integrative learning
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integrative learningTRANSCRIPT
CERTIFICATE
IN INTEGRATIVE
LEARNING
Session 1 May 27- 31, 2013
Session 2 September 2 -7
Datuk Atikah Adom spent 28 years in BSN. Her career
in the banking industry culminated in her assuming the roles of Director of Corporate Communications and Public Affairs, Director of BSN Finance and Director of Permodalan BSN Berhad. She has had good international exposure through active participation and representation in overseas conferences, marketing exchange programs through the ISBI (International Savings Banks Institute, Geneva/Brussels) and Bank Bumiputra Malaysia Berhad in London. Datuk Atikah currently presents workshops/ seminars on numerous topics with regard to projecting and enhancing good corporate image to an impressive list of corporate clientele. She brings a wealth of experience to her instruction and demonstrates etiquette concepts with plenty of „real life‟ examples. The principles introduced in the seminar are transferable between business and social situations.
With over 30 years of working experience and her exposure in the corporate and with NGOs she has been associated with; Datuk Atikah now lends her experience to these organizations. What Datuk Atikah does best is help people build their own „personal brand‟ through seminars and courses in Social and Corporate Etiquette, Effective Communications and Motivational Seminars in Government, Corporate and NGOs.
Datuk Atikah has a Bachelor‟s Degree (Hons) in Sociology and Anthropology.
Dr. Asma Abdullah is a free lance consultant,
intercultural specialist, author and facilitator. She conducts regular training and facilitates meetings on human resource development topics, intercultural and cross cultural management, corporate culture, teambuilding and negotiating for both public & private sector organizations. She is also a regular speaker at conferences and a part time lecturer at the Graduate School of Management, UPM and the University of Nottingham, KL campus. Dr. Asma was also recently appointed Adjunct Professor at Universiti Utara Malaysia. Dr. Asma holds a Bachelor of Arts and Diploma in Education from Monash University, Melbourne, Masters in Educational Technology from University of Southern California in Los Angeles, Masters in Counseling Education from University Malaya and a Doctorate in Social Anthropology from Universiti Kebangsaan, Bangi, Malaysia. She has also authored 3 books Understanding the Malaysian Workforce, Going Glocal published by Malaysian Institute of Management and Understanding Multicultural Malaysia by Pearson-Prentice Hall. Dr Asma was with Maktab Rendah Sains MARA and more than 22 years in ExxonMobil, Malaysia in human resource development.
Puan Masitah Babjan has served more than 15
years in corporate organizations and enthusiastically supports leaders and managers committed to make meaningful contributions to their personal, business and community success. Although trained as an engineer, her experience also include areas in human resources development, facilitation, training and consulting gained from her corporate exposure in a government linked company (GLC) and a multinational oil and gas corporation(MNC). She currently focuses on corporate training and facilitation of workshops on leadership and management development. Her special interest lies in the areas of innovation & visual thinking, intercultural management and work-life coaching retreats for management executives and business leaders. She engages participative learning approaches in her workshops, incorporating creative expressions and graphic facilitation techniques. She is also adapt at using Idea Mapping as a creative management thinking tool and conducts such workshops regularly.
Encik Aziz Kassim is a Certified Learning Agent and
Trainer, a Certified and trained Life, Business, Corporate, Executive and Leadership Coach from University of Malaya, International Institute of Coaching Studies and Leadership University, USA, has hundreds of coaching, training and speaking engagements and consulting hours to his credit in varied areas of personal, professional, businesses and industries as well as community work. He was featured “live” on RTM TV1 & 2, as Resident Consultant sharing his views and experiences on personal, professional, organizational, corporate and business development issues. He is a Chartered Accountant, a Member of the Malaysian Institute of Accountants, and an MBA holder from The Birmingham Business School, University of Birmingham, UK. His working experience in a large GLC and later in a medium size PLC, his own personal experience as an entrepreneur, his hands-on practical know-how of “what works”, speak for itself. He is a sought after facilitator, and speaker by public, private, as well as government bodies and agencies.
BACKGROUND In a recent survey of training needs conducted with technical trainers at CIAST, the following challenges were identified as areas of development in order to enhance their effectiveness in training sessions: • Gaining confidence and experience in delivering their training
• Having a good knowledge of the subject matter being taught
• Enhancing key competencies in planning, designing, conducting and evaluating learning sessions
• Responding with confidence to questions from students
• Being creative in attracting student’s attention
In addition, the respondents also identified the availability of teaching materials, skills acquisition, and attitudes of students towards learning - to be vital in enhancing their competency levels. Most important is for them to equip their students to be well-prepared for the industry upon graduation. The survey also highlighted the need for trainers to be informed on the state of available technologies that are being used in various types of industry so that they are able to assist their technical trainees enhance their assimilation of new knowledge. In gaining the attention of their students, trainers need to acquire knowledge and skills in finding new and creative ways of learning, training and facilitation.
To enhance their learning approaches technical trainers have to incorporate a variety of presentation and facilitation techniques so as to maintain a high level of interest among their students. By so doing they would be able to increase their confidence levels. This 5 day course- cum- workshop will enable technical trainers at CIAST to be aware of their competency levels in planning, designing, developing and evaluating their learning and training methodologies which will incorporate various forms of highly interactive, and facilitative activities to encourage participant involvement and student centered learning activities.
LEARNING OBJECTIVES At the end of the program, participants will be able to:
• Be aware and explain the various levels of learning competency
•Acquire knowledge and explain concepts, theories and models on Integrative Learning (Whole Brain learning, Multiple Intelligences)
•Apply skills in visual facilitation and classroom management
•Integrate what they have learned as part of their day to day teaching and learning approaches
Issues dan cabaran yang
anda hadapi di tempat
kerja
Expectations…….harapan
anda mengenai kursus ini
b Day 1 Day 2 Day 3 Day 4 Day 5
9.00 am – 10.30am Morning Coffee at 1030
Introduction Ice breaker Profiling: 4Fs 5 stages in ADDIE Model
Recap Stage 2: Design 4 levels of Learning Competency model
Recap Stage 4: Implement Ted Style talk Presentation skills
Recap Open Space World Cafe
Practicum Team 2 Practicum Team 3
10.45am -1 pm
-Lunch at 1 pm
Issues and challenges at each Stage Expectations Faculty experience: Life of a trainer
Gagne Learning Outcomes Writing Objectives
Ted Style talk Presentation skills
Preparation Time
Practicum Team 4
2.15 pm -3.30 pm Afternoon tea at 3.30 pm
Stage 1: Analyse Homeroom groups Groups conduct training Feedback
Stage 3: Develop Faculty Experience: Whole Brain Approach Multiple Intelligence
Stage 5: Evaluate 4 levels of evaluation
Preparation Time
Practicum Team 5
4.00 pm – 5.30 pm
Assignments: Team assignment on Practicum Flyer Communication skills ala TED talk
VAK Coaching style Mentoring style Experiential learning cycle Homework
Facilitation Techniques Graphics ORID
Practicum Team 1
Evaluation Closing Feedback Certificate
WORKSHOP AGENDA: September 2-7, 2013
METHODOLOGY The program would take a learner-centered, experiential learning, interactive and practical approach, incorporating experiential and highly facilitative techniques of World Café, Open Space Technology, group discussions/exercises, presentations, situational activities, real life case studies and role- plays which employs a variety of learning methodology.
ASSIGNMENTS
Teamwork based on ADDIE model (45 mins) Topic: A training session in class on a skill you want to impart to learners Develop a brochure to advertise the training session
Individual presentation ala Ted talk style (5 mins) Topic: Technical artifact / hobby/ When: Day 3
Most creative group gets a prize
Whole Brain Thinking and Learning
4 Phases of Learning Competency
5 Principles of Adult Learning
Basic Assumptions About Learning
Influence of Culture on Learning
5 Stages in Learning and Training
MASTERY
SKILLS APPLICATION
KNOWLEDGE & UNDERSTANDING
AWARENESS
BEHAVIORAL domain
COGNITIVE domain
AFFECTIVE domain
INTEGRATION
1.UNCONSCIOUS INCOMPETENCE
2. CONSCIOUS INCOMPETENCE
3. CONSCIOUS COMPETENCE
4. UNCONSCIOUS COMPETENCE
THE 4 PHASES OF LEARNING COMPETENCY
Orientation Understanding Application Promotion
Why? What ? How? When?
Most of us when learning 'new things' go through Unconscious Incompetence (unaware
about the 'new thing'); We do not know what we are supposed to know. This is ignorance
of what we should know and we will not be able to learn anything because we do not know
what knowledge we need to know.
If the junior officer is in a stage of unconscious incompetence, the officer is not in a position
to give advice, because the person thinks he/she knows, but actually he/she does not
know.
These few quotes will show how serious is unconscious incompetence, and the superior
officers should train and guide the person after a test of the person's knowledge to assess
the knowledge gaps
"Thinking you know when in fact you don't is a fatal mistake, to which we are all prone“
"It is impossible for a man to learn what he thinks he already knows.“
"The greatest enemy of knowledge is not ignorance, it is the illusion of knowledge." –
Stephen Hawking
"To know that you do not know is the best”.
“To pretend to know when you do not know is a disease.” Lao-tzu
1. Unconscious incompetence
Then we move on to Conscious Incompetence when we are aware about our lack
of understanding about the 'new thing' - where we have to make choices to learn
about the 'new thing' or not; we know exactly what we do not know, and this
stage is a start of learning, as we can look for the resources or a trainer to guide
us to know what we do not know. What the person does not know, and need to
know (like the junior officer in labour department's case) is the learning gap that
needs to be filled by training or learning by the person by taking initiative to ask
questions. This person is trainable
"He that knows not, and knows not that he knows not is a fool. Shun him
He that knows not, and knows that he knows not is a pupil. Teach him
He that knows, and knows not that he knows is asleep. Wake him.
Level 2: Conscious incompetence
We then move on to Conscious Competence when we make the choice to
learn about the new things - KNOWING & possibly DOING but not yet
PERFORMING; we do not have the ability to apply what we know. We are
in a stage of conscious competence
He that knows, and knows that he knows is a teacher. Follow him.“
Level 3: Conscious Competence
Level 4: UnConscious Competence
This is the stage when we can PERFORM the 'new thing‟.
© 2012 South-Western, a part of Cengage Learning
5 PRINCIPLES OF ADULT TRAINING
1. Older workers can and do develop
2. Supervisions cannot exclude older workers
3. Effective training needs motivation, structure, familiarity, organization & time
4. The organizational climate must reward entry into training and transfer of skills back to the job
5. Training must be considered within an integrated career perspective
CH-3 © 2012 South-Western, a part of Cengage Learning 20
Two Learning Theories
• Pedagogy
– Used for educating children and teens through high school
• Andragogy
– Adult-oriented approach to learning
CH-3 © 2012 South-Western, a
part of Cengage Learning 21
Adult Learning
• Adults are more self-directed
• Adults have acquired a large amount of knowledge and
experience that can be tapped as a resource for learning
• Adults show a greater readiness to learn tasks that are relevant to the roles they have assumed in life
• Adults are motivated to learn in order to solve problems or address needs, and they expect to immediately apply what they learn to these problems and needs
1. Structure
2. Atmosphere
3. Leadership
4. Planning
5. Motivation
6. Communication
7. Evaluation
7 Areas
of
Differences
CH-3 © 2012 South-Western, a part of Cengage Learning
23
Pedagogy versus Andragogy - 1
Characteristic Pedagogy Andragogy
Structure Based on aging process
Rigid format
Subject/curriculum-
centered
Rules, procedures, laws
Flexible, open, broad
Responsive
Interdisciplinary
Developmental
SOURCE: From Dailey, N. (1984). “Adult learning and organizations.” Training and Development Journal,
38, 66, 68. Adapted by permission. Copyright © November 1984 from Training & Development Journal by
Dailey, N. Adapted with permission of American Society for Training & Development.
Characteristics Pedagogy Andragogy
Atmosphere Authority-oriented
Formal,
Low trust
Competitive
Win-lose
Relaxed, trusting, mutually
Respectful
Informal,
Warm
Collaborative, supportive
Win-win
CH-3 © 2012 South-Western, a part of Cengage Learning 24
Pedagogy versus Andragogy -2
Characteristic Pedagogy Andragogy
Leadership Teacher dominant
High task,
low relationship
Controlling
Does not value
experience
Assumes student
immaturity
and dependency
Low risk
Innovative, creative
High task, high
relationship
Interdependent mature
Relationship
Mentoring,
Modeling
Experiential
SOURCE: From Dailey, N. (1984). “Adult learning and organizations.” Training and Development Journal,8, 66, 68. Adapted by permission.
Copyright © November 1984 from Training & Development Journal by Dailey, N. Adapted with permission of American Society for Training &
Development.
Pedagogy versus Andragogy - 3
Characteristic Pedagogy Andragogy
Planning Administration and
teacher
Emphasizes rationale,
legal, mechanisms
Policies, plans,
and decisions
Highly political
Administration, faculty,
and students
Mutual assessment
Collaborative needs
assessment
Mutual negotiation
Problem centered
Characteristic Pedagogy Andragogy
Motivation External rewards and
punishments
Internal incentives
(curiosity)
Self-directed
Learning contracts
CH-3 © 2012 South-Western, a part of Cengage Learning
Pedagogy versus Andragogy - 4
Characteristic Pedagogy Andragogy
Communication One-way downward
Transmittal techniques
Feelings repressed
Two-way
Mutually
Respectful
Feelings expressed
Supportive
SOURCE: From Dailey, N. (1984). “Adult learning and organizations.” Training and Development Journal,8, 66, 68. Adapted by
permission. Copyright © November 1984 from Training & Development Journal by Dailey, N. Adapted with permission of American
Society for Training & Development.
Characteristic Pedagogy Andragogy
Evaluation Teacher Norm-
Referenced (curve)
Grades Subjective
Criterion-based
Objective and subjective
Jointly chosen standards
by students, peers, and
teachers
BASIC ASSUMPTIONS ABOUT LEARNING
Importance of
active verbal
participation
and
involvement
Deductive,
linear,
questioning
and use of
abstract
thought
Sequential
argument and
challenging
posture
Independence
and autonomy
of learners, self
directed
Having a point
of view – two
way feedback
THE INFLUENCE OF
CULTURE ON
LEARNING AND
TRAINING
By asma abdullah phd
16 CULTURAL DIMENSIONS
Source: Asma Abdullah Ph.d Email: [email protected]
Harmony Control
Relationship Task
Hierarchy Equality
Shame (outer driven) (Inner driven) Guilt
Polychronic Monochronic
Collectivism Individualism
Religious Secular
High Context Low Context
Gauges the individual‟s relationship with
Nature
Measures the importance placed on
relationships with others versus task
accomplishments
Gauges the emphasis placed on rank, status
and other ascribed attributes over equality issues
Verifies if shame (outer driven) or guilt (inner
driven) is the principle that guides behaviour
Measures the preference for interdependence
with other people
Verifies the degree in which religiosity, as
opposed to secularity, is considered in work
related issues
Measures the extent to which cultures depend
on the external environment, situation,
nonverbal signs to communicate
Verifies if the principle that guides behaviour is
circular or sequential
communication
Cultural Dimensions At The Malaysian Workplace
1
2
3
4
5
6
7
8
Low Context
Monochronic Time
Equality
Secular
Individualism
Guilt
Control
Task Relationships
Harmony
Shame
Collectivism
Religious
Hierarchy
Polychronic Time
High Context
Indians Chinese Malays
Anglos Malaysians n: 1000 respondents
High Context cultural setting
- Will not confront or upset others
- Politeness …let someone do first
- Local polite system…….more general and analog
- Tendency to refrain from critiquing as unwilling to separate actor
from actions
- Triangular use of feedback
- Low verbal participation and longer time to be familiar
- Medium is the message. The unspoken word may be just as
important.
- Avoid unsuitable topics
- Passivity of learners
INFLUENCE OF CULTURE ON LEARNING AND TRAINING
Shame driven
- Not confident in the English language
- Not wishing to lose face or cause loss of face
- Can prevent active or open discussion or admitting a lack of
understanding.
- Humility - will not voice out views
- Afraid of what people would think if we say something wrong.
- Minimize conflicts, compromise
- Respect each other‟s decisions
INFLUENCE OF CULTURE ON LEARNING AND TRAINING
Relationship driven
- Build relationship to get things done
- High affiliation needs - so provide face to face interactions
- Food rituals - kopi dan kueh
- Afraid of saying something wrong
Group we orientation
- Do not express point of view
- We keep to ourselves if we have different opinions.
- Group consensus
- Not wishing to stand out from a group or go against the group
- May inhibit critical evaluation.
- Let someone else go first and will not voice views. Relatively passive
and shy
- The self is more related than separated - emotional interdependence
- Importance of support system
INFLUENCE OF CULTURE ON LEARNING AND TRAINING
Harmony
- No separation of person from behavior. Relationships before task.
- Agreement more important than disagreement
- Difficulty in challenging existing paradigms.
- Importance of precedence in decision making.
Hierarchical orientation
- Respect for age, gender and role
- Dependency relationship between learner and teacher
nurtured and strengthened
- Tendency to refrain from critiquing as unwilling to separate actor
from actions
- A deep rooted class structure … residual feudalism.
- Importance of reciprocal obligations.
- Accepting what the trainer says without questioning or
challenging authority especially if the the trainer is older or
better qualified.
- Do not challenge authority and will accept what they hear
- View teacher as guru source of wisdom with the fountain of
knowledge
- Questions seen as intrusive
INFLUENCE OF CULTURE ON LEARNING AND TRAINING
Polychronic time
- Flexible in timing
- May not be punctual to class - polychronic time
- Diffused time, multiple processing, non-linear approaches
INFLUENCE OF CULTURE ON LEARNING AND TRAINING
Religious
Strong beliefs……misinterpretation of religious norms by others
God fearing
Sensitivities may not be understood by others
5 STAGES IN A LEARNING/TRAINING PROGRAM
Implement
Time
1. Analyse the gaps
4. Implement the project/learning
2. Design the project/learning
3. Develop the project/learning
5. Evaluate the project/learning
Phases Description Tools
1.Analyse To find gaps between what is current and future performance
Focus groups, Surveys, Questionnaires, Performance Overview feedback, Customer feedback, Interviews
2.Design To plan and select appropriate learning materials to address gaps
Instructional Objectives Types of Knowledge in Fact, Form, Feelings, Future
3.Develop To use different methodologies for different levels of competency
10 Multiple Intelligences, Lectures, Conversations, Discussions with subject matter expert, Self study guides, Area studies, Audiovisual presentations. Role plays, role reversals, Simulations, Field trips, Critical incidents, Bicultural observations, Questions and answers, Case studies critical incidents
4.Implement To conduct the proposed learning event in class or on the job
Deliver the training event at the identified venue where facilities are available, Presentation skills
5.Evaluate To gather information on the effectiveness of the learning event.
Use the four levels of evaluation of Kirkpatrick’s model of Reaction, Learning, Behaviour and Outcomes
The ADDIE model of Learning and Training
1. ANALYSE STAGE
1. Training needs assessment
2. Training Needs analysis
3. Focus groups
4. Surveys
5. Profiling
CH-4 © 2012 South-Western, a part of Cengage
Learning 39
WHAT IS A TRAINING NEED
• A deficiency between what is expected and what occurs
• Efforts focused on correcting substandard performance
• Not every need can/should be addressed by HRD
A Needs Assessment is a systematic exploration of the
way things are and the way they should be.
These "things" are usually associated with
organizational and/or individual performance.
Some key Questions:
1. What learning will be accomplished?
2. What changes in behaviour and performance are expected?
3. Will we get them?
4. What are the expected economic costs and benefits of any
projected solutions?
TRAINING NEEDS ASSESSMENT (TNA)
PERFORMANCE TECHNOLOGY
NEEDS ASSESSMENT
• Where do we want to be?
• Where are we now?
• How big is the gap in results?
• What are the priority needs?
• What is the cost?
NEEDS ANALYSIS
• What is the problem?
• What are the causes?
• What are the solutions?
• What are the performance standards?
• Training or non training?
3 CATEGORIES OF NEEDS ANALYSIS
Organizational
analysis
Strategic need
Budget
Mission
External factors
Task
Analysis
Tasks and conditions
Job content
Job context
Knowledge
Skills,
Ability
Person
Analysis
Attitude
Readiness
Maturity
Motivation
Exposure
Future needs
Your Preferred style when taking actions
1. Define Goals and Objectives
2. Work with numbers, statistics
and data
3. Focus on solving problems
logically
4. Emphasize efficiency and cost
5. Work towards quantifiable
outcomes
1. Strategise and visualize the future
2. Take risks and experiment
3. Combine and connect concepts
4. Brainstorm new ideas and
solutions
5. Have a Big picture perspective
1. Pay attention to detail and
procedures
2. Move from Point A to Point B
3. Plan, organize and allocate task
4. Follow up and schedule
timelines
5. Make sure everything is in order
and in control
1. Mediate and facilitate
2. Share, listen and express
3. Collaborate and build
relationships
4. Have an intuitive sensing of
underlying issues
5. Be sensitive to other people‟s
needs and feelings
Instructions : Please select 15j statements from the 4 quadrants which best describes
you. Allocate 10 marks for each statement and total them in the box
A
C
D
B
Logic
Reason
Action
Language
Reading
Writing
Linear
Processing
Facts
Analysis
Intuition
Emotion
Receptive
Visual
Recognition
Images
Patterns
Depth
Parallel
Processing
Feelings
Synthesis
Holistic
Whole Brain Model: Learning & Study
Analytic
Auditory
(Vocabulary)
Likes and
uses concrete
words
Brainstorming
Imagery
Analogies/Myths
Mind-Mapping™
Auditory (grammar,
rules)
Logical sequence
Upright seating
Brighter light
Kinesthetic
- Likes to move
- Tactile (likes to
touch)
Likes music
A
B C
D
2. DESIGN STAGE
• Learning Outcomes
• Define objectives
• Develop lesson plan
• Develop/acquire materials
• Select trainer/leader
• Select methods/techniques
• Scheduling
Gagne and Taxonomy of Learning Outcomes
1. Verbal Declarative Knowledge
2. Intellectual Procedural Knowledge
3. Strategic
4. Attitude
5. Motor Involve using our bodies to manipulate something like writing icing a cake, and
balancing a tray of dishes are examples of motor skills.
e.g. Skills to demonstrate the new behaviour like giving performance appraisal
Sometimes called procedural knowledge, are the rules, concepts, and procedures that we follow to accomplish tasks. Intellectual skills may be simple or complex e.g basics of English grammar i
Involves the ability to state or declare something, such as a fact or an idea e.g. reciting the 5 Rukun Negara
The skills used to control learning, thinking, and remembering Cognitive strategies allow us to determine what procedural knowledge and verbal information we need to perform a task e.g. using an approach to implement a particular tax audit
Internal states of mind that can influence which of several behaviors we may
choose
e.g. Attitudes towards using technology
Learning Outcomes
Phase 2: Design
4 TYPES OF CONTENT MATERIAL
FACT Declarative Knowledge Facts, Ideas Information, Documents
FUTURE Strategic Skills and Competencies, Behaviours
FORM Procedural Knowledge Rules, Concepts, Procedures, templates, Models, Frameworks, Forms
FEELINGS Attitudes , Feelings And Values
Cognitive domain: Mental skills Knowledge..acquiring data Comprehension..generalising form or internalizing data Application relating data to experience Analysis identifying parts, elements, designs or relationships Synthesis..constructing design systems communications Evaluation..judgement on some identified criteria; making distinctions, discriminations
The Affective Domain Receiving...attending with some degree of commitment Responding..acquiescence, willingness satisfaction Valuing...sensing worth Organization...acquiring value system Characterization..consistently applying a value system
The Psychomotor domain...Physical skills For interest satisfying experience to new experience For Skill habitual or repeated performance
Lecture with or without visuals Panels and symposiums Reading assignments Book based discussions, Two way discussions Self instructional programs Feedback Devices Case problems Experiments, Process case studies Exams, essays Role plays Action maze case studies, In baskets Dramatic visual stimuli Oratory, Reading, Reverse role playing Permissive discussion Critical incidents,Simulations, Games Lab T-Training Organizational mirroring, Fishbowls Guided fantasies, Reflection Demos Audio-visuals Field trips Try out performance Practice Exercises and Drill
Relating Learning methods to Learning goals
TYPES OF LEARNING OBJECTIVES Based on Bloom’s Taxanomy
USING A TAXANOMY FOR WRITING LEARNING OUTCOMES
1. For Knowledge Outcomes Select Label Name Locate Define Recite Describe State
2. For Comprehension Outcomes Interpret Generalise Construct Clarify Infer Summarise Paraphrase Conclude Classify Represent Predict Abstract Translate Contrast Illustrate Map Concur Categorise Match Extrapolate
3. For Application Outcomes Carry out Implement Use Provide
4. For Analysis Outcomes Select Discriminate Differentiate Distinguish Integrate Focus Deconstruct Outline
5. For Synthesis Assemble Integrate
6. For Evaluation Outcome Check Coordinate Determine Test Judge Reflect Detect Monitor
7. For Creative outcomes Create Build Generate Hypothesise Design Construct Assemble
8. For Memory Outcomes Identify Retrieve Recall List Recognise
Avoid Contribute Know Examine See View Understand Learn Explore Investigate Appreciate Become Evaluate Use Comprehend Follow Develop Gather
• Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity
• Outcomes are usually expressed as knowledge, skills, or attitudes
Dubuque, Iowa: Kendall1Phillips, Louis. The Continuing Education Guide: the CEU and Other Professional
Development Criteria. /Hunt Publishing Co., 1994.
Three Domains Of Learning Outcomes
1. Knowledge - The ability to recall previously learnt material
2. Comprehension – The ability to grasp meaning of material
3. Application – The ability to use learned material in new and concrete situations
4. Analysis – The ability to examine and break information into parts by identifying motives or causes, making inferences and finding evidences
5. Synthesis – The ability to put parts together to form a new whole
6. Evaluation – The ability to judge the value of materials for a given purpose
1 Cognitive
Learning Domain
Useful Words In The Cognitive Domain
2 Affective
Learning Domain
• Receiving - Willingness to receive or to attend to particular information / activity
• Responding – Active participation by the students • Valuing – Seeing worth or value in what is being learned or
the activity being done • Organisation – Bringing together many different values and
attempting to resolve the conflict between the values • Characterisation – internalising the values
• Agree
• Assist
• Assume responsibility
• Avoid
• Cooperate
• Engage in
• Help
• Is alternative to
• Join
• Offer
• Participate in
• Praise
• Respect
• Share
• Support
Useful Words In The Affective Domain
3 Psychomotor
Learning Domain
• Imitation – indicates a readiness to learn certain complex skills
• Manipulation – continuing to practice the skill until it becomes habitual and can be performed with some confidence
• Precision – attains the skill and proficiency is indicated by a quick, smooth and accurate performance
• Articulation – being involved at an even bigger level of precision
• Naturalisation – the skill is automatic and the student is able to experiment and create new ways of using the skill
• Adjust
• Bend
• Differentiate (by touch)
• Grasp
• Identify (a fragrance)
• Handle
• Measure
• Move
• Operate
• Perform
• Repair
• Taste
• Use
Useful Words In The Psychomotor Domain
The ABCDS Of
Good Learning Outcomes
A: Audience
Describe who the learners are
Correct: At the end of the lesson, high school girls will be able to …
Incorrect: At the end of the lesson, students will be able to…
B: Behaviour
State desired behaviour of learners in an action verb to describe a definite
action/ behaviour in measurable terms
Correct: At the end of this lesson, students will list in writing
Incorrect: At the end of this lesson, students will know
C: Content
What learners are expected to learn in terms of content
Correct: … say good morning to the teacher
Incorrect: … wish the teacher
D: Degree of Achievement
What learners are expected to attain (how well)
Description of the quality or quantity of learners' performance
Correct: …will be able to state the four major functions of management
Incorrect:… will be able to state the functions of management
S: Situation for Performance
State conditions under which behaviour is expected to be performed
Examples:
Using an electronic calculator, …
Without the aid of mathematical tables,
Using word processor and dictionary, …
Given a list of ...
Given a diagram of ...
Without any reference materials ...
Cognitive domain: Mental skills Knowledge..acquiring data Comprehension..gen4ralising form or internalizing data Application relating data to experience Analysis identifying parts, elements, designs or relationships Synthesis..constructing design systems communications Evaluation..judgement on some identified criteria; making distinctions, discriminations The Affective Domain Receiving...attending with some degree of commitment Responding..acquiescence, willingness satisfaction Valuing...sensing worth Organization...acquiring value system Characterization..consistently applying a value system The Psychomotor domain...Physical skills For interest satisfying experience to new experience For Skill habitual or repeated performance
Lecture with or without visuals Panels and symposiums Reading assignments Book based discussions, Two way discussions Self instructional programs Feedback Devices Case problems Experiments, Process case studies Exams, essays Role plays Action maze case studies, In baskets Dramatic visual stimuli Oratory, Reading, Reverse role playing Permissive discussion Critical incidents,Simulations, Games Lab T-Training Organizational mirroring, Fishbowls Guided fantasies, Reflection Demos Audio-visuals Field trips Try out performance Practice Exercises and Drill
Relating Learning methods to Learning goals
TYPES OF LEARNING OBJECTIVES
Abstract Scale of Sensory Experience
Concrete
Verbal symbols.. books, pamphlets, reprints, teaching machine
programs, programmed texts Visual symbols.. flat maps, flipcharts, sketches, cartoons,
diagrams, charts, graphs
Recordings,radio,photos..illustrations, slides. recordings
Motion pictures ..Films, discussion guides
Television…program guides, video tapes, discussion guides
Exhibits…Displays, bulletin boards, posters
Field trips…itineraries, observation guides
Demonstrations …apparatus, raw materials
Dramatized experiences, role plays, scripts, puppets
Simulated,Contrived experiences…models, objects, specimen
Direct, purposeful experience…worksheets, observation guides, manuals
THE CONE OF EXPERIENCE From Edgar Dale, Audio-Visual Methods in Teaching, rev.ed.New York: Holt, Rinehart and Winston, 1946, 1954R
Hearing Seeing Doing
Recall 10% 20% 30% 50% 70%
3. Development Stage
• Learning Styles by David Kolb
• Learning Methods
• Experiential Learning Style
• Multiple Intelligences
• Visuals and Graphics
David A. Kolb (born 1939) is an American educational
Theorist whose interests and publications focus on
experiential learning, the individual and social change,
career development, and executive and professional
education.
He is the founder and chairman of Experience Based Learning Systems, Inc.
(EBLS), and a Professor of Organizational Behavior in the Weatherhead
School of Management, Case Western Reserve University,Cleveland, Ohio.
Kolb earned his BA from Knox College in 1961 and his MA and Ph.D.
from Harvard University in 1964 and 1967 respectively, in social psychology.
His model is built upon the idea that learning preferences can be described
using two continuums:
active experimentation-------------------reflective observation and
abstract conceptualization--------------concrete experience.
This resulted to the four types of learners:
converger, accommodator, assimilator and diverger
Concrete and Active
4. Accommodator
Abstract And active
3. Converger
Abstract and reflective
2. Assimilator
Concrete and reflective
1. Diverger
Concrete
Experience
Active
Experimentation Reflective
Observation
Abstract
Conceptualisation
Experiential Learning Theory (ELT) provides a
holistic model of the learning process and the
central role played by experience
4 Learning Modes 4 Learning Styles
CH-3 © 2012 South-Western, a part of Cengage Learning
66
4 Basic Modes 1. Concrete Experience (CE) …Feeling
– An intuitive preference for learning through direct experience, emphasizing interpersonal relations and feeling as opposed to thinking
2. Active Experimentation (AE) …Doing
– A preference for learning something by actually doing it and judging its practical value
3. Abstract Conceptualization (AC) ….Thinking
– A preference for learning by thinking about an issue in theoretical terms
4. Reflective Observation (RO) …Watching
– A preference to learn by watching and examining different points of view to achieve an understanding
CH-3 © 2012 South-Western, a part of Cengage Learning
67
4 Learning Styles • Divergers
– A combination of concrete experience and reflective observation (feeling and watching), emphasizing imagination, an awareness of values, and the ability to generate alternative courses of action
• Assimilators
– A combination of abstract conceptualization and reflective observation (thinking and watching) that stresses inductive reasoning, the integration of disparate observations into an explanation, and the creation of theoretical models
• Convergent
– A combination of abstract conceptualization and active experimentation (thinking and doing), with a focus on problem solving, decision making, and the practical application of ideas
• Accommodators
– A combination of concrete experience and active experimentation (feeling and doing), this style is usually demonstrated by accomplishment, executing plans, and involvement in new experiences
Kolb's learning styles
Accommodators
• Hands-on’ learning • Like new & challenging experiences • Apply information to ‘real life’ • Tend to favor intuition • Like carrying out plans and experiments • Social work, education, medicine, law
Divergers
•Like to think and reflect on experiences •Explore different view points •Strong at brainstorming ideas •More observant than active •Tend to be imaginative and emotional •Arts, political science, journalism
Convergers
•Practical application of ideas •Like to solve problems •Prefer technical tasks over social or interpersonal issues •Prefer experimentation •Distrust emotion •Engineering, business, ecology
Assimilators
•Synthesize ideas into theories •Prefer inductive reasoning •Values logical soundness over practical value •Tend to be less focused on people •Prefer analytical models •Mathematics, Chemistry, Physics
Teaching Activities that Support Different Aspects of the Learning Cycle
Concrete Experience
Reflective Observation
Abstract Conceptualization
Active Experimentation
•Ice breakers •Energisers •Team games •Problem solving •Discussion •Examples • Fieldwork • Problem sets • Trigger films • Observations • Simulations/games • Text reading
•Ask for observation •Write a short report on what took place • Give feedback to other participants • Tea & coffee breaks • Completing learning logs or diaries
• Present models And theories • Lecture • Write papers projects analogies model building • Give theories
• Use role plays • Conduct laboratory • Use case studies • Ask learners to use real problems
Are you an extrovert or Introvert ? Extraverted Characteristics Act first, think/reflect later Feel deprived when cutoff from interaction with the outside world Usually open to and motivated by outside world of people and things Enjoy wide variety and change in people relationships
Introverted Characteristics Think/reflect first, then Act Regularly require an amount of "private time" to recharge batteries Motivated internally, mind is sometimes so active it is "closed" to outside world Prefer one-to-one communication and relationships
Experience Participants experience
the situation
Analyse the past Participants analyse their
past or in class experience
Theory Participants establish the theory
Theory The theory or truth is explained
Experience Participants Test the theory
Analysis Participants Analyse
their experience
Deductive
TWO LEARNING APPROACHES
Inductive
THE EXPERIENTIAL LEARNING CYCLE
Experiencing
Publishing
Processing
Generalising
Applying
1
2
3 4
5
5 PHASES IN THE EXPERIENTIAL CYCLE
Doing an activity
Sharing reactions and observations
Discussion of patterns and dynamics
Inferring principles about the real world
Planning more effective behavior
1. EXPERIENCING What happened? What is going on?
What would you prefer? What is your objection?
2. PUBLISHING How did you feel about the activity? What were you aware of? Who else had the same experience? Who reacted differently?
3. PROCESSING What principles did you learn What happened in terms of dynamics How did you account for that? What struck you about? How was that significant?
4. GENERALIZING How does the learning apply to the job? What we learn? What might we draw from that?
What principles do you see operating?
5. APPLYING What do you intend to do about it? Now what? How could you apply/transfer that? How could you make it better
DEBRIEFING AFTER THE ACTIVITY 1. What happened?
2. How did you feel about the activity?
3. What principles did you learn?
4. How does the learning apply to your job?
5. What do you intend to do about it?
Verbal Linguistic Logico - Mathematical Musical Visual spatial Bodily Kinesthetic Interpersonal Intrapersonal Naturalistic Moral Ethical Spirituality
OFTEN USED
USED LESS OFTEN
MULTIPLE INTELLIGENCES
By Howard Gardner
Styles of writing
APA KHABAR!
VANAKAM!
SAWADEE KAP!
G‟DAY MATE!
NI HAO MA!
HOLA!
CA VA!
HOWDY!
OHAYO GOZAIMASU!
o Writing o Storytelling o Sensitivity to language meanings and the relation among words. o Reading out what’s written
o Novelists o Copywriters o Scriptwriters o Speechwriters
o Reporters o Poets o Editors o PR Directors
VERBAL / LINGUISTIC
Abstract thought Precision Counting Organization Logical Structure Reading Writing Mathematics
Scientists Engineer Animal Tracker Lawyer Accountant Police Investigator Mathematician
2 x 2 = 4
3 x 3 = 9
5 x 2 = 10
Sensitivity to pitch, rhythm, timbre emotional power and complex organization of music.
Use songs for rote learning. Have music in the background when trying to remember facts.
Performer, Composer, Conductor, Recording Engineer, maker of musical instruments
Keen observation Visual thinking Mental images Metaphor Sense of a gestalt
Theoretical physicists Battlefield strategists Architects, Painters Naturalists
Use pictures, posters, models, diagrams, information maps via guided imagery which is an internal visualization method
Control of one’s body and objects timing; trained responses that function like reflexes
Dancers Inventors Athletes Surgeons Actors Karate teachers Mechanically gifted
Living sculptures movement concept
BODILY - KINESTHETIC
Sensitivity to others Ability to read others’ intentions and desires, potentially influencing them Consideration for others Good and new Think and listen Validation circle Speak up
Politicians Teachers Religious Leaders Counselors Salespeople Manager Therapists
INTERPERSONAL
o Self-knowledge o Sensitivity to one’s own values, purpose and feelings o A developed sense of self o Interpret information through body sculptures, skits, creative writing sessions, expand-a-story approach
o Gurus o Novelists o Counselors o Wise elders o People with deep sense of self
NATURALISTIC o Farmers, Fishermen o Gardeners, Landscapers o Hunters, Trackers o Animal Lovers, Zoologists o Veterinarians o Conservationists
o Likes natural beauty o Likes & is good with animals o Preserves natural environment o Has ‘green’ fingers o Interested in nature
Philosophers Religious / Spiritual - Leaders - Healers - Preachers Mystics, Yogis Cosmic Scientists
Concerned with meaning of life and death Interested in relationship - God, Man and Destiny Experiences strong religious or spiritual feelings Seeks harmony - Mind, Body, Spirit & Worldly.
Judges Legal Reformists Religious Leaders Philosophers Moral Teachers Counselors
Behaves ethically Rejects racism, bigotry, sexism Displays skills & strengths around human sensitivities - Listens, Justice - Truth, Fairness - Clarifies values - How people feel
MORAL / ETHICAL
USING 7 INTELLIGENCES TO FACILITATE LEARNING
INTELLIGENCE DESCRIPTION FOUND IN EXAMPLES
LINGUISTIC
1
Sensitivity to language,
meanings and the relations
among words.
Novelist, Poet, Copywriter,
Scriptwriter, Editor, Magazine
Writer, Reporter, Public
Relations Director,
Speechwriter
Reading out what's written
Writing
Mathematics
LOGICAL-
MATHEMATICAL
2
Constitutes abstract thought,
precision, counting, organization,
logical structure.
Mathematician, scientist, Engineer,
animal tracker, police investigator, lawyer
and accountant
Reading
Writing
Mathematics
MUSICAL
3
Sensitivity to pitch, rhythm, timbre,
the emotional power and complex
organization of music.
Performer, composer, conductor, musical
audience, recording engineer, maker of
musical instruments
Use songs for rote learning
Have music in the background when
trying to remember facts.
VISUAL-SPATIAL
4
Keen observation., visual thinking,
mental images, metaphor, a sense of a
gestalt.
Architect, painter, naturalist, theoretical
physicist, battlefield strategist.
Use pictures, posters, models,
diagrams, mindmaps, 'information
maps ... or via guided imagery which is
an internal visualization method ...
concert for remembering planets.
BODILY-KINESTHETIC
5
Control of one's body and of objects,
timing, trained responses that function
like reflexes.
Dancers, athletes, actors, inventors,
surgeons, karate teachers, and the
mechanically gifted.
Establish pre-verbal basic ideas in
maths, language via multiplication
tables, globe models, diagrammatic
sentence, 'living' sculptures.
INTERPERSONAL
6
Sensitivity to others, ability
to read the intentions and
desires of others and
potentially to influence
them. Includes
consideration of others.
Politician, teacher, religious
leader, counsellor, shaman,
salesperson, manager, 'people
people' and therapists.
Group behaviours ... say good or
bad about something ... think, listen,
go-around, speak out, validation circle,
self estimation.
INTRAPERSONAL
7
Self-knowledge, sensitivity to one's
own values,
purpose, feelings, a
developed sense of self.
Novelist, counsellor, wise elder,
philosopher, guru, person with deep sense
of self.
Interpret information through body
sculptures, skits, creative writing
sessions ... subjective experience.
'Expand a story' approach.
Source: Breakthroughs in training by Asma Abdullah, Malaysian Institute of Management, March-April 1994
Technique Linguistic Logical
mathematical
Bodily
kinesthetic
Musical Interpersonal Intrapersonal Visual-
spatial
When to use
Technique
Portrait Co-participants
write adjectives
to describe
person drawn
Draw/Sketch
portrait
Play
background
music as
stimulus
Display &
share
portrait with
group
Express
through
drawing
Draw a
portrait
- Feedback from
others
- Input on self
Song Wnte own
lyrics
for a song
Stand and sing
with
expression
Sing to minus-
one tapes
etc.
Sing as a group
or in pairs, trios
Express
through
singing
Perform
through
singing
- To synthesize
what is learnt
Chopsticks Share
experience
Stand and
conduct and
move one's
body
Conduct
imaginary
orchestra to
music
Express freely
with eyes
closed
Draw
yourself
in action
- Lose inhibitions
Round Robin Discuss in a
group to draw
up ideas
List down
questions to
get
responses
Move from
station to
station for
each
topic assigned
Play
background
music
Group
discusses
and shares
ideas
Reflect on
ideas
to be
communicated
Mindrnap/
write ideas
on
flip-chart
- In sessions that
require brain
storming
Think & Listen Articulate one's
thought,
feelings about a
subject
Sit in a
relaxed
position
Take turns in
pairs, to do
reflections &
share insights
Reflect and
discover
- Air
grievances
- Share
insights
- Express needs
The 7 Intelligences Toolkit Source: Breakthrough in training by Asma Abdullah, Malaysian Inst. Of Mgt, March-April, 1994
Technique Linguistic Logical
mathematical
Bodily
kinesthetic
Musical Interpersonal Intrapersonal Visual-
spatial
When to use
Technique
Group Cheer Have all
members
articulate
words
Sequence
words for a
natural flow
Use body
movements to
act out the
cheer
Give simple
objects to make
„music‟
Work in pairs
initially and
then with others
Have members
contribute to
form cheer
Write it out
on flip-chart
or VG
- As an
icebreaker
- Build team
spirit
- Remember
concepts
Time Line Share
observations
and learnings
in class
Reflect on
event
chronolo-
gically
Place the line-
string on the
floor
Play music
during
visualization
Discuss plans
with a partner
Conduct a
visualization
exercise
Write
comments
on the slips
of paper and
place them
on the floor
- Reflect on past
and plan for
future
Wishes & Wills Articulate it - Place special
cushion mat to
sit
Play soft music
in the
background
Do it in pairs Conduct a
visualization
exercise
Write on a
coloured
paper
- At the end of
course to
articulate
commitment
Good & New Share personal
news and take
turn
- Throw koosh
ball to indicate
one‟s turn to
speak
Play soft music
in the
background
Share with a
friend and
group
Describe a
personal event
Draw a
mind map
- At start of
course or Day 2
of course
Intent &
Mechanism
Share learnings
in class
- Free body
movement
from
one point to
another 30 ft
apart
Play musicc
that
has a fast beat
Work in pairs
Groups
disqualifies
repeated action
Discover own
free style
Video tape
movements
as
feedback to
participants
- Energy booster
during course
- Certificate
presentation
Posters Select suitable
maxims
quotations
Draw and
write
on posters
Play soft or
rousing music
where
appropriate
Share
inspirational
sayings
Express
feelings
to reinforce
beliefs
Create own
posters and
display on
board
- Creativity
- Visioning
- Culture
The 7 Intelligences Toolkit
Source: Breakthroughs in training by Asma Abdullah, Malaysian Institute of Management, March-April 1994
Using GRAPHICS
Graphic Presentation
Graphic Recording
Graphic Facilitation
Presents Information Draws attention Stimulates interest Provides overview
Captures Information Records ideas and key points Stimulates group memory
Facilitates conversation Structure’s group conversation Keep group focused outcomes Encourages participation
Using a Whole Brain Approach to write a book on Coming to Terms with cancer
By Asma Abdullah, Humairah Samad, July, 2009
Facts Future Form Feelings
Mindmap by Masitah Babjan
A mindmap on ADDIE model for presentation topic
Posters
4. Implementation Stage
• Room layout
• Materials
• Facilities and equipment
• Presentation Style ala Ted Talk
http://blog.linkedin.com/2013/05/24/lunch-time-is-sacred-valuable-lessons-
learned-from-working-in-brazil
http://vimeo.com/62208518......amina wadud
http://www.ted.com/talks/lang/fr/devdutt_pattanaik.html
http://hbr.org/2013/05/how-culture-shapes-the-
office?goback=.gde_4283090_member_237505225
http://www.ted.com/talks/karen_armstrong_makes_her_ted_prize_
wish_the_charter_for_compassion.html
http://www.ted.com/talks/sam_harris_science_can_show_what_s_rig
ht.html?source=email#.UZUU4ILD5Q1.email
Links to TED TALKS
Borang Penilaian persembahan ala TEDTALK
On a scale of 1 (boleh diperbaiki)---7 (Sangat baik) rate the speaker on the following:
Sikap
1 2 3 4 5 6 7 Comments
Karisma
Berpengetahuan
Kreatif
Keyakinan
Kommunikasi
Semangat keusahawanan
Terang dan jelas
USING THE FOUR QUADRANTS
FOR LEARNING
Quadrant A: Lecture Hall Quadrant D: Playground
Logical, rational, quantitative
Academic and authoritarian
Achievement driven
Fact based knowledge
Visual, conceptual,
simultaneous
- Future oriented and
discovery
Independence driven
Getting it/experiential
Quadrant B: Classroom Quadrant C: Lounge Chairs
Organized, sequential procedural
Bureaucratic, traditional
Task driven
Back to the basics
Emotional, expressive
interpersonal
Humanistic, spiritual
Feelings driven
Participative
Source: Breakthroughs in training by Asma Abdullah, Malaysian Institute of Management, March-April 1994
5. Evaluation Stage
• 4 Levels of Evaluation – Reaction
– Learning
– Behaviour
– Results
• Characteristics of good evaluation design
LEVELS OF EVALUATION
1. Reactions: What did you like about the course? Trainee satisfaction
2. Learnings What did you learn that was useful? Acquisition of knowledge, skills, attitudes
3. Behaviour/Applications What knowledge, skills have been applied to the job? What changes of behaviour occurred? Improvement of behaviour on the job
4. Results/Impact How did your performance contribute to the desired results? How did it affect the bottom line? Business results achieved by trainees
EXAMPLE OF LEVEL 2, 3 & 4 EVALUATION e.g. Time Management and Daily Planning
Level 2 – Learning Develop better filing and storage systems to reduce time spent searching
Level 3 – Behavior/ Applications Designed two new systems that ensure documents and tools do not get misplaced
Level 4 - Results My % “lost (wasted) time is reduced by 50% (from 48 mins to 24 mins per day
Source: Consecutively 'Deeper' Evaluation Levels in Human Capital Management (adapted from J. Fitz-enz, 1998, p. 36)
Examples at 4 levels of Evaluation Reactions Participants' reactions to the course Employee’s approval of HR initiatives
Learning Have a better understanding of the concepts and theories shared in training Understand the company’s strategy
Behaviour/Implementation Changes in behavior on the job after applying a specific technique learned Employees are able to deliver speeches and make effective presentations Relationships among team members have improved Customer service has improved Capability Indexes have increased
Result /Business Impact There is an increase in turnover/decrease in resignations There is an increase in financial returns The Company has won industry awards
1. Reactions: What did you like about the course? Trainee satisfaction
2. Learnings What did you learn that was useful? Acquisition of knowledge, skills, attitudes
3. Behaviour/Applications What knowledge, skills have been applied to the job? What changes of behaviour occurred? Improvement of behaviour on the job
4. Results/Impact How did your performance contribute to the desired results? How did it affect the bottom line? Business results achieved by trainees
4 levels of evaluation Safety Carrot cake
Origami
Based on your topic for the team presentation give
examples for each of the 4 levels Abstract Design
1. Reactions: What did you like about the course? Trainee satisfaction
2. Learnings What did you learn that was useful? Acquisition of knowledge, skills, attitudes
3. Behaviour/Applications What knowledge, skills have been applied to the job? What changes of behaviour occurred? Improvement of behaviour on the job
4. Results/Impact How did your performance contribute to the desired results? How did it affect the bottom line? Business results achieved by trainees
4 levels of evaluation
Based on your topic for the team presentation give
examples for each of the 4 levels: Sept. 6, 2013 Quilling Fix tap Burn CD Fold clothes
Kefahamam
Concepts,
theories
Visuals,
Graphics
Vocal qualities;
Suara, clarity
Cara
penyampaian-
kommunikasi
Penilain Panel
* This guide is useful when you want the audience to give feedback to a heavy presentation
Team 2: Clarifiers
Listen for anything
that comes across in
a muddy or obscure
way
Team 3:
Agreers
Listen for anything
that you can most
readily accept or
“buy”
Team 4:
Disagreers not disagreebles
Listen for anything that does not
make sense and which you
cannot buy or accept
Team 5:
Appliers or Implementors
Listen for something so practical
that you can pick it up and run with
it starting as soon as possible
Team 1:
Questioners
Listen or look for
anything which
triggers a question
in your mind
DISCUSSION GUIDE
The SAM session provides an opportunity for you to share techniques
and processes With your colleagues at the conference. The purpose
of this session is to highlight the how to‟s that you have successfully
used.
Participants in teams of 5-7 will sit together at Round tables
to share an idea/methods/tips/techniques/skills/approaches
which has worked well with the rest
Each will take 5-7 minutes to prepare their idea for
sharing with the group and then take turns to deliver for 5 minutes
to the group
One member will Mindmap all contributions graphically
on a piece of flipchart paper on the round table
Summarise key learnings and share with the rest
SHARE A METHOD (SAM)/IDEA BOUTIQUE
A homegroup will provide an opportunity for participants to meet new
people and to exchange experiences and insights from different sessions
that they have attended
Each homegroup of 10 people will be allocated a symbol relevant to the
workshop
All those with similar symbols will group together at specific times
They are required to share their learnings, experiences and lessons
learnt from the workshops that they have attended.
Everyone will take a few minutes to prepare their idea for sharing with the
group. Each will be given 5 minutes to share his/her idea.
One member will Mindmap all contributions graphically on a piece of
flipchart paper on the round table
Summarise key learnings and document
HOME GROUP METHOD
Storytelling does belong in the training room and that it contributes to and enhances the
overall training program. The more focused we are as storytellers, the better able we will
be to communicate that information to the organization and participants in the classroom.
List of the ways stories may be used in training. Some of these overlap each other.
STORYTELLING
As a gift. Tell stories for
the joy of telling them
.
As part of the
curriculum (i.e. a
sampling of literature
as it relates to subject
matter)
.
To introduce an activity
(teambuilding, change,
coaching, writing,
leadership, etc.)
As a way to give
factual information. (i.e
a story includes details
on thoughts, ideas,
emotions, realities, etc.
that supports module)
To help build listening
skills.
To help participants
learn speaking skills as
they tell stories.
What are your experiences with storytelling in the classroom?
Objective: What? What do you remember from the presentation? What information stood out? What was clear and unclear? Reflective: Heart? How did you feel about what was said? What points were most useful, interesting, absorbing? Interpretive: So what? What did we learn about............? What is the key insight from the day? What was the presentation all about? How did it affirm or challenge the way we work? How will it affect us all? Decisional: Now what? How can we take back some of the things we learn? What new challenges will we face?
ORID METHOD
It is a technique to capture tacit knowledge from team members about their own experience and know-how for the purpose of documentation and codification
The Rules include: •Whoever shows up – are the right people •When its over it’s over •Whatever happened was the only thing that could have happened •The law of two feet
The Roles include: Bumble Bees who cross pollinate and move around Ants are those who stay put and work hard Butterflies flutter where they want to and draw people to the topic Hosts call the conversation and capture the learning
OPEN SPACE TECHNOLOGY
A provocative method and metaphor of holding table conversations based on the
assumptions that people already have within them the wisdom and creativity to confront
even the most difficult challenges.It revolves around questions that matter to the group on
situations in the organization and community. These learning conversations can lead to
knowledge sharing and new possibilities for action
CAFÉ CONVERSATIONS AT A GLANCE
5 groups of 4-5 people seat at a café style tables in conversation clusters throughout the room. Each group will appoint a
table host
Each group will be given a question or issues that really matter to the organization
Participants will be given opportunities to share their views at two tables. They have to practice collective listening skills by
cross pollinating ideas and carrying key insights, themes and questions into new conversations
The HOST will stay at each table to welcome guests, and will continue recording or drawing key ideas and new connections
on tablecloths or flipcharts.
Groups eventually converge and share their collective discoveries with each other
As insights grow smaller Café conversations connect together, collective knowledge grows.
The wisdom of the group becomes more visible and innovative possibilities for action emerge naturally.
World Café Conversations
About Teaching Training Teacher Teaches Facilitates learning Student Process knowledge Learn from experience Methodology Lecture Workshop, cases, simulations, brief presentations Leadership Autocratic Collaborative, participative Credibility Argument of authority Reasonable, scientific, Logic Ability Memory Creative Intelligence Pedagogical Text and teaches Participants themselves thru articles, books and experience Applicability Developed for the Future Immediate Motivation Externally reward Internally, recognition of the usefulness and significance of the learning itself
TEACHING AND TRAINING
Consulting Supervising Counseling Training
Clients Subordinates Counselees Trainees Mutual Ensuring work Sparing Transferring discussion gets done Thinking Education through others Helping Designing
HUMAN PROCESS INTERVENTIONS
Coaching
Coachees
In its strictest sense, classroom training follows the "mug and jug" theory
As learning consultants, we need to be relevant, be of service and engaging in a way that powerfully transfers capability.
Now, it is important to tap into the interests of the learners and make them truly engaged participants rather than passive mug holders.