monitor
how well the intermediate or End-of-Module training
objectives are being met.

The main purpose of tests is to assess learning

progress early enough to allow timely intervention
to take place so that trainees master the required
K/S/As.
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 The need to finalize mastery tests (MT)
Mastery Tests corresponding to the End-of-Module Objectives
were outlined during the Design of Curriculum (Step 4),
and since the content of the modules was defined during this
step, these Mastery Tests should therefore be finalized.

Once the precise content of the Test has been defined,

finalize :
The instructions for trainees, the time required for the test and
the Scoring Key.
Prepare Model Answers.

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 Preparation of Progress Tests (PT)
Tests are based on Intermediate Objectives to check
trainees progress towards achieving the End-of-Module
Objective
The number of PTs is decided on the basis of the length
and complexity of the module
Trainees should never move on to the Mastery Tests until
they have received an evaluation of the PTs, feedback and
review

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 Validation of Progress Tests and Mastery Tests
PTs and MTs should be tried out for the first time, if possible,
before the validation delivery of the course. It is advisable to
do this during the developmental testing (stage 2, Step 6).

A second validation will be carried out during Step 7

(evaluation), applying the validity and reliability criteria
indicated in Step 4.

Read TDG Annex 6 Part C

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 Module Plan / Instructor Guide
Provide the instructor with sufficient guidance on how to
deliver the various components of each module

Include references to all the necessary teaching material

in the module including when and how to use it

Guarantee that any qualified instructor can deliver the

module in the same way with the same standards, to
any primary target population, wherever they are located

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 Module Plan Cover Page

H. 5.2
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 Module Plan

Read TDG Ch. 6 Sec. 6.8

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Quality Assurance Checklist for Design of Modules
Have all fields in the Instructor Guide been completed?
For each module, have general notes for the Instructor been
provided outlining what an Instructor needs to prepare in order
to teach this module?
Are the Intermediate Objectives and teaching points in the
Instructor Guide consistent in content and sequence with those
on the Module Outline form?
For each Module, is there an introduction covering the end-of-
module objectives, the Mastery Test and an indication of the
relevance of the module content to the job?

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Quality Assurance Checklist for Design of Modules
For each Intermediate Objective, have main points been presented
and clarified, and has provision been made for practice and
feedback?
Within each instructional event (Intermediate Objective) and for each
teaching point, are the chosen training techniques and media
appropriate for the K/S/As to be learnt?
For each instructional event requiring the development of a new Job
Aid, has a Job Aid Requirements form been completed?
Has a full set of design documentation such as texts, specifications
for visual presentations, Job Aids, Progress Tests, specifications for
Models, etc. been assembled in draft form ready for production?

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Quality Assurance Checklist for Design of Modules
Have all the Intermediate Objectives been tested in Progress
Tests?
Do all Progress Tests accurately reflect the performances
required in the Intermediate Objectives?
Does the final draft of the Mastery Tests include instructions
for administering the tests, a model answer and scoring key
for evaluation of trainees performance?

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 Any questions?

Thank you

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