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PTD 712S

PTD 712S. Marcelle Martin. Assignment 1 Question 1. 1. Example. Develop learning outcomes for a Customer Care Course Satisfied Shareholders Increased Business Growth Successful Business Strategies Critical Learning Experience Reduced Risk of Business Failures Consumer Satisfaction

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PTD 712S

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  1. PTD 712S Marcelle Martin

  2. Assignment 1 Question 1

  3. 1

  4. Example Develop learning outcomes for a Customer Care Course • Satisfied Shareholders • Increased Business Growth • Successful Business Strategies • Critical Learning Experience • Reduced Risk of Business Failures • Consumer Satisfaction Determine the level, ages of expertise of learners • Via skills questionnaire – ask questions about…

  5. Question 2 • Question 2: 20 Marks • 2.1 Discuss the concepts “coaching” and “mentoring” clearly. (2) • 2.2 Select a topic to coach a fellow employee at your workplace. Design guidelines to show how you will implement coaching at your workplace. (5) • 2.3 Select a topic to mentor a fellow employee at your workplace. Design guidelines to show how you • will implement mentoring at your workplace. (5) • 2.4 After studying how to evaluate properly – you learned how to evaluate Learning and Facilitation after a training intervention. Design an evaluation form that you could use after your training intervention on Customer Care Skills. (8) • For e.g. Include questions and sections on: Overall/general comments; Selected content; Structure of workshop; Relevance of content in Manual/Material or Workbook; Understanding of participants; Conduct of the facilitator; Condition of the venue; Catering arrangements.

  6. Coaching & Mentoring • Coaching and mentoring use the same skills and approach but coaching is short term task-based and mentoring is a longer term relationship. • Differentiates between coaching, mentoring and counselling. • Coaching is task oriented. The focus is on concrete issues, such as managing more effectively, speaking more articulately, and learning how to think strategically. This requires a content expert (coach) who is capable of teaching the coachee how to develop these skills. • . It seeks to provide a safe environment where the mentoree shares whatever issues affect his or her professional and personal success. Although specific learning goals or competencies may be used as a basis for creating the relationship, its focus goes beyond these areas to include things, such as work/life balance, self-confidence, self-perception, and how the personal influences the professional.

  7. Coaching Mentoring • Coaching is task oriented. • Coaching is short term. • Coaching is performance driven. • Coaching does not require design.  • The coachee's immediate manager is a critical partner in coaching. • Mentoring is relationship oriented • Mentoring is always long term. • Mentoring is development driven. • Mentoring requires a design phase. • In mentoring, the immediate manager is indirectly involved.

  8. When to consider coaching: • When a company is seeking to develop its employees in specific competencies using performance management tools and involving the immediate manager • When a company has a number of talented employees who are not meeting expectations • When a company is introducing a new system or program • When a company has a small group of individuals (5-8) in need of increased competency in specific areas • When a leader or executive needs assistance in acquiring a new skill as an additional responsibility

  9. When to consider mentoring: • When a company is seeking to develop its leaders or talent pool as part of succession planning • When a company seeks to develop its diverse employees to remove barriers that hinder their success • When a company seeks to more completely develop its employees in ways that are additional to the acquisition of specific skills/competencies • When a company seeks to retain its internal expertise and experience residing in its baby boomer employees for future generations • When a company wants to create a workforce that balances the professional and the personal

  10. Evaluation • Course Content – relevance… • Course Material • Participant understanding • Facilitator conduct • Catering facilities • General comments

  11. Assignment 2 Pedagogy - the method and practice of teaching, especially as an academic subject or theoretical concept. "the relationship between applied linguistics and language pedagogy“ Andragogy - the method and practice of teaching adult learners; adult education. "much has been written about andragogy in general education circles over the past fifty years”

  12. Assignment 2 Q 1 • Question 1: 20 Marks • In classroom teaching at school level you became very familiar with the approach of “pedagogy” that refers to “how children learn” as you have been a learner for many years. Now you learned about adult learning and how the focus for adult learning should more be on Experiential learning methods. Answer the questions below. • Explain how “andragogy” differs from pedagogy? (2) • Explain why is it important for adult learning to make use of the andragogy approach? (2)

  13. Assignment 2 Q 1 • Pedagogy (etymology and pronunciation) is the discipline that deals with the theory and practice of education; it thus concerns the study and practice of how best to teach. Its aims range from the general (full development of the human being via liberal education) to the narrower specifics of vocational education (the imparting and acquisition of specific skills). • In correlation with those instructive strategies, the instructor's own philosophical beliefs of instruction are harbored and governed by the pupil's background knowledge and experience, situation, and environment, as well as learning goals set by the student and teacher. One example would be the Socratic schools of thought.The teaching of adults, however, may be referred to as andragogy.

  14. Assignment 2 Q1 • 1.3 Use “The Supervisory Skills Course” as an example and design four (4) activities that could be used anywhere during such a course, that shows how you can use any of the Experiential Learning Methods. You also learned about selecting and sequencing content in unit 1. Apply these steps in the selection of the most appropriate content. State clearly which content should be transferred via which specific Experiential Learning Method. (18)

  15. Assignment 2 Q 1 • For e.g. • Content: During this part of the training, adult learners will discover the importance of possessing effective listening skills. • Activity: In role-play activity the supervisor-employee relationship will be played off showing a misunderstanding and an incorrect execution of a task. After the roleplay a large group discussion will focus on what was wrong and how can it be improved and the listening skills guidelines will be listed on a flipchart.

  16. Assignment 2 Q 2 • Question 2: 10 Marks • 2.1 Design a Training Checklist for your training session. (5) • 2.2 Design a Training Venue Checklist to ensure that your venue meet all requirements (including Health and Safety considerations). (5)

  17. Training Checklist

  18. Training Checklist

  19. Training Checklist

  20. Training Venue Check list • Access to public transport • Additional stationery if required, eg paper, pens, highlighters etc • Air-conditioning/ fans/ heating that’s easily adjustable • Catering – appropriate provision of refreshments/ lunch • Cloakroom /Space for participants’ belongings • Flexibility with room layout with plenty of space to move around for games and activities • Good acoustics and sound proofing • Good room lighting with plenty of sunlight with blinds to block out if required • Inclusive data projector, flip-charts (smart-board would be good!) & audio system • Location – easy to find on a map, convenient location – with accurate satnav details • Participant breakout spaces – inside and outside space with seats – a place where the trainer & participants can escape to real air during the breaks

  21. Training Venue Check list • Parking, easy to find, close to venue and plenty of it • Photocopying/printing/ email on demand from USB • Plenty of power points (in the right places for trainer and participants without trailing cables!) • Storeroom/ secure space for training resources and equipment • Tables/ desks (for participants if necessary) • Tea/coffee/water facilities available anytime • Wall mounted clock visible by the trainer • Wall space for hanging flip charts (and suitable magnets/ rail or blutack/ tape) • Wireless and Internet access • Fully disabled accessible, with induction loop facilities

  22. Assignment 2 Q 3 • Question 3: 10 Marks • 3.1 Explain the term ‘’ContinuousProfessional Development’’ (CPD). • 3.2 Carry-out some investigation on CPD opportunities in your organisation. Also visit oneother organisation and find out what they offer in terms of CPD opportunities. Write notes on your experience.

  23. PTD • Principles of Education Training and Development

  24. Unit 1 Programme Design • 1. OB Curriculum Design • 2. Purpose statement • 3. Formulating Learning outcomes

  25. Outcomes page 11 • Requirements of outcomes • Types of outcomes • Critical Outcomes – overarching outcomes • Specific outcomes – refer to specific context of learning – narrowly defined aspects of learning- describe significant knowledge, skills attitudes and values that learners should be able to demonstrate at the end of the learning process

  26. Unit 1 Programme Design • 1. OB Curriculum Design • 2. Purpose statement • 3. Formulating Learning outcomes • 4. Taxonomies of Learning

  27. Harrow’s Taxonomy (Psychomotor)

  28. Krathwohl’s Taxonomy (Affective)

  29. Unit 1 Programme Design • 1. OB Curriculum Design • 2. Purpose statement • 3. Formulating Learning outcomes • 3. Taxonomies of Learning • 4. Selecting and Sequencing Content

  30. Content • 1. Once learning outcome have been determined the rest of the design can follow by selecting and sequencing the content. • 2. Concept of content - content, subject matter, teaching points • 3. Factors to consider when selecting content: - Subject matter characteristics; the learner; trainerp • 4.Sources – job data and documents • 5. Types of conent – Essential, helpful and periphereal (Must know; useful to know; nice to know )

  31. Unit 1 Programme Design • 1. OB Curriculum Design • 2. Purpose statement • 3. Formulating Learning outcomes • 4. Taxonomies of Learning • 5. Selecting and Sequencing Content • 6. Steps in selection of content

  32. 6. Steps in selection of content • Page 21 • 1 Examine • 2. Topical outline • 3. Revise • 4. Topic outline and teaching points • 5. Cut duplication • 6. Refine and expert review • 7. Final review

  33. Unit 1 Programme Design • 1. OB Curriculum Design • 2. Purpose statement • 3. Formulating Learning outcomes • 4. Taxonomies of Learning • 5. Selecting and Sequencing Content • 6. Steps in selection of content • 7. Sequence the content

  34. 7. Sequence the content pg 23 • Benefits • Approaches • Guidelines • Levels

  35. Unit 1 Programme Design • 1. OB Curriculum Design • 2. Purpose statement • 3. Formulating Learning outcomes • 4. Taxonomies of Learning • 5. Selecting and Sequencing Content • 6. Steps in selection of content • 7. Sequence the content • 8. Training programme planning

  36. 8. Training programmeplanning pg 26 • Planning • Design

  37. Unit 1 Programme Design • 5. Selecting and Sequencing Content • 6. Steps in selection of content • 7. Sequence the content • 8. Training programme planning • 9. Factors that affect Course Development

  38. 9. Factors that affect Course Development pg 29 • 1. Behaviour • 2. Learning sequence • 3. Imparting course content • 4. Reception • 5. Listening • 6. Assimilation • 7. Results of training

  39. Unit 1 Programme Design • 5. Selecting and Sequencing Content • 6. Steps in selection of content • 7. Sequence the content • 8. Training programme planning • 9. Factors that affect Course Development • 10. Competency-Based Training

  40. 10. Competency-Based Training pg 33 • 1. Aim is – Skills, knowledge and attitude to be able to do • 2. Requirements • 3. Characteristics • 4. Steps

  41. Unit 5 Contemporary Issues in Human Resource Development • 1. Learning Organisation • 2. International Human Resources Development • 3. Multiskilling • 4. Broad-Based Black Economic Empowerment • 5. Change Management • 6. The Labour Market Training • 7. Career Management

  42. Unit 2 Preparing and Presenting Training • 1. Preparing for training • 2. Presenting training

  43. Preparing for Training • 1. Needs assessment • 2. Context analysis • 3. Setting learning outcomes • 4. Planning the structure and development of intervention • 5. Creating a Learning environment

  44. Presenting Training • 1. Conditions • 2. Presentation format • 3. Experiential learning methods • 4. Facilitate structured learning experiences • 5. Encourage participation during presentation • 6. Electronic learning • 7. Coaching • 8. Mentoring

  45. Unit 3 Learner Assessment & Programme Evaluation • 1. Concept of Assessment • 2. Concept of Training evaluation • 3. Programme Evaluation

  46. Learner Assessment pg 64 • 1. Structured process; Gathering evidence; Focus on learner achievement; Directly related to specific learning outcomes • 2. Purpose • 3. Fundamental requirements OB Assessment • 4. Principles of assessment • 4. Mechanisms of assessment – methods & instruments • 5. Process of OBET Assessment

  47. Programme Evaluation • 1. Purpose of Evaluation • 2. Principles of Evaluation • 3. Types of Evaluation – formative pg 77 • Summative pg 78 • 4. Post- Instructional Evaluation • 5. Levels - Kirckpatric • 6. Practical evaluation • 7. Return on Investment

  48. Programme Evaluation • Summative pg 78 • 4. Post- Instructional Evaluation • 5. Levels - Kirckpatric • 6. Practical evaluation • 7. Return on Investment • 8. Technics used for Evaluation • 9. Training Evaluation design and process • 10. Evaluation Instruments

  49. Unit 4 Management and Development Methods • 1. M& D in context: • Characteristics & Tasks • Characteristics of Managers and Leaders • Identify leaders and potential managers • What is management development • CPD • Management Development As Agent of change • Role and Strategy of policy, and other procedures

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