Professional Documents
Culture Documents
3
CT1: Plan Adult Learning
Activity Assessment
Activity Assessment
Activity Assessment
Activity Assessment
Skills
- Knowledge – Demonstration – Practice - Feedback
Attitude
- Knowledge – Skills – Modification of Attitudes – Habit
Formation
10
Purpose of Training in an Organisation
Intervention
Training Gap
Training
Or
Training Need
K, S, A & H
required by the
job
Present
K, S, A & H
Of the person
11
Contributions from Training
Retraining to
Meet Changes
Career
Advancement
Improve Job
Performance
Induction of
Newcomers
12
A Competent Trainer
A. Roles of Trainers
B. Changing Roles of
Training in Organisation
C. Competencies for
Trainers
13
Roles of Trainers
• Lippit and Nadler (1967)
- A learning specialist, an administrator and a
consultant.
• Chalofsky and Cerlo (1975)
- A learning specialist, Consultant, Program
Manager & Administrator.
• White (1979)
- 9 key functions
• ASTD (Baird, Schneir & Laird, 1983)
- 15 distinct roles of trainers
14
Competencies for Trainers
McLagan & Bedrick (1983)
Competencies is “the knowledge and
skills which are key to producing the
critical outputs of the training &
development field and its role”
15
Competencies for Trainers
• Houle (1980)
1. Mastery of theoretical knowledge.
2. Capacity to solve problems.
3. Use of practical knowledge.
4. Self-enhancement.
• Gayeski (1981)
1. Management
2. Training / communication skills.
3. Design and production materials.
4. Selection and evaluation techniques.
• ASTD (McLagan & Bedrick, 1981)
- 23 competencies for training and development (pg 1.2/5)
16
ASSESSMENT
Think of the roles of training in your
organization
1. What are the roles of trainers in
the training programmes?
2. List the competencies for each role
17
Viewpoints of Adult
Learning
Viewpoints:
•Humanist
•Cognitive
•Behaviourist
•Social Learning
18
ASSESSMENT
Provide examples of training courses
or parts in a training session in which
the different types of trainer’s
viewpoints in training
1. Humanistic
2. Cognitive
3. Behaviorist
4. Socialist
19
3 distinct categories of learning
• Knowledge Learning
• Skills Learning
• Attitude Learning
20
How Adults Learn
• Context
• Bit By Bit
• Preparation
• Practice
21
Why Adults Learn
• Incentive
• Encouragement
• Acknowledgement
22
Children Vs Adult Learning
Children Adults
• Rely on others what • Decide for themselves
needs to be learned what need to be learned
• Accept information at • Validate information based
face value on experience
• Expect immediate
• Expect their learning to application
be useful later
• Have much past
• Little or no experience experience
• Lack of knowledgeable • Able to serve as
resources knowledgeable resources
Malcolm Knowles - “Theory of Andragogy”
Adults Learning Principles
ontrol
ctive involvement
elevance
xperience
ncouragement
einforcement 25
• Needs of Adult Learners
• Barriers to Learning
27
Special Needs of Adult Learners
• Poor education
• Low confidence levels
• Learning barriers
• Cultural differences
• Previous ‘bad’ experiences
• Age
• Physical disability
• Level of reading or writing skills
• Other learners
28
Learning Styles &
Instructional Styles
Learner Profiles
A summary of collected information of the
average details of the learner or client group
Learning Styles
Questionnaires
Learning Styles
Activists Reflectors
“Be Cautious”
“I’ll try anything once” Review the experience
Have a new experience
Theorists Pragmatists
“If it is logic, it is “There is always a better
good” way. If it works, it’s
Conclude from the good”
experience Try out the experience
V.A.K Types of Learner
Visual Learner
Auditory Learner
Kinesthetic Learner
ASSESSMENT
How do the 6 characteristics of adult
learners influence the instructional
styles of a trainer ?
Control
Active involvement
Relevance
Experience
Encouragement
Reinforcement
32
WHY TNA ?
• Clear indication of what to include in
training program
• Identify training gap
• Guidance on delivery methods
• Knowledge of Client Group
• Assists in ensuring learning transfer to
workplace
• Helps when evaluating training program
ASSESSMENT
1. List some symptoms of
performance deficiencies in
organizations
2. Think of situations which would
not respond to training
34
Performance Deficiency
High staff turnover Increase in scrap
Decreased product
profitability Untidy work
Increased accident environment
rate Unsafe work
Frequent equipment practices
changeover Lack of motivation
Poor staff relations Quality problems
Machinery Grievances
downtime increased
Increased litigation
NOT Response to Training
Obsolete equipment
Lack of management policies
Little demand for product - unfashionable
Lack of support systems - resources
Changes of external factors - government
policy
Not competitive pay levels
Unclear / complex Standard Operating
guidelines
Unclear line of reporting
Training Needs Analysis (TNA)
A training needs analysis is a
systematic approach to analyzing all
the issues of the training needs.
Focus of training need:
• Organisational
• Departmental or Occupational
• Individuals
37
Organisational Training Needs
Required Actual
Competencies
Minus
Performance
Equal GAP
RC - AP = GAP
Identifying Current
Competencies
Self Assessment
Phone Survey
Questionnaire
Work Sample
Superior Assessment
Workplace Observation
Focus Group Interview
Critical Incident interviews
One to one interviews
Nominal interviews 42
SELF ASSESSMENT
ADVANTAGES DISADVANTAGES
• Ownership & Non- • Under/Over estimation
threatening of abilities
• No peer pressure • Unreliability of
• Relatively lower Evaluation
cost • Pressure if time frame
is unrealistic
PHONE SURVEYS
ADVANTAGES DISADVANTAGES
ADVANTAGES DISADVANTAGES
• Reach a large pool of • Questions need time for
people in a short time development
• Relatively inexpensive • Low return rates
• Data easily evaluated • Difficult to get the causes
& summarised of problems or possible
solutions
WORK SAMPLE
ADVANTAGES DISADVANTAGES
• Quick Assessment of
outcomes
• Not observing
• Assessment of processes
peoples’ learning
styles • Not focusing on
team/individual
• Identifying quality,
performance
culture & language
ASSESSMENTS FROM
SUPERIORS AND / PEERS
ADVANTAGES DISADVANTAGES
• Directly link to work • Biasness
performance - Valid • Too narrow focus on
• Holistic assessment in specific departmental
terms of 360 degree areas
views - Reliable • Difficult to assess
• Continuous peers
observations – Informal
assessments
OBSERVATION
ADVANTAGES DISADVANTAGES
• Minimises • Require skilled
interruption of observer with process
workflow & content knowledge
• Generates real life • Collect data only
data within work setting
• Check on attitudes • ‘Spying’ connotation
with repeat
observations
FOCUS GROUP
INTERVIEW
ADVANTAGES DISADVANTAGES
• Expert Advice • Carry a built in bias,
• Able to solve tend to see training
problems from needs from own
different perceptions perspective
• Able to explore • Non representative
different viewpoints • Partial picture
CRITICAL INCIDENT METHOD
ADVANTAGES DISADVANTAGES
• Able to track the • Difficult to wait for the
sequence of events right incident to
• Identify the identify performance
performance problems problems
accurately
STRUCTURE ONE TO ONE
INTERVIEW
ADVANTAGES DISADVANTAGES
• Can reveal feelings • Time consuming
• Probe causes of • Difficult to analyse data
possible solutions to • Clients are self conscious
problems • Need skilfull trainer to
• Opportunity for generate data without
Trainer to represent suspicion, self-
personally to client consciousness etc.
NOMINAL TECHNIQUE
ADVANTAGES DISADVANTAGES
• Easier to collect • Lack of subject matter
information from a experts.
small group • Lack of benchmarking
practices
• A group in the same
department has
common goals
ASSESSMENT
53
Training Options
Questions to be addressed
• Competencies required
• Learning preferences
• Organisational support
• Relationship of program to others
• Advantages of training methods
• Expected improvements
• Consequences if no training done
Sources of Information
58
STRATEGIES TO OBTAIN
INFORMATION
UNOBTRUSIVE OBTRUSIVE
•Observation •Questionnaire
•Print media •Key consultations
•Records, Reports •Interviews
•Work samples •Group discussion
•Skill tests
Outcome of Needs Analysis
Competency Definition
“A competency comprises the
specification of knowledge and skills
and application of that knowledge and
skill within an occupation or industry
level to the standard of performance
required in employment.”
61
UNIT
62
ELEMENTS
63
PERFORMANCE CRITERIA
64
RANGE OF VARIABLES
65
EVIDENCE GUIDE
Performance standards
Sub Tasks / steps
Enabling requirement
Tools / Equipment / Materials.
References
68
Types of Standards
69
ASSESSMENT
70
Program Structure
• A title
• Rationale / Objective
• Preamble / Benefits
• Learning Outcomes
• Assessment Criteria
• Condition Statements
71
A Title
72
Rationale / Objective
Broad outcomes of a
training program.
Include philosophy,
type of client group.
73
Preamble / Benefits
74
Learning Outcomes
“ A learning outcome is a
statement which describes any
expected change in the skills,
knowledge, or attitudes to be
achieved by a learner upon
completion of a training
program.”
75
Assessment Criteria
77
Condition Statements
78
Classification of
Action Verbs
• Cognitive Domain
Knowledge – concerned with remembering and
processing information
• Pyschomotor Domain
Skills – concerned with practical activities
• Affective Domain
Attitude – concerned with attitudes and values
79
ACTIVE VERBS
Knowledge
judge
state write classify
list recall describe
name
identify explain
combine
interpret organise
justify
select evaluate
predict
analyse contract recognise
compare
discuss Skills
Attitudes
listen align join
state apply open
accept be aware close replace
judge decide measure out
change influence remove repair
reject associate repair load
receive adapt construct manipulate
determine assemble operate
adjust
80
ASSESSMENT
• Learning Outcome
• Assessment Criteria
81
Course Structure /
Program Components
• Training Objectives /
Learning Outcomes
• Assessment Criteria
• Who should Attend
• Training Programme Outline
• Methodology
ASSESSMENT
83
Learning Pathway
• Adult learning
principles
• Learning Styles
Preference
• Potential Barriers to
learning
84
Robert Gagne’s 9 Events of Instruction
1. Gain Attention
2. Inform Learners of Objectives
3. Stimulate Recall of Prior Knowledge
4. Present the material
5. Provide guidance for learning
6. Elicit performance
7. Provide Feedback
8. Assess performance
9. Enhance retention and transfer
85
Flowchart
in Developing Module
1. Competency Standard
2. Learning Pathway
3. Module matrix
4. Sequencing
• Hierarchical
• Sequential
• Job Order
• Priority
• Topical
Hierarchical
Example 1
Customer
Centric
5. Plant Visit
Job Order
Make up a hotel guest room
Example 2
1. Analyse the room layout
4. Update records
Sequential Approach
Retail Operation
Example
1. Daily Operation
Part A
Part B Service
Experience
Priority
Creative Problem Solving
Example
2. Identify the Wish / Goal / Issue
3. Idea Generation
4. Plan for Action
Techniques
1. Divergent &
Convergent Tools
Topical
Contoh 1
Cause &
Effect
Bar Chart Histogram
7 QC
Pareto Tools Fishbone
Diagram Methods
Scattered
Pie Chart
Diagram
ASSESSMENT
Training Sequencing
94
Learning Resources
95
Adding Variety to Resources
Fill in
Designs Summary
96
COPYRIGHT
97
Training Resources &
Training Methods
1. Whiteboard 1. Lecture
2. LCD Projector 2. Role Play / Simulation
3. OHP 3. Experiential Games
4. Handouts 4. Group Discussion
5. TV / Video 5. Demonstration
6. Graphs / Charts 6. Management Games
7. Tape / CD 7. In-Tray / In Basket
98
Criteria in Selecting Resources
• Learning Outcomes
• Group Size
• Availability of Learning Resources
• Trainer’s expertise
• Mobility
• Training duration
• Noise level
• Cost of resources
• Participant’s literacy level
• Reusable
• Personal preference
• Size and space
99
ASSESSMENT
Develop an Implementation Checklist of
Resources & Methods for your own
training course
100
Assessment Overview
What is Assessment?
The process of collecting evidence
& making judgments on whether
competency has been achieved on
the basis of a performance of a
person (as set out in a standard)
101
Assessment Overview
The Role of Assessors
Interpret the assessment criteria or
competency standards
Apply relevant assessment techniques to
gather evidence
Make a fair judgment
Apply effective interpersonal skills
Use constructive feedback and questioning
skills
Observe legal responsibilities
102
Assessment Overview
Legal Responsibilities
Familiar with legal requirements
No unsafe conditions during workplace
assessments
Do not discriminate against candidates – Sex,
age, gender, race and background
103
Planning the Assessment
104
Planning the Assessment
• Sharing information about the assessment
• Pre-Assessment briefing
• Identifying evidence gathering opportunities
(Holistic approach)
• Assessment schedule
• Providing feedback
• Administration
• Reviewing the assessment
105
ASSESSMENT
Planning Evidence Gathering
• Choose a unit of competence
• Decide on the evidence
• Classify those competencies into MUST /
SHOULD and NICE TO BE ASSESSED
• Choose evidence that is valid & reliable
• Determine the amount of time
• Determine the evidence gathering methods and
develop an Evidence Matrix
106
Develop Assessment Tools
107
Assessment Tools
Checklists
Questions
Portfolio
Case Studies / Scenarios
Projects
Simulations / Role Play
Observation Guides
108
Checklists
Essential for Valid & Fair assessments
List the desired evidence in logical order
Group check points under heading where relevant
Think holistically
Be creative & keep it simple
Leave room for comments
Columns for -
Competent , Not Yet Competent , Not Assessed
Candidate & Assessor to sign
Information to indicate the number of assessment
attempts
109
ASSESSMENT
Developing Checklist
110
Written Questions
112
Matching Pair Questions
SAMPLE:
Countries Town/City
Malaysia Bandar Seri Begawan
Singapore Shanghai
Thailand Hat Yai
Indonesia Kobe
Vietnam Seoul
Taiwan Taipei
China Geylang
Japan Hanoi
South Korea Bandar Aceh
Seremban
Yangon
113
True or False Questions
SAMPLE:
Ipoh has a higher population than Johor
Bahru.
114
Multiple Response Questions
SAMPLE:
Which of the following towns are in Selangor,
Malaysia?
(Tick 4 correct answers)
_______ Sepang
_______ Seremban
_______ Kajang
_______ Putrajaya
_______ Nilai
_______ Shah Alam
_______ Sabak Bernam
115
Short Answer Questions
SAMPLE:
Name three districts in Johor.
1. ________________________________
2. ________________________________
3. ________________________________
116
Completion Questions
SAMPLE:
117
Essay Questions
SAMPLE:
Predict what would happen if Malaysia
increased its migrate intake from 20% to
50% per annum.
Aim to focus on six key factors. Length
approximately 1,000 words.
(20 marks)
118
Oral Questions
• Lower order or Recall Questions -
recall factual information
119
Oral Questioning
Example of Recall Questions:
How do you communicate the key
message?
What types of evidence are you gathering?
Name 2 different styles of questioning that
you use
120
Oral Questioning
Example of Contingency Question:
121
ASSESSMENT
1. Write out a recognition written
question & answer
2. Write out a recall written question &
answer
3. Write out an oral question and answer
– low order question
4. Write out an oral question and answer
- contingency question
122
Organise & Conduct the
Assessment
Organise Resources
• Physical resources
• Human resources
• Time
• Assist other assessors
• Check that workplace is
safe, secure & suitable for
assessment 123
Inform Relevant People
Prior to Assessment
• Candidate
• Workplace Supervisors
• Managers
• Trainers
• Subject Matter Experts
(Technical experts)
• Specialised personnel
• Others
124
Pre-Assessment Briefing
General Information
• Reasons for having competencies &
assessment in their organisation
(Purpose)
• The structure around competencies
• What happens if deemed ‘ Competent ’
or ‘ Not Yet Competent ’
• Review / Appeals mechanism
125
Pre-Assessment Briefing
Specific Information
• The times & dates for assessment
• What is being assessed
• What performance is expected
• How the assessment will be conducted
• How the evidence will be gathered
• How the judgement of competency
is made
• Arrange for feedback
126
Pre Assessment Briefing
A collaborative approach.
Important for candidate to feel
involved & have ownership in
assessment process
127
Put the Candidate at Ease
• Explain the collaborative approach
• Help the candidates be able to demonstrate
their competence
• Summarise the assessment & expectations
• Ask the candidates questions to check
understanding
• Ask the candidate if they have any questions
128
Gather Evidence
129
When to Stop an Assessment
• Any breach of safety
• Equipment breaks down
• Candidate becomes stressed or requests
that assessment be stopped
• Clear evidence of non-competence
• Chance of damage to property or equipment
• Assessment is having an effect on
production
130
Special Needs of Candidate
• Language Problems
• Others
131
Document the Evidence
In dispute – the evidence need to be reviewed
by another assessor.
Checklist - Leave room to make comments
Assessor – Write down comments & key
points
Provide specific & relevant feedback
Formal recording
Summary of evidence
Signed by both parties
132
Simulation: Pre-assessment
Briefing
133
Provide Feedback
134
Provide Feedback
Assessor should -
135
Provide Feedback
138
Obtain Agreement
• Obtaining agreement -
particularly important in feedback session
where further action required by Candidate
139
Record, Review & Report on
Assessment
Record Results
• Accurate & complete records of
assessment very important
• Allow time at end of feedback session
- to complete necessary paperwork
• Record accurately results of
assessment
140
Review and Report on
Assessment
Assessors should -
• Self reflect on process
• Seek feedback from Candidates
• Seek feedback from Co-Assessors
• Invite comments from other relevant people
141
Review the Assessment
The aim of the review or
evaluation is to continuously
improve the assessment
process.
142
Developing a Review Strategy
INTRODUCTION
BODY
CONCLUSION
145
INTRODUCTION
Interest
Need
Timing
Response
Outcome
146
BODY – Information Session
147
BODY – Skills Session
148
How to sequence content
149
Selecting Information
• MUST KNOW
• SHOULD KNOW
• NICE TO KNOW
150
CONCLUSION
151
Slides should
emphasise . . .
Key Words
Size
Fonts
Colours
152
Slides should have
only . . .
153
Sight is our most powerful sense
..
1% through taste
1.5% through touch
3.5% through smell
11% through hearing
83% through sight
154
On Slides . . .
155
Training Methods
DEMONSTRATION
TELL
SHOW
DO
156
QUESTIONING provides:
• Feedback
• Participation
• Clarification
• Focus of key points
• Sequence
• Diagnosis of problems
• Evaluation of learners
• Information on progress
• Two-way communication
• Thought processes
157
TYPES OF QUESTIONS
• OPEN questions
E.g:1. Outline the advantages of using this machine
2. Describe the steps that you would like to take
if this piece of machinery broke down?
3. Summarise the underlying causes of conflict
between two parties
• CLOSED questions
E.g:1. Do you have a license to drive a forklift?
2. What piece of equipment should be used next?
3. Is this amount to go on the Debit or Credit side of
the Ledger?
158
PHRASING YOUR QUESTIONS
PLAN your questions
• Relate to learning outcomes
• Write into session plan
• Mix types
• Keep wording brief and clear
• Use key words
• Ask one question at a time
• Avoid questions requiring a choice of two given
answers
• Draw on participant experience
and
BE CLEAR ON THEIR PURPOSE! 159
QUESTIONING TECHNIQUES
Ask (Pose)
Pause
Pick
160
Focus FEEDBACK on:
• Behaviour NOT learner
• Work NOT worker
• Observations rather than inferences
• Specific observable behaviour
• Descriptions NOT judgments
• Sharing rather than giving
• Amount of useable information
• Future rather than past
• Something to praise
• Positive suggestions for improvement 161
PRESENTATION SKILLS
• Body Language
• Movement
• Gestures
• Eye contact
• Voice
162
ACTIVITIES IN TRAINING
Icebreakers
Small group work
Brainstorm
Recall
Video
Mind Maps
Handouts
Overheads
Flip charts
Questioning
Discussion
Case studies
Warm ups
Role plays
163
Advantages of Group Methods
• Greater resources
• Instant help
• Benefit from experience of others
• More stimulating
• Higher quality decisions
• Support mechanism
• Influence attitudes
• Increased fun
164
Promoting Learning
• Active Learning
• Meaningful Learning
• Multi-Sense Learning
• First & Last impression
• Practice & Reinforcement
• Feedback
• Reward
165
Encourage Learner’s Participation
• General Strategies
• Tactics to Increase Learners’
Participation
• Tactics to Keep Learners
Talking
166
Obstacles in Intercultural
Communication & Understanding
• Language
• Non-verbal
• Preconceptions & Stereotypes
• Tendency to Evaluate
• High Anxiety
167
TRAINING CYCLE