Introduction to training and development.

Definitions
Education: schooling (escolaridad)
Educación: a) raising/bringing-up (crianza)
b) schooling (escolaridad)
Training: acquisition or expansion of the knowledge, skills, abilities, focused on specific
activity job (capacitación) or sport (entrenamiento)).
Entrenamiento: usually focuses on physical activities (for humans and animals).
Development: processes for improving, growing. It implies a sequence of steps or states.

Organization Chart for a training and development department

Suggestions:

a) Consider down levels

b) Consider up levels (the entire organization)

Exercise

TRAINING AND DEVELOPMENT MANAGER

Department: Human Resources

Objective: To coordinate the personal and to supervise the activities of the training and
development department.

Organization chart:

 Experience: 2 years in a similar position

 Schooling: Bachelor’s degree on psychology or bachelor’s degree in a cognate field (BA or
BSc)
 Skills: Management, eager to teach, language fluent, persuasive, bilingual, articulate,
leadership, teamwork, creativity, computer habilities
 Tasks:
To plan the activities and projects of the area
Logistic and performing of the activities
To coordinate and organized the department
Evaluate the courses
Lesson plan
 The technical process of training

This basically refers to the planning of the training course which is followed by actual teaching of
the course

1. Needs assessment DNC (DETECCIÓN/DIAGNÓSTICO DE NECESIDADES DE CAPACITACIÓN)

The consists of the detection of the needs for training. This includes areas that
need to be improved. Ways of doing it.
1. Surveys: ask for areas that need to be improved to do the job well.-
2. Performance evaluations:
a) Observations {participative and non-participative
b) Tests {knowledge, abilities skills competences, technical aspects
c) Traditional supervisor-subordinate evaluation
d) Administration by objectives
e) Interviews for feedback form (external clients, internal clients)
f) Assessment centers (a panel of experts observes the candidate performing real life tasks
of his/her job)
g) 360° evaluations
3. Scrap materials report: Material that is wasted. E.G. pieces of wood, metal, paper, plastic,
etc
4. Time spend during the job or task
5. Changes of technology – as technology change, personnel needs training. E.G. new
computer programmers, new machinery
6. Comparisons of performance with other organizations (Benchmarking)

Planning (from general to specific)

Course Planning: general ideas of the course

Organization of course planning

Name of institution/company
Name of subjects
General objectives
General outline of the course. This includes:
a) Topics
b) Subdivisions
General policies
Attendance
When-time-table
Where
Name of the instructor
 Evaluation
Reference list

Liker (scale) 15-20 questions  Evaluación del instructor.

Profile of the class (group, trainees): must have

a) Level of education/general knowledge
I. Attainment in the subject
b) Age
c) Number of trainees//students
d) Gender
e) Experience
II. In life
III. In the subject
f) Socioeconomic status/ cultural background/ religion
g) Level of motivation
h) Health of students
Profile of instructors
a) Education
b) Experience
c) Age ¿?
d) Skills/ abilities/ knowledge
Practical VS theoretical orientation
e) Ability to control a group
I. Patience
II. Tolerance
III. Firmness
IV. Flexibility
V. Ability to communicate
f) Personality traits
I. Sociability (social skills)
II. Low levels of anxiety
III. Extraversion VS introversion
IV. Leadership
g) Understanding
h) Willingness to work (querer)
i) Motivation

Evaluation of syllabus: we can evaluate from different perspectives:

A. Contents of the course and techniques
B. Practical VS theoretical orientation
C. Results: how much we learn with the syllabus?

Evaluation of students:
D. Final evaluation
E. Progress evaluation
F. Pre-test (before starting the course)
G. Continuous evaluation
 I. Observation
II. Students participation
III. Elicitation (preguntas intercaladas)
H. Self-evaluation

Evaluation of instructor
 Achieve objectives/presented objectives
Unit planning:
Lesson planning:This is a detailed plan for each lesson. It includes:
1. Place where to teach the lesson
2. General objectives of the lesson.
3. Time of class and of each activity.
4. Topic (s) to be covered (specific objectives)
5. Activities:
a) Name of the activity
b) Objective (if necessary)
c) Detailed description of the activity
d) materials
6. Group profile

Lesson planning

This is a detailed plan for each lesson. It includes:

1) Place (where to teach)

2) General objectives of the lesson
3) Time (s) a) for class b)for each activity
4) Topic(s) to be covered (specific objectives)
5) Activities
a. Name of the activity
b. Objective (if necessary)
c. Detail description of the activity (with round up of it (feedback if necessary) Timing
d. Materials (duration)
6) Group profile (if necessary)

Linear designs:
 Easier to do.
 More structured

Spiral designs:
 More difficult
 You can development repeating the activities.
 Are more flexible

Differences:
 Group Dynamics and Teaching Techniques

There are activities we use in the classroom to teach and create an appropriate environment in the
course.

Group Dynamics

This is a very specific type of teaching activity which involves all the class in teams or groups
working to learn/practice something/ at the same time that people can have fun and feel relaxed.

Example:

 Breaking the ice technique:

a) “Musical Chairs Modified”: nuestra dinamica de cambio de sillas.
b) Talking about oneself and his/her past
c) Somebody else introducing me
 Other group dynamics
a) Simon says
b) Apollo: (dinamica dany) Getting rid of three radioactive objects that will destroy the
world without touching them and while one is blind-folded
c) Chinese Telephone (telefono descompuesto)

Teaching Activities

1) Group dynamics
2) Lectures
3) Case study
4) Brain storming
5) Elicitation (preguntas intercaladas)
6) Discussion
7) Research (library research, field).-
8) Summary writing
9) Survey (inside or outside the classroom)
10) Practices: short exercises, piece of work etc…
11) Exercises (E.G. maths)
12) Practicum(singular)/practica (long term (one semester in the industry or hospitals or
schools, etc) working
13) (field) visits: museums, historical sites, organizations, etc
14) Congress (presentation or attendance
15) Examinations
 Constructivism Theory

The learner constructs the knowledge he/she is acquiring by using external resources (books,
internet, information, etc) and internal resources (what she or he already knows)

E.G. You want to teach José Luis how to add

a) What José Luis knows:

↝ JL knows how to count

↝ JL knows “greater than” and “less than”
↝ José Luis knows how to write the numbers firm 1 to 100

b) Julio is José Luis teacher

↝ Julio gives him 2 bars of chocolate

↝ Julio gives I more bar of chocolate
↝ Julio asks him “how many chocolates do you have”
↝ Hopefully, Jl will count the 3 bars of chocolate successfully
↝ Julio asks “how many bars do you have”
↝ Jl Three
↝ Julio says JL, What happened?
↝ Jose L: He will retell what happened
↝ Julio: Can you write what happened with numbers?
↝ Jl: Writes 2+1=3

Advantages: Disadvantages
1. Time consuming
1. more motivating 2. It is not that easy to predict what
2. helps to memorize things students know (previous knowledge)
3. interesting 3. Not everything can be taught this way
4. interactive 4. Complex and you need special training

Vigotski

Two concepts from Vigotski’s

1) Zone of proximal development

2) Scaffolding

El estudiante no sabe lo que el profesor está explicando, entonces se acerca a alguien del
mismo nivel (otro estudiante) para que le explique. Entonces la meta o la próxima zona de
desarrollo es saber lo q el compañero sabe
 ***La zona negra es: zone of proximal development

Scaffolding (adamiaje, peldaños)

The support the teacher uses to make a student go to his or her zone of proximal development
and help him or her learn this new material.
Las trampas q utilizan los profesores para q vayan entendiendo.

Memory model.

1. Sensory registers: sight, hearing, touch, taste, smell, kinesthesics, etc.

2. Short term memory (action)
3. Long term memory (rehearsal w/ shor term memory and retreval)

Exam 

ᵜ Syllabus: general
ᵜ Unit plan: in the middle
ᵜ Lesson plan: specific (one class in detailed)

Ventajas Espiral: revisas el material muchas veces cada vez más complicado. Mayor integración

Ventajas Linear: mores structured, mas fácil