*Training in Student

SupervisionTraining of

Trainers Basic Module

Prof Dr Raja Maznah Raja Hussain (Project Leader)

Prof Dr Rohana Othman

Dr Zainab Mohd Noor

*Training in Student Supervision

*Are you a trainer?

*How many of you are trainers?

*How many of you have trained others in student supervision?

*As a trainer, are you AMAZING or are you

a MAZE?

*Learning Outcomes

*Plan a student supervision training for your colleagues at the department/ school /faculty level

*Adult learning factors

Factor Description (Learners…)

Respect •need to be the subject of their own learning•need to be free to decide what to learn like to be part of planning what will happen during the learning

Immediacy • need to see how the learning can be used right away• do NOT like to waste time

Safety • need to feel welcomed and comfortable duringthe learning experience• need to have trust in the learning design• do NOT want to be judged• want to be recognized or affirmed

Engagement • need to be actively involved in the learning

Relevancy • need learning to apply to their family or work lives• relate learning of the topic to their lifeexperiences

* Key characteristics of adult learning

*Adults are Autonomous and Self-Directed.

*Adults have accumulated a foundation of Life experiences and Knowledge.

*Adults are goal-oriented

*Adults are relevancy-oriented

*Adults are practical

ALeGoRP

* Adults are Autonomous and Self-Directed

*Adults are likely to resist learning conditions that conflict with their self-concept.

*Adults need to be free to direct themselves.

*Trainer must actively involve adult participants in the learning process and serve as facilitators for them.

* Adults have accumulated a foundation of life experiences and knowledge.

*Learners should be able to relate what is being studied to their personal/professional experiences.

*Adults have a rich foundation of experience with which they will consider new experiences and their implications for work.

*Adults have acquired many fixed habits and patterns of thought and, therefore, possibly less open minded.

*Adults are goal-oriented

*Participants must be shown how the training course in general and the session in particular will help them attain their goals.

* Adults are relevancy oriented

*Adult must see a reason for learning.

*Theories and concepts must be related to a setting familiar to participants.

*Adults are practical

*Adults are more concerned with their performance.

*Instructions should be task oriented, and it should take into account the wide range of different backgrounds of learners.

*Adults are practical

*They are primarily concerned with the problem they are facing in their job situation.

*Adult learners are generally more interested in the solution of the problem rather than the content of it.

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* There are four elements which influence adults to learn

Motivation

Reinforcement

Retention

Transference

*Motivation

*A friendly and supportive environment.

*Correct level of course difficulty.

*Feedback – constructive and relevant

*Reinforcement

*An important technique for trainers when teaching trainees new skills, behaviours and knowledge

*Positive reinforcement increases the probability of learning

*When providing negative feedback, do this in a constructive way

*Retention

Trainees retain information through:

* 20% of what they hear

* 30% of what they see

* 50% of what they see and hear

* 70% of what they see, hear and say

* 90% of what they see, hear, say and do

*Retention

Some teaching tools are:

* Hear: telling a relevant story or experience, lecturing

* See: videos, charts, slides, performing demonstrations

* Say: open discussion session, question and answer, feedback

* Do: case studies, games, role plays

*Transference

*Transference is when trainees have the ability to apply or practice what they have learnt in a new setting.

*Successful transference occurs when there has been retention of information learnt.

*Training Needs

*Clark (1993) cited one primary reason for a substantial number of incomplete doctoral studies as a lack of effectiveness on the part of supervisors.

*Your task is to design a training session for supervisors in your department/school/faculty

*Activity 1:Setting Strategies and

Planning

1. Develop a plan for student supervision experience to

be implemented at your department / faculty /school

/ university.

2. You may use any topics from this workshop (for e.g.,

Roles and Responsibilities of Supervisors,,

collaborative supervision, etc.)

3. Present to the main group, the strategies and plan

for feedback.

*The Training Plan

*Target audience: New supervisors

(describe their readiness, learning styles and prior experience)

*Topic: Roles and responsibilities of supervisors

(or any other topics from this two-day workshop)

* LO:

(List two learning outcomes that you would like the trainees to know, do and/or feel upon completion of the training)

*Contents:

(what contents the participants need to achieve the LO)

*Teaching and Learning Strategies

(based on what you know about adult learning, choose the best strategies to deliver the training and to support the participants’ learning)

*Assessment

(how do you know that the participants are learning and the LOs are achieved?)

*SLT:

(time needed for face to face and self-directed learning)

*Sample of a training template

LO Content Teaching and Learning strategies/ Activities

Assessment SLT

List two learning outcomes that you would like the trainees to know, do and/or feel upon completion of the training

What contents the participants need to achieve the LO

Based on what you know about adult learning, choose the best strategies to deliver the training and to support the participants’ learning

How do you know that the participants are learning and the LOs are achieved?

F2FClassroom meetings

SDLIndependent study

Topic:

*Presentation/Feedback

*Thank You