Individual Assignment 3 - Final

7/31/2019 Individual Assignment 3 - Final

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INDIVIDUAL ASSIGNMENT NO. 3


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Individual Assignment #3

Question

You have been asked to facilitate training programmes for a group of machinists. In preparation

for this your research showed that many of the trainees are apprehensive about the training.

Some of the reasons for this apprehension were:

These were mainly older

They had not been in the classroom situation for a while Memories of classroom experiences for many of them are negative Many remembered taking tests and doing poorly on these They were always good with their hands, but had never done well in school

A. Given the above, outline the approach you would take in implementing the training to ensurethat it is effective.

B. Identify five comfort factors that you will consider when choosing the facility for thetraining and discuss the importance of each.

C. With the aid of a sketch show one type of team style set up and describe team tylearrangements, commenting on their advantages and disadvantages


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Given the above, outline the approach you would take in implementing the training to

ensure that it is effective.

Training implementation is the process of conducting the training according to a definite plan or

procedure. It is considered by many to be the most difficult part of the training system as one

incorrect step can lead to total failure of the entire training programme.

In the scenario above, it is imperative that the trainer pays careful attention to the pace of

learning. The trainees are older participants who have not been in the classroom situation for a

lengthy period of time, and some have had bad past experiences in the classroom. As such, the

trainer will need to be sensitive to perceptions about life satisfaction and locus of control, permit

and promote self-pacing by learners, keep the pressure of time at a minimum, avoid sudden

surprises or changes, and ensure that the training and activities promote certainty, confidence,

and success by moving from easy material to difficult material. That is, build on the earlier

successes of the learners. Longer periods of time should be allowed between stimuli, response to

questions, and for group discussions. Small amounts of information should be presented at any

one time, and the sessions kept short.

Additionally, since some of the learners have had past experiences of doing poorly on tests, the

trainer should minimize the chance of failure and the impact of learners making errors. The

provision of regular feedback on the progress of learners and using positive feedback techniques

is encouraged, along with the use of outside validators who may be subject matter experts. Peer

review and feedback is also a very good means of ensuring acceptance and success in the

training. A reduction in or elimination of homework and graded testing procedures will go a

long way in ensuring learner acceptance and motivation. Interview techniques may be used, if

practicable, to help learners participate and talk about their learning, any problems being


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experienced, and their aspirations. Recognition techniques may also be used to replace the

traditional recall methods.

Another technique that may be used to ensure success is the involvement of the learners in the

instructional process. That is, the trainers needs to facilitate self-directed learning, encourage

learners to determine their learning goals, enhance the development of a positive self-concept

and increase self-responsibility, instead of dependence on the trainer, and utilize discovery

techniques. These will facilitate the active involvement of the learner in various aspects of the

training.

Furthermore, the learning activities should be highly organized, with prerequisites, outlines,

study guides, and other advanced organizing techniques. The trainer should suggest instructional

goals and assist the learners in developing their own, helping them to gain confidence in their

learning abilities. Since the learners are more action-oriented, the trainers should encourage

practicing techniques, emphasize the tying together of concepts, relevance of information, and

connections to learners experience base instead of memorization. Using materials and

information that have real meaning to the learners, the trainer should use highly stimulating

approaches that will appeal to various senses, ensuring that he/she is sensitive to cognitive and

learning style differences. He/she should also seek cues that are familiar to the learners or can be

linked to past experience.

So too, the personal approach of the trainer goes a long way in helping older learners compensate

for intellectual and non-cognitive changes. Therefore, the trainer must be positive, supportive,

and helpful, maintaining an environment of informality and levity, working towards making the

learners feel welcome and at ease.


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The trainer must take into consideration the needs and experiences of the learners. Therefore,

the learning activities and instructional approaches should be based on the needs and interests of

the learners, allowing for flexibility in terms of interests, differing needs, and abilities. The

social interactions among workers, as well as the life stages and the impact of life changes on

needs must not be ignored as these can influence learner readiness and motivation. Social

interaction among learners is also important and valuable. Therefore, small group discussions

may be used to help learners analyze personal and group needs. An effective trainer will use a

combination of auditory and visual presentation modes and carry out diagnostic evaluations of

learners needs, abilities and limitations, always being sensitive to the manner of the

presentation.

Identify five comfort factors that you will consider when choosing the facility for the

training and discuss the importance of each.

The comfort of trainees is crucial if they are to effectively concentrate on the training being

conducted. Although it is not the physical environment that teaches the trainees, it influences the

outcome of training by making it easier or harder to learn. It is therefore important that the

trainer consider factors in the training environment that will make learning easier. The

importance of the impact of the environment on learning was estimated by White (1972), who

stated that . . . general estimates indicate that while about seventy-five percent of learning is

accounted for by motivation, meaningfulness, and memory, the remaining twenty-five percent . .

. is dependent upon the effects of the physical environment. In general, therefore, the success of

adult education is dependent to a considerable extent upon the facilities and environment

provided for the learner."


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The elements of the physical training environment are called comfort factors and are included in

managing the physical training setting. Some comfort factors are:

1. Temperature: The thermal conditions of any training environment are important. Atraining room that is too warm or too cold will create various kinds of barriers for learners

and can kill a training seminar. A room that is too hot will cause drowsiness and

participants will have to fight to stay awake. Participants will be forced to work at

concentrating, even when the lesson is dynamic enough to keep them awake, may miss

vital information, and get exhausted very early into the programme, leading to

dissatisfaction with the training. On the other hand, a room that is too cold, while keeping

everyone awake, is a terrible distraction from the training material. Trainees become too

uncomfortable to learn. The recommended temperate for a training room is 72

Fahrenheit in temperate climates and 74 in warmer climates. Knirk (1979) posits that

although humans are generally highly adaptive creatures, they cannot attend, perceive, or

process information easily when the physical environment is simply uncomfortable.

2. Lighting: A room that is dingy or dull will cause the training to be palled (have a gloomyatmosphere). A properly lit training room will allow participants to always see the trainer,

the visual aids, and their notes clearly and comfortably without strain or effort. Although

a training room may be lit for dramatic effects, it is important that trainees are able to see

these three elements (trainer, visual aids, and their notes). The trainer must ensure that

lighting is adequate prior to commencing the training programme. If required, additional

lighting should be provided. In a guide for adapting educational facilities to adults,

published by The Council of Education Facility Planners (1976), it is stated that it is


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necessary to adjust lighting standards recommended for learning environments that are

based on the needs of kids and younger adults to facilitate older learners.

From an optical standpoint, lighting levels can either be a source of pleasure or distraction.

If a classroom or nearby exterior space is inadequately lighted, a person's feeling of

wellbeing, ability to read learning materials, or need to take appropriate notes can be

affected. It is usually necessary to adjust lighting levels when using some types of audio-

visual aids to allow for focusing that any screen, monitor, or primary area of focus can be

sufficiently observed by all participants from anywhere in the room. Lighting is also

important for areas surrounding the training facility as trainees may become concerned

about their safety and security if hallways or parking facility is unlit or poorly lit. In such

instances, the trainer may need to instruct trainees to walk in groups in some areas.

3. Seats: Seat comfort, size, and arrangements are natural areas of concern. In manylearning facilities, the size and shape of seats are a problem. Adults are often required to

sit in seats that are originally designed for younger people. Even in training facilities

catering only to adult learners, seats are selected based on attractiveness or how something

fits into an overall dcor. According to Damon, Stoudt, and McFarland (1966) a major

determinant of comfort with many seats is that the height of the seat above the floor

measured vertically to the sitting surface front is too high. They stated that generally, tall

people can adjust to or accommodate to low seats easier than short people can to high

seats. Additionally, because of the varied shape of the human buttocks and perinea

regions, as well as how difficult it is for a person to cross legs or change positions in a

shaped seat, most seats should be flat rather than shaped.


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Huchingson (1981) believed that whether the seats are made of solid materials or

upholstered, the seat pan should be slightly contoured at the front and should have no

seam or ridge, ensuring that there are no pressure points that will cause problems over

time for some people. Branton (1969) also recommended that cushioning be used to

relieve pressure points, spread the sitters load across wide areas of the seat pan, and

provide support to counteract the sitters sliding into a slumped posture. Cushioning and

fabric covering should provide absorption of perspiration, where the room is warm or the

climates humid. As Bennett (1977) stated, it is possible to provide satisfactory seats for

all adults if the sears are large enough to accommodate most people, adjustable, or in

several sizes to allow each person to select a proper seat.

4. Sightlines: A participant will move or shift to one side, or squint to see better---

sometimes up to three times---if he/she is unable to see the trainer or the visual aids. Each

time the participant tries a little less than before and simply gives up eventually. At that

time, the trainer loses a listener. It is very important that the trainer checks the room to

ensure that no-one has even a partially blocked view. If there are blocked views, the

trainer should correct them or suggest that no-one takes those seats.

5. Noise: An environmental factor that can adversely affect our auditory wellbeing is noise.Care should be taken to ensure that the training location is not under the frequent glide-

path of noise producing activities, such as construction site, a busy thoroughfare, or close

to other creators of unwelcomed sounds. Sometimes, even the active discussion that

emanates from small groups can be disruptive to other small groups trying to work.

According to Knirk (1979) there are at least four components of noise in the learning

situation that the trainer must be mindful of. These are (a) noise reduction (sound


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insulation qualities); (b) reverberation (liveliness or prolonged reflection of sound); (c)

speech interference level (background or conflicting); and (d) an articulation index (ability

to recognize speech components). An approach for meeting these concerns is designing a

good acoustical environment that will control sound within the training room such that

sound which is to be heard can be heard well and intrusive or unwanted sounds from

outside the facility can be prevented. It is also important that trainees with hearing

difficulties are situated where they can minimize any problems. Breakout areas should be

adequate to ensure that conversations from one group do not interfere with or bother

another. Using audio amplification, moving in sound barriers, closing windows and doors

are other strategies for dealing with problems associated with noise.

With the aid of a sketch show one type of team style set up and describe team style

arrangements, commenting on their advantages and disadvantages

Team-style arrangements are seating arrangements in which participants are seated at tables in

groups of four to eight. The tables can be round, square, or oblong and can be arranged casually

or formally around the room. One team-style arrangement is the random arrangement, which is

shown in the figure below.

Figure 1: Random Team Style Arrangement


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There are several distinct advantages to team-style arrangements. These advantages include

firstly, that this type of arrangement is the least threatening environment for trainees as it creates

small, intimate groups and makes no demand for interaction with the whole group.

Simultaneously, participants are not left feeling isolated as the team-style arrangement demands

interaction with the group at each table. Secondly, trainers find that this arrangement quickly

promotes group spirit and encourages a relaxed atmosphere. While it is formal enough to allow

for strong leadership, it does not reflect the classroom situation. Thirdly, it allows for convenient

and expedient teams for group work and projects, and inculcates a satisfying level of team

competitiveness. In summary, the team style arrangement allows for a businesslike, yet pleasant,

atmosphere for conducting training.

On the other hand, there are several disadvantages to the team style arrangement. One of these is

size. Groups that are too large are not ideal for the team style arrangement as the trainer tends to

lose the tables farthest away. The ideal number of trainees for this type of arrangement is 30 to

35 persons. Sightlines also create problems with team style arrangements. For example, if

square tables are used in a horseshoe arrangement, the persons in the middle may find their backs

to the trainer. It is possible for them to sit sideways. However, if swivel chairs are not provided,

it is awkward. If round tables are used, then participants have to sit closely together at one side

of the table. If fewer participants are seated at each table, it will help with the sightlines

problem.


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Individual Assignment 3 - Final