Integrative learning

CERTIFICATE
IN
INTEGRATIVE
LEARNING
Session 1
May 27- 31, 2013
Session 2
September 2 -7

Datuk Atikah Adom spent 28 years in BSN. Her career
in the banking industry culminated in her assuming the roles of
Director of Corporate Communications and Public Affairs, Director
of BSN Finance and Director of Permodalan BSN Berhad. She has
had good international exposure through active participation and
representation in overseas conferences, marketing exchange
programs through the ISBI (International Savings Banks Institute,
Geneva/Brussels) and Bank Bumiputra Malaysia Berhad in London.
Datuk Atikah currently presents workshops/ seminars on numerous
topics with regard to projecting and enhancing good corporate
image to an impressive list of corporate clientele. She brings a
wealth of experience to her instruction and demonstrates etiquette
concepts with plenty of „real life‟ examples. The principles
introduced in the seminar are transferable between business and
social situations.
With over 30 years of working experience and her exposure in the
corporate and with NGOs she has been associated with; Datuk
Atikah now lends her experience to these organizations. What
Datuk Atikah does best is help people build their own „personal
brand‟ through seminars and courses in Social and Corporate
Etiquette, Effective Communications and Motivational Seminars in
Government, Corporate and NGOs.
Datuk Atikah has a Bachelor‟s Degree (Hons) in Sociology and
Anthropology.

Dr. Asma Abdullah is a free lance consultant,
intercultural specialist, author and facilitator. She conducts
regular training and facilitates meetings on human resource
development topics, intercultural and cross cultural management,
corporate culture, teambuilding and negotiating for both public &
private sector organizations. She is also a regular speaker at
conferences and a part time lecturer at the Graduate School of
Management, UPM and the University of Nottingham, KL campus.
Dr. Asma was also recently appointed Adjunct Professor at
Universiti Utara Malaysia.
Dr. Asma holds a Bachelor of Arts and Diploma in Education from
Monash University, Melbourne, Masters in Educational Technology
from University of Southern California in Los Angeles, Masters in
Counseling Education from University Malaya and a Doctorate in
Social Anthropology from Universiti Kebangsaan, Bangi, Malaysia.
She has also authored 3 books Understanding the Malaysian
Workforce, Going Glocal published by Malaysian Institute of
Management and Understanding Multicultural Malaysia by
Pearson-Prentice Hall.
Dr Asma was with Maktab Rendah Sains MARA and more than 22
years in ExxonMobil, Malaysia in human resource development.

Puan Masitah Babjan has served more than 15
years in corporate organizations and enthusiastically supports
leaders and managers committed to make meaningful
contributions to their personal, business and community
success. Although trained as an engineer, her experience also
include areas in human resources development, facilitation,
training and consulting gained from her corporate exposure in a
government linked company (GLC) and a multinational oil and
gas corporation(MNC).
She currently focuses on corporate training and facilitation of
workshops on leadership and management development. Her
special interest lies in the areas of innovation & visual thinking,
intercultural management and work-life coaching retreats for
management executives and business leaders. She engages
participative learning approaches in her workshops,
incorporating creative expressions and graphic facilitation
techniques. She is also adapt at using Idea Mapping as a
creative management thinking tool and conducts such
workshops regularly.

Encik Aziz Kassim is a Certified Learning Agent and
Trainer, a Certified and trained Life, Business, Corporate, Executive
and Leadership Coach from University of Malaya, International
Institute of Coaching Studies and Leadership University, USA, has
hundreds of coaching, training and speaking engagements and
consulting hours to his credit in varied areas of personal,
professional, businesses and industries as well as community work.
He was featured “live” on RTM TV1 & 2, as Resident Consultant
sharing his views and experiences on personal, professional,
organizational, corporate and business development issues.
He is a Chartered Accountant, a Member of the Malaysian Institute
of Accountants, and an MBA holder from The Birmingham Business
School, University of Birmingham, UK. His working experience in a
large GLC and later in a medium size PLC, his own personal
experience as an entrepreneur, his hands-on practical know-how of
“what works”, speak for itself.
He is a sought after facilitator, and speaker by public, private, as
well as government bodies and agencies.

BACKGROUND
In a recent survey of training needs conducted with technical trainers at
CIAST, the following challenges were identified as areas of development in
order to enhance their effectiveness in training sessions:
• Gaining confidence and experience in delivering their training
• Having a good knowledge of the subject matter being taught
• Enhancing key competencies in planning, designing, conducting
and evaluating learning sessions
• Responding with confidence to questions from students
• Being creative in attracting student’s attention

In addition, the respondents also identified the availability of
teaching materials, skills acquisition, and attitudes of
students towards learning - to be vital in enhancing their
competency levels. Most important is for them to equip their
students to be well-prepared for the industry upon
graduation.
The survey also highlighted the need for trainers to be
informed on the state of available technologies that are being
used in various types of industry so that they are able to
assist their technical trainees enhance their assimilation of
new knowledge.
In gaining the attention of their students, trainers need to
acquire knowledge and skills in finding new and creative
ways of learning, training and facilitation.

To enhance their learning approaches technical trainers
have to incorporate a variety of presentation and
facilitation techniques so as to maintain a high level of
interest among their students. By so doing they would be
able to increase their confidence levels.
This 5 day course- cum- workshop will enable technical
trainers at CIAST to be aware of their competency levels
in planning, designing, developing and evaluating their
learning and training methodologies which will
incorporate various forms of highly interactive, and
facilitative activities to encourage participant
involvement and student centered learning activities.

LEARNING OBJECTIVES
At the end of the program, participants will be able to:
• Be aware and
explain the various
levels of learning
competency
•Acquire knowledge and explain
concepts, theories and models on
Integrative Learning (Whole Brain
learning, Multiple Intelligences)
•Apply skills in visual facilitation and
classroom management
•Integrate what they have learned
as part of their day to day teaching
and learning approaches

Issues dan cabaran yang
anda hadapi di tempat
kerja
Expectations…….harapan
anda mengenai kursus ini

b Day 1 Day 2 Day 3 Day 4 Day 5
9.00 am
– 10.30am
Morning
Coffee at
1030
Introduction
Ice breaker
Profiling: 4Fs
5 stages in ADDIE
Model
Recap
Stage 2:
Design
4 levels of Learning
Competency model
Recap
Stage 4:
Implement
Ted Style talk
Presentation
skills
Recap
Open Space
World Cafe
Practicum
Team 2
Practicum
Team 3
10.45am
-1 pm
-Lunch at
1 pm
Issues and challenges
at each Stage
Expectations
Faculty experience:
Life of a trainer
Gagne Learning
Outcomes
Writing Objectives
Ted Style talk
Presentation
skills
Preparation
Time
Practicum
Team 4
2.15 pm
-3.30 pm
Afternoon
tea at 3.30
pm
Stage 1:
Analyse
Homeroom groups
Groups conduct
training
Feedback
Stage 3:
Develop
Faculty Experience:
Whole Brain
Approach
Multiple Intelligence
Stage 5:
Evaluate
4 levels of
evaluation
Preparation
Time
Practicum
Team 5
4.00 pm
– 5.30 pm
Assignments:
Team assignment on
Practicum
Flyer
Communication skills
ala TED talk
VAK
Coaching style
Mentoring style
Experiential learning
cycle
Homework
Facilitation
Techniques
Graphics
ORID
Practicum
Team 1
Evaluation
Closing
Feedback
Certificate
WORKSHOP AGENDA: September 2-7, 2013

METHODOLOGY
The program would take a learner-centered, experiential
learning, interactive and practical approach, incorporating
experiential and highly facilitative techniques of World Café,
Open Space Technology, group discussions/exercises,
presentations, situational activities, real life case studies
and role- plays which employs a variety of learning
methodology.

ASSIGNMENTS
Teamwork based on ADDIE model (45 mins)
Topic: A training session in class on a skill you want to
impart to learners
Develop a brochure to advertise the training session
Individual presentation ala Ted talk style (5 mins)
Topic: Technical artifact / hobby/
When: Day 3
Most creative group gets a prize

Whole Brain Thinking and Learning
4 Phases of Learning Competency
5 Principles of Adult Learning
Basic Assumptions About Learning
Influence of Culture on Learning
5 Stages in Learning and Training

MASTERY
SKILLS APPLICATION
KNOWLEDGE &
UNDERSTANDING
AWARENESS
BEHAVIORAL
domain
COGNITIVE
domain
AFFECTIVE domain
INTEGRATION
1.UNCONSCIOUS
INCOMPETENCE
2. CONSCIOUS
INCOMPETENCE
3. CONSCIOUS
COMPETENCE
4. UNCONSCIOUS
COMPETENCE
THE 4 PHASES OF LEARNING COMPETENCY
Orientation Understanding Application Promotion
Why? What ? How? When?

Most of us when learning 'new things' go through Unconscious Incompetence (unaware
about the 'new thing'); We do not know what we are supposed to know. This is ignorance
of what we should know and we will not be able to learn anything because we do not know
what knowledge we need to know.
If the junior officer is in a stage of unconscious incompetence, the officer is not in a position
to give advice, because the person thinks he/she knows, but actually he/she does not
know.
These few quotes will show how serious is unconscious incompetence, and the superior
officers should train and guide the person after a test of the person's knowledge to assess
the knowledge gaps
"Thinking you know when in fact you don't is a fatal mistake, to which we are all prone“
"It is impossible for a man to learn what he thinks he already knows.“
"The greatest enemy of knowledge is not ignorance, it is the illusion of knowledge." –
Stephen Hawking
"To know that you do not know is the best”.
“To pretend to know when you do not know is a disease.” Lao-tzu
1. Unconscious incompetence

Then we move on to Conscious Incompetence when we are aware about our lack
of understanding about the 'new thing' - where we have to make choices to learn
about the 'new thing' or not; we know exactly what we do not know, and this
stage is a start of learning, as we can look for the resources or a trainer to guide
us to know what we do not know. What the person does not know, and need to
know (like the junior officer in labour department's case) is the learning gap that
needs to be filled by training or learning by the person by taking initiative to ask
questions. This person is trainable
"He that knows not, and knows not that he knows not is a fool. Shun him
He that knows not, and knows that he knows not is a pupil. Teach him
He that knows, and knows not that he knows is asleep. Wake him.
Level 2: Conscious incompetence

We then move on to Conscious Competence when we make the choice to
learn about the new things - KNOWING & possibly DOING but not yet
PERFORMING; we do not have the ability to apply what we know. We are
in a stage of conscious competence
He that knows, and knows that he knows is a teacher. Follow him.“
Level 3: Conscious Competence
Level 4: UnConscious Competence
This is the stage when we can PERFORM the 'new thing‟.

© 2012 South-Western, a part
of Cengage Learning
5 PRINCIPLES OF ADULT TRAINING
1. Older workers can and do develop
2. Supervisions cannot exclude older workers
3. Effective training needs motivation,
structure, familiarity, organization & time
4. The organizational climate must reward
entry into training and transfer of skills back
to the job
5. Training must be considered within an
integrated career perspective

CH-3 © 2012 South-Western, a part of Cengage Learning 20
Two Learning Theories
• Pedagogy
– Used for educating children and teens through
high school
• Andragogy
– Adult-oriented approach to learning

CH-3
© 2012 South-Western, a
part of Cengage Learning
21
Adult Learning
• Adults are more self-directed
• Adults have acquired a large amount of knowledge and
experience that can be tapped as a resource for learning
• Adults show a greater readiness to learn tasks that are
relevant to the roles they have assumed in life
• Adults are motivated to learn in order to solve problems
or address needs, and they expect to immediately apply
what they learn to these problems and needs

1. Structure
2. Atmosphere
3. Leadership
4. Planning
5. Motivation
6. Communication
7. Evaluation
7 Areas
of
Differences

CH-3
© 2012 South-Western, a part of Cengage Learning
23
Pedagogy versus Andragogy - 1
Characteristic Pedagogy Andragogy
Structure Based on aging process
Rigid format
Subject/curriculum-
centered
Rules, procedures, laws
Flexible, open, broad
Responsive
Interdisciplinary
Developmental
SOURCE: From Dailey, N. (1984). “Adult learning and organizations.” Training and Development Journal,
38, 66, 68. Adapted by permission. Copyright © November 1984 from Training & Development Journal by
Dailey, N. Adapted with permission of American Society for Training & Development.
Characteristics Pedagogy Andragogy
Atmosphere Authority-oriented
Formal,
Low trust
Competitive
Win-lose
Relaxed, trusting, mutually
Respectful
Informal,
Warm
Collaborative, supportive
Win-win

CH-3 © 2012 South-Western, a part of Cengage Learning 24
Pedagogy versus Andragogy -2
Leadership Teacher dominant
High task,
low relationship
Controlling
Does not value
experience
Assumes student
immaturity
and dependency
Low risk
Innovative, creative
High task, high
relationship
Interdependent mature
Relationship
Mentoring,
Modeling
Experiential
SOURCE: From Dailey, N. (1984). “Adult learning and organizations.” Training and Development Journal,8, 66, 68. Adapted by permission.
Copyright © November 1984 from Training & Development Journal by Dailey, N. Adapted with permission of American Society for Training &
Development.

Planning Administration and
teacher
Emphasizes rationale,
legal, mechanisms
Policies, plans,
and decisions
Highly political
Administration, faculty,
and students
Mutual assessment
Collaborative needs
assessment
Mutual negotiation
Problem centered
Motivation External rewards and
punishments
Internal incentives
(curiosity)
Self-directed
Learning contracts

CH-3 © 2012 South-Western, a part of Cengage Learning
Communication One-way downward
Transmittal techniques
Feelings repressed
Two-way
Mutually
Respectful
Feelings expressed
Supportive
SOURCE: From Dailey, N. (1984). “Adult learning and organizations.” Training and Development Journal,8, 66, 68. Adapted by
permission. Copyright © November 1984 from Training & Development Journal by Dailey, N. Adapted with permission of American
Society for Training & Development.
Evaluation Teacher Norm-
Referenced (curve)
Grades Subjective
Criterion-based
Objective and subjective
Jointly chosen standards
by students, peers, and
teachers

BASIC ASSUMPTIONS ABOUT LEARNING
Importance of
active verbal
participation
and
involvement
Deductive,
linear,
questioning
and use of
abstract
thought
Sequential
argument and
challenging
posture
Independence
and autonomy
of learners, self
directed
Having a point
of view – two
way feedback

THE INFLUENCE OF
CULTURE ON
LEARNING AND
TRAINING
By asma abdullah phd

16 CULTURAL DIMENSIONS
Source: Asma Abdullah Ph.d Email: asmaatculturematters@gmail.com
Harmony Control
Relationship Task
Hierarchy Equality
Shame (outer driven) (Inner driven) Guilt
Polychronic Monochronic
Collectivism Individualism
Religious Secular
High Context Low Context
Gauges the individual‟s relationship with
Nature
Measures the importance placed on
relationships with others versus task
accomplishments
Gauges the emphasis placed on rank, status
and other ascribed attributes over equality issues
Verifies if shame (outer driven) or guilt (inner
driven) is the principle that guides behaviour
Measures the preference for interdependence
with other people
Verifies the degree in which religiosity, as
opposed to secularity, is considered in work
related issues
Measures the extent to which cultures depend
on the external environment, situation,
nonverbal signs to communicate
Verifies if the principle that guides behaviour is
circular or sequential
communication

Cultural Dimensions At The Malaysian Workplace
1
2
3
4
5
6
7
8
Low Context
Monochronic Time
Equality
Secular
Individualism
Guilt
Control
Task Relationships
Harmony
Shame
Collectivism
Religious
Hierarchy
Polychronic Time
High Context
Indians Chinese Malays
Anglos Malaysiansn: 1000 respondents

High Context cultural setting
- Will not confront or upset others
- Politeness …let someone do first
- Local polite system…….more general and analog
- Tendency to refrain from critiquing as unwilling to separate actor
from actions
- Triangular use of feedback
- Low verbal participation and longer time to be familiar
- Medium is the message. The unspoken word may be just as
important.
- Avoid unsuitable topics
- Passivity of learners
INFLUENCE OF CULTURE ON LEARNING AND TRAINING

Shame driven
- Not confident in the English language
- Not wishing to lose face or cause loss of face
- Can prevent active or open discussion or admitting a lack of
understanding.
- Humility - will not voice out views
- Afraid of what people would think if we say something wrong.
- Minimize conflicts, compromise
- Respect each other‟s decisions
Relationship driven
- Build relationship to get things done
- High affiliation needs - so provide face to face interactions
- Food rituals - kopi dan kueh
- Afraid of saying something wrong

Group we orientation
- Do not express point of view
- We keep to ourselves if we have different opinions.
- Group consensus
- Not wishing to stand out from a group or go against the group
- May inhibit critical evaluation.
- Let someone else go first and will not voice views. Relatively passive
and shy
- The self is more related than separated - emotional interdependence
- Importance of support system
Harmony
- No separation of person from behavior. Relationships before task.
- Agreement more important than disagreement
- Difficulty in challenging existing paradigms.
- Importance of precedence in decision making.

Hierarchical orientation
- Respect for age, gender and role
- Dependency relationship between learner and teacher
nurtured and strengthened
- Tendency to refrain from critiquing as unwilling to separate actor
from actions
- A deep rooted class structure … residual feudalism.
- Importance of reciprocal obligations.
- Accepting what the trainer says without questioning or
challenging authority especially if the the trainer is older or
better qualified.
- Do not challenge authority and will accept what they hear
- View teacher as guru source of wisdom with the fountain of
knowledge
- Questions seen as intrusive

Polychronic time
- Flexible in timing
- May not be punctual to class - polychronic time
- Diffused time, multiple processing, non-linear approaches
Religious
Strong beliefs……misinterpretation of religious norms by others
God fearing
Sensitivities may not be understood by others

5 STAGES IN A LEARNING/TRAINING
PROGRAM
Implement
Time
1. Analyse the gaps
4. Implement the project/learning
2. Design the project/learning
3. Develop the project/learning
5. Evaluate the project/learning

Phases Description Tools
1.Analyse To find gaps between
what is current and
future performance
Focus groups, Surveys, Questionnaires, Performance
Overview feedback, Customer feedback, Interviews
2.Design To plan and select
appropriate learning
materials to address
gaps
Instructional Objectives
Types of Knowledge in Fact, Form, Feelings, Future
3.Develop To use different
methodologies for
different levels of
competency
10 Multiple Intelligences, Lectures, Conversations,
Discussions with subject matter expert, Self study
guides, Area studies, Audiovisual presentations. Role
plays, role reversals, Simulations, Field trips, Critical
incidents, Bicultural observations, Questions and
answers, Case studies critical incidents
4.Implement To conduct the
proposed learning
event in class or on the
job
Deliver the training event at the identified venue where
facilities are available, Presentation skills
5.Evaluate To gather information
on the effectiveness of
the learning event.
Use the four levels of evaluation of Kirkpatrick’s model
of Reaction, Learning, Behaviour and Outcomes
The ADDIE model of Learning and Training

1. ANALYSE STAGE
1. Training needs assessment
2. Training Needs analysis
3. Focus groups
4. Surveys
5. Profiling

CH-4
© 2012 South-Western, a part of Cengage
Learning
39
WHAT IS A TRAINING NEED
• A deficiency between what is expected and
what occurs
• Efforts focused on correcting substandard
performance
• Not every need can/should be addressed by
HRD

A Needs Assessment is a systematic exploration of the
way things are and the way they should be.
These "things" are usually associated with
organizational and/or individual performance.
Some key Questions:
1. What learning will be accomplished?
2. What changes in behaviour and performance are expected?
3. Will we get them?
4. What are the expected economic costs and benefits of any
projected solutions?
TRAINING NEEDS ASSESSMENT (TNA)

PERFORMANCE TECHNOLOGY
NEEDS ASSESSMENT
• Where do we want to be?
• Where are we now?
• How big is the gap in
results?
• What are the priority
needs?
• What is the cost?
NEEDS ANALYSIS
• What is the problem?
• What are the causes?
• What are the solutions?
• What are the performance
standards?
• Training or non training?

3 CATEGORIES OF NEEDS ANALYSIS
Organizational
analysis
Strategic need
Budget
Mission
External factors
Task
Analysis
Tasks and conditions
Job content
Job context
Knowledge
Skills,
Ability
Person
Analysis
Attitude
Readiness
Maturity
Motivation
Exposure
Future needs

Your Preferred style when taking actions
1. Define Goals and Objectives
2. Work with numbers, statistics
and data
3. Focus on solving problems
logically
4. Emphasize efficiency and cost
5. Work towards quantifiable
outcomes
1. Strategise and visualize the future
2. Take risks and experiment
3. Combine and connect concepts
4. Brainstorm new ideas and
solutions
5. Have a Big picture perspective
1. Pay attention to detail and
procedures
2. Move from Point A to Point B
3. Plan, organize and allocate task
4. Follow up and schedule
timelines
5. Make sure everything is in order
and in control
1. Mediate and facilitate
2. Share, listen and express
3. Collaborate and build
relationships
4. Have an intuitive sensing of
underlying issues
5. Be sensitive to other people‟s
needs and feelings
Instructions : Please select 15j statements from the 4 quadrants which best describes
you. Allocate 10 marks for each statement and total them in the box
A
C
D
B

Logic
Reason
Action
Language
Reading
Writing
Linear
Processing
Facts
Analysis
Intuition
Emotion
Receptive
Visual
Recognition
Images
Patterns
Depth
Parallel
Processing
Feelings
Synthesis
Holistic

Whole Brain Model: Learning & Study
Analytic
Auditory
(Vocabulary)
Likes and
uses concrete
words
Brainstorming
Imagery
Analogies/Myths
Mind-Mapping™
Auditory (grammar,
rules)
Logical sequence
Upright seating
Brighter light
Kinesthetic
- Likes to move
- Tactile (likes to
touch)
Likes music
A
B C
D

2. DESIGN STAGE
• Learning Outcomes
• Define objectives
• Develop lesson plan
• Develop/acquire materials
• Select trainer/leader
• Select methods/techniques
• Scheduling

Gagne and Taxonomy of Learning Outcomes
1. Verbal
Declarative
Knowledge
2. Intellectual
Procedural
Knowledge
3. Strategic
4. Attitude
5. Motor Involve using our bodies to manipulate something like writing icing a cake, and
balancing a tray of dishes are examples of motor skills.
e.g. Skills to demonstrate the new behaviour like giving performance appraisal
Sometimes called procedural knowledge, are the rules, concepts, and
procedures that we follow to accomplish tasks. Intellectual skills may be
simple or complex
e.g basics of English grammar i
Involves the ability to state or declare something, such as a fact or an idea
e.g. reciting the 5 Rukun Negara
The skills used to control learning, thinking, and remembering
Cognitive strategies allow us to determine what procedural knowledge and
verbal information we need to perform a task
e.g. using an approach to implement a particular tax audit
Internal states of mind that can influence which of several behaviors we may
choose
e.g. Attitudes towards using technology
Learning Outcomes

Phase 2: Design
4 TYPES OF CONTENT MATERIAL
FACT
Declarative Knowledge
Facts, Ideas
Information, Documents
FUTURE
Strategic Skills and
Competencies,
Behaviours
FORM
Procedural Knowledge
Rules, Concepts,
Procedures, templates,
Models, Frameworks,
Forms
FEELINGS
Attitudes , Feelings
And Values

Cognitive domain: Mental skills
Knowledge..acquiring data
Comprehension..generalising form or internalizing data
Application relating data to experience
Analysis identifying parts, elements, designs or
relationships
Synthesis..constructing design systems
communications
Evaluation..judgement on some identified criteria;
making distinctions, discriminations
The Affective Domain
Receiving...attending with some degree of
commitment
Responding..acquiescence, willingness satisfaction
Valuing...sensing worth
Organization...acquiring value system
Characterization..consistently applying a value system
The Psychomotor domain...Physical skills
For interest satisfying experience to new experience
For Skill habitual or repeated performance
Lecture with or without visuals
Panels and symposiums
Reading assignments
Book based discussions, Two way discussions
Self instructional programs
Feedback Devices
Case problems
Experiments, Process case studies
Exams, essays
Role plays
Action maze case studies, In baskets
Dramatic visual stimuli
Oratory, Reading, Reverse role playing
Permissive discussion
Critical incidents,Simulations, Games
Lab T-Training
Organizational mirroring, Fishbowls
Guided fantasies, Reflection
Demos
Audio-visuals
Field trips
Try out performance
Practice Exercises and Drill
Relating Learning methods
to Learning goals
TYPES OF LEARNING OBJECTIVES
Based on Bloom’s Taxanomy

USING A TAXANOMY FOR WRITING LEARNING OUTCOMES
1. For Knowledge Outcomes
Select Label Name Locate
Define Recite Describe State
2. For Comprehension Outcomes
Interpret Generalise Construct Clarify
Infer Summarise Paraphrase Conclude Classify
Represent Predict Abstract Translate Contrast
Illustrate Map Concur Categorise Match
Extrapolate
3. For Application Outcomes
Carry out Implement Use Provide
4. For Analysis Outcomes
Select Discriminate Differentiate Distinguish Integrate Focus Deconstruct Outline
5. For Synthesis
Assemble Integrate
6. For Evaluation Outcome
Check Coordinate Determine Test Judge Reflect Detect Monitor
7. For Creative outcomes
Create Build Generate Hypothesise Design Construct Assemble
8. For Memory Outcomes
Identify Retrieve Recall List Recognise
Avoid
Contribute Know Examine See View Understand Learn Explore Investigate
Appreciate Become Evaluate Use Comprehend Follow Develop Gather

• Learning outcomes are statements
that specify what learners will know
or be able to do as a result of a
learning activity
• Outcomes are usually expressed as
knowledge, skills, or attitudes
Dubuque, Iowa: Kendall1Phillips, Louis. The Continuing
Education Guide: the CEU and Other Professional
Development Criteria. /Hunt Publishing Co., 1994.
Three Domains Of Learning Outcomes

1. Knowledge - The ability to recall previously learnt material
2. Comprehension – The ability to grasp meaning of material
3. Application – The ability to use learned material in new and
concrete situations
4. Analysis – The ability to examine and break information into
parts by identifying motives or causes, making inferences and
finding evidences
5. Synthesis – The ability to put parts together to form a new
whole
6. Evaluation – The ability to judge the value of materials for a
given purpose
1
Cognitive
Learning Domain

Useful Words In The Cognitive Domain

2 Affective
Learning Domain
• Receiving - Willingness to receive or to attend to particular
information / activity
• Responding – Active participation by the students
• Valuing – Seeing worth or value in what is being learned or
the activity being done
• Organisation – Bringing together many different values and
attempting to resolve the conflict between the values
• Characterisation – internalising the values

• Agree
• Assist
• Assume responsibility
• Avoid
• Cooperate
• Engage in
• Help
• Is alternative to
• Join
• Offer
• Participate in
• Praise
• Respect
• Share
• Support
Useful Words In The Affective Domain

3Psychomotor
Learning Domain
• Imitation – indicates a readiness to learn certain complex
skills
• Manipulation – continuing to practice the skill until it
becomes habitual and can be performed with some
confidence
• Precision – attains the skill and proficiency is indicated by
a quick, smooth and accurate performance
• Articulation – being involved at an even bigger level of
precision
• Naturalisation – the skill is automatic and the student is
able to experiment and create new ways of using the skill

• Adjust
• Bend
• Differentiate (by
touch)
• Grasp
• Identify (a fragrance)
• Handle
• Measure
• Move
• Operate
• Perform
• Repair
• Taste
• Use
Useful Words In The Psychomotor Domain

The ABCDS Of
Good Learning Outcomes

A: Audience
Describe who the learners are
Correct: At the end of the lesson, high school girls will be able to …
Incorrect: At the end of the lesson, students will be able to…
B: Behaviour
State desired behaviour of learners in an action verb to describe a definite
action/ behaviour in measurable terms
Correct: At the end of this lesson, students will list in writing
Incorrect: At the end of this lesson, students will know
C: Content
What learners are expected to learn in terms of content
Correct: … say good morning to the teacher
Incorrect: … wish the teacher

D: Degree of Achievement
What learners are expected to attain (how well)
Description of the quality or quantity of learners' performance
Correct: …will be able to state the four major functions of management
Incorrect:… will be able to state the functions of management
S: Situation for Performance
State conditions under which behaviour is expected to be performed
Examples:
Using an electronic calculator, …
Without the aid of mathematical tables,
Using word processor and dictionary, …
Given a list of ...
Given a diagram of ...
Without any reference materials ...

Cognitive domain: Mental skills
Knowledge..acquiring data
Comprehension..gen4ralising form or internalizing data
Application relating data to experience
Analysis identifying parts, elements, designs or relationships
Synthesis..constructing design systems communications
Evaluation..judgement on some identified criteria; making
distinctions, discriminations
The Affective Domain
Receiving...attending with some degree of commitment
Responding..acquiescence, willingness satisfaction
Valuing...sensing worth
Organization...acquiring value system
Characterization..consistently applying a value system
The Psychomotor domain...Physical skills
For interest satisfying experience to new experience
For Skill habitual or repeated performance
Lecture with or without visuals
Panels and symposiums
Reading assignments
Book based discussions, Two way discussions
Self instructional programs
Feedback Devices
Case problems
Experiments, Process case studies
Exams, essays
Role plays
Action maze case studies, In baskets
Dramatic visual stimuli
Oratory, Reading, Reverse role playing
Permissive discussion
Critical incidents,Simulations, Games
Lab T-Training
Organizational mirroring, Fishbowls
Guided fantasies, Reflection
Demos
Audio-visuals
Field trips
Try out performance
Practice Exercises and Drill
Relating Learning methods
to Learning goals
TYPES OF LEARNING OBJECTIVES

Abstract
Scale
of
Sensory
Experience
Concrete
Verbal symbols.. books, pamphlets, reprints, teaching machine
programs, programmed texts
Visual symbols.. flat maps, flipcharts, sketches, cartoons,
diagrams, charts, graphs
Recordings,radio,photos..illustrations, slides. recordings
Motion pictures ..Films, discussion guides
Television…program guides, video tapes, discussion guides
Exhibits…Displays, bulletin boards, posters
Field trips…itineraries, observation guides
Demonstrations …apparatus, raw materials
Dramatized experiences, role plays, scripts, puppets
Simulated,Contrived experiences…models, objects, specimen
Direct, purposeful experience…worksheets, observation guides, manuals
THE CONE OF EXPERIENCE
From Edgar Dale, Audio-Visual Methods in Teaching, rev.ed.New York: Holt, Rinehart and Winston, 1946, 1954R
Hearing
Seeing
Doing
Recall
10%
20%
30%
50%
70%

3. Development Stage
• Learning Styles by David Kolb
• Learning Methods
• Experiential Learning Style
• Multiple Intelligences
• Visuals and Graphics

David A. Kolb (born 1939) is an American educational
Theorist whose interests and publications focus on
experiential learning, the individual and social change,
career development, and executive and professional
education.
He is the founder and chairman of Experience Based Learning Systems, Inc.
(EBLS), and a Professor of Organizational Behavior in the Weatherhead
School of Management, Case Western Reserve University,Cleveland, Ohio.
Kolb earned his BA from Knox College in 1961 and his MA and Ph.D.
from Harvard University in 1964 and 1967 respectively, in social psychology.
His model is built upon the idea that learning preferences can be described
using two continuums:
active experimentation-------------------reflective observation and
abstract conceptualization--------------concrete experience.
This resulted to the four types of learners:
converger, accommodator, assimilator and diverger

Concrete and
Active
4. Accommodator
Abstract
And active
3. Converger
Abstract and
reflective
2. Assimilator
Concrete and
reflective
1. Diverger
Concrete
Experience
Active
Experimentation
Reflective
Observation
Abstract
Conceptualisation
Experiential Learning Theory (ELT) provides a
holistic model of the learning process and the
central role played by experience
4 Learning Modes 4 Learning Styles

CH-3
© 2012 South-Western, a part
of Cengage Learning
66
4 Basic Modes
1. Concrete Experience (CE) …Feeling
– An intuitive preference for learning through direct experience,
emphasizing interpersonal relations and feeling as opposed to
thinking
2. Active Experimentation (AE) …Doing
– A preference for learning something by actually doing it and judging
its practical value
3. Abstract Conceptualization (AC) ….Thinking
– A preference for learning by thinking about an issue in theoretical
terms
4. Reflective Observation (RO) …Watching
– A preference to learn by watching and examining different points of
view to achieve an understanding

CH-3
© 2012 South-Western, a part of Cengage Learning
67
4 Learning Styles
• Divergers
– A combination of concrete
experience and reflective
observation (feeling and watching),
emphasizing imagination, an
awareness of values, and the ability
to generate alternative courses of
action
• Assimilators
– A combination of abstract
conceptualization and reflective
observation (thinking and watching)
that stresses inductive reasoning,
the integration of disparate
observations into an explanation,
and the creation of theoretical
models
• Convergent
– A combination of abstract
conceptualization and active
experimentation (thinking and
doing), with a focus on problem
solving, decision making, and the
practical application of ideas
• Accommodators
– A combination of concrete
experience and active
experimentation (feeling and
doing), this style is usually
demonstrated by
accomplishment, executing plans,
and involvement in new
experiences

Kolb's learning styles
Accommodators
• Hands-on’ learning
• Like new & challenging experiences
• Apply information to ‘real life’
• Tend to favor intuition
• Like carrying out plans and experiments
• Social work, education, medicine, law
Divergers
•Like to think and reflect on experiences
•Explore different view points
•Strong at brainstorming ideas
•More observant than active
•Tend to be imaginative and emotional
•Arts, political science, journalism
Convergers
•Practical application of ideas
•Like to solve problems
•Prefer technical tasks over social or
interpersonal issues
•Prefer experimentation
•Distrust emotion
•Engineering, business, ecology
Assimilators
•Synthesize ideas into theories
•Prefer inductive reasoning
•Values logical soundness over practical value
•Tend to be less focused on people
•Prefer analytical models
•Mathematics, Chemistry, Physics

Teaching Activities
that Support Different Aspects of the Learning Cycle
Concrete
Experience
Reflective
Observation
Abstract
Conceptualization
Active
Experimentation
•Ice breakers
•Energisers
•Team games
•Problem solving
•Discussion
•Examples
• Fieldwork
• Problem sets
• Trigger films
• Observations
• Simulations/games
• Text reading
•Ask for observation
•Write a short report
on what took place
• Give feedback to
other participants
• Tea & coffee breaks
• Completing
learning logs or
diaries
• Present models
And theories
• Lecture
• Write papers
projects
analogies
model building
• Give theories
• Use role plays
• Conduct
laboratory
• Use case studies
• Ask learners to
use real problems

Are you an extrovert or Introvert ?
Extraverted Characteristics
Act first, think/reflect later
Feel deprived when cutoff from
interaction with the outside world
Usually open to and motivated by
outside world of people and things
Enjoy wide variety and change in
people relationships
Introverted Characteristics
Think/reflect first, then Act
Regularly require an amount of
"private time" to recharge batteries
Motivated internally, mind is
sometimes so active it is "closed" to
outside world
Prefer one-to-one communication
and relationships

Experience
Participants experience
the situation
Analyse the past
Participants analyse their
past or in class
experience
Theory
Participants establish the theory
Theory
The theory or truth is explained
Experience
Participants Test the theory
Analysis
Participants Analyse
their experience
Deductive
TWO LEARNING APPROACHES
Inductive

THE EXPERIENTIAL LEARNING CYCLE
Experiencing
Publishing
Processing
Generalising
Applying
1
2
34
5

5 PHASES IN THE EXPERIENTIAL CYCLE
Doing an activity
Sharing reactions and
observations
Discussion of patterns and
dynamics
Inferring principles about the
real world
Planning more effective
behavior
1. EXPERIENCING
What happened? What is going on?
What would you prefer? What is your objection?
2. PUBLISHING
How did you feel about the activity?
What were you aware of?
Who else had the same experience?
Who reacted differently?
3. PROCESSING
What principles did you learn
What happened in terms of dynamics
How did you account for that?
What struck you about? How was that significant?
4. GENERALIZING
How does the learning apply to the job?
What we learn? What might we draw from that?
What principles do you see operating?
5. APPLYING
What do you intend to do about it? Now what?
How could you apply/transfer that?
How could you make it better

DEBRIEFING AFTER THE ACTIVITY
1. What happened?
2. How did you feel about the activity?
3. What principles did you learn?
4. How does the learning apply to your job?
5. What do you intend to do about it?

Verbal Linguistic
Logico - Mathematical
Musical
Visual spatial
Bodily Kinesthetic
Interpersonal
Intrapersonal
Naturalistic
Moral Ethical
Spirituality
OFTEN USED
USED LESS OFTEN
MULTIPLE INTELLIGENCES
By Howard Gardner

Styles of writing
APA KHABAR!
VANAKAM!
SAWADEE KAP!
G‟DAY MATE!
NI HAO MA!
HOLA!
CA VA!
HOWDY!
OHAYO GOZAIMASU!
o Writing
o Storytelling
o Sensitivity to language meanings
and the relation among words.
o Reading out what’s written
o Novelists
o Copywriters
o Scriptwriters
o Speechwriters
o Reporters
o Poets
o Editors
o PR Directors
VERBAL / LINGUISTIC

 Abstract thought
 Precision
 Counting
 Organization
 Logical Structure
 Reading
 Writing
 Mathematics
 Scientists
 Engineer
 Animal Tracker
 Lawyer
 Accountant
 Police Investigator
 Mathematician
2 x 2 = 4
3 x 3 = 9
5 x 2 = 10

 Sensitivity to pitch, rhythm,
timbre emotional power and
complex organization of music.
 Use songs for rote learning.
Have music in the background
when trying to remember facts.
 Performer, Composer,
Conductor, Recording Engineer,
maker of musical instruments

 Keen observation
 Visual thinking
 Mental images
 Metaphor
 Sense of a gestalt
 Theoretical physicists
 Battlefield strategists
 Architects, Painters
 Naturalists
 Use pictures, posters, models, diagrams, information maps via
guided imagery which is an internal visualization method

 Control of one’s body and objects timing;
trained responses that function like
reflexes
 Dancers
 Inventors
 Athletes
 Surgeons
 Actors
 Karate teachers
 Mechanically gifted
 Living sculptures movement
concept
BODILY - KINESTHETIC

 Sensitivity to others
 Ability to read others’ intentions and
desires, potentially influencing them
 Consideration for others
 Good and new
 Think and listen
 Validation circle
 Speak up
 Politicians
 Teachers
 Religious
Leaders
 Counselors
 Salespeople
 Manager
 Therapists
INTERPERSONAL

o Self-knowledge
o Sensitivity to one’s own values,
purpose and feelings
o A developed sense of self
o Interpret information through body
sculptures, skits, creative writing
sessions, expand-a-story approach
o Gurus
o Novelists
o Counselors
o Wise elders
o People with deep
sense of self

NATURALISTIC
o Farmers, Fishermen
o Gardeners, Landscapers
o Hunters, Trackers
o Animal Lovers, Zoologists
o Veterinarians
o Conservationists
o Likes natural beauty
o Likes & is good with animals
o Preserves natural environment
o Has ‘green’ fingers
o Interested in nature

 Philosophers
 Religious / Spiritual
- Leaders
- Healers
- Preachers
 Mystics, Yogis
 Cosmic Scientists Concerned with meaning
of life and death
 Interested in relationship
- God, Man and Destiny
 Experiences strong religious
or spiritual feelings
 Seeks harmony
- Mind, Body, Spirit & Worldly.

 Judges
 Legal Reformists
 Religious Leaders
 Philosophers
 Moral Teachers
 Counselors
 Behaves ethically
 Rejects racism, bigotry, sexism
 Displays skills & strengths
around human sensitivities
- Listens, Justice
- Truth, Fairness
- Clarifies values
- How people feel
MORAL / ETHICAL

USING 7 INTELLIGENCES TO FACILITATE LEARNING
INTELLIGENCE DESCRIPTION FOUND IN EXAMPLES
LINGUISTIC
1
Sensitivity to language,
meanings and the relations
among words.
Novelist, Poet, Copywriter,
Scriptwriter, Editor, Magazine
Writer, Reporter, Public
Relations Director,
Speechwriter
Reading out what's written
Writing
Mathematics
LOGICAL-
MATHEMATICAL
2
Constitutes abstract thought,
precision, counting, organization,
logical structure.
Mathematician, scientist, Engineer,
animal tracker, police investigator, lawyer
and accountant
Reading
Writing
Mathematics
MUSICAL
3
Sensitivity to pitch, rhythm, timbre,
the emotional power and complex
organization of music.
Performer, composer, conductor, musical
audience, recording engineer, maker of
musical instruments
Use songs for rote learning
Have music in the background when
trying to remember facts.
VISUAL-SPATIAL
4
Keen observation., visual thinking,
mental images, metaphor, a sense of a
gestalt.
Architect, painter, naturalist, theoretical
physicist, battlefield strategist.
Use pictures, posters, models,
diagrams, mindmaps, 'information
maps ... or via guided imagery which is
an internal visualization method ...
concert for remembering planets.
BODILY-KINESTHETIC
5
Control of one's body and of objects,
timing, trained responses that function
like reflexes.
Dancers, athletes, actors, inventors,
surgeons, karate teachers, and the
mechanically gifted.
Establish pre-verbal basic ideas in
maths, language via multiplication
tables, globe models, diagrammatic
sentence, 'living' sculptures.
INTERPERSONAL
6
Sensitivity to others, ability
to read the intentions and
desires of others and
potentially to influence
them. Includes
consideration of others.
Politician, teacher, religious
leader, counsellor, shaman,
salesperson, manager, 'people
people' and therapists.
Group behaviours ... say good or
bad about something ... think, listen,
go-around, speak out, validation circle,
self estimation.
INTRAPERSONAL
7
Self-knowledge, sensitivity to one's
own values,
purpose, feelings, a
developed sense of self.
Novelist, counsellor, wise elder,
philosopher, guru, person with deep sense
of self.
Interpret information through body
sculptures, skits, creative writing
sessions ... subjective experience.
'Expand a story' approach.
Source: Breakthroughs in training by Asma Abdullah, Malaysian Institute of Management, March-April 1994

Technique Linguistic Logical
mathematical
Bodily
kinesthetic
Musical Interpersonal Intrapersonal Visual-
spatial
When to use
Technique
Portrait Co-participants
write adjectives
to describe
person drawn
Draw/Sketch
portrait
Play
background
music as
stimulus
Display &
share
portrait with
group
Express
through
drawing
Draw a
portrait
- Feedback from
others
- Input on self
Song Wnte own
lyrics
for a song
Stand and sing
with
expression
Sing to minus-
one tapes
etc.
Sing as a group
or in pairs, trios
Express
through
singing
Perform
through
singing
- To synthesize
what is learnt
Chopsticks Share
experience
Stand and
conduct and
move one's
body
Conduct
imaginary
orchestra to
music
Express freely
with eyes
closed
Draw
yourself
in action
- Lose inhibitions
Round Robin Discuss in a
group to draw
up ideas
List down
questions to
get
responses
Move from
station to
station for
each
topic assigned
Play
background
music
Group
discusses
and shares
ideas
Reflect on
ideas
to be
communicated
Mindrnap/
write ideas
on
flip-chart
- In sessions that
require brain
storming
Think & Listen Articulate one's
thought,
feelings about a
subject
Sit in a
relaxed
position
Take turns in
pairs, to do
reflections &
share insights
Reflect and
discover
- Air
grievances
- Share
insights
- Express needs
The 7 Intelligences Toolkit
Source: Breakthrough in training by Asma Abdullah, Malaysian Inst. Of Mgt, March-April, 1994

Technique Linguistic Logical
mathematical
Bodily
kinesthetic
Musical Interpersonal Intrapersonal Visual-
spatial
When to use
Technique
Group Cheer Have all
members
articulate
words
Sequence
words for a
natural flow
Use body
movements to
act out the
cheer
Give simple
objects to make
„music‟
Work in pairs
initially and
then with others
Have members
contribute to
form cheer
Write it out
on flip-chart
or VG
- As an
icebreaker
- Build team
spirit
- Remember
concepts
Time Line Share
observations
and learnings
in class
Reflect on
event
chronolo-
gically
Place the line-
string on the
floor
Play music
during
visualization
Discuss plans
with a partner
Conduct a
visualization
exercise
Write
comments
on the slips
of paper and
place them
on the floor
- Reflect on past
and plan for
future
Wishes & Wills Articulate it - Place special
cushion mat to
sit
Play soft music
in the
background
Do it in pairs Conduct a
visualization
exercise
Write on a
coloured
paper
- At the end of
course to
articulate
commitment
Good & New Share personal
news and take
turn
- Throw koosh
ball to indicate
one‟s turn to
speak
Play soft music
in the
background
Share with a
friend and
group
Describe a
personal event
Draw a
mind map
- At start of
course or Day 2
of course
Intent &
Mechanism
Share learnings
in class
- Free body
movement
from
one point to
another 30 ft
apart
Play musicc
that
has a fast beat
Work in pairs
Groups
disqualifies
repeated action
Discover own
free style
Video tape
movements
as
feedback to
participants
- Energy booster
during course
- Certificate
presentation
Posters Select suitable
maxims
quotations
Draw and
write
on posters
Play soft or
rousing music
where
appropriate
Share
inspirational
sayings
Express
feelings
to reinforce
beliefs
Create own
posters and
display on
board
- Creativity
- Visioning
- Culture
The 7 Intelligences Toolkit

Using GRAPHICS
Graphic
Presentation
Graphic
Recording
Graphic
Facilitation
Presents Information
Draws attention
Stimulates interest
Provides overview
Captures Information
Records ideas and key
points
Stimulates group memory
Facilitates conversation
Structure’s group
conversation
Keep group focused
outcomes
Encourages participation

Using a Whole Brain Approach to write a book on Coming to
Terms with cancer
By Asma Abdullah, Humairah Samad, July, 2009
Facts Future
Form Feelings
Mindmap by Masitah Babjan

A mindmap on ADDIE model for presentation topic

4. Implementation Stage
• Room layout
• Materials
• Facilities and equipment
• Presentation Style ala Ted Talk

http://blog.linkedin.com/2013/05/24/lunch-time-is-sacred-valuable-lessons-
learned-from-working-in-brazil
http://vimeo.com/62208518......amina wadud
http://www.ted.com/talks/lang/fr/devdutt_pattanaik.html
http://hbr.org/2013/05/how-culture-shapes-the-
office?goback=.gde_4283090_member_237505225
http://www.ted.com/talks/karen_armstrong_makes_her_ted_prize_
wish_the_charter_for_compassion.html
http://www.ted.com/talks/sam_harris_science_can_show_what_s_rig
ht.html?source=email#.UZUU4ILD5Q1.email
Links to TED TALKS

Borang Penilaian persembahan ala TEDTALK
On a scale of 1 (boleh diperbaiki)---7 (Sangat baik) rate the speaker on the following:
Sikap
1 2 3 4 5 6 7 Comments
Karisma
Berpengetahuan
Kreatif
Keyakinan
Kommunikasi
Semangat
keusahawanan
Terang dan jelas

USING THE FOUR QUADRANTS
FOR LEARNING
Quadrant A: Lecture Hall Quadrant D: Playground
Logical, rational, quantitative
Academic and authoritarian
Achievement driven
Fact based knowledge
Visual, conceptual,
simultaneous
- Future oriented and
discovery
Independence driven
Getting it/experiential
Quadrant B: Classroom Quadrant C: Lounge Chairs
Organized, sequential procedural
Bureaucratic, traditional
Task driven
Back to the basics
Emotional, expressive
interpersonal
Humanistic, spiritual
Feelings driven
Participative

5. Evaluation Stage
• 4 Levels of Evaluation
– Reaction
– Learning
– Behaviour
– Results
• Characteristics of good evaluation design

LEVELS OF EVALUATION
1. Reactions:
What did you like about the course? Trainee
satisfaction
2. Learnings
What did you learn that was useful? Acquisition of
knowledge, skills, attitudes
3. Behaviour/Applications
What knowledge, skills have been applied to the job?
What changes of behaviour occurred? Improvement of
behaviour on the job
4. Results/Impact
How did your performance
contribute to the desired results?
How did it affect the bottom line? Business results achieved by trainees

EXAMPLE OF LEVEL 2, 3 & 4 EVALUATION
e.g. Time Management and Daily Planning
Level 2 –
Learning
Develop better filing
and storage systems
to reduce time spent
searching
Level 3 –
Behavior/
Applications
Designed two new
systems that ensure
documents and
tools do not get
misplaced
Level 4 -
Results
My % “lost
(wasted) time is
reduced by 50%
(from 48 mins to 24
mins per day

Source: Consecutively 'Deeper' Evaluation Levels in Human Capital Management (adapted from J. Fitz-enz, 1998, p. 36)
Examples at 4 levels of Evaluation
Reactions
Participants' reactions to the course
Employee’s approval of HR initiatives
Learning
Have a better understanding of the concepts and theories shared in training
Understand the company’s strategy
Behaviour/Implementation
Changes in behavior on the job after applying a specific technique learned
Employees are able to deliver speeches and make effective presentations
Relationships among team members have improved
Customer service has improved
Capability Indexes have increased
Result /Business Impact
There is an increase in turnover/decrease in resignations
There is an increase in financial returns
The Company has won industry awards

1. Reactions:
What did you like about the course?
Trainee satisfaction
2. Learnings
What did you learn that was useful?
Acquisition of knowledge, skills,
attitudes
What knowledge, skills have been
applied to the job?
What changes of behaviour occurred?
Improvement of behaviour on the job
4. Results/Impact
How did it affect the bottom line?
Business results achieved by trainees
4 levels of evaluation Safety Carrot
cake
Origami
Based on your topic for the team presentation give
examples for each of the 4 levels
Abstract
Design

1. Reactions:
What did you like about the course?
Trainee satisfaction
2. Learnings
What did you learn that was useful?
Acquisition of knowledge, skills,
attitudes
What knowledge, skills have been
applied to the job?
What changes of behaviour occurred?
Improvement of behaviour on the job
4. Results/Impact
How did it affect the bottom line?
Business results achieved by trainees
4 levels of evaluation
Based on your topic for the team presentation give
examples for each of the 4 levels: Sept. 6, 2013
Quilling Fix tap Burn CD Fold clothes

Kefahamam
Concepts,
theories
Visuals,
Graphics
Vocal qualities;
Suara, clarity
Cara
penyampaian-
kommunikasi
Penilain Panel

* This guide is useful when you want the audience to give feedback to a heavy presentation
Team 2: Clarifiers
Listen for anything
that comes across in
a muddy or obscure
way
Team 3:
Agreers
Listen for anything
that you can most
readily accept or
“buy”
Team 4:
Disagreers not disagreebles
Listen for anything that does not
make sense and which you
cannot buy or accept
Team 5:
Appliers or Implementors
Listen for something so practical
that you can pick it up and run with
it starting as soon as possible
Team 1:
Questioners
Listen or look for
anything which
triggers a question
in your mind
DISCUSSION GUIDE

The SAM session provides an opportunity for you to share techniques
and processes With your colleagues at the conference. The purpose
of this session is to highlight the how to‟s that you have successfully
used.
Participants in teams of 5-7 will sit together at Round tables
to share an idea/methods/tips/techniques/skills/approaches
which has worked well with the rest
Each will take 5-7 minutes to prepare their idea for
sharing with the group and then take turns to deliver for 5 minutes
to the group
One member will Mindmap all contributions graphically
on a piece of flipchart paper on the round table
Summarise key learnings and share with the rest
SHARE A METHOD (SAM)/IDEA BOUTIQUE

A homegroup will provide an opportunity for participants to meet new
people and to exchange experiences and insights from different sessions
that they have attended
Each homegroup of 10 people will be allocated a symbol relevant to the
workshop
All those with similar symbols will group together at specific times
They are required to share their learnings, experiences and lessons
learnt from the workshops that they have attended.
Everyone will take a few minutes to prepare their idea for sharing with the
group. Each will be given 5 minutes to share his/her idea.
One member will Mindmap all contributions graphically on a piece of
flipchart paper on the round table
Summarise key learnings and document
HOME GROUP METHOD

Storytelling does belong in the training room and that it contributes to and enhances the
overall training program. The more focused we are as storytellers, the better able we will
be to communicate that information to the organization and participants in the classroom.
List of the ways stories may be used in training. Some of these overlap each other.
STORYTELLING
As a gift. Tell stories for
the joy of telling them
.
As part of the
curriculum (i.e. a
sampling of literature
as it relates to subject
matter)
.
To introduce an activity
(teambuilding, change,
coaching, writing,
leadership, etc.)
As a way to give
factual information. (i.e
a story includes details
on thoughts, ideas,
emotions, realities, etc.
that supports module)
To help build listening
skills.
To help participants
learn speaking skills as
they tell stories.
What are your experiences with storytelling in the classroom?

Objective: What?
What do you remember from the presentation?
What information stood out?
What was clear and unclear?
Reflective: Heart?
How did you feel about what was said?
What points were most useful, interesting, absorbing?
Interpretive: So what?
What did we learn about............?
What is the key insight from the day?
What was the presentation all about?
How did it affirm or challenge the way we work?
How will it affect us all?
Decisional: Now what?
How can we take back some of the things we learn?
What new challenges will we face?
ORID METHOD

It is a technique to capture tacit knowledge from team members
about their own experience and know-how for the purpose of
documentation and codification
The Rules include:
•Whoever shows up – are
the right people
•When its over it’s over
•Whatever happened was
the only thing that could
have happened
•The law of two feet
The Roles include:
Bumble Bees who cross pollinate
and move around
Ants are those who stay put and
work hard
Butterflies flutter where they
want to and draw people to the
topic
Hosts call the conversation and
capture the learning
OPEN SPACE TECHNOLOGY

A provocative method and metaphor of holding table conversations based on the
assumptions that people already have within them the wisdom and creativity to confront
even the most difficult challenges.It revolves around questions that matter to the group on
situations in the organization and community. These learning conversations can lead to
knowledge sharing and new possibilities for action
CAFÉ CONVERSATIONS AT A GLANCE
5 groups of 4-5 people seat at a café style tables in conversation clusters throughout the room. Each group will appoint a
table host
Each group will be given a question or issues that really matter to the organization
Participants will be given opportunities to share their views at two tables. They have to practice collective listening skills by
cross pollinating ideas and carrying key insights, themes and questions into new conversations
The HOST will stay at each table to welcome guests, and will continue recording or drawing key ideas and new connections
on tablecloths or flipcharts.
Groups eventually converge and share their collective discoveries with each other
As insights grow smaller Café conversations connect together, collective knowledge grows.
The wisdom of the group becomes more visible and innovative possibilities for action emerge naturally.
World Café Conversations

About Teaching Training
Teacher Teaches Facilitates learning
Student Process knowledge Learn from experience
Methodology Lecture Workshop, cases,
simulations, brief presentations
Leadership Autocratic Collaborative, participative
Credibility Argument of authority Reasonable, scientific, Logic
Ability Memory Creative Intelligence
Pedagogical Text and teaches Participants themselves thru
articles, books and experience
Applicability Developed for the Future Immediate
Motivation Externally reward Internally, recognition of the
usefulness and significance
of the learning itself
TEACHING AND TRAINING

Consulting Supervising Counseling Training
Clients Subordinates Counselees Trainees
Mutual Ensuring work Sparing Transferring
discussion gets done Thinking Education
through others Helping Designing
HUMAN PROCESS INTERVENTIONS
Coaching
Coachees

In its strictest sense, classroom
training follows
the "mug and jug" theory
As learning consultants, we need to be relevant, be of
service and engaging in a way that powerfully transfers
capability.
Now, it is important to tap
into the interests of the
learners and make them
truly engaged participants
rather than passive mug
holders.

Integrative learning

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