Training and Assessment Workshop

for
AFAQ
December 2013
First things first..

Health and Safety

Facilities

Breaks and duration

Ground rules
What would you like to take home from this training
today???
Lets Introduce ourselves

How many years of experience do we have in this room?

 Is there any difference between
teaching, training and facilitating???

Facilitation Teaching
bringing out and
focusing the wisdom Telling the students
of the group, often as the about new skills and
group creates something knowledge;
new or solves a problem teacher plays active
role and students
Presented is not the participate only as
subject matter expert
Training directed by teacher

Trainees can learn a great

deal from each other AND
the trainer;
Equal focus on knowledge,
skills, attitudes
Facilitation Training Teaching
Socratic Questioning

Enabling learning through systematic questioning to

trigger and guide thought process

students need questions to turn on their

intellectual engines

And they need to generate questions from

our questions to get their thinking to go
somewhere.

Thinking is of no use unless it goes

somewhere, and again, the questions we
ask determine where our thinking goes.
Group Activity

What better approach could I adopt to communicate the

concept of Socratic questioning in a better manner??

120 Seconds to discuss within group and present

Approach

Questions Best Practices and Ideas

facts
To trigger thinking To broaden the To facilitate
perspective continuous
improvements
 Brainstorming Activity

Think of a trainer that inspired you the most.

Mention key characteristics of his/ her training style and

personality.

Again, it is 120 Second Activity

Group Discussion

Is teaching children same as teaching adults???

If not, then what is the difference???

Pedagogy: Art and science of teaching children

Andragogy: Art and Science of teaching adults

Adult Learning Principles
Group Discussion

Where can you apply this learning

about adult learning principles
The Adult Learning Cycle

Practice, Refine, Teach EXPERIENCING Observe, Absorb, Comprehend

1

APPLYING PROCESSING
4 2

Re-think, Relate, Review, Discuss, Assess

Conclude
GENERALIZING
3
Group Discussion

Do all these activities happen in classroom or during

the training session???
Learning Styles

We get signals to learn from our body

We learn through:

smelling OR seeing OR tasting OR touching OR hearing

And in the next stage we form relations in our brain and test
the newly delivered knowledge from the perspective of our
previous knowledge and other factors that we are already
learned about.

There are further stages which make us accept, reject, retain or

unlearn this learning.
Learning Styles

Starting point in this process is our senses.

Some people use these senses more than the others and hence
the three learning styles:

- Visual
- Auditory
- Kinesthetic
Group Discussion

Considering all the above, How long do you think the

learning process should be???

4 hours training session?

1 Day?
3 days?
How much???
Quick look back at today

Teaching,
Workplace
training and
learning
facilitation

Socratic Designing
questioning Training
Coming now..

Adult learning
Workplace
principles and
assessment
cycle

Vocational
Learning
Education in
Styles
Australia
Learning in Organization

Training Structure Overview

Case Study 1

Case Study 2
Commonly used internal training
techniques and tools

Induction Programs
Buddy Assisted Training
Contextualized training through internal trainers
Skill Enhancement linked to promotions and pay rises
Job Shadowing
Multiskilling
Knowledge Management
Sourced-out periodic training
Adhoc training
Job breakdown in tasks and TNA for each task step
Self-study training modules
Work based assignment to enhance learning
Informal learning (through work experiences)
Personal Developmental Plans
What is KM

Knowledge Management is the broad process of locating, organizing,

transferring, and using the information and expertise within an organization.

The overall knowledge management process is supported by four key enablers:

leadership, culture, technology, and measurement.

-- American Productivity & Quality Center

Brainstorming Activity

If we capture what we do and what we know in procedures and

documents and upload them on a database system, would it
be sufficient to sustain and transfer the knowledge
Effective Knowledge Management

80% - Organizational processes and human factors

20% - Technology

PEOPLE

ORGANIZATIONAL
OVERLAPPING PROCESSES
FACTORS
TECHNOLOGY

0-25
Knowledge Hierarchy

Wisdom

Knowledge

Information

Data
Brainstorming Activity

You are given the task to review knowledge management

systems of your organization and suggest improvement
opportunities if applicable.
Training Needs Identification

Who will you identify the needs for

Yourself
Your Organization
Your stakeholders
School teachers
School students
School Administration
Government Authorities
Youth of Pakistan
Training Needs Identification

Training helps to
Existing Required
bridge the gap
Skills Skills
Knowledge Knowledge
Attitudes Attitudes

Copyright 2006 by Atul Mathur

Training Needs Identification

TNA is a tool to
Existing identify the gap Required
Skills Skills
Knowledge Knowledge
Attitudes Attitudes

Copyright 2006 by Atul Mathur

Training Needs Identification

1 Start with future organisational goals and challenges

2 Assess required employee performance to meet the goals and challenges

3 Assess required employee Skills, Knowledge and Attitudes to deliver the performance

4 Identify employee training needs to bridge the gap

Copyright 2006 by Atul Mathur

Training Needs Identification

WHY should you conduct the TNA

Why should you conduct a
TNA?

Avoid training for training sake.

Supports cost effective training.
Targets areas of greatest need.
Gives information on the organization's climate.
Gives commitment from managers and trainers
Separates the symptoms from the causes.
Customize trainings as per needs of participants

33
Importance of knowing what
learners already know
Training Needs Identification

How will you identify the training needs..

Job information that
needs to be collected

Job roles
How
How
often? Job process How
often? How
Task list hard?
hard?
Job problems
Task frequency
Task difficulty
Task importance

36
 P. 32

Flow

1. Define the problem?

2. Determine the importance
Is it worth solving?
3. Determine the cause(s)
4. Identify training vs. non-training
solutions
5. Select the best (most cost-effective)
solutions
 P. 31
Step 1: Define the problem

Describe Discrepancy

DESIRED PERFORMANCE (Optimals)

- ACTUAL PERFORMANCE (Actuals)

= POSSIBLE TRAINING NEED

 P. 34

Step 2: Is it important?

Why is it important?
What if you did nothing?
How big is it? (Quantify if possible)
Who cares?
Is the cost of the discrepancy
high enough that it seems worth
pursuing a solution?
If the answer is no..

IGNORE

REJOICE
Step 3: Determine Cause(s)

Is it a problem of skill
or
a problem of will?

I dont
I dont
wanna!
wanna! I dont know
how.
If a skill deficiency..

Provide training
Provide practice
Provide feedback
Simplify the task by introducing
alternate ways of working
Provide specialized support
Develop a job aid
OJT
IR solutions
 P. 37

Yes, it is a problem of will...

Remove
Performance
punishing? Punishment

Arrange
Non-performance
rewarded? Positive
Consequences

Arrange
Does performance consequences
matter?
And one last question...

Obstacles? Remove
Obstacles
 P. 39

Step 4: To train or not to train?

First determine Calculate cost

cause(s) Select best

Only then look at solution(s)
possible solutions
Implement
Seek integrated
solution systems that
get to the root of the
problem
Design Training Programs
 Time to prepare and deliver
Effectiveness
Retention Pyramid for Adults
Definition of Instructional
Design
Instructional design BLENDS what we know about

the LEARNERS
the SUBJECT MATTER
HOW PEOPLE LEARN
the capabilities of an INSTRUCTIONAL MEDIUM

to produce instruction that will facilitate learning