Assessment on Training Standards
RICHARD S. TUTANES May 2017
ASSESSMENT ON THE TRAINING STANDARDS OF THE DISTRICT AND DIVISION LEVEL: BASIS IN THE DEVELOPMENT OF TRAINING QUALITY STANDARDS GUIDEBOOK
An Action Research
RICHARD S. TUTANES May 2017 Abstract
The main objective of this study is to assess the training standards of the district and division sponsored trainings which will be the basis in the development of training quality standards guidebook. Results revealed that the respondents moderately agree that the trainings sponsored by the district and division conforms to the core training standards in terms of training requirements. Results also showed that the respondents moderately agree that the trainings sponsored by the district and the division follows the core training standards in terms of technical assistance delivery. Finally, the respondents generally slightly agree on the training sponsored by the district and the division in terms of training evaluation.
Chapter I The Problem and Its Scope Introduction The recurring theme emanating from industry and commerce is higher education's inability to deliver college graduates prepared to meet employers' expectations (Connor & Shaw, 2008). In a 2006 survey, employers were dissatisfied with new employees’ generic skills such as teamwork, problem solving, and attitudes about work (Connor & Shaw, 2008). Eighty-six percent of the employers surveyed expressed dissatisfaction with new employees' ability to express themselves verbally or in writing (Archer & Davidson, 2008). Brown suggested the failure to train and engage the millennial generation will lead to higher costs resulting from lower productivity, reduced employee commitment, and increased attrition (Novitsky, 2008). As cited in the study of Hess (2012) he said that studies by the Association of Graduate Recruiters (AGR), Callender, and the Chartered Institute of Personal Development (CIPD), have highlighted characteristics, attitudes, work preferences, and the expectations Millennial have of work. Recruitment, retention, transitions to work, and early careers have garnered much of the research about Millennials while less attention has been focused on training and development. Additional research is needed, specifically on training and development, before generalizations can be applied to the types of activities helpful to millennial workers. It is in this premise that this research was conceptualized. Trainings have become very important part in the human resource management department. Moreover, there is a need to see to it that these trainings that will be provided to employees conform to the training standards in order for it to be beneficial to the participants and for trainings to be cost-effective.
The Department of Education requires the schools to conduct at least two In-service trainings in a year. The division office also provides trainings to selected teachers on a regular basis. This study assessed the trainings provided both by the district and the division in terms of training standards. The result of the study became a basis in the development of Training Quality Standards Guide Book. Review of Related Literature Anderson (2006) said that administrators at the academy need to focus on choosing and implementing effective training programs to ensure success for all students. The large number of new teachers who join the school every year due to the rapid growth of the student population need immediate direction and guidance. Training programs must be designed to meet the needs of the staff as well as the students. The Need for Effective Teacher Training Programs In the field of education, research has shown that effective teacher training can be directly related to teacher satisfaction and commitment as well as to the success of students in the classroom. The academy must provide multiple staff development opportunities that allow teachers to select training programs that are relevant to their needs. The academy is responsible for training 30 instructors whose experience ranges from 1 year to 30 years. A multifaceted teacher education program is necessary to meet the needs of the diverse staff. It is imperative that teacher training is relevant and meets the specific needs of the instructors; however, many teacher training programs fail to improve teachers' skills and knowledge. According to Jacobson as cited by Anderson (2006): “The current system of teacher preparation and certification is seen as part of the problem and not part of the solution. We may complain that such
judgments are unfair. This may be. But we need to address the reality that teacher education has lost its legitimacy.� In the United States, the number of hours of staff development that teachers receive is very low in comparison to other countries. More than half the teachers in the United States receive less than 1 day of staff development each school year, compared to 10 to 20 hours of staff development per week in other countries (McRobbie, 2000). A growing problem for universities around the country is the lack of preparation that students receive in some undergraduate education programs. This lack of preparation contributes to the attrition rate of teachers in the field of education. Kent (2005) said the blame is not confined to one institution; many institutions of higher education fail to prepare teachers properly. Most of the staff development and in-service programs that are provided in schools fail to address the needs of teachers fully. One factor that affects teacher education is new legislation that has added to the national and state standards and expectations that teachers are mandated to meet. Viadero said that the No Child Left Behind legislation has increased the need for more beneficial professional development programs as cited by Anderson (2006). He noted that now that teachers are required by the No Child Left Behind Act to attain highly qualified status, there will be an increase in the quality of professional development that teachers receive in schools.
Effective Teacher Training Programs In order to be effective, staff development programs must be designed to help teachers meet their individual needs. Various staff development models have proven to be effective for educating teachers. The most powerful staff development includes a few key ideas. Effective
professional development programs focus on data that relate specifically to students' learning needs, and the areas that need improvement must be identified before the staff development begins (Sparks, 2000). Placing emphasis on a few specific goals that affect student learning helps teachers to focus their energies effectively (Fullan, 2001). The best professional development ensures that teachers' learning process is linked to essential outcomes (Sparks, 2002). Statement of the Problem The main objective of this study was to determine if the district and division sponsored trainings conform to the training standards. More specifically, the study sought to answer the following questions: 1. What is the perception of the respondents in the trainings provided by the district and division in terms of the Core Training Standards, namely: A. Training Requirements a. Needs Assessment b. Training Team c. Training Content and Design d. Implementation B. Technical Assistance C. Evaluation 2. Is there a need to develop a Training Quality Standards Guidebook?
Conceptual Framework This study wanted to investigate the respondents’ perception on the training standards of the district and division sponsored trainings. The results of the study became a basis for the
development of the Training Quality Standards Guidebook. Figure 1 below illustrates the conceptual framework of the study.
Respondents’ Perception on the Training Standards Training Requirement Technical Assistance Delivery Training Evaluation
Trainin g Quality Standar ds Guideb ook
Figure 1. Conceptual Framework
Scope and Limitation This study was conducted at Lala National High School, Maranding, Lala, Lanao del Norte. The respondents of the study were the teaching personnel of the said school who have attended at least one (1) training both in the district and division level.
Chapter 2 Research Methodology This chapter illustrates the research methodology of the study. It includes discussion on the research design and research methods covering the research environment, research subjects, sampling techniques, instrumentation, data gathering techniques, and statistical treatment.
Research Design
This study was a descriptive action research design in which a researcher-made questionnaire was made to assess the training standards of the district and division sponsored trainings given to the teachers by the division of Lanao del Norte. The study aimed at developing a Training Quality Standards Guidebook.
Research Environment The research was conducted at Lala National High School. "Lala" means a wide plain which fittingly describes the topography and terrain of the place. In the Christian version, the term "Lala" means deadly. The place of Lala evidently possesses a natural charisma considering that not only Christians from the Visayan and Luzon regions were attracted to the place but to include the Americans and to name the few, they were the Kids, the Kellogs, the Newmans, the MaCarthys, the Bolts, the Morgans, the Kelleys and others. Maranding was strategically located at the crossroads of the national highway and the provincial road, to the municipality of Salvador-Maranding become the new center of the social, economic and political activities of
this municipality. Nowhere in any part of the country where we can find so unique situation where the seat of government of Lala is not in the barangay of Lala Proper, but in barangay Lanipao, while the center of population and business is located in Barangay Maranding. Research Subject The subjects of this study were 56 faculty members of the Lala National High School, Maranding, Lala, Lanao del Norte. These faulty members were selected as respondents of the study because they have undergone and had attended trainings for the past three years which were sponsored by the district and the division of Lanao del Norte. Research Instruments This study uses a researcher-made questionnaire which was pilot tested and scored an 88% reliability. This was enough to ensure that the test can be implemented. The instrument was used as an assessment tool in determining the training standards of the district and division sponsored trainings of the division of Lanao del Norte. The test was categorized into three, namely, Training Requirements, Technical Assistance and Training Evaluation. For Training Requirements, it is subcategorized into three, which are, Needs Assessment, Training Team, Training Content and Training Implementation. Each category and subcategory consisted of 5 statements in which the respondents were required to agree or disagree. Data Gathering Procedure The researcher conducted the survey by giving out the questionnaire to all the faculty members of Lala National High School. After the survey questionnaire were answered by the respondents, the researcher selected those faculty members who had attended trainings both
sponsored by the district and the division of Lanao del Norte and eliminated those that had not attended either of the district and division trainings. Statistical Treatment The statistical processes that were performed in this investigation were the descriptive statistics and influential statistics. The descriptive statistic shows the conditions of the two groups under study, the experimental and the conventional group. The inferential statistics, using the T-test was used to spell out the significant differences between the use of conventional method and use of game-based problem solving approach.
Chapter 3 Results and Discussion This chapter presents the presentation and analysis of the data gathered. The data are presented in tabular form and discussion immediately follows the table. Table 1. Training Requirements Statement Distric t Needs Assessment 1. The trainings were based on the interest of the participants 2. The trainings were based on performance deficiencies 3. The trainings were based on the willingness of the teachers to participate 4. The trainings were based on the knowledge, skills and attitudes needed to achieve desired performance level 5. The trainings were based on how well individual teachers are performing on the job Training Team 1. All members of the training team were qualified and experienced 2. Trainer/s has/have excellent presentation skills 3. Trainer/s supplemented content and enhanced learning 4. The trainer/s was/were very prompt and follow the schedule strictly 5. Trainers were experienced and capable of producing and delivering materials that meet standards Training Content and Design
Mean Rating Descriptio Divisio n n
Description
Agree 3.60 Moderately Agree 3.53 Moderately Agree 3.53 Moderately Agree Moderately 3.73 Agree Slightly 3.27
Agree 3.47 Moderately Agree 3.47 Moderately Agree 3.40 Moderately Agree Moderately 3.87 Agree Moderately 3.27
Agree 3.67 Moderately Agree 3.53 Moderately Agree 3.60 Moderately Agree 3.47 Moderately Agree Moderately 3.33
Agree 3.87 Moderately Agree 3.67 Moderately Agree 3.80 Moderately Agree 3.67 Moderately Agree Moderately 3.87
1. Learner outcomes (objectives) were established and presented for every training 2. Learning strategies were appropriate for the content being delivered 3. Learning Styles were considered in terms of how the participant receive and interpret information 4. Principles of adult learning were considered in the development of any training 5. Technology integration were appropriate to the training Training Implementation 1. Training materials were prepared ahead for seamless training. 2. Trainers demonstrated their skills in conducting the training 3. Trainers demonstrated flexibility and responsiveness 4. Trainers provided opportunities for personal learning experiences 5. Trainers were sensitive in terms of information overload Hypothetical Range:
Agree Moderately
Agree Moderately
3.53
3.80
Agree 3.53 Moderately Agree Moderately 3.73 Agree Moderately 3.67 Agree 3.73 Moderately
Agree 3.73 Moderately Agree Moderately 3.60 Agree Moderately 3.53 Agree 3.80 Moderately
Agree Slightly Agree Moderately Agree Moderately Agree Moderately Agree Moderately
Agree Moderately Agree Moderately Agree Moderately Agree Moderately Agree Moderately
3.20 3.53 3.53 3.47 3.47
3.53 3.73 3.60 3.47 3.73
4.2-5 – Agree Strongly
2.5-3.2 – Agree Slightly
0.9-1.6 – Disagree Moderately
3.3-4.1 – Agree Moderately
1.7-2.4 - Disagree Slightly
0-0.8 – Disagree Strongly
Table 1 illustrates the assessment of the respondents in terms of training requirements of the trainings conducted and sponsored by the district and the division of Lanao del Norte. It shows that the respondents moderately agree all statements except the preparation of training materials where they only agree slightly. This implies that the respondents found the trainings they attended to have moderately follow the training requirements in conducted said programs except on the preparation of training materials. Table 2. Technical Assistance and Delivery Statement Distric t
Mean Rating Descriptio Divisio n n
Description
1. Trainers acknowledged questions and requests during the training in a timely manner 2. Onsite and longer-term assistance were provided during any training 3. Providers of technical assistance were both subject matter experts and highly competent 4. Technical assistance provided for were designed to enhance the capabilities of recipients to address similar issues on their own in the future 5. Training materials were adjusted to the level of intellectual capacities of the recipients Hypothetical Range:
Agree Moderately
Agree Moderately
3.47
3.80
Agree 3.40 Moderately Agree Moderately 3.40 Agree Moderately
Agree 3.47 Moderately Agree Moderately 3.80 Agree Moderately
3.33
3.47 Agree Moderately
3.40
Agree Slightly 3.60
4.2-5 – Agree Strongly
2.5-3.29 – Agree Slightly
0.9-1.69 – Disagree Moderately
3.3-4.19 – Agree Moderately
1.7-2.49 - Disagree Slightly
0-0.89 – Disagree Strongly
The second table shows the perception of the respondents in terms of the technical assistance delivery. It reveals that the respondents moderately agree in all statements. This means that the respondents are moderately confident that the trainings sponsored by the district and division had provided technical assistance to them during the delivery of such trainings. Table 3. Training Evaluation Statement Distric t Set of questions were administered to trainees at the end of a training program (or at the end of each day in a longer program) or a survey of recipients who receive the services provided An evaluation was designed to assess whether the trainees can demonstrate that they have acquired the intended new knowledge and can perform the tasks (skills) indicated in the learning objectives There was a critical review of the content and delivery of the training to assure that the desired changes were reasonably be expected to result from the training At an appropriate interval following the
Mean Rating Descriptio Divisio n n Agree Slightly
3.13
Description Agree Moderately
3.40 Agree Slightly
3.27
Agree Moderately 3.40
Agree Slightly 3.13 3.00 Agree
Agree Slightly 3.20 3.13 Agree
provision of onsite or longer-term Technical Assistance (TA), follow up with the TA recipient to determine the nature and extent of the change that occurred as a result of the TA, and whether additional assistance is needed Consultation was done with key stakeholders in the recipient of the training to determine what to measure and how to measure Training Outcomes Hypothetical Range:
Slightly
Slightly
Agree Slightly
Agree Slightly
2.87
3.13
4.2-5 – Agree Strongly
2.5-3.29 – Agree Slightly
0.9-1.69 – Disagree Moderately
3.3-4.19 – Agree Moderately
1.7-2.49 - Disagree Slightly
0-0.89 – Disagree Strongly
The third and last table shows the assessment of the respondents in terms of training evaluation. They differ in terms of the administration of evaluation after the training and the design of the evaluation. The respondents slightly agree on these items in the district sponsored trainings while they moderately agree on this statements with the division sponsored trainings. In terms of the rest of the statements, they all slightly agree. This means that there is a higher standard in terms of the conduct of the evaluation after trainings in the division sponsored programs.
Chapter 4 Summary of Findings, Conclusion and Recommendations This chapter shows the summary of findings, conclusions and recommendations. Summary of Findings Based on the interpretation of the data the following are the summary: 1. Result shows that the respondents moderately agree all statements except the preparation of training materials where they only agree slightly. This implies that the respondents found the trainings they attended to have moderately follow the training requirements in conducted said programs except on the preparation of training materials. 2. Result reveals that the respondents moderately agree in all statements. This means that the respondents are moderately confident that the trainings sponsored by the district and division had provided technical assistance to them during the delivery of such trainings. 3. Result shows that the respondents differ in terms of their assessment on the administration of evaluation after the training and the design of the evaluation. The
respondents slightly agree on these items in the district sponsored trainings while they moderately agree on this statements with the division sponsored trainings. In terms of the rest of the statements, they all slightly agree. This means that there is a higher standard in terms of the conduct of the evaluation after trainings in the division sponsored programs. Conclusion Based on the summary of findings, the following conclusions are formulated: 1. The respondents moderately agree that the trainings sponsored by the district and division conforms to the core training standards in terms of training requirements. 2. The respondents moderately agree that the trainings sponsored by the district and the division follows the core training standards in terms of technical assistance delivery. 3. The respondents generally slightly agree on the training sponsored by the district and the division in terms of training evaluation. Recommendation Based on the conclusions above, the following recommendations are formulated: 1. Trainings should be based on training standards. Any training that should be organized must conform to quality training standards. 2. Training evaluation should be conducted every after training. It could also be done as an ongoing assessment during the training proper. 3. Further study may be conducted that will include regional, national and even international trainings to see it these trainings also conforms to quality training standards.
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