Traning Padagogy

8/9/2019 Traning Padagogy

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TRAININGCLIMATE

ANDPEDALODGY

PRESENTEDBY:

JENIS


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MEANING

TRAINING CLIMATE

Simply stated, climate is what it feels

like to work somewhere, how motivatingthat is, and consists of six clear elements;clarity, commitment, standards,responsibility, recognition and teamwork

- all of which can be measured andmanaged.


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ELEMENTS OF TRAININGCLIMATE COND

Managerial Support (MS)

1. Supervisors give recognition and credit tothose who apply new knowledge and skills to

their work.2. Supervisors match associates needs forpersonal and professional development withopportunities to attend training.3. Independent and innovative thinking are

encouraged by supervisors.4. Top management expects high levels ofperformance at all times.5. Top management expects continuingtechnical excellence and competence.


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Job Support (JS)

1. Gaining new information about ways to performwork more effectively is important in this organization.2. Job assignments are designed to promote personal

development.3. Learning new ways of performing work is valued inthis organization.4. Work assignments include opportunities to learnnew techniques and procedures for improvingperformance.

5. There is a strong belief that continuous learning isimportant to successful job performance.


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Organizational Support (OS)

1. There is a performance appraisal system thatties financial rewards to use of newly acquiredknowledge and skills.2. Employees are provided with resourcesnecessary to acquire and use new knowledge andskills.4. There are rewards and incentives for acquiringand using new knowledge and skills in ones job.

5. organization rewards employees for using newlyacquired knowledge and skills on the job.


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HOW TO CREATE A TRAININGCLIMATE IN THETRAINING ROOM.

GUIDELINES.

1.ENABLING OBJECTIVES

Identify characteristics of how people learn

Explain how groups form and develop Use effective presentation skills

Introduce a presentation

Use questioning techniques

Summarize a presentation


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CREATING TRAINING ENV.COND

2.CHARACTERISTICS OF LEARNERS

Require learning to be relevant

Are highly motivated if they believe learning is relevant

Need participation and active involvement in the learning process

Desire a variety of learning experiences

Desire positive feedback

Have personal concerns and need an atmosphere of safety

Need to be recognized as individuals with unique backgrounds,experiences and learning needs

Must maintain their self-esteem

Have high expectations for themselves and their trainer

Have personal needs that must be taken into consideration


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3. INVOLVING PARTICIPANTS

Allowing participants to provide inputregarding schedules, activities and other

events Questioning and feedback

Brainstorming and discussions

Hands-on work

Group and individual projects

Classroom activities


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4.USE A VARIETY OF METHODS Audiovisual aids Illustrated lectures

Demonstrations Brainstorming Small group activities Group discussions Role plays and case studies Guest speakers


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5.USE THE POSITIVE FEEDBACK

Give verbal praise either in front of otherparticipants or in private

Use positive responses during questioning Recognize appropriate skills while coaching

Let the participants know how they areprogressing toward achieving learning objectives


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6.TREAT PARTICIPANTS AS INDIVIDUALS

Use participant names as often as possible

Involve all participants as often as possible

Treat participants with respect

Allow participants to share information withothers


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7.MAINTAIN SELF-ESTEEM

Reinforce those practices and beliefsembodied in the course content

Provide corrective feedback in anappropriate manner

Provide training that adds to their senseof competence and self-esteem

Recognize participants own careeraccomplishments


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8.INDIVIDUALS BECOME GROUP

They share a common purpose

They share a common experience in

attending the course Each members contributions and

questions are valued and respected

An open and trusting climate develops

The members pay attention to how theywork together


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9.UNDERSTAND GROUPDYNAMICS

Observe

Develop increased awareness

Discuss observations with cotrainers

Develop options to support the group


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10.TO MOVE TOWARDSLEARNING GOALS

Structure

Direction

Leadership


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12.PURPOSE OF INTRODUCTION

Capture interest

Make participants aware of theclinical trainers expectations

Help foster a positive training climate


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13.INTRODUCTION TECHNIQUES Reviewing the objectives Asking a series of questions about the topic Relating the topic to previously covered content Sharing a personal experience

Relating the topic to real-life experiences Using a case study or problem-solving activity Using a videotape or other audiovisual aid Using an imaginative transparency Making a provocative statement Giving a classroom demonstration

Using a content expert Using a game, role play or simulation Relating the topic to future work experiences


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14.QUESTIONING TECHNIQUES

Ask a question of the entire group

Target the question to a specific participant

State the question, pause and then direct thequestion to a specific participant

The key in asking questions is to avoid apattern

Use participant names during questioning

Repeat a participants correct response

Provide positive reinforcement


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15.PARTICIPANTS RESPONSES

Use participant names duringquestioning

Repeat a participants correctresponse

Provide positive reinforcement


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PEDAGOGY

IT IS -- The strategies, techniques, and approachesthat teachers /trainers can use to facilitatelearning.

Pedagogy is the ART or SCIENCE of being a

TEACHER OR TRAINER. This is the moderninterpretation. The word "PEDA" refers toCHILDREN , which is why some like to make thedistinction between pedagogy (teaching children)and ANDRAGOGY(teaching adults). The Latin-

derived word for pedagogy, EDUCATION, is muchmore widely used, and often the two are usedinterchangeably.

Pedagogy is also sometimes referred to as thecorrect use of teaching strategies.


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PEDAGOGY-- WHY ITMATTERS

Needs Assessment - What learning is needed?

We change learner performance by figuring outwhat each learner needs and which strategies willwork to unlock patterns that have not been working.Good teachers/trainers are very good at diagnosisand the customization of instruction. They keepchecking for understanding and they keepsearching for the intervention that will enable eachlearner to succeed. They do everything possible togive learners good reasons and they view each and

every dropout as a personal failure. They don'tshrug off dropouts as a minor issue. .


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PEDAGOGY-- WHY ITMATTERS CONTD

Professional Growth - How can I improve myteaching/training?

Effective teachers/trainers cannot afford to rest orcoast for very long because the learners have a

way of bringing a remarkable new set ofchallenges into the classroom each day. Whatworked with some learners last year may fail thisyear. A teacher/trainer who stops adding to her orhis repertoire of effective strategies is too much

like a knife grown dull for lack of sharpening.


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Classroom Culture - How do I cultivate the classculture for learning?

While the importance of emotions and the socialaspects of learning are rarely addressed by factory-

style reformers, these aspects of classroom life arecrucial. If a teacher /trainer does not create a culturethat is safe, comfortable, encouraging andsupportive, learning may not occur. The art ofteaching/training includes the nurturing of groupnorms that allow learning to thrive. The science of

teaching/training is less effective at reducing fears,freeing dreams and inspiring even disadvantagedstudents to reach for stars.


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Strategy - How do I teach to maximize results?

Effective teachers/trainers possess rich repertoires ofinstructional moves and techniques. They devote time tomatching strategy to situation. But they also understand thetrial-and-error aspects of helping learners untangle patterns

of failure and frustration. It is not a purely scientific process,as even great scientists like Marie Curie sometimes madegreat discoveries partially by accident (serendipity) andpartially by perseverance over thousands of trials and tries.Strong teachers/trainers make sure their efforts to matchtechnique to learners are guided by intuition, empathy andsome of the softer aspects of human knowing.


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Resource Management - How do I make do with what wehave?

Shortages of resources are endemic in many classroomsand are often worse in poorly performing institutions .

Time is always in short supply. But there are many other

important resources that can frustrate a teacher's/trainer'sgood intentions. These may range from decent, currenttexts to paper, chalk, adequate heat and insulation fromnoise. The institutions may be short on leadership. Moralemay be low because of outside threats, and bad local presscoverage. But good teachers/trainers learn to make good

things happen for learners despite these shortages,distractions or threats.


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Problem Solving - What could go wrong and howdo I cope?

Life in classrooms is ripe with surprises, but not allof these surprises need to stall forward progress.

Smart teachers/trainers try to anticipate whatmight go wrong and have backup plans ready justin case. If the computer network suddenly freezesand a lesson requiring Internet access is suddenlyblocked, the teacher/trainer immediately askslearners to brainstorm questions to pursue oncethe network recovers.


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Orchestration - How do I orchestrate all thedifferent aspects of pedagogy?

Some classrooms actually hum with a purposeful,productive energy. The teacher/trainer of such

classes knows how to combine all of the elements ofpedagogy mentioned here so that harmony,resonance and synergy result. Sports psychologistswrite of the ZONE champion athletes enter thatmakes remarkable performance possible. The samehappens in classrooms when teachers/trainers are

well schooled in pedagogy. They create a classroomZONE that makes remarkable performance likely.


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THANK

YOU!!!

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