design and assesment of training
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Designing Training and Assessment E-mail and Letter Writing Word Count- 1,997 Contents 1) Summary/Abstract and Acknowledgements 2) Terms of Reference 3) Introduction 4) Methods of Investigation 5) Body of the Report 6) Conclusions 7) Recommendations 8) Appendixes: Appendix 1- Criteria Standards to critique material Appendix 2- Session by session critique using standards Appendix 3- Ten principles of Adult learning Appendix 4- Example of RPA training design document Appendix 5- Advantages and disadvantages of session 9) References Summary/Abstract Critique background- This report looks at the e-mail and letter writing module. This module goes into detail about the general letter writing process such as template letters and official correspondence on behalf of M.P's etc. The module also covers how to write a letter from scratch, plain English and the misuse of e-mail from the point of view that it is an area where the conventional rules of spelling, grammar and flow are often disregarded. The module covers all of the RPA standards when writing a letter. Results The results of the critique showed a lot of areas that could be developed further to allow the course to follow the standards set out more effectively. There are positive points. The material tries to cover a lot of areas and in most manages to do this but this is not always what the objectives have stated for the session or the course. The exercises are weighted on the side of theory and written assessments. There are a lot of skills that are displayed by the learners over the course which are not picked up on. The paperwork for both the trainer and the learner is very wordy and should be flexible. Conclusions & Recommendations - My conclusions are that the objectives (in the majority) need to be re-written to include standards actions outcomes and conditions. The exercises need to encourage more participation within the group. The learning styles of all delegates need to be adressed as these are not met.
Using Honey and Mumfords variation (2000) David Kolbs experiential learning theory (1984) I thought about this in terms of what it does now and some potential in what it could dot he learning styles areas. Thinking about the general layout of the course one big exercise with a long set up and detailed debrief could cover the same learning and save time. The overall debrief could be a facilitation session drawing out the knowledge a skills for the benefit of the group also a demonstration or work brought back to go through using the feedback model would allow "buy in" from the group and a stronger message about positives (confidence) and areas for development. Splitting the day roughly in two would have a lot of advantages most delegates use template letters for the majority of the letters they send out and therefore the training could be tailored to this more effectively and have quality assessments within group work to check understanding of: * Where the letters are * Audience * Editing the letters correctly * Storing * Troubleshooting Various exercises and assessment methods could be used to allow this learning to be more whole brain approach (Herrmann-Nehdi, 1995) as it would allow the individuals in the group to be switched on opening up the group to real learning hitting all four quadrants of the brain and also allowing great facilitation of learning points as a debrief. The time benefit in splitting the training would be great for the organisation as the time out for training on this area could be cut in half if the identification of the learning needs is done correctly. (Or cut to zero if not required) The full day course would still be there for anyone who required it. The splitting of the material and the re-write would allow this to be flexible for the business and benefit both learner and the RPA.
etc Objective re-written and some more added to be more effective as this is the final writing activity. The thing we have been building up too Yes link back to the construction but could be so much better linking more effectively and gathering everything together Appendix 2 Action Planning and Close (10) Objectives Key learning points Method Resources & Aids Assessments Transfer The objectives all need to have standard action or condition and outcome. e.g. What is the standard? What is the action or condition? etc Good session objectives Good link back to the course objectives Appendix 4 Example of RPA's Training Design Document Training Design Document Title: Zeta 2 WCW Prepared by: Course Objectives Session Objectives Learning Points Audience Learning & Assessment Strategy List the course objectives from the Training Needs Analysis (TNA). Break down the course objective into smaller and specific session objectives using Bloom's Taxonomy. For each session objective list the key learning points that must be covered in the session to achieve the objectives. List the learning points in teaching/learning order. List the target audience(s) for the content specified in column 3. Describe how the content is to be delivered and assessed. In this column list:-The Learning, What Materials and Exercises are required, and the Assessment Method used to measure whether the session and course objectives have been achieved. Summarise the changes due to the removal of the 10 month rule. Summarise the changes due to the removal of the 10 month rule. The 10 month rule was abolished in 2008. The 2009 claim form has now been amended to incorporate this change. The system has now been updated to reflect this change. Where PC1 was claimed in 2008 it will be pre printed as OT1 in 2009. If the customer changes this back to PC1 a error will be raised. You will simply need to change this back to OT1. WCW/Team Leaders/SPS Support Content will be delivered by tutor lead discussion. Assessment will be pre and post tests.
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