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Equipping the learning, training and development professional for work– lessons from two countries 1 Martyn Sloman, Kingston Business School, UK

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Presentation on theme: "Equipping the learning, training and development professional for work– lessons from two countries 1 Martyn Sloman, Kingston Business School, UK"— Presentation transcript:

1 Equipping the learning, training and development professional for work– lessons from two countries 1 Martyn Sloman, Kingston Business School, UK John van der Merwe, North-West University, South Africa

2 The systematic training model

3 “there has… been a marked and sustained increase in the proportion of people who report that computing is an ‘essential’ part of their job. This rose from 31% in 1997 to 40% in 2001, and then to 47% in 2006.” Use of ‘influence skills’ (communicating, analysing, persuading) and literacy skills rising most.” Changing skills at work “we need to ensure that we supply the ‘right’ skills which effectively meet the changing needs and requirements of the labour market. This calls for a renewal of the commitment to ‘economically valuable’ skills.”

4 Training an instructor-led, content-based intervention, leading to desired changes in behaviour Learning a self-directed, work-based process, leading to increased adaptive capacity

5 Learning not training

6 Teaching and Learning Research Programme (TLRP)

7 The key issues Training: academic base or practitioner discipline 1 An economy in transition and a political history 2 Geography and distance 3

8

9  NQF level 7  Credits: (448)  SAQA approved – 11 August 2004  T & L approach :- Blended Model of Learning with a  combination of limited contact, distance learning with assignments and portfolios of evidence (POE)  Multifaculty/inter-disciplinary approach  Started January 2006 with 9 students  January 2011 – enrolled 153 students  Legislation driving Learning and Skills Development 9 Programme information BTD (Human Resource Development)

10 2011 Student demographics  Male = 123  Female =  White = 39  Black = 89  Brown = 16  Indian = 9 All 9 S.A. provinces, Namibia and Swaziland

11  learning and development specialists with minimum 3 years relevant L & D experience in the………..  mining, chemical, ETD consultants, SAQA and seta personnel, production industry, national, provincial and local government, parastatal and………..  students represent more than 60 different organisations 11 Student profile Adults in full-time employment

12 MODULES AGLE 111 OPLN 111 OPLN 211 OPLN 311 IOPS 111 LARM 111 PSDT 111 UNIT STANDARDS Multifaculty/interdisciplinary

13 Programme evaluation 13 Internal Programme Evaluation 2009 – review of internal status Canadian – 2010 part of international benchmarking External Programme Evaluation 2011 – review of internal and external status

14 Curriculum layout Average of 9 semester modules per year Unit standard based – emphasis on theory and not so much skills - this must be practiced in the workplace and monitored by a mentor Programme and module outcomes Combination of training and development modules, human resource studies, philosophy of the world of work and academic literacy 14 OBET – Outcomes-based education and training

15 Mode of delivery 4 x 1 week sessions per year – 2 weeks per semester  1st semester (Jan to June) January – registration and orientation April – vacation school  2nd semester (July to October) July – orientation September 15 Vacation school model

16 scoping of assignments for new semester in each module discussions on time management, plagiarism, study methods, tasks and responsibilities as students and us as lecturing staff 16 Vacation school format Orientation sessions at start of each semester

17 plot one module per day from 08h00 to 17h00 write a class test on demarcated work feedback on assignments completed group work on typical case studies and scenario analysis of real workplace situations each group selects a spokes person to present their findings on flipchart examination papers are based on these discussions 17 Vacation school format Typical layout of school contact session

18 combination of different approaches self-regulating learning self-directed learning problem-based learning assignments – combination of theory and practical workplace application and implementation 18 Teaching and learning Blended model of learning combination of limited contact sessions and distance learning

19 Assessment index, introduction and conclusion; body of theory based on academic literature; technical aspects (structured layout, source referencing, academic writing style, bibliography, grammar and spelling. 19 Assignments and/or portfolios making use of rubrics for allocating marks Examinations: a combination of a rubrics and a memorandum – students must always incorporate examples of practical implementation and application

20

21 Terms used in articles

22 trainers must no longer regard their activities as the sun round which learner planets revolve The changing world of the trainer

23 Thank you


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