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This document discusses the development and importance of training materials. It outlines the key parts of an effective training design, including establishing a rationale and objectives, determining appropriate content and methodology, identifying participants and duration/location details, and planning for responsibilities, financing, evaluation, and follow-up activities. Effective training materials facilitate learning, skill adoption, and knowledge transfer, contributing to program success.
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Peer support encourages both those being helped and the helpers by promoting skills like communication, negotiation, and inclusion. A peer support process is expected to provide basic confidential training and refer those in need to outside resources. Organizational forces like culture, rewards systems, and management behavior can impact the transfer of training skills to the workplace. Factors that facilitate transfer include clear expectations before training, identifying obstacles, and opportunities to practice new behaviors.
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The document discusses transfer of training and creating an environment where employees can apply skills learned in training on the job. It defines transfer of training and outlines factors that influence it, including trainee characteristics, training design, and work environment characteristics like manager support, peer support, and opportunities to perform trained tasks. It also discusses self-management strategies, knowledge management, and the characteristics of a learning organization.
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The document discusses the process of designing training programs. It outlines 8 key steps: [1] Define the purpose and audience; [2] Determine participants' needs; [3] Define goals and objectives; [4] Outline content; [5] Develop activities; [6] Prepare a written design; [7] Create evaluation forms; [8] Plan follow-up. The design process involves analyzing needs, designing content and structure, developing materials, implementing the program, and evaluating effectiveness. The overall goal is to create effective training that meets learners' needs and achieves the objectives.
Module9.ppst4.5.2
This resource package provides teachers with modules to help them better understand and implement the Philippine Professional Standards for Teachers (PPST). The document introduces Module 9 which focuses on the indicator of selecting, developing, organizing and using appropriate teaching and learning resources, including information and communication technology, to address learning goals. It provides an overview of the module's contents and structure, which includes introductions, key concepts, examples of practices, and resources. The goal is to help teachers grow in their profession by understanding and applying the PPST standards.
Module9.ppst4.5.2
This resource package provides teachers with modules to help them better understand and implement the Philippine Professional Standards for Teachers (PPST). The document introduces Module 9 which focuses on the indicator of selecting, developing, organizing and using appropriate teaching and learning resources, including information and communication technology, to address learning goals. It provides an overview of the module's contents and structure, which includes introductions, key concepts, examples of practices, and tools for professional development planning. The goal is to help teachers reflect on and improve their ability to incorporate relevant and effective teaching resources into their lessons.
Module8.ppst4.4.2
This module focuses on the indicator "4.4.2 Participate in collegial discussions that use teacher and learner feedback to enrich teaching practice." It introduces key concepts related to professional collaboration such as collegial discussion, feedback, and participating in activities that promote shared responsibility for enhancing teaching practices. The module guides teachers to reflect on their own knowledge, skills, and attitudes regarding professional collaboration using self-reflection. It also provides illustrations of collegial discussions through peer discussions, professional learning communities, coaching sessions, and learning walks that can be adopted to strengthen collaboration among teachers and school leaders.
Module8.ppst4.4.2
This module focuses on the indicator "4.4.2 Participate in collegial discussions that use teacher and learner feedback to enrich teaching practice." It introduces key concepts related to professional collaboration such as collegial discussion, feedback, and professional collaboration. It prompts the teacher to reflect on their own knowledge, skills, and attitudes regarding professional collaboration using the framework of what they know, do, and feel as a proficient teacher. The support group then provides suggestions to improve the teacher's current practice through probing questions and recommendations.
Workshop
Workshops are organized meetings that involve active participation from a group of 10-25 people. They are used to develop skills and discuss problems or innovations in a particular field. The document outlines the definition, essential features, objectives, procedures and advantages of workshops. Workshops aim to improve psychomotor skills through practical work and discussion, while developing understanding, cooperation and problem-solving abilities. They involve preparation, presentations, group work, and follow-up evaluations to assess effectiveness.
BE THE PROFESSIONAL COACH
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Workshop method commerce
The document describes the workshop method process for providing training to teachers. It involves the following key steps:
1. The workshop begins with an introduction to outline the topic and importance of context for implementation. Participants then work in groups to adapt a generic teaching method to a specific context.
2. In the active phase, participants practice applying the method and receive guidance from experts. They then present their work and discuss findings.
3. Follow up involves collecting feedback through a questionnaire. Participants are expected to apply what they learned to their own teaching and provide a final report on their experiences. The goal is to help teachers better adapt teaching methods to specific contexts.
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This document discusses training and development in organizations. It begins by defining training and development, noting that training is designed to provide employees with skills for their current jobs while development focuses on long-term learning beyond the present job. Several objectives of training are outlined, including imparting new knowledge and skills, improving performance, and fulfilling organizational goals. The document then details the typical process of training including needs analysis, program development, delivery, and evaluation. It concludes by describing various training methods such as classroom lectures, role playing, case studies, and apprenticeships.
Methods Of Training And Development
The document discusses various methods of training and development. It identifies factors that affect the choice of training modules such as age, gender, education level, learning styles, number of trainees, budget, and trainers' skills. Common training approaches include traditional, experiential, and performance-based teaching. Frequent training methods are passive like lectures and discussions, active like simulations, and on-site like apprenticeships and job rotation. Off-site methods involve lectures, group activities, case studies and games. Sensitivity training attempts to change behavior by placing participants in ambiguous situations to resolve conflicts through interactions.
IPM NDTHRD-Developing a Trainers Toolkit
(1) The document outlines guidelines for developing a trainer's toolkit using the ADDIER instructional design model, which includes analysis, design, development, implementation, evaluation, and revision.
(2) It provides detailed checklists of items to include in the analysis, design, development, implementation, evaluation, and revision phases of creating a training program.
(3) The checklists include items like conducting a needs assessment, writing learning objectives, developing course content and materials, formatting presentation slides, obtaining approvals, conducting evaluations, and establishing a revision process.
Module4.ppst2.3.2
This module focuses on managing classroom structure to engage learners in meaningful activities. Key concepts include classroom structure, which refers to the physical set-up of the learning environment, and classroom activities, which are tasks intended to meet lesson objectives. These can include discovery learning activities that require learners to use past knowledge to discover new information, and hands-on activities that involve physical manipulation of objects. The module will provide illustrations of practice that show how to manage classroom structure based on activities and structure. It aims to help teachers establish well-managed routines and procedures to ensure a child-friendly, safe and motivating learning environment.
Module4.ppst2.3.2
This module focuses on managing classroom structure to engage learners in meaningful activities. Key concepts include classroom structure, which refers to the physical set-up of the learning environment, and classroom activities, which are tasks intended to meet lesson objectives. These can include discovery learning activities that require learners to use past knowledge to discover new information, and hands-on activities that involve physical manipulation of objects. The module will provide illustrations of practice that show how to manage classroom structure based on activities and structure. It aims to help teachers establish well-managed routines and procedures to ensure a child-friendly, safe and motivating learning environment.
Training & development..ppt
lesson -1 : Introduction to training and development
lesson -2 : Significance of training
lesson -3 : Training manual
lesson -4 : learning and its style
lesson -5 : Learning progress - a few good learning theories
lesson -6 : Training climate and pedagogy developing training modules
and much more .......
Module4.PPST2.3.2.pdf
This module focuses on managing classroom structure to engage learners in meaningful activities. Key concepts include classroom structure, which refers to the physical set-up of the learning environment, and classroom activities, which are tasks intended to meet lesson objectives. These can include discovery learning activities that require learners to use past knowledge to discover new information, and hands-on activities that involve physical manipulation of objects. The module will provide illustrations of practice for managing classroom structure based on activities and structure. It will also suggest classroom activities for different structures and include a professional development plan.
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05 developing training materials
- 1. 1 DEVELOPMENT OF TRAINING MATERIALS The use of the various types of training materials has always been very effective in facilitating learning. This contributes to the success of a training program as shown by the appreciation and adoption by trainees of the specific skills, knowledge, and technology transferred through the learning activities.
- 2. 2 IMPORTANCE OF TRAINING MATERIALS Facilitating trainees’ understanding of the subject matter; Stimulating imagination and draws the participation of trainees in the discussion; and Eliminating monotony in the training methodology of the trainer PARTS OF A TRAINING DESIGN 1. RATIONALE Defines the problems and/or needs of the system (small group, organization, society, and others) and offers a particular type of training activity as a means of helping solve the problems or meet the needs. The benefits that maybe derived from the training are likewise stated.
- 3. 3 States the desired effect that the training envisions to achieve. Generally, the objectives are stated in terms of behavioral changes. General : states the overall aim of the training activity Specific: the breakdown of the general objective into small definitive and achievable terms. 2. OBJECTIVES 3. COURSE CONTENT Enumerates the areas of study and specific subject-matter content. As the “meat” of the training, the subject matter provides solution to problems or satisfaction of the need, and gives new information or ideas. It must be interesting to the participants.
- 4. 4 Describes the procedures and techniques of running the activity. It spells out the focus of the training, the relationship between the subject-matter areas and the subject-matter emphasis. 4. METHODOLOGY Describes the specific group to be trained or target clientele of the training activity 5. PARTICIPANTS
- 5. 5 States the proposed site or venue and the duration of the training. 6. DURATION AND SITE Describes the responsibilities of each of the people involved in the training. It also defines the relationship and functions of each personnel. 8. RESPONSIBILITIES
- 6. 6 9. FINANCING States the estimated cost of the training activity, the breakdown of expenses and the sharing basic if ever there are more than one sponsor. Describes how the activity shall be evaluated before, during, and after the training. 10. EVALUATION
- 7. 7 Describes the method(s) of the follow-up or follow-through activities to be undertaken after the training. 11. FOLLOW-UP THANKS 14