equipping the learning, training and development professional for work– lessons from two countries
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Equipping the learning, training and development professional for work– lessons from two countries. John van der Merwe, North -West University, South Africa [email protected]. Martyn Sloman, Kingston Business School, UK m.s [email protected]. The systematic training model. - PowerPoint PPT PresentationTRANSCRIPT
Equipping the learning, training and development professional for work– lessons from two countries
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Martyn Sloman, Kingston Business School, [email protected]
John van der Merwe, North-West University, South [email protected]
The systematic training model
“there has… been a marked and sustained increase in the proportion of people who report that computing is an ‘essential’ part of their job. This rose from 31% in 1997 to 40% in 2001, and then to 47% in 2006.”Use of ‘influence skills’ (communicating, analysing, persuading) and literacy skills rising most .”
Changing skills at work
“we need to ensure that we supply the ‘right’ skills which effectively meet the changing needs and requirements of the labour market. This calls for a renewal of the commitment to ‘economically valuable’ skills.”
Trainingan instructor-led, content-based intervention, leading to desired changes in behaviour
Learninga self-directed, work-based process, leading to increased adaptive capacity
Learning not training
Teaching and Learning Research Programme (TLRP)
The key issues
Training: academic base or practitioner discipline1
An economy in transition and a political history 2
Geography and distance3
NQF level 7 Credits: 436 + 12 (448) SAQA approved – 11 August 2004 T & L approach :- Blended Model of Learning with a combination of limited contact, distance learning with assignments and portfolios of evidence (POE) Multifaculty/inter-disciplinary approach Started January 2006 with 9 students January 2011 – enrolled 153 students Legislation driving Learning and Skills Development
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Programme informationBTD (Human Resource Development)
2011 Student demographics
Male = 123 Female = 30
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White = 39 Black = 89 Brown = 16 Indian = 9
All 9 S.A. provinces, Namibia and Swaziland
learning and development specialists with minimum 3 years relevant L & D experience in the………..
mining, chemical, ETD consultants, SAQA and seta personnel, production industry, national, provincial and local government, parastatal and………..
students represent more than 60 different organisations
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Student profileAdults in full-time employment
MODULES
AGLE 111
OPLN 111
OPLN 211
OPLN 311
IOPS 111
LARM 111
PSDT 111
UNIT STANDARDS
Multifaculty/interdisciplinary
Programme evaluation
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• Internal Programme Evaluation 2009 – review of internal status
• Canadian – 2010 part of international benchmarking
• External Programme Evaluation 2011 – review of internal and external status
Curriculum layout
• Average of 9 semester modules per year• Unit standard based – emphasis on theory and
not so much skills - this must be practiced in the workplace and monitored by a mentor
• Programme and module outcomes• Combination of training and development
modules, human resource studies, philosophy of the world of work and academic literacy
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OBET – Outcomes-based education and training
Mode of delivery
• 4 x 1 week sessions per year – 2 weeks per semester
1st semester (Jan to June) January – registration and orientation April – vacation school 2nd semester (July to October) July – orientation September
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Vacation school model
• scoping of assignments for new semester in each module
• discussions on time management, plagiarism, study methods, tasks and responsibilities as students and us as lecturing staff
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Vacation school format
Orientation sessions at start of each semester
• plot one module per day from 08h00 to 17h00
• write a class test on demarcated work
• feedback on assignments completed
• group work on typical case studies and scenario analysis of real workplace situations
• each group selects a spokes person to present their findings on flipchart
• examination papers are based on these discussions 17
Vacation school format
Typical layout of school contact session
• combination of different approaches• self-regulating learning• self-directed learning• problem-based learning• assignments – combination of theory and practical
workplace application and implementation18
Teaching and learning
Blended model of learning combination of limited contact sessions and distance learning
Assessment
• index, introduction and conclusion;• body of theory based on academic literature;• technical aspects (structured layout, source
referencing, academic writing style, bibliography, grammar and spelling.
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Assignments and/or portfolios making use of rubrics for allocating marks
Examinations: a combination of a rubrics and a memorandum – students must always incorporate examples of practical implementation and application
Terms used in articles
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 20100
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Blended learning E-learning Human capital Knowledge managementLearning organisations Organisational development Social networking/2.0 Talent management
trainers must no longer regard their activities as the sun round which learner planets revolve
The changing world of the trainer
Thank you