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Running the Programme 执行课程

Running the Programme 执行课程. The Training Cycle 训练循环图. Identify needs 确认需求. Measure the change in performance 评估行为 / 表现上的改变. Set objectives 设立目标. Select methods of measurement 选定评估方法. Run the programme 执行课程. Design the programme 设计课程. Participation 参与.

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Running the Programme 执行课程

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  1. Running the Programme执行课程

  2. The Training Cycle训练循环图 Identify needs 确认需求 Measure the change in performance 评估行为 / 表现上的改变 Set objectives 设立目标 Select methods of measurement 选定评估方法 Run the programme 执行课程 Design the programme 设计课程

  3. Participation参与 • Must involve no risk to participants • 让参加者觉得没有风险 • They must be able to do the task • 他们必须有能力完成任务 • The task must be clearly explained • 任务必须解释清楚 • It must be fun • 必须有趣

  4. Start With Please Expressed in Your WordsPLEASE 六句诀 • P articipation is essential • 您的参与最重要 • L et us have the benefit of your experience • 请让我们分享您的经验 • E ncourage others to contribute • 鼓励身旁的人发言贡献 • A sk questions if you are unsure • 不清楚的尽量发问 • S uspend judgement until all the evidence has been heard • 未到最后关头不要下判断 • E njoy the opportunity • 享受这次的机会

  5. Group Issues议题 • Getting started - warmups 暖身运动 • Seating arrangements 座位安排 • Group composition 分组的组成 • Tasks assignments 作业 • Leadership 领导 • Monitoring group work 监督分组进度 • Using spokespeople, recorders & observers • Dealing with problem participants 如何对付 "问题学生"

  6. Seating Arrangements座位安排 • Fishbone 鱼刺型 • U-shape U 字型 • Dining 进餐型 • Avoid classroom if you can 尽量不要像教室的排法 Maximise your eye-contact 让你的眼光可以和最多数人接触

  7. U -Shaped Gives Most FlexibilityU 字型最有弹性 • Good eye contact • 眼光接触方便 • Space to move • 有空间可移动 • Easy splits into subgroups • 容易分小组讨论

  8. Fishbone If Space Is Tight鱼刺型适用於较狭小的空间 • Still allows you room to move down the middle 仍有空间移动到学员 • 的中间 • Easy breakout into sub-groups • 容易分组

  9. Use Dining For a Lot of Subgroup Work进餐型适用於很多分组讨论的课程 • Where you don’t have to present a lot of material from the front • 特别是在你不用在前方 • present的时候

  10. Group Composition分组 • Watch having too great an experience gap between participants. • 不要让组内成员的经验差异太大 • If you do , you need to • 不得已的时候, 你必须 • equalise the group a lot • 让每一组实力均等 • get the more senior people to help you • 寻找其中的资深人员帮助

  11. Group Composition分组 • Stranger groups require much more work from you up front • 陌生的团队, 需要你的全力辅助 • Work group training can be very effective in producing change • 平日就一起工作的团队, 能有效的创造改变

  12. Effects Of Size On Learning Group人数的影响力 # of Changing Members Characteristics 2-6 Little structure of organisation required. Leadership fluid 7-12 Structure and differentiation of roles begins. Face to face interaction less frequent 12-25 Structure and role differentiation vital. Sub-groups emerge. Face to face interaction difficult 25+ Positive leadership vital to success. Sub-groups form. Greater anonymity. Stereotyping, projections and flight/fight occur. M O R E C O H E S I O N 更 和 谐 M O R E T E N S I O N 更 紧 张

  13. Buzz Groups噪音小组 • Group of three to five tackling a task • 每组三~五人 • Energise (named because of noise they make) • 精力较完沛 • Low risk, threat-free participation • 低风险,无威胁 • Provides diversity of views • 能有不同的见解 • Flexible - can rotate and rearrange • 弹性大 - 可以随时重组

  14. Buzz Groups噪音小组 • Be prepared always to state • 分组时必须告诉他们 • Why they are doing the task (WIIFM) • 为什麽要做这件事 • What you want them to do • 对他们的要求 • How they should do it • 怎麽做 • How do you want the feedback • 用何种方式回报

  15. We Use Buzz Groups a Lot小组大用 • They are particularly useful if you are teaching in participants?second language • 有参加者使用"外国语文"上课时特别有用 • - it gives them a break from your language • 给他们一个用自己语文喘息的机会 • - it gives the more proficient ones a chance to catch up the less proficient - which increases learning & retention from both sides • They equalise participants and hide the originators of any idea • 把所有的参加者放在平等的地位，隐藏"出主意的人是谁?" • - Useful in some cultures to make negative feedback seem less rude • 在某些文化，大家觉得提负面意见是没礼貌的 • - Often a good thing to use at the end of a session where you are asking for any questions - normally you might not get any, in buzz groups you will • 通常适用於每一段落结束前，询问是否有任何问题 • 分组时，比较容易取得问题

  16. A1 B1 C1 Cross Over Groups跨组 A3 A2 B3 B2 C3 C2 • PRO 好处 : Excellent for mixing people and information quickly • 容易把不同的人混合 • Simple to organise 好安排 • Participants enjoy it 参加者喜欢 • Avoids need for plenary discussion • CON 坏处 : Can lead to confusion about learning outcomes 可能产生困惑 • Can break up absorbing discussions • 如果人员太相异，可能无法尽情讨论 A1 A2 A3 C1 B1 C2 B2 C3 B3

  17. Snowball Groups滚雪球 Write down a list of problems on selected topic 2 mins Share their list with each other 5 mins Share lists and classify 15 mins Propose a set of solutions and agreed intentions 20 mins Plenary session report back 20-30 mins Whole group PRO 好处 : Good for encouraging creation of well integrated ideas 鼓励点子的产生 Allows individuals to think for themselves before discussing 允许个人在考虑前先作思考 Generates full and lively discussion in plenary 在总结的段落可以产生完整生动的结论 CON坏处 : Breaks up cohesive feeling in some groups 可能破坏某些组别中原有的和谐 Takes time to unfold 须时较长 Can get boring if repeated discussion of same points 如果一再重覆会很无趣

  18. Role-plays角色扮演 • Allows acting out of real-life situations in a protected environment • 可以有一个隔离的环境中，模拟真实生活的情境 • Can learn from videotapes of your performance • 可以从录象中学习了解自己的表现 • Can learn from what others see, hear and feel which they then feedback to you • 可以从别人回馈的反应中了解自己 • Can be done in smaller groups with an observer instead of a camera • 可以在极小的组别中进行，可用观察员代替录影 • Allows the rare opportunity of role reversal • 可以提供角色对调的机会

  19. Buzz-off Role-playAn Everyday Story Of Agency Life • Introduction • The brief for these role-plays has been kept to the minimum. Please agree between the two of you the details of the account and the situation to expand the brief • Please do not put together an extreme end of the world scenario (e.g.. If the work isn done, we will lose the account worldwide and 1,000 people will be fired) • The role-play is about trying to negotiate needed priority in a common enough situation

  20. Situation • Account Service • 1. You have a lot of work on and are very busy. • 2. You have a panic on your account. • 3. You need about three hours work from your specialist partner to produce an answer to satisfy your clients?needs. • 4. You expect a great deal of resistance. • Specialist Department • 1. You have a lot of work on and are very busy. • 2. The account is always in a panic and you never get enough time to do good work. • 3. Yet again your account service partner is coming to you to ask you to drop everything to help out. • 4. Other accounts are much more satisfying to work on.

  21. Requirements • 1. Preparation (5 minutes) • Think about how you would approach the situation. Look at alternative ways of approach. What sort of arguments and responses are you likely to expect from the other side. • 2. Reverse Role-play (10 minutes) • The real life account person plays the Specialist role. The real life specialist plays the account service role. Try to negotiate to agreement in 10 minutes. • 3. Review Reverse Role-play (10 minutes) • Discuss the role-play and what you have learned. What might be other approaches which might be more successful.

  22. Requirements • 4. Second Role-play (10 minutes) • This time reverse roles and replay. i.e.. The real life specialist plays the specialist role etc.. Try to negotiate to agreement in 10 minutes. • 5. Review Second Role-play (10 minutes) • Discuss the second role-play and how it differed from the first. Be prepared to discuss what you have learned with the rest of the group. • 6. Plenary Session (15 minutes) • Sharing the learning amongst the whole group.

  23. Games & Exercises游戏 • Are directed towards specific learning goals • 针对特定的学习方针 • Are structured • 有组织 • Give high participant involvement • 参与度高 • Can be made competitive • 可能有竞争性 • Generate data for participant analysis • 让参加者有资讯可供分析 • Need debriefing - processing the data to make the experience meaningful • 需要一个"回馈"的段落，确保学习的经验有意义

  24. Fred Rosemary Geoffrey Sinbad Dennis Rosemary River Rosemary is a poor girl from a poor country who is engaged to marry a rich foreigner, Geoffrey. In order to wed him she has to cross the water. She has no means of transport but Sinbad has a boat so she asks him to ferry her over. Sinbad agrees, but only on condition that she have sex with him. Rosemary refuses and asks Fred to help her. Fred is sympathetic but says he can help.

  25. Fred Rosemary Geoffrey Sinbad Dennis Rosemary River Rosemary is a poor girl from a poor country who is engaged to marry a rich foreigner, Geoffrey. In order to wed him she has to cross the water. She has no means of transport but Sinbad has a boat so she asks him to ferry her over. Sinbad agrees, but only on condition that she have sex with him. Rosemary refuses and asks Fred to help her. Fred is sympathetic but says he can help. Finally, Rosemary agrees to Sinbad bargain and has sex with him. Sinbad then ferries her across the river. When Rosemary is united with Geoffrey she confesses what has happened. Geoffrey refuses to marry her. Dennis then offers to marry her, though he tells her he doesn love her.

  26. Brief • Agree in your teams the answers to the following • questions and be prepared to report back your • conclusions to the whole group in 20 minutes. • Who behaved most creditably and why? • Who behaved least creditably and why? • What should Rosemary do now? • What is this story really about?

  27. Puzzles谜语 • Stimulate curiosity and creativity • 激发好奇的创意 • Serve as icebreakers • "破除冰封"气氛 • Provide fun, excitement and a change of pace • 有趣、好玩，可改变步调 • Point up that learning need not be dull and dreary • 指出学习不用是枯燥烦人的

  28. Happy Birthday Can you produce 8 pieces of cake with only 3 cuts of the knife?

  29. Good Questions To Ask In Processing Experiential Learning帮助反省学习过程的好问题 • What was the purpose? • How did we do against the objective? • What did we learn from this activity? • What did we learn about the learning process? • What did we learn about others? • What did we do well? • What are the areas for improvement? • Why did we do what we did?

  30. More Good Questions更多好问题 • What can we apply this to the job? • How is this similar to the back-home setting? • How is this different to the back-home setting? • If this something we can work on? If so, how? • What is our action plan to bring it back?

  31. . . The Participant From Hell"地狱来的访客"

  32. Dealing With Problem Participants如何处理"问题学生" • Assume that they are not necessarily aware of how disruptive they are being • 假定他们并不自觉自己有多讨厌 • Treat them as a challenge, not a headache • 把他们视为挑战，而不是头痛 • Show patience • 展现耐心 • Avoid arguments and put downs • 避免与之争论或贬低对方 • Wherever possible let the group deal with them • 尽量让大家一起应对他的状况

  33. Question and Answer答客问 • The transition to the close of the session • 段落结束前的过场 • Often dreaded • 通常蛮令讲师害怕的 • either no questions at all • 可能一片死寂 • or many hostile questions • 或有一串不怀好意的问题 • Signal your objectivity - distinguish fact and your opinion • 显现你的中立性 - 把事实和你的意见区分开来 • Don’t try to defeat someone who disagrees • 不要攻击拥有不同意见的人

  34. Q&A Opportunities答客问的机会点 • Clarify to the group • 向大家澄清议题 • Learn from the group • 向大家学习 • Show • 显示 • you know your stuff • you believe in your stuff 你了解并相信自己教的内容 • Re-inforce what you have said • 强调刚才自己说的重点 Act as if you enjoy it 要让人觉得你很喜欢这个部分

  35. What Happens If You Get No Questions?没人发问怎麽办? • Natural responses • 自然的反应 • Phew! Il get out of here quickly (and alive) • "哈! 我这次可以全身而退" • I always knew I was brilliant • "我就知道自己很聪明" • Ask yourself Why • 问问自己为什麽 • struck dead? • 大家受挫,疲累至死 • terminally confused? • 非常困惑, 无法发问? • boared & wanting to escape? • 烦透了, 只想快点离开现场?

  36. What Happens If You Get No Questions?没人发问怎麽办? • If material is very new/complex or you feel that the group has had to work hard to keep up • 如果课程很新/复杂, 或你感觉这些学生必须做苦功才能跟上进度 • split into subgroups to review, then ask for questions • 分成小组讨论一下, 再请他们提问

  37. Q&A Process答客问的过程 • 1. Signal - hand, eyes • 信号 - 举手, 眼神 • 2. Listen to the entire question • 听完全部的问题 • 3. Repeat/rephrase question Why? • 重复问题, 或用不同的再说一遍?

  38. Why Repeat/Rephrase为什麽要这麽做 • Ensures everyone has heard the question • 确定所有人都听见/懂问题 • Gives you time to think • 给自己思考的时间 • Chance to remove hostility • 去除故意的机会 • Regains control for you • 重新掌控状况

  39. Q&A Process答客问的过程 • 1. Signal - hand, eyes • 信号 - 举手, 眼神 • 2. Listen to the entire question • 听完全部的问题 • 3. Repeat/rephrase question • 重复问,题, 或用不同的再说一遍? • 4. When in doubt make them talk • 有疑虑时让他们多说话 • 5. Look at others • 看看别人的反应

  40. Q&A Process答客问的过程 • 6. Find merit in the question • 从问题中找到优点 • 7. Try to connect it to your presentation • 想办法和你的内容连结 • 8. Answer the question to the best of your ability • 尽量回答 • 9. Don’t necessarily ask for the questioner’s 不一定寻求发问者认可 • 10. End up by looking at someone else - get a new • question • 目光转向别人做为答问的结束 - 找新的问题

  41. Q&A Practice in Subgroups练习 • You have just finished a session on BrandStewardship to a junior multi-discipline group. You ask for questions...........… • 你刚上完一堂"品牌管家"的课, 现在要开始问问题了...

  42. Training Methods训练方法

  43. covers a lot of ground large numbers no interruptions complete control over content passive learning no questions / feedback no use of trainee experience can’t progressively evaluate Lecture - Verbal Presentation By Trainer演讲/讲授 Advantages Disadvantages

  44. As for Lecture, plus: more motivation to listen allows for questions / feedback discussion can be controlled can reinforce key points of lecture comment hoggers selected participation you don’t know what non-contributors think Lecture/Discussion - Lecture Followed By Large Group Discussion 讲授/不分组的讨论 Advantages Disadvantages

  45. As for Lecture / discussion, plus: trainees contribute from own experience trainees learn from sharing experiences trainees control more of content grater participation trainer may have difficulty controlling discussion may require additional help to facilitate could run out of time if groups are too enthusiastic Modified Lecture - Lecture Mixed With Student Activity, e.g.. Individual Or Small GroupWork改良式讲授 - 讲授和学员活动的混合 - 各人或小组的活动 Advantages Disadvantages

  46. immediacy stimulating many viewpoints high involvement in a short time comment hoggers difficult to control may be superficial Forum -Large Gathering With Participants Expressing A Range Of Ideas论谈-许多人聚集一处, 每个人带来不同的idea Advantages Disadvantages

  47. real interesting complements theory limiting for large groups requires space Exhibit - A Display Of Materials Of Aid Learning展示性自修法 Advantages Disadvantages

  48. practical experiential firsthand observation individual learning time and cost identifying important items logistics Field Trip - A Planned Tour参观 Advantages Disadvantages

  49. increasing understanding of principles high involvement fun lazy students may be viewed as childish Simulation/Games - Experimental Learning Concepts And Principles Where Students Discover摸拟/游戏 Advantages Disadvantages

  50. clear focus shows opposing views enhances listening skills any number can view polarised (rigid) approach to issues limited participation depends on speakers?abilities destructive rather than idea building Debate - An Organised Argument Between Persons With Opposing Points Of View辩论 Advantages Disadvantages

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