Module 5.pdf

MODULE SUMMARY MODULE 5 MANAGING LEARNING EVENTS Coaching/Mentoring - This approach has a set duration of achieving the intervention goals - This intervention approach is relationship- oriented...

MODULE SUMMARY MODULE 5 MANAGING LEARNING EVENTS Coaching/Mentoring - This approach has a set duration of achieving the intervention goals - This intervention approach is relationship- oriented - This intervention approach is short term and focused on instructing - This is development-driven and targets personal transformation - Focused on achieving specific development areas. Coaching - structured, sustained (but short term) process for enabling the development of a specific aspect of a learner’s practice - Has a set duration - Task oriented - Short term - Formal Relationship - Performance Driven - Focused on achieving goals - Focused on specific development areas - Focused on instructing - Behavioral transformation Coaches - 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 Mentoring - a structured, sustained process (longer term) for supporting learners through significant career transitions - Ongoing relationship - Relationship oriented - Long term - Informal relationship - Development driven - Focused on support and guidance - Focused on professional and personal success - Focused on listening - Personal transformation Mentor - 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. - selected on the basis of appropriate knowledge of the needs and working context of the professional learner Trainer Designing Programs Transferring Knowledge Evaluating Impact Assessing Situations Promoting Learning Facilitator Delivering your message Building Teams Seeking Solutions Defining Success Achieving Results Adviser Improving Decisions Managing Change Clarifying roles Thinking strategically Promoting Excellence Coach Competencies 1. Active Listening 2. Asking Effective Questions 3. Empathy 4. Accountability 5. Relevant Feedback GROW Coaching Model 1. Goal 2. Reality 3. Options 4. Will Facilitation Model Foundational Values of 1) Technology of Participation - is a powerful collection of structured facilitation methods that Facilitative Leadership 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 Solution-Seeking Model 1. Define the Strategic Topic - ensure that the group members are clear on the scope and meaning of the topic being discussed 2. Identify desired outcomes - focus further the discussion by identifying a single result rather than multiple results to be pursued in addressing the Strategic Topic as defined in Step 1 3. Develop response options - focus further the discussion by identifying possible options to recommendshort-term or long term strategies to achieve the Desired Result in Step 2 4. Establish an action plan - focus further discussion by identifying specific actions required to implement the Preferred Strategy in Step 3 or address the Strategic Topic in Step 1 and Achieve the Main Result in Step 2. 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 Coach Competencies Mentor - helping yourself and others to be effective - Becoming Self-Aware knowing your personal strengths & weaknesses - Pursuing Personal Mastery modelling good leadership behaviours - Creating Relationships understanding the needs of others - Learning Approach implementing learning plans - Helping Others maximizing the potential in others Facilitator - helping groups to make decisions - Delivering Your Message presenting to audience - Building Teams 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 Advisor - helping local government units to excel - Improving Decisions promoting effective decision-making - Managing Change dealing with shifting conditions - Clarifying Roles promoting defined civic responsibilities - Thinking Strategically designing strategic planning process - Promoting Excellence encouraging innovative practices Trainer - Designing Programs creating training plans and logistics - Transferring Knowledge developing lesson plans and resource materials - Evaluating Impact assessing training outcomes - Assessing Situations determining the appropriate intervention - Promoting Learning using adult learning styles LGOO Competencies 1. Ensuring Excellent Results (EER)  2. Developing and Inspiring Others (DIO) 3. Planning Work and Managing Teams (PWMT) 4. Effective Communication (EC) 5. Influence (I) Ensuring Excellent Results - Effectively manage one’s time and resources - Thinking outside the box - Taking accountability for final outcomes Developing and Inspiring Others - Encouraging continuous learning and development of staff - Collaborating with staff in identifying their strengths and areas for improvement and determining how to do it better next time Planning Work and Managing - Organizing workload effectively, efficiently, and interdependently Teams - Harnessing the energies and commitment of those they lead - Ensuring optimal use of resources and being resourceful Effective Communication - Understanding technical/ professional information Process and utilize information in oral and written forms of communication - Using medium appropriate for the target Influence 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 PERSONAL LEADERSHIP: A written commitment to: Personal Learning Plan Share learning objectives Focus on learning from program Use learning in workplace Reinforce learned behaviour Be accountable for follow up Specify realistic follow up targets Learning Partner An apprentice whom you will: Share learning objectives Provide feedback on behaviors Provide feedback on program performance Help to achieve program success Practice coaching for learning plans and training modules Making Recommendation Framework (Successful Recommendation) Decision-Making Model Decision-Making Options Unanimous – Routine Matter; Discussion is not vital One Person – vested experience; discussion is not vital Compromise – polarizes views; no acceptable options Multi-voting – multiple choice; systematic process Majority – choose an option; division is acceptable Consensus – foundational decision; total buy in required Identifying Issues Framework (Mentor Challenges) Managing Change Environmental Scanning Viewpoints - External Influences (Universal Perspective) - Internal Factors (Organizational Perspective) - Community Influences (Community Perspective) - Best Practices (Professional Perspective) Factors - ISSUES (Threats, Problems and Concerns) - OPPORTUNITIES (Potential Benefits) Divergent/Convergent Thinking Brainstorming Purpose: (i) Identify all possible ideas; (ii) Solicit everyone’s participation; (iii) Look for new and creative suggestions Giving Presentations Framework (Good Decisions) What to do with tough 1. Reflect questions 2. I’ll Get Back to You 3. Defer to the Expert 4. Compliment the Questioner 5. Answer a Question with a Question 0. Parallel Answer 0. Set the Rules Successful Presentation Framework (Successful Communication) Presentation Success Factor 1) Format List - Good introduction/clear aims Effective use of medium Clear and concise content 2) Impact - Use of illustrations / anecdotes interesting to audience - Audience feels good, smiling and humor 3) Presence - No distracting habit - Good stand-up posture  - Demonstrated confidence 4) Contact - Good eye contact - Good tone and voice variation - Appropriate speed and use of silence 5) Mechanisms - Starts and ends on time - Good use of facility and equipment - Appropriate use of notes Types of Feedbacks Reinforce - Acknowledging doing right things increases performance Criticize – stop poor performance Advise - suggest how to improve; to change behavior to meet expectations Ignore – no feedback is given; to maintain status quo to avoid conflict Things to Consider in Giving Specific - Describe observable behaviour Feedback Thoughtful – consider the needs of the person Timely – give it when the person needs it the most Personal use “I” not “You” whenever possible Realistic - ensure potential follow-up Balanced include positive and negative feedback Understandable - check to ensure clarity and accuracy Receiving Feedback Breathe – prepare to listen Listen – hear and understand Clarify - ask questions to clarify Ask - request for more feedback Refrain - refrain from responding if you feel defensive Reflect - it is important but it is only one person’s perspective Acknowledge - it is a risk to give feedback encourage the person to do it again Group Dynamics Framework Effective Teams 1. COMMON GOAL Aim & Objectives 2. BEHAVIOURAL EXPECTATIONS Values & Norms 3. CONTINUOUS IMPROVEMENT Learning & Innovation 4. USEFUL FEEDBACK Frequent & Respectful 5. EFFECTIVE LEADERSHIP Shared & Strategic 6. PEER ACCOUNTABILITY Self & Group 7. RESULT FOCUS Actions & Outcomes 8. POSITIVE ATTITUDE Patience & Caring 9. VERY RESOURCEFUL Innovative & Realistic 10. HIGH TRUST Respectful & Honesty Shared Values WHAT Individual Beliefs – attitudes, culture and personality Common Principles – known, myths and shared Organization culture – image, morale and climate HOW Value Imagery – case studies or stories Value Clusters – focus group or word association Value Audit – survey or inventory COHORT CHARACTER - Assemble by Cohort - Get acquainted - Develop group values - Plan next steps - Develop cohort name and yell - debrief Four P’s of Presentation - Plan - Prepare - Practice - Present Plan Know your subject/subject matter Determine the Objectives to be achieved Write down major points to be covered  Know your audience - Knowledge - Experience - Needs - Goals Know the purpose of your presentation - Inform - Persuade - Motivate to action - Sell - Teach Prepare Make an Outline Make it Logical Make it simple Use the outline as guide in preparing the visual Use of AV Aids To support ideas and improve audience comprehension To add variety To help illustrate To enliven a difficult/boring subject To make a presentation entertaining To help the presenter stick to the intended plan Types of AV Aids PowerPoint slides Overheads/transparencies Videos Objects Models Photographs Drawings Other: handouts, brochures, posters etc Tips in Preparing AV Aids Start with a rough outline / major points Each element must be simple and contain only one message. Presentation must be BRIEF Visual aids should not provide reading material while you talk Consider production time in planning and selection process. Never leave preparation to the last minute! Use charts and graphs for numerical information Graphics should not be too crowded Check for grammar and spelling mistakes Establish a positive Mind-set Value your message Visualize yourself succeeding Visualize your audience responding Give yourself pep talks Prepare an attention-getting opening - Use a question related to audience need. - Pay a sincere compliment - Relate a relevant incident Prepare a memorable close Dramatize your ideas Throw down a challenge Use a motivating statement Restate the key benefit Deliver a convincing summary Practice Practice your presentation before an audience, coach, video camera. Receive feedback and coaching on: Strong Opening Clear key points  Logical flow Credible evidence Also receive feedback and coaching on: Memorable close Clarity of Message Identifying distracting mannerisms Results achieved Present Rely on fundamentals Own your subject Feel positive about your talk Project to your audience the value of your message Make a positive first impression Establish eye-contact Display poised, confident body language Be relaxed Be well groomed Hold the attention of the audience Be enthusiastic Use vivid words Express yourself clearly and concisely Tell a story Have an upbeat voice Have proper body animation Build rapport with the audience Be sincere Be yourself Say “we” not “you” Talk in terms of your audience’s interest Involve your audience Team Building Framework Characteristics of Teams Difference between a group and a team is the strength of their dedication to work together. Group Start Up General 1. STATE PURPOSE – Organizational & Program 2. BECOME ACQUAINTED – Background & Interests 3. GET ENERGIZED – Motivation & Fun 4. IDENTIFY MEMBER ASSETS – Abilities & Skills 5. DETERMINE COMMON AIM – Purpose & Goals 6. DEVELOP SPECIFIC OBJECTIVES – Results & Action 7. STATE GROUP NORMS – Values & Behaviours Task Specific 1. PLAN PROCESS – Activities & Milestones 2. IDENTIFY ROLES – Leading & Helping 3. REVIEW REQUIREMENTS – Instructions & Timelines Team Essentials What Makes and Effective Team ▪ Mutual Trust - Express His Opinion - Say How He Feels About Issues - Ask Questions Which May Display His Ignorance - Disagree With Any Position Without Concern For Retaliation, Ridicules Or Negative Consequences ▪ Mutual Support - Results When Members Have Genuine Concern For Each Other’s Job Welfare, Growth And Personal Success - If Mutual Support Exist, A Member Need Not Waste Time And Energy Protecting Himself Or His Function - All Will Receive Help To And From Each Other In Accomplishing Whatever Object The Team Is Working On ▪ Communication - Open, authentic communication takes place when mutual trust and support are well established where members feel they need not be guarded or cautious about what they say ▪ Conflict Resolution - Accepts conflicts as necessary and desirable. It is not suppressed or pretended not to exist. Conflicts must be worked through openly as a team - Most growth and innovations are derived from conflicts - Conflict resolution is a group process ▪ Mutual Respect for Differences - A good team will not demand unnecessary conformity of members - A member should be free to seek advise from other members who, in turn, will recognize that he is not obligated to take the advise Team Dilemmas Personal grievances against each other Feelings of powerlessness Insufficient sharing of information Competitive behavior Dissatisfaction with allocation of work Anger at decisions Frustration about some past incident Resentment at lack of appreciation or recognition Failure to receive support No celebration of success 1) Leadership Clarity on who is leading the group 2) Inspiration If you want to inspire a team, first inspire yourself. Communicate your passion for something you care about, it fires u other people, too 3) Task and Process High performance teams focus intently on their task, yet also find time to keep reviewing their performance by examining the processes they are using. 4) Listening Encourage active listening 5) Deadline Push for clear deadlines which are rarely abandoned or changed 6) Goals Teams thrive on clear goals. Use SMART Goals: Strategic, Measurable, Agreed, Recorded, Time limited 7) Challenge People respond to challenges which stretch their abilities and tap into their natural creativity 8) Feelings Regularly start a meeting by inviting people to share how they re feeling, including anything which inhibit them from being effective in the meeting 9) Relationships Promote team relationships and the development of mutual trust by: Encouraging frank, no holds-barred discussions Not avoiding conflict Acknowledging strong feelings Working on tasks jointly 10) Meetings Regularly bring the whole team together 11) Agenda Team meetings need proper agenda. Create ones which clearly state: Topic, Initiator, Purpose, Timescale, Outcome 12) Chairing Always have team meetings with a facilitator or chairperson 13) Minutes Good teams keep action minutes which show everyone, what was decided; who will do what; by when 14) Tasks Each team member needs to understand how they can contribute to success. Make tasks well defined, so, people can play their full part 15) Chunk it When a team faces a major task, break it into more manageable stages, each with its own start and finishing time 16) Delegate Make sure everyone on the team has a role which fully stretches them as human beings. Check with each person regularly whether they can take more responsibility, and if so, give it to them 17) Transition Help the team understand what stage of development it has reached. Try asking the members to share their view of what stage the team has reached 18) Celebrate Search for frequent opportunities to celebrate success in your team Use the occasion to give everyone public recognition 19) Vision Check that everyone in the team holds the same picture of what team success would look and feel if it was achieved Learning - Change in behavior - Knowledge, skills, attitudes - Acquired knowledge and information can be retained and use in practice - An abstract of meaning - A new way of seeing the world and changing of a person - Learning involves actions, feelings, thoughts 5 Adult Learning Principles - Learning is self-directed - Learning is experiential and utilizes background knowledge - Learning is relevant to current roles - Instruction is problem-centered - Learners are motivated to learn 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. 4 things that prevent adults from 1. Being afraid of criticism learning 2. Forgetting how to learn and takes tests 3. Competing priorities 4. Negative memories of other training experiences Types of Learning Events Convention: assembly of people from local groups who are members of a particular organization Conference: meeting of people in a large or small group Forum: a public gathering where everyone has a chance to voice his voice Symposium: a series of prepared speeches given by 2 or 5 experts on as many aspects of a problem as there are speakers Seminar: a group of persons engaged in specialized study led by a recognized authority in the subject being studied Training: learning activity designed to improve an individual’s performance on the job and effectively contribute to the achievement of the organization’s goals Training Addresses 5 Major 1) Knowledge: Facts and Information Areas 2) Experience: result of using KSTA over a period of time and in varying conditions 3) Skills: physical acts or action 4) Techniques: application of knowledge and skills 5) Attitudes: modify attitudes rooted in lack of knowledge 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) Brainstorming 9) Meta Plan 10) Workshop 11) Structured Learning Exercise 12) Games 13) Simulation 14) Case Study 15) Role Play Learning Styles Analytical Learners - Likes small chunks - Figures - Loves facts and the fine details - Self-evaluate  - Like to know all - Likes step by step - Takes a more logical approach Global Learners - Needs all the information before beginning - Want to know all the steps involved - Like to know what the finished product will be like - Needs to j=know where the information will fit Visual-Spatial Intelligence 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 Naturalist Intelligence Are more in tune with nature and are often interested in nurturing, exploring the environment, and learning about other species Musical Intelligence 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 Logical-Mathematical Strengths: Analyzing problems and mathematical operations Intelligence Good at reasoning, recognizing patterns, and logically analyzing problems. These individuals tend to think conceptually about numbers, relationships, and patterns Existential Intelligence 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 Careers – Scientist, philosopher, theologian Interpersonal Intelligence 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 Bodily-Kinesthetic 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 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 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 DISC Personality 1) Dominance 2) Influence 3) Steadiness 4) Conscientiousness Powerful Alternative Learning - Multiple Intelligences Strategies - 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 teacher- Power and responsibility are primarily student- centered. centered. The teacher is the instructor and decision The teacher is a facilitator and guide. The maker. students are the decision makers. The learning experience is often competitive in Learning may be co-operative, collaborative or nature. The competition is usually between independent. Students work together to reach a students. Students resent others using their common goal. Students willingly help each ideas. 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 disciplines. problems. 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 and Students evaluate, make decisions and are practice. responsible for their own learning. Students master knowledge by constructing it. Content is not necessarily learned in context. Content is learned in a relevant context. Purpose of Organizing Learning - Teach / Train Events - Provide Information - Discuss and Decide - Build relationships / camaraderie Tips on Organizing Learning Before the session Events 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 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 1) Background/Rationale Design - 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 method or an approach for identifying what training needs to take place Learning Needs Analysis - 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” ⮚ Unmet Targets ⮚ Excessive Waste ⮚ Profitability Shortfalls ⮚ 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 ▪ Actors/Audience ▪ Behavior o Cognitive o Affective o Psychomotor ▪ Condition ▪ 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: ⮚ Training Coordinator (Takes overall responsibility for identifying and seeing to provision of physical and technical requirements related to the training activity.) ⮚ Training Facilitator (Main task is to facilitate interaction and understanding between the resource persons and the participants) ⮚ Administrative Coordinator (Sees to it that all the key support systems (administrative and logistic) are provided before, during and after the training activity.) ⮚ Evaluator (Responsible for reviewing existing evaluation instruments and designing new evaluation schemes) ⮚ 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 Elements: Presentations 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)