My (15min) Presentation on Basic Bomb Incident Management
The Observers and critic
Facilitation pics 1
Facilitation pics 2
Individual functionWednesday, November 17, 2010
10/11/10 FAL - Individual Presentation (Pics)
My (15min) Presentation on Basic Bomb Incident Management The Observers and critic Facilitation pics 1 Facilitation pics 2 Individual function
08/11/10 FAL - Improving Your Presence
As both trainer and facilitator are required to show presence during training session, it is important to reflect on the 6 Ps by Biech (2005).
Projection (How loud can your message be heard)
Pitch (Level of pitch and tone)
Pace (Speed of words delivered)
Pauses (Giving time to learners to think and answer)
Pronunciation (How you articulate and distinctive)
Phillers (e.g. like using umm, ok, ah, er, like, yeah)
Body Stance (Your poise and confidence of body posture)
Gestures (e.g putting a hand in your pocket to convey relaxed persona)
Facial Expression (How you convey your message and profession)
Eye Contact (Being connected with the learners)
Nervousness (Can be good as adrenalin can add enthusiasm)
Projection (How loud can your message be heard)
Pitch (Level of pitch and tone)
Pace (Speed of words delivered)
Pauses (Giving time to learners to think and answer)
Pronunciation (How you articulate and distinctive)
Phillers (e.g. like using umm, ok, ah, er, like, yeah)
Body Stance (Your poise and confidence of body posture)
Gestures (e.g putting a hand in your pocket to convey relaxed persona)
Facial Expression (How you convey your message and profession)
Eye Contact (Being connected with the learners)
Nervousness (Can be good as adrenalin can add enthusiasm)
Wednesday, November 10, 2010
09/11/10 Facilitate Adul Learning - Start of another module
Difference between a Presenter and a Facilitator
-Presenter is in control
-Does not associat themselves to the learners (separated)
-Only transfer of knowledge (not important if audience retain it)
-Learners being passive recipients
-Facilitator share the control
-Control in all aspects
-credibility as subject matter expert
-ensures that learners retain knowledge and skills (bottom line goal)
CONTENT SELECTION
I have learnt something new which is "Need to know and do" & "Nice to know & do". As too much information creates overload and stress if content selection is not selected properly.
"Need to know and do":- This is information which is enabling knowledge and skills that the learner must know and do to perform the task or job."Nice to know and do":- This is non-essential information that might only illustrate a point.
So do consider what to include in a training plan.
Wednesday, November 3, 2010
12/10/10 ISD Model - Cont'd
Gerlach & Ely's model starts with 2 specifications 1) Content and 2) Objectives.
This model is very structured, talks very little about experiences, it is well like by trainers and universities.
The 3 steps talks about the 5 activities which are; Determine Strategy (direct instruction/ discovery/self-learning), organize groups (how learners can learn from either though groups or individual), allocate time (period or time specified for learning), allocate space (location of learning includes indoor or outdoor venues "experiential learning") and select resources (includes training equipment, amount of budget required and again the level of location).
Rapid Prototyping
This are programmes that are still in the drafts stage, the approaches could be by technology-based e.g E-learning or training using tools demonstration. It is experience driven and not very structured.
This model is very structured, talks very little about experiences, it is well like by trainers and universities.
The 3 steps talks about the 5 activities which are; Determine Strategy (direct instruction/ discovery/self-learning), organize groups (how learners can learn from either though groups or individual), allocate time (period or time specified for learning), allocate space (location of learning includes indoor or outdoor venues "experiential learning") and select resources (includes training equipment, amount of budget required and again the level of location).
Rapid Prototyping
This are programmes that are still in the drafts stage, the approaches could be by technology-based e.g E-learning or training using tools demonstration. It is experience driven and not very structured.
06/10/10 Instructional System Design Model
The ADDIE as a generic template for ID models. This model gives a systematic way to translate learning needs. ADDIE represents the steps of the model and every step has an objective that gels with the subsequent step. In the diagram below, the “arrow” in each steps shows that evaluation is actively evolving as it is essential and it reflects on the effectiveness and purpose of the development. By using this method, it helps the designer to reflect on changes or additional inputs at individual phases. It is a very structured model to follow.
The ADDIE Model is made up of 5 steps which allow one to reflect and consider the elements in each phase during the development process. Following are the breakdown of the processes in the individual steps which I will ask myself:-
Analysis Phase- What is the purpose of this project and who are the target audience? What are the learner’s goal and their demographics? What are the tools required and whether is this short or long term goal? (Evaluate & reflect on BPLL)
Design Phase- Looking at the lesson plan, assessment plan, determine the content and presentation. Review my plans, and imagine if this design is handed to another facilitator, will he or she be able to follow my plans. Logistics as well as administrative issues should be taken into consideration. (Evaluate & reflect on BPLL)
Development Phase- All development tools which includes learner’s materials, trainer’s materials, assessment tools, power point slides, course materials, handouts, lesson plans and evaluation forms. (Evaluate & reflect on BPLL)
Implementation Phase- Breaking into 3 portions, 1) Publicize the programme and taking care of the logistics. 2) Conducting training which includes monitor learners performance and feedback about the course, review and validate courseware to organization or learners’ need. May include evaluating performance indicators and job performance of the participants. 3) Conducting of training evaluation and issuing of certificates to participants.
Evaluation Phase- This is the phase where one will be required to review and interact with the stakeholders. Good to review any training and non training interventions during the cause of evaluation. Evaluate the training modules’ effectiveness and make changes and additions as necessary. Version control the changes and prepare report to stakeholders. Data bank (Training and Assessment materials) should be updated as well.
Falling back on the BPLL is one way to ensure that evaluation can be done effectively.
3 Training Pathways which are commonly used
- Facilitated learning (classroom-based or outdoors)
Benefits learner as it offers; step-by-step learning, extensive support that suits the learner, face-to-face interaction, using of the following methods during training; discussions, reflection and learning experiences.
- On-the-job Training (workplace learning)
Training is structured to allow for natural learning, it is conducted at the work site so that learning is authentic, has a supportive learning environment and alloes flexibility in learning and working.
- E-learning (learning using technology)
Little face to face interaction, information should not be distorted, slef directed and is able to learn at one's own pace.
The ADDIE Model is made up of 5 steps which allow one to reflect and consider the elements in each phase during the development process. Following are the breakdown of the processes in the individual steps which I will ask myself:-
Analysis Phase- What is the purpose of this project and who are the target audience? What are the learner’s goal and their demographics? What are the tools required and whether is this short or long term goal? (Evaluate & reflect on BPLL)
Design Phase- Looking at the lesson plan, assessment plan, determine the content and presentation. Review my plans, and imagine if this design is handed to another facilitator, will he or she be able to follow my plans. Logistics as well as administrative issues should be taken into consideration. (Evaluate & reflect on BPLL)
Development Phase- All development tools which includes learner’s materials, trainer’s materials, assessment tools, power point slides, course materials, handouts, lesson plans and evaluation forms. (Evaluate & reflect on BPLL)
Implementation Phase- Breaking into 3 portions, 1) Publicize the programme and taking care of the logistics. 2) Conducting training which includes monitor learners performance and feedback about the course, review and validate courseware to organization or learners’ need. May include evaluating performance indicators and job performance of the participants. 3) Conducting of training evaluation and issuing of certificates to participants.
Evaluation Phase- This is the phase where one will be required to review and interact with the stakeholders. Good to review any training and non training interventions during the cause of evaluation. Evaluate the training modules’ effectiveness and make changes and additions as necessary. Version control the changes and prepare report to stakeholders. Data bank (Training and Assessment materials) should be updated as well.
Falling back on the BPLL is one way to ensure that evaluation can be done effectively.
3 Training Pathways which are commonly used
- Facilitated learning (classroom-based or outdoors)
Benefits learner as it offers; step-by-step learning, extensive support that suits the learner, face-to-face interaction, using of the following methods during training; discussions, reflection and learning experiences.
- On-the-job Training (workplace learning)
Training is structured to allow for natural learning, it is conducted at the work site so that learning is authentic, has a supportive learning environment and alloes flexibility in learning and working.
- E-learning (learning using technology)
Little face to face interaction, information should not be distorted, slef directed and is able to learn at one's own pace.
Sunday, October 3, 2010
15/09/10 Impact of Environmental Factors on Adult Learning
The 4 Environment Factors (demographic factors, psychosocial factors, technological factors, socio-cultural factors)
Demographic factors; career phase & work experience, age.
Psychosocial factors; motivational levels, learning styles, memory lapses, physical surrondings.
Socio-cultural factorsp; societal perceptions about adult learning.
Technological factors; computer literacy, access through IT.
It is most interesting to note that Environmental factors can influence the way one learn or achieve at the work place. The 4 environmental factors, demographic (career phases and age), psychosocial (motivational levels, learning styles, physical), socio-cultural (adult learning, social interaction) and technological (computer literacy) plays an important role in our work experience.
The two environment factors which are more important to me are Demographic and Psychosocial factors. This is when workers bring along their past professional experiences and expectations into the new workplace. Their initial interest and commitment usually covers career opportunity, growth and work responsibilities. As they move on through the years, they will acquire new skills, knowledge and peer support which would be required of them to perform their job competently. As their length of service increases, their sense of belonging and loyalty to the Company also increases. Motivational factors which play these parts are recognition of good works by superior and peers, having a desired goal set and having a strong employment safety net. Incentives (intrinsic and extrinsic) are reinforcement of motivation which the worker would require to fulfill their own individual needs.
The environmental factors can impact on the worker’s Three Dimensions of learning which covers Cognition, Emotions and Sociality. Basing on psychosocial factors (motivational, learning styles and physical surrounding) it falls into the emotion and cognition of a learner which are the core reasons of one’s purpose of inspiration and demographic factors (career phases and age) which falls into the emotional aspect of how one views themselves in terms of achievement in life. Therefore if these two main environment factors are not addressed from the beginning, it will subsequently be a barrier to the learner.
Demographic factors; career phase & work experience, age.
Psychosocial factors; motivational levels, learning styles, memory lapses, physical surrondings.
Socio-cultural factorsp; societal perceptions about adult learning.
Technological factors; computer literacy, access through IT.
It is most interesting to note that Environmental factors can influence the way one learn or achieve at the work place. The 4 environmental factors, demographic (career phases and age), psychosocial (motivational levels, learning styles, physical), socio-cultural (adult learning, social interaction) and technological (computer literacy) plays an important role in our work experience.
The two environment factors which are more important to me are Demographic and Psychosocial factors. This is when workers bring along their past professional experiences and expectations into the new workplace. Their initial interest and commitment usually covers career opportunity, growth and work responsibilities. As they move on through the years, they will acquire new skills, knowledge and peer support which would be required of them to perform their job competently. As their length of service increases, their sense of belonging and loyalty to the Company also increases. Motivational factors which play these parts are recognition of good works by superior and peers, having a desired goal set and having a strong employment safety net. Incentives (intrinsic and extrinsic) are reinforcement of motivation which the worker would require to fulfill their own individual needs.
The environmental factors can impact on the worker’s Three Dimensions of learning which covers Cognition, Emotions and Sociality. Basing on psychosocial factors (motivational, learning styles and physical surrounding) it falls into the emotion and cognition of a learner which are the core reasons of one’s purpose of inspiration and demographic factors (career phases and age) which falls into the emotional aspect of how one views themselves in terms of achievement in life. Therefore if these two main environment factors are not addressed from the beginning, it will subsequently be a barrier to the learner.
22/09/10 C3 - Conextualise & Apply Learning Theories & Approachers to Environment Factors
The application of the 3 dimensions of learning model (TDLM) is important for the role of an AE. Through it, the AE will be able to identify the weakness and strengths according to Cognition, Emotion and Sociality of the learner.
The following are the attributes of the TDLM;
Cognition:- preferred ways of learning, processing styles, personal reflections, ways of expressing ideas, memory retention. (Learning Theories are; Experiential Learning, Critical Thinking, Reflective Practice.)
Emotion:- motivation, self concept, readiness to learn, experience, attitudes to learning. (Learning Theories are; Self-Directed Learning, Experiential Learning, Transfornative Learning)
Sociality:- invovement of family, community, idividual, computer literacy to stay connected to the world. (Learning Theories; Collaborative Learning, Experiential Learning, Transformative Learning)
Learning Theories and Methods
Experiential Learning; role-play, models, games, outdoor adventure sessions
Following was the experiential learning which was conducted by me on 26 Aug 2010 for my Company's F&B and Secretariat staff. The use of collaborative learning through discussions and brainstorming was carried out in the board room before the participants were brought to the field. The objective of the lesson is "Team Building" through action. Though majority of the participants have never played paintball before, especially the ladies,it was an eye opener for all as they learned the essentials of team building through outdoor game and peer learning.
Critical Thinking; self or group reflections, role-plays, presentations, demonstrations, quizzes.
Self-Directed Learning; drill and practice, problem-solving, case studies, brainstorming, projects.
Transformative Learning; Problem-solving, case studies, role plays, self reflection, service learning.
Collaborative Learning; debates, discussions, problem solving, brainstorming, peer practice, peer teaching.
Kolb's cycle of experiential learning
Concrete Experience (CE)
Learners are task to act out on an activity through kinaesthetic modes. Learners are to make sense of a task while acting on it before structure information is given.
Abstract Conceptualization (AC)
information is first relayed through in-depth analyses or visual before acting on the task.
Critical Reflection (CR)
Information is carried out through deep reflection activities.
Active Experimentation (AE)
Process of information through practice involving role plays, case studies, hands-on experiments.
Tuesday, September 14, 2010
14/09/10 Another New Journey C3 - Incorporate Audlt Learning Theories & Approaches
Being a AE, it is important to go back to basic, as to reflect and ask ourselves what are the reasons for one to be interested in learning or intending to upgrade oneself in the first place.
I find it most interesting of what was taught today, the change of one's identity, the cause of preserving and protecting one's identity as we increase in new knowledge and understanding. Such defensiveness could it be due to one's status and professional image has also increased which resulted to such actions and thoughts? Such that the acquiring of knowledge also brings a person into new social relations with others.
How one's past experience during their early education may create a barrier to their perception and attitude towards Adult learning. Such that the fear of assessment and assignment makes learning a chore. Who we are now depends on what and how we learned in the past. As the saying goes, "we are what we eat".
The 3 Key Areas concerning our identity:-
1) to protect it
2) to preserve it
3) to project it
Collecting Data about Learner by using Andragogy and Pedagogy model. However one should note that these are just initial assumptions about the learners.
Andragogy Learners
Learners who falls within this are usually more self-directed and responsible, they have their set of past experiences, they tend to engage the community and try solve real-life problems, using aspect of problem solving approaches to handle training issues and their motivation are driven by internal factors.
Pedagogy Learners
They seems to be more dependent to the facilitators or trainers to direct their move, not many experience in the current field they are in, they tend to relay and respond better to societal expectations, knowledge are acquired first for a later use when unnecessary. There is no actual urgency or self objectives during the acquisition of knowledge. Lastly, their motivation is driven by external factors.
I find it most interesting of what was taught today, the change of one's identity, the cause of preserving and protecting one's identity as we increase in new knowledge and understanding. Such defensiveness could it be due to one's status and professional image has also increased which resulted to such actions and thoughts? Such that the acquiring of knowledge also brings a person into new social relations with others.
How one's past experience during their early education may create a barrier to their perception and attitude towards Adult learning. Such that the fear of assessment and assignment makes learning a chore. Who we are now depends on what and how we learned in the past. As the saying goes, "we are what we eat".
The 3 Key Areas concerning our identity:-
1) to protect it
2) to preserve it
3) to project it
Collecting Data about Learner by using Andragogy and Pedagogy model. However one should note that these are just initial assumptions about the learners.
Andragogy Learners
Learners who falls within this are usually more self-directed and responsible, they have their set of past experiences, they tend to engage the community and try solve real-life problems, using aspect of problem solving approaches to handle training issues and their motivation are driven by internal factors.
Pedagogy Learners
They seems to be more dependent to the facilitators or trainers to direct their move, not many experience in the current field they are in, they tend to relay and respond better to societal expectations, knowledge are acquired first for a later use when unnecessary. There is no actual urgency or self objectives during the acquisition of knowledge. Lastly, their motivation is driven by external factors.
Tuesday, August 31, 2010
25/08/10 Last session on DACE C2 - Non WSQ CBT models
Non-WSQ CBT models
My group was nominated to present Knud Illeris adaptive competency model and these are what I have learned.
Everyone must be prepared for their working functions changing constantly during their working lives.
There are two different types of process: an external interaction process between the learner and his or her social, cultural and material environment, an internal psychological process and acquisition in which new impulses are connected with the results of prior learning.
All learning includes three dimentions:- the content dimension of knowledge, understanding, skills, abilities, attitudes and the like, the incentive dimension of emotion, feelings, motivation, and the cocial dimension of interaction, communication and coorperation which are embedded in a societally situated context.
My group was nominated to present Knud Illeris adaptive competency model and these are what I have learned.
Everyone must be prepared for their working functions changing constantly during their working lives.
There are two different types of process: an external interaction process between the learner and his or her social, cultural and material environment, an internal psychological process and acquisition in which new impulses are connected with the results of prior learning.
All learning includes three dimentions:- the content dimension of knowledge, understanding, skills, abilities, attitudes and the like, the incentive dimension of emotion, feelings, motivation, and the cocial dimension of interaction, communication and coorperation which are embedded in a societally situated context.
Sunday, August 22, 2010
Apprenticeship and Behaviorism 18/08/10
Industrialisation
Industry specific
Skilled Based
QC standard
Systematic
Quality driven
Line Processing
Apprentices and Master Craftsman
Real life
Skilled based
Piratical
Demonstration
Teacher and student relationship
Behaviorism
Behaviorism
Objectives movement
identified specific outcomes
Desired behaviors
Repetitive practice
Today's lesson tells how education was linked to industrial and business models where the influences of behaviourism has branched into CBT. In the middle ages guilded apprenticeship is equlivant to OJT of what we have today. The use of apprenticeship is still ongoing espicially in the Europe countries like USA and Germany.
xxxxxx
Monday, August 16, 2010
Review CBT approaches - C2 Day 1
What did I learn today:-
Today's lesson covers the Singapore labour market and emerging issues faced by the government. The rate of better educated woman have been increased steadily in the Singapore workforce. These may be due to the influences by the Govt. past interventions of getting female to go back to the workforce. The recognition of key positions in both Govt and Private Sectors for this gender as well as the acknowledgement of equality of both gender in the workforce has also catalyzed the "back to work" influence.
One of the disturbing statistics in the age profile in the labour force is that the "baby boomers" age group which falls in the 50 years mark has increase in the labour force. With the Govt's encouragement of having retirement be extended and having its older population be more self sufficient, this thus set a trend of older workers having gone through reskilling and employ ability so as to remain relevant in the job market. With specialized jobs and skills required in the professional industry, most new jobs are taken up by locals and foreigners are in the PME positions. So being, many see a need to also upgrade themselves with a higher education which resulted to more degree holders in the market.
Policies of Govt agencies which impact the workforce are; Global Schoolhouse vision, OSH, policies governing the foreign workers and the commitment to assist older and low-wage workers.
The Govt's framework in Continuing Education & Training (CET) in S'pore started with the philosophy of the starting of Pre Employment Training (PET) at the polytechnics, ITE and the university. The contiunous process of education and training which allows a person to stay relevant in the economic situation. PET falls into the age group of 5 yrs to 24 yrs while CET falls into the age group of 24 yrs to 62 and beyond.
Being a Singaporean, it is good to know that a CET master plan is in placed to cater for the needs of the local workforce. Having mentioned by the Prime Minister in the recent NDP 2010, the Govt will take care of its' citizen first in employability and job security. The Master plan covers having a 1st class providers like NTUC, polytechnics and overseas providers, 10 New CET centers in specialised professional fields, the expansion of current CET centres, better integration of CET centers to outreach to all workers and New institute for adult learning.
Today's lesson covers the Singapore labour market and emerging issues faced by the government. The rate of better educated woman have been increased steadily in the Singapore workforce. These may be due to the influences by the Govt. past interventions of getting female to go back to the workforce. The recognition of key positions in both Govt and Private Sectors for this gender as well as the acknowledgement of equality of both gender in the workforce has also catalyzed the "back to work" influence.
One of the disturbing statistics in the age profile in the labour force is that the "baby boomers" age group which falls in the 50 years mark has increase in the labour force. With the Govt's encouragement of having retirement be extended and having its older population be more self sufficient, this thus set a trend of older workers having gone through reskilling and employ ability so as to remain relevant in the job market. With specialized jobs and skills required in the professional industry, most new jobs are taken up by locals and foreigners are in the PME positions. So being, many see a need to also upgrade themselves with a higher education which resulted to more degree holders in the market.
Policies of Govt agencies which impact the workforce are; Global Schoolhouse vision, OSH, policies governing the foreign workers and the commitment to assist older and low-wage workers.
The Govt's framework in Continuing Education & Training (CET) in S'pore started with the philosophy of the starting of Pre Employment Training (PET) at the polytechnics, ITE and the university. The contiunous process of education and training which allows a person to stay relevant in the economic situation. PET falls into the age group of 5 yrs to 24 yrs while CET falls into the age group of 24 yrs to 62 and beyond.
Being a Singaporean, it is good to know that a CET master plan is in placed to cater for the needs of the local workforce. Having mentioned by the Prime Minister in the recent NDP 2010, the Govt will take care of its' citizen first in employability and job security. The Master plan covers having a 1st class providers like NTUC, polytechnics and overseas providers, 10 New CET centers in specialised professional fields, the expansion of current CET centres, better integration of CET centers to outreach to all workers and New institute for adult learning.
Wednesday, August 4, 2010
03/08/10 Methods to analyse data
Using the BPLL framework to consider what data means.
Here are some descriptive statistical methods which are commonly used;
Nominal Scale which talks about age group, Frequency are the number of times a value appears in a data, Mode is something that frequently occurring value in set of scores, Median is score found in the middle of a set of values and Mean describe a adding up of values and diving by the number of values/ also know as the average.
Sunday, August 1, 2010
Data collection methods - Choose 2
21/07/10 - Data collection methods
Qualitative
Interviews (Method 1)
I can consider that interviewing method is one of the most “less tense” approach of data collection for both the trainer and the interviewee. When it is conducted in an informal way, people will tend to share more about their thoughts and thus not feeling embarrass even if they would have shared something which is out off point. Since it is a one-on-one approach, the observation of the interviewees’ facial expression and body language are usually displayed more naturally and openly. In a way the “intangible” factors of inner feelings and actual thoughts are more personal. Being able to go back to the source again without having to call for another official meeting makes it more flexible and less time consuming for me if I have left out any important data which requires immediate attention.
The questions in the interview can be planned and crafted to my liking and goal setting. Probing is usually used to gather more detailed information and data to clarify grey areas. The other communication skills used include paraphrasing and summarizing. As for the retention of information is essential, one may use recording device (upon approval of the interviewee) however that may not seems necessary as note taking base on the structured questions can be taken.
Focus groups (Method 2)
Firstly, the participants who would be involved in the Focus group are Tracy Tang, Snr Production Manager, Michael Low, Manager Complaint Center, Jenny Chan, Director Human Resources, Jerome and Gary, Team Leaders.
This is one way of getting the main key people together to be involved in analyzing and brainstorming on a subject matter. The Focus group makes up of subject experts in their own individual fields which will be able to provide critical insights and logical approaches which in turn be used to deal with the immediate issue. I see it as an avenue for data collection centre where it would be less accessible without the light minded interaction found within the group. As brainstorming is part of the key feature of the group activity, it is a method to generate ideas for new initiatives and arrest irregularities in a problem solving approach. What I feel is that such amount of constructive data coming out from the participants’ owns words are the precise information required to address the topic of interest.
As those involved are key people, there will not be imbalance of authority within the group. As for group involvement, the usual case is that a “natural flow” of individual key concerns and ideals would be brought forth for discussion and interaction within the topic given. Prior to the meeting, facilitator and group members are given grace period to prepare materials and data for discussion and review. The agenda or topic to be discussed should be addressed positively considering the aim is to ensure maximize attendance at the event. The bottom line is to allow the participants to have the feeling of wanting to attend the meeting. The benefit of having key people in Focus group is to be able to have clearance and easy access to subsequent data.
When crafting the questions, the wording should be of open ended questions so that it allows one to trigger their thoughts about the crux of the subject. This can be sent to those involved so as to prepare them for the discussion and thus reminding them of what are expected of individual contributor. Not forgetting the use of voice recording aid is usually agreed without much issue Asking permission to voice record
Qualitative
Interviews (Method 1)
I can consider that interviewing method is one of the most “less tense” approach of data collection for both the trainer and the interviewee. When it is conducted in an informal way, people will tend to share more about their thoughts and thus not feeling embarrass even if they would have shared something which is out off point. Since it is a one-on-one approach, the observation of the interviewees’ facial expression and body language are usually displayed more naturally and openly. In a way the “intangible” factors of inner feelings and actual thoughts are more personal. Being able to go back to the source again without having to call for another official meeting makes it more flexible and less time consuming for me if I have left out any important data which requires immediate attention.
The questions in the interview can be planned and crafted to my liking and goal setting. Probing is usually used to gather more detailed information and data to clarify grey areas. The other communication skills used include paraphrasing and summarizing. As for the retention of information is essential, one may use recording device (upon approval of the interviewee) however that may not seems necessary as note taking base on the structured questions can be taken.
Focus groups (Method 2)
Firstly, the participants who would be involved in the Focus group are Tracy Tang, Snr Production Manager, Michael Low, Manager Complaint Center, Jenny Chan, Director Human Resources, Jerome and Gary, Team Leaders.
This is one way of getting the main key people together to be involved in analyzing and brainstorming on a subject matter. The Focus group makes up of subject experts in their own individual fields which will be able to provide critical insights and logical approaches which in turn be used to deal with the immediate issue. I see it as an avenue for data collection centre where it would be less accessible without the light minded interaction found within the group. As brainstorming is part of the key feature of the group activity, it is a method to generate ideas for new initiatives and arrest irregularities in a problem solving approach. What I feel is that such amount of constructive data coming out from the participants’ owns words are the precise information required to address the topic of interest.
As those involved are key people, there will not be imbalance of authority within the group. As for group involvement, the usual case is that a “natural flow” of individual key concerns and ideals would be brought forth for discussion and interaction within the topic given. Prior to the meeting, facilitator and group members are given grace period to prepare materials and data for discussion and review. The agenda or topic to be discussed should be addressed positively considering the aim is to ensure maximize attendance at the event. The bottom line is to allow the participants to have the feeling of wanting to attend the meeting. The benefit of having key people in Focus group is to be able to have clearance and easy access to subsequent data.
When crafting the questions, the wording should be of open ended questions so that it allows one to trigger their thoughts about the crux of the subject. This can be sent to those involved so as to prepare them for the discussion and thus reminding them of what are expected of individual contributor. Not forgetting the use of voice recording aid is usually agreed without much issue Asking permission to voice record
Sunday, July 25, 2010
Conducting TNA using Tobey and Gupta 4 stages
I think this is really useful and easy to consider when conducting a TNA or (NA).
Try using Tobey's 4 stages which is (BPLL). This covers the Business, Performance, Learning and Learners perspectives. There are also the 4 different tasks when planning data collection which are 1) identify questions to be answered, 2) identify data sources, 3)identify collection methods and 4) choose data collection method. While collecting data, we need to go back to the BPLL stages to guide us on types of questions to ask.
Also in line to Tobey's 4 stages, it's Gupta's 4 Needs Assessment approaches which is (S,CB,JTA and S). This covers Strategic, Competency-Based, Job and Task Analysis, Knowledge and Skills.
Try using Tobey's 4 stages which is (BPLL). This covers the Business, Performance, Learning and Learners perspectives. There are also the 4 different tasks when planning data collection which are 1) identify questions to be answered, 2) identify data sources, 3)identify collection methods and 4) choose data collection method. While collecting data, we need to go back to the BPLL stages to guide us on types of questions to ask.
Also in line to Tobey's 4 stages, it's Gupta's 4 Needs Assessment approaches which is (S,CB,JTA and S). This covers Strategic, Competency-Based, Job and Task Analysis, Knowledge and Skills.
Thursday, July 22, 2010
Gupta approaches
DACE 4 - My journey on 21/07/10
Hhhmmmm.... what did I learn today?
Gupta approaches to needs analysis has made an impact to how one sees the initial stages of a TNA development.
Gupta talks about the 4 needs approaches which are:-
1) Strategic (-examine internal & external factors that affect performance. - identify gaps between current and future situations) HRM can look at this..
2) Competency Based (identify UK, skills attitudes behaviors * All learned during ACTA)
3) Job & Task Analysis (gathering of info on responsibilities and task for job functions. As a guide to develop new JD) HRM can use this..
4) Knowledge & Skills (identify knowledge and skills that employees must have in order to perform task effectively. Identify interventions to close gaps)
Hhhmmmm.... what did I learn today?
Gupta approaches to needs analysis has made an impact to how one sees the initial stages of a TNA development.
Gupta talks about the 4 needs approaches which are:-
1) Strategic (-examine internal & external factors that affect performance. - identify gaps between current and future situations) HRM can look at this..
2) Competency Based (identify UK, skills attitudes behaviors * All learned during ACTA)
3) Job & Task Analysis (gathering of info on responsibilities and task for job functions. As a guide to develop new JD) HRM can use this..
4) Knowledge & Skills (identify knowledge and skills that employees must have in order to perform task effectively. Identify interventions to close gaps)
Scope & requirements of Needs Assessment
DACE C4 - My journey on 20/07/10
Interesting to note that the latest preferred term for Training Needs Analysis (TNA) which has been used for the past donkey years is now called Needs Assessment (NA). Ya, the incorporation of WSQ assessment theory and needs basis are all part of this influence.
The NA identifies the root cause of the training which addresses a training or non-training intervention. The non-training intervention are most likely HRM issues within a Company which must be dealt by HRM practitioner.
Total agreeable with Brown that the gathering of Data/ information/ reasons are important so that specific training requirements can be developed to accomplish objectives. Not forgetting the closing of Performance Gap must also be considered in NA as Gupta puts.
The overall objective of an NA is to align Performance to business goals. HRM can consider to use the same tools during staff appraisal. These are are some Performance Improvement components that we can consider:-
1) Business and Organizational goals
2) Systemic approach base on outcomes
3) Performance accomplishments and performance
4) Analysis of Performance gaps
5) Interventions to close performance gaps
What I like about the 3 types of interventions mentioned below which can also be contextualise to fit the HRM framework during disciplinary and grievances procedure are:-
1)Motivational, 2)Structure/Process and 3)Knowledge and Skills.
Interesting to note that the latest preferred term for Training Needs Analysis (TNA) which has been used for the past donkey years is now called Needs Assessment (NA). Ya, the incorporation of WSQ assessment theory and needs basis are all part of this influence.
The NA identifies the root cause of the training which addresses a training or non-training intervention. The non-training intervention are most likely HRM issues within a Company which must be dealt by HRM practitioner.
Total agreeable with Brown that the gathering of Data/ information/ reasons are important so that specific training requirements can be developed to accomplish objectives. Not forgetting the closing of Performance Gap must also be considered in NA as Gupta puts.
The overall objective of an NA is to align Performance to business goals. HRM can consider to use the same tools during staff appraisal. These are are some Performance Improvement components that we can consider:-
1) Business and Organizational goals
2) Systemic approach base on outcomes
3) Performance accomplishments and performance
4) Analysis of Performance gaps
5) Interventions to close performance gaps
What I like about the 3 types of interventions mentioned below which can also be contextualise to fit the HRM framework during disciplinary and grievances procedure are:-
1)Motivational, 2)Structure/Process and 3)Knowledge and Skills.
My only Brookfield
DACE C1 - My journey on 06/07/10
Approaches to Reflective Practice
A total of 4 "brothers" all together but I will choose the one that talks about lenses, cos it reminds me of wearing my glasses..
The philosophy of Brookfield which is the easiest to remember and put into practise.
Brookfield has 4 reflective lenses which I wish to share and they are; 1) Autobiographies 2)Learners Perspectives 3)Colleagues Experience 4)Theoretical
I fill that being a trainer, the 3rd lens will be most helpful when you need someone to review and critic your standard as well as welcoming constructive inputs for one to improve in your professional practise. Most of the time we do not see the lack of training gaps within ourselves until we seek comments from other trainers who are willing to be our mentor or peer. The 3rd lens also help me to review my training methods to see if it is update as well as using good practises as a benchmark to review on my continuous education.
1)Autobiographies, is by looking back at our past history in the field of professional practice, pondering on our experience and concepts. Images and personal influences to others will be replayed in our mind.
2)Learners' Perspectives, these are one of our most important stakeholders!, no learner means no job.. anyway they are the ones who can influence your teaching delivery and their honesty in the training evaluation report states if your have meet your goal as a trainer.
3)Colleagues' Experiences, hopefully you can get someone that is able to give you constructive feedback and also be honest with you while he/she bombard you after observing your delivery. Being a trainer, you constantly need someone to validate your standards.
4)Theoretical Literature comes in play when you need to validate your information using formal source in terms of references. Its a form of comparison that you are updated and on track.
Approaches to Reflective Practice
A total of 4 "brothers" all together but I will choose the one that talks about lenses, cos it reminds me of wearing my glasses..
The philosophy of Brookfield which is the easiest to remember and put into practise.
Brookfield has 4 reflective lenses which I wish to share and they are; 1) Autobiographies 2)Learners Perspectives 3)Colleagues Experience 4)Theoretical
I fill that being a trainer, the 3rd lens will be most helpful when you need someone to review and critic your standard as well as welcoming constructive inputs for one to improve in your professional practise. Most of the time we do not see the lack of training gaps within ourselves until we seek comments from other trainers who are willing to be our mentor or peer. The 3rd lens also help me to review my training methods to see if it is update as well as using good practises as a benchmark to review on my continuous education.
1)Autobiographies, is by looking back at our past history in the field of professional practice, pondering on our experience and concepts. Images and personal influences to others will be replayed in our mind.
2)Learners' Perspectives, these are one of our most important stakeholders!, no learner means no job.. anyway they are the ones who can influence your teaching delivery and their honesty in the training evaluation report states if your have meet your goal as a trainer.
3)Colleagues' Experiences, hopefully you can get someone that is able to give you constructive feedback and also be honest with you while he/she bombard you after observing your delivery. Being a trainer, you constantly need someone to validate your standards.
4)Theoretical Literature comes in play when you need to validate your information using formal source in terms of references. Its a form of comparison that you are updated and on track.
Looking into your own reflection
DACE C1 - My journey on 06/07/10
My main phase of the month "Reflective Practice" I just love it! Use it while at work and at personal level. This module reflects your personality as a thinker..
What is reflective practice?
Very easy, it's a process of analysing an issue, reconsidering your past and future actions and lastly questioning past experiences.
Reflection-in-Action, what is this?
It is when you go into deep thoughts while moving/ doing something. Through thoughts, self questioning comes into play instantly.
Reflection-on-Action, what is this?
Something that has already past. You then go into self thoughts to make changes of things that we wish to change or redo it better the next time round. Examining your values, beliefs, ethical and moral actions.
My main phase of the month "Reflective Practice" I just love it! Use it while at work and at personal level. This module reflects your personality as a thinker..
What is reflective practice?
Very easy, it's a process of analysing an issue, reconsidering your past and future actions and lastly questioning past experiences.
Reflection-in-Action, what is this?
It is when you go into deep thoughts while moving/ doing something. Through thoughts, self questioning comes into play instantly.
Reflection-on-Action, what is this?
Something that has already past. You then go into self thoughts to make changes of things that we wish to change or redo it better the next time round. Examining your values, beliefs, ethical and moral actions.
Wednesday, July 21, 2010
DACE C4 - My journey on 20/07/10
It is interesting to note that there are alot of considerations in the field as a Human Resource practitioner as some times the taken for granted self reflections of our daily interactions within the HRD framework as non training interventions which have been left out.
I think at times we just "do it" for the sick of getting a job done without realising that training requirements and needs cannot be accomplished when the root of an issue has not been scrutinize and reviewed by self reflection of both concerning parties involved in a training matter.
The requisition of new knowledge in this DACE programme has made me to be more self aware of my professional practise when dealing with training related issues. It has taught me to look and reflect issues in a different perspective.
It is interesting to note that there are alot of considerations in the field as a Human Resource practitioner as some times the taken for granted self reflections of our daily interactions within the HRD framework as non training interventions which have been left out.
I think at times we just "do it" for the sick of getting a job done without realising that training requirements and needs cannot be accomplished when the root of an issue has not been scrutinize and reviewed by self reflection of both concerning parties involved in a training matter.
The requisition of new knowledge in this DACE programme has made me to be more self aware of my professional practise when dealing with training related issues. It has taught me to look and reflect issues in a different perspective.
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