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Training delivery and evaluation project, Monografías, Ensayos de Inglés

Inglés

Documento en ingles sobre formacion y evaluacion. Es un proyecto de final de curso. El documento puede ser usado para practicar entendimiento de ingles, traduccciones o para aprender sobre teorias de ensenanza y aprendizaje en adultos.

Tipo: Monografías, Ensayos

2020/2021

Subido el 05/05/2021

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1A. Explain Maslow’s Hierarchy or Needs
Abraham Maslow was an American psychologist and philosopher best known for
his self-actualization theory of psychology, which maintained that the primary goal
of psychotherapy should be the incorporation of the self.
Influenced by existentialism, Maslow was an important contributor to the humanistic
approach in psychology, in opposition to behaviourism and psychoanalysis.
In 1943 Maslow published a paper titled "A Theory of Human Motivation," where he
theorized that human decision-making is reinforced by a hierarchy of psychological
needs.
In his major works, Motivation and Personality (1954) and Toward a Psychology of
Being (1962) Maslow expanded his theory which will go on to be known as ‘The
Hierarchy of Needs’. Maslow's Hierarchy of Needs became a basic psychology
concept in understanding the Humanistic approach to personality and behaviours.
Maslow’s theory states that people are motivated by different types of needs. In this
theory, needs are arranged in categories which are ordered hierarchically; Being the
needs at the lowest level, the most basic and tangible needs. Needs become more
abstract and less easily attainable as they go up in levels.
Needs can be physiological needs, safety needs, love and belonging needs, esteem
needs, and self-actualization needs. Maslow referred to self-actualization as a “growth
need,” and he separated it from the lower four levels on his hierarchy, which he called
“deficiency needs.”
According to his theory, if you fail to meet your deficiency needs, you’ll experience
harmful or unpleasant results. By contrast, self-actualization needs can make you
happier, but there are not negative effects if they remain unfulfilled.
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1A. Explain Maslow’s Hierarchy or Needs Abraham Maslow was an American psychologist and philosopher best known for his self-actualization theory of psychology, which maintained that the primary goal of psychotherapy should be the incorporation of the self. Influenced by existentialism, Maslow was an important contributor to the humanistic approach in psychology, in opposition to behaviourism and psychoanalysis. In 1943 Maslow published a paper titled "A Theory of Human Motivation," where he theorized that human decision-making is reinforced by a hierarchy of psychological needs. In his major works, Motivation and Personality (1954) and Toward a Psychology of Being (1962) Maslow expanded his theory which will go on to be known as ‘The Hierarchy of Needs’. Maslow's Hierarchy of Needs became a basic psychology concept in understanding the Humanistic approach to personality and behaviours. Maslow’s theory states that people are motivated by different types of needs. In this theory, needs are arranged in categories which are ordered hierarchically; Being the needs at the lowest level, the most basic and tangible needs. Needs become more abstract and less easily attainable as they go up in levels. Needs can be physiological needs, safety needs, love and belonging needs, esteem needs, and self-actualization needs. Maslow referred to self-actualization as a “growth need,” and he separated it from the lower four levels on his hierarchy, which he called “deficiency needs.” According to his theory, if you fail to meet your deficiency needs, you’ll experience harmful or unpleasant results. By contrast, self-actualization needs can make you happier, but there are not negative effects if they remain unfulfilled.

The following are the five categories of needs proposed by Maslow:

  1. Physiological: The most essential of our needs: food, shelter, reproduction… When we lack more than one type of needs, it will be the physiological ones we tend to meet first. For example, if we are thirsty and we are feeling lonely at the same time, we will drink a glass of water before calling a friend on the phone.
  2. Safety: Safety needs include protection from violence and theft, emotional stability and well-being, health security, and financial security. The need for feeling safe can explain why we purchase insurance for our property or why we safe money. These two levels cover our basic needs.
  3. Love and belonging: These needs relate to human interaction and are the last of the so-called lower needs. Feeling loved and accepted, refers to romantic love as well as friendships, family and belonging to a social group. Level three covers our social needs.
  4. Esteem: The higher needs, beginning with esteem, are ego-driven needs. Esteem Is the desire to feel good about ourselves, confident and valued by others. This level is called level of respect.
  5. Self-actualization: It means feeling fulfilled, felling that we are living to our full potential where all our needs are sufficiently met. This stage is unique to each individual and it looks different for everyone. Later in his career, Maslow introduced a sixth level in the hierarchy: transcendence, in which self-giving is paramount. This includes the quest to know the spiritual dimension of life on earth and beyond. How do people navigate through the different categories? In order to achieve the last level of the hierarchy, Maslow warned that certain prerequisites must be in place: to be able to fulfil most of the needs at all levels, we must live in a just and fair society where freedom of speech and expression are granted. Once these prerequisites are in place, our needs can be fulfilled. We don’t need to meet all the needs at one particular level completely before moving onto the needs from another level. Most of the time, needs in a given level are only partially met before other needs at the next level arise. We meet our needs through our daily actions and one behaviour might meet more than one need at the time. For example: meeting some friends for lunch at a cafe will satisfy our need for food and our social needs. Most people are able to satisfy the lower levels of the hierarchy in contrast to the higher levels which a small percentage of us will even reach.
  • There will be opportunities for all learners to share their knowledge and past experiences during the sessions and they will be encouraged to use them to expand their learning;
  • Breaks will be organised, during which students can socialise and share their experience in a more relaxed/informal way;
  • I will always be a genuine and approachable trainer who praises and encourage their learners to participate. 2A. Explain Kirkpatrick’s Learning evaluation Model After training is completed, it is important to evaluate its effectiveness in order to improve it. There are several tools that trainers use to evaluate training. Kirkpatrick’s model of evaluation is one of the most popular models. This model was created by Donald Kirkpatrick in the 1950s and, although it has experienced some modifications since then, the levels have remained unchanged. Kirkpatrick’s model describes four different levels to evaluate: Level 1: Reaction The first level of the model evaluates the attendees’ reaction to the training session: What they think about the training, if it was a valuable experience, their opinions on the topic, the quality of the resources, presentation… Level 2: Learning The second level of the model evaluate how much the attendees have learned during the training. It is important that aims and goals are set at the beginning of the training which can be assessed at the end using quizzes or exams. Level 3: Behaviour At this level, the participant’s change on behaviour is measured. Are the participants incorporated what they learned in their daily jobs/lives? This level is difficult to measure effectively but it can be done through observations and interviews. Level 4: Results This level measures the overall outcome or results of the training. Benefits that can be measure after training: increase of productivity or efficiency, growing sales, costs’ reduction, increased customer satisfaction… 2B. Design a comprehensive evaluation process A comprehensive evaluation process should start before training commence, continue during training and finish after the training has ended. These are the four most important areas for evaluating how successful a training session was:
  1. Clear and achievable learning objectives Setting the learning objectives is key to evaluate the effectiveness of training. If the learning objectives are too ambitious the training would be unsuccessful. The objectives must be realistic and achievable. In order to set these, the trainer needs to assess the existent knowledge among the participants, this is called diagnostic assessment. This can be collected using a questionnaire or through questioning at the beginning of training (or before training commence). Once the learning objectives have been set, they need to be clearly communicated to the participants so they are aware of what they are going to learn during the training period.
  2. Organised instruction Motivation is enhanced by the way in which the instructional material is organized. The best organized material makes the information more meaningful. One method of organization includes relating new tasks to those already known. Other ways to relay meaning are to determine whether the participants understand the final outcome and instruct them to compare and contrast ideas. Emphasis on learning rather than teaching, the use of visual aids, and hands on activities are shown to get better results than the passive recipient approach commonly used in classroom teaching.
  3. Formative Assessment Formative assessment is the process of using information about participants’ learning throughout instruction to make decisions for improving learning. Formative assessment is assessment for learning, as opposed to diagnostic assessment, or to summative assessment. Formative assessment is a process of informal, interactive, ongoing assessment, instructional adjustments, and feedback. Formative assessment occurs when the trainer observes participants’ work and provides feedback about specific qualities of their work and about how to improve it.
  4. Summative assessment Summative assessment is used to evaluate participants’ learning, skill acquisition, and academic achievement at the conclusion of an instructional period. Summative assessment is designed to determine whether and to what degree participants have met the learning objectives set at the beginning of training.
  5. Participants’ feedback It is important to collect the participants’ opinion about the training received. This can be collected once training is completed, using a post training feedback form. Did all or most participants met the learning objectives? Were all or most of the participants satisfied with the training received and knowledge gained? Did the training receive positive feedback from the participants? If all answers are positive, the training was successful. If the answers are negative, you can use the experience to improve the program.

2D. Identify stakeholders and incorporate their needs into the evaluation process What Is a Stakeholder? A stakeholder is a party that has an interest in a company and can either affect or be affected by the business. The primary stakeholders in a typical corporation are its investors, employees, customers, and suppliers. Learning and development has various stakeholders with different roles and responsibilities. The stakeholders are: learner/participant, and trainer. When training is provided by the learner’s employer: manager, financial manager, executives and directors. If training is government founded: public authorities. Roles and responsibilities of each stakeholder:

  • Learners/participants: their responsibility is to learn, to be open to participate and to take on board the instructions to apply it in their jobs.
  • Trainer: Their responsibility is to ensure that the skills of their participants are being developed.
  • The participant’s manager: Their responsibility is to provide support and to get regular feedback from the trainer and employee.
  • Financial manager: The financial manager of an organisation is responsible for presenting return of investment in training.
  • Executives and directors: their responsibility is to commit to the development of the employees.
  • Public authorities: Public authorities have an important role to play through a broad range of activities including the development of goal-oriented public policies, the identification of key sectors in the economy requiring sustained efforts to build human capital; as well as collaborative work among different ministries etc.
  • Training vendors/providers: Their responsibility is to provide effective facilitators that can ensure the effectiveness of the training in workplaces. The process of integrating key stakeholders in the training evaluation process could follow the subsequent steps:
  1. Identify and prioritise stakeholders’ contributions and incentives
  2. Develop a way of measuring the satisfaction of the various stakeholders (e.g.: online form)
  3. Incorporate them into a Stakeholder Contributions-incentives Record
  4. Check frequently and communicate often
  5. Incorporate into meetings, the training itself and post-training evaluation
  6. Modify and improve

3. Evaluate relevant Equality and Health and Safety Legislation: how would I incorporate it into design and delivery or my training programmes? What is equality? The most basic form of equality in the workplace is the lack of discrimination. Different countries design laws and definitions to prevent discrimination. As an example, the European Union legislation says: ‘Any discrimination based on any ground such as sex, race, colour, ethnic or social origin, genetic features, language, religion or belief, political or any other opinion, membership of a national minority, property, birth, disability, age or sexual orientation shall be prohibited’. In the frame of the European Union, in the ROI, the Employment Equality Acts 1998– 2015 outlaw discrimination in a widespread series of areas, including recruitment and promotion; equal pay; working conditions; training or experience; dismissal and harassment. The legislation defines discrimination as treating one person in a less favourable way than another person based on any of the following grounds: Gender, civil or family status, sexual orientation, religion, age, disability, race or membership of the Traveller community. What is Health and Safety in the workplace? Occupational health and safety are areas or workplace aspects that involve the health, safety and welfare of employees in a working environment and in their working activities. European Legislation related to occupational health and safety states that, employers are required to provide a workplace for employees which is without any risk to employees' health and safety. Health and safety laws apply to all employers, self-employed people and employees in their workplaces. The core legislation covering the health and safety of people in the workplace in the ROI is the Safety, Health and Welfare at Work Act 2005. It sets out the rights and obligations of both employers and employees. It also provides for substantial fines and penalties for breaches of the health and safety legislation. Almost all of the specific health and safety laws that apply generally to all employment are set out in the Safety, Health and Welfare at Work (General Application) Regulations 2007 - 2020. How to promote equality and diversity in training? Promoting equality and diversity in training is essential for both trainers and participants. The aim is to create a learning environment where all participants can thrive together. This means:

  • Setting clear rules in regards to how participants should be treated.
  • Challenging any negative attitudes.
  • Treating all participants fairly and equally.

List of Web Resources used ➢ Maslow's Hierarchy of Needs Explained https://www.thoughtco.com/maslows-hierarchy-of-needs- 4582571 ➢ A Guide to the 5 Levels of Maslow’s Hierarchy of Needs https://www.masterclass.com/articles/a-guide-to-the- 5 - levels-of-maslows-hierarchy-of-needs ➢ How Maslow’s Hierarchy of Needs Helps Us Understand the Meaning of Life https://www.openculture.com/2019/12/how-maslows-hierarchy-of-needs-helps-us-understand-the-meaning-of-life.html ➢ Maslow's Hierarchy of Needs https://www.simplypsychology.org/maslow.html#gsc.tab= ➢ Why Maslow's Self-Actualization Theory Is Not Quite Right https://www.psychologytoday.com/ie/blog/the-forgiving-life/201805/why-maslows-self-actualization-theory-is-not-quite-right ➢ Another criticism of Maslow’s hierarchy of needs https://billbennett.co.nz/criticism-maslows-hierarchy/ ➢ What Maslow Missed https://www.forbes.com/sites/stevedenning/2012/03/29/what-maslow-missed/?sh=5ea39622661b ➢ Using Kirkpatrick’s model to measure the effect of a new teaching and learning methods https://bmcresnotes.biomedcentral.com/articles/10.1186/s13104- 019 - 4421 - y ➢ Kirkpatrick Evaluation Method https://www.businessballs.com/facilitation-workshops-and-training/kirkpatrick-evaluation-method/ ➢ The Kirkpatrick Evaluation Model Explained https://www.skillshub.com/the-kirkpatrick-evaluation-model-explained/ ➢ Evaluating learning and development https://www.cipd.co.uk/knowledge/fundamentals/people/development/evaluating-learning-factsheet# ➢ The 5 Keys to Successful Comprehensive Assessment in Action https://www.edutopia.org/blog/comprehensive-assessment-action- 5 - keys-andrew-miller ➢ Stakeholder https://www.investopedia.com/terms/s/stakeholder.asp ➢ Who are the adult education stakeholders and why they need to be professionals? https://epale.ec.europa.eu/en/resource-centre/content/who-are-adult-education-stakeholders-and-why-they-need-be-professionals ➢ Further Education and Training in Ireland: Past, Present and Future https://www.esri.ie/system/files?file=media/file-uploads/2015-07/RS35.pdf ➢ Legislation https://www.hsa.ie/eng/Legislation/ ➢ European directives on safety and health at work https://osha.europa.eu/en/safety-and-health-legislation/european-directives ➢ Training https://www.ihrec.ie/guides-and-tools/human-rights-and-equality-for-employers/training/