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Module 3

Population Analysis

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Outline
Purpose of Population Analysis
Module Objectives
Training Needs
Entry Level
Criterion Reference Training
Quality Assurance Checklist

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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 Target Population Analysis
Gather information about the target population
(future trainees) to:

Identify acquired K/S/As (These may be excluded from


the training design steps)

Determine the preferred learning styles, and the social


and cultural background of prospective trainees (These
can have an impact on the choice of training strategies)

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End-of-Module Objective

Based on a case study and with reference to


Conditions the TDG

Analyze the Target Population (i.e. the Group


Performance to be Trained)

The Population Analysis Report will be drafted


Standard in accordance with the guidance given in
Chapter 4 of the TDG

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Intermediate Objectives
Determine the categories and number of employees
needing training
Identify acquired K/S/As
Establish the entry level for the training course
Determine the characteristics of the Target Population
Prepare a Population Analysis Report

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Types of Target Population
Two types:
Primary Target Population: employees who will
perform the job after training;

Secondary Target Population: employees who should


be conversant with the job but do not actually perform
the job.
Read TDG Ch. 4 Sec. 4.2
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Training Needs
K/S/As were analysed during Step 2.
The training needs of the Target Population are determined by
comparing the K/S/As relevant to the job with those already
acquired by most of the individuals.

Training Needs= difference between


what trainees should master and
what they have already mastered.

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Training Needs
Required K/S/As

= Required
KSAs

= Acquired
KSAs

= Training
Needs

TASKS

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Entry level
The main role of Population Analysis is to collect
information that will enable a common starting line
to be set for the majority of the trainees.

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Factors which influence Entry Capabilities

Previous education

Previous vocational training

Work experience

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Criterion-Referenced Training
Criterion-Referenced Training is training
whereby a criterion (standard) is set to measure
whether the trainee has achieved the objective.

Example : In a given course, the criterion could be


80/80. In order to achieve this standard, only
trainees entering with the same abilities would be
able to follow the same course pattern.
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How to check whether a Potential Trainee
belongs to the Population

Review of educational background


Review of work experience
Pre-requisite testing
Confirmation that the course fits the career plan

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Factors influencing Learning Styles

Age
Previous education/training
Previous experience with communication media
Work experience

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Methods for Collecting Information about the Population

Examine personal files

Examine recruitment procedures /curriculum vitae

Interview

Questionnaire

Read TDG Ch. 4 Sec. 4.7 and Annex 4


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Population Analysis Report
The Course Development Team should write a report
characterized by the following:

Accurate : correct with no mistakes

Clear : easy to understand

Complete : gives all the relevant details

Concise : short and clear, without any unnecessary information


H. 3.1 Ex. 3.1
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Quality Assurance Checklist for Population Analysis
Have methods such as surveys and interviews been
used to determine the entry requirements and the K/S/As
acquired by the Primary Target Population?
Have the learning characteristics of the Primary Target
Population been determined?
Has demographic information on the Target Population
been gathered (age, educational background, previous
vocational training, etc.)?
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Quality Assurance Checklist for Population Analysis
Has previous job experience and prior training of the
target population been determined as it relates to the job
under study?
Have any constraints related to the social and cultural
environment been noted for consideration during the
Design of Curriculum and/or the Design of Modules
phases?

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Any questions?

Thank you

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