Supervision of TVET

Supervision of Competency-Based Training in TVIs

Supervision of Competency-Based Training in TVIs

(Setting-Up the Supervisory Framework for TVET)

TESDA Zamboanga Sibugay

Program of Activities

Who Moved My Cheese?

An Amazing Way to Deal With Change In Your Work & In Your Life

DR SPENCER JOHNSON

3

Cheese a metaphor for what we want to have in life, whether it is a job, a relationship, money, a big house, freedom, health, recognition, spiritual peace, or even an activity like jogging or golf.

Each of us has our own idea of what Cheese is, and we pursue it because we believe it makes us happy. If we get it, we often become attached to it. And if we lose it, or its taken away, it can be traumatic.

4

ONCE, long ago, there lived 4 little characters who ran through a maze looking for cheese to nourish them & make them happy.

Two were mice named Sniff & Scurry and two were little people named Hem & Haw.

5

Every morning, the mice & the little people dressed in their running gear & headed over to Cheese Station C where they found their own kind of cheese. It was a large store of Cheese that Hem & Haw eventually moved their homes to be closer to it & built a social life around it.

To make themselves feel more at home, Hem & Haw decorated the walls with sayings. One read:

6

Having Cheese Makes You Happy

7

One morning, Sniff & Scurry arrived at Cheese Station C & discovered there was no cheese.

They werent surprised. Since they had noticed the supply of cheese had been getting smaller every day, they were prepared for the inevitable & knew instinctively what to do. They were quickly off in search of New Cheese.

Later that same day, Hem & Haw arrived. What! No Cheese? Who moved my Cheese? Its not fair!, Hem yelled. They went home that night hungry & discouraged. But before they left, Haw wrote on the wall:

8

The More Important Your Cheese is To You, The More You Want To Hold Onto It.

9

The next day Hem & Haw left their homes, & returned to Cheese Station C. But situation hadnt changed. Haw asked, Where are Sniff & Scurry? Do you think they know something we dont? Hem scoffed, What would they know? Theyre just simple mice. They just respond to what happens. Were little people. Were smarter.

Haw suggested, Maybe we should stop analyzing the situation so much and just get going & find some New Cheese.

Haw decided to leave Cheese Station C while Hem was more comfortable staying in the cheeseless Station C. Hem announced, Its MAZE time! and wrote:

10

If You Do Not Change, You Can Become Extinct

11

Meanwhile, Sniff & Scurry went farther into the maze until they found Cheese Station N. They found what they had been looking for: a great supply of New Cheese. It was the biggest store of cheese the mice had ever seen.

Haw on the other hand become more anxious & wondered if he really wanted to go out into the Maze. He wrote a saying on the wall ahead of him & stared at it for some time:

12

What Would You Do If You Werent Afraid?

13

Haw now realized that the change probably would not have taken him by surprise if he had been watching what was happening all along and if he had anticipated change. He stopped for a rest & wrote on the wall of the Maze:

14

Smell The Cheese Often So You Know When It Is Getting Old.

15

Haw wondered if Hem had moved on, or if he was still paralyzed by his own fears. Then, Haw remembered the times when he had felt his best in the Maze. It was when he was moving along. He wrote:

16

Movement In A New Direction Helps You Find New Cheese.

17

As Haw started running down the dark corridor, he began to smile. Haw didnt realize it yet, but he was discovering what nourished his soul. He was letting go & trusting what lay ahead for him, even though he did not know exactly what it was.

To his surprise, Haw started to enjoy himself more & more. He stopped to write again on the wall:

18

When You Move Beyond Your Fear, You Feel Free.

19

To make things even better, Haw started to paint a picture in his mind again. He saw himself in great realistic detail, sitting in the middle of a pile of all his favorite cheeses-from Cheddar to Brie! He saw himself eating the many cheeses he liked, & he enjoyed what he saw.

The more clearly he saw the image of himself enjoying New Cheese, the more real & believable it became. He wrote:

20

Imagining Myself Enjoying New Cheese, Even Before I Find It, Leads Me To It.

21

Haw wondered why he had always thought that a change would lead to something worse. Now he realized that change could lead to something better.

Then he raced through the Maze with greater strength & agility. Until he found bits of New Cheese. He entered the Cheese Station but it was empty. Someone had already been there.

He stopped & wrote on the wall:

22

The Quicker You Let Go Of Old Cheese, The Sooner you Find New Cheese.

23

Haw made his way back to Cheese Station C to offer Hem bits of New Cheese but was turned down. Hem wanted his own Cheese back. Haw just shook his head in disappointment but this does not stop him from finding New Cheese. He smiled as he realized:

24

It Is Safer To Search In The Maze Than Remain In The Cheeseless Situation.

25

Haw realized again, that what you are afraid of is never as bad as what you imagine. The fear you let build up in your mind is worse than the situation that actually exists.

He realizes it was natural for change to continually occur, whether you expect it or not. Change could surprise you only if you didnt expect it & werent looking for it.

When he realized he had changed his beliefs, he paused to write on the wall:

26

Old Beliefs Do Not Lead You To New Cheese.

27

Haw now realized that his new beliefs were encouraging him to behave in a new way. He was behaving differently from the way he had when he had kept returning to the same cheeseless station.

It all depends on what you choose to believe. He wrote on the wall:

28

When You See That You Can Find And Enjoy New Cheese, You Change Course.

29

Haw just hoped he was heading in the right direction. He thought about the possibility that Hem would read The Handwriting On The Wall & find his way.

He wrote on the wall what he had been thinking about for some time:

30

Noticing Small Changes Early Helps You Adapt To The Bigger Changes That Are To Come.

31

He continued on through the Maze with greater strength & speed. He proceeded along a corridor that was new to him, rounded a corner, & found New Cheese at Cheese Station N where he saw the greatest supply of Cheese he had ever seen.Sniff & Scurry welcomed him.

Hooray for Change!

Haw wrote down a summary of what he had learned on the largest wall of Cheese Station N & smiled as he looked at what he had learned:

32

Change Happens

Anticipate Change

Monitor Change

Adapt To Change Quickly

Change

Enjoy Change !

Be Ready To Change Quickly & Enjoy It Again.

THE HANDWRITING ON THE WALL

33

Move With The Cheese & Enjoy It !

34

Quality Teacher Development

- Sharing the ITE Experience

Samuel NgDivisional DirectorEducational Design and [email protected]

Quality Teacher Development Development

Institute of Technical Education, Singapore

35

Impetus for Quality Teacher

36

A high quality teacher can substantially offset or even eliminate the disadvantage of low social-economic background

Teacher Development Research

Quality Teacher matters!

The quality of a childs teacher can have lifelong consequences

Teacher Quality has a direct and positive impact on student achievement

National Academies (2007)

How to Improve the Supply of High Quality Teachers, E. A. Hanushek & S. G. Rivkin (2004)

The Self-Esteem Teacher , R. Brooks (1991)

36

Caring/

Role Model

Beliefs & Values

Make learning happens

Key Capabilities

Design Learning

Professional Identity

Quality

ITE Teacher

Quality ITE Teacher Envisioned

Student learning and desired outcomes

Goal

Maximises each students potential in his/her class

Supporting Conditions

Environment

Be ready, willing and able to do and learn all the time

Facilitate Learning

Reflect on Practice

Innovate Learning

37

Quality ITE Teacher - Key Capabilities

Effective delivery of TVET requires vocational pedagogy

Vocational Pedagogy

one that makes provision for student development of knowledge, manipulative skills, attitudes, and values as well as the integration of these areas and their application to simulated and realistic work settings. (Finch & Crunkilton, 1979).

38


Vocational Pedagogy

Knowledge of facts, concepts, theories and procedures as well as explanatory frameworks that organise and connect ideas and the rules of evidence and proof within a given field.

Content

Knowledge

Working

Knowledge

Knowledge of work systems,

structures, organisation, processes, tasks, methods, routines and tools.

Technological

(ICT) knowledge

Knowledge of how information and interactive media technologies can be used for information processing, content creation, problem-solving, collaboration and communication.

vocational discipline

Pedagogical

Knowledge

Knowledge of how people learn and strategies and methods of instruction and assessment, including overall educational purposes, values and aims.

Teaching discipline

39


Vocational Pedagogy

Knowledge of facts, concepts, theories and procedures as well as explanatory frameworks that organise and connect ideas and the rules of evidence and proof within a given field.

Content

Knowledge

Working

Knowledge

Knowledge of work systems,

structures, organisation, processes, tasks, methods, routines and tools.

Technological

(ICT) knowledge

Knowledge of how information and interactive media technologies can be used for information processing, content creation, problem-solving, collaboration and communication.

vocational discipline

Pedagogical

Knowledge

Knowledge of how people learn and strategies and methods of instruction and assessment, including overall educational purposes, values and aims.

Teaching discipline

Integrated

Technological Pedagogical Content Knowledge (TPCK)

which is

Discipline-specific pedagogic

Capabilities

Vocational Pedagogy

requires

to deliver effective TVET

40

Quality ITE Teacher Development Framework

41

ITE Quality Teacher Development Framework

Pedagogic Leaders

Communities of Practice

Professional

Pedagogic Development

Initial Teachers Pedagogic

Development

Mentoring/

Supervised Field Teaching

TPCK

Development

Basic

Pedagogic Knowledge

Beginning

TPCK

Level 1 - Basic TPCK

Level 2 - Enhanced TPCK

Use generic Instructional Models, Tools & Resources

in discipline-specific areas

to further develop TPCK

New generic

Instructional Models & Tools

New TPCK Instructional Models & Tools

Level 3 - Innovative TPCK

Specific/Niche

Pedagogic

Development

Collaborative Application

Projects

Pedagogic

Innovation

& Leadership Development

Collaborative

Innovation

Projects

42

CURRICULUM DEVELOPMENT

CURRICULUM DELIVERY, ASSEEMENT & EVALUATION

Development Phase


Prepare Competency Profile/

DACUM Chart

Form

Learning Modules

Establish

Skills

Standard

Form

Course Structure

Develop

Assessment

Specification

Develop

Instructional \Materials

Design Phase

Analysis Phase

Implementation Phase

Prepare Module

Deliver Module

Evaluation Phase

Develop, Conduct & Mark Assessment

Conduct Evaluation

Initial Teachers Pedagogic Development - Programme Overview

Pedagogical Certificate in Technical Education (PCTE) Programme

43



Development Phase



DACUM Chart

Form

Learning Modules

Establish

Skills

Standard

Form

Course Structure

Develop

Assessment

Specification

Develop


Design Phase

Analysis Phase


Prepare Module

Deliver Module

Evaluation Phase


Conduct Evaluation



REFLECT

REFLECT

PLAN

DEVELOP

DELIVER

MANAGE

MOTIVATE

COUNSEL

ASSESS

EVALUATE

Student centred,

Authentic & Flexible

Competence--based

Learning

44



Development Phase



DACUM Chart

Form

Learning Modules

Establish

Skills

Standard

Form

Course Structure

Develop

Assessment

Specification

Develop


Design Phase

Analysis Phase


Prepare Module

Deliver Module

Evaluation Phase


Conduct Evaluation



REFLECT

REFLECT

PLAN

DEVELOP

DELIVER

MANAGE

MOTIVATE

COUNSEL

ASSESS

EVALUATE

Module

Motivate & Manage Students and Classroom Activities

Module

Design, Develop and Facilitate Learning

Module

Design & Develop Assessment for Theory

Module

Design & Facilitate

e-Learning Activities

Module

Basic Counseling Techniques

Module

Apply Reflective Skills for Professional Development

Module

Design & Develop competence-Based Instructional Plan

Module

Design & Develop Assessment

of Competence

Student centred,

Authentic & Flexible

Competence--based

Learning

45


Module

Motivate & Manage Students and Classroom Activities

Module

Design, Develop

and Facilitate Learning

Module

Design & Develop Assessment for Theory Content

Module

Design & Develop Competence-Based Instructional Plan

Module

Design & Develop

Assessment of Competence

Module

Design & Facilitate

e-Learning Activities

Module

Apply Reflective Skills for Professional Development

Module

Basic Counseling Techniques

Block 1

(Pre-Service -

3 weeks full-time)

Block 2

(In-Service -

8 days full-time)

Block 3

(In-Service -

7.5 days full-time)

Trainers Notes:

Recap the modules and explain the chunking into the 3 blocks help participants to gradually and progressive, from simple to complex, acquire the competences required to perform in ITEs competence-based curriculum, assessment and learning context.

46

Competent, Caring Learning Designer, Facilitator, Reflective Practitioner and Learning Innovator

Desired Outcomes


Monthly:

Block 1

(Pre-Service 3 weeks

full-time)

Vacation: Block 2

(In-Service - 8 days

full-time)

Vacation: Block 3

(In-Service

- 7.5 days

full-time)

Progressive development and acquisition

of Pedagogical Knowledge & Competences

Progressive development and acquisition

of Integrated Technological Pedagogical Content Knowledge & Competences

PCTE Programme (40 weeks)

Supervised Field-Teaching with Mentor

Term

Term

47

Trainers Notes:

Recap the progressive design of the 3 blocks and how the 3 blocks are augmented by SFT to ensure integrated TPCK. Briefly explain TPCK.


Pedagogic Leaders


Professional


Initial Teachers

Pedagogic

Development

Mentoring/


TPCK

Development

Basic

Pedagogic Knowledge

Beginning

TPCK



Use generic Instructional Models, Tools & Resources

in discipline-specific areas


Specific/Niche

Pedagogic

Development


Projects

Pedagogic

Innovation


Collaborative

Innovation

Projects

New generic




48

Level 2 & 3 Enhanced & Innovative TPCK

Pedagogic Innovation & Application Project

Need: Enrolled nurses need nursing skills, problem-solving as well as critical thinking skills in delivering patient care.

Healthcare Simulation Training System

Design

Four Training Zones

a Ward

an Operating Theatre

an Intensive Care Ward and

an Emergency Room

Equipped with actual facilities and equipment used by hospitals

Debriefing room in each zone

Students can make careful observation of the simulation training in their respective zones.

Solution: Customizable high fidelity patient care simulators to create realistic clinical situations for problem-solving, critical thinking and practising nursing skills

TPCK

Development

Level 2 & 3 Enhanced & Innovative TPCK

Development of

Healthcare Simulation

Training System

Build staff capabilities

in nursing-specific pedagogy

propagate

Pedagogic Leaders



Projects

Collaborative

Innovation

Projects

Professional


Specific/Niche

Pedagogic

Development

Pedagogic

Innovation


Early Childhood Education Training Room

Amber@West Training Restaurant

Hotel@College West

Centre for Healthcare Simulation Training

ITE-ST Aerospace Airframe Maintenance Centre

Beauty Therapy Training Centre

The Straits Times (21 September 2010)

Authentic Learning@ITE - Innovative TPCK


Pedagogic Leaders


Professional


Initial Teachers

Pedagogic

Development

Mentoring/


TPCK

Development

Basic

Pedagogic Knowledge

Beginning

TPCK



Use generic Instructional Models, Tools & Resources in

discipline-specific areas


Specific/Niche

Pedagogic

Development


Projects

Pedagogic

Innovation


Collaborative

Innovation

Projects

New generic




52

Setting the Framework of a Supervisory System for TVET in TTIs

Lorenzo Emanuel L. Guillermo, CSEE/CESO

Director III, TESDA Zamboanga Sibugay

The demand for highly competent certified technical workers in various TVET qualifications keeps rapidly increasing through the years.

To respond effectively to this, the government through TESDA has put in place a lot of emphasis on TVET/TESD to produce more Knowledge Workers (K-workers) who can respond to and cope with the fast changing demands, standards, and requirements of the industry.

Supervision is both a key and a crucial element in the effective delivery of competence-based training and realistic conduct of competency assessment.

PREMISE

CONCEPTUAL FRAMEWORK

K-WORKER OCCUPATIONAL COMPETENCE

TECHNICAL COMPETENCE

TRAINING & ASSESSMENT METHODOLOGY COMPETENCE

HUMAN AND SOCIAL COMPETENCE

Training & Assessment Methodology Competence

Plan training session,

Technical Competence

SKA regarding work techniques, tools, materials, fault analysis, quality assurance, conformity to norms and standards

Human and Social Competence

Personality Development & Career Professionalism

K-Worker Occupational Competence

Conduct competency assessment

Supervise work-based learning

Maintain training facilities

Facilitate training session and use electronic in facilitating training

Social Interaction when working in teams

Workplace Communication Skills

Occupational Health & Safety Standards

Values-oriented decision-making

Willingness for lifelong learning

Able to work in networks and teams

Able to anticipate future needs at the workplace

Able to plan, undertake, and get involved in employment facilitation activities

The issue of highly competent and globally competitive skilled workers has become vital and widely debated across countries.

Global changes in technology, particularly in industries, have created a major need for skilled workforce and comprehensive training.

KEY ISSUES

A holistic skills training and technical training program to train K-workers should encompass not only technical competences but also training and assessment methodology competences.

Quality and focused supervision is an invaluable support system to ensure quality-assured graduates of the TVET system.

KEY ISSUES

The main responsibility of the Supervisor is to ensure that training was done well and according to the prescribed competency standards

The Role of the Supervisor in TVET

The Supervisor promotes self-awareness among trainers and is actively engaged in the generic tasks of counseling supervision that include consulting, evaluating and monitoring professional or ethical issues, and role modeling,


The Supervisor keeps records of observations, recommendations, and actions taken in the context of continual improvement.

The Supervisor promotes and upholds quality-assured mechanisms that ensure high customer satisfaction level.


The Supervisor possesses communication skills, which involve being attentive and active listening, and being able to coment openly, objectively and constructively.


The Supervisor is characterized by respect, empathy, genuineness, honesty, non-sexist and non-authoritarian attitude.

The Supervisor pays attention to client welfare.


ScheduleArea of DevelopmentFocus of SupervisionSupervisory & Monitoring ToolsMondaysTraining & Assessment Methodology CompetencePreparation of TrainersSession Plans & Training MatrixCBLMsProgress Charts, TRB
SUPERVISORY MATRIX

ScheduleArea of DevelopmentFocus of SupervisionSupervisory & Monitoring ToolsTuesdaysTraining & Assessment Methodology CompetenceTraining & Assessment FacilitiesCBT Components/Work StationsAssessment Centers
SUPERVISORY MATRIX

ScheduleArea of DevelopmentFocus of SupervisionSupervisory & Monitoring ToolsWednesdaysTechnical CompetenceTime on Task ReviewObservation Checklist
SUPERVISORY MATRIX

ScheduleArea of DevelopmentFocus of SupervisionSupervisory & Monitoring ToolsThursdaysHuman & Social CompetenceFocused Meetings with TrainersAgenda & Minutes of Meetings with Trainers, Follow up of Actions Taken
SUPERVISORY MATRIX

ScheduleArea of DevelopmentFocus of SupervisionSupervisory & Monitoring ToolsFridaysOccupational CompetenceFocused Meetings with TraineesAgenda & Minutes of Meetings with Trainees, Follow up of Actions Taken
SUPERVISORY MATRIX

CONCLUDING NOTE

Supervision is related to self-development, professional development of the supervisees.

The Supervisors role is to help the trainers and the trainees to achieve their goals by acting as counselor, facilitator, and advisor.

CONCLUDING NOTE

Counseling is an important function in relation to the process of supervising because it can lead to an improved relationship between the supervisor and the supervisee.

CONCLUDING NOTE

One of the important functions of the supervisor is to be role model for the supervisee.

The Supervisor is one who has greater experience and helps less skilled or less experienced trainers to achieve professional abilities.

CONCLUDING NOTE

In order to react effectively, a Supervisor must:

Have certain goals and plans;

Be a good communicator;

Have the knowledge and relevant skills about the trainers area/s of interest;

Be able to establish good and professional relationship.

Be flexible in supervision strategies depending on the individual requirements.

CONCLUDING NOTE

A good relationship can make both parties comfortable with meeting regularly and sharing ideas or knowledge with a view to trainer development.

One must be eager to learn, enhance ones self-awareness, learn from mistakes and success, develop and apply new skills and design action plans or timetables.

CONDUCTING A TIME-ON-TASK REVIEW TO OBSERVE LEARNING IN PROGRESS

The purpose of the time-on-task review is to observe each student in the classroom over a 15 to 30 minute time frame to determine four factors that have an impact on learning and achievement.

Engagement Rate number of students on task and number off task.

Productive Instruction the quality of the tasks with which the students are involved and their appropriateness for the learners.

TIME-ON-TASK AND TEACHING, LEARNING, AND ACHIEVEMENT

Teachers ability to monitor and adjust the changes in instruction, direction, and explanation made by the teacher as a result of monitoring student actions.

Off-task Incidences the nature and frequency of off-task behaviors exhibited by the students and when they occur.

What is the real purpose of the time-on-task review?

To assess a fully functioning learning environment.

If you are not able to do an analysis of every class, what situations would you want to consider?

Disruptive classes

Classes with a large percentage of low test scores

Classes with problems or have undergone change

Classes where you have questions about the teacher

5. Classes where there has been a complaint from a reliable source.

FACTORS TO CONSIDER

Personality of the teacher

Familiarity with the classroom/teacher

Other factors

RECORDING THE DATA

Activities in Progress

On-Task Participation

Teacher-directed

Group assignment

Individual assignment

Recordkeeping

Off-task Student Participation

Transition All students between activities

Discipline

Unoccupied

Out of the Room

Account for All Students in Time Segments

ENGAGEMENT RATE

Add the total number of students marked as on task during each segment

Record the total

Multiply the number of students by the number of segments

Record the total

Divide the total number of students on task by the total number attending

ANALYZING THE DATA

TYPES OF OFF-TASK ACTIONS

Were students slow to move?

Were students confused about what to do?

Did transition periods lead to discipline problems?

Were particularly students consistently disruptive?

What was the nature of the disruptive activities?

Did unoccupied students appear tired, bored, confused?

How frequently did students leave the room?

How long were students gone from the classroom?

TYPES AND QUALITY OF ON-TASK ACTIONS NOTED

Was the teacher actively involving students in the lesson?

Did the student-directed groups work productively?

Were the assignments understood by the students?

What type of records did the students attend to?

NUMBER OF STUDENTS INVOLVED IN EACH STUDENT ACTIVITY

USING THE DATA TO INCREASE ACHIEVEMENT

Adding to the data already collected

Identify specific areas for the growth plan

Reviewing at a later date to assess progress

Documentation to include with end-of-year summary

COMMUNICATION WITH THE TEACHER

Why do it if you are going to talk about it?

Look for patterns

Discuss possible causes and solutions

RECAP

Purpose is to assess instruction and learning.

Data on-task and off-task.

Communication.

TIME ON TASK WORK SHEETTrainees' EngagementTIME SEGMENT123456789101112131415TotalEngagement RateA. On-TaskTotal - On TaskB. Off-TaskTotal - Off Task

COACHING, COUNSELLING & MENTORING PROGRAM

for

TESD TRAINERS


COACHINGCOUNSELLINGMENTORING

The TESD Trainers Special Tools

SITUATIONAL LEADERSHIP

CORE FRAMEWORK

Situational Leadership

TESD trainers ability to influence the trainees to achieve results;

TESD trainers ability to adapt his/her leadership style according to the requirements of the situation; and

Different strokes for different trainees

5/8-9/13

93

TESDA Sibugay CCM Program for TESD Trainers

Situational Factors

Developmental level of trainees;

Nature of the task/s to be done: new, difficult, complex, critical

Amount of change going on in the training group;

Length of time available for completing the tasks

5/8-9/13

94


Situational Variables

SUPPORTIVE: 2-WAY COMMUNICATION

Listening to trainees problems;

Praising trainees;

Giving positive reinforcement;

Asking for suggestions on inputs;

Encouraging & reassuring

5/8-9/13

95


PSYCHOLOGICAL OXYGEN

Stroking

(Transactional Analysis)

Stroking

Means, RECOGNITION

Says, I KNOW YOU ARE THERE!

5/8-9/13

97


Stroking

As we grow older and become mature:

- symbolic stroking substitutes for physical contract

- no strokes, relationships can grow cold

5/8-9/13

98


Stroking

STROKES: Can be positive or negative

POSITIVE:

Youre OK = GOOD FEELINGS

GENUINE, SINCERE, HONEST

5/8-9/13

99


Examples of Positive Strokes

Thank you.

I appreciate your making time to see me.

I like your question.

Thats a nice idea.

That is interesting.

I enjoyed talking with you.

That was very kind of you.

You look great!

Thats a good point to bring up.

I agree!

I am happy to have you as my trainee.

5/8-9/13

100


Examples of Positive Strokes

NON-VERBAL POSITIVE STROKES

Looking at the person.

Smiling.

Nodding.

Laughing happily when something is funny.

Cheering/Clapping

Tap on the shoulder/back

Signaling OK!

Thumbs up

5/8-9/13

101


Negative Strokes

Frowning/shaking your head

Looking away from the picture/trainee

Ignoring objections.

Rejecting what the trainee is saying:

Thats not true.

You are wrong.

5/8-9/13

102


Evidences that a Persons STROKE QUOTAis Not Met

Decreased efficiency

Decreased/loss of productivity

Increased irritability or hostility

Withdrawing from or avoiding people

5/8-9/13

103


Stroke Quota

Each of us has our own quota for strokes. Some need a fee strokes. Some need more.

When out STROKE QUOTA is not met in the usual, expected ways, our personality and behavior change.

Ignoring objections.

Rejecting what the trainee is saying:

Thats not true.

You are wrong.

5/8-9/13

104


What is your Stroke Quota?

5/8-9/13

105


COACHING

The TESD Trainers Special Tool

COACHING

Face-to-face leadership that pulls together people with diverse backgrounds, talents, experiences & interests, encourages them to step up to responsibility, and treats them as full-scale partners and contributors.

- A PASSION FOR EXCELLENCE

Nancy Austin & Tom Peters

5/8-9/13

107


COACHING

Process used by managers to empower individual employees to put forth their best efforts and to reach the limits of their activities;

Skills-based

A directive process by a manager to train and orient an employee to the realities of the workplace remove barriers to optimum work performance.

5/8-9/13

108


Why Trainers Avoid Coaching?

A trainer avoids coaching because .

He/she does not have time.

He/she has fear of failure.

He/she does not want to scare or overwhelm a new trainee.

He/she feels awkward.

He/she does not have role model; nobody coached him/her.

He/she has too many trainees.

He/she does not set initial goals with trainees.

Trainees wont listen to him/her.

5/8-9/13

109




Trainees should be able to figure things out on their own.

Trainees will think something is seriously wrong.

Trainee doesnt ask for help.

Performance is almost acceptable.

He/she feels threatened.

Trainee is motivated and doesnt need feedback.

Trainee gets defensive.

Trainee needs a certain period of learning time.

He/she gets defensive.

5/8-9/13

110




His/her standards are obvious; trainees should know what to do.

He/she trusts his/her trainees.

He/she doesnt care whether the trainee is developed.

5/8-9/13

111


CCM Roadblocks to Avoid

Some possible roadblocks when trainers lack preparation before a COACHING/COUNSELLING session

Trainer doesnt seem to know real problem.

Trainer is unclear about the real parameters of the problem.

Trainer lacks or has inadequate pertinent information.

Trainer exhibits bias towards trainee or problem.

Trainer is inflexible and insists on his/her point of view or understanding of the situation.

5/8-9/13

112



Trainer loses control due to employees seeming lack of cooperation.

Trainer becomes defensive if problem seems to be him/her or involves him/her.

Trainer fails to involve trainee in the processing or solution of his/her problem by asking suggestions.

Trainer doesnt listen to trainees side of the story.

Trainer fails to make the trainee aware of his/her accountabilities in his/her own problem.

5/8-9/13

113



Trainer fails to keep track of the history of the trainees performance/attitude problems.

Trainer fails to articulate positively improved performance.

5/8-9/13

114


Characteristics of Effective Coaches

Given below are 20 characteristics that describe trainers who are effective coaches:

Capitalize on trainees strengths.

Give trainees visibility.

Provide freedom to do the task.

Orient trainee to institutional values and training expectations.

Set standards of excellence.

5/8-9/13

115




Hold trainee accountable.

Protect trainee from undue stress.

Encourage trainee when he/she is discouraged or about to undertake new or difficult assignments.

Provide information about the training and the trainees role in the attainment of training objectives.

Make performance expectations and priorities clear.

5/8-9/13

116




Take time to build trust and rapport.

Provide appropriate reinforcement/enhancement/ incubation training and support when needed.

Encourage and listen to ideas

View trainees as partners and critical to the success of the training program.

Good role model.

5/8-9/13

117




Wont let trainee give up.

Explain reasons for decisions and procedures and give advance notice of changes whenever possible.

Keep confidences.

Provide trainees with regular feedback about their job performance.

Give trainees credit when they deserve it.

5/8-9/13

118


COACHING

Involves skills, attitudes and values that flow from our CHARACTER.

5/8-9/13

119


EFFECTIVE COACHES

Clear about the purpose of coaching;

Ethical: respect rules and procedures but do not limit their thinking to what is allowed by the rules & procedures;

Committed not just to the activity but to their trainees and maintain a personal stake in the success and well-being of each worker;

5/8-9/13

120


EFFECTIVE COACHES

Recognize that there are no limit to the performance of either an individual or an organization;

Personally responsible for the outcome of the activity, without robbing the trainee of the responsibility;

Honest, direct and model the qualities they require of their trainees

5/8-9/13

121


EFFECTIVE COACHES

Uncompromising in their attention to details;

Are inspiring teachers;

Willing and open to learn from their trainees;

They do what they say they will do and do not dwell on past failures;

Focus on solutions.

5/8-9/13

122


The Benefits of Coaching

Coaching ..

Makes your job easier when trainees enhance their skill levels.

Enables greater delegation so you can have more time to truly manage and focus on other developmental, priority & creative areas.

Builds your reputation as a people developer.

Increases productivity when trainees know what the goals are and how to achieve them.

5/8-9/13

123



Coaching ..

Develops sharing of leadership responsibilities.

Increases likelihood of tasks being completed in a quality way.

Positive recognition and feedback increase trainee motivation and initiative.

Avoids surprises and defensiveness in performance evaluation.

5/8-9/13

124



Coaching ..

Increases creativity and innovation of the class as trainees feel safe to take risks.

Increases team cohesiveness due to clarified training goals and roles.

5/8-9/13

125


Work Situations That May Require Coaching

Orientation of a new trainee.

Teaching a new unit of competency.

Need to explain standards of a task to be done.

Need to explain cultural norms and political realities in the industry.

Simple corrections to performance are required.

5/8-9/13

126



Goals or training conditions change.

You are new to a group.

Trainees facing new work experience.

Trainee needs help setting priorities.

Follow up to a previous training session.

5/8-9/13

127



Trainee displays low or moderate performance.

Trainee who needs reinforcement for good performance.

Trainee wants to become a peak performer.

Formal or informal performance reviews.

Trainee needs preparation to meet his/her future career goals.

5/8-9/13

128



Trainee needs preparation for more challenging work assignment.

Trainee needs to develop self-confidence.

When power or control battles are affecting team cohesiveness.

5/8-9/13

129


COUNSELLING


COUNSELLING

AN INTERPERSONAL SKILL AND A PROBLEM-SOLVING TOOL THAT TRAINERS CAN USE IN HANDLING TRAINEES WITH PROBLEMS OR WITH SPECIAL CONCERNS.

5/8-9/13

131


COUNSELLING

. is often neglected as a tool because -

Its value is not appreciated;

Trainers have no time to do it;

Sometimes, a trainer does not admit he/she has a trainee with a problem or with special concerns for fear he/she may not be considered a good trainer as it might reflect on him/her

5/8-9/13

132


COUNSELLING

The trainee with problem may be effective in other areas thus, the trainer allows the manifested strength to overshadow the defects.

Some trainers take a backseat from trainees concerns and dismiss these are mere facts of life.

Some trainers do not put premium on trainees with problem because they are too busy with their work.

5/8-9/13

133


COUNSELLING

Some trainers overlook their trainees weaknesses because these trainees are pleasant to have around or do some personal errands for them.

Some trainers are too emotionally involved with their employees.

Some trainers have their own personal issues and challenges to cope with.

5/8-9/13

134


COUNSELLING

Some trainers tend to take either of 2 extreme attitudes towards counseling:

Its none of my business. You are enrolled in this training. Just accomplish the tasks.

Missionary reaction: the trainer is running a clinic during training hours and gets too involved with trainees personal concerns.

5/8-9/13

135


COUNSELLING

A supportive and helping process by a trainer to help a trainee define and work through personal problems that affect performance.

Attitudinal, behavioral, emotional balance

5/8-9/13

136


3 STAGES OF COUNSELLING

STAGE 1: Helping the trainee to express himself or open up;

STAGE 2: Helping the trainee understand himself/herself and why the problem exists;

STAGE 3: Helping the trainee make a decision about his/her problem and commit himself/herself to a plan of action

5/8-9/13

137


COUNSELLING

TRAINERS USUAL REACTIONS TO

PROBLEMATIC TRAINEES

Avoidance

Over-reacting

Complaining

Lecturing

5/8-9/13

138


SUCCESS COUNSELLING

A TRAINERS ATTITUDES

Recognition that needs and values sometimes conflict which can create stress and pressures;

Understand that human behavior goes through a complex process; and

Recognize the possible use of coping and defense mechanisms

5/8-9/13

139


MENTORING


MENTORING

COACHING + COUNSELLING = MENTORING

The total guidance of the trainee to grow and develop

C + C + M = Trainees Growth and Development

EFFECTIVE MENTOR:

Guides the trainee to develop himself/herself, his career path, and prepare a career plan.

5/8-9/13

141


MENTORING

A holistic approach;

An integration of coaching & counseling and other trainee reinforcement and nurturing tools;

Considers both professional & personal factors determinants to positive and negative behaviors and performances.

5/8-9/13

142


MENTORING

Helps the trainee to adapt to the industrys culture

To succeed;

To bring out the STAR in the trainee

5/8-9/13

143


MENTORING

A comprehensive, total approach for the long range development of a trainee;

Advanced skill in people management;

Can be an intervention and a system.

5/8-9/13

144


MENTORING

Requires an intensely qualified, advanced trainer senior in skills, with deep, rich experience in people management;

Is an in-depth approach; and

MENTOR must be generous, selfless in sharing his technology, expertise and experiences to his/her mentee.

5/8-9/13

145


MENTORING

Keeps an eye open for opportunities for his/her trainees to learn new tasks and accept new responsibilities;

Makes corporate culture explicit and understandable.

Assists subordinates in understanding their power and limits;

Discusses individual career plans and goals within the context of recent accomplishments.

5/8-9/13

146


MENTORING

Not threatened by the trainees exceptional ability or skill;

Wants trainee to succeed.

5/8-9/13

147


SYNTHESIS

5/8-9/13

148


PREPARING FOR CCM SESSIONS

Schedule it.

No interruptions from calls, visitors. Give trainee notice of time/venue.

Ensure privacy. No conversation should be heard outside. No 3rd person should be present unless agreed upon.

Allow enough time for the session.

Be emotionally ready (positive thoughts about yourself and the trainee.)

5/8-9/13

149


PREPARING FOR CCM SESSIONS

Do your homework. Have sufficient background about the trainee, the problem/s;

Be clear about your objective/s about the session;

Remove physical barriers between you and the trainee (chairs, tables, etc.)

Prepare your talking points; and

You may document the session whether in writing or taped but only after seeking the approval of the trainee.

5/8-9/13

150


CCM KEY POINTS

For the empowerment of trainees;

Comes from the values and character of the trainer;

Timing matters: readiness of both the trainer and the trainee;

All trainers should be natural people enhancers;

Trainers and trainees are partners in the growth and development of trainees;

Trainers should find fulfillment in seeing the growth and development of their trainees.

5/8-9/13

151


CCM KEY POINTS

Trainers should not be threatened by trainees success;

Trainers should be the fuel to the trainees engine or be the wind beneath their wings;

Coaching and counseling make use of many similar skills that sometimes even overlap.

5/8-9/13

152


Basic Values & Attitudes Essential to CCM

Im OK Youre OK;

Positive self-image and positive regard for others.

5/8-9/13

153


CHARACTER TRAITS

Patient

Persevering

Respectful/Respectable

With Strong Faith

With Courage or Guts

Considerate

5/8-9/13

154


INTEGRATION

5/8-9/13

155


CCM PROGRAM FRAMEWORK

TESD trainers should:

Be ROLE MODELS to their trainees

Walk their talk

Practice what they preach

Influence their trainees to change their behavior

Be consciously doing what they want the trainees to do and say

Observe the trainees behavior

Give positive reinforcement to trainees as they engage in the desired behavior

5/8-9/13

156


CCM PROGRAM FRAMEWORK

TESD trainers should:

Be punctual

Work long hours until a task is completed

Give self-reinforcement for being an effective role model as he/she sees changes in his/her trainees

Uphold the principles:

the best way to learn an attitude and a skill is to watch someone

attitudes are caught NOT taught.

5/8-9/13

157


CCM PROGRAM SCHEMATIC DIAGRAM

Inadequate knowledge/skills about COMMON & CORE competencies

Performance or Attitude Problem

COACH

Personal problem of trainees

Overall performance: behavior/skills/attitudes


COUNSEL

COACH


HIGHLY COMPETENT & GLOBALLY COMPETITIVE 21st CENTURY TECHNICAL WORKFORCE

5/8-9/13

158


CCM CHECKLIST

Does the trainee know what is supposed to be done and when?

Has the trainer defined the job description & skills/sttitude/s required to perform the task?

Does the trainee have the skills/mindset required to effectively perform the task?

Has the trainee been trained sufficiently in the underpinning skills needed to do the task?

Does the trainer have the time, knowledge and competence necessary to sufficiently train and orient this person?

5/8-9/13

159


CCM CHECKLIST

What is the difference between the present performance level and the desired performance level?

Is the difference substantial and significant?

Is the trainee sincerely interested to take the training?

Does the trainee have adequate resources for the task? If no, what specifically does the trainee need?

5/8-9/13

160


CCM CHECKLIST

Are obstacles beyond the trainees control that can affect performance? If yes, what specific obstacles? What does the trainee need from the trainer during the time to help meet minimal performance standards?

Are outcomes positive for effective performance?

Has the trainer been giving constructive, concrete feedback? If no, how can the trainer improve?

Has the trainer given immediate reinforcement for improvement?

5/8-9/13

161


CCM CHECKLIST

Has the trainer been advertently rewarding poor performance by ignoring it rather than coaching to correct it?

Does the trainee trust the trainer and feel the trainer is around to help the trainee be successful in the given task? If no, what specifically can the trainer do to build and earn the trust?

Is the trainer serious and sincere to develop the trainees skill or motivation? Does the trainer have a clear plan for the trainees development?

5/8-9/13

162


162

5/8-9/13


CCM Program for TESD Trainers

CCM CHECKLIST

If the trainer does not have a clear plan before conducting any session, he should solicit and listen to the trainees ideas first. Then the trainer adds his own ideas. Give more focus and importance to the trainees ideas to encourage him/her to be involved in his own development.

5/8-9/13

163


Steps in Conducting Coaching Session
Step1Opening/Climate Setting/Establishing Rapport1aGreet trainee with a smile; establish eye contact(Achieving a comfort level that encourages openness)1bAsk trainee: How are you? and listen to his/her answer with interest.1cSimply acknowledge the answer by a nod, and maintain eye contact.1dThank employee for coming to see you.1eExpress your hope that she/he will find the meeting/session useful.
5/8-9/13

164


Step2Objective Setting2aTell trainee things he/she is doing right; express sincere appreciation.2bTell your reason for calling the meeting with him/her.2cGive feedback on performance deficiency you have observed.2dListen with empathy, i.e. paraphrase and reflect his/her feelings.
5/8-9/13

165


165

5/8-9/13



Step3Coaching Proper3aTell what you want him/her to do, how you want it done, and why. (Performance Standards/Benchmarking)3bIf possible, show (model) how it is to be done.3cThen ask him/her to do it while you observe.3dGive positive feedback and/or correction; offer suggestions.3eLet him/her know you respect his/her ability.3fAgree upon appropriate actions: trainees and yours.3gFill out together or see the Development Plan you have prepared.
5/8-9/13

166


166

5/8-9/13



Step4Closing4aShare how you feel about the meeting.4bAsk him/her how he/she feels about it.4cSchedule a follow up meeting on specific date.4dThank him/her and express confidence that he/she can do it.4eShake hands and smile.
5/8-9/13

167


167

5/8-9/13



Steps in Conducting Counseling Session
Step1Opening/Climate Setting/Establishing Rapport1aGreet trainee with a smile; establish eye contact(Achieving a comfort level that encourages openness)1bAsk trainee: How are you? and listen to his/her answer with interest.1cSimply acknowledge the answer by a nod, and maintain eye contact.1dThank employee for coming to see you.1eExpress your hope that she/he will find the meeting/session useful.
5/8-9/13

168


Step2Objective Setting2aTell trainee things he/she is doing right; express sincere appreciation.2bTell your reason for calling the meeting with him/her.2cGive feedback on performance deficiency you have observed.2dListen with empathy, i.e. paraphrase and reflect his/her feelings.
5/8-9/13

169


169

5/8-9/13



Step3Counseling Proper3aAsk questions to encourage analysis of problem (probing, general leads)(Stage 2 Understanding the Situation)3bListen with empathy, i.e. paraphrase and reflect feelings.3cGive information, or use confrontation to reinforce or change perceptions (paradigm shifts).3dSummarize reasons for problem.
5/8-9/13

170


170

5/8-9/13



Step4Problem Solving4aAsk how he/she can address/solve a problem.(Stage 3 Making aDecision or a plan of action4bOffer suggestions when appropriate, but build on his/her ideas, or explore options he/she has to address problems and consequences of each; ask him/her on what she needs to do to pursue best option.4cSummarize his/her plan of action.
5/8-9/13

171


171

5/8-9/13



Step4Closing4aAsk trainee how he/she wants you to help.4bLet him/her know that you have confidence in his/her ability to do as planned.4cAssure him/her of your support.4dSet a specific date for follow-up on what he/she has done.4eThank him/her again/4fShake hands and smile.
5/8-9/13

172


172

5/8-9/13



Personal Commitment Development Plan

Coaching, Counseling, Mentoring Plan

I. Intervention/s to be used per trainee

A. Coach:

B. Counsel:

C. Mentor:

5/8-9/13

173



Objectives

Activities

5/8-9/13

174



CCM Matrix
Name of TraineeInterventionCompetency FocusPerformance LevelPost-InterventionDevelopments
5/8-9/13

175



V. CCM Wheel

COACH

COUNSEL

MENTOR

5/8-9/13

176


INDIVIDUAL TRAINEE COMMITMENT DEVELOPMENT PLAN

(Coaching/Counseling/Mentoring)
Name of Trainee:Qualification:Date:Competency FocusTarget Learning OutcomesCurrent Performance Level
Goal:_________________________________________________________________________________

DEVELOPMENT PLAN
Trainers ActionsTarget DateTrainees ActionsTarget Date
CONFORME: Signature: __________________________ ______________________________

Trainer Trainee

5/8-9/13

177


Session Day 1 Day 2 Day 3

Morning

Theoretical Inputs

1. Quality Teacher Development (ITE Experience)

2. Supervisory Framework for TVET

3. Coaching, Counseling & Mentoring

A. Plenary Discussion - "The Supervisory

Matrix" (Slide 7)

B. Commission Session - Gathering of Supervisory & Monitoring Tools -- Participants shall be grouped into 5. Each group shall gather & organize the Supervisory & Monitoring Tools for each Area of Development & Focus of Supervision

C. Group Presentation of Supervisory & Monitoring Tools

Role Play/Simulation Sessions -- Coaching, Counseling, & Mentoring

Afternoon

Focused Group Discussion Session - Identifying the Supervisor's Competency Requirements based on the Conceptual Framework (Slides 3 & 4) and the Role of the Supervisor in TVET (Slide 6).

Integration Session: Preparing a Supervisory Work Re-Entry Plan Closure

Session Day 1 Day 2 Day 3

Morning

Theoretical Inputs

1. Quality Teacher

Development

(ITE Experience)

2. Supervisory Framework

for TVET

3. Coaching, Counsel ing &

Mentoring

A. Plenary Discussion - "The Supervisory

Matrix"

(Slide 7)

B. Commission Session - Gathering of

Supervisory & Monitoring Tools

-- Participants shall be grouped into 5. Each

group shall gather & organize the Supervisory

& Monitoring Tools for each Area of

Development & Focus of Supervision

C. Group Presentation of Supervisory &

Monitoring Tools

Role Play/Simulation

Sessions -- Coaching,

Counseling, &

Mentoring

Afternoon

Focused Group Discussion

Session - Identifying the

Supervisor's Competency

Requirements based on the

Conceptual Framework (Slides 3

& 4) and the Role of the

Supervisor in TVET (Slide 6).

Integration Session:

Preparing a Supervisory

Work Re-Entry Plan

Closure

Supervision of TVET

Documents

Transcript of Supervision of TVET