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WORKPLACE TRAINING

CONTENTS Training Session

ROLES OF THE INSTRUCTOR.


Culture & Values Role of the instructor Definition of learning Instructional Methods The Lecture The Lecturette Group Discussion The Tutorial The Demonstration The Case Study The Role Play Simulation Individualised Learning Revision Notes Learning Outcome 5 Exhibit appropriate roles of instructor. Assessment Criteria

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5.1

Describe the behaviours that underpin the RMAF Values in

the training environment. 5.2 5.3 5.4 Describe the roles and responsibilities of the RMAF instructor. Describe the principles of adult learning. Describle the structure and characteristics of the following methods of

instruction.
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5.4.1 5.4.2 5.4.3 5.4.4 5.4.5 5.4.6 5.4.7 5.4.8


5.5

Lecture/Lecturette Group Discussion Tutorial Demonstration Case Study Role Play Simulation Individualised Learning (Self Directed)

Exhibit appropriate roles of instructor.

REFERENCES a. b. c. d. Delivering Effective Training, T.W. Goad, 1982. Making learning fun, J Sleigh, 1990. Basic Training for Trainers, G. Kroehnert, 1990. DI (AF) AAP 2002.001 Manual of Training Policy and Procedures (Chap 10, Instructional Strategies).

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ROLES OF THE INSTRUCTOR


CULTURE & VALUES 1. Our values, and behaviours expected from their use, are:

ESPRIT DE CORPS, enhanced by motivated and cohesive teams operating under effective leadership. Behaviours: Effective teamwork across rank/classification levels Effective teamwork across organizations Supportive leadership at all levels Effective communications Supportive, positive working and social relationships EXCELLENCE, achieved through a process of continuous improvement. Behaviours: High individual achievement. Personal development process and programs. Workplace norms of continuous improvement, measurement. Effective rewards and recognition. DEDICATION, to duty and loyalty to the service and thus the nation. Behaviours: Understanding of and commitment to the purpose and aims of the Air Force and the Malaysian Defence Force. Loyalty to fellow members of the Air Force team. Determination in completion of tasks. PROFESSIONALISM, demonstrated through competence, self-disciplines and relevant training and processes. Behaviours: Competence including knowledge, skill and attitudes. Pride in achievement or tasks. Provision of personal development opportunities. Self-discipline, confidence and personal pride. Customer focus in producing quality outcomes. Acceptance and performance of work tasks. FLEXIBILITY, inherent in the vitality and dynamic responsiveness of the individual and the organisation. Behaviours: Positive approach to new processes and technology. Focus on understanding or anticipating changing customer needs. Ability and readiness to meet new/changing needs. Understanding and acceptance of change processes. Ability to think laterally in problem analysis. FCS M3 LO5 - 48

and

performance

COURAGE, both physical and moral. Behaviour: Performance of difficult/dangerous tasks. Preparedness to challenge established norms and processes in appropriate ways. Preparedness to try new processes to improve performance. Preparedness to oppose and report inappropriate or unlawful behavior or activities. ETHICAL CONDUCT, involving honesty and personal integrity. Behaviours: Honest performance of work responsibilities. Honesty in relation to financial matters. Personal integrity in relation to work and social matters. Meeting or exceeding community expectations with respect to environmental management and workplace practices. Preparedness to identify unethical behavior or activities. Respect for the rights, feelings and aspirations of others. ROLE OF THE INSTRUCTOR 2. As an instructor, there are many roles that you may be called upon to fill. These roles will be determined by a mixture of student needs and service requirements. Some of these roles include: subject-mater expert, counselor, leader / motivator, leaner, psychologist, manager, listener, human being, role model, investigator, creator, producer, decision maker, follower, friend, detail person, facilitator, researcher, planner, and performer.

3. Being a successful instructor will involve utilizing all your personal attributes and training in order to provide the students with the required levels of knowledge, skills and attitudes the training is designed to impart. 4. As an instructor you will find that at any one time you may be required to fill numerous roles depending upon different situations that arise in the training area.

5. There are many more roles that the instructor will have to adopt, however, remember you are a Professional and should conduct you self as such.

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Subject Matter Expert It is good to learn all you can about your subject. It is important to remember that the learners will assume you know all there is to know about the subject. Counselor Because you are dealing with human beings there will be times when you may have to deal with situations of a more personal nature than training. Leader/Motivator Depending upon the time constraints you will be required to be flexible with your leadership style. A democratic approach generally achieves more positive results, but where time is a constraint you may need to be more autocratic to complete the training. Learner Because things are continually changing, there will always be something that you, the instructor can learn. This learning will not only occur through your own research but you will find that you can also learn from the experiences of your students.

Psychologist This doesnt mean that youre a shrink. In the training environment, any time you use your senses in the presence of another human being you are using psychology. Manager As an instructor you will have to manage things such as time, resources, students and tasks. Human Being Remember, instructors err on occasion. By not setting yourself up as the answer-man students will understand and forgive your mistakes.

Facilitator A facilitator assists students to become responsible for their own learning. In other words, the exercises you plan should lead the student to the key point through what they experience doing the exercise.

6. Above all you are a facilitator, that is, you do all you can to assist your students to learn and perform. 7. The more roles that you can fill, as needed, the more successful you will be in assisting your students in the learning process. PRINCIPLES OF ADULT LEARNING Adults enter their schools with very different feelings from children. . They attend from their own desire to learn; they understand the value Of the work (study) in which they engage; they keep its end in view. Time to adult learners is precious. In the instruction of adults our conductshould demonstrate to them that we are sincere friends. Thomas Pole 8. There are many well recognized theories of learning which specifically relate to training. Theories, such as those by Knowles, Pole, Smith and other, discuss the adult learner and his or her specific needs. Throughout the learning process, the instructor plays many different roles through interaction with the class as a whole and with the individuals that make up the class. In the section, we will examine the learning process itself, as an understanding and application of the theories behind learning are essential to every highly effective instructor.

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DEFINITION OF LEARNING Learning is a relatively permanent change in behavior as a result of experience. 9. Many educationalists have adapted principles of learning into theories on adult education and how adults as learners are different to children. This is referred to as Anthology. The definition, above, is particularly relevant in relation to adult learning. Malcolm Knowles developed four unique characteristics of adult learning. These characteristics and their implications for learning and instructing are as follows: Characteristics of Audit Learners Self Concept. The adult learner sees him/her self as capable of self-direction and deserves others to see him/herself the same way. In fact, one definition of maturity is the capacity to be self-directive. Implications for Adult Learning A climate of openness and respect is helpful in identifying what the learner wants and needs to learn. Adults enjoy planning and carrying out heir own learning exercises. Adults need to be involved in evaluating their own progress toward self chosen goals. Less use is made of transmittal techniques; more of experiential techniques. Discovery of how to learn from experience is the key to self-actualisation. Mistakes are opportunities for learning. To reject adult experience is to reject the adult. Implications for Instructors 1. Instructors recognize participants as selfdirecting and treat them accordingly. 2. The instructor is a learning reference and resource for participants. 3. The instructor acknowledges that participants are experienced decision makers and tries to meet their individual needs. 1. As the adult is his/her experience, failure to utilize this experience is equivalent to rejecting the person.

Experience. Adults bring a life-time of experience to the learning situation. The adult defines who he/she is in terms of personal experience.

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Readiness-to-Learn. Adult developmental tasks increasingly move toward social and occupational role competence and away from the mo0re physical developmental tasks of childhood.

Characteristics of Audit Learners A Problem-centred Time Perspective. Children tend to think of learning as the accumulation of knowledge for use in the future; whereas, the adult learner tends to think of learning as a way to be more effective in problem-solving in the present.

Adults need opportunities to identify the competency requirements of the occupational and social roles. Adult readiness to learn and teachable movements peak at those points where learning opportunity is coordinated with recognition of the need to know. Adults can best identify their own readiness to learn and teachable moments. Implications for Adult Learning Adult education needs to be problem-centred rather than theoretically oriented.. Formal curriculum development alone is less valuable than finding out what the learner needs to know and incorporating this into the teaching strategy.

1. Learning occurs through helping participants with the identification of gaps in their knowledge. 2. No questions are stupid; all questions are opportunities for learning.

Implications for Instructors 1. The primary emphasis in the course is on the participants learning rather than on the instructors teaching. 2. Involvement in such things as problems to be solved, case studies, and critical incidents generally offer greater learning opportunity for adults than talking to/telling them.

10. A climate of openness, mutual respect, curiosity and collaboration can go a long way to motivate adult learner. Another useful strategy is to mutually plan learning sessions. Instructors can achieve this by assisting participants to identify their needs (what competences) and formulating objectives to bridge this gap in knowledge. 11. Adult learning may also be considered under the following ten principles: Recency. Appropriateness. Motivation. Primacy. Sequencing. 2-way communication. Feedback. Active learning. Multiple sense learning. Exercise. The following is an explanation of these ten principles of adult learning:

12.

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Recency Things learnt last first remembered. A very important point to consider when you are concluding your lesson. Appropriateness All information, training aids and materials must suit the students needs. Important, when you are considering what training aids to use and writing your lesson plan. Appropriateness All information, training aids and materials must suit the students needs. Important, when you are considering what training aids to use and writing your lesson plan. Primary Things learnt first are usually remembered best. Explain information correctly the first time.

2-Way Communication The training process involves communication with the student not at them. Questions from both you and the students will ensure that 2-way communication takes place. Feedback Feedback shows you if students are understanding the lesson and shows them how they are performing. Questioning will provide feedback, however, ensure that you look for non-verbal signs. Feedback Feedback shows you if students are understanding the lesson and shows them how they are performing. Questioning will provide feedback, however, ensure that you look for non-verbal signs. Multiple-Sense Learning Learning will be more effective if students use more than one of their senses. Use different strategies to enable students to do so.

Sequencing By presenting information in a logical sequence you allow the student to continually build on their existing knowledge:

Exercise Thing that are repeated are best remembered. Ensure that within your lesson plan you have strategies for checking information or providing exercises to reinforce information.

NOTE These ten principles can be easily remembered by the mnemonic RAMPS 2 FAME. INSTRUCTIONAL METHODS 13. The following methods of instruction can be used by the instructor to achieve the lessons objectives: lecture lecturette (modified lecture) guided discussion tutorial demonstration case study role play simulation, and FCS M3 LO5 - 53

individualized instruction.

Choice of method 14. Refer to the Student Notes Section 6 entitled Instructional Strategy for guidelines on selection of methods of instruction suitable for a particular topic. THE LECTURE 15. A lecture is a verbal and visual presentation of information by an instructor with little or no response required from the students. Characteristics 16. The major characteristics of the lecture method are: Uses 17. The lecture method is used when: The audience is large. The time is restricted, and/or There is a considerable amount of factual information. Straight talk or exposition by the instructor. No questions until the end of the lesson. No student participation during the lecture. Heavy reliance on frequent progressive summaries. Heavy reliance on training aids to support teaching.

Types of information 18. The lecture method should be used provide information on: Rules, or Policies.

Also, when a briefing or general overview is required. Advantages 19. The main advantages of the lecture method are: A large amount of information can be given. There is no limit to class size. The instructor is totally in control of sequence and content, and Any area can be used providing hearing and visibility are sufficient.

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Disadvantages 20. The major disadvantages of the lecture method are: One-way communication; Inappropriate for teaching skills; Impact on the learner is mainly aural; and Learner is encouraged to be passive.

Instructors responsibilities 21. The responsibilities of the instructor / presenter during a lecture is to: Continually check for non-verbal feedback. Use training aids of high visual quality. Vary voice quality (pitch and volume) Motivate students.

THE LECTURETTE 22. The lecturette (or modified lecture) is different from the pure lecture method in that opportunities are provided for instructor student interaction. For example, the instructor may choose to ask some testing questions to check student understanding of the material covered or to check on student background experience. Advantages 23. The main advantages of the lecturette are: A large amount of information can be given. No limit to class size. Minimal student involvement. Any area can be used providing hearing and visibility are sufficient.

Disadvantages 24. The major disadvantages of the lecturette are: Inappropriate for teaching skills. Limited two way communication (single response answers only). Impact on the learner is mainly aural (if poorly used).

Instructors responsibilities 25. As for Lecture Method.

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GROUP DISCUSSION 26. Two or more persons who come together to discuss a topic of mutual concern. Experiences are shared, opinions expressed, alternatives discussed, and action is planned. Interaction between individual members or between similar groups may provide the catalyst for problem solving and for effective planning. Uses 27. Group (or Guided) Discussions are used to: Advantages 28. The following are the main advantages of group discussion: A large amount of information can be given. No limit to class size. Minimal student involvement. Any area can be used providing hearing and visibility are sufficient. Identify, explore, and seek out solutions to problems-problem solacing. Develop plans for action. Develop attitudes where necessary, to change attitudes through an amicable examination of the evidence. Develop leadership skills. Supplement other methods of instruction. Encourage use of higher mental skills analysis, evaluation. Provide feedback on students and previous instruction. Prepare students for the application of theory.

Disadvantages 29. Following are the major disadvantages of group discussion: Can be time consuming, particularly if persons with strong convictions or widely different backgrounds are involved. Requires highly experienced staff. Only useful for small groups. More suited to mature or experienced students.

Instructors responsibilities 30. The responsibilities of the instructor/presenter during a group discussion is to: Ask questions, redirects answers, extracts information/opinions, avoids offering own opinions. FCS M3 LO5 - 56

Encourage student participation. Keep the discussion moving and on track..

THE TUTORIAL 31. Tutoring (coaching) is usually defined as a method of instruction in which the instructor works directly with an individual student or small group of students. It may involve lecture, demonstration, theory, guided discussion or any combination of these. Uses 32. Tutorials are used to: Advantages 33. The following are the main advantages of the tutorial: Individual student needs can be diagnosed and instruction designed to meet those needs. Provides the highest degree of student participation and instructional effectiveness. Close supervision and control in hazardous situations limits the risk of injury. Teach highly complex skills and operations which involve dangers to men or to expensive equipment. Provide individualized remedial instruction.

Disadvantages 34. Following are the major disadvantages of the tutorial: Requires a complete mastery of subject matter and great skill in the diagnosis and remedy of learning difficulties. Expensive in time, manpower and money. Requires extensive preparation.

Instructors responsibilities 35. The responsibilities of the instructor/presenter is: Thorough preparation and planning of tutorials. Establishment and maintenance of communication.

THE DEMONSTRATION 36. The Demonstration method involves both telling information to students and showing them either how something ought to be done or what will occur as a result of an action. In teaching a motor skill this method is the link between explanation and practice. The Demonstration highlights the skill but does not challenge the student to perform the task. FCS M3 LO5 - 57

Uses 37. Demonstrations are used to provide students with: Advantages 38. The following are advantages of the demonstration: Promotes understanding of skills. Promotes visual interest for the students. Students are shown a step-by-step approach to the skill. Useful for all types of skills where the visual presentation of a procedure or activity will enhance learning. Guidance to the skill or task. An overview of the skill to be acquired. A model to be imitated.

Disadvantages 39. Following are disadvantages of the demonstration: The Instructor must provide a good model for the students to follow. A demonstration is difficult for large class sizes due to possible visibility problems. Needs to be a simple process.

Instructors responsibilities 40. The following are the responsibilities of the instructor during a demonstration: Needs to be a Subject Matter Expert. Must accurately perform the demonstration. Must present demonstration in an accurate and structured manner using easily assimilated steps. Should focus attention on key points during demonstration and repeat key points where necessary.

THE CASE STUDY 41. In case study exercise, the students, either singly or in syndicates, are given information about a real or simulated problem which they must resole. The student or group of students are required to make decisions, select courses of action, and anticipate the results of their decisions. Often, they must assume another role to do this.

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Uses 42. Case Studies are used to: Advantages 43. The following are the main advantages of the case study: Student interest is high due to ownership of the decision and its consequences. Case / situations can be controlled. Low cost / risk, compared to learning by mistakes in the real situation. Easily adapted to changes of role or task. Develop decision-making skills in difficult or new situations. Develop leadership and team work skills in decision making. Assist students to identify underlying principles or reasons for selecting certain courses of action Enable students to assess the consequences of their decisions in a safe learning environment.

Disadvantages 44. Following are the main disadvantages of the case study: Requires highly skilled and experienced instructors. More time consuming as instructor has less control over the pace of learning. Students can become used to the safe environment.

Instructors responsibilities 45. During the case study, the instructor is responsible for: Personal preparation must be thorough; Design cases/problems that are relevant, realistic and within student capabilities Ensure that students justify their decisions/courses of action. Guide and debrief students to ensure that set objectives are met.

THE ROLE PLAY 46. A Role-Play, whilst similar to a simulation, doesnt use any props. Normally the only items required are a script, or an idea, and one or more participants. The situations that the participants act out are usually related to the work place and involve situations that the players might be involved in.

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Uses 47. The following are uses of role play: Advantages 48. The following are the main advantages of the role play: Provides confidence for real-life situations. Efficient in changing attitudes and behaviors. Efficient in changing attitudes and behaviors. Adaptable to most situations. Can be fun. Good for developing attitudes. Students apply cognitive areas of knowledge to real life situations. Increases student involvement in the learning process.

Disadvantages 49. Following are the main disadvantages of the role play: Time consuming and unpredictable. Feedback must be handled well. Threatening for some students (students need to be independent, low anxiety students).

Instructors responsibilities 50. The following are the instructor responsibilities during a role play: Plan and control conduct of the session. Conduct briefs and debriefs of the exercise Ensure that session objectives are met. Ensure the involvement of all students (Players and observers).

THE ROLE PLAY 51. A Role-Play, whilst similar to a simulation, doesnt use any props. Normally the only items required are a script, or an idea, and one or more participants. The situations that the participants act out are usually related to the work place and involve situations that the players might be involved in. Uses 35. The following are uses of role play: Good for developing attitudes. FCS M3 LO5 - 60

Advantages 52.

Students apply cognitive areas of knowledge to real life situations. Increases student involvement in the learning process.

The following are the main advantages of the role play: Provides confidence for real-life situations. Efficient in changing attitudes and behaviors. Efficient in changing attitudes and behaviors. Adaptable to most situations. Can be fun.

Disadvantages 53. Following are the main disadvantages of the role play: Time consuming and unpredictable. Feedback must be handled well. Threatening for some students (students need to be independent, low anxiety students).

Instructors responsibilities 54. The following are the instructor responsibilities during a role play: SIMULATION 55. A real life situation which must be resolved by acting out the roles of those concerned. Uses 56. The following are uses of simulation: When learning involves decision-making, problem solving or judgment. To examine a problem in human relationship for example, an interview with a problem student. To develop and practice new skills. When the real environment has uncontrollable variables, involves high risk or involves high cost. FCS M3 LO5 - 61 Plan and control conduct of the session. Conduct briefs and debriefs of the exercise Ensure that session objectives are met. Ensure the involvement of all students (Players and observers).

Advantages 57. Some advantages of simulation are: Students learn and assessed in realistic, but sage conditions. Faults/problems can be controlled. Inexpensive compared to learning by mistakes in the real situation, and A rapid task role change is possible.

Disadvantages 58. Some disadvantages of simulation are: Students can become used to the safe environment of simulation and react badly in the real environment. Requires experienced, active, well prepared instructors. Can be expensive to set up in terms of time, money and manpower.

Instructors responsibilities 59. The following are the instructor responsibilities for simulation: Preparation must be thorough. Problems to be solved must be structured and managed. The situation must be closely aligned to the real situation.

INDIVIDUAL LEARNING 60. Individualised learning incorporates a self instructional program from which a student can learn efficiently with little or no outside help. There are two types: Self Paced learning which permits students to proceed through course material at their own rate whilst demonstrating a required level of achievement in each unit before proceeding to the next (includes computer based training) and Self Directed learning which involves the students efforts to achieve specified objectives in as autonomous a manner as they are able, within a particular time.

Uses 61. Individualised learning can be used for: Provision of remedial instruction. Maintenance of levels of proficiency in infrequently practiced skills. Filling in gaps in instruction caused by late arrival. Acceleration of able students, thus permitting early completion of training. FCS M3 LO5 - 62

Advantages 62.

Consolidation of learning by review and practice of knowledge/skills. Provision of advanced work or boarder contact on the same level within a particular field of study.

The following are some advantages of the individualised learning: Self-pacing exposes students to subject matter at a rate which is appropriate for the individual. Students accept responsibility for their own learning.. Mastery of learning the forced response, with immediate confirmation, guarantees continuous attention, improved learning and retention. Active student involvement. Multi-media presentations can be given.

Disadvantages 63. Following are some disadvantages of individualized learning: Independent study requires well motivated students. Costly to prepare and update. Administrative problems can occur when there are early/late finishers. students).

Instructors responsibilities 64. The following are the instructor responsibilities during individualsed learning: Facilitate and manage learning (providing assistance as required). Advise students of future study requirements.

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REVIEW QUESTIONS

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