IP 324 Chapter 6

Influences on successful delivery

Characteristics of the target group

Dynamics of the learning facilitation process

Learning facilitation

making learners active participants in the learning process rather than passive recipients of information

Combining methods of L&D delivery improves:

learning effectiveness

transfer of learning to the workplace

learner engagement and application of skills

On-the-job training allows learners to:

practice skills in real work situations

receive immediate feedback

learn in real time

Learner-centred activities

practice

feedback

workplace application

Importance of learner-centred-activities

help skills become embedded

improve retention and transfer of learning

encourage active participation

Classroom training is an example of:

direct instruction

Advantages of classroom training

1. trainer control

2. effective for factual and structured knowledge

3. effective across cultures

4. suitable for large and small groups

5. efficient information delivery

6. effective for low-achieving learners

7. trainers enthusiasm can motivate learners

8. support auditory and visual learners

9. trainers serve as role models

Limitations of classroom training

1. dependent on trainer image

2. dependent on communication skills

3. difficult to address individual differences

4. excessive structure may reduce independence

5. lack of participation reduces learning

6. some sills cannot be taught through classroom training alone

Types of learning materials

powerpoint

prezi

flip charts

whiteboards

handouts

videos/dvds

Key rules for learning support materials

materials must be visible to all learners

use a variety of materials

prepare materials beforehand

ensure all equipment works properly

materials should support, not replace, content

trainers should face learners, not materials

Guidelines for effective powerpoint/prezi use

• use keywords only

• should highlight points, not be read aloud

• use default text styles to avoid clutter

• use animations/gifs carefully

• practise presentations beforehand

• use attractive backgrounds

• pace slides appropriately

• test equipment beforehand

• use laser pointers to focus attention

• ensure visibility and readability

• avoid difficult projector colours

Difficult projector colours

red, yellow, orange

6×6 rule

max 6 words per line, max 6 lines per slide

Purpose of handouts

supplement training

support learner engagement

reduce excessive note-taking

Guidelines for handouts

• leave space for learner notes

• use prepared outlines for activities

• include additional information and references

• timing of distribution matters

Flipchart uses

recording learner input

illustrating diagrams

displaying important points

Advantages of flip charts

encourages spontaneity

requires no electricity

economical

easy use of colour

Guidelines for flipcharts

best for groups under 30

avoid cursive writing

use large, legible text

7×7 rule

readable colours

Whiteboard uses

recording learner contributions

summarising key points

drawing diagrams

Limitation of whiteboards

information is erased and therefore temporary

Videos uses

serve as ice-breakers

introduce topics

illustrate outcomes

conclude learning sessions powerfully

Guidelines for videos/dvds

• must relate directly to learning topics

• must be viewed beforehand by the facilitator

• learners should not be expected to remember everything

• discuss content afterwards

• ask learners to identify key points

• provide summary handouts if necessary

• break long videos into smaller sections

• ensure good technical quality

• ensure sound quality is adequate

Advantages of overhead transparencies

• cheap to produce

• does not require expensive equipment

• can write directly on or print onto

• used repeatedly

Disadvantages of overhead transparencies

• bulky

• damage easily

• not changed during presentation

Blended learning

an integrated approach to adult training that combines multiples learning methods

Blended learning combines:

• face-to-face learning

• online learning

• technology-based learning

• workplace training methods

Advantages of blended learning

• more effective than using a single training method

• accommodates different learning styles, preferences, and sensory preferences

• engages more learner senses

• increases flexibility and learner participation

Programmed instruction

a training method where learners acquire information at their own pace

Programmed instruction delivery formats

books

technology-based training

e-learning systems

3 reasons why programmed instruction is effective

1. self-paced learning

2. active learner involvement

3. information presented in small chunks

Why information presented in small chunks is so effective

smaller amounts of information are easier to learn and remember than large volumes at once

Technology-based training

training delivered using technological tool and digital environments

Common forms of technology-based training

multimedia learning environments

intranet-based instruction

internet-based instruction

e-learning

full-scale simulations

virtual reality training

Characteristics of technology-based training

1. Flexibility

2. Adaptability

3. Learner control

Types of technology-based training

asynchronous and synchronous

Typical e-learning process

1. Learning material is presented in small chunks

2. Learners answer questions or quizzes

3. The system evaluates responses

4. If performance is weak, the programme identifies weak areas and learners are redirected to relevant content for revision

Workplace training

informal training provided by experienced peers or supervisers

Characteristics of workplace learning

on the job

during actual work tasks

Common uses of workplace training

basic skills training

management training and development

Types of workplace training methods

1. orientation training

2. learnerships/apprenticeships

3. on-the-job training

4. near-the-job training

5. job rotation

6. understudy assignments

7. coaching

8. mentoring

9. performance appraisal feedback

Orientation training is also called:

induction or socialisation

Learnerships/Apprenticeships

structured learning programmes leading to nationally recognised qualifications on the NQF

Characteristics of learnerships/apprenticeships

combines institutional learning, practical workplace experience, and occupational training

Purpose of learnerships/apprenticeships

integrates theory with practical work experience

On-the-job training

informal training by experienced employees during actual work activities

Characteristics of on-the-job training

practical

immediate application of skills

workplace-based learning

Near-the-job training

training that replicates workplace equipment and materials but occurs away from the actual work setting

Purpose of near-the-job training

allows safe practice before real workplace application

Job rotation

employees perform several different jobs within the organisation

Benefits of job rotation

broadens skills and experience

increases organisational understanding

enhances flexibility

Understudy assignments

junior employees assist senior executives by taking responsibility for selected tasks

Purpose of understudy assignments

allows learning of managerial responsibilities through observation and practice

Coaching

an experienced employee helps a new employee adapt to the workplace and job

Focus of coaching

guidance

skill development

workplace adjustment

Mentoring

a developmental relationship between an experienced mentor and an inexperienced employee

Purpose of mentoring

provides advice, guidance, career support, and workplace tutoring

Performance appraisal feedback

supervisors discuss employee strengths and weaknesses regarding the job performance

Purpose of performance appraisal feedback

identify training needs and determine methods for improving skills, knowledge, and performance

Why performance appraisal feedback is effective

provides targeted developmental feedback

Characteristics of the trainer as the learning facilitator/traditional trainer-centred approach

trainer seen as:

• expert

• main source of knowledge

• instructor/presenter

Learner role in traditional trainer-centred approach

mostly passive, receives information from trainer

Facilitative approach to learning

a learner-centred approach where the trainer acts as a facilitator rather than merely an instructor

Facilitation

getting people to work together to achieve a specific outcome

Carl Rogers’ characteristics of facilitative trainers

1. Less protective of their own beliefs

2. Able to listen to learners

3. Accepting of different or difficult ideas

4. Focuses on relationships

5. Open to feedback

Learning facilitation

a strategy that actively involves learners and maximises their participation in learning

Purpose of learning facilitation

makes learners, active, responsible, and engaged in their own learning

Methods of providing opportunities for effective facilitation

simulations

role-plays

games

case studies

Important biographical details in target group analysis

1. group size

2. experience

3. age

4. skills and qualifications

5. gender

6. language proficiency

7. cultural groupings

8. geographical location

9. specific needs

10. disabilities

11. learning styles

Methods used to conduct target group analysis

questionnaires

beginning-of-programme sessions

focus groups

interviews

Most effective methods of target group analysis

questionnaires

Benefits of questionnaires

• helps compile learner profiles

• helps determine learner needs and suitability for training

Advantages of interviews

builds trainer-learner relationships

allows deeper understanding

Disadvantage of interviews

time consuming

Kolb’s Experiential Learning Cycle

1. Doing

2. Thinking

3. Making sense

4. Experimenting

5. Assessing self

DOING

Concrete exercises

DOING allows learners to:

participate in actual experiences or activities

gain direct exposure to situations

Purpose of DOING

provides real experiences that form the basis for learning

Examples of DOING

role-play

simulations

workplace tasks

group activities

THINKING

Recalling and reflecting

Definition of THINKING

recall experiences

reflect on what happened

analyse thoughts and feelings

Purpose of THINKING

encourages deeper understanding of experiences

THINKING important processes

reflection

self-awareness

evaluation of actions

MAKING SENSE

concept formation and generalisation

MAKING SENSE definition

develop concepts and theories

identify patterns and meaning

generalise learning principles

MAKING SENSE purpose

helps learners understand why things happened and what lessons can be applied elsewhere

EXPERIMENTING

testing new ideas

EXPERIMENTING definition

learners apply new ideas and concepts in different situations

EXPERIMENTING purpose

transfers learning into practice

builds competence and confidence

ASSESSING SELF

learners evaluate their mastery of competencies and their ability to apply learning effectively

ASSESSING SELF purpose

encourages self-assessment, continuous development and personal responsibility for learning

Group dynamics definition

the way learners interact with one another during learning

Group dynamics influencing factors

learner characteristics

personality differences

generational differences

learning preferences

Learner differences

1. instrumentality

2. scepticism

3. resistance to change

4. attention span

5. expectation level

6. dominant needs

7. absorption level

8. topical interest

9. self-confidence

10. locus of control

Instrumentality

the extant to which learners want immediate practical application of learning

Importance of instrumentality

learners prefer training that directly helps job performance

Scepticism

the extent to which learners question information and require logical explanations and evidence

Sceptic learner needs

proof

practical examples

clear reasoning

Resistance to change

the extent to which learners fear unfamiliar situations and resist moving into the unknown

Importance of resistance to change

facilitators must reduce anxiety and provide reassurance and support