ACTA Class Notes:

3 Aug 2016
1. Orientation
- Competency based learning: performance criteria and evidence
demonstrate; facilitate class and develop lessons;
- Module 4: diff country frameworks; ACTA recognized overseas;
2. Team mate profile: Albert
- Becton Dickinson (medical instruments) fortune 500 apac technical
services and training on the systems research diagnostics; processes;
issues and resolution; liaise with US and new products and learn and then
train 25 years training abt 15 years on instruments
- Concerns: NA
- To learn and improve how to teach
- Peculiarities: married with 3 children and exercise jogging 2 times a week;
travel for work; housework to support wife.
3. How to apply govt grants with ACTA course;
4. Acta programme: eportfolio assignments uploads; learning space; assessment
selection date after module 3; reason why didnt show up if not high admin
fees. M5+M6: reflect / apply what you learn;
5. M1: adult learning principles; M3: design lesson plan / facilitate learning
activities (own choice) with learning theories; use video and transfer to
learning space; M2 tech tools;
6. M4: WSQ system and framework and competency standards; competency
map; course in line with existing standards industry coordination;
7. M5: conducting the assessments; eg role play, questioning; reports; provided
by IAL and not personal choice of topics; role play as assessor;
8. V5 includes technology assistance;
9. Lifelong learning; workplace trainer programme in-house trainers (OJT);
10.ACTA assessment and competencies: criteria

5 August 2016, 7pm:

M1 Structure
1.
2.
3.
4.
5.
6.

Identify acta structure / programme

PS1 Acquire learner profile
PS2 apply learning theories
PS3 Address learning styles
PS4 develop strategies
PS5 code of ethics

Difference between adult and school learning.

How do you think adult learning should be structured?
-

Active participation
Work
Industry knowledge and best practices

WSQ framework and standards

Retail competency map: How to join retail?

You have to start from getting the cert first;

108 hrs -
Electives
Course description and requirements
Core modules & Electives
Assumed Knowledge (AK) vs UK
Every unit is a competency standard (CS)
Performance statements (PS)
Underpinning knowledge (UK): need this to do PS
Range of application: scope or max coverage
Evidence Sources (ES): tied to assessment and proof of competency

M1 outcome by end to input entries into eportfolio; related to training; topic in

mind by 6 Aug 2 nos. of sessions; incorporate learning activities.

ACTA Session 2, 6 Aug 2016

PS2:
1. Memorable learning experience from previous training
- Experience / environment
- Trainer style
- Key points reinforced
- Hands on
- Get inactive participants to be more involved
- Video message in story
- Good material
- Exercises / role plays
- Long duration
- Concepts too dry
- Style of facilitation varieties
- Fun and interactive
- Story telling
- Changes to take place and outcome: attitude, skills, thinking and
knowledge
Pedagogy child learning; external motivation
Andragogy adult learning; Knowles; self-reflection; internal motivation;
Barriers to learning
-

Institutional
Situational
Individual (Psychological)

Case 1:
Azman is cleaner and Yusoff asked him take up course as security officer.

Situational / Psychosocial
Benefits
Cost grants
Higher income
Methods of study / share (buddy system)
Time & family support

Case 2:
Jessie is a retail asst and promoted to supervisor and now has to lead team.

Individual / Psychosocial / Institutional

Self Esteem

Overcoming: Peer coaching; e-learning; advanced cert in supervisory / courses;

Case 3:
Ravi wants to take up MBA. Does he need to get one and help him to weigh the
need.

Identify barriers type and how to overcome them as a trainer:

-

Information
Flexibility
Support
Environment
Motivation

Gary Mitchell 10 principles

Mezirow Model
Brookfield Model
David Kolb Experiential Learning
Eportfolio Entry 1b TO DO (USE ANY ONE OF THE RED MODELS)
State training title and trainees profiles
Do in MS Word first and no need to upload on eportfolio
#Assignment 1:
Training Title: Managing Customer Complaints in Service Industry
Trainees Profile: F&B Operators, Hotel Supervisors / Staff, Retail / Customer
Service Agents, Small Business Owners

Reflect and elaborate:

1 adult learning theory / learning principles

Learning barriers in facilitation of learning for M3
3 differences between Andragogy / Pedagogy

Preliminary Work and preparation

I have surveyed and collated the learners (or participants) profiles through
interviews with various organizations supervisors, the participants and those who
apply for the course individually. I also provided the learners with a survey form
prior to the face-to-face interviews. This information is useful when I plan the
training programme so that I would be able to design the training format to meet
different backgrounds and needs of the learners.
My Learners' Profiles:
Demographics
Age: 20 - 55 years old
Gender: 60% Male / 40% Female
Work Experience: 1 - 25 years
Qualification / Skills
Educational Background: GCE N / 'O' levels / Diploma / Degree
Language Ability: Spoken / Written English

Motivation
Keen to learn: some learners enrol in the course due to career prospects and job
requirements through engagement in continual professional development. Some
learners are business owners i.e. F&B operators, professional services who
understood the great importance of good customer service for their businesses as

well as the negative impacts of customer disservice to the businesses i.e.

reputation etc.
Level of anxiety about learning: Most are comfortable with learning and some
learners have completely no experience in customer service as they were doing
backend operations and do not need to interact with different types of customers.
Social
Relationship to peers: Most learners are familiar with each other as they are
colleagues sent by their companies.
Tendency to network: All able to ice break and communicate with one another as all are adults and
level of cooperation is professional.

Identify and apply 1 theory to help learners achieve learning outcomes in

his/her preparation for facilitation of learning for M3:

Malcolm Knowles - Andragogical Assumptions

Garry Mitchell - Principles of Adult Learning

Jack Mezirow - Transformational Learning

Stephen Brookfield - Critical Thinking

David Kolb - Experiential Learning Cycle

The first and most important question is to understand the learners' motivation for
learning by asking them why they signed up for the training programme. This is
shared among learners also as a good way to ice break and understand one
another.
My learners come with different backgrounds and field experience. Most of the
learners who were sent by the companies are mainly working in the frontline
operations i.e. F&B, Hotel front desk, Bank Tellers, etc. Most of the issues they
face is the difficulties of managing different customers expectations and high
level of demands. As for the business owners, they are worried about the impacts
of customer disservice on their businesses and profitability. All learners are aware
that good customer service would benefit the organization as well as personal
career advancement.

In order for my learners to fully benefit from the training programme, it is

important to help my learners understand the relevance of the training and how
they could apply the learning to their jobs as well as their businesses.
As such I had applied one of adult learning theories i.e. Garry Mitchell's (GM)
Principles of Adult Learning, which complements to the needs of the learners. GM
states that:
1.

People learn only when they are ready to learn

2.

People learn best when they actually can perform

3.

People learn from their mistakes

4.

People learn easiest what is familiar to them

5.

People favour different ways for learning

6.

People learn methodically and, in our culture, systematically

7.

People cannot learn what they cannot understand

8.

People learn through practice

9.

People learn better when they can see their own progress

10.

People respond best when what they are to learn is presented uniquely for
them. Each of us is different.

Below are the learning proposals in line with Garry Mitchell's principles of adult
learning as well as applying some other theories where appropriate:
1.

Allow learners to choose and decide on the training topics relevant to effective
ways of managing customer service and complaints.

2.

Break the training into smaller units and provide regular positive feedback on
the learners' progress

3.

Allow the learners to explore, experiment and investigate relevant to different

types of customers and levels of difficulty in managing complaints and
expectations

4.

Build upon the learners' prior knowledge on difficult customers

5.

Apply Stephen Brookfields Critical Thinking Cycle into the lesson plan which
helps learners to identify trigger events or customer disservice situations,
appraise, explore, sourcing alternatives and integrate towards the most
effective way to handle and manage customers

6.

Provide logical and systematic sequence of managing customers complaints and

expectations

7.

Provide learners with opportunities to reflect and ask questions

8.

Encourage learners to constantly practice what was taught.

9.

Document evidence of learners' progress and share the evidence with them

10.

Customize the training to meet learners' individual needs in terms of their field
experience, language ability, and age

Explain 3 differences between Andragogy and Pedagogy:

Independence
Application of Learning
Motivation

According to Malcolm Knowles:

Independence
Andragogy: Adults are able to develop learning independently
Pedagogy: Children are dependent on adults to provide learning content
Application of Learning
Andragogy: Adults view learning as a means to help them overcome problems that
they may encounter in their lives
Pedagogy: Children's learning is content-based and is essential for their early-years
development
Motivation
Andragogy: Learners are intrinsically motivated
Pedagogy: Learners are motivated by external factors when learning
Examine potential learning barriers in adults participation in learning in
preparation for facilitation of learning for M3 - Situational barrier, Institutional
barrier, Psychosocial/Disposition barriers.
Institutional Barrier:

The institutional barrier is that the company requires workers to work 7am to 7pm
912 hours) hence they are not able to go for training.
I would encourage companies to bring in temporary workers to encourage the staff
to go for training.

Situational barrier:
The multiple roles and constraints faced by adult learners i.e. having to manage
work-life balance.
I would encourage the learners to prioritise with effective time management.

Psychosocial barrier:
Lack of self-esteem and confidence.
I would encourage learners to seek support groups and help from seniors or seek
out mentors for guidance, share and learn.

Managing Challenging Customers

Professionally
Why Is This Important?

Complaints are gifts, this is how a local Singapore bank view the
feedback they receive from customers.

When complaints are viewed positively, service professionals will be more

solution focused in their handling of the difficult customers they face
every day.

This workshop will provide service professionals with the awareness of the
causes of customer challenges, the ability to identify the different types of
challenging customers and provide them with a structured process packed
with skills and techniques to manage the demands of challenging

customers.

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How Will You Benefit?

After the workshop, you will be able to:

understand why customers are challenging

be aware of the 10 demandments of challenging customers

recognise the importance of your role in managing challenging

customers

highlight the power of social media as a possible channel for

customers feedback

understand the strategic importance of handling challenging

customers well

learn to identify the different personality styles of challenging

customers

apply strategies to manage the different personality styles better

apply a systematic and practical process in handling challenging

customers better

create a win-win situation for both customers and service

professionals

apply your skills immediately in the various skills practices and

videoed role plays during the workshop

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What Will You Learn?

Why are Customers Challenging/Difficult

- the common service breakdowns
- the "10 Demandments" of challenging customers
- social media the new avenue for complaints?

Challenging Customers- The Importance of Managing Them

- our critical role in managing challenging customers
- the costs of ignoring challenging customers
- turning customers' complaints into service opportunities for
exceeding customers' expectations
- the people vs process customer service, knowing which works
best in challenging situations

Understand the Psychological Needs of Customers

- identifying the different personality styles of challenging
customers
- understanding the needs and wants of the different personality
styles of challenging customers
- the win-win approach in handling these customers

Applying the 8-step Process of Handling Challenging

Customers and Winning Them Back!
- the power of the mind in handling challenging customers
- handling the customer's emotions in challenging situations
- understanding the needs and expectations of the challenging
customer and the situation before solving through the "Power of
Five"
* body language
* verbal language
* active listening
* appropriate questions
* paraphrasing
- respond to customers' explicit and implicit needs and
expectations
- customise solutions that fit
- end on a positive note
- follow-up with action plans
- applying the 8-step process through skills practices of challenging

customer scenarios:
* the angry customer
* the unreasonable customer
* the confused customer
* the verbally abusive customer
- video and review plays applying the 8-step process in their own
challenging customer scenarios
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Who should attend?

Front-line executives, customer service executives, clerical staff,

receptionists and any person who deals with customers in face-to-face
situations or over the telephone and who liked to find strategies to deal
with their challenging customers.

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Methodology

This interactive workshop will be conducted with a good blend of short

lectures, group discussions, videos, interactive activities, skills practices
and video & review role plays. Participants are encouraged to bring their
real-life customer related problems to the workshop for discussion.

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Our Expert Trainer

Ms Grace Lee is a highly dynamic and enthusiastic trainer/facilitator and

consultant. She has been in the training and development profession for
over 32 years with more than 22 years experience in consulting,
designing, developing and delivering training workshops. She has

delivered training workshops to over 9,500 participants and has received

excellent ratings.

She has a passion for the training and development of people and is a
firm believer in the enhancement of human capital and life-long learning.
Her unique and effective style of communication and her flair in bringing
complicated concepts across effectively have greatly helped executives &
employees in this region in their work performance.

She graduated from The George Washington University, Washington D.C.,

USA with the Masters of Arts in Education and Human Development. Her
first degree is from the University of Melbourne, Australia which she
graduated with the Bachelor of Education and Training (HRD). She also
has the Diploma in Training and Development with the Singapore Institute
of Management graduating in the top 5% of her cohort. She is a certified
behavioural consultant for the DISC Personality System and has also
acquired the designation of Advanced Certified Behavioural Coach to her
credentials. She is Advanced Certificate in Training & Assessment (ACTA)
trained and a Certified Trainer for the Certified Service Professional
Programme by Singapore Workforce Development Agency and also
attended a Train-the-Trainers workshop on Multiple Intelligences held in
Chicago, USA.

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Grants Available

1. As a SDF-Approved course, you can claim up to S$28 for this course

from WDA.
Click here for a step-by-step guide.
2. Companies are able to claim up to 40% cash payout through the
Productivity & Innovation Credit (PIC). Alternatively, companies can also
opt for 400% tax deduction/allowance.
Click here to find out more about PIC funding.
3. Use your SkillsFuture Credit! For user guide on how to claim
SkillsFuture Credit, please visit http://www.skillsfuture.sg/credit/submit-

a-claim.

10 August 2016, VATK / Kolb Learning style

Using a topic for M3

Table of demographics

How to upload How to beautify uploads