The Practical Skill - Write Legibly - Essay Example

Session Plan Name Institution Course Professor Date Abstract This training package presents a session plan for the practical skill “write legibly”. The session plan is to run for one hour and it involves two topics and two activities. These will help trainees to comprehend the practical skill, develop the desired competency, and improve their perception on the skill, as well as embrace the skill in all their daily endeavours. Table of Contents Abstract 2 Table of Contents 3 Trainer’s Information 4 Location 4 Layout 4 Equipment 4 Materials 4 Special Actions before the start of each session 5 Course Design 5 Introduction 5 Assessment – Observation 6 Conclusion 7 Session Plan 7 Bibliography 13 Writing Legibly Trainer’s Information Location Access to a power supply Washroom facilities Acceptable ventilation and lighting Room must be spacious for accommodation of trainer, learners, materials, and equipment (Yan 2009) Layout U shape tables – 2 settings at the back and 3 on each side. This arrangement of the room is suitable for a training session using visual aids since the trainer has the ability of interacting with learners effectively (Zych 2011). U shape trainer’s table at the front Data projector table Equipment Tables Brush and dustpan Data projector Laptop Screen Trainer’s glassware Materials Handouts with information on: Introduction to activities Course outline and objectives Requirement for assessment Foolscaps Pens Post it notes PowerPoint presentation Special Actions before the start of each session 12 participants’ maximum per session – to enable the creation of a learning culture where learners and trainers interact effectively and management of the session occurs effectively (Makulowich 2006). Trainees to be advised to dress officially (this aids in attainment of equal treatment of all trainees and improve their concentration levels during the training sessions) (Cojanu et al. 2010). Have available resources, materials, and equipments (this ensures that the training session is not technically interrupted). Course Design The key focus group for this course is individuals who have graduated from higher learning institutions and want to join reputable organizations, but they have a limitation of writing legibly. As such, the trainer has to: Explain the significance and application of this session broadly; Breakdown the training information into manageable sections; Set a conducive environment for interaction and learning; Show a systematic way of acquiring the skill; and Demonstrate how suitable the application of this skill is in an organization. Introduction The introduction is essential for this session since; Welcomes trainees and orients them(Myrsiades 2001); Shows the significance of writing legibly to an individual and an organization; Identifies and explains the objectives of the session(Zurick 2007); Outlines the various requirements for the session; Illustrates the assessment for the session; (Norman 2007) and Motivates learners to engage in the learning process of the skill (Zakariasen et al. 2008). This will involve illustrating to learners the significance of this skill and how they would apply the skill effectively. A sample introduction for the trainees would appear as; People are constantly involved in formal writing. This could be application letters, writing memos, writing notices, writing personal diaries, writing reports, writing curriculum vitae, and assessing performance among others. As such, the appearance of each of these writings acts as a representation of the ideas of the author, as well as the organization ability of the author. This shows that having the ability to write legibly enables one to be able to have sharp representation (Myrsiades 2001). Moreover, legible writing ensures that people can read what one has written. Consequently, instances of conflict and misinterpretation of information rarely do occur when one uses legible writing. Legible writing also attracts readers and motivates them to focus on the main content of such writing (Fleming, and Raptis 2006). Therefore, why would one not adopt legible writing if at all one is ready for seeking audience from second and third parties? Assessment – Observation With respect to the main and enabling objectives, trainees will have to demonstrate they are able to comprehend what writing legibly is, as well as the significance of the skill write legibly. Trainees will be observed on the ability to acquire the skill by the assessor based on how well they carry out the task of writing and conducting discussions on the same. Australian National Training Authority principles of assessment will be used. These include: Ensuring that trainees are provided with adequate information prior to the start of the session with regard to training process, purpose, and context; Focus on skill and knowledge so that the skill is learnt effectively; Assessor should have an access to sufficient evidence for making judgement with regard to competency levels; Ensuring that trainees get a feedback based on the assessment outcomes; Making sure that there is an element of flexibility, fairness, reliability, and validity in the assessment process; and Making sure that the assessor has the required expertise level in the skill (Noel 2006). Conclusion The prepared session plan will lead to accomplishment of the practical skill of writing legibly based on the objectives for the session and suitable environment for conducting this session. The assessment for the session provides room for each learner to access individual competency level for the acquired skill in an equitable, fair, and valid manner. Session Plan Program Title Writing Session Title Writing Legibly Total Time 60 Minutes Objective Main To understand what writing legibly is. Enabling To define and comprehend the necessity of the skill write legibly To develop competency levels of improving the skill write legibly Visual Aids Laptop Screen Data Projector Screen Significant Actions Before Session 12 participants maximum per session Trainees to be advised to dress officially Have the required resources, materials, and equipments Have the room already set in U-shape Time (in minutes) Modus Operandi Main Points Details 0-5 PPT –Welcome PPT - Objectives Welcome and Orientation Preview 60 minutes session Objectives of training Course structure, duration, and assessment 5-10 Generate discussion and questioning Icebreaker Request trainees to introduce each to next persons and find out why their neighbours have attended the session Trainees to report findings of the questions Ask trainees if they being involved in the process of writing, what was the experience, is writing skill important? 10-20 Brainstorming with questions Handout Generate thoughts, Check understanding To be used {show/show and tell} Could know Checking the understanding by using questions Checking on titles and pictures Legibility of writing Ability to write 20-30 PPT Handout Questioning Topic 1 Define the skill write legibly and discuss the importance (to be used show/show and tell) Check understanding Introduce learners to skill write legibly and engage them on a discussion on the importance of the skill Referring to handout and PPT titles Checking the understanding by using questions 30-40 Foolscaps and pen Guided Activity 1 Check practice of writing and understanding of skill Checking skill understanding Trainees to write 5 reasons of setting goals Students to exchange their responses and report What is different between two sets of responses? Individual opinions on responses? Do the responses embrace the skill of write legibly? 40-45 PPT Handout Questioning Topic 2 How to write legibly Check individual needs and concern PPT on what should be done in order to write legibly Discussion of what could be the limitations and benefits of writing legibly Understanding individual needs and concerns of trainees 45-53 PPT Foolscaps Pens Self-Managed Activity 2 (practice) Trainees to write a short paragraph from PPT on foolscaps Trainer to move around checking how trainees are doing and offer assistance of need be Enquire if trainees they would like to practice more on skill 53-58 Question and generate discussion Regroup and lead to conclusion Ask trainees if they are able to improve their write legibly skill Ask trainees of their perception on the session Commend all the trainees for being actively involved in the activity 58-60 PPY – Objectives Conclusion Make a conclusion for the session Review the overall session Review session objectives Invite questions from trainees to check whether they comprehend the activity Thank and commend trainees for being participants in the activity 60 Assessment Time to be arranged Bibliography Cojanu, K., Gibson, C. and Pettine, S., 2010. “Reality-based learning: how to nurture reality stars from classroom to workforce.” Journal of Instructional Pedagogies, 3, pp. 1-14. Fleming, T. and Raptis, H., 2006. “Reframing education: how to create effective schools.” Commentary - C.D.Howe Institute, (188), pp. 1-24. Myrsiades, L., 2001. “Looking to lead: A case in designing executive education from the inside.” The Journal of Management Development, 20 (9), pp. 795-812. Makulowich, J.S., 2006. “Tips on how to teach the Internet.” Online, 18 (6), pp. 27-27. Noel, D.R., 2006. Cohesive strategies for group leadership: The relationship of cohesion to stages of group development, Regent University. Norman, W., 2007. “Put an Ethicist on the Team! A Promising but Neglected "Third Way" to Teach Ethics in a Business School.” Journal of Business Ethics Education, 1(2), pp. 257-273. Yan, H., 2009. “Teacher training in China and a practical model: e-Training Community (eTC)”. Campus - Wide Information Systems, 26 (2), pp. 114-121. Zakariasen, K., Kristin, Z.V. and Karegyeya, G., 2008. “Developing a public health leadership graduate program responsive to a global perspective”. Leadership in Health Services, 21 (4), pp. 267-277. Zurick, A.M., 2007. E-business planning and decision-making processes: A qualitative study of strategy, Capella University. Zych, J.M., 2011. “Integrated Course Design: Developing a System to Facilitate Team Formation and Group Projects.” Journal of American Academy of Business, Cambridge, 16 (2), pp. 102-107. Read More

 

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