Module-4-Reviewer.pdf

Module 4: Managing Learning Events Reviewer by: LGOO II Aldrin Gallanosa Coach - coaches are fellow professionals with knowledge and expertise relevant to the goals of the learner. - They enable learners to take...

Module 4: Managing Learning Events Reviewer by: LGOO II Aldrin Gallanosa Coach - coaches are fellow professionals with knowledge and expertise relevant to the goals of the learner. - They enable learners to take control of their own learning through non-judgmental questioning and support. Coaching - coaching is a structured, sustained (but short-term) process for enabling the development of a specific aspect of a learner’s practice. Coach Competencies 4 roles of a Coach - Active Listening 1. Mentor - Asking Effective Questions 2. Facilitator - Empathy 3. Adviser - Accountability 4. Trainer - Relevant Feedback Coach Framework 1. Leadership 2. Governance 3. Change 4. Strategy Coaching Model 1. Goal (Determine what the coachee wants to achieve) 2. Reality (Clarify the current situation as objectively as possible) 3. Will (Once underlying issues are identified, ask the coachee to identify available options) 4. Options (Coachee moves from considering options to making a decision)  Mentor - Mentors are experienced colleagues with knowledge of the requirements of the role. - They enable access to a range of increasingly self-directed learning opportunities to support the development of the whole person. - Mentors are selected on the basis of appropriate knowledge of the needs and working context of the professional learner. Mentoring - Mentoring is a structured, sustained process (longer term) for supporting learners through significant career transitions. - Helping yourself and others to be effective - Becoming Self-Aware knowing your personal strengths and weaknesses - Pursuing Personal Mastery and modeling good leadership behaviors - Creating Relationships and understanding the needs of others - Learning Approach implementing learning plans - Helping Others maximize the potential of others Trainer - Designing Programs creating training plans and logistics - Transferring Knowledge developing lesson plans and resource materials - Evaluating Impact assessing training outcomes - Assessing Situations and determining the appropriate intervention - Promoting Learning using adult learning styles Facilitator - Helping groups make decisions - Delivering your message presenting to the audience - Building Team mobilizing people to be effective in groups - Seeking Solutions leading group problem-solving processes - Defining Success developing a common sense of direction - Achieving Results translating plans into action Adviser / Advisor - Helping local government units to excel - Improving Decision promoting effective decision-making - Managing Change dealing with shifting conditions - Clarifying Roles promoting defined civic responsibilities - Thinking Strategically and designing strategic planning process - Promoting Excellence encouraging innovative practices LGOO Competencies 1. Ensuring Excellent Results (EER) o Effectively manage one’s time and resources o Thinking outside the box o Taking accountability for final outcomes 2. Developing and Inspiring Others (DIO) o Encouraging continuous learning and development of staff o Collaborating with staff in identifying their strengths and areas for improvement and determining how to do it better next time 3. Planning Work and Managing Teams (PWMT) o Organizing workload effectively, efficiently, and interdependently o Harnessing the energies and commitment of those they lead o Ensuring optimal use of resources and being resourceful 4. Effective Communication (EC) o Understanding technical/ professional information o Process and utilize information in oral and written forms of communication o Using a medium appropriate for the target 5. Influence (I) o Ability to establish trust, rapport, and credibility with key customers and stakeholders in order to transform key messages and ideas into productive action and secure support for the actual implementation of programs. DISC Personality 1. Dominance 2. Influence 3. Steadiness 4. Conscientiousness Personal Learning Plan - A written commitment to: o Share learning objectives o Focus on learning from program o Use learning in workplace o Reinforce learned behavior o Be accountable for follow up o Specify realistic follow up target Learning Partner o Share learning objectives o Provide feedback on behaviors o Provide feedback on program performance  o Help to achieve program success o Practice coaching for learning o plans and training modules Successful Presentation 1. Successful Communication a. Content b. Process c. Feedback d. Audience 2. Successful Message a. Audience b. Material c. Style d. Delivery Presentation Success Factors List - Format - Impact - Presence - Contact - Mechanics Types of Feedback 1. Criticize (to stop poor performance) 2. Ignore (No feedback is given) 3. Advise (to change behavior to meet expectation) 4. Reinforce (to increase performance) Things to consider in giving a feedback 1. Specific 2. Personal 3. Thoughtful 4. Timely 5. Realistic 6. Balanced 7. Understandable Things to consider in receiving feedback 1. Clarify 2. Listen  3. Ask 4. Refrain 5. Acknowledge 6. Reflect 7. Breath Successful Groups - People - Process - Purpose - Product Facilitation Process Foundational Values of Facilitative Leadership 1. Technology of Participation - is a powerful collection of structured facilitation methods that transform the way groups think, talk and work together. 2. Consensus-Driven Approach – enables groups to: a. Engage in thoughtful conversations b. Develop a shared narrative c. Build common ground for working together d. Create implementable plans 3. STEPS for Participatory Governance a. Space b. Time c. Eventfulness d. Product e. Style Giving Presentations Framework  1. Decision 2. Quality of Advice 3. Process 4. Meetings What do to with tough questions? 1. Reflect 2. I’ll Get Back to You 3. Defer to the Expert 4. Compliment the Questioner 5. Answer a Question with a Question 6. Parallel Answer 7. Set the Rules Successful Recommendations - Solution Seeking - Decision Making - Recommendations - Presentation Decision Making Model Decision Making Options 1. Unanimous 2. One Person  3. Compromise 4. Multi-voting 5. Majority 6. Concensus Solution Seeking Process 1. Key Question – Define the strategic Topic 2. Key Result – Identify Desired Outcomes  Main Result – observable, measurable and determinable  Benefits – to be realized if the key result is achieved  Prerequisites – requirements to achieve the key result 3. Preferred Option – Develop Response Options  4. Action Plan Learning Concepts - Change in knowledge, skills, attitudes, and behavior - Acquired knowledge and information can be retained and used in practice - An abstraction of meaning - A new way of seeing the world and changing of a person - Involved actions, feelings and thoughts Pedagogy vs. Andragogy Pedagogy is the teaching of children, or dependent personalities while Andragogy is the facilitation learning for adults, who are self-directed learners. 5 Adult Learning Principles 1. Learning is self-directed 2. Learning is experiential and utilizes background knowledge 3. Learning is relevant to current roles 4. Instruction is problem-centered 5. Learners are motivated to learn 4 things that prevent adults from learning 1. Being afraid of criticism 2. Forgetting how to learn and takes tests 3. Competing priorities 4. Negative memories of other training experiences. Powerful Alternative Learning Strategies - Multiple Intelligences - Large Group Interventions - Hybrid Learning - Learning Styles - Accelerated Learning - eLearning - Webinars Traditional Teaching vs. Collaborative Learning Traditional Teaching Collaborative Learning A teacher-centered A student-centered Environment environment The teacher is in control Students are in control of their own learning. Power and responsibility are primarily Power and responsibility are primarily teacher-centered. student-centered. The teacher is the instructor and decision The teacher is a facilitator and guide. maker. The students are the decision makers. The learning experience is often Learning may be co-operative, competitive in nature. The competition is collaborative or independent. Students usually between students. Students resent work together to reach a common goal. others using their ideas. Students willingly help each other sharing/exchanging skills and ideas. Students compete with their own previous performance, not against peers. Series of smaller teacher defined tasks Authentic, interdisciplinary projects and organized within separate subject problems. disciplines. Learning takes place in the classroom Learning extends beyond the classroom. The content is most important. The way information is processed and used is most important Students master knowledge through drill Students evaluate, make decisions and and practice. are responsible for their own learning. Students master knowledge by constructing it. Content is not necessarily learned in Content is learned in a relevant context. context. Purpose of Organizing Learning Events - Teach / Train - Provide Information - Discuss and Decide - Build relationships / camaraderie Tips on Organizing Learning Events - Before the session o Know the difference between a webinar and an meeting o Be clear with your objectives o Plan, identify and distribute tasks o Have a notification system o Keep the host code o Send pre-work materials to the participants o Conduct several dry runs o On D-day, check in early to test the technology o Get creative with content o Minimize presentation length o Coordinate/conduct briefing, and tech runs with the resource person(s)  - During the Session o Set a relaxing atmosphere o Use the record feature o Use video o Acknowledge/introduce your participants o Know when to mute/unmute the participants o Use reactions and annotation features of your app o Use your powers o Use icebreakers o Conduct live quizzes or trivia o Ensure retention and engagement o Call on people o Encourage participants to use the chatbox o Capture feedback - After the Session o Hold a Debriefing session Types of Learning Events 1. Convention – assembly of people from local groups who are members of a particular organization. 2. Conference – meeting of people in a small or large group. 3. Symposium – series of prepared speeches given by two or give experts on as many aspects of a problem as there are speakers 4. Seminar – group of persons engaged in specialized study led by a recognized authority in the subject being studied. 5. Forum – a public gathering where everyone has a chance to voice his/her opinion 6. Training - a learning activity designed to improve an individual’s performance on the job and effectively contribute to the achievement of the organization’s goals 5 major areas that Training Addresses: 1. Knowledge 2. Attitude 3. Skill 4. Experience 5. Technique Things to consider when selecting training methods: - Motivation - Active involvement - Individual Approach - Sequencing and Structuring  - Feedback - Transfer Learning Methods 1. Presentation 2. Lecture 3. Panel Discussion 4. Demonstration 5. Reading 6. Discussion 7. Structure Discussion 8. Brainstroming 9. Meta Plan 10. Workshop 11. Structured Learning Exercises 12. Games 13. Simulation 14. Case Study 15. Role Play Multiple Intelligences by Howard Gardner (Gardner’s Multiple Intelligence Test (MIT)) 1. Visual-Spatial Strengths: Visual and spatial judgment People who are strong in visual-spatial intelligence are good at visualizing things.These individuals are often good with directions as well as maps, charts, videos, and pictures. 2. Naturalist Strengths: Finding patterns and relationships to nature Are more in tune with nature and are often interested in nurturing, exploring the environment, and learning about other species. 3. Musical Strengths: Rhythm and music People who have strong musical intelligence are good at thinking in patterns, rhythms, and sounds. Strong appreciation for music and are often good at musical composition and performance. 4. Logical-Mathematical Strengths: Analyzing problems and mathematical operations  Good at reasoning, recognizing patterns, and logically analyzing problems. These individuals tend to think conceptually about numbers, relationships, and patterns. 5. Existential Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here. Skills – Reflective and deep thinking, design abstract theories. 6. Interpersonal Strengths: Understanding and relating to other people Good at understanding and interacting with other people. Are skilled at assessing the emotions, motivations, desires, and intentions of those around them. 7. Bodily-Kinetic Strengths: Physical movement, motor control. Good at body movement, performing actions, and physical control. People who are strong in this area tend to have excellent hand-eye coordination and dexterity. 8. Linguistic Strengths: Words, language, and writing Able to use words well, both when writing and speaking. These individuals are typically very good at writing stories, memorizing information, and reading. 9. Intrapersonal Strengths: Introspection and self-reflection Good at being aware of their own emotional states, feelings, and motivations. They enjoy self-reflection and analysis, including daydreaming, exploring relationships with others, and assessing their personal strengths Learning Activity Cycle - A conceptual framework used to explain the entire process of learning activity design and management. - It provides the systematic flow under which any learning activity should be conducted. Learning Activity Design - The process of determining or defining and constructing the learning sequence of a course, session or module. Addresses a need or performance gap. The most creative stage in the learning activity cycle. Integrated Performance Process Skills (IPPS) Approach - An approach to designing training programs. Views training as a problem solving activity whose primary purpose is to contribute to improved organizational effectiveness. - Integrates the 3 concepts of performance, skills and process into a systematic model. Uses skills as the organizing units of design instead of topics. Parts of a Learning Activity Design 1. Background/Rationale - Describes the problems, issues and concerns which the training is designed to address. - It may also highlight the courses’ tie-up with other programs. - It should provide a strong argument for the need to conduct the program for the target group by citing the benefits to be derived from the program. 2. Target Participants - Describes the target participants, the type and the number of participants. - It may also reflect the minimum requirements needed to join the program in terms of experience, level of education, position, etc. 3. Learning Objectives 3.1 Terminal - broad statement of purpose for conducting the training in terms of the participants’ performance 3.2 Specific - statements of specific behavioral outcomes which are used as the basis of testing and assessing the attainment of the general objective. 4. Delivery Mode - Includes description of the various modalities to be used in the learning activity. 5. Learning Plan - Provides the schedule (time) of sessions per day, its objectives, methodology, resource person, and reference materials to be used. 6. Strategy of Implementation - Includes description of the various training phases, pre and post implementation requirements, project management team set-up etc. 7. Venue and Date of Implementation - It reflects the target date and venue of the activity. 8. Monitoring and Evaluation - Provide sufficient information to assure that a training program is meeting its objectives and that these objectives further the attainment of institutional goals and objectives. 9. Resource Plan Budgetary Requirements - How much is the total budgetary cost needed to conduct the training? Where will the total amount be sourced out? What is the detailed budget to include cost computations for personnel services and non-personnel or operating expense? Training Needs Analysis - is a method or an approach for identifying what training needs to take place Learning Needs Analysis - is identifying the set of knowledge, skills, and/or attitudes (behaviors) that people require to meet their own and their organization’s development needs. - Often referred to as Needs Analysis (Assessment). - The focus of LNA therefore should be to identify “Performance Gaps”. o Unmet Targets o Excessive Waste o Profitability Shortfalls o Low Levels of Customer Satisfaction - Levels of LNA o Individual (Personal workplace effectiveness) o Operational (Role and Task Capabilities) o Organizational (Strategic Objectives and Outcomes) - 5 Steps in LNA o Define Organizational Context / Rationale o Collect Data (Sources: Organization and Individual/Groups o Summarize and Analyze  Learning Need – due to lack of appropriate KSAB  Non-Learning Need - due to lack of appropriate support systems, structures or environment of the employees.  o Present Findings o Present Recommendations - Benefits of LNA o Improve performance o Resource Savings o Increased Employee Engagement o Improved Organization Effectiveness o Compliance - Challenges of LNA o Lack of Resources o Resistance to change o Difficulty in collecting data o Lack of alignment with organizational goals o Limited buy-in from leadership - Learning Needs Analysis is the process of identifying what employees need to learn (KSA, KSB, KASH) In order for them to successfully achieve their performance goals In order for them to grow their careers In order for the organization to carry out its plans and objective Objective Setting - SMART (Specific, Measurable, Attainable/Achievable, Realistic, Time Bound) - ABCD o Actors/Audience o Behavior  Cognitive  Affective  Psychomotor o Condition o Degree - Terminal/General Objective - states the work-related ability (behavior) that the participants will be able to do (or shall have done) at the end of the training. - Process/Specific Objective - describes in detail the skills and the abilities the participants will manifest (shall have manifested) during the training. Learning Event Implementation Training Management - Implements the training program; - Manages both the substance and the administrative arrangements of a training activity. - Consists of the following:  o Training Coordinator (Takes overall responsibility for identifying and seeing to provision of physical and technical requirements related to the training activity.) o Training Facilitator (Main task is to facilitate interaction and understanding between the resource persons and the participants) o Administrative Coordinator (Sees to it that all the key support systems (administrative and logistic) are provided before, during and after the training activity.) o Evaluator (Responsible for reviewing existing evaluation instruments and designing new evaluation schemes) o Documentor (Over-all responsibility for documenting the proceedings of the training activity) Learning Evaluation - A systematic collection of data - Measures the effects/ results Purposes: 1. For the Trainers: a. Indicates if the learning objectives are met or not b. Highlights unclear points c. Identifies trainee/s experiencing difficulty d. Improves or enhances teaching strategy e. Indicates whether progress is being made or not f. Assists in diagnosing strengths and difficulties g. Gives knowledge of results 2. For the Training Management a. Indicates whether activities promote training goals b. Helps in assessing performance of personnel c. Facilitates future program planning d. Scientifically measures skills development Writing a Terminal Report 1. Executive Summary 2. Activity Proceedings 3. Activity Evaluation 4. Observations and Recommendations 5. Annexes a. Activity Photos b. List of Issued Certificates  c. Materials / Kits Distributed d. Office Order e. Leaning Event Design f. Directory of Participants g. Attendance Sheets h. Registration Sheets i. Information Sheet j. Minutes of the Debriefing Meeting Advance High Impact Presentations Elements: 1. Audience 2. Content a. Purpose b. Structure i. Introduction ii. Body iii. Conclusion c. Message 3. Delivery a. Inform b. Influence c. Inspire d. Techniques i. PREP (Point Reasons, Example, Point) ii. AIDA (Attention, Interest, Desire, Action) iii. PVA (Powerful Visual Aids)