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Engaging the Learner(s) Maintain eye contact! Engaging the Learner(s) Words Words 7%7% Body Body Language Language 55% 55% Voice Voice38% 38% The Effect On The Message’s Impact Maslow’s Hierarchy of Needs (original five-stage model) Self-actualisation personal growth and fulfilment Esteem needs achievement, status, responsibility, reputation Belongingness and Love needs family, affection, relationships, work group, etc Safety needs protection, security, order, law, limits, stability, etc Biological and Physiological needs basic life needs - air, food, drink, shelter, warmth, sleep, etc. Training Delivery TIPS ON HOW TO HANDLE GROUPS • • • • • • • • • • • • Know your message and your audience. Listen carefully and be tactful. Practice handling difficult questions. Use the experience of the audience. Stay cool and don’t put the audience down. Don’t get angry-old Chinese proverb “He who angers me, controls me”. Establish a rapport with the audience. Don’t argue opinions. Use only facts in a discussion. Clarify or repeat if someone doesn’t understand. Look at the audience. If you don’t know something admit it and say you’ll find out. Look the part. Your Training Session Must Have: Stay on Track by: Constructing a “Session / Lesson Plan” Syndicate exercise: Exchange lesson plans and critically review each lesson plan’s content, looking at: SMART objectives, overall structure, use of facilitative training techniques, ability to meet needs of different learning styles, range & validity of assessment methods, & use of resources. Prepare a short flipchart presentation (5 minutes) that consolidates your findings and conclusions from all the lesson plans produced by your group, e.g. highlight strengths, weaknesses, creativity, efficient use of time, etc. You have 20 minutes in total to prepare your 5 minute presentation. Schemes of Work • A scheme of work is an overview of lesson plans (a programme or timetable of learning). • The teacher will be able to see the duration and topics contained in the programme they are delivering. • Although you don’t need to devise schemes of work in order to gain the PTLLS qualification, in reality you may need to use or produce one (if in a teaching role) Therefore this is an area you need to have a knowledge and understanding of. Scheme of Work for Building a Raft Lesson 1. Lesson 2. Lesson 3. Lesson 4. What is a raft? Types of rafts. Health & safety. Materials used. Lesson 5. Lesson 6. Lesson 7. Lesson 8. Tools used. Build a raft. Test runs. Sink or Success. Stages of Assessment Initial / Diagnostic To identify existing skills and knowledge and identify areas for development Formative On-going assessment (during the intervention) Summative Final assessment (at the end of the intervention) Validity & Reliability of Assessment Valid does the assessment really measure what it claims and can we make a safe judgement based on the result? Authentic is it the learners own work? Reliable is it consistent across all learners, over time and at the required level? Current the work is still relevant at the time of the assessment Sufficient the work covers all the assessment criteria What is meant by ‘evaluation’? ‘Evaluation’ means: Assessment of value Oxford English Dictionary Evaluation is the process by which judgements are made about the VALUE of a training event, or programme. Types of evaluation There are three types of evaluation: • Evaluation of the learner - Assessment • Formative evaluation – feedback used primarily to monitor and improve the training being carried out (during the training) • Summative evaluation – the collection of data to make judgements about the effectiveness and impact of the training (after the training) Why evaluate? Adding Value An important purpose of summative evaluation is to show the training function/provider that they have added value to the organisation/client. The benefit to the ‘bottom line’ What to evaluate To evaluate training & learning: Impact on performance: • Achievement of objectives • How successfully has learning been applied? • Trainer performance • Training design • The extent of support from line managers • Training environment • Return on investment in terms of improved performance (£) • Learners’ commitment to implementation of learning • Identification of unmet, or future training needs When to evaluate At the end of the event: • • Good time to evaluate the process of the training (pace, level, rapport with trainer, duration, training methods, venue, etc.) Experience is still fresh in learners’ minds However, you cannot necessarily test the impact of the training against all of its objectives. Is this validation rather than evaluation? When to evaluate Some time after the event: • • • • How well has the learning been transferred to the job? Have work practices changed? Has performance improved – personal and organisational? How satisfied are the sponsors of the training? Kirkpatrick’s Four Levels of Training Evaluation 1. 2. 3. 4. Reaction Learning Behaviour Results Please see handout for more details What to evaluate? E ffective achievement of outcomes V alue for money A ppropriate to learners’ and sponsors’ needs L earning environment U nderstanding, knowledge and behaviour A ssessment methods T eaching methods E vidence of impact on performance The Feedback Cycle (verbal feedback) Agree Performance Objectives / Outcomes / Standards (to measure performance against) “Application” You have helped the trainee to review their performance. Now, together and in agreement, you can plan ahead using what has been learned. “Generalising” This is where the trainee is encouraged to evaluate their own performance & pin-down what they have learned that will help them in the future, I.e. develop & improve their performance. “Publishing” Here we let the trainee talk about their own performance against the agreed objectives/outcomes/standards. “Processing” This is where the observer (you) can probe more closely into the “why, what, when, & how” that has resulted in the outcomes achieved by the trainee. (Using information from the “Publishing” stage to support the discussion) Reflective Practice What is it? An important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is working with experience that is important in learning. Boud, 1985 Reflective Practice “I'm starting with the man in the mirror I'm asking him to change his ways And no message could have been any clearer If you wanna make the world a better place Take a look at yourself, and then make a change (Na na na, na na na, na na, na nah)” Written and composed by Siedah Garrett and Glen Ballard. 1988 US Billboard Top 100 # 1, 26 March 1988 – Michael Jackson The Learning Cycle STAGE 1 Having an experience STAGE 4 STAGE 2 Planning the next steps Reviewing the experience STAGE 3 Concluding from the experience Reflective Practice Gibbs’ model for reflection: Gibbs, G. (1988) Learning by Doing: A guide to teaching and learning methods. Oxford. Oxford University Press. Reflective Practice Reflection-in-action Happens instantaneously, almost unconsciously as the professional solves a problem or a dilemma. Reflection-on-action Takes place at the end of the day, when the dust has settled. Is a more conscious, deliberate process. Donald Schön: The Reflective Practitioner (1983)