Mr Goel,
You are right. The presence of the team leader makes a huge difference to engaged learning.
Here's a min-case study of four 2-day games that we played for a SME in Nov 2011- July 2012.
In the first game, the CEO introduced us, and the post-feedback feedback score was 4.32 / 5.00.
In the second game, he could not come but sent us a video of his message. The post-feedback feedback score fell to 4.26 / 5.00.
In the third game, he introduced us, and sat through, patiently, the self-appraisal and de-briefing sessions. The post-feedback feedback score shot up to to 4.72 / 5.00.
From: Virendra Goel <goel.virendra@gmail.com>
To: join_mtc@googlegroups.com
Sent: Thursday, May 30, 2013 10:33 AM
Subject: RE: [MTC Global] Teaching as a profession
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You are right. The presence of the team leader makes a huge difference to engaged learning.
Here's a min-case study of four 2-day games that we played for a SME in Nov 2011- July 2012.
In the first game, the CEO introduced us, and the post-feedback feedback score was 4.32 / 5.00.
In the second game, he could not come but sent us a video of his message. The post-feedback feedback score fell to 4.26 / 5.00.
In the third game, he introduced us, and sat through, patiently, the self-appraisal and de-briefing sessions. The post-feedback feedback score shot up to to 4.72 / 5.00.
In the last game, he could not come as he was travelling abroad. No video. The post-feedback feedback score fell again to 4.12 / 5.00.
Best wishes.
--------------------------------------------------------
The great aim of education is not knowledge but action. ~ Herbert Spencer
Dr Vinod Dumblekar
MANTIS
Management Simulation Games
design | development | delivery
Ph : +91.9818631280
From: Virendra Goel <goel.virendra@gmail.com>
To: join_mtc@googlegroups.com
Sent: Thursday, May 30, 2013 10:33 AM
Subject: RE: [MTC Global] Teaching as a profession
Thank you Dr. Dumblekar for adding to the thought process. On second thoughts I feel that if the leader of the team who might have not participated in the training program (full time presence of the team leader will enhance the effectiveness of the program) is roped in for drawing the action plan and then revisiting, benefits of any training program can be derived. Another idea that I would like to throw for comments of the learned members that instead of calling these sessions as training programs, we can call them brain storming sessions so that it becomes a two way process instead of trainer as giver and trainee as receiver in a training program.
Regards
Virendra Goel
From: join_mtc@googlegroups.com [mailto:join_mtc@googlegroups.com] On Behalf Of Dr Vinod Dumblekar
Sent: Thursday, May 30, 2013 9:12 AM
To: join_mtc@googlegroups.com
Subject: Re: [MTC Global] Teaching as a profession
Sent: Thursday, May 30, 2013 9:12 AM
To: join_mtc@googlegroups.com
Subject: Re: [MTC Global] Teaching as a profession
# 6.
Feedback is collected from the learners but not shared with the trainers.
Sometimes, feedback is also collected about the hall ambience and food.
#7.
Feedback and recommendations are NOT collected from the trainer about the trainees, or the facilities.
Are we waiting for a Porter or a late CK Prahlad or HBS to write a book on the subject???
My afterthought (may be # 8):
The trainer is deliberately kept away from the learners after the training is over.
He has no way to know how his trainees used the experience. He cannot facilitate their learning (in terms of learning content) at their work place.
Feedback is collected from the learners but not shared with the trainers.
Sometimes, feedback is also collected about the hall ambience and food.
#7.
Feedback and recommendations are NOT collected from the trainer about the trainees, or the facilities.
Are we waiting for a Porter or a late CK Prahlad or HBS to write a book on the subject???
My afterthought (may be # 8):
The trainer is deliberately kept away from the learners after the training is over.
He has no way to know how his trainees used the experience. He cannot facilitate their learning (in terms of learning content) at their work place.
Best wishes.
--------------------------------------------------------
The great aim of education is not knowledge but action. ~ Herbert Spencer
Dr Vinod Dumblekar
MANTIS
Management Simulation Games
design | development | delivery
Ph : +91.9818631280
From: Virendra Goel <goel.virendra@gmail.com>
To: join_mtc@googlegroups.com
Sent: Thursday, May 30, 2013 8:34 AM
Subject: RE: [MTC Global] Teaching as a profession
To: join_mtc@googlegroups.com
Sent: Thursday, May 30, 2013 8:34 AM
Subject: RE: [MTC Global] Teaching as a profession
I have made following observations on training programs both in corporate sector and educational institutes both at school and higher level:
1. Normally employees are directed to attend the training program. Unless trainees themselves identify their training needs and request for a training program, they participate in such programs as a time out activity.
2. Training programs are conducted for junior or middle level management without proper understanding of the learning at the top level hence when trainees go back to their work and try to implement the ideas , they do not get proper support from their seniors, hence all training effort is wasted.
3. Normally training programs are designed to improve the productivity at the work place – this is incomplete focus. Unless a program also adds value to the life of individual in one or the other form, trainee does not connect to the program.
4. A Training Program cannot be an OTC product. Unless trainer understands the profile of the trainees (concerned institute has to play an important role in making the profile) and identifies the specific area of the training program where emphasis is to be laid, trainees get bored and they develop kind of contempt towards program.
5. Maximum retention time of learning from training program is 6 months if not brought into action. The wearing off process starts within 24 hours of the completion of the program. Hence there should be an action plan at the end of the program and there should be a revisiting program every 3 or 6 months to enjoy the benefit of the program.
Regards
Virendra Goel
From: join_mtc@googlegroups.com [mailto:join_mtc@googlegroups.com] On Behalf Of Richard Hay
Sent: Wednesday, May 29, 2013 6:22 PM
To: join_mtc@googlegroups.com
Subject: Re: [MTC Global] Teaching as a profession
Sent: Wednesday, May 29, 2013 6:22 PM
To: join_mtc@googlegroups.com
Subject: Re: [MTC Global] Teaching as a profession
This is one key area where MTC Global can make use of a think tank involving those educators who are basically interested in contributing the right inputs. This is the area, I reckon could transform 'our' mindset and provide ample opportunities mostly to our younger faculties to thrive and flourish.
I am interested to find the impact of the Staff Training Institutes on those who would have undergone the training programs. If you come across any worthwhile studies on it, please pass the data to us so that we would be able to obtain a feedback on the effectiveness of such training programs and, then come out with better training programs with the intention to professionalize the teaching profession.
This is only one area to be observed, and there are other areas to be studied in this regard.
Prof Richard Hay
On Wed, May 29, 2013 at 2:11 PM, Ramesh Vemuganti <vemugantiramesh@gmail.com> wrote:
Teaching school children is totally different from teaching teenagers & adults , in age group 14 to 21.
An excellent grip of teaching padagogies, methodologies, ground breaking research, tons of theoritical knowledge is not adequate --
to make a good faculty.
Art of teaching is is a long journey, a yearning, continued learning & a quest for excellence.
It cannot be taught or learnt in a limited time frame like lathe machine operations or PCB soldering or PERT/ CPM or Java.
To become a professional teacher, understand the profession of management from various dimensions - historical, conceptual, intellectual, societal, sectoral, industry perspective, pitfalls, contemporary management practices, what works, what does not,
where to use the knowledge, & the likes.
A regular engagement with industry managers, entrepreneurs, senior consultants, award winners, inviting the right persons for giving talks, attending FDP"s, seminars, guest lectures & training programs & be on that job .
Yes, its a long way & the road itself will design the map
Scaling up the ladder is a burning desire which comes from within. It needs a 360 degree blossoming. That is required for the faculty.
regards
Ramesh Vemuganti
An excellent grip of teaching padagogies, methodologies, ground breaking research, tons of theoritical knowledge is not adequate --
to make a good faculty.
Art of teaching is is a long journey, a yearning, continued learning & a quest for excellence.
It cannot be taught or learnt in a limited time frame like lathe machine operations or PCB soldering or PERT/ CPM or Java.
To become a professional teacher, understand the profession of management from various dimensions - historical, conceptual, intellectual, societal, sectoral, industry perspective, pitfalls, contemporary management practices, what works, what does not,
where to use the knowledge, & the likes.
A regular engagement with industry managers, entrepreneurs, senior consultants, award winners, inviting the right persons for giving talks, attending FDP"s, seminars, guest lectures & training programs & be on that job .
Yes, its a long way & the road itself will design the map
Scaling up the ladder is a burning desire which comes from within. It needs a 360 degree blossoming. That is required for the faculty.
regards
Ramesh Vemuganti
On Sun, May 26, 2013 at 7:28 AM, Rani Verma <rani.rmpv@gmail.com> wrote:
Teaching qualifications like DEd,BEd etc are meant for School Education.
At higher Education when teachers / professors learn education, teaching pedagogies, art of Teaching and managing students etc
In absence of this what is their road map to become professional teacher. Isolated examples of good teachers with educational qualifications can not make all teachers of higher education professional.
Regards
Rani Verma
Educationist, Corporate Trainer , Consultant & Yoga Guru
On Fri, May 24, 2013 at 5:44 PM, ekambar kodali <ekambarkodali@gmail.com> wrote:
Sir/Ma'm s
Some time ago I saw some postings in this forum about Teaching as a profession. Also I have see one more posting on Ph. D.
I would like put forward one question .
Why should Teaching be Considered as a Profession by itself,
of course it is the prevailing situation today in India,
because as it is prevailing condition,
Candidates with out Practical Experience would become Teachers,
because of which the transition would be on only THEORETICAL IMAGINARY knowledge but not the Practical Experience?
This is with all due respect to every one of you, because I strongly believe that each and every Teacher should not consider Teaching as a Full time job and must stay away from teaching job and Look for alternative Full Time Jobs those are in the world.
I strongly believe that this would change India from the Second day of this change, which I believe I could see you notice that.
--
Ekambar Kodali
Pg. Mgr/Sr. Con/Arch
Worlds No. 1 IT Company
9966208523
Ekambar Kodali
Pg. Mgr/Sr. Con/Arch
Worlds No. 1 IT Company
9966208523
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