ptd 712s...good acoustics and sound proofing good room lighting with plenty of sunlight with blinds...

PTD 712S

Marcelle Martin

Assignment 1 Question 1

No Indicators to consider Explain how you will consider each indicator for the Customer Care Course at your organisation. List the questions that you would ask / the statements that will be used / explain the type of factual content that is needed for such a course, etc.

1 For e.g. Assessing the training needs of learners

• Conduct a TNA to determine Did some employees receive Customer Service Training/ how

many did not get it/ how many employees should receive it. Including Organisational Analysis,

Problem Analyses, Job Role/Task Analysis and Learner

Analysis using the ADDIE Model (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5)

Evaluation. • To conduct a survey with questions to determine

the current status and level of internal and external customer service in the organisation. The questions

in the questionnaire should cover: Are clients/ stakeholders/ employees happy? Are employees friendly? Are the service rendered efficient? Etc.

1 2 Develop learning outcomes for a Customer Care Course

3 Determine the level, ages of expertise of learners

4 Design a set of values applicable to a Customer Care Course

5 Create a Vendor/Trainer checklist by recording all aspects that should be considered

during the selection of a Vendor.

(Refer to characteristics/qualities needed from the facilitator/ company)

6 Do proper planning for the provision of Resources Equipment and Materials for the

training.

7 Schedule the Date and Time

8 Summarise expenses - Finance/ Cost of training pp

9 Select training strategies or methods to use

10 Select content for Day 1

11 Select content for Day 2

12 Design the programme of the Training Intervention

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…

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.

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.

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.

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

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

Evaluation

Course Content – relevance…

Course Material

Participant understanding

Facilitator conduct

Catering facilities

General comments

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”

Assignment 2 Q 1


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)

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.

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)

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.

Assignment 2 Q 2


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)

Training Checklist

Training Needs Yes/No

Do you know how many people will be attending the training, what their roles are, how the training applies to their job, when they will get the opportunity to use the learning etc etc?

Is there an opportunity at the beginning for the participants to say what they need/expect/hope from the training?

Design

Have you decided how the room will be laid out? Does the room layout encourage participants to engage with each other as well as the trainer? Is there enough space in the room?

Have you planned anything to create a creative, stimulating learning environment in the training room? (colour, things on the walls, music etc)

Do you have an ice breaker activity that will give everyone a chance to meet and relax into the room?

Training Checklist Delivery

Have you considered how to deal with those who finish exercises more quickly than the others (do you have some additional exercises, questions etc for them?) Have you considered how you will deal with any dominant participants? Have you considered ways in make sure quieter participants make a contribution? Have you considered whether you will set “ground rules” for the training or whether you will ask the participants to set ground rules? (What will you do if the ground rules are constantly broken? E.g. people being late, answering their phones, speaking over people etc).

Planning to Apply the Learning

Is there any time for action planning at the end of the training? What follow up support will be available to the participants? Will you hand out a card or give them your email address? Will they have access to support documents? Will they get a copy of these? If not, where can they find them?

Training Checklist

Monitoring and Evaluation

Is there an opportunity for the participants to feedback on the training throughout the training (what was useful, not useful, whether it met their needs, their feedback on the trainer)? Will you do this each day? After each session?

At the end of the training, have you prepared an evaluation form for them to complete? Have you made time for them to fill this out at the end of the training?

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

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

Assignment 2 Q 3


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.

PTD

Principles of Education Training and Development

Unit 1 Programme Design

1. OB Curriculum Design 2. Purpose statement 3. Formulating Learning outcomes

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


1. OB Curriculum Design 2. Purpose statement 3. Formulating Learning outcomes 4. Taxonomies of Learning

Harrow’s Taxonomy (Psychomotor)

Capability Action, Verb

6 Non-verbal comm Gesture, express, paint

5 Skilled movements Waltz, saw, type, skate

4 Physical ability Improve, increase, stop,

3 Perceptual ability Catch, bend, balance, draw

2 Basic movement Crawl, slide, walk, jump

1 Reflex movement Flex, stretch, extend, relax

29

Krathwohl’s Taxonomy (Affective)

Capability Action, Verb

5 Characterise Revise, change, reject

4 Organise Correlate, associate, select

3 Value Accept, indicate, argue

2 Respond State, answer, select, list

1 Receive Listen, attend, perceive 30


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

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 )


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

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


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

7. Sequence the content pg 23

Benefits Approaches Guidelines Levels


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

8. Training programme planning pg 26

Planning 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

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


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

10. Competency-Based Training pg 33

1. Aim is – Skills, knowledge and attitude to be able to do

2. Requirements 3. Characteristics 4. Steps

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

Unit 2 Preparing and Presenting Training

1. Preparing for training 2. Presenting training

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

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

Unit 3 Learner Assessment & Programme Evaluation

1. Concept of Assessment 2. Concept of Training evaluation 3. Programme Evaluation

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

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

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

Unit 4 Management and Development Methods

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

Unit 4 Management and Development Methods

2. Management and Development Methods

o Factors determining T&D methods

o Managing ETD

o On the job

o Off the job

o Other special techniques – MBO; OD;

Unit 5 Contemporary Issues in Human Resource Development

8.Performance Management

9.Ethics in Human Resource Development

10. Technical Training

11.Affirmative Action and Employment Equity

13. Employment Relations T & D

14. Entrepreneurship and Small Business Development

15. Knowledge Management

16. Challenges facing T & D I Entreprises

End

Thanks for listening

Questions?

ptd 712s...good acoustics and sound proofing good room lighting with plenty of sunlight with blinds...

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