M2 Notes

Contextualization
-Organization
-Audience, MPV, SOP, Scope of work etc
-Industry
-Autentic learning, iger le!el role-play etc
-"egal
-#$g$ %nancial institutions, le&on law, safety'co&pliance etc
-"earner
-See ta(le (elow
Caracteristics If &y learners are$$ Contextualize training
(y$$
#xperience "ow experience )se case studies
*ig #xperience Sare experiences
"iteracy "e!el *ig More tecnical +argon
"ow Si&pli%ed language
#ducation *ig More (reakout session
"ow ,uided teacings
Age Old -eference istory
.oung Conte&porary e!ents
Career Stage Ad!anced Strategic trusts
Middle Operational issues
/res 0asic /unctions
"earning Styles Acti!ist Acti!ity 0ased
-e1ector -e1ections'Case Studies
2eorist 3iscussions
Prag&atist #xperi&ental'-ole Plays
O!erlap of nu&erous caracteristics 4e$g$ age and career stage, education
5 literacy6
7at oter caracteristics a8ect te design of a learning experience9 *ow
do te factors interact and a8ect eac oter9 Multiple factors co&plicate
te design, (ut tat is reality$
,i!en a reser!ed personality, te indi!idual sould (e gi!en &ore
opportunities to do group presentations tat reduce teir syness 4o!er
ti&e6$ Sould tese indi!idual caracteristics (e ignored and :force; te&
to adapt to M. training experience 4e$g$ getting sy people to present, or
older people to use tecnology etc6$
7e need to (alance wat learners want to learn and wat tey need to
learn$ *ow do we fra&e te training were te people tere do not want
to learn it, (ut need to learn it$ )lti&ately tere is no ard and fast rule,
no instruction &anual for training< tere are +ust principles (y wic
educators in te past a!e approaced its design, (ut plenty of roo& for
trial and error, and plenty of opportunities for 1exi(ility$
/actors 7at kind of training to de!elop if$$$
Ideal Constrained
=$ Venue
More conduci!e
en!iron&ent
-eplicate working
en!iron&ent
/ewer acti!ities
>$ 0udget
More custo&ized
training 4e$g$
&ore recognized
trainer, take into
consideration
learner
preferences etc6
More generic
training 4one size
%ts all6
?$ Pysical -esources
Create &ore
realistic
en!iron&ent
,reater use of
tecnology
"ower tecnology
usage 4e$g$
ardcopy notes,
1ip carts etc6
@$ 2i&eline
Spend &ore ti&e
on A33I#
co&ponents
2ouc 5 go
A$ 3uration
Co&preensi!e,
co!ers te wat,
wy, ow
Only co!ers (are
essentials
B$ Class Size
Co&forta(le
enoug to
facilitate
discussions 5
saring of
experience
"ecture style
More
instructional in
nature, less class
participation
Possi(ility for =
on = &entorsip
and igly
specialized
learning
-#CAP is !ery i&portant$
John Kellers ARCS Model of Motivation
Attention
o 7at can I do to capture te interest of &y learners9
Sock 5 awe, pictures tat will &ake te& sit up and
open teir eyes 4i$e$ wake up6, usage of !ideos and
pictures
o *ow can I sti&ulate furter interest in te topic9
Pro&otion if tey are a(le to successfully (eco&e
COMP#2#C2 in te !arious &assage styles, pose
Duestions for te learners to sol!e tat &ay or &ay not
go against teir pre!ious experiences
o *ow can I &aintain teir attention trougout te lesson9
*a!e a &ix of teories and e!en &ore practice 4(ut te
practice &ust (e interacti!e6$ ,i!e all learners a cance
to try and !oice opinions$ )se te ?E&in practice, (reak
A&in, or teac @A&in, (reak =A&in rule 4*a&Fs -ule6$
Mix and &atc acti!ities, e$g$ role plays, s&all group
discussions, case studies
Relevance
o *ow can I (est &eet &y learnersF needs9
2ey will need to (e pro%cient in &assages and
escorting to get (usiness, if tey want &oney, tey
need to (e great in ser!ice
o *ow can I link &y instruction to &y learnersF work9
2is training is crucial and essential to teir work
o *ow can I link te instruction to te learnersF experiences9
All te learners in te class a!e ad no experience in
te escorting line, altoug so&e a!e (een in te
ser!ice line prior to +oining$ )se case studies to draw
di8erent opinions fro& tose wit ser!ice experience
and tose witout, discussions on weter te escorts in
te case studies pro!ided te rigt ser!ice, wat was
done rigt and wat would (e done (etter$ 2ose tat
co&e fro& oter lines will (e gi!en ti&e to sare wat
professionals fro& tat industry are typically like 4since
our clients co&e fro& all walks of life6
Confdence
o *ow can I elp &y learners de!elop a positi!e expectation for
success9
2ere is a (enc&ark for passing te assess&ent, (ut
no ceiling for ow well tey can do, and ow well tey
do will deter&ine ow successful tey (eco&e as
escorts
o *ow will te learning experience support or enance te
learnersF (eliefs in teir own co&petence9
#scorts are usually ired indi!idually, te training will
gi!e eac escort a cance to practice e!eryting tat is
taugt, peer to peer support and e!aluation will elp
rectify s&all &istakes
o *ow will te learners clearly know teir success is (ased on
teir own e8orts and a(ilities9
Success G &ore (ookings
Satisfaction
o *ow can I encourage and support teir intrinsic en+oy&ent of
te learning experience9
2ey can use all tese skills in teir pri!ate lifeH "earn
tis not for te +o(, (ut for your own sex life$
o *ow can I pro!ide &eaningful opportunities for learners to use
teir newly learned knowledge'skills9
#!ery escort in tis course will get ? pro!isional :dates;
wit co&pany sta8 and friends 4=$ C#O, >$ *iring
&anager, ?$ 0ig 2iger-regular custo&er6
o 7at will pro!ide rewarding conseDuences to te learnersF
success9
0etter escorting skills G &ore (usiness for te&
Activity Advantages Disadvantages
Case
Studies
-eal life scenarios
3raws on successes'failures
of oters
Application of skills 5
knowledge
Sare experiences
/ocus on salient points
Can (e selecti!e 5
contextualized to draw
particular lessons
Migt not (e co&pletely
rele!ant
Can (eco&e o(solete
May not (e replica(le
*istorical data
Ceed to (e contextualized
A lot of e8ort to de!elop
May draw on te wrong
lessons
Role Play
Interacti!e
Autentic, ig transfer of
learning
Creati!e pro(le& sol!ing
/or& of acti!e learning,
encourages re1ection
3eparture fro& class roo&
Visual learning 4for acti!ist6
Scripted scenario wit
para&eters tat are not
natural
-eDuires set up and
facilitators
3ependent on learner
personality
3isplay of acting skills
*indrance to tose wit
poor co&&unication skills
Written
Quiz
O(+ecti!e I test of
knowledge'understanding
#asy ad&inistration
,ood for
recap'consolidation of
knowledge
Ceutral for& of assess&ent
4not dependent on
personality6
More autentic in
perspecti!e
3oes not test application
Si&ply test of &e&ory
Su(+ect to interpretation
May reDuire ela(orate
&arking sce&e
Cot interacti!e'no tea&
work
Co saring of knowledge
Simulation
Close to real life
Capture attention
Contextual learning
*ands on'practical learning
Allow atte&pts witout fear
of failure
Cot constrained (y ti&e and
space
Progra&&ed to &ultiple
scenarios
Cot close enoug to real
life situations
Costly, not always
a!aila(le
Constrained (y nu&(er of
scenarios as opposed to
in%nite possi(ilities in real
life
2i&e consu&ing
Capture attention of
learners
e!ture
"arge class size possi(le
"ess costly, fewer resources
reDuired 4e$g$ !enue, setup,
etc6
Co need to ire trainer
Specialize'tecnical'knowle
dge
Allow trainer to deter&ine
context, organization, pace
and direction
Most eJcient &etod of
:training;
0oring
Co participation
Co feed(ack on
e8ecti!eness of
knowledge transfer
3oes not &oti!ate
learners
Knowledge o!erloading
"ow retention
-eDuires trainer wit good
speaking skills
Cot suita(le for ig
le!el'a(stract ideas
"ames
A(le to engage large class
sizes
2ends to get positi!e
reactions
#xperiential learning
*igly interacti!e
"earners tend to pay
attention
Acti!ity (ased
Sti&ulating learning
*a!e outco&es 5 feed(ack
-isks +ust a!ing fun if not
aligned wit learning
o(+ecti!es 4easy to get
carried away6
-eDuires careful planning
5 conduct
2ends to (e do&inated (y
asserti!e indi!iduals
3istractions
"rou#
$is!ussion
s
Saring of experiences
Collecti!e saring of ideas
0rain stor&ing
Can (e do&inated (y an
indi!idual
Can get side tracked
0etter clari%cation of dou(ts
#!eryone can speak out in
s&aller groups
Synergistic
/ocus on logic'pro(le&
Create con1icts
#ncourage loafers in (ig
groups
-a&(lers
)neDual contri(utions
-anging disagree&ents
%rainstorm
in&
Variety of ideas
More participation
/reedo& of speec
#xpansion of ideas
Synergy
#asy to learn 5 teac
#asy to prepare lesson plan
Co +udge&ent
#!eryone gets to contri(ute
Inclusi!eLno (ad ideas,
only (etter ones
3o&inant persons
3ependent on personality
2i&e consu&ing
Irrele!ant !iews
)neDual contri(ution
3i!isi!e !iews
Sour relationsip
Cot te &ost producti!e
Can get side tracked
$rill '
Pra!ti!e
Muscle &e&ory 4troug
practice6
/a&iliarization of acti!ity
3e!elop &astery
Senior learners
Instill discipline
"earning retention
2rain learners to react to
#asy to lose &oti!ation
2i&e consu&ing
)na(le to react to new
situations'sudden canges
-egi&ental
0oring
-epetiti!e
"earning potential li&ited
i&portant situations
,ood for tecnical skills
if errors repeated
Only good for tecnical
skills
Sti1es creati!ity 5 tinking
$emonstra
tion
Sa!e ti&e
Visual &etod of learning
3e&onstrates ideal
practices
I&pactful
Cot dependent on literacy
le!el
Sow 5 tell
#nances learning (y seeing
5 earing
Can generate a great deal
of interaction 4entusias&
for practice6
Cot interacti!e
3irecti!e, &igt not (e
e8ect in transfer of
knowledge
Ceeds facilitation
Migt a!e low learning
retention
2i&e sortage
If too &any participants,
&igt not a!e enoug
ti&e for all to practice,
so&e &igt adopt wrong
tecniDues
$e(ate
Clarity of tougts
3e!elop con%dence'pu(lic
speaking skills
#ncourage deeper tinking
into (ot side of an issue
#ncourages researc 4self
directed learning6
Stand(y your !iews
2ougt pro!oking
-owdy
Out of topic'get carried
away
2est of argu&entati!e
skills
Personality dependent
4sy'intro!erts get left out6
2i&e consu&ing
/a!ours tose wit good
co&&and of language
4ig literacy6
/act twisting
-eDuires a lot of
preparation
Confrontational
Peer
)ea!hin&
Saring of knowledge
"ess inti&idating
3o not reDuire specialist
knowledge
Self paced
#Jcient for si&ple
knowledge 5 tasks
"ow trainer-trainee ratio
Allow &aster-apprentice
relationsips
Can (e inspirational
0lind leading te (lind
-estriction of knowledge
Co control o!er watFs
sared
Co
structure'plan'o(+ecti!e
Inti&idating
Personality dependent
4can (e depressing6
Se*uen!in&
2opicalM Old acta, &odule (y &odule
SpiralM Scool exa&ple, e!ery pri&ary le!el learn all su(+ects, next le!el
sa&e su(+ects (ut increased diJculty
/orward cainingM Step =, Step =N>, Step =N>N? etc
0ackward caining 4Sca8olding6M -e!erse order, (ut at eac stage of te
process, learners co&plete te wole task, wit decreasing assistance
fro& te trainer
*ierarcical seDuencingM Present &a+or su( steps separately (efore
integrating te&
,eneral to detailed SeDuencing
Si&ple to co&plex SeDuencing
Known to )nknown SeDuencing
Gagnes Nine Events of Instruction + Kolbs
Experiential earning
)nderpinning Knowledge 4)K6M Knowledge tat is te (asis for (eing a(le
to do te learning o(+ecti!e 4"O6$
=$ 7at is te purpose of te acti!ity9
>$ *ow to run te acti!ity9
?$ 3e(rie%ng te acti!ity
Day 3 Opening Questions & Refections
=$ = ting you are going to try applying in your work9
a$ 2o contradict so&e of tese teories and see ow it turns out
>$ = ting you learnt tat surprised you9
a$ *ow tey &anaged to condense wat takes years of trial and
error into suc a sort course, and ow te (est trainers of
tis era were ne!er acta trained
2e AC2A course co!ers &any principles of learning and ow to adapt to
te pro%le of our learners$ 7ould it (e possi(le to extrapolate tese
teories to oter aspects of life9 /or exa&ple parenting9 )sing te 1ow of
a :good; instructional design to :teac; or :train; our cildren to do
certain tings9 7at a(out re!erse training9 /or exa&ple, if a particular
training course is not :ideal;, we can use so&e of te teories to &ake
te learning (etter for oursel!es9 0y creating situations were we are a(le
to learn (etter9
Many of us see& surprised (y te a&ount of e8ort tat it takes to create a
training progra&&e$ Is tis a su(tle goal of te AC2A progra&&e9 2o sift
out te people wo are truly serious a(out training and tose wo tink
itFs a Duick (uck$ 7at is te ulti&ate goal of te AC2A progra&&e, and
wat are te goals for eac indi!idual9 7at if tese goals donFt &atc,
ow can te trainer %nd te (alance (etween tese di8ering goals9
3arren let te discussion go on and on e!en toug it wasnFt really on
topic$ 7y9 7e were (asically talking a(out pu(lic speakingH99H 72/9H
7at did e ope to acie!e wit tis li(erty for us to discuss tis9 A good
trainer allows &ore experienced trainees to teac wat e intended to
and su&&arizes te key points fro& te session$ 2e Duestion is, ow
does e coose wat te key points are9 4#!en toug e didnFt
su&&arize or (ring out any points fro& te saring, e as done it
(efore6
"earning Progra&&es need to (e S)P#- 3#2AI"#3, detailed enoug for
any to& dick and arry can read it and conduct te progra&&es$ /or
exa&ple, if te progra&&e is a(out !ocal training, a trainer wo is not
!ocally train sould still (e a(le to conduct te !arious acti!ities (ased on
te instructions, altoug te e8ecti!eness would likely (e in Duestion$
Kol(Fs #xperiential learning :cycle;M
=$ 7at &etod'acti!ity can (e used tat can dri!e te entire cycle9
>$ 7at key Duestions could te learners (e asked9
?$ 7at are so&e of te lp tat can (e igligted9
@$ *ow could te learning (e used as part of a new experience9
-elationsip (etween O-I3 and Kol(Fs #"C