What method will you prefer?According to education expert, people only

retain a certain proportion of what they taught. This proportion is depends on the methods used to train. You will remember:

10% of what you read20% of what you hear30% of what you see50% of what you see and hear70% of what you see and describe90% of what you describe while you doing.

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Understanding learning stylesThe learning delivery method

you choose should also take into account the individual learning styles of the participants.

Learning styles are the different ways that people perceive, process and learn information. Different people prefer to learn in different ways. 2

Learning styles

Description

Visual Visual learners like pictures, diagrams, graphs, and the use of colour to enhance their learning.

Auditory Auditory learners like to learn by listening to material. They recall information like ‘replaying a tape’ and prefer spoken delivery rather then written.

Kinaesthetic Some people need to have continuous movement as they are studying, such as tapping there fingers or foot on the floor, fooling with their hair, using a stress ball, or chewing gum. This is absolutely natural but if they are not alone studying, make sure they do not distract others.

Tactile Most people learn best with hands-on activities. Some students really increase their learn potential when they are give the opportunity to do something by themselves Especially in a science classroom there should be plenty of opportunities to learn by doing.

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What is your style?

As learners ourselves, we can make our own learning more effective and more enjoyable by considering our own preferred learning styles.

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Learning opportunities in the workplace

If your organisation has a training and development department, make sure you are familiar with the way this department operates and the policies and procedures you should follow when applying for a training session.

A valuable way of providing support to your team is to take advantage of coaching or mentoring opportunities within the organisation.

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Creating program session Program session design

Workshop topic New legislation

Date and time 11 July 2009, 9.30am -12.30pm

Venue Conference room

9.30 am-9.45 am Welcome and overview

9.45 am-10.30 am Guest speaker

10.30am-10.45am Morning tea

10.45am-11.30am Group activity

11.30am-12.00pm Presentation of group reports

12.00pm-12.30pm Question time and close

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Session planWhether you are conducting

formal training, you need to have a session plan prepared. The session plan should outline the followings:

The element of the planResource materialsTraining activitiesTime and dateGoals and outcomes

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Session planFacilitator: John Smith

Learner: AAA company graduates program

Element Training strategies Resources Date and place

Work within organisational requirements

Welcome session.Discuss the unitOverview the unitOverview of chapter 1Complete activity 1Complete activity 2

Workbook, Induction kit,

PowerPoint presentation, Computer, Projector

11 Nov

Meeting room 2

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Identifying resources for a learning program

TimeBudgetsSupport

resourcesMiscellaneous

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Time There are a number of critical time

consideration in the design, development and implementation of a learning program. These are:

Confirm the priority:For example: whether the need is

crucial and must be undertaken immediately, or it could be offered in a month, six month, etc.

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Time cont’d

Identify the length of training:For example: formal courses

may range from half-days to extended programs of a year or more.

Coaching or mentoring may be an ongoing process until the learning or development in achieved.

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Time cont’d

Plan for minimal disruption:For example: you might arrange a

one-day training session for all team members or it might be more convenient fro one or two team members to attend over several weeks.

Check the organisation’s calendar to make sure you don’t plan a session when all team members are needed at the workplace.

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Set the date:After considering the likely

disruptions, set the date for the learning to commence and identify when it is likely to end.

Plan to record progress milestone.

Checking with your manager about the availability of the staff.

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Time cont’d

Plan lead-in time:Planning lead-In time means considering all the actions

you and the learners have to take before the training or development takes places.

For example: The learner may have pre-reading to doConsider the administrative issuesConsider to prepare the session.Do not leave any of those tasks to the last minute.

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Time cont’d

The budgetConfirm your allocated budget:Find out what training funds have been allocated for

the year and how they have been assigned.

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For example: an organisation’s training budget may allocate a certain amount for one or two external training sessions and an additional amount for ongoing in-house professional development of staff for the reminder of the year.

The budget cont’d

Research the cost of training options:Consider the following questions when

research the cost of training session:Who is cost effective? In-hose experts,

consultant or guest speaker.Are you willing to save money by

providing cheap training which does not match your quality standards.

Compare different training providers if you want to use external training.

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The budget cont’d

Compare venue costs:Think about all the different elements involved if you are

hiring an external venue.Is it cheaper to hire the venue for a full day rather than a

half-day?Does the cost cover the hire of equipment and catering?Are discounts offered?

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The budget cont’d

Determine the trainer’s cost:Find out what trainers and

consultant charge.Do they offer a daily rate or

charge by the hour?Hidden costs may include

transport or accommodation, parking fees, refreshments.

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The budget cont’d

Costs and the number of people attending:

If you have selected an external training program, determine the attendance costs.

If you are considering a conference or seminar, think about costs involve such as travel and accommodation.

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Support resourcesWhat training equipment

and facilities are available? For example:

Training materialsVideo / Audio-visual

equipmentWhiteboards / FlipchartComputers, and Stationery

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Miscellaneous Consider the options for

participants during breaksFor example:

Morning teaLunch, and afternoon teaSnack foodSelf catering or catering

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Organising the learning programGood planning and organising

skills are necessary to design and schedule training with minimum disruption to the work of the team and to organise the resources required.

A simple checklist can help you plan a suitable learning program for the individual or team.

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Learning program checklistLearning program checklist Details

1 Name and/or team

2 Learning need

3 Objective/goal of the learning program

4 Learner’s learning style

5 Training/delivery options

6 Structure of program

7 Name of the person/organisation who will deliver the training

8 Where the training will take place

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Learning program checklistLearning program checklist Details

9 Resources required

10 Facilities available at training venue

11 Equipment available at training venue

12 The total cost of the training

13 Period of training

14 How participants will evaluate:The training itselfThe outcome of the training

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Submitting a training proposalRational for the programDescribe how the program will benefit the individual, team and organisationExplain why the training is neededSpecify who is being trained

Training optionsDescribe the training and development optionsExplain why you think this the best option

Expected outcomeList the expected outcomeEmphasis how outcomes align with the organisational goals

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Submitting a training proposalPersonnel involvedList the people who will be participating in the program and their job roleExplain how long they will be away from their work duties

Resources requiredList the resources neededExplain why you have selected them

Time frameDescribe the total time frame

CostingInclude a comprehensive budget with costing for each component.

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Successful learning program

A successful workplace learning program is one that achieves its purpose; it:Develops new skills and

knowledgeCreates a change in attitude to

work or colleaguesImproves work performanceEnhances career opportunitiesFacilitates personal development

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Evaluating different types of learning arrangements

Since learning opportunities are varied, the approaches of program evaluation will differ according to the types of learning undertaken and the reasons for conducting it.

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Learning program

Evaluation approach

Coaching Discuss how the learner is adapting to the coaching arrangements

External training provider

Ask participants to complete a questionnaire about its effectiveness and how the course could be improved

Conference Conduct a team debriefing session as well as provide a questionnaire for participants to complete

Job rotation program

Get report from the host organisation / department as well as a report by the employee involved in the exchange.

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Evaluating learning arrangements by feedback

Feedback helps you to determine:Whether improvements are needed to

future arrangementsWhether the type of training and/or

development should be offered to other staff members

How cost-effective the training was?

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Seeking feedback

When obtaining feedback from individuals or the team, make sure everyone is clear about:The purpose of the feedbackThe type of questions you are

asking and why you are asking themHow you will record their

observationWhat you will do with the feedback

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Using various methods to gain feedback

1. Questionnaire / survey2. Structured discussion3. Informal discussion4. Third-party reporting

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1.Questionnaire / SurveyQuestionnaire and surveys must be developed

carefully.People prefer surveys that are easy to

understand and quick to complete.Always be clear about how the person should

complete the form. For example, do they need to circle an answer or write brief notes.

If your organisation does not have feedback forms you will need to develop them yourself.

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2.Structured discussionSetting time aside to discuss the training or

development that has taken place is another way to obtain feedback.

Prepare yourself for these session with a set of questions, and inform participants of what is expected from them at the session.

Encourage honest response and be prepared for both positive and negative feedback.

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3.Informal discussion

You can also learn a lot from informal discussion with people after they have returned from a course.

By chatting with a coach or mentor or by asking questions as you observe people putting their new skills and knowledge into practice.

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4. Third-party reportsFeedback from third-party can tell you:

Whether there was sufficient time to transfer the skills or knowledge to the participants

How well the participants handled the learning situation

Whether the course was too advanced for their abilities

How well the program was structured and delivered from an administrative point of view.

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Using feedback to improve learning program

Analyse all the feedback you receive, sort it into relevant categories and prepare some action plans to improve future learning program.

Keep your team informed of results and explain how you will use the feedback.

Constructive feedback helps you decide whether others would benefit from the same program.

Negative feedback will direct your attention to areas of the program that need to be improved.

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Assessing learning programs1. Observation and informal

discussion2. Demonstration3. Self-assessment4. Peer assessment5. Formal meetings

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1.Observation and informal discussionObserving the team as they go about their day-to-

day activities is a simple and accurate means of measuring their level of competence.

For example: if a team member has recently attended a course on organising and prioritising their workload, you should be able to see their improved planning abilities in the way:they approach their tasks; the way their workstation is organised; whether they use their time productively.

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1.Observation and informal discussion

During an informal discussion you might discover that a team member has had no time to practice the newly learnt skills because they have been too busy attending to their daily tasks.You need to address this

immediately.You might discuss issues in a

designated timeslot.

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2. DemonstrationAsking team members to

demonstrate their new skills and knowledge will quickly prove whether the skills or knowledge has been gained.

For example: you might ask someone who has just been trained in preparing electronic presentation to develop a presentation for you.

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3. Self-assessmentAnother approach to determine

the effectiveness of learning program is to encourage the team member to monitor their own development and advise you only when issues require joint decision-making.

Self-assessment tools encourage self-directed learning so participants can monitor their accomplishment of tasks.

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4. Peer assessmentYou can approach the team and other colleagues

who work with you to assess the skills of team members for an independent assessment of the person’s skills.

They can use a checklist, observation, demonstration or they can answer question to indicate whether the skills have been gained and where they think improvement is needed.

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5. Formal meetingsPerformance is also assessed at

formal performance review sessions in which skills and achievements are measured against objectives and goals.

This is an ideal time for the individual to discuss their progress and explain how the skills and knowledge they have learnt have helped them meet their targets and achieve the goals that were set.

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Recording learning outcomesThe ongoing recording of outcomes from learning

and development programs may occur through:

Copies of original training briefs, confirmations of enrolment.

Feedback evaluation formsMeetings with individualsFormal performance appraisal reports

You may need these record documents to clarify issues regarding your organisation’s learning program, the training accessed, employee qualifications and other points. Keeping records of progress is valuable for planning further training or identifying areas for future development.

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Modifying learning plansOrganisational learning and

development is an ongoing process.

Comprehensive evaluations of learning programs, day-to-day observations of your team and regular performance discussion all help you identify where you may need to modify your learning plans.

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Modifying learning plans

Ongoing changes such as changes in technology, management, organisational procedures and staff, need to be reviewed to determine extra learning needs.

If a learning plan is modified, check the individual has altered their own plan to reflect the new arrangements.

Keep a record of the changes. You may need to negotiate with the learner to adjust their plan.

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Maintaining records of competency Some examples of records:1. Information from performance appraisal2. Copies of certificates obtained from training

sessions3. Copies of checklists that record skills. e.g. skills

audit or training need analysis.4. Records of processes undertaken to recognise

prior learning or current competency5. Copies of documents used in programs for formal

qualifications6. Reports of evidence provided to verify

competence.

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Importance of keeping recordsIf achievements aren’t recorded,

other supervisors or managers may have difficulty determining what type of training has been done.

Whether an employee is competent in a particular area or not.

Keeping record is to verify that training has taken place and the cost involved, in order to complete an end-of-financial year audit.

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