Description of Learners and Needs Assessment
Learning sessions are some of the most compelling because the needs and expectations of the audience are constant, yet any deviation can cause some disenfranchisement and effectively diminishing the essence of the session. The learners were enthusiastic and demonstrated that they were ready to learn and become better through knowledge transfer (Barksdale. 2005). Most of had some knowledge concerning the topic of discussion while others were being oriented for the first time. Consequently, the learners were anxious because they did not know the content of the discussion because as aforementioned, some gad prior knowledge and there was the danger of repeating what was already known by the minority in the session (Queeney, 2000).
Despite such compelling issues, the learners were able to compose and calm themselves for the content that was about to be introduced to them. Before the lesson began, I decided to undertake a needs analysis to determine the areas of strengths and weaknesses. This strategy was necessary because it was a perfect was of discarding any assumptions that would have hindered proper indoctrination of the learners with the content of the discussion. Interviews and observations are the major needs analysis tools that were used in determining the areas of deficiencies among the learners. An interview is one of the best measures of understanding the needs of the learners in a particular set up. Interviews provide an opportunity for the trainer to gauge if the learners are properly bestowed in a particular area or if they need further knowledge to compliment what they already profess (Barbazette, 2006).
In this learning session, the learners were asked some of the basic questions concerning various areas of technology, and if they have been involved in operating or engaging the technological equipment. The outcome of the interview was that most of the learners had some ideas concerning areas of technology and planning. The observation was also used in determining the areas that needed specific focus. While asking the questions, the learners were observed to check their reactions to the issues raised, and if they were interested in the topic areas that were supposed to be discussed. The needs analysis intimated that though the learners were aware of certain issues, most of the contents of the topic were not known to them, and they needed further exposure.
Goals and Learning Objectives
Goals and Objectives
1. The objective was to aid the students in effectively applying the techniques learned to deal with certain issues of critical importance in the in future careers.
2. The lesson was supposed to indoctrinate the learners with the technological knowledge in various fields as a consequence of being able to apply them in respective circumstances.
3. To improve the technical ability of the participants as a way of ensuring that they are competent and capable to use any form of technology.
4. To be able to sample various technologies at their disposal and determine, the appropriate were ones to use.
5. To inculcate innovative culture among the learners by taking through the techniques used in developing some of the equipment.
6. Teach the students about the importance of technology and other forms of technology and how it has been employed in transforming societies around the world.
7. Provoke and motivate the learners to become people who can respond to change effectively through the emergence of technology.
Training Plan
The training plan was established based on the needs and the various dimensions that needed to be covered throughout the session. The session began by interviewing the learners about certain issues that formed the subject of discussion. Throughout the session, their reactions were observed to determine if they agreed with the issues raised. Secondly, the lesson began by introducing the topic and providing an in-depth analysis of the topic of discussion.
Materials Used
The learners were provided with reading and writing materials for them to note some of the key points, as well as highlighting some of the areas where they needed further clarifications (Fee, 2011). In training the students, a laptop, a projector and a pointer were used. The essence of using a projector was based on the installation of the power point application. The intention of the trainer was to ensure that there are immense visuals within the power point presentations. The presentation slides had diagrams and both drawn and exact ones. The idea was to expose the learners to the facts without limiting them to the theoretical frameworks.
This is how my setup for the learning session looked like
Activities
One of the activities was providing tests for the learners after every sub-session to check if they were absorbing the content of the topic. The testing also acted as a feedback tool to indicate to the trainer if there was any progress being made. Besides the tests, there was a question answer session where both the trainer and the learner engaged each other on the discussion topics.
Question and Answer session from the learners
Learners in a discussion
Timing
The interview sessions were allocated 30 minutes before the commencement of the program. The discussion of the main topic was broken into sub-sessions, and it took the duration of one hour. After every sub-session, a minor test was administered to determine if the learners were benefiting from the session. A five-minute break was allowed before the commencement of the next session.
Description of Session Delivery
The connection between the trainer and the learners was inherent positive and mutually beneficial. A majority of the students were motivated to learn and explore the various dimensions of the topic effectively making it possible for the training to be extensively educative (Kraiger, 2005). The learners freely asked questions, and the answers were either given by the trainer or a member of the class who exhibited some prowess in that particular area. Additionally, the students engaged the tutor on some issues, even beyond the discussion points. Essentially, the connection of the trainer and the learners began during the interview questions and by the end of the program almost everyone in the class at least could properly articulate an issue arose within the discussion.
Evaluation and Reflection
The training was successful and impactful though there are some areas that can be improved on during other sessions. For instance, the learners should be told about the topic in advance so that it gives them time to research and get prepared for the sessions (Reid & Green, 2009). Such a practice also aids the trainer to know areas of weaknesses that needs attention. I learned that connecting with the students at a personal level makes the execution of a topic relatively easy (Ally, 2009). One can learn from the learners especially when they are involved in the discussion and allowed to contribute to the major issues.
References
Ally, M. (2009). Mobile learning: Transforming the delivery of education and training. Edmonton: AU Press.
Barksdale, S., & Lund, T. (2005). Rapid needs analysis. Alexandria, VA: ASTD.
Barbazette, J. (2006). Training needs assessment: Methods, tools, and techniques. San Francisco, CA: Pfeiffer.
Fee, K. (2011). 101 learning and development tools: Essential techniques for creating, delivering and managing effective training. London: Kogan Page.
Kraiger, K. (2005). Creating, implementing, and managing effective training and development: State-of-the-art lessons for practice. San Francisco, CA: Jossey-Bass.
Queeney, D. S. (2000). Assessing needs in continuing education: An essential tool for quality improvement. San Francisco: Jossey-Bass.
Reid, G., & Green, S. (2009). Effective learning. New York, NY: Continuum International Pub. Group.
