Presentation on theme: "What method will you prefer?"— Presentation transcript:
1 What method will you prefer? According to education expert, people only retain a certain proportion of what they taught. This proportion is depends on the methods used to train. You will remember:10% of what you read20% of what you hear30% of what you see50% of what you see and hear70% of what you see and describe90% of what you describe while you doing.
2 Understanding learning styles The learning delivery method you choose should also take into account the individual learning styles of the participants.Learning styles are the different ways that people perceive, process and learn information. Different people prefer to learn in different ways.
3 Learning styles Description Visual Auditory Kinaesthetic Tactile Visual learners like pictures, diagrams, graphs, and the use of colour to enhance their learning.AuditoryAuditory learners like to learn by listening to material. They recall information like ‘replaying a tape’ and prefer spoken delivery rather then written.KinaestheticSome people need to have continuous movement as they are studying, such as tapping there fingers or foot on the floor, fooling with their hair, using a stress ball, or chewing gum. This is absolutely natural but if they are not alone studying, make sure they do not distract others.TactileMost people learn best with hands-on activities. Some students really increase their learn potential when they are give the opportunity to do something by themselves Especially in a science classroom there should be plenty of opportunities to learn by doing.
4 What is your style?As learners ourselves, we can make our own learning more effective and more enjoyable by considering our own preferred learning styles.
5 Learning opportunities in the workplace If your organisation has a training and development department, make sure you are familiar with the way this department operates and the policies and procedures you should follow when applying for a training session.A valuable way of providing support to your team is to take advantage of coaching or mentoring opportunities within the organisation.
6 Creating program session Program session designWorkshop topicNew legislationDate and time11 July 2009, 9.30am pmVenueConference room9.30 am-9.45 amWelcome and overview9.45 am amGuest speaker10.30am-10.45amMorning tea10.45am-11.30amGroup activity11.30am-12.00pmPresentation of group reports12.00pm-12.30pmQuestion time and close
7 Session planWhether you are conducting formal training, you need to have a session plan prepared. The session plan should outline the followings:The element of the planResource materialsTraining activitiesTime and dateGoals and outcomes
8 Session plan Facilitator: John Smith Learner: AAA company graduates programElementTraining strategiesResourcesDate and placeWork within organisational requirementsWelcome session.Discuss the unitOverview the unitOverview of chapter 1Complete activity 1Complete activity 2Workbook, Induction kit,PowerPoint presentation, Computer, Projector11 NovMeeting room 2
9 Identifying resources for a learning program TimeBudgetsSupport resourcesMiscellaneous
10 TimeThere are a number of critical time consideration in the design, development and implementation of a learning program. These are:Confirm the priority:For example: whether the need is crucial and must be undertaken immediately, or it could be offered in a month, six month, etc.
11 Time cont’d Identify the length of training: For example: formal courses may range from half-days to extended programs of a year or more.Coaching or mentoring may be an ongoing process until the learning or development in achieved.
12 Time cont’d Plan for minimal disruption: For example: you might arrange a one-day training session for all team members or it might be more convenient fro one or two team members to attend over several weeks.Check the organisation’s calendar to make sure you don’t plan a session when all team members are needed at the workplace.
13 Time cont’d Set the date: After considering the likely disruptions, set the date for the learning to commence and identify when it is likely to end.Plan to record progress milestone.Checking with your manager about the availability of the staff.
14 Time cont’d Plan lead-in time: Planning lead-In time means considering all the actions you and the learners have to take before the training or development takes places.For example:The learner may have pre-reading to doConsider the administrative issuesConsider to prepare the session.Do not leave any of those tasks to the last minute.
15 The budget Confirm your allocated budget: Find out what training funds have been allocated for the year and how they have been assigned.For example: an organisation’s training budget may allocate a certain amount for one or two external training sessions and an additional amount for ongoing in-house professional development of staff for the reminder of the year.
16 The budget cont’d Research the cost of training options: Consider the following questions when research the cost of training session:Who is cost effective? In-hose experts, consultant or guest speaker.Are you willing to save money by providing cheap training which does not match your quality standards.Compare different training providers if you want to use external training.
17 The budget cont’d Compare venue costs: Think about all the different elements involved if you are hiring an external venue.Is it cheaper to hire the venue for a full day rather than a half-day?Does the cost cover the hire of equipment and catering?Are discounts offered?
18 The budget cont’d Determine the trainer’s cost: Find out what trainers and consultant charge.Do they offer a daily rate or charge by the hour?Hidden costs may include transport or accommodation, parking fees, refreshments.
19 The budget cont’d Costs and the number of people attending: If you have selected an external training program, determine the attendance costs.If you are considering a conference or seminar, think about costs involve such as travel and accommodation.
20 Support resourcesWhat training equipment and facilities are available?For example:Training materialsVideo / Audio-visual equipmentWhiteboards / FlipchartComputers, andStationery
21 Miscellaneous Consider the options for participants during breaks For example:Morning teaLunch, and afternoon teaSnack foodSelf catering or catering firm
22 Organising the learning program Good planning and organising skills are necessary to design and schedule training with minimum disruption to the work of the team and to organise the resources required.A simple checklist can help you plan a suitable learning program for the individual or team.
23 Learning program checklist Details1Name and/or team2Learning need3Objective/goal of the learning program4Learner’s learning style5Training/delivery options6Structure of program7Name of the person/organisation who will deliver the training8Where the training will take place
24 Learning program checklist Details9Resources required10Facilities available at training venue11Equipment available at training venue12The total cost of the training13Period of training14How participants will evaluate:The training itselfThe outcome of the training
25 Submitting a training proposal Rational for the programDescribe how the program will benefit the individual, team and organisationExplain why the training is neededSpecify who is being trainedTraining optionsDescribe the training and development optionsExplain why you think this the best optionExpected outcomeList the expected outcomeEmphasis how outcomes align with the organisational goals
26 Submitting a training proposal Personnel involvedList the people who will be participating in the program and their job roleExplain how long they will be away from their work dutiesResources requiredList the resources neededExplain why you have selected themTime frameDescribe the total time frameCostingInclude a comprehensive budget with costing for each component.
27 Successful learning program A successful workplace learning program is one that achieves its purpose; it:Develops new skills and knowledgeCreates a change in attitude to work or colleaguesImproves work performanceEnhances career opportunitiesFacilitates personal development
28 Evaluating different types of learning arrangements Since learning opportunities are varied, the approaches of program evaluation will differ according to the types of learning undertaken and the reasons for conducting it.
29 Learning programEvaluation approachCoachingDiscuss how the learner is adapting to the coaching arrangementsExternal training providerAsk participants to complete a questionnaire about its effectiveness and how the course could be improvedConferenceConduct a team debriefing session as well as provide a questionnaire for participants to completeJob rotation programGet report from the host organisation / department as well as a report by the employee involved in the exchange.
30 Evaluating learning arrangements by feedback Feedback helps you to determine:Whether improvements are needed to future arrangementsWhether the type of training and/or development should be offered to other staff membersHow cost-effective the training was?
31 Seeking feedbackWhen obtaining feedback from individuals or the team, make sure everyone is clear about:The purpose of the feedbackThe type of questions you are asking and why you are asking themHow you will record their observationWhat you will do with the feedback
32 Using various methods to gain feedback Questionnaire / surveyStructured discussionInformal discussionThird-party reporting
33 1.Questionnaire / Survey Questionnaire and surveys must be developed carefully.People prefer surveys that are easy to understand and quick to complete.Always be clear about how the person should complete the form. For example, do they need to circle an answer or write brief notes.If your organisation does not have feedback forms you will need to develop them yourself.
34 2.Structured discussion Setting time aside to discuss the training or development that has taken place is another way to obtain feedback.Prepare yourself for these session with a set of questions, and inform participants of what is expected from them at the session.Encourage honest response and be prepared for both positive and negative feedback.
35 3.Informal discussionYou can also learn a lot from informal discussion with people after they have returned from a course.By chatting with a coach or mentor or by asking questions as you observe people putting their new skills and knowledge into practice.
36 4. Third-party reports Feedback from third-party can tell you: Whether there was sufficient time to transfer the skills or knowledge to the participantsHow well the participants handled the learning situationWhether the course was too advanced for their abilitiesHow well the program was structured and delivered from an administrative point of view.
37 Using feedback to improve learning program Analyse all the feedback you receive, sort it into relevant categories and prepare some action plans to improve future learning program.Keep your team informed of results and explain how you will use the feedback.Constructive feedback helps you decide whether others would benefit from the same program.Negative feedback will direct your attention to areas of the program that need to be improved.
38 Assessing learning programs Observation and informal discussionDemonstrationSelf-assessmentPeer assessmentFormal meetings
39 1.Observation and informal discussion Observing the team as they go about their day-to-day activities is a simple and accurate means of measuring their level of competence.For example: if a team member has recently attended a course on organising and prioritising their workload, you should be able to see their improved planning abilities in the way:they approach their tasks;the way their workstation is organised;whether they use their time productively.
40 1.Observation and informal discussion During an informal discussion you might discover that a team member has had no time to practice the newly learnt skills because they have been too busy attending to their daily tasks.You need to address this immediately.You might discuss issues in a designated timeslot.
41 2. DemonstrationAsking team members to demonstrate their new skills and knowledge will quickly prove whether the skills or knowledge has been gained.For example: you might ask someone who has just been trained in preparing electronic presentation to develop a presentation for you.
42 3. Self-assessmentAnother approach to determine the effectiveness of learning program is to encourage the team member to monitor their own development and advise you only when issues require joint decision-making.Self-assessment tools encourage self-directed learning so participants can monitor their accomplishment of tasks.
43 4. Peer assessmentYou can approach the team and other colleagues who work with you to assess the skills of team members for an independent assessment of the person’s skills.They can use a checklist, observation, demonstration or they can answer question to indicate whether the skills have been gained and where they think improvement is needed.
44 5. Formal meetingsPerformance is also assessed at formal performance review sessions in which skills and achievements are measured against objectives and goals.This is an ideal time for the individual to discuss their progress and explain how the skills and knowledge they have learnt have helped them meet their targets and achieve the goals that were set.
45 Recording learning outcomes The ongoing recording of outcomes from learning and development programs may occur through:Copies of original training briefs, confirmations of enrolment.Feedback evaluation formsMeetings with individualsFormal performance appraisal reportsYou may need these record documents to clarify issues regarding your organisation’s learning program, the training accessed, employee qualifications and other points. Keeping records of progress is valuable for planning further training or identifying areas for future development.
46 Modifying learning plans Organisational learning and development is an ongoing process.Comprehensive evaluations of learning programs, day-to-day observations of your team and regular performance discussion all help you identify where you may need to modify your learning plans.
47 Modifying learning plans Ongoing changes such as changes in technology, management, organisational procedures and staff, need to be reviewed to determine extra learning needs.If a learning plan is modified, check the individual has altered their own plan to reflect the new arrangements.Keep a record of the changes. You may need to negotiate with the learner to adjust their plan.
48 Maintaining records of competency Some examples of records:Information from performance appraisalCopies of certificates obtained from training sessionsCopies of checklists that record skills. e.g. skills audit or training need analysis.Records of processes undertaken to recognise prior learning or current competencyCopies of documents used in programs for formal qualificationsReports of evidence provided to verify competence.
49 Importance of keeping records If achievements aren’t recorded, other supervisors or managers may have difficulty determining what type of training has been done.Whether an employee is competent in a particular area or not.Keeping record is to verify that training has taken place and the cost involved, in order to complete an end-of-financial year audit.