Welcome to 19 September 20151

WORKSHOP CONTENT Framing Learning Objectives Developing a Spray Diagram? Must, Should & Could Analysis? Structuring Principles Visual Aids – Use & Design Role of Feedback Factors Influencing Discussion Role of Questions In The Learning Process. 19 September 20152

DEFINITION OF `LEARNING' `Get knowledge or skill, ability to - by study, experience or being taught' `Commit to memory' `Become aware of information, or … from observation' `Receive instruction …, become informed' Oxford English Dictionary 19 September 20153

DEFINITION OF `TRAINING' A planned processA planned process to modify attitude, knowledge or skillto modify attitude, knowledge or skill through learning experiencethrough learning experience to achieve effective performanceto achieve effective performance in an activity or range of activities ….in an activity or range of activities …. to satisfy … needs of organisation'to satisfy … needs of organisation' Glossary of Training Terms 19 September 20154

BEHAVIOUR TRAINING ‘The systematic development of the attitude / Knowledge / skill behaviour pattern required by an individual to perform adequately a given task or job.’ 19 September 20155

BEHAVIOUR Knowledge - knowing what and how to do it - facts, procedures - standards - working environment Skills - having the ability to do it - physical - interpersonal, social - intellectual Attitude - willingness to do it - to people, quality, safety - willingness to change 19 September 20156

OBJECTIVE At the end of this learning unit learners will be able to... knowstate understandexplain appreciatedescribe working knowledgedemonstrate be aware ofidentify 19 September September September 20157

FOUR WAYS OF LEARNING There are at least four ways in producing relatively permanent alternations in how we do things: Being Told Imitation Trial and Error Thinking 19 September 20158

PRODUCTIVE TASK REPRODUCTIVE TASK Reproductive tasks - where there is one, clearly defined procedure or method Productive tasks - where there are alternative ways of doing the task, or where creativity is encouraged 19 September 20159

Training Methods10 LECTURE Trainer Trainees 19 September

WORD PROCESSING WP Programmes WindowsFiling Electronic Systems Paper Storage Uses Mailing Standard Letters Library Bank Incentives Work Changes RolesFatigue Training Needs Software Equipment Support People Scriptwriters Keyboard Skills Training Needs Standards Edit Facilities Modification Error Correction HardwareComputer PrinterPerformance 19 September

19 September 2015 DECIDING CONTENT – EDITING SPRAY DIAGRAM COULD MUST SHOULD OBJECTIVE 12

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STRUCTURING THE CONTENT Where a trainee is prepared for instruction where instruction is carried out and a trainee learns where instruction is consolidated and objective achieved. BEGINNING MIDDLE END 19 September

INTRODUCTION Interest - arouse the trainee's interest in learning Need - explain the need for learning Title - state the title, subject, or purpose, or aim Range - state how far, how deep, what aids Objective - observable, achievable, testable. INTRO 19 September

STRUCTURING PRINCIPLES Known Concrete General Simple Observation Unknown Abstract Particular Complex Theory 19 September

CCONTENT OORDER VVISUALS EEYE CONTACT RREINFORCE 19 September

POWER OF THE SENSES Smell 3 % Taste 3 % Touch 6 % Hearing 13 % Sight 75 % 19 September

WE REMEMBER : 10 % of what we read 20 % of what we hear 30 % of what we see 50 % of what we see and hear 19 September

PURPOSE OF VISUAL AIDS To help learning To clarify and simplify To help maintain interest To help emphasize key points AVOID Talking to them Reading them word for word Waving pointer Putting too many words on visual 19 September

RULE OF SEVEN  Not More Than Seven Words In A Line  Not More Than Seven Lines In A Slide / Transparency  Size Of Letters 7mm 19 September

SIZE OF LETTERS – THIS IS THIRTYSIX SIZE FONT  This Is Thirty Two Size Font  This Is Twenty Eight Size Font  This Is Twenty Four Size Font  This Is Twenty Size Font  This Is Eighteen Size Font 19 September

S-SUMMARY L-LINK A-ASK QUESTIONS T-TEST UNDERSTANDING E-EXTEND LEARNING 19 September 2015 CONSOLIDATE LEARNING 24

ObjectiveWhat do you want your learners to be able to DO at the end of your lecture? LearnersRange of experience? Your relationship with learners? Learning Structuring the topic EventVisual aids Timings AssessmentTests Question and answer Opinion STRUCTURING A Lecture 19 September

FEEDBACK : SALIENT FEATURES  Purpose : To Help The Receiver (Learner) To Improve  Effective Feedback Must Be Supportive Constructive Understandable Well-timed  Requires Trust  Can Be Uncomfortable & Threatening 19 September

POSITIVEOPINION POSITIVEFACTS NEGATIVEOPINIONNEGATIVEFACTS 19 September

GIVING FEEDBACK PROVIDE HELP FOR CHANGE DIRECT BUT POLITE PRESENT EVIDENCE FACTS; NOT OPINION ON BEHAVIOUR; NOT PERSONALITY POINT TO SPECIFIC BEHAVIOUR OBSERVATION; NOT INFERENCE NO VALUE JUDGEMENT PROVIDE AS SOON AS POSSIBLE REINFORCE WITH REASONS AND CLARIFICATIONS (IF NEEDED) 19 September

19 September 2015 RECEIVING FEEDBACK Be Positive to the Feedback - Value the Help Given Listen - Don't React Try to See It From the Giver's Point of View Clarify and Check Your Understanding Compare With Feedback From Others Ask for Detail Not Given Explore Options Decide Future Course of Action 29

30 DISCUSSION Trainer Trainees

31 PURPOSE OF DISCUSSION Share views Collect and generate ideas Obtain reactions or agreement Motivation Team building Quality circles Attitude change

19 September 2015Training Methods32 TWO FACTORS INFLUENCING A DISCUSSION Increasing Effectiveness Quality of Questions Group Behaviour 19 September

19 September LEARNING QUESTIONS Questions Are Used To Promote Learning. They  Challenge Assumptions;  Compare Opinions; And  Generally Encourage The Development Of A Deeper Understanding. Learning Questions Can Be Considered To Fall Into Two Broad Categories, Low Order Questions And High Order Questions.

19 September 2015Training Methods34 LEARNING QUESTIONS HIGH ORDER Stimulate thinking Build on existing knowledge Apply ideas to new situations LOW ORDER Recall of information Right or wrong answers Known or existing situations 19 September

19 September TACTICAL QUESTIONS Tactical Questions Are Used When Learning Gets Limited. They May Be Necessary To:  To Bring Participants Into The Discussion;  To Acknowledge The Contribution Of Others; And  To Get The Discussion To Move On.

19 September 2015Training Methods36 KEY QUESTIONS High order Prepared in advance Open Stimulate contributions Non-threatening Relevant to learning needs Related to entry behaviour 19 September

19 September