ELEC 4 Training Strategies PDF

**ELEC 4: Training Strategies** **I. LEARNING** - **Definition**: Learning is the process by which behavior and attitudes are changed. - **Nature vs. Nurture**: A major debate in child development and education focuses on how much of behavior is innate (nature) vs. learned (nurtur...

**ELEC 4: Training Strategies** **I. LEARNING** - **Definition**: Learning is the process by which behavior and attitudes are changed. - **Nature vs. Nurture**: A major debate in child development and education focuses on how much of behavior is innate (nature) vs. learned (nurture). **II. WHAT IS TRAINING?** - **Training** is a **systematic process** through which an organization's human resources gain knowledge and develop skills through instruction and practical activities, aimed at improving corporate performance. - **Purpose of Training**: To help employees acquire job-related knowledge, skills, abilities, and behaviors, with the goal of applying them on the job. **III. WHAT IS DEVELOPMENT?** - **Development** is a process where learning occurs through experience, enhancing not just task skills but also the individual\'s attitudes. - **Focus of Development**: It focuses on learning that extends beyond today\'s job responsibilities, with a long-term strategic focus on growing employees for future roles. - **Strategic Training**: Development is considered strategic training, aimed at preparing employees for long-term growth. **IV. WHAT IS EDUCATION?** - **Education** is the broadening of the knowledge and skills base of the individual or group, with the goal of helping the individual function effectively and be a benefit to society. **V. Differences Between Training, Development, and Education** - **Training**: - Short-term and task-oriented. - Focuses on achieving a change in attitude, skills, and knowledge in a specific area, often job-related. - **Development**: - Long-term investment in human resources. - Aimed at preparing employees for future roles, broader than specific tasks. - **Education**: - A lifetime investment, initiated by individuals in areas of personal interest. - Focuses on general knowledge and societal contribution rather than specific job-related skills. **VI. TRAINING AND DEVELOPMENT** - **Definition**: A function of Human Resource Management aimed at improving the performance of individuals and groups in an organizational setting. - Also referred to as **Human Resource Development** or **Learning and Development**. - **Objective**: Training and development processes help employees obtain the necessary knowledge, skills, and abilities to perform specific activities or tasks. **VII. Why Do We Need Training and Development?** - **The Gap Concept**: - Training helps to fill the gap between actual performance and the expected performance. - This requires developing programs aimed at bridging this gap. **VIII. Importance of Training** Training has several key benefits: - **Maintains qualified products/services**: Ensures employees have the skills to maintain high standards. - **Achieves high service standards**: Training helps employees meet high expectations in quality and service. - **Provides information for newcomers**: New employees are introduced to job requirements and organizational culture. - **Refreshes memory of old employees**: Reminds employees of key skills and knowledge. - **Introduces new things**: Helps employees learn about new technologies, products, and services. - **Reduces mistakes**: Proper training minimizes errors, leading to cost reductions. - **Opportunity for staff feedback**: Allows employees to suggest improvements and contribute to decision-making. - **Improves communication & relationships**: Fosters better teamwork and organizational relationships. **IX. Benefits of Training** - **Targeted Learning**: Training is aimed at ensuring that trainees learn skills they can apply directly to their jobs. - **ASK Concept**: - **A**ttitude - **S**kills - **K**nowledge Training aims to fill performance gaps in these three areas: 1. **Attitude**: Changing mindsets and behavior. 2. **Skills**: Developing technical or job-specific skills. 3. **Knowledge**: Providing the necessary information and understanding. **X. Training and Development Strategies** A training and development strategy typically includes the following components: - **Skills Assessment**: What skills do our employees currently possess? - **Future Goals**: What is the future aims and direction of the organization? - **Skills Needs**: What skills will employees need to help the organization achieve its goals? **XI. Role of Training and Development in Recruitment and Retention** - **Recruitment**: Organizations aim to recruit talented individuals and ensure they have the potential to succeed in the organization. - **Retention**: Retaining employees involves providing opportunities for growth and development. Recognition, as Herzberg (1962) suggests, is a powerful motivator and helps retain employees. - **Training's Impact on Retention**: 1. Recruiting employees with potential but lacking certain skills requires training programs to develop these skills. 2. Organizations that invest in training are more likely to retain talented employees. Providing development opportunities can influence whether an employee stays or leaves. **LESSON 2: PRINCIPLES OF LEARNING** **I. What is Learning and How Do We Learn?** - **Learning** involves: 1. **Acquiring Knowledge** 2. **Skills** 3. **Attitudes** - **Objective**: Learning results in a change in our ability to do something, with a focus on increasing competence to perform specific tasks. - **In Competence-Based Training**: The goal is to promote a change that results in greater competence to perform work functions. **II. Acquiring Relevant Knowledge** - **All Learning Involves Knowledge Acquisition**: The extent of knowledge acquisition depends on the subject matter. - **Example**: Learning a language requires a significant amount of knowledge acquisition, while even skill-based activities like football require knowledge of the game's rules. - **Key Process in Knowledge Acquisition**: **Memory** is the central process in acquiring and retaining knowledge. **III. Thinking for Understanding** - **Beyond Memorization**: Simply acquiring knowledge isn't enough for effective learning. - **Understanding** is necessary to make sense of what has been learned and determine when, where, and how to apply this knowledge. - **Real-World Application**: Understanding goes beyond memory and involves thinking about how to apply the learned material in real-life situations. Without understanding, memorized knowledge is likely to be forgotten. **IV. Doing** - **Dynamic Learning Process**: The three components of learning (knowledge, understanding, and doing) do not occur separately but are interrelated. - **Example**: As more knowledge is acquired, thinking improves, and practice increases, leading to greater competence in a given activity, whether work-related or otherwise. A diagram of a triangle Description automatically generated **V. Factors Affecting Learners and the Learning Process** - **Motivation**: A key factor that affects learning effectiveness. - **Relationship with Teachers and Peers**: Positive relationships can enhance learning outcomes. - **Access to Resources**: Adequate resources and time constraints influence learning effectiveness. - **Mood and Situational Factors**: Emotional state and external conditions affect the learning process. - **Prior Learning**: Previous knowledge in a particular area can influence how easily new information is acquired. - **Teaching Method**: How information is presented can impact how well it is understood. - **Perceived Relevance**: The perceived value of learning influences engagement and effort. **VI. Seven Important Principles of Learning** **Principle 1: Utilize and Stimulate the Senses** - **Mental Activity and Senses**: Learning is influenced by all five senses. Research shows how much each sense contributes to learning: - 10% of what we read - 20% of what we hear - 30% of what we see - 40% of what we see and hear - 50% of what we discuss - 70% of what we experience - 90% of what we teach - **Conclusion**: To maximize learning retention, it's important to engage multiple senses. **Principle 2: Recognize the Learning Curve** - **Learning is Gradual**: Learning is a continuous process but progresses at different rates for different individuals. - **Tip**: Acknowledge that mastery takes time and does not happen at the same speed for everyone.  **Principle 3: Don't Abuse the Attention Span** - **Attention's Role in Learning**: Attention is crucial for effective learning. Without maintaining focus, learning may be incomplete or ineffective. - **Motivation and Attention**: The ability to maintain attention increases with motivation. A graph with a clock and arrows Description automatically generated **Principle 4: Encourage the Effective Use of Our Memory** - **Forgetting**: A significant portion of factual information is forgotten within 48 hours if not reviewed or rehearsed. - **Memory Retention**: Skills and understanding are more resistant to forgetting compared to factual knowledge. - **Review Tip**: The more information is reviewed shortly after it is learned, the greater the likelihood it will be stored in long-term memory. **Principle 5: Try to Motivate Students in Their Learning** - **Motivation**: Motivation is essential for effective learning. Students who are interested in what they are learning are more likely to succeed. - **Classroom Learning Challenges**: Classroom learning can often seem uninteresting, which can make the learning process more difficult. - **Key Tip**: Increase motivation by making learning engaging and relevant. **Principle 6: Accommodate Different Learning Styles** - **Learning Approaches**: People approach learning tasks in different ways: - Some learners prefer to understand the overall picture before focusing on details. - Others prefer a more sequential approach, focusing on details first and building up to an overall understanding. - **Learning Modalities**: People also have preferences for sensory modalities in learning: - **Visual**: Learning through seeing pictures, words, and diagrams. - **Auditory**: Learning through listening to explanations. - **Kinesthetic**: Learning through physical activity and hands-on experience. - **Effective Learners**: The most successful learners are flexible and can use a combination of these approaches. **Principle 7: Ensure Effective Feedback in the Learning Process** - **Importance of Feedback**: Feedback is vital for guiding learning in several ways: - **Identifies Current Learning State**: It provides insight into where learners currently stand. - **Highlights What Needs to be Learned**: It shows areas that need further focus. - **Monitors Progress**: Feedback helps diagnose learning problems and suggest solutions. - **Positive Reinforcement**: It reinforces what has been learned and motivates further progress. - **Key Tips for Effective Feedback**: - **Provide Feedback Promptly**: Offer feedback soon after the learning activity. - **Incorporate Positivity**: Highlight what the learner is doing well, whenever possible. - **Two-Way Process**: Feedback should encourage communication between the learner and instructor to clarify understanding. **VII. Summary: Key Takeaways** - **Learning** involves acquiring knowledge, skills, and attitudes, and leads to a change in the ability to perform specific tasks. - **Acquiring Knowledge**: Memory is the key process in acquiring and retaining knowledge. - **Understanding**: True learning requires understanding---not just memorization---allowing knowledge to be applied in real-life scenarios. - **Doing**: The interaction of knowledge, understanding, and doing helps learners become more competent. - **Factors Affecting Learning**: Motivation, prior knowledge, relationships, and teaching methods all affect how well learning occurs. - **Seven Principles of Learning**: Utilize the senses, recognize the learning curve, maintain attention, use memory effectively, motivate students, accommodate learning styles, and provide feedback. **LESSON 3: PRODUCING A STRUCTURED LESSON PLAN** **I. Core Elements of a Lesson Plan** *Each lesson should include:* 1. **Learning Objectives** - Clear statements describing what students should be able to do, say, or understand after the lesson. 2. **Lesson Content** - Specific material, topics, and concepts that will be covered. 3. **Instructional Methods** - Strategies and techniques used to present content and help students meet learning objectives. 4. **Teaching and Learning Resources** - Any tools, materials, or aids required to support teaching and enhance student learning. 5. **Assessment of Learning** - Methods for gauging students\' progress and mastery of the lesson content. **II. Lesson Plan Template**  - **Format or Template Choice:** - Choose a format that best fits your subject and style. Templates can vary in structure but should support a logical flow. - **Level of Detail:** - Decide on how detailed your plan needs to be. Highly detailed plans are beneficial to avoid losing focus and ensure clarity. **III. Developing Learning Objectives** Learning objectives are specific action statements that focus on what students will accomplish. Effective objectives are: - Action-oriented and student-focused (not describing instructor activities). - Clear and understandable for learners at their current skill level. ***Components of Effective Performance Objectives:*** 1. **Observable Action/Behavior/Performance:** - Use specific, observable verbs (e.g., \"write,\" \"calculate,\" \"implement\"). Avoid vague terms like \"understand\" or \"know.\" 2. **Condition or \"Given\":** - State the conditions under which the action will be performed. This clarifies any specific circumstances, tools, or materials involved. 3. **Standard or \"Criterion\":** - Define the performance criteria (e.g., accuracy, time limits, or acceptable error rate). **Example**: \"To type a one-page business letter in standard style on an electric typewriter with no errors in less than 30 minutes.\" **IV. Types of Objectives** ***Training aims to develop:*** 1. **Knowledge** - Factual and theoretical understanding. 2. **Practice** - Hands-on experience. 3. **Skills** - Combination of knowledge and practice to build competence. **V. Skills Development** ***Skills in training are divided into:*** - **Physical (Motor) Skills:** - Coordinated physical activities, like operating machinery or manual tasks. - Often involve sub-skills like rule-following and signal discrimination. - **Intellectual Skills:** - Range from basic classification to complex problem-solving. ***Intellectual Skill Categories:*** - **Classifying:** Basic knowledge and rule definition. ----------------------------------------------- **ACTION VERBS USEFUL IN DESCRIBING A SKILL** ----------------------------------------------- **To Allocate** **To Group** --------------------- ----------------- **To Arrange** **To Identify** **To Assign** **To Index** **To Catalogue** **To Itemize** **To Characterize** **To Order** **To Classify** **To Rank** **To Collect** **To Reject** **To Compile** **To Screen** **To Define** **To Sort** **To Describe** **To Specify** **To File** **To Survey** **To Grade** **To Tabulate** - **Rule-Using**: Applying concepts to make judgments. ----------------------------------------------- **ACTION VERBS USEFUL IN DESCRIBING A SKILL** ----------------------------------------------- **To Calculate** **To Foresee** -------------------- -------------------- **To Calibrate** **To Illustrate** **To Check** **To Interpolate** **To Compute** **To Interpret** **To Convert** **To Monitor** **To Correct** **To Organize** **To Deduce** **To Plan** **To Design** **To Predict** **To Determine** **To Prescribe** **To Equate** **To Schedule** **To Examine** **To Solve** **To Expect** **To Translate** **To Explain** **To Verify** **To Extrapolate** - **Discriminating:** Making nuanced judgments through experience. ----------------------------------------------- **ACTION VERBS USEFUL IN DESCRIBING A SKILL** ----------------------------------------------- **To Accept** **To Estimate** --------------------- ------------------ **To Adjudicate** **To Evaluate** **To Appraise** **To Gauge** **To Appreciate** **To Judge** **To Arbitrate** **To Match** **To Assess** **To Rate** **To Authenticate** **To Recognize** **To Choose** **To Review** **To Compare** **To Value** **To Criticize** **To Weigh** **To Discriminate** - **Problem-Solving:** Combining rules and logic to address complex challenges. ----------------------------------------------- **ACTION VERBS USEFUL IN DESCRIBING A SKILL** ----------------------------------------------- **To Accommodate** **To Discover** -------------------- ------------------------ **To Adapt** **To Find a Way** **To Analyze** **To Generalize** **To Compose** **To Infer** **To Conclude** **To Invent** **To Construct** **To Programme** **To Contrive** **To Project** **To Coordinate** **To Realize** **To Correlate** **To Reason** **To Create** **To Resolve** **To Develop** **To Solve** **To Devise** **To Synthesize** **To Diagnose** **To Trouble - shoot** **VI. Teaching and Learning Resources** - Identify necessary materials to enhance learning (e.g., handouts, videos, digital resources). - Ensure resources align with instructional methods for maximum effectiveness. **VII. Instructional Methods** Instructional methods are strategies designed to help students grasp content and meet objectives. Common methods include: - Explanation and Demonstration: Essential for conveying new concepts. - Interactive Techniques: Questioning, group work, and discussion enhance engagement and deepen understanding. ***Tips:*** - Align methods with the subject matter and student needs. - Adapt techniques to match group dynamics and maturity levels. **VIII. Training Area and Resources** - Ensure the classroom or training area is suitable for your methods and participant needs. - Check seating arrangements, equipment, and resources before the lesson starts.  **IX. Understanding the Learning Group** - Gather background information on the group, including prior knowledge and special characteristics, to tailor your approach. **X. Assessment** Assessment should be a continuous process to: - Track student progress. - Provide timely feedback. - Guide instruction pacing and content. **XI. Lesson Evaluation** After each lesson, evaluate its effectiveness. Reflect on what worked well and areas to improve. This evaluation is essential for refining future sessions and enhancing teaching effectiveness.