Andragogy by Lanny Burnham

 

Lanny Burnham EDAC 634 Assignment 2

Project Name: Reading Dial Calipers

Goal: To teach 101 students how to properly utilize dial calipers

Objectives: Once the training is complete, students will know:

1 - Proper uses for dial calipers.

2 - How to properly hold a dial caliper.

3 - How to read the graduations on a dial caliper, also referred to as taking a measurement.

Rationales: This training will be utilizing Knowles' adult learning principles as a basis for the instruction.

1 - Relevancy oriented - Students want to know how and when they will be using the material being taught to them. Students are here because they want to pursue a career in some sort of manufacturing field, whether it be engineering, machining, or quality to name a few. properly utilizing this tool will be paramount to their future in this field of work. 

2 - Practical - Students learn when everything being taught and practiced can be tied to real-world situations and practical uses. This type of hand tool is the most commonly accepted form of measurement throughout the manufacturing community.  It is the "go-to" device for quick and accurate measurements.

3 - Respect - Adults prefer to be respected and it is a powerful tool. The material being conveyed to an adult learner is more likely to be absorbed if the student feels respected and that their ideas, thoughts, and feelings are heard and considered.   

Design: 

 - Students will be introduced to the dial caliper tool and learn it various components and functions.

 - A presentation of how to use and read the tool will be presented. Throughout the presentation students will asked to share experiences with uses from past experiences.

 - Various physical manufactured parts will be on hand and shared among the students for practical measuring exercises. 

 - Once comfortable with handling, measuring, and reading the calipers, an assessment will take place utilizing a separate set of parts for the students to measure and record their results. Immediately upon completion, this assessment will be reviewed as class together and any discrepancies will be discussed.

References: 

Merriam, S.B., & Baumgartner, L. (2020). Learning in adulthood (4th ed). San Francisco: Jossey-Bass.

Watson, Bruce D. (2015, May 5). Adult learning theory and the six principles of adult learning.                            Improving Vocational Education and Training.                                                                                            https://brucedwatson.wordpress.com/2015/05/05/adult-learning-theory-and-the-six-principles-               of-adult-learning/

Andragogy by RIOS, EDAC634: Assignment 2

Josephine Rios

 Improving the Customer Experience in a Brewery Taproom 

Goal: Learn the steps necessary to create a positive atmosphere for your brewery taproom customers.  

 

Objectives: 

1.     Use previous experience to determine the importance of customer service in the taproom.

2.     Identify strengths and weaknesses of personal skills to learn key interaction points. 

3.     Lean to implement a four-step customer interaction process called “HOPS Up” to create a great atmosphere for customers in a brewery taproom. 

 

Rationales: 

         This training program is based on andragogical assumptions, as described by Malcolm Knowles (1968). It draws upon three main assumptions of learning: self-concept, prior experience, and the trainee’s motivation and readiness to learn. 

1.     Self-Concept: Knowles stressed the importance of the learning environment. It must be a place where adults feel safe to learn, are supported, and are respected (Merriam & Baumgartner 2020).  Adults are responsible for their own learning. Therefore, to create a successful training program, they must feel comfortable and eager to learn for their own benefit. Adults in this program will initially diagnose their own needs to strengthen the need to learn the four-step “HOPS Up” process. 

2.     Prior experience: It is common knowledge that most adults have a greater knowledge base than children. Knowles believes that this prior experience can be a learning resource (Merriam & Baumgartner 2020). Trainees will reflect upon their own prior customer service experiences to identify strengths and weaknesses in their current implementation system. The new “HOPS Up” program will build off this prior experience. Using their own strengths and weaknesses will help them identify what creates a positive experience, and what “HOPS Up” can improve. 

3.     Motivation and Readiness: Andragogy reflects the importance of intrinsic motivation- how will the participants benefit from this training?  It is assumed the trainees are willingly completing this training to improve their customer service skills and improve the business at hand. A better customer service experience will lead to increased business and increased financial gain for employees. 

 

Design: 

         

         This training program will teach the “HOPS Up” method of creating a highly satisfactory customer experience in a brewery taproom. “HOPS Up” describes four-step customer interaction process that participants will implement in their own taprooms. They will use reflections on their own customer service experiences and self-evaluations to implement the steps of “HOPS Up” in their daily operations. 

Objective and Activities	Andragogical Assumptions and Takeaways
Module 1: The importance of the customer experience  o  Split the participants into even groups of 3-4. Instruct the groups to reflect on their own service experiences as a customer by discussing the following questions: (1) How would you define customer service? (2) What makes you return to an establishment? (3) How could an establishment improve your experience? (4) What do you enjoy about your experiences at other establishments? (5) How does customer service impact business?  o   Instruct the groups to discuss specific positive interactions they have had with their own customers. What were the outcomes of these experiences?	Module 1 focuses on the previous experience of the participants as a customer. In later modules, participants will use these previous experiences to mold their own customer service practices and attitudes.    Module 1 also aims to enhance intrinsic motivation. Great customer service increases business, which in turn increases the participant’s financial gain.   Lastly, Module 1 focuses on the grouping of learners, which can enhance learning according to Andragogy.
Module 2: My own customer service skills  o   Individually, participants will reflect on their own skills as an employee by completing a “self-evaluation” found at the end of this packet. o   Based on your ratings, list 3 strengths and 3 weaknesses you possess when it comes to giving great customer service.	Module 2 also focuses on the previous experience of the participants, this time as an employee. Participants will use their own strengths and weaknesses to encourage the implementation of the “HOPS Up” program.    Reflecting on the participant’s personal skills can create intrinsic motivation to learn new skills and better pre-existing skills.
Module 3: Introducing “HOPS Up” (teaching component) o   Introduce “HOPS Up” by passing out “HOPS Up” information sheet found at the end of this packet. Offer an explanation of each step.  o   Activity: Following the descriptions of all four steps, create pairs of participants. One person in the pair will act as the customer, the other as the bartender. Spend about 10 minutes interacting as these roles, and then switch places. The participants should learn to follow these four steps, and practice open ended conversations once they reach step number four: small talk and storytelling.  o   Provide a copy of the “HOPS Up” poster to post in the establishment at hand, which is found at the end of this packet.	Module 3 focuses on the implementation of the four-step process. This module focuses on the learner’s need to know and the self-direction of the learner. Each participant should thoroughly take in this information, and practice applying it to their real-life circumstances as a bartender interacting with a customer.    This activity builds confidence when interacting with a customer and covers all key interaction points from group discussions. The customer now knows how to create a great atmosphere for their customers and is ready to reap the rewards of this knowledge.

Employee Evaluation Template

"HOPS Up" Model 

·      H: Hello and Greeting

o  A proper greeting makes the customer feel immediately welcome and creates an immediate sense of enjoyment.

 

·      O: Offer Explanation + Samples

o  It is important to make the customer feel comfortable and not rushed. Help each customer by describing different types of beer, offering samples of those the customer may enjoy, and offering alternatives. It is important the customer finds something they enjoy, and that they do not settle.

 

·      P: Pour Beers Properly 

o  Customers must feel confident in your skills as an employee. Make sure to follow all sanitization procedures, pouring procedures, and delivery procedures. The glass should be clean, with enough room at the top of the glass to prevent spilling, with an acceptable amount of foam.

 

·      S: Small Talk + Storytelling

o  Your job does not end once you pour the customer’s drink. You must continue to create a joyous environment by interacting with the customers throughout their time at your establishment. Offer information of upcoming events, engage in the conversation, and actively listen to what the customer is saying.

 

 Poster 

Andragogy by Trask, Walker & Wiebe

 

Project 1, Week 2: EDAC 634, Fall 2023

Teaching Adults to Teach a Dog to Sit

 

Tanner Trask: Design and 2 external sources

Ian Walker: Goal and Learning Objectives utilizing examples and templates

Eric Wiebe: Rationale and 2 external sources

 

All 3 Participants, 2 Zoom Calls to discuss, plan and execute project one for submission on both Canvas and Blog.

 

Goal:

Teach adults how to teach a dog how to sit

 

Learning objectives: Upon Completion participants will have learned the following

● Importance of dog obedience

● Different styles of obedience training

● Finding what motivates a dog

● Steps to achieve obedience

 

Rationale: 

We will focus on three of the four primary assumptions of Agrology to reach our goal and objectives tied to teaching an adult to teach a dog how to sit.  Below please find the central ideas of andragogy as it relates to our design/project:

 

Self-Concept:  Capitalize on the “autonomous, independent, and self-reliant” (Chang, Andragogy in the Virtual World 2014) nature of the self-directed learner and help them achieve their goal.  Learners can self-select the most effective strategy from video demonstrations to take advantage of easily available resources on-line.  

https://youtu.be/AxK8S-u-KEY

 

Prior Experience:  As andragogy assumes that adults value discussions and active interaction that supports and connects with prior experience, we will ensure that participants share their prior experiences, good or bad, with dogs or dog training. 

 

Orientation to Learning:  An immediate problem-solving learning approach, our program design provides implicit instructions through the completion of tasks that provide an opportunity for learners to demonstrate competency against our goals and objectives. 

Teach Your Dog to Sit: Help Your Dog Learn This Important Skill (akc.org)

https://www.akc.org/expert-advice/training/how-to-teach-your-dog-to-sit/

 

 

Design:

·       Self-Concept: Start with the understanding that the learning for both the dog handler (adult learner) and the dog is going to be done by the handler. Because the handler is autonomous, they will have chosen the instructor and class setting that feels best for them. The educator’s role is to “facilitate a students’ movement toward more self-directed and responsible learning…” (Watson, Adult learning theory and the six principles of Adult Learning 2015).

o   The handlers should have discussed the goals, grade/assessment criteria, timeline and meeting times with the dog trainer to best accomplish the needs of the handler and dog, while also allowing autonomy to have a schedule outside of dog training.

·       Prior Experience: Understand that the educational setting must “Allows experts and novices to have dialogues in the same space…” and that “practitioners should share their experience to help learners better understand the practical applications…” (Chang, Andragogy in the Virtual World 2014)

o   This expands further as Adults “like to be given opportunity to use their existing foundation of knowledge and experience gained from life experience, and apply it to their new learning experiences…” (Watson, Adult learning theory and the six principles of Adult Learning 2015)

o   Specific to this setting, adults may have had a prior dog training experience and would like to both learn from the new educator on tactics and theories, while implementing some of the prior learned verbiage or theory to create their own unique learning experience.

·       Orientation to Learning: The adult learner should engage in their learning in the manner that is understandable to themselves as learners. According to “Self-Directed Learning: A Four-Step Process,” there are three questions the learner should reflect upon, while also understanding their approach to study (Self-directed learning: A four-step process 2023).

o   In our scenario, the handler should reflect on what they need from the dog training education, who did they learn/favor learning from and why, and what did that educator do that was different from prior/other educators?

o   Our handler should also reflect on which method of study best applies to them.

§  Deep approach, allowing the handler to apply the education to new scenarios (i.e. new strategies on prior trained dogs, or training techniques on a different new dog).

§  Surface approach, where the education from the dog trainer is replicated/regurgitated and just enough practice is done to get by.

§  Strategic approach, where the goal is the best outcome, not the process of getting there and the learning to do so. 

References:

Academy, U. C. (2022, May 19). Teach any dog to sit perfectly with this trick! #shorts. YouTube. https://youtu.be/AxK8S-u-KEY

Chang, B. (2014). Andragogy in the Virtual World. Bo Chang, Ball State University, Department of Educational Studies.

Gibeault, S. (2021, February 3). How to teach your dog to sit - american kennel club. American Kennel Club. https://www.akc.org/expert-advice/training/how-to-teach-your-dog-to-sit/

Self-directed learning: A four-step process. Centre for Teaching Excellence. (2023, August 21). https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/self-directed-learning-four-step-process

Watson, B. D. (2015, May 5). Adult learning theory and the six principles of Adult Learning. Improving Vocational Education and Training. https://brucedwatson.wordpress.com/2015/05/05/adult-learning-theory-and-the-six-principles-of-adult-learning/

Self-directed learning by Simon Khan & Angela Johnson Week 2 Project

 SKhan, AJohnson Week 2 Project EDAC 634 

Names: Simon Khan and Angela Johnson 

Simon’s Roles: All training module content, formatting the modules, project and module goals, and learning objectives. 

Angela’s Roles: Rationale definition and connection to module content, creation of activities within the modules, and putting project components together. 

Project Title: Active Shooter Prevention 

 

Goal: The goal of this training course is to provide the participant with critical information to make more swift and more informed decisions to reduce the occurrence of an active-shooter situation. 

Learning Objectives 

Across the five modules in this course, there are three learning objectives.  While each module has its own objectives, the course objectives are as follows: 

• Recognize indicators associated with potential active shooters 

• Identify appropriate opportunities for intervention 

• Foster a connected and supportive work environment 

 

 

Rationales 

Self-Directed Learning will be used to design this training. The main ideas of self-directed learning that were used are: 

1. Assess Readiness to Learn: Participants will self-evaluate their current situation and how it applies to this course. They will identify what they already know and determine what they want to know, based on their current needs and abilities. 

2. Engage in the Learning Process: Engagement in the course is entirely up to the participant and their desire to learn and interact with the content of the course. They can determine if they want to engage with a deep, surface, or strategic approach.  

3. Evaluate Learning: Evaluating their own learning allows participants to reflect on what they knew prior to taking the course, what they learned, and what they plan to do moving forward.  

 

Design 

Modules	Content	Activity	Rationale
Module 1  Introduction	Participants will learn what an active shooter is and the weapons they may use.	To begin, participants will fill out a knowledge check survey to establish:  -What they currently know about the topic.  - What they want to know about the topic.	By individually establishing what a learner knows and wants to know, they can identify what they need from this course.
	Participants will gain a better understanding of the types of violence and how these types affect the actions that need to be taken.
Module 2  Recognizing Indicators	Participants will gain insight into indicators of someone who is on the pathway to violence.	They will participate in small group activities that allow them to observe some of the behaviors and assess how they would handle them, within their group.	The level of engagement that the participant puts into the visual and auditory information as well as their group participation is entirely up to the individual and their learning needs.
	In this module they will:  - Identify and recognize potential concerning behaviors.  - Identify appropriate actions to take.  - Identify pre-attack indicators.  - Understand the role stressors play.
Module 3  Interventions Summary	Participants will be able to identify empathy and compassion techniques that can lessen escalation and identify situations where professional help is needed.	Participants will work together to assess common trends of escalation and determine what empathy and compassion techniques could be used to best fit a given situation.	As participants engage in the learning process, they will apply their knowledge to new situations.
Module 4  Fostering a Supportive Work Environment	Participants will be able to identify traits of a supportive work environment and recognize the characteristics and types of conflict.	In this module, participants will be exposed to verbal demonstrations as well as visual tools such as PowerPoint and handouts.	This section will be applicable to each participant in a different manner. Their workplace environments will be unique, and they will be able to tailor this information to their individual setting.
Module 5  Conclusion	Participants will recap all information provided in modules 1-4 of this course. They will identify their ability and comfort level with the information presented.	Participants will complete a self-reflection that demonstrates what they learned. They will compare what they knew prior to this course, what they wanted to know, and what they learned.	For participants to be successful they will engage in self-reflection. This will allow them to consider what they learned, and can they adapt or apply the knowledge.

 

 

References 

FEMA. (2022, December 14). IS-905: Responding to an active shooter: You can make A difference. Federal Emergency Management Agency | Emergency Management Institute. https://training.fema.gov/is/courseoverview.aspx?code=IS-905&lang=en 

 

University of Waterloo. (2023, August 21). Self-directed learning: A four-step process. Centre for Teaching Excellence, University of Waterloo. https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/self-directed-learning-four-step-process