Definition of Readings

Readings

Reading can efficiently expose learners to large quantities of content. Reading assignments should be accompanied with some feed back activities which measure and assist the retention of the content.

Another approach to the reading is accountability; the learners can be supplied with a syllabus, a carefully structured notepad on which they can take notes.

When Instructors use readings as a post-class exercise, such accountability may apper less necessary. That assumption needs to be sharply challenged.on of the advantage of reading is that can be kept to minimum.

Skits

Skit is a prepared enactment, with precise dialogue provided for the actors, who are usually students reading their roles from scripts.

Skits reflects differing points of view, with several: characters” facing a common crisis which they approach with dramatic differences due to their contrasting value system. Usually rehearsals are not necessary for skits.

Field Trips

Field Trips or tours may or may not be participative learning experiences. The trip motivates and instills the learning process. The team is given a questionnaire and asked to find the answers on the field trip. These field trips tend to be more interesting and informative than a classroom environment

Notes

Note taking by learners is somewhat controversial.

When notes are taken in a free from the students are in most total control of what gets transcribed to the paper.

Panel Discussions

Panel Discussion

The Panelists must get adequate time to prepare by reading some specified material, analyze it and synthesize it into an effective presentation.

Other students must be given time to ask questions.

Delegate the role of moderator. Then brief the student moderator on:1.the relationship of the subtopics2.how to communicate that over-all design to the class3.how to keep the discussion moving4.how to provide a lively atmosphere without uncomfortable confrontation.

Select as panelists those students who have shown unusual speed in acquiring and synthesizing information, make this an ‘enrichment’ and a positive reinforcement for good work in earlier parts of the program.

Don’t select donkeys, mules,or pairs of people who might reduce the discussion to a two-dimensional debate. What you seek is analysis of the several facets you have assigned to each panelist.

The criterion for selection is always the ability to present and interact in the

Structured Discussions

The structured discussion are conversations between trainees, aimed toward specific learning objectives. For structured discussion, this learning objective should be clearly announced in advance, or during the first moments of the discussion.

It is usually helpful to post a written statements of the objective where all can see it throughout the discussion. Structure can be further imposed by using such devices as a syllabus or a publicly posted a agenda. Such agendas may even include an estimate of the appropriate amount of time to devote to each subtopic.

A heavy instructor supplied agenda may be totally inconsistence with the climate needed for adult learning. The structured discussion is appropriate when there are predefined objectives and when the learners do not bring a negative view point to those objectives.

Panel Discussions by Participants

Tips for Panel Discussion

Give the panelist adequate time to prepare, to specified material analyze it, and synthesis it into an effective presentation.

Allow tine for other participants to ask questions

Don’t select donkeys, mules or pairs of people who might reduce the discussion to a two dimensional debate

The criteria for selection is always the ability to present and interact side the class

Topical Discussions

This is also called “general discussions”. the topical discussion instructor should:

Announce the discussion far enough in advance to permit a bit of required readings, plus time to analyze and synthesis that new information.

Announce precise time limits

Announce one or more specific objectives

To meet the objectives of analysis

Tell the group to keep the discussion on track and to meet the objectives.

Question-Answer Panels

In this Q-A section, instructor s announce a topic an d a reading assignment, plus key requirement, a list of questions to be brought to the session itself. When the time for Q-A section arrives, the instructor calls on the learners for their questions.

Open Forum Discussions

Open forum discussion is useful when the learners can accept full responsibility for the content of the discussion, or when they need to ventilate their feelings and opinions. In the forum format, any member of the group may speak to any other member.

Cog Nets

Cognet is short for cognitive networks, and is appropriate for cognitive objectives

Interactive Demonstrations

Interactive demonstrations allow learner-watchers to do something instead of merely observe.

Job Instruction Training (JIT) is an example for this. Once the climate is set, the instructor tells and shows the first step of the task, as learners do that first step right along with the instructor. This permits cumulative repetition and the practice that makes perfect.

Behavior Modeling

The words of this method tell what sort of a model or ideal enactment of desired behavior lets learners discover what actions and standards are expected of them. Typical behaviors to model would be managerial skills, as making assignments, delegating, counseling, asserting, or disciplining.

Brainstorming

It is a sort of problem solving situation. It is used to teach learners to suspend judgment until a maximum number of ideas have been generated. It is also used to train people to listen positively to the ideas of others, refraining from negative comments.

Brainstorming requires people of a group to think of ideas and express them after suspending everything else for a while.

Generate, don’t evaluate. The more ideas, the better.

The ideas that already have been put forward have to be amended. The amendment includes adding, deleting, consolidating, substituting elements or reversing.

There should be arrangement for debating or analyzing the idea by putting it for use. The total brainstorm includes generation, analysis and action planning. The best idea is selected as the best solution.

Case Studies

The use of fictional or real case studies can help bring an element of practical application to the training. However writing a case study is not always easy, and care needs to be taken. The best case studies involve issues that are arguable either way, and therefore the outcome may be open to real deliberation. Writing a good case study is difficult and time consuming – it requires detailed knowledge of the relevant issues.

When writing a case study, you need to keep in mind the following:

The scenario should be familiar to the trainees – either from personal experience or from previous training sessions.

The scenario needs to describe the various individuals and the various factual situations with sufficient detail. However all information included in the study must be directly relevant to the issues which are being discussed.

Real Case Studies

This can either be a situation which is familiar to the participants or one which is new to them. The participants should be provided with a summary of the key facts, excluding any details which are not relevant to the issues which are the focus of the discussion.

The facilitator may chose to provide the trainees with the outcome of the situation and ask for a critique of this, and suggestions of what should have happened. This will be appropriate where the situation, and the outcome, are well known. The facilitator may otherwise chose to not tell the trainees the outcome and get them to suggest what should have happened (procedural steps, solutions etc).

Fictional Case Studies

Fictional case studies are useful tools to enable trainees to deal with highly sensitive national issues by altering the facts sufficiently to remove them from reality, whilst retaining the issues engaged by the national problem.

Either of the two methods used for real case studies is suitable for fictional studies. With some groups it can be a particularly useful exercise to require half the group to e.g. defend the alleged discriminatory behavior in the way in which national authorities, employers or other discriminators might seek to defend it.

In traditional case studies participants receive a printed description of a problem situation. The description contains sufficient detail so learners can recommend appropriate action. Control of the discussion comes through:

The amount of detail provided

Time limits, frequently rather stringent

The way the task is postulated, often a description of the desired out put, such as a recommendation, a decision, or the out line of an action plan; and sometimes.

A list of questions for the group to answer on their way to the final total product.

Action Mazes

An Action maze is really a case study which has been programmed. The participants usually receive a printed description of the case with enough detail to take them to the first decision point. The description

Incident Process

It is a specialized form of case study. It is used to analytical skills or techniques for special problem –solving tasks such as employee grievances.

Jigsaws

As name implies, jigsaws is; participants put pieces together to complete an integrated “picture”.

When instructors are teaching a prescription, there is only one way to assemble the pieces properly and the review makes that clear.

Jigsaws are useful in teaching synthesizing skill, problem solving skills or organizational skill.

In-Baskets

In baskets is a form of simulation which gets at the realities of a job through the paper symptoms of that job. In this learners get all the materials one might expect to find in an “IN” basket on a typical work –day. They must then process that paper work until all the items are in the OUT basket.

Team Tasks

Team tasks for buzz groups results in some product, decision or recommendation to be shared with similar group in the class.

Team task may be time limited or open ended.

Buzz Groups

Buzz group means small teams of participants. Buzz groups used to permit the members to generate an agenda for extremely androgogic programs.

Syndicates

Cass studies may be assigned to small teams and these small groups report their findings or present their “product” in a report to other groups. Typical products for these groups are called Syndicate.

Agenda-Setting Buzz Groups

Agendas setting buzz groups constitute a special use of the “small group”.

This buzz groups offer an excellent instrument for probing the feelings of learners about their achievement in reaching course objectives. In this the groups meet after the program is well under way to recommend courses of action for the remaining time together.