Académique Documents
Professionnel Documents
Culture Documents
for
AFAQ
December 2013
First things first..
Facilities
Ground rules
What would you like to take home from this training
today???
Lets Introduce ourselves
Facilitation Teaching
bringing out and
focusing the wisdom Telling the students
of the group, often as the about new skills and
group creates something knowledge;
new or solves a problem teacher plays active
role and students
Presented is not the participate only as
subject matter expert
Training directed by teacher
APPLYING PROCESSING
4 2
We learn through:
And in the next stage we form relations in our brain and test
the newly delivered knowledge from the perspective of our
previous knowledge and other factors that we are already
learned about.
Some people use these senses more than the others and hence
the three learning styles:
- Visual
- Auditory
- Kinesthetic
Group Discussion
Teaching,
Workplace
training and
learning
facilitation
Socratic Designing
questioning Training
Coming now..
Adult learning
Workplace
principles and
assessment
cycle
Vocational
Learning
Education in
Styles
Australia
Learning in Organization
Case Study 1
Case Study 2
Commonly used internal training
techniques and tools
Induction Programs
Buddy Assisted Training
Contextualized training through internal trainers
Skill Enhancement linked to promotions and pay rises
Job Shadowing
Multiskilling
Knowledge Management
Sourced-out periodic training
Adhoc training
Job breakdown in tasks and TNA for each task step
Self-study training modules
Work based assignment to enhance learning
Informal learning (through work experiences)
Personal Developmental Plans
What is KM
PEOPLE
ORGANIZATIONAL
OVERLAPPING PROCESSES
FACTORS
TECHNOLOGY
0-25
Knowledge Hierarchy
Wisdom
Knowledge
Information
Data
Brainstorming Activity
Yourself
Your Organization
Your stakeholders
School teachers
School students
School Administration
Government Authorities
Youth of Pakistan
Training Needs Identification
Training helps to
Existing Required
bridge the gap
Skills Skills
Knowledge Knowledge
Attitudes Attitudes
TNA is a tool to
Existing identify the gap Required
Skills Skills
Knowledge Knowledge
Attitudes Attitudes
3 Assess required employee Skills, Knowledge and Attitudes to deliver the performance
33
Importance of knowing what
learners already know
Training Needs Identification
Job roles
How
How
often? Job process How
often? How
Task list hard?
hard?
Job problems
Task frequency
Task difficulty
Task importance
36
P. 32
Flow
Describe Discrepancy
Step 2: Is it important?
Why is it important?
What if you did nothing?
How big is it? (Quantify if possible)
Who cares?
Is the cost of the discrepancy
high enough that it seems worth
pursuing a solution?
If the answer is no..
IGNORE
REJOICE
Step 3: Determine Cause(s)
Is it a problem of skill
or
a problem of will?
I dont
I dont
wanna!
wanna! I dont know
how.
If a skill deficiency..
Provide training
Provide practice
Provide feedback
Simplify the task by introducing
alternate ways of working
Provide specialized support
Develop a job aid
OJT
IR solutions
P. 37
Remove
Performance
punishing? Punishment
Arrange
Non-performance
rewarded? Positive
Consequences
Arrange
Does performance consequences
matter?
And one last question...
Obstacles? Remove
Obstacles
P. 39
the LEARNERS
the SUBJECT MATTER
HOW PEOPLE LEARN
the capabilities of an INSTRUCTIONAL MEDIUM