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Specialist Management p g Resources
14 May 2008 SMR 1
Why are we here?
•To Learn •To share •To apply •To network To •Be prepared for things you Be already know and are probably g y good at!
14 May 2008 SMR 2
Your Yo r Facilitator
•Haniffah Mariati Mohamed • Penang, Georgetown • Media Background •Associate Trainer – SMR •Assam Laksa
14 May 2008
Warm-ups Warm ps
Grab a Balloon Each! Ready, Ready Get Set Set… Listen to Instructions GO!!! Who’s Got the Biggest Balloon? Sit according to Color of Balloon Pls.
14 May 2008 SMR 4
Why Wh do we do warm ups? e arm ps?
•Preoccupation •Acquaintances •First impressions •Quick involvements •Instant Assessments
14 May 2008
Instant Assessments Please complete the PrePre Course Questionnaire 5 minutes 14 May 2008 SMR 6 .
Agenda – Da One Day Warm .ups & Intros Instant assessment Program Overview ADDIE & Design Cycle Training objectives Exercises and activities Learning Styles 14 May 2008 SMR 7 .
Programme aims: To provide a concept al pro ide conceptual framework to: Design .Determine Instructional Strategy & Contents… Develop – Prepare Training Suitable Training g g Materials 14 May 2008 SMR 8 .
LEARNING CONTRACT Give 100% participation Be on time Not put others down Handphones – silent or off H d h il t ff Honour Confidentiality 14 May 2008 SMR 9 .
COUPONS ANYONE??? 14 May 2008 SMR 10 .
NOMINATION OF 3 MANAGERS Break Manager Weather Manager Fitness Manager 14 May 2008 SMR 11 .
Why train ? 14 May 2008 SMR 12 .
Systematic S stematic Approach to Training Analyse Evaluate Design ADDIE Develop Implement 14 May 2008 SMR 13 .
ADDIE .ANALYSE Gathering info relevant to training 14 May 2008 SMR 14 .
ADDIE -DESIGN DESIGN Determine Aims & Objectives and how to obtain them Giving a Structure to Training 14 May 2008 SMR 15 .
DEVELOP Preparing the Training Materials 14 May 2008 SMR 16 .ADDIE .
IMPLEMENT Delivering the Training 14 May 2008 SMR 17 .ADDIE .
E al ate Evaluate Assessing Learners Performance and Effectiveness of Training g 14 May 2008 SMR 18 .ADDIE .
TRAINING DESIGN Not as simple and clean cut as TNA/TNI Not a finite science – mny things still unknown (about how we learn) Importance – Job & Task Analysis 2 Levels of Design – Broad Outline & Detailed Preparation SMR 19 14 May 2008 .
g . the .” y Oxford English Dictionary 14 May 2008 SMR 20 . conceived in the mind. of something to be done. preliminary conception of an idea that is to be carried into effect by Action.What is Design in Context of g Learning? “ A Plan or Scheme.
Training Design Cycle Time span Places Training Aims Training Objectives Trainers Methods and Media Sequence Order 14 May 2008 SMR Validation V lid ti Measures 21 .
Systematic approach to course y pp development Aims & Objectives CONTENT Skills Knowledge Attitude PLANNING Methods Design 14 May 2008 SMR 22 .
Systematic Approach to Course Development S t ti A ht C D l t Delivering Presenting Reinforcing Course C Evaluation & Feedback Self S lf Terminal Goals (Learning Aims & Objectives) 14 May 2008 SMR 23 .
4 of books) 14 May 2008 SMR 24 .4 P i i l Stages of Learning Unit Principal St fL i U it •Objectives •Entry Behaviour •Learning Event •Performance Assessment (Refer to Pg.
What is the difference? Aims Objectives 14 May 2008 SMR 25 .
Aims & OBJECTIVES 14 May 2008 SMR 26 .
Performance Conditions . Standards 14 May 2008 SMR 27 .Writing Objectives Objecti es Clear statements of what learners will be able to demonstrate at the end of a learning session Performance.
Performance Statements The learner will be able to drive a car. The trainee will be able to service the computer The learner will be able to shoot with a pistol 14 May 2008 SMR 28 .
write or demonstrate? SMR 29 14 May 2008 .Performance Statements Avoid ambiguous and vague statements Example: “ Learner will understand objectives” Understand? U d t d? Will learner be able to quote.
aids & manuals . 14 May 2008 SMR 30 . environment or any special physical condition. tools/equipment/clothing to be used.CONDITIONS Situations in which learner has to perform p Conditions give of information on range of learning to be covered.
. Example: .STANDARDS States minimum level of acceptable performance to be attained on completion of training.at exemplary/experienced worker standards … or can we accept lower standards & rely on experience on the job to improve standards? 14 May 2008 SMR 31 .
SMR 32 14 May 2008 .Must be able to type 40 words per minute….Accuracy .Task must be completed with no errors 2. Speed 2 S d .TYPES OF STANDARDS 1.
WRITING OBJECTIVES Key Feature of Effective Training Designer –Learner – Trainer Learner Minimum level of acceptable performance to be attained on completion of training 14 May 2008 SMR 33 .
OBJECTIVES ENABLES: TRAINER DESIGNER communicates i t LEARNER 14 May 2008 SMR 34 .
ADULT LEARNING (Malcolm ( Knowles) Changes in self-concept ( from total dependency to self-directedness) p y ) Role of Experience (provides base for new learning) Readiness to learn (oriented to real life situations) Orientation to learning (Problem focused) ( ) 14 May 2008 SMR 35 .
Types of learning Cognitive Affective Psychomotor 14 May 2008 SMR 36 .
Types of learning COGNITIVE –involves knowledge involves • recall data • define • describe • identifies 14 May 2008 SMR 37 .
Types of learning COGNITIVE – comprehension • understand the meaning d t d th i • rewrite the principles of test writing • explain in own words the steps for performing a p p g complex task 14 May 2008 SMR 38 .
Types of learning COGNITIVE – Application • apply what was learned in the classroom l 14 May 2008 SMR 39 .
Types of learning COGNITIVE –A l i Analysis • trouble shoot a piece of equipment b sing eq ipment by using logical deduction • compare and contrasts 14 May 2008 SMR 40 .
Types of learning COGNITIVE – knowledge – comprehension – application – analysis 14 May 2008 SMR 41 .
Theory Theor of forgetting Memory loss 50% 75% 90% 14 May 2008 SMR 42 .
Analytical Anal tical and Global 14 May 2008 SMR 43 .
LEARNING METHODS Analytical(L) – formal – bright – words – finish to end – quiet 14 May 2008 SMR Global (R) – informal – dim – pictures i t – multiple starter – sound 44 .
Analytical Anal tical . step by step procedures 14 May 2008 SMR 45 .learning methods Write key words and number use printed visual give clear directions and activities to be carried out use details rules directions and rules.
big picture use variety alternatives. approach 14 May 2008 SMR 46 . jokes which learners can story relate to get learners to illustrate materials and draw meaning on pictures.Global. photos present end results and overviews .learning methods Gl b l l i th d Begin with story. different y .
The 5 I’s Introduce Involve Interact Instruct I t t Intensify retention 14 May 2008 SMR 47 .
mathematical 2.Spatial 4 Spatial 5.Naturalistic 8 Naturalistic 14 May 2008 SMR 48 .Interpersonal 6 Interpersonal 7.Linguistic 3.kinesthetic 6.Musical 4.Bodily .Multiple Intelligence 1.Intra-personal 8.Logic .
LEARNING STYLES Recognition of different styles of learning can help plan courses. can assist individual development 14 May 2008 SMR 49 .
(Reflector) Reviewing the experience Stage 3 .Learning styles that relate to the t l th 4 styles Stage 1 .(Pragmatist) Planning the next steps Stage 2 .(Theorist) Concluding from experience 14 May 2008 SMR 50 .(Activist) Having H i an experience i Stage 4.
LEARNING STYLES Activist Reflector Theorist Pragmatist 14 May 2008 SMR 51 .
Which is your Learning Style? o r St le? Complete the questionnaire Do not go to next unless you have answered previous question Do not think too long your immediate long. response is most important Plot Pl t your graph accordingly h di l (15 minutes) 14 May 2008 SMR 52 .
LEARNING CYCLE INGREDIENTS 5 stages Explanation/Understanding Feedback Demonstration Practice 14 May 2008 SMR 53 .
The 4 schools of thought tho ght Behaviorism Cognitive Social learning Humanism H i Constructivist 14 May 2008 SMR 54 .
RAC people remember 3 ways – repetition – association – Concentration 14 May 2008 SMR 55 .