Professional Documents
Culture Documents
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Activity 1
Question 1
Answer
Dialogue needs to be encouraged and used in formal training, informal talks, one-on-one
counseling sessions, or any situation where adults learn.
2. SPACED LEARNING:
Make people feel comfortable making mistakes. Adults are more receptive to learning when
they are both physically and psychologically comfortable.
Psychological comfortable (spaced between each module / activities / theory
lectures)
Physical surroundings (temperature, ventilation, overcrowding, light) can affect
learning.
Learning is best when there are no distractions.
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3. RESPECT:
Appreciate learners‘ contributions and life experience. Adults learn best when their
experience is acknowledged and new information builds on their past knowledge and
experience.
4. AFFIRMATION:
Learners need to receive praise for even small attempts. People need to be sure they are
correctly recalling or using information they have learned.
5. REINFORCING:
Start with the easiest ideas or skills and build on them. Introduce the most important ones
first. Reinforce key ideas and skills repeatedly. People learn faster when information or skills
are presented in a structured way.
6. PRACTICE:
Practice first in a safe place and then in a real setting.
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10. WHOLE/ PART LEARNING:
Help people learn from each other and solve problems in team or individual together. This
makes learning easier to apply to real life.
13. MOTIVATION:
Wanting to learn
• People learn faster and more thoroughly when they want to learn. The trainer‘s challenge
is to create conditions in which people want to learn.
• Some people are more eager to learn than others, just as some are hungrier than others.
In one person there are different levels of motivation.
• All the principles outlined will help the learner become motivated.
15. FEEDBACK: Feedback informs the learner in what areas s/he is strong or weak.
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LEARNING CYCLE
Kolb developed a theory of experiential learning that can give a useful model by which to
develop practice. This is called The Kolb Cycle, The Learning Cycle or The Experiential
Learning Cycle. The cycle comprises four different stages of learning from experience and can
be entered at any point but all stages must be followed in sequence for successful learning to
take place.
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The Learning Cycle suggests that it is not sufficient to have an experience in order to learn. It is
necessary to reflect on the experience to make generalisations and formulate concepts which
can then be applied to new situations. This learning must then be tested out in new situations.
The learner must make the link between the theory and action by planning, acting out,
reflecting and relating it back to the theory.
The 'Concrete Experience' is the 'doing' component which derives from the content and
process of the programme - through attending the workshops or, in the case of the on-line
module, learner‘s reading of the on-line learning materials - together with their actual
experience and practices.
The 'Reflective Observation' element stems from learner‘s analysis and judgements of events
and the discussion about the learning that engage in with their mentor, colleagues and fellow
participants. People naturally reflect on their experiences of teaching, particularly when they
are new to it and less confident in their abilities or when an experience has been painful.
For example this might be through own self-reflections or evaluations after the event through
keeping a log or journal. It may also include student feedback, peer observation of teaching
(e.g. comments made by your mentor or colleague), moderation of assessments, external
examiner comments, discussions with your mentor or a fellow participants . All of these can be
brought together to give an overall reflection on practice.
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Abstract Conceptualisation (concluding / learning from the experience)
In order to plan what would do differently next time, addition to reflections is needed on
experience - to be informed by educational theory e.g. through readings of relevant literature
on teaching and learning or by attending staff development or other activities. Reflection is
therefore a middle ground that brings together theories and the analysis of past action. It allows
learners to come to conclusions about our practice - 'Abstract Conceptualism'.
The conclusions formed from 'Abstract Conceptualisation' stage then form the basis by which
changes are planned - 'Active Experimentation'. 'Active Experimentation' then starts the cycle
again when those changes implemented in teaching practice to generate another concrete
experience which is then followed by reflection and review to form conclusions about the
effectiveness of those changes.
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Question 2
Answer
Many people recognize that each person prefers different learning styles and
techniques. Learning styles group common ways that people learn. Everyone has a mix of
learning styles. Some people may find that they have a dominant style of learning, with far less
use of the other styles. Others may find that they use different styles in different circumstances.
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LEARNING STYLES
Visual (spatial): prefer using pictures, images, and spatial understanding. The occipital
lobes at the back of the brain manage the visual sense. Both the occipital and parietal
lobes manage spatial orientation.
Aural (auditory-musical): prefer using sound and music. The temporal lobes handle
aural content. The right temporal lobe is especially important for music.
Physical (kinesthetic): prefer using your body, hands and sense of touch. The
cerebellum and the motor cortex (at the back of the frontal lobe) handle much of our
physical movement.
Social (interpersonal): prefer to learn in groups or with other people. The frontal and
temporal lobes handle much of our social activities. The limbic system (not shown apart
from the hippocampus) also influences both the social and solitary styles. The limbic
system has a lot to do with emotions, moods and aggression.
i. Visual impairment
Learners are required to read, take notes in lectures and seminars, use computers,
watch and learn from demonstrations and take part in practical activities in laboratories,
workshops or on field trips. They may be asked to look at a picture or watch a video,
then assimilate information and analyse meaning and content.
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Some of these barriers can be minimised through changes in teaching strategies, the
support of an assistant, or the use of a specialist piece of equipment. Others require an
alternative way of doing things, such as an alternative method of assessment.
ii. Deafness
For some deaf and hard of hearing students, background noise can be heard but
human speech is difficult to understand. An induction loop linked to a hearing aid
amplifies words spoken into a microphone and can make them more distinct, but
comments from other people are not heard unless they also speak into a microphone.
Some rooms are built in a way that emphasises unwanted noise and causes more
difficulty.
Learners who became deaf after they learned to speak may be able to speak
sufficiently well that others assume that they can hear quite well, and suitable
adjustments for ensuring good communication may not be made.
Unfamiliar vocabulary can cause misunderstandings unless the context is given. New
words should be written on the board, and an understanding of explanations should be
checked with all students.
Specific learning difficulties are quite varied, as are the barriers to learning that students
may face. Some have limited short term and working memory, so that information can
be quickly forgotten. This applies particularly to instructions, so learners may not be
able to recall what they should do next.
Learners may appear to be careless, although they can often work things out quickly in
their own way. There may be repetition and persistent errors in spelling, number or
grammar, although oral skills can be good.
Note taking is difficult and reading can be slow, particularly for those with visual–
perceptual disturbance. Organisation, time management and sequencing can cause
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difficulties, and what is being said may be misunderstood, particularly if things are
moving quickly. There may be confusion between left and right.
Some learners find it difficult to speak out in class or to do a presentation, finding that
their words get jumbled and they forget the words they need. They can be easily
distracted and find it hard to concentrate where there are other things going on.
Others may have difficulties with coordination and find it difficult to use unfamiliar
equipment.
Barriers to learning with mental health difficulties may be related to their symptoms or to
the side effects of their medication. Prescribed drugs may have unwelcome side effects
, both psychological (e.g. increased anxiety, disorientation) and physical (e.g. stiffness,
nausea, dizziness) that may have a significant impact on daily living and study.
Barriers to learning can also be due to an environment that does not recognise and
meet their needs. They may be directly related to study but can also be due to problems
with everyday living.
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- Unrealistic or inappropriate expectations
Some learners with mental health difficulties find it difficult to see the ‗big picture‘
or to make rational judgments about what is required from them as a learner,
which may lead to difficulties in setting achievable goals. This can also be one of
the reasons why some learners with mental health difficulties do not make the
best use of the support strategies that are available to them.
- Social difficulties
Many learners with mental health difficulties have problems communicating with
others, making friends and sustaining relationships, and may not behave
appropriately in social contexts. As a consequence they can feel isolated from
their peers and very lonely. These problems can also present a huge barrier to
learning in modern universities, where effective communication of ideas and
collaborative work is essential.
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Physical setting
- Inaccessible surroundings and the problems this causes may mean that
learners cannot concentrate on their course.
- A lack of space or allowances for wheelchairs, crutches, sticks and bags cause
attention to be drawn to difficulties.
- Insufficient use of non-slip surfaces both inside and out can lead to safety
concerns.
- Inflexible training styles affect all learners. For instance, not being willing to
provide handouts electronically prevents students using text to speech software
to aid reading, or from scrolling through the document when they are unable to
turn pages.
- Curriculum materials that are difficult to access may make it impossible for
those using assistive technologies to work successfully.
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- A lack of understanding concerning the pacing of the workload may cause
undue fatigue and concern for those with mobility and dexterity difficulties.
- Constant accumulation of barriers, both social and physical, may affect the
mental health of learners with mobility and dexterity difficulties.
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Question 3
Answer
1 Stakeholder requirements
Once, the purpose of the learning as well as who are the clients, next step is to
determine exact learning requirements with the relevant stakeholders. The
stakeholders involved could include:
› future aspirations
› get specifi c information about how things should be done in their department
and the standards to which they expect work to be carried out.
› learn about company standards, policies and procedures that may need to
be included in the training.
• the organisation’s training manager: to discuss the learner‘s past history and
training strategy for the future.
• refreshing or updating current skills to ensure that staff continue to work to the
desired standards; this may be a simple matter of highlighting information or
reminding learners of policies, procedures or product and service facts.
3 Participant Profile
Before analyse the learning needs of the clients, a clear understanding of target
learner group must be identified. By finding out more about target learner group,
the learning program that meets their needs will be accomplished.
• people who are already experienced in certain fi elds of business and who may
only need a refresher course?
• individuals learning new skills and knowledge or who wish to upgrade skills and
knowledge?
• the level and breadth of their current and past work experience
4 Organisation requirements
This documentation should take the form of a training and assessment strategy
and must include as much information as possible. For example, when proposing
a full qualification course, the proposal should include:
• the timeframe over which the training will take place—this could be several
hours,
weeks or months depending on the complexity and formal nature of the program
› the delivery mode that will be used—for example, will the program be
delivered in a training room, on the job or by distance?
› how competency will be assessed—how will you ensure that learners are
able to apply their new skills and knowledge?
• which staff will be involved in delivering and assessing the program, as well as
their qualifications
• how the program will be or has been validated—how to ensure that the program
is in line with industry and client requirements?
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Question 4
4. Explains the relevance of Equal Opportunities, Health & Safety and Data
Protection legislation to the design of learning and development activities.
Answer
Equal Opportunities
There are three key ways to support and promote equality of opportunity to the
learners in developing activities:
1. Designing and planning so that all learners have equal access to learning and
development opportunities.
2. Choosing, designing and using learning materials that are accessible, do not
reinforce stereotypes and that are representative for a diverse range of people.
3. Delivering learning events in ways that include all learners and that promote
Organization policy on Equality and Diversity.
Design and plan learning activities so that the learners have equality opportunities.
- Include learners who work part-time or who have commitments (for example, people with
caring responsibilities or certain religious commitments. Avoid early starts or late finishes.
If more than one of the same event are running, vary the time and day of the week that it
takes place. Always finish events on time.
- Before the event, ask learners whether they have any accessibility, dietary (if
relevant) or other requirements that need to be taken into account. A standard
question to this effect should be included on the learners application form and/or
pre-event information. For example: ‗If you have any accessibility or other
requirements you would like us to be aware of, please inform us so that
appropriate arrangements can be made.‘
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- When the learners states that they have access needs, make arrangements so that they
can participate fully in the event. This may mean asking them for guidance on how best to
meet their particular needs.
- Don‘t assume learners have equal access to or experience of using computers, email and
online material. Take this into account when advertising an event, providing pre or post-
event material or discussing computer-based issues or resources.
- Include everyone from the start. Make an effort to learn all participants‘ names at an early
stage. Ask for their first name, given name or the name they prefer to be known by, rather
than their first name. Check how to pronounce names, in order to help avoid the risk of
people feeling excluded. Name cards or badges can help.
- Make sure that all course members are encouraged to participate, that certain
people do not dominate and that groups or individuals are not excluded from discussions
or treated with less respect. Ground rules can be a helpful way to create a safe and
inclusive learning environment.
- When referring to people with specific disabilities, avoid using negative language
such as ‗confined to a wheelchair‘ or ‗she suffers with arthritis‘. Instead use terms
such as ‗wheelchair user‘ and ‗she has arthritis‘.
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- The term ‗coloured is generally regarded as offensive. When referring to people
from Asian, African Caribbean or other ethnic minority groups, the most commonly
used term is ‗Black or ethnic minority‘.
- Any course participants who display racist, homophobic, sexist or any other form of
discriminatory behaviour should be challenged appropriately.
Health and safety in learning development is about preventing people from being harmed by
learning or becoming ill through learning and the law applies to all businesses, however large
or small. This health and safety information is concluded to all the trainers and learners.
Contents:
The Health and Safety at Work Act (1974) imposes a general duty on employers, self-
employed, employees, suppliers and owners of premises to ensure that their workplaces are
safe and offer no risk to health .
Health & Safety Law - Health and safety legislation places a number of duties on
organisations, managers and employees alike. Failure to carry out these duties can result in
fines and, in extreme cases, imprisonment.
Employers & Employees Duties - Making the workplace safe and without risks to health, so
far is as reasonably practicable. The basic principle is that every employee must take
reasonable care for the safety of themselves and of others who may be affected by their acts or
omissions.
Risks & Hazards - A Hazard is something in the workplace that has the potential to cause
harm, damage or injury. Risk is the likelihood or severity of this happening.
Safety Signs - One area of importance with regards safety is the use of safety signs. There
are several types of safety signs that you will encounter.
The Accident Investigation - 'An accident at work is an unplanned happening or event, with a
specific cause or causes, which arises out of or in connection with work and leads to injury'
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Objectives of the Health and Safety planning:
- Identify the key responsibilities under the Health & Safety at Work Act
- Identify what is a hazard and how to control the risks while in the training room
- State the health and safety control measures within the training place
Refer to the Data Protection Act , this act help to develop participants awareness of the data
protection.
- Who holds our personal information? - Identifying who holds our personal data.
- What are the risks? - We discuss the risks to individuals arising from the data held
about them.
- What data is covered by the Act - We identify the type of data covered by the Act.
- Conditions for processing data - A brief look at the conditions that must apply to
enable us to process personal data.
- The Data Protection Principles - We look at the Data Protection Principles, which we
must comply with. This includes looking at some of the myths and realities of data
protection.
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- Who can we give information to - A short activity to consider who we are able pass
personal information to.
- Identifying a caller - What security questions should we ask, to ensure we are talking
to the person we think we are talking to?
i. Outline the rights of individuals set out in the Data Protection Act
ii. Recognise ''Personal Data'' and ''Sensitive Personal Data'' as described in the Act
iii. Handle data in accordance with the data protection principles set out in the Act
i. Trainers Notes - A very detailed and concise explanation of what you should do
during the session, complete with the comments you should make and notes on
what to do during activities etc. This is a very detailed step-by-step way of training.
ii. Workbook - This is a place for participants to add their action plans and learning,
whilst also containing information about the course and a place to work on
exercises and activities
iii. Session Plan - Details what is included in the course, so delegates have complete
awareness and the trainer can track course progress
iv. PowerPoint Slides - All slides necessary to run the course. Please note: Our
materials are not 'Death by PowerPoint'. The major content is in the Trainers Notes
and all courses have been designed to be interactive rather than presentational
vi. Pre-course Preparation - Advice on how to print out the slides in 'note' format to
include in the workbooks and also any necessary preparation that is specific to the
course.
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Question 5
Answer
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are at multiple locations.
2. Interactive Methods
Advantages
Breaking up training sessions and keep
trainees attentive and involved, including: - Interactive sessions keep trainees
engaged in the training.
- Quizzes. For long, complicated training,
stop periodically to administer brief - Training more fun and enjoyable.
quizzes on information presented to that
point. - Provide ways for veteran employees
to pass on knowledge and
- Small group discussions. Break the experience to newer employees.
participants down into small groups and
give them case studies or work - Provide in-session feedback to
situations to discuss or solve. trainers on how well trainees are
learning.
- Active summaries. Create small
groups and have them choose a leader
then summarize the major points.
Disadvantages
- Q & A sessions. Informal question-and-
answer sessions are most effective with - Interactive sessions can take longer
small groups and for updating skills because activities, such as taking
rather than teaching new skills. quizzes or breaking into small
groups, are time-consuming.
- Question cards. During the lecture, ask
participants to write questions on the - Some methods, such as participant
subject matter. Collect them and control, can be less structured, and
conduct a quiz/review session. trainers will need to make sure that
all necessary information is covered.
- Demonstrations. Bring tools or
equipment that are part of the training
topic and demonstrate the steps.
3. Hands-On Training
Advantages
Experiential, or hands-on, training, offers
several more effective techniques - Effective for training in new
including: procedures and new equipment.
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Disadvantages
This method is one of the most popular - Master slides make presentations
lecture methods and can be combined with consistent
handouts and other interactive methods.
Disadvantages:
2. Case study
Advantages
Adults tend to bring a problem-oriented
- Good source of hypotheses.
way of thinking to workplace training.
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situations. unethical or impractical to study in
other ways.
They can also see how various elements
of a job work together to create problems
as well as solutions.
Disadvantages
3. Experiment Advantages
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4. Laboratory observation
Advantages
Laboratory Observation means observing
the individual in a laboratory setting, - Allows more control than naturalistic
paying close attention to his/her reaction
or behavior. observation.
Disadvantages
Activity 2
Devise a Session Plan for a learning / training session, to meet an identified need.
The plan should include at least 3 learning outcomes, 3 learning methods, 2
assessment methods and 1 evaluation method.
Produce two learning resources you have developed or materials for use within the
learning / training session.
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Session Title: Emotional Intelligence at Work – Openness and Maturity
Target Group : Human Resource Department (15 persons)
Learning outcomes : at the end of the session, the participants will be able to
- Identify the purpose of Emotional Intelligence at Work – Openness and Maturity Course
- Explain meaning of Human Emotions
- Define the significance of Openness and Maturity Emotional at Work
- Describe the 5 Areas of Emotional Intelligence at work
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Significance of Participants discuss in Activities, Group During sessions
Openness and Maturity group, lecture & coach, discussion, Presentations, observe,
Emotional at work team meeting & briefing Written Notes participants’ pre
(General, based on assessment by
participants experiences assessing their ASK
and opinion) in group
cooperation,
presentation,
illustrations and
graphical produced
by each group.
5 Areas of Emotional Discussion of case study in Written materials, Group During session
Intelligence at work : group, plan acting discussion, case studies, observe post
presentation, discussion of presentations, role play, assessment by
1. Safe awareness and problems in acting activities participants’ ASK in
self control at work storytelling, application of group without
2. Empathy at work knowledge and skills lecturer guide, the
3. Social expertness at assessment done
work through their
4. Personal influence at teamwork.
work
5. Mastery of Purpose
and Vision at work
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Individual Survey Form: End of
programme
25 questions; using “reactionnaires”,
feedback form Lecturer’s
performance
review,
participants’
satisfaction.
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Learning Resources : Briefing of Introduction and Objectives of the Session
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Learning Resources : Relationship between Human Emotions, Openness and Maturity at work
Material : Poster
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Learning Resources : Significance of Openness and Maturity Emotional at work
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Learning Resources : 5 Key Areas of Emotional Intelligence at work
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