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What method will you prefer? According to education expert, people only retain a certain proportion of what they taught. This proportion is depends on.

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Presentation on theme: "What method will you prefer? According to education expert, people only retain a certain proportion of what they taught. This proportion is depends on."— 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 read 20% of what you hear 30% of what you see 50% of what you see and hear 70% of what you see and describe 90% of what you describe while you doing. 1

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. 2

3 Learning styles Description Visual Visual learners like pictures, diagrams, graphs, and the use of colour to enhance their learning. Auditory Auditory learners like to learn by listening to material. They recall information like ‘replaying a tape’ and prefer spoken delivery rather then written. Kinaesthetic Some 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. Tactile Most 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. 3

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. 4

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. 5

6 Creating program session Program session design Workshop topicNew legislation Date and time11 July 2009, 9.30am -12.30pm VenueConference room 9.30 am-9.45 amWelcome and overview 9.45 am-10.30 amGuest speaker 10.30am-10.45amMorning tea 10.45am-11.30amGroup activity 11.30am-12.00pmPresentation of group reports 12.00pm-12.30pmQuestion time and close 6

7 Session plan Whether you are conducting formal training, you need to have a session plan prepared. The session plan should outline the followings: The element of the plan Resource materials Training activities Time and date Goals and outcomes 7

8 Session plan Facilitator: John Smith Learner: AAA company graduates program ElementTraining strategiesResourcesDate and place Work within organisational requirements Welcome session. Discuss the unit Overview the unit Overview of chapter 1 Complete activity 1 Complete activity 2 Workbook, Induction kit, PowerPoint presentation, Computer, Projector 11 Nov Meeting room 2 8

9 Identifying resources for a learning program Time Budgets Support resources Miscellaneous 9

10 Time There 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. 10

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. 11

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. 12

13 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. 13 Time cont’d

14 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 do Consider the administrative issues Consider to prepare the session. Do not leave any of those tasks to the last minute. 14 Time cont’d

15 The budget Confirm your allocated budget: Find out what training funds have been allocated for the year and how they have been assigned. 15 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. 16

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? 17

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. 18

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. 19

20 Support resources What training equipment and facilities are available? For example: Training materials Video / Audio-visual equipment Whiteboards / Flipchart Computers, and Stationery 20

21 Miscellaneous Consider the options for participants during breaks For example: Morning tea Lunch, and afternoon tea Snack food Self catering or catering firm 21

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. 22

23 Learning program checklist Details 1Name and/or team 2Learning need 3Objective/goal of the learning program 4Learner’s learning style 5Training/delivery options 6Structure of program 7Name of the person/organisation who will deliver the training 8Where the training will take place 23

24 Learning program checklist Details 9Resources required 10Facilities available at training venue 11Equipment available at training venue 12The total cost of the training 13Period of training 14How participants will evaluate: The training itself The outcome of the training 24

25 Submitting a training proposal Rational for the program Describe how the program will benefit the individual, team and organisation Explain why the training is needed Specify who is being trained Training options Describe the training and development options Explain why you think this the best option Expected outcome List the expected outcome Emphasis how outcomes align with the organisational goals 25

26 Submitting a training proposal Personnel involved List the people who will be participating in the program and their job role Explain how long they will be away from their work duties Resources required List the resources needed Explain why you have selected them Time frame Describe the total time frame Costing Include a comprehensive budget with costing for each component. 26

27 Successful learning program A successful workplace learning program is one that achieves its purpose; it: Develops new skills and knowledge Creates a change in attitude to work or colleagues Improves work performance Enhances career opportunities Facilitates personal development 27

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. 28

29 Learning program Evaluation approach CoachingDiscuss how the learner is adapting to the coaching arrangements External training provider Ask participants to complete a questionnaire about its effectiveness and how the course could be improved ConferenceConduct a team debriefing session as well as provide a questionnaire for participants to complete Job rotation program Get report from the host organisation / department as well as a report by the employee involved in the exchange. 29

30 Evaluating learning arrangements by feedback Feedback helps you to determine: Whether improvements are needed to future arrangements Whether the type of training and/or development should be offered to other staff members How cost-effective the training was? 30

31 Seeking feedback When obtaining feedback from individuals or the team, make sure everyone is clear about: The purpose of the feedback The type of questions you are asking and why you are asking them How you will record their observation What you will do with the feedback 31

32 Using various methods to gain feedback 1. Questionnaire / survey 2. Structured discussion 3. Informal discussion 4. Third-party reporting 32

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. 33

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. 34

35 3.Informal discussion You 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. 35

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 participants How well the participants handled the learning situation Whether the course was too advanced for their abilities How well the program was structured and delivered from an administrative point of view. 36

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. 37

38 Assessing learning programs 1. Observation and informal discussion 2. Demonstration 3. Self-assessment 4. Peer assessment 5. Formal meetings 38

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. 39

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. 40

41 2. Demonstration Asking 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. 41

42 3. Self-assessment Another 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. 42

43 4. Peer assessment You 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. 43

44 5. Formal meetings Performance 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. 44

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 forms Meetings with individuals Formal performance appraisal reports You 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. 45

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. 46

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. 47

48 Maintaining records of competency Some examples of records: 1. Information from performance appraisal 2. Copies of certificates obtained from training sessions 3. Copies of checklists that record skills. e.g. skills audit or training need analysis. 4. Records of processes undertaken to recognise prior learning or current competency 5. Copies of documents used in programs for formal qualifications 6. Reports of evidence provided to verify competence. 48

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. 49


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