TABLEOF CONTENTS

Training Management System of EEAC .........................................................................................1

1. Identification of training needs....................................................................................................1
1.1 Training Needs Assessment .................................................................................................1
1.2 Objectives of Training ................................................................................................................. 1
1.3 Training Needs Analysis Flowchart.....................................................................................2
1.4 Identification and priority of the Training Needs ......................................................................3
2. Planning the training delivery .....................................................................................................3
2.1 Design ..................................................................................................................................3
2.1.1 Template of Training Course Design .........................................................................4
2.2 Development ........................................................................................................................4
2.3 Format of Training Plan .......................................................................................................5
3. Management of Training Delivery...............................................................................................6
3.1 Key Points and Prioritizing Information .............................................................................6
3.2 Appropriate Development Methods ....................................................................................7
3.3 Instructional Techniques .....................................................................................................7
4. Training Materials ........................................................................................................................8
5. Details of “on the job” training in teams .....................................................................................9
6. Training Effectiveness Evaluation .............................................................................................10
6.1 Types of Evaluation ..........................................................................................................10
6.2 Techniques of Evaluation .................................................................................................10
6.3 Reporting Evaluation Results ...........................................................................................11
6.4 Pre and Post Trainee Self-Assessments ............................................................................11
7. Any other relevant documents in the MEngC management system ..........................................12
 Training Management System of EEAC

Planning is the first step of the training management cycle of EEAC. In the planning stage, the
process is divided into training needs assessment and training planning.

1. Identification of Training Needs

1.1 Training Needs Assessment

EEAC training needs assessment comprises a very comprehensive examination of what is

currently being trained, what knowledge, skills, and abilities should be added to the accreditation
training programme, and what may need to be added in the future. The Training Needs is based
on current training, that is, if current training is not meeting the mark then it will probably need
to be re-arranged. Needs can also be related to tasks or jobs.

The training needs is categorized into the different topics of training such as
(1) Evaluator Training
(2) Assessment & CQI Training
(3) Accreditation Manual, Policy, Procedures, Guidelines Training
(4) Graduate Attributes & Professional Competency Training.

Needs assessment and analysis methods are based on the goals of EEAC, the timeline for the
intervention, and even staffing and budget. One of the most common needs assessment tools is a
survey, either written or online. The surveys are sent to evaluators, assessors, and lecturers, and
these surveys show an overall view of the needs (and types of needs) that currently exist.
Another common assessment tool is a job or task analysis, in which performance is observed and
compare it to the expected output of the job or task.

The framework for the needs is determined by the assessment concerning existing training
programmes. The state of existing training is determined, then the necessity of timeline and
staffing is figured out to complete the changes. When the existing training needs has been
examined, the effectiveness of programs is measured.

The training objectives are defined based on the needs identified by a training needs assessment.
The identified training needs is prioritized by the MEngC executives and EEAC officials in
accordance with MEngC policy and direction.

1.2 Objectives of Training

The objectives of accreditation training organized by EEAC are:

1. To determine the level of the present situation

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 2. To make visions for the desired situation
3. To identify and prioritize the training needs
4. To set up the training objectives based on the selected training needs planning for training
delivery

1.3 Training Needs Analysis Flowchart

The process of conducting a Training Needs Analysis can be summarized in the following
flowchart:

Approval by MEngC Executives

Conduct Needs Analysis

Compile and Analyse Data

Identify Training Needs

Prioritise Needs

Generate
Training Needs Assessment
Report

The Training Needs Analysis is usually conducted by the MEngC executives and the training
team has the required knowledge and skills to drive the process. They liaise with MEngC
management and other departments in order to collect the required information to enhance the
implementation of training plan. A challenge is to conduct the Training Needs Analysis with
objectivity, detached emotions, and timeliness. Results are collected with technical skill and
reported in a way that is understandable to all concerned parties.

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For EEAC areas of work that require technical expertise, in-house experts can be involved and
appointed as ‘needs assessors’. In this case, the Training Team provides specific instructions and
documentation on how the process proceeds.
The external consultants may also be considered. The Training Team leader of EEAC with the
responsibility for the selection decision should seek consultants who:
• Are familiar with the MEngC
• Understand and are willing to apply the systematic approach to Training Needs Analysis
• Can demonstrate the ability to communicate easily with all MEngC accreditation evaluators/
assessors’ levels
• Will permit selected employees/evaluators of the EEAC to participate in performing
assessment functions under close consultant supervision
• Can demonstrate a record of satisfactory services to other Accreditation Boards

1.4 Identification and priority of the Training Needs

The Training Needs is identified by the MEngC executives and the priority of the Training
Needs is determined based on the following categories:
1. Mandatory
2. Obligatory
3. Remedial
4. Developmental

When the Training Needs Analysis report has been finalized and the report is generated, it is
necessary to attain the MEngC’s management support to recognise and ensure that resources are
available to address the development needs.

2. Planning the Training Delivery

Planning the Training Delivery process comprises design and development.

2.1 Design
By Designing activities of training, the content will be determined on how to conduct.
Specifically,
design involves:
• Choosing the appropriate instruments for achieving the objectives
• Structuring the content for the training course

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• Presenting the content

The design of the accreditation training includes the objective of the course, an overview of the
participants; a list of prerequisites, course topics, and content descriptions; a course outline;
instructional methods, instructional media; descriptions of instructional activities; a description
of evaluation methods; a course timetable that shows content sequencing with time requirements;
and any required equipment or resources.

2.1.1 Template of Training Course Design

Title:
Venue:
Duration:
Implementing Agencies:
Participants:

I. Rationale:
II. Objectives:
III. Methodology:
IV. Course Contents
V. Expected Outputs
VI. Evaluation Instruments:
VII. Budget Requirement:
VIII. Supplies and Materials:
IX. Training Management Team:
X. Training Evaluation:

2.2 Development

Development is the stage when the design plans are converted into course materials such as
lecture slides, notes, and handouts. During the development phase:
• The content is reviewed to make sure it is accurate/relevant
• A a pilot of the course is run with people who represent the intended trainees to find out which
parts of the course work well and which parts need improvement
• The consistency in terminology is checked

The procedures of training planning of EEAC are as follows:

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EEAC discusses with MEngC executives/experts who are going to be involved in implementing
the training plan. Experts include:
• Members of the MEngC Management Team – to ensure EEAC planned activities are in-line
with the MEngC objectives and to ensure that sufficient resources are allocated to
make the training plan work.
• The Training Team – who can coordinate different activities happening in different
departments and share information and resources.
• Skilled Trainers in other organizations (if applicable) – to share the needs and gain
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 their commitment to run training sessions.
• External Training Consultants – In case outsourced training programs are required, to
agree on courses and arrangements

2.3 Format of Training Plan

The EEAC’s Training Plan format (enclosed) includes the following sections:

1. Area of Development
2. Development Objective
3. Development Method/ Description
4. Level of Trainee
5. Responsibility
6. Date/Duration/ Completion Date
7. Review Method

3. Management of Training Delivery

The development phase of a training session and training delivery management are planned
based on a clear and precise objective.

3.1 Key Points and Prioritizing Information

Once the list of topics has been generated, information and material have collected for the
training session. The training materials are classified into ‘MUSTS’, ‘SHOULDS’, and
‘COULDS’.

‘MUSTS’: Vital information that must be given to the trainees if the objective is to
be achieved.
’SHOULDS’: Important information that should be given to the trainees to help under
the standing of the MUSTS, and improve the level of understanding.
‘COULDS’: Additional information that could be delivered, to enhance learning. It is not
essential; however, it can be researched and used for answering specific
questions and can be included in handouts as background reading.

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3.2 Appropriate Development Methods

The development methods are used at different points in the training session. These methods
include:
• Questions and answers
• Roleplay
• DVD/video
• Competitions and quizzes
• Discussion
• Group and pair work, etc

3.3 Instructional Techniques

When designing training material, EEAC chooses among a number of instructional
techniques in order to match the trainees’ learning styles and add variety to the event.
1. Group Discussion
2. Brainstorming
3. Role-play
4. Case Study
5. Simulation
6. Gallery Technique
7. Icebreakers and Energizers

EEAC facilitators monitor and influence the development of a group so that the most suitable
options for growth can be made available at any given stage. Furthermore, facilitators
anticipate the kinds of interactions that characterize each stage and to predict problems
that might arise in order to appropriately intervene. In this way, the movement of the group
towards its expressed goals is facilitated.
These stages of group development are:
1. Forming
2. Storming
3. Norming
4. Performing.

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 4. Training Materials

The EEAC training materials used in training sessions are as follows:

(1) Evaluator Training Materials

(a) Lesson Plan
• Objectives:
• Learning Outcomes:
• Training Titles:
• Assessment:

(b) PowerPoint Slides

• OBE Implementation Guidebook
• FEIAP Engineering Education and Accreditation Guidelines for Engineers
• Engineering Programme Accreditation Manual, Policy, Procedure and
Guideline 2020
• What Assessor should know about the Accreditation Part 1 (FEIAP)
• What Assessor should know about the Accreditation Part 2 (FEIAP)
• Accreditation: Evaluator Training (UNSW)
• Accreditation Checklist (UNSW)
• Discussion on Engineering Education Programme Accreditation (IEET)
• Student Learning Time (SLT) & MQA – Calculation of Notional Hour
• Workshop on Engineering Education Accreditation towards WA by Engineers
Australia
• OBE Assessment and CQI by FEIAP
• Focusing on Assessment by UNSW & UTS

(2) Programme Training Materials

(a) Lesson Plan

• Objectives:

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 • Learning Outcomes:
• Training Titles:
• Assessment:

(b) Power Point Slides

• OBE Implementation Guidebook
• FEIAP Engineering Education and Accreditation Guidelines for Engineers
• Engineering Programme Accreditation Manual, Policy, Procedure and
Guideline 2020
• What Assessor should know about the Accreditation Part 1 (FEIAP)
• What Assessor should know about the Accreditation Part 2 (FEIAP)
• Accreditation: Evaluator Training (UNSW)
• Accreditation Checklist (UNSW)
• Discussion on Engineering Education Programme Accreditation (IEET)
• Student Learning Time (SLT) & MQA – Calculation of National Hour
• Workshop on Engineering Education Accreditation towards WA by Engineers
Australia
• OBE Assessment and CQI by FEIAP
• Focusing on Assessment by UNSW & UTS
• Workshop on Self – Assessment Report (SAR)

5. Details of “on the job” training in teams

EEAC provides the opportunity to analyse on-the-job training in action and identify ideas for
improving the effectiveness of training programmes in general. Since On-the-job training is well
suited to customise training to the EEAC evaluators’ specific needs, while creating the ad-hoc
experience opportunities for entry level evaluators. The On-the-job trainings conducted by
EEAC are as follows:

(1) Assessment Method & CQI Training for Programme Educational Objectives (PEOs)

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 (2) Consistency of the Exit statement Training (Accreditation On-Site Visit)
(3) Convener Exit Statement Writing Training (Accreditation On-Site Visit)
(4) Evaluation Team Exit Statement Writing Training (Accreditation On-Site Visit)
(5) Evaluation Team Final Report Writing Training (Accreditation Visit)

6. Training Effectiveness Evaluation

To make sure the training program is understandable and functional, EEAC organizes
and conduct 3 types of formative evaluations such as pilot program, technical reviews, and
production reviews.

A pilot program, in which EEAC conduct the training program for the first time with
people who represent the intended trainees for the purpose of assessing which parts
work and which ones need improvement.

Technical reviews, in which EEAC verify the accuracy of the content.

Production reviews, in which editors assess the completeness and style of the
content and production specialists make sure that the printed and projected output
matches that appear on the computer screen.

6.1 Types of Evaluation

EEAC conducts the following types of evaluation:

1. Pre-Assessment
2. During Training
3. Post-Assessment
1. Follow-up on Training Impact

6.2 Techniques of Evaluation

The techniques of evaluation utilised by EEAC are as follows:

Direct observation - This relies on the monitoring of a trainee’s performance and focuses

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on work items during the training. This is conducted by the trainer, training program staff, or the
trainee’s administration. This technique is limited in determining the amount of learning
development within an individual.

• Questionnaires and Surveys

- Yes/No Question based
- Selection of sentences that display the impact of the training
- Selection of level of impact or importance
- Open-ended questions

• Tests
- Traditional tests - Correct answers are determined and a minimal score is required.
- Pre and post-training assessments - Correct answers are determined but no minimum
score is required. The aim is to display the trainee’s progress from start to finish.

• Face-to-face Interviews - This technique enables the collection of data for all levels of
evaluation. The primary subjects are training trainees, the trainer, a trainee’s manager
or colleagues, or targeted beneficiaries.

• Group Discussions or Focus Groups - This provides direct access to the opinions, emotions
and experience of the trainees or the intended beneficiaries of the training.

6.3 Reporting Evaluation Results

After all evaluation activities are completed and the data are tabulated, the final training
evaluation report is produced and submitted to the MEngC executives. The final evaluation
report results from activities at each evaluation level. This evidence displays the training
program’s success or failure at achieving the intended objectives.

6.4 Pre and Post Trainee Self-Assessments

This technique allows the trainee to rate his or her knowledge level for each knowledge area
to be covered in the training. This tool has three primary components:
• Knowledge/skill level scale with definitions
• List of knowledge areas to be covered in the training
• An analysis form to show before and after results

The following types of evaluation have been conducted by EEAC:

(1) Q & A Session on Workshop, Training, Seminar

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 (2) Assessment to Attendee on Workshop, Training, Seminar
(3) Outcomes of Workshop, Training, Seminar
(4) Corrective Action on Outcomes

7. Any other relevant documents in the MEngC management system

Myanmar Engineering Council (MEngC) Quality Policy

(1) to enhance the systematic registration by using best practices and standards
regionally and internationally;
(2) to build a mutually reliable relationship with stakeholders and interested parties
through providing their needs and expectations complied with law, rules, and
regulations;
(3) to drive continual improvement of quality assurance on engineering education
and create the opportunities of engineering professional development programs
for the benefit of the State

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