Generic Management 1. Introduction For ages face-to-face delivery - - PDF document

Virtual Learning Programme

Generic Management

• 1. Introduction

For ages face-to-face delivery was the only preferred mode to deliver training and for obvious good reasons. But intuitive learners and even facilitators could always find a way to circumvent the noble ideals of providers. Since the dawn of the electronic era providers and educators endeavored to find new ways of delivery to counter all the negatives associated with face-to-face learning E-learning came to the forth and soared, but after a while it also gained a negative reputation. Providers and educators identified one major missing link namely that e-learners became bored, felt lonely, experienced minimal engagement and a lack of motivation. Then came the era of gamification and storyfication. At Moetapele Academy we embraced this new development and applied it to the training intervention that we hereby present with pride.

• 2. Our Approach

We have integrated into the learning program the following elements and principles: 2.1 Educational Principles The program design carefully considered the following two principles that enhances retention: A learner has only and fully learned if the learner can teach somebody else. The virtual learning program makes provision that the learner as the main role player must constantly teach an intern, a character who blends into the storyline but who was designed solely for this purpose

The principle of repetition is vastly accepted as pivotal to learning and the program allows for ample repeat exercises and activities 2.2 Adult Learning Principles The following table shows how the principles of adult learning are applied in this programme: Principle Description How it's applied Self-directed Adult learners are actively involved in the learning process such that they make choices relevant to their learning

• bjectives
• The story line and activities

lead to learners participating and completing activities that provide evidence against the learning outcomes.

• The learner completely

controls the learning process

• It is primarily based on direct

confrontation with practical, social, or personal problems.

• Self-evaluation is one method
• f assessing the progress or

success. Motivated Adults learn best when convinced of the need for knowing the information. Often a life experience or situation stimulates the motivation to learn (O'Brien, 2004)

• Competition and the need to
• btain career promotion is a

very strong part of the programme Adult learning utilizes knowledge & life experiences Learner is encouraged to connect to their past experience with their current knowledge-base and activities

• Learners get opportunities to

apply knowledge and experience in the variety of activities available Goal-oriented The motivation to learn is increased when the relevance of the “lesson” through real-life situations is clear, particularly in relation to the specific concerns of the learner.

• The storyline leads to

activities that are goal

• rientated and make learning

more interesting Adult learning is relevancy-oriented Assigned tasks to achieve their own learning goals

• Learning activities are

relevant to typical situations a learner will experience in a workplace Adult learning highlights practicality Learning is facilitated when appropriate ways of implementing theoretical knowledge in real life situations are made clear.

• Learners get an opportunity

to apply their knowledge and skills Level of Engagement In a classic study, Rogers (1969) illustrated that when an adult learner has control over the nature, timing, and direction of the learning process,

• Learners have a need to be

self-directed, deciding for themselves what they want

Principle Description How it's applied the entire experience is facilitated. to learn, they will find different options, and they can do activities in different

• rder.

Adult learning encourages collaboration Adult learners thrive in collaborative relationships with their educators. When learners are considered by their instructors as colleagues, they become more productive. When their contributions are acknowledged, then they are willing to put out their best

• work. Also, check some insights
• Learner will have the
• pportunity to have one on
• ne coaching sessions.
• Learners also have
• pportunity to connect with

fellow learners with chat

• ptions

Application of learning As skills and knowledge are acquired, it is paramount to include return demonstrations by the learner. The primary purpose is to verify the ability

• f the patient to perform the skill.
• Completed learning activities

will produce evidence that will be stored in a Portfolio of Evidence. 2.3 Different Learning Styles a) Visual learners prefer seeing what they are learning. This programme makes use of pictures and images to help learners understand ideas and information

• better. Also, the inclusion of 3D animation will provide excitement and a more real life experience. The

programme makes provision for “Visual learners” to read and follows the directions as they work. Diagrams and illustrations are also included in Ebooks. b) Auditory learners prefer to hear the message or instruction being given. These adults prefer to have someone talk them through a process, rather than reading about it first. Adults with this learning style remember verbal instructions well and prefer someone else read the directions to them while they do the physical work or task. Podcast and Meditation options will allow learners with this preference to excel. c) Kinaesthetic learners want to sense the position and movement of the skill or task. These learners generally do not like lecture or discussion classes, but prefer those that allow them to "do something." 2.4 Learner Barriers The learning programme made provision for possible learning barriers: a) Lack of time: Self-directed learning, learner can complete the programme over a period of 18 months. Emphasis are on the completion of activities that produce relevant evidence for assessment against learning outcomes. b) Lack of confidence: Learner works at his or her own pace. The type of activities are progressing from easy to more difficult to ensure learner develops confidence. Learner support is built in in activities such as Life Guru, life coach and game mentor c ) Lack of information about opportunities to learn: Information are repeated in different ways at least three or more times in different formats such as e- book, webinar, meditation etc d) Scheduling problems: Learner schedules his or her own learning times. e) Lack of motivation:

Learner can exit programme at different levels, Simulation will keep the learners challenged and motivated f) Access to internet Learner will get activities on CD. Learner can request the e-books in print

• 2. 5 Principles of Gamification:

This Virtual Learning Programme includes the principles of gamification in order to create an effective learning system that enables learners to rehearse real-life scenarios and challenges in a safe environment. It strives to offer the learner:

• A better learning experience
• A better learning environment
• A change to adapt and change behavior
• An opportunity to achieve competence against the learning outcomes
• It evokes friendly competition.
• It provides the learners with a sense of achievement when challenges are overcome
• It provides an engaging learner to gain and repeat experience leading to anticipated behaviour

change.

• It encourages learners to progress through the content, motivate action, and eventually

influence behaviour.

• It provides continuous feedback
• 2. 6 Principles of Storyfication

This virtual learning programme creates a scenario through a storyline where the learner becomes the main player that captures the learner’s attention, challenge them, engage with them and teaching them The storyline simulates real life situations that contributes to making learning fun, real yet playful, transparent and allows for some competition. The storyline allows for characters to be introduced just as in real life, each plays a role and impacts on the learning experience of the learner and with whom the learner must learn get along with just as in a real workplace. Here are some examples: Character Personality Traits and 1Little Known Facts Role

• Kind gentle but strong face leader.

Someone that’s respected and has presence as he enters the room Little Known Fact LKF Navy Seal/Ex-Commando/pilot Share knowledge and skills and will play (facilitator/coach to learner) Provide counsel and guidance Evaluate the learner's progress and give him feedback

1 Little Known Facts have been created to allow twists and tensions in the story.

Character Personality Traits and 1Little Known Facts Role Wise individual that teaches the learner how to cope with stress and daily matters She is responsible for the mental health

• f the learner and other characters

Little Known Fact Millionaire and own several international corporations Teach life skills, develops the learners’ confidence, assist with motivation and teaches the learner how to balance his/her life. Self-Development CCFO’s Life Skills Stress Manager Vivian is a confident individual Very serious character Strong beliefs and solid business ethics She will not compromise Little Known Fact Secretly in love with Bob Zero Provide all the learning resources such as webinars, eBooks, videos, podcast etc. She also keeps records of learner’s learning path. She would be communicating assessment plans, learner agreements and do all the admin required for the learner. Traditional portfolio manager

• 3. Deliverables

This learning programme lays the foundation for the development of management skills across various sectors and industries. It specifically develops management competencies required by learners in any occupation, particularly those who are currently operating as non-executive managers. The learning programme introduces key terms, rules, concepts, principles and practices of management that will enable learners to be informed managers in any occupation. and enable managers to better manage systems, processes, resources, self, teams and individuals in various occupations. It has also been developed to enable managers or prospective managers to access higher education and provide flexible access to life-long learning. The learning programme covers four domains:

• leadership,
• self-management,
• people management and
• management practices.

Specific Content The topics covered are related to the unit standards from the Generic Management National qualifications and the International qualification of Institute of Leadership and Management (ILM). Here is a list of topics covered:

• Communication in Workplace
• Interviewing Skills
• Problem-solving & Decision making
• Presentation Skills
• Preparation of Business Reports
• Conduct Meetings
• Basic Finance Skills
• Time Management
• Set performance objectives
• Meeting Customer Needs
• Using information to solve problems
• Basic Financial Management
• Select team members
• Establish working teams
• Set clear working objectives
• Identify roles and responsibilities of

team

• Orientate team members
• Managing workplace projects
• Brief teams
• Public Speaking
• Monitor performance of team

members

• Coaching team member in the

workplace

• Training in the workplace
• Planning and allocating work
• Stress management in the workplace
• Discipline in the workplace
• Leading your team
• Inducting team members
• Motivate and build teams
• Plan a budget
• Identify costing structures
• Communication and Negotiation

Skills

• Manage work teams
• Planning and allocating work
• Conflict Management
• Health and Safety in Workplace

Formal recognition After successful completion of the program learners will receive a) A SAQA recognized FET Certificate Level4: Generic Management b) International Diploma in Leadership Management issued by UK based Institute for Leadership Management

• 4. Methodology

4.1 . Different delivery methods This virtual programme is self-driven, the learner manages his or her learning. The programme considers normal learning and development process and is illustrated in the figure below:

4.2 Notional Hours of Virtual Programme The programme considered the guided learning hours and notional hours as prescribed in qualifications. The design took into account the basic formula of traditional learning programmes namely that 1 credit equals 10 notional hours. The total of notional hours are calculated and broken up into a variety of activities and specific times (hours) are allocated to each activity. The different types of activities are: Teaching Activities refers to time learners spend learning (eg e-books, videos, dialogue, podcasts, webinar etc.) Journal Activities requires the learners to do self-study and research independently. These activities are a combination of knowledge and skills and are designed to assist the learner with transferring and applying knowledge and skills. These activities also generate evidence for a Portfolio. Formative Assessment refers to activities where the learners completed journal activities; these activities are assessed by internal coach/facilitator at the Academy. It can also include automated assessment activities that are built into the software of the programme. Summative Assessment refers to a final assessment conducted by a registered Assessor. Normally the learner will complete all the activities related to a registered unit standard. The following calculations have been considered in the design and development of every level of this Virtual Learning Programme as is illustrated in the illustration below:

Learner evaluates him/herself against specific learning outcomes Teaching in different formats (Storyline, eBook, video, webinar, podcasts) Journal Activity Learner complete activities that generates evidence Formative Assessment Evaluation of journal activities Coaching if required Summative Assessment

4.3 Learner Management System 4.3.1 Type of administration Learners will still complete all the required administration as required for the qualification and as prescribed by the Quality Assurance Body 4.3.2 Administration process Learner will register online. Learner will be assigned a learner Id number by the system. The learner ID will be linked to Snapshots of the Actual learners. Learners will be identified and monitored by ID number and photos 4.3.3 Portfolio Management All the journal activities act as evidence for a portfolio. These activities can be printed and filed into a traditional PoE if required. All journal Activities are automatically saved. Each activity is linked with specific outcomes Completed journal activities will be reviewed and evaluated by Academy assessors and will be seen as part of the formative assessment process. Final summative assessment will be conducted after the learner has completed all the activities related to a particular unit standard. The portfolio will also be available in a printed format for verification purposes. Not all portfolios will be printed as assessment and moderation of activities will also be done electronically. The system is designed to take at random photographs of the Learners whilst they engage with the

• programme. Consideration is also given to a function to use electronic signatures

All data is stored on a server. Contact details Pieter van der Merwe Mobile: 0832719955 Landline: 012 9911034 / 016 932 4499 Email: pieter@45group.co.za