Teacher Training

Executive summary

The above project has been devised for the purpose of conducting a teacher training session.
In this project, need assessment has been done with the help of a research. It was conducted
by asking questions from Head of department of different universities of management
sciences. In their opinion, what are the areas in which the instructors of their universities can
be provided training? From the list that has been provided by the instructors, the issue that
has been selected is “use of experiential learning techniques in everyday lectures of
instructors. For this purpose, objectives have been devised and a full plan covering factors
such as time, number of days, location, schedule and material covered have been identified.
In totality, it would be 4 days training. First day is for all the 90 participants then 1 day for a
group of 30 instructors. Grouping has been done on basis of finance, HR and marketing. For
the purpose of training 2 instructors and 3 Subject matter experts would be required one for
each group. Consultants (group members) have also identified the combination of techniques
that would be used for the purpose of conducting the training session that is combination of
class room lecture and experiential learning. Not only these factors have been identified but
the consultants (group members) have also devised a method for the purpose of evaluating
the overall success of the intervention. The method used would be a pre test post test and
level one and two of Donald Kirkpatrick model. At the end of the project, the consultants
have identified the learning experiences, suggestions and concluding thoughts. Throughout
the project diagrams and illustrations have been used to make the project easy to understand.

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Teacher Training

CHAPTER 1
Introduction

One of the most important aspects of life of any individual is the schooling and college or
university that a person goes to. It has its roots on the upbringing that an individual receives
from his or her parents. This education and training of individuals serves as a foundation for
the life and quality of life that a person is going to spend. If the education that an individual
receives is not up to the standards and according to the requirements of the contemporary
situation then the life that an individual spends is full of dissatisfaction and low level of
motivation. On the other hand if a person is trained and receives education according to the
requirements of current standards then it serves as a basis of a good and a prosperous life.

For this process to be successful, one of the main factors is the person or instructor who
trains. Instructors are required to be well equipped so that they can fulfil the requirements of
global multinational corporations. Not only the equipments but also the skills and knowledge
level of instructors is something that requires continuous update. This can be obtained with
the help of refresher courses and workshops and advance training sessions. These sessions
should be arranged from time to time so that the instructors can stay current.

To fulfil similar sort of requirements, this research project has been written. Need assessment
in different universities was conducted to find out the areas in which the instructors can be
provided training in. From the factors that were identified, the most important factor that was
identified was the use of experiential learning techniques in the delivery of lectures. Building
on this research, the consultants have developed objectives which the consultants would try
to achieve and against which the performance of the instructors would be measured.

On the basis of this very research, questionnaires have been generated for the purpose of
collecting data and have been evaluated. The process was further advanced by developing a
technique and a complete schedule which can serve as a base for the purpose of conducting a
training process.

Throughout the process, diagrams and illustrations have been used for making the project
more understandable and easy.

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Teacher Training

Literature review

Training is important for any person who belongs to any field of life be that a student,
engineer, doctor or anyone else. One of the major fields that have been influenced by the
need of training and where requirements of training have been badly felt is teaching.
Trainings provide tools and abilities to instructors that enable them to have a better command
not only on their knowledge areas but also on the pupils that they address (Huskins, 2008).
Trainings not only equip instructors with the right skills, abilities and knowledge but also
provide them opportunities to earn better living for themselves and their dependents (Robert,
1978). Teacher training is not only a necessity but also a requirement of the present times
(Austin, 1988). There has been quite a debate as to what terms should be used for identifying
the process of teacher training, some people term it as educating teachers while other term it
as equipping them to keep up with the requirements of the changing times (Birman, 2001;
Kwong, 2001). Gone are those days when universities and organizations used to follow the
same curriculum over many years. Now, they have to keep up with the requirements of the
changing time (Huskins, 2008).

There has been a lot of debate over what type of trainings should be provided to the
instructors. One solution that has been devised is to attach the training process to two basic
factors

1. Curriculum for which the training is being provided

2. Trainee characteristics (Garet, 2001).

There also have been few discussions on the alterations that should be made to the training
techniques keeping the cultural changes in mind. The techniques prevalent in U.S might not
be suitable for an instructor teaching in Japan. As a result, the effect would ultimately
transfer to pupils obtaining education from the instructors (Donald, 1989). So in order for an
instructor to be affective, the cultural differences should be considered before hand and
should be incorporated in the training of the instructor (Austin, 1988).

Few researchers are of the concept that training that is provided to the instructors that have
just started their career as an instructor is different from the ones who have been in the field
for some time (Huskins, 2008).The young instructors might need more time in training and
support after training is given to them. On the other hand, the instructors who have been a
part of the field for some time might only need guidance (Wong, 1998). Some researchers

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disagree with the notion. They are of the view that instructors who have spent time using one
process of training become specialised and want to practise them as long as possible. If new
methods are introduced, then the instructors might not accept the change (Frederick, 2003).
On the other hand young instructors are more willing to accept new methods of teaching and
would be ready to take on the challenges of learning new methods of teaching which would
help them to be better equipped to teach and serve people (Birman, 2001; Kwong, 2001).
This not only helps them to fulfil the requirements of the present time but also helps to be a
suitable candidate for upward growth and mobility (Smith, 2004).

Instructors not only need training to be a better teacher rather there are so many other issues
over which they have to be trained (Garet, 2001). With the everyday that passes by, the role
that is being played by the instructors is diversifying. Now they not only act as instructors but
as a counsellor, coach and role model at the same time (Donald, 1989). For this they should
be trained to handle the emotional students and help them to cope with the trauma through
which they have to go through due to reasons such as parents’ separation, being influenced
by gangs or other personal and emotional issues (Smith, 2003).

The art of instructing has seen so many changes over the past few years (Donald, 1989).
From providing instructions with the help of white boards to using overhead multimedia and
case studies, researchers fail to term the process as evolution or a revolution (Smith, 2004).
Research has shown that pupils learn more when conventional lecture is accompanied with
helping tools such as case studies, scenarios and videos regarding different issues being faced
by the big shot firms (Birman, 2001; Kwong, 2001). This not only provides them with the
knowledge but also with an insight of what is happening in the corporate world.

The changing nature of instruction as a field has also taken its toll on personal lives of
instructors (Huskins, 2008). With the university time being as long as from 8 Am in the
morning to 10 at night, it has become more and more difficult for the instructors to maintain
balance between their personal lives and professional lives (Donald, 1989). Over the past few
years, needs have been identified in areas regarding developing equilibrium between personal
and professional lives of instructors (Smith, 2003). Because of increasing burden, now the
instructors have to put in more hours for preparation and providing lectures and this means
giving up more time from their personal lives. However the remuneration that is provided has
also increased with the increase of the hard work being put in by the instructors (Donald,
1989).

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Teacher Training

Teacher Training in Pakistan

There has not been much work done for the purpose of teaching the instructors in Pakistan on
governmental level. The only prominent step that was taken was the Development of Hec
during the Musharraf regime. HEC provides opportunities to people who were willing to go
abroad for studies so that they can groom themselves according to the changes in the
environment. Some work is being done for teaching the teachers working at school or college
level but no work is being done on the university level. In Pakistan, training the teacher is
considered more of the provincial responsibility then the governmental one. Teachers
working at the school and college level are taught under Government Colleges and
Elementary Education (CGETs) and PTC that is Primary teaching certificate. However no
substantial work has been done for the teaching of universities instructors.

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Teacher Training

CHAPTER 2

1
Need Assessment

The first step in the Human resource development process requires the need to be assessed
for which training would be arranged. In this phase the members were asked to conduct a
need assessment on person and task level. First up is the task analysis.

1. Task Analysis

For the purpose of conducting task analysis, first step taken was scheduling small meetings
with the HOD’s and higher level instructors having good amount of experience in the
management sciences department of different universities. During these meetings, the HOD’s
were asked one simple question

“Do instructors of your university require some sort of training and if yes then in what field”

In response to this question, the answers that were given by HOD’s and professors were
diverse. However, the four responses that were given by most of the HOD’s and professors
were

 Behaviour and self discipline training

 Use of extracurricular and co curricular activities along with formal instruction

 Use of more experiential learning techniques along with class room lectures

 Student counselling techniques

On the basis of the factors identified, a job inventory questionnaire was developed in which
3 questions were asked related to each factor and one question was used for identifying the
importance of factors from these. On the basis of the data collected, following observations
were made.

1
Source for steps followed for project : Werner & Desimone (2007) “Human Resource Development “

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 Teacher Training

Results of Questionnaire Filled by Students

Subject % Importance Effect on Instructors impact on

performance capability instructor
performance
Behaviour & discipline 26 % Medium Medium 12 Students

Extracurricular and co 24 % Low Low 13 Students

curricular
Experiential learning 42 % High High 21 Students
Student counselling 8% Low Low 4 Students

Interpretation

These observations identify that most of the students considered that of the factors that have
been identified by professors and HOD’s, the most important factor is experiential learning
and that the instructors should be provided training in this field.

After conducting this analysis the next step that was carried was the same questionnaire was
given to the instructors and they were asked to identify. The following results were identified
form the questionnaires that were filled by the instructors.

Results of Questionnaires Filled by Instructors

Subject % Importance Effect on Instructors Impact on

performance capability instructor
performance
Behaviour & discipline 18 % High Medium 9 Instructors

Extracurricular and co 8 % Low Low 4 Instructors

curricular
Experiential learning 52 % High Medium 26 Instructors
Student counselling 22 % Medium Low 11 Instructors

Interpretation

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The results that were received from the instructors were more or less same as compared to
the data that was obtained from the students. The highest rating was given to experiential
learning that is 52 % of instructors said that of the four factors identified, experiential
learning is most important one and therefore instructors should be given training in it.
However contrary to the students results the second highest rating was given to student
counselling. Upon questioning, the instructors said that students now are being affected by
extraneous factors more than ever before. Factors such as financial issues, work load, family
issues and others factors have influence on students which makes it necessary to be
instructors as well as counsellors.

2. Person Analysis

For this part it was identified by the instructor (Mr. Farooq Mughal) himself that the training
session is supposed to be arranged for the instructors working in different universities in
Rawalpindi and Islamabad. The data that was collected for the purpose of task analysis was
used in person analysis as well. The person analysis has two parts to it. These parts were

2.1 Summary Person Analysis

Keeping the format and teaching techniques that are followed in Pakistan; the overall
performance level of instructors is at a normal level. However when the performance of
instructors working in Pakistan is evaluated, there is a huge disparity between the level of
performance of instructors in and outside Pakistan. As a result, the level of knowledge that is
transferred on to the pupils is also different.

2.2 Diagnostic Person Analysis

The reason that has been identified and can be attributed to the disparity in the level of
performance between the instructors inside and outside Pakistan has two main parts to it.
First, the kind of knowledge and experience that instructors possess who have received their
degrees from institutions in Pakistan is based on the concept of bookish reading and
cramming and has no practical implementation. Secondly, there are no refresher courses for
the instructors as has been identified in the literature review. As a result they keep on
following the same techniques and are not able to perform up to international standards.
Another major reason for this disparity is the availability of resources. The instructors
working in Pakistan are not fully equipped and few even lack the basic resources required for
delivering lectures.

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The next step was to identify the process that has been used for the purpose of collecting
data.

3. Data

As it has been discussed above that the same questionnaire was used to collect data from
students as well as from instructors. The data that was collected from the two groups each
comprised of 50 participants. The result or data that was obtained from the two groups was as
following.

3.1 Instructors

The data will be presented in question wise format and on a scale of 150. The method for this
is that all the answers that were given by instructors, the number of those answers were added
and were placed on a continuum of 150.

Q No.1 In your opinion, what is the impact of instructor’s level of discipline and behaviour
on his or her performance?

0 _ _ _ _ _ _ _ _ _ _ _ 65 _ _ _ _ _ _ _ _ 110 _ _ _ _ _ _ _ 150

Q No. 2 In your opinion, what is the impact of instructor’s ability to conduct extracurricular
and co curricular activities on his or her performance?

0 _ _ _ _ _ _ _ _ _ _ _ 65 _ _ _ _ _ _ _ _ 110 _ _ _ _ _ _ _ 150

Q No. 3 In your opinion, what is the impact of using experiential learning techniques on
instructor’s performance?

0 _ _ _ _ _ _ _ _ _ _ _ 65 _ _ _ _ _ _ _ _ 110 _ _ _ _ _ _ _ 150

Q No. 4 In your opinion, what is the impact of counselling capabilities of instructor’s on his
or her performance?

0 _ _ _ _ _ _ _ _ _ _ _ 65 _ _ _ _ _ _ _ _ 110 _ _ _ _ _ _ _ 150

Q No. 5 In your opinion, what is the impact of instructor’s level of discipline and behaviour
on his or her capability?

0 _ _ _ _ _ _ _ _ _ _ _ 65 _ _ _ _ _ _ _ _ 110 _ _ _ _ _ _ _ 150

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Q No. 6 In your opinion, what is the impact of instructor’s ability to conduct extracurricular
and co curricular activities on his or her capability?

0 _ _ _ _ _ _ _ _ _ _ _ 65 _ _ _ _ _ _ _ _ 110 _ _ _ _ _ _ _ 150

Q No. 7 In your opinion, what is the impact of using experiential learning techniques on
instructor’s capability?

0 _ _ _ _ _ _ _ _ _ _ _ 65 _ _ _ _ _ _ _ _ 110 _ _ _ _ _ _ _ 150

Q No. 8 In your opinion, what is the impact of instructor’s ability to counsel students on
instructor’s capability?

0 _ _ _ _ _ _ _ _ _ _ _ 65 _ _ _ _ _ _ _ _ 110 _ _ _ _ _ _ _ 150

Q No. 9 In your opinion, which factor has more impact on the Instructors skills and
Capabilities?

Factor Number of instructors giving response in favour

Behaviour & discipline 9 instructors
Extracurricular and co curricular 4 instructors
Experiential learning 26 instructors
Student counselling 11 instructors

Q No. 10 In your opinion, in which of the following field should instructors be provided
training in?

Factor Number of instructors giving response in favour

Behaviour & discipline 18 %
Extracurricular and co curricular 8 %
Experiential learning 52 %
Student counselling 22 %

Q No. 11 Why do you think instructors should be provided training in this particular field?

The answer that was given by the instructors for this question was more or less the same. As
the majority of instructors identified that experiential learning is the field that the instructors
should be provided training in and it is because of the fact that students would be able to learn
more by experience and evaluating things then by simply reading books. They also said that it

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would also provide opportunity to the instructors to transfer knowledge on to students using
more than one mean than simply providing class room lectures. They also identified that it
would provide instructors opportunity to learn as well.

3.2 Students

Now the data that was collected by students is as following.

Q No. 1 In your opinion, what is the impact of instructor’s level of discipline and behaviour
on his or her performance?

0 _ _ _ _ _ _ _ _ _ _ _ 65 _ _ _ _ _ _ _ _ 110 _ _ _ _ _ _ _ 150

Q No. 2 In your opinion, what is the impact of instructor’s ability to conduct extracurricular
and co curricular activities on his or her performance?

0 _ _ _ _ _ _ _ _ _ _ _ 65 _ _ _ _ _ _ _ _ 110 _ _ _ _ _ _ _ 150

Q No. 3 In your opinion, what is the impact of using experiential learning techniques on
instructor’s performance?

0 _ _ _ _ _ _ _ _ _ _ _ 65 _ _ _ _ _ _ _ _ 110 _ _ _ _ _ _ _ 150

Q No. 4 In your opinion, what is the impact of counselling capabilities of instructor’s on his
or her performance?

0 _ _ _ _ _ _ _ _ _ _ _ 65 _ _ _ _ _ _ _ _ 110 _ _ _ _ _ _ _ 150

Q No. 5 In your opinion, what is the impact of instructor’s level of discipline and behaviour
on his or her capability?

0 _ _ _ _ _ _ _ _ _ _ _ 65 _ _ _ _ _ _ _ _ 110 _ _ _ _ _ _ _ 150

Q No. 6 In your opinion, what is the impact of instructor’s ability to conduct extracurricular
and co curricular activities on his or her capability?

0 _ _ _ _ _ _ _ _ _ _ _ 65 _ _ _ _ _ _ _ _ 110 _ _ _ _ _ _ _ 150

Q No. 7 In your opinion, what is the impact of using experiential learning techniques on
instructor’s capability?

0 _ _ _ _ _ _ _ _ _ _ _ 65 _ _ _ _ _ _ _ _ 110 _ _ _ _ _ _ _ 150

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Q No. 8 In your opinion, what is the impact of instructor’s ability to counsel students on
instructor’s capability?

0 _ _ _ _ _ _ _ _ _ _ _ 65 _ _ _ _ _ _ _ _ 110 _ _ _ _ _ _ _ 150

Q No. 9 In your opinion, which factor has more impact on the Instructors skills and
Capabilities?

Factor Number of instructors giving response in favour

Behaviour & discipline 12 Students
Extracurricular and co curricular 13 Students
Experiential learning 21 Students
Student counselling 4 Students

Q No. 10 In your opinion, in which of the following field should instructors be provided
training in?

Factor Number of instructors giving response in favour

Behaviour & discipline 26 %
Extracurricular and co curricular 24 %
Experiential learning 42 %
Student counselling 8%

Q No. 11 Why do you think instructors should be provided training in this particular field?

The answer that was provided by students in response to this question was that they are only
given bookish knowledge and never get an opportunity to implement or to see how big shot
firms are using these methods. For this purpose, they should also been given opportunities to
use such method which provides them opportunities to see the implementation of what is
being done internationally. Moreover the process of experiential learning would also help
them to build and develop the ability develop inter communication skills.

4. Methodology for Collecting Data

The methodology for collecting data can be divided in to three phases.

 In the first phase, meetings were arranged with the HOD’s and senior level professors
to identify the areas where trainings can be given to instructors.

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 In the second phase, a questionnaire was generated and was given to students to
identify that of the factors that have been identified by the instructors which is the most
important one.

 In the last phase of data collection, the same questionnaire was given to the instructors
to identify that what factor is important and should be given training in.

The data received from this process was then compiled.

Choice of Analysis

On the basis of the unanimous decision taken by the group members, the group decided to
use quantitative technique for the purpose of data evaluation. The reason for selecting this
technique was the ease with which quantitative data can be analyzed. Moreover it takes less
time and money to be analyzed.

The technique that has been used for the purpose of quantitative analysis is very simple yet
very effective. The sample size that was taken was 50 for instructors and 50 for students. A 3
point quantitative scale was used for the purpose of evaluation with points

1. Low 2. Medium 3. High

The results that were obtained from the questionnaire were added together and were seen on
a scale of 0 to 150 technique has been adopted from book

Source: Lussier, N. (2003) Human relations in organizations

 From 0 to 65 low

 From 66 to 110 medium

 From 110 to 150 high.

On the basis of this the evaluation of overall data was done.

CHAPTER 3

Design

In the next step of developing the training session for instructors, we are going to identify a
couple of things that are going to help us in carrying out the training session. The first thing

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that we need to identify and formulate in the design phase is the objectives that we need to
accomplish with the help of this training process.

1. Objectives

As it has been identified in the previous part that, we are going to provide trainings to
instructors so that they can use more experiential learning techniques in their teaching
process and techniques. The objective that we are going to identify is as following. Our
objective has been divided in to two parts.

 Provided the right tools and equipment, the instructors should be able to use
experiential learning techniques for the purpose of teaching pupils.

 Their capability to use experiential learning techniques would be identified by taking

written and demo tests of instructors regarding the knowledge they have gained”.

In order to have a better understanding of the objective, we have divided it in to 3 parts

1.1 Performance

Under this part, we have identified that our instructors should be able to use experiential
learning techniques for the purpose of teaching students.

1.2 Condition

The condition that we have identified is availability of right tools, material and equipments.
By these terms we mean that for the purpose of use experiential learning instructors need
laptops, case studies, cassettes, dvd’s etc. All these material should be made available to the
instructors.

1.3 Criteria

The level of performance of instructors would be evaluated with the help of written and
demo tests. Written test would help us to identify how much instructors have learned from
the material and training sessions. Demo tests and sessions would help us in identifying the
capability and ability of instructors to carry out the experiential learning sessions and using
these techniques with their students.

2. Make Versus Buy

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We have decided to use a contemporary technique for the purpose of providing training to
the instructors. We would form a team for the purpose of carrying out training sessions.
These teams would comprise of one subject matter expert (SME) from the university that we
are going to provide training to and two of our trainers. The SME would most probably be an
instructor would help us to identify the factors we would need to know regarding the
institutes and their instructors.

2
3. Lesson Plan

Lesson Plan
First Day Training
After the first session, the instructors would be spilt in to 3 groups each group comprising of
Program title: Training for adoption of experiential learning methods in day to day lectures
Time Activity
of instructors of universities across Islamabad and Rawalpindi
First Session
Objectives: Enable instructors to use experiential learning techniques for delivering lecture
provided the necessary tools and equipments
10 : 00 AM – In the first day all the 90 instructors would be provided class room lectures
Preparation
regarding the introduction of experiential learning techniques. Information
12
1. : 00 PM
Physical environment : 1 Room for 4 days
regarding the different experiential learning techniques would also be
2. Equipment and material : Laptop
provided. Instructors would be introduced to the basic learning techniques
Overhead projector
such as case study method, role playing, behavioural modelling, scenario
Mikes
building etc.
12: 00 PM – Material identified in the later parts
Break for refreshment
3.12 : 30 PM
Instructors: Two HRD professional from our group plus 3 Subject Matter Experts
from Second Session
Finance, marketing and HR departments of university.
4. : 30Trainees
12 PM :In90the
trainees firstsession
second day of the first day the instructors would continue from
02 : 00 PM
30 trainees
where they second
left offday
and would provide further instruction and knowledge
30 traineesthe
regarding third day
experiential methods that can be used by instructors for the
30 trainees
purpose fourth day
of training.
02 : 00 PM – During this time, the instructors would hold question and answer session
02 : 15 PM

02 : 15 PM – At the end of first day session, the instructors would take a quiz that would
02 : 30 PM
help them in identifying the degree to which the knowledge that was provided
regarding different experiential techniques would be evaluated.

2
Source : Nadler & Nadler (1994) Designing training program

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Teacher Training

 Human resource

 Marketing

The training from the second day would be carried out as follows.

Layout Plan for Second, Third and Fourth Day Training

Time Activity
First Session

10 : 00 AM – During the first session of the second day, third and fourth day, brief
11 : 00 AM information related to specific fields such as Finance, HR and Marketing and
how experiential learning is affected by these factors would be provided.
Moreover any questions in the mind of instructors would be answered. This is
where the SME would be useful for us.

11 : 00 AM – After the class room lectures are over, the next step would be to carry out
01 : 00 PM sessions using experiential learning techniques. Techniques such as case study,
role playing etc would be used.

01 : 00 PM Break for refreshments

01 : 30 PM
Second Session
01 : 30 PM – In the second session, the instructors would perform another experiential
02 : 30 PM learning activity.

4. Training Methods Selected

As it has been discussed in the previous section, we are using two techniques. First we are
going to provide class room lectures for providing the basic knowledge and then we are
going to use experiential learning for providing training.

5. Training Material

The material that will be used will be based on the group of instructors to whom the training
would be provided. For the first training the same material will be used to provide basic

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knowledge related to different experiential learning techniques. For the next three trainings,
the material would be selected on the basis of requirement of that field.

6. Scheduling

As instructors are busy during the semester, so the trainings would be held during the
summer vacations. As a result the instructors would have fewer burdens and would also be
comfortable to attend the training sessions. TADA will also be given to the instructors
coming in for the training.

6.1 Locations

The training sessions would be held at the conference halls of universities or rooms allotted
by the universities.

6.2 Registration and Enrolment

For any registration or enrolment issues, the representatives of the HR departments of

universities can contact the HRD consultants on given numbers.

7. Trainer Cost

The trainer is very critical for the training program and it also costs the organization.
According to our training program there would be a trainer cost of Rupees 15000/= per day.

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CHAPTER 4
Implementation

After the need assessment has been done and the objectives have been identified. The
training sessions have also been scheduled and material been outlined. The next step is the
implementation of the sessions. For this we need to identify the methods that we are going to
use for the purpose of delivering the training sessions. The following points need to be
identified.

1. On-the-Job or Off-the-Job Training

The training process that we are using is a combination of two techniques that are class room
lectures and experiential learning techniques. As it is evident from the statement that
instructors cannot be provided training on the job that is during the process they delivering
lectures to the students.

2. Transfer of Training

However one thing that we need to identify is that we will provide trainings to the instructors
in the same rooms and halls in which they provide lectures to the pupils. This would help
them to have a better transfer of training and implement what they would learn from the
training sessions in to lectures.

3. Training Methods

Two training methods have been selected for the purpose of providing trainings

3.1 Class Room Lectures

Reason for selecting this technique is due to the fact that in order to help the instructors use
experiential learning techniques, it is first needed that they should be taught that what are the
basic types of experiential learning techniques? For that all the instructors who would join
the training session would be given classroom lectures on the basic experiential learning
techniques and their uses on the first day of training.

3.1 Experiential Learning Techniques

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After the first day session, the instructors that are estimated to be 90 at this point of time
would be split in 3 groups each comprising of 30 instructors. This distribution would be done
on the basis of three major domains that are Finance, Marketing and HR. After this each
group of instructors would attend an hour class room lecture for the purpose of identifying
the differences that they might have to adopt and accordingly adapt to accordingly. After the
class room training sessions of those particular days, the participants would then be a part of
experiential learning sessions in which different experiential learning activities would be
performed.

3.1.1 Finance Experiential Learning Activities

For the instructors related to finance, the activities would comprise of case studies based on
ratios, capital budgeting etc. Similarly role playing would be as finance officers, accountants
etc.

3.2.2 Marketing Experiential Learning Techniques

For the instructors related to marketing, the activities would be altered accordingly, including
experiential learning on the basis of customer relations, moment of truth scenarios and etc.

3.3.3 Human Resource Experiential Learning Techniques

Like for marketing and finance, the human resource learning techniques would be selected
according to the requirements of human resource management. Scenarios such as negotiation
between a labour union and management, playing role of HR manager for the purpose of
hiring and firing, being a member of panel for selection of employees etc. Similarly case
studies that are related to the field of HR would also be used.

For the purpose of convenience the whole process is defined in the form of following
diagram.

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Lay Out of the Training Package Source: Self Conceived

First day session

Class room lecture
2 instructors
90 instructors
Basic knowledge regarding experiential learning
techniques

Test to evaluate the knowledge and information instructors

have gained from the class room lecture

Second day session Fourth day session

30 Participants 30 Participants

Finance Human resource

2 Instructors and 1 SME of Finance 2 Instructors and 1 SME of HR

1 hour lecture plus 3 hours experiential 1 hour lecture plus 3 hours experiential
learning learning

Third day session

30 Participants
Marketing
2 Instructors and 1 SME of Marketing
1 hour lecture plus 3 hours experiential
learning

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CHAPTER 5
Evaluation

Identifying needs, setting objectives, designing and implementing the training does not do the
job completely. It is also necessary to identify that whether the training that has been carried
out has been effective or not. For that we need to evaluate the impact of the training that has
been carried out. For our training package the evaluation process will be carried in the
following manner.

1. Evaluation Process

The process that we are going to carry out for the purpose of carrying out our evaluation
process will comprise of two main phase

1.1 Phase 1 Of Evaluation Process

In the first phase we would use the concept of pre training – post training evaluation. For that
we have devised a questionnaire. Before giving the training to the instructors, this
questionnaire would be floated among the students of the instructors who would be involved
in the training sessions. The result would be obtained from the students and would be
evaluated to identify the level of performance that the instructors have exhibited over the past
few years. Questions related to the use of experiential learning techniques would also be
included in the questionnaire.

The result obtained from the above process would serve as a reading prior to the training
process in other words known as pre training reading.

Similarly after the training process would be completed, the same questionnaire would be
floated and data regarding the level of performance of instructors would be evaluated. The
data obtained from the questionnaires filled would be compared to the information that was
obtained prior the process of providing trainings to the instructors regarding the experiential
learning techniques. The process stated would be carried out in the following manner.

Suppose the reading that was taken before the training process provides us with the reading
X1 so

Before training reading = X1

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Let be the process of training that is the training that would be arranged on the
experiential learning techniques. So the next step would be

X1

The above statement shows that the training process is carried out. After a month of the
training process another data gathering process would be conducted. This data gathering
process would be carried out using the same questionnaire that was used before the training
session was carried out. The data obtained would help us to come up with the reading let
which be X2. Graphically, this can be depicted as follows

X1 X2

The result obtained from the above research can be placed under three cases

Case No 1 If (X1 = X2)

In case if X1 = X2 , this would mean that the performance level of the instructors has not
changed because of the training session and therefore the training session was unfruitful. This
would indicate that the training session was either not properly carried out or was poorly
planned. Keeping the result in view, it would be required by the training consultants to find
the reason of the problem and sort it out. Whether they have to make changes in the training
process, material or planning of the training process would be identified and the required
changes would be made.

Case No 2 If (X1 > X2)

The second possible result that can be obtained is the value of X1 being greater than the value
of X2. This would mean that the performance level of instructors was better prior to the
training session as compared to after the training session. The training that was provided was
not only unbeneficial rather it has reduced the level of performance that was being exhibited
before the training process. It means that the training consultants would be required to find
out the factors that not only made the training session unsuccessful but has further
deteriorated the level of performance and rectify them.

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Case No 3 If (X1 < X2 or X2 > X1 )

The third possible result or outcome that can be faced or can be expected is X 1 being greater
than X2. This would depict that the training sessions that were carried out were beneficial and
have resulted in the form of improvement in the level of performance of the instructors.
Keeping the above result in consideration, the consultants would be in a state to identify that
the training that was given has developed the results that were required of them. Summing it
up if the data would provide case 3 result it would show that the training session was fruitful.

This would complete the first phase of the evaluation process. The second phase of the
evaluation process would comprise of the following steps

1.2 Phase 2 of Evaluation Process

The second phase of the evaluation process can further be divided in to two parts

1.2.1 Part 1 (Reactions)

In this part the consultants would ask the instructors about how they feel about the training
whether it is good or not. What do they think whether the training would help them to
improve their level of performance of not. They would also be questioned two times once
after the class room lectures and second time after the experiential learning session. Their
reactions would identify as to whether they would be willing to be a part of any such sort of
training in the future or not. This process would also help to identify their level of interest in
the training sessions.

1.2.2 Part 2 (Learning)

The second part of the second phase of evaluation process would include written tests that
would be carried out after the first day of the learning sessions. These tests would help in
identifying the knowledge that the instructors would gain from the training sessions. These
tests would only be carried out after the 1st day of training session to identify the level of
understanding and knowledge of participants regarding the basics of experiential learning
techniques.

Graphically the above two evaluation processes can be shown as follow.

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Phase 1 Evaluation Process3

X1 X2

Before Training Training session

After training data
Data Lectures + activities

X1 > X2 = (Ineffective Training) changes required

X1 = X2 = (Ineffective Training) changes required

X1 < X2 = (Effective Training) no changes required

Phase 2 Evaluation Process 4

First day session

Class room lectures

Participants Reactions
+
written tests

2nd , 3rd , 4th day

Training

Experiential learning

Reactions of
CHAPTER 6 participants

Conclusion
3
Source Werner & desimone (2007) Human resource development
4
Source : self conceived

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In this part of the project, we have identified the concluding thoughts and our experiences
and learning that we have obtained from the project. All these factors have been identified
under separate heads. First up are the suggestions

1. Suggestions

Following suggestions have been proposed by the group members

 The process followed for the development of Human resource development

intervention is a conventional process in which each step serves as either a predecessor
or successor for the other step. Keeping the above stated fact in consideration, it is very
important that the steps should be performed in the sequence highlighted.

 For the purpose of collecting data, it is better to use more than one technique and
source. This has a twofold benefit. First it helps to verify the data and secondly the data
that is collected is more rich and diverse. This helps to obtain the benefits that different
data collecting tools have in them.

 Need assessment is the first formal step. The whole process depends on it. For the
coming steps to be successful and proper, it is very important that special attention be
given to the need assessment phase. The data collected, its verification and further
explanation must be conducted with full attention and to the minute detail possible.

 In the design phase, it is better to divide the objectives in parts as per the requirements.
This helps to better understand the objectives and their subparts or sub points.
Moreover, the activities and their sequences should also be explicitly identified.

 For the purpose of implementing the intervention, it is better suited to use more than
one technique. For instance linking class room lectures with computer aided
instructions or role playing etc. This helps to implement the intervention in a more
effective and better way.

 Similarly for the purpose of evaluation, it is better suited to use more than one
technique. This helps to evaluate the impact of the intervention in a better and more
proper way. More over the result obtained using different techniques can be tallied to
verify the success of the intervention.

The next part of the conclusion process is learning and experience.

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2. Learning and Experience

During the process of developing this intervention, the group members underwent the
following experiences.

 Had the opportunity to me people from different facets of academia. Meetings with
HODs , professors, instructors, lecturers, etc. These encounters helped the group to
gain insight of the processes and SOP’s that are prevalent in the universities circles.

 The project provided the group members with the opportunity to develop
questionnaires and understand the different aspects of art of developing questionnaires.

 It also provided opportunities to the group members to understand the process of

carrying out literature review. What sources to use for the purpose of searching data.
What sources can be considered as viable and what sources to avoid for the purpose of
collecting data.

 The project also provided opportunity to the group members to merge different
techniques of collecting data and then gather them under one head.

 How to evaluate data using simple and user friendly techniques.

 Merging different techniques for the purpose of delivering intervention and than using
a combination of evaluative techniques to measure the effectives of the intervention
developed.

 Lastly this project provided opportunity to develop a Human resource intervention

from Scratch till end.

3. Concluding Thoughts

Keeping in consideration the pace at which global economies are moving at present, it is very
important for all the organizations to move and keep up with that pace. This requires that the
organizations should have all the resources required to look the change and pace of that
change in the eye depicting their readiness to change. In other words, organizations need to
be flexible. Among the many resources that are required to make the above stated issue
possible is competent and capable workforce. More and more organizations are providing
both monetary and non monetary benefits to the skilled employees to retain them. For the

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purpose of increasing the number of competent employees it is necessary to improve the

training and instructions that they receive from the business collages and schools they go to.
This can only be obtained by equipping the instructors who teach theses pupils with not only
the right tools and equipments but also the right techniques for the purpose of providing
instructions. The above done project is the kind of steps that are required to equip the
instructors with these tools and techniques and especially in the context of Pakistan which is
at the verge of development right now.

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Annexure
Questionnaire I

We are conducting a research on instructor training and for that need information. We would
really appreciate your cooperation and the information provided would be kept anonymous.
Thank you.

The following questionnaire contains a 5 point LIKERT scale in the following manner

2. Strongly agree 1. Agree 0. Neutral -1. Disagree - 2. Disagree

Q No 1: The instructor provides the required information in the best way possible?

2. 1. 0. -1. - 2.

Q No 2: The instructor provides course outline in advance?

2. 1. 0. -1. - 2.

Q No 3: The instructors clearly identify the activities to be performed?

2. 1. 0. -1. - 2.

Q No 4: The instructor also uses experiential learning techniques?

2. 1. 0. -1. - 2.

Q No 5: The activities performed are related to the course covered?

2. 1. 0. -1. - 2.

Q No 6: These activities provide insight in to the practical applications?

2. 1. 0. -1. - 2.

Q No 7: The instructor is fully capable to carry out the activity?

2. 1. 0. -1. - 2.

Q No 8: The activity session was backed by the necessary paper and material required

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2. 1. 0. -1. - 2.

Q No.9: The instructor does not stick to one experiential learning technique and uses
combination of them it required?

2. 1. 0. -1. - 2.

Q No 10: In totality, the experiential technique uses is fruitful?

2. 1. 0. -1. - 2.

Thank you for your time

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Questionnaire II

We are conducting a research on instructor training and for that need information. We would
really appreciate your cooperation and the information provided would be kept anonymous.
Thank you.

Questions should be answered keeping your perception of current competency level of

instructors under consideration

The following questionnaire contains a 3 point scale in the following manner

1. Low 2. Medium 3. High

Q No 1: In your opinion, what is the impact of instructor’s level of discipline and behaviour
on his or her performance?

1. 2. 3.

Q No 2: In your opinion, what is the impact of instructor’s ability to conduct extracurricular

and co curricular activities on his or her performance?

1. 2. 3.

Q No 3: In your opinion, what is the impact of using experiential learning techniques on

instructor’s performance?

1. 2. 3.

Q No 4: In your opinion, what is the impact of counselling capabilities of instructor’s on his

or her performance?

1. 2. 3.

Q No 5: In your opinion, what is the impact of instructor’s level of discipline and behaviour
on his or her capability?

1. 2. 3.

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Q No 6: In your opinion, what is the impact of instructor’s ability to conduct extracurricular

and co curricular activities on his or her capability?

1. 2. 3.

Q No 7: In your opinion, what is the impact of using experiential learning techniques on

instructor’s capability?

1. 2. 3.

Q No 8: In your opinion, what is the impact of instructor’s ability to counsel students on

instructor’s capability?

1. 2. 3.

Q No 9: In your opinion, which factor has more impact on the Instructors skills and
Capabilities?

1. Behaviour and self discipline training

2. Use of extracurricular and co curricular activities along with formal instruction

3. Use of more experiential learning techniques along with class room lectures

4. Student counselling techniques

Q No 10: In your opinion, in which of the following should instructors be provided training
in?

1. Behaviour and self discipline training

2. Use of extracurricular and co curricular activities along with formal instruction

3. Use of more experiential learning techniques along with class room lectures

4. Student counselling techniques

Q No 11: Why do you think instructors should be provided training in this particular field?

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Process Flow Diagram

The whole process can be identified by the following process flow diagram

PHASE-I

Need assessment

Experiential learning
PHASE-II

Design

4 days training

2 trainers and 3 SME

90 trainers first day 30 trainers next 3 days

each

PHASE-III

Implementation

Class room training

PHASE-IV
Experiential learning
Evaluation

Two techniques

D Kirkpatrick model

Level one (reaction)

Level two (learning)

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References
1. Austin, G. (1988) effective tools of training

2. Birman. H & Kwong. R (2001) Needs of an instructor Available on :

www.Mindtools.com

3. Donald, R. (1989) “Instructor’s mind” Jstore (3): 228 – 235

4. Frederick, R. (2009); From student to teacher, a journey. Available on

WWW.oppapers.com

5. Freeman. H, & Donald, B. (1989) Teacher Training, Development, and Decision

Making: A Model of Teaching and Related Strategies for Language Teacher
Education
6. Garet, B. (2001) “Effective professional development” American Education Research
Journal 38(4) 915-946

7. Heather, G. (2007) “Training a necessity or luxury” journal of psychological study

(13): 221- 225

8. Lussier. N, (2003) Human relations in organizations 5th edition

9. Prakash, B. (1999) Problems for teachers in India. Available on :

www.mindtools.com

10. Shankar. R, & Ravi.S, (2010) “Complexity of teacher training” Emerald (27) : 10 -18

11. Smith, H. (2003) Perspective of training from the phase of need assessment to need
fulfilment

12. Werner. J, & Desimone, R. (2007) Human resource development 4th edition

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13. Wong. H, (1998) History of teaching in Japan English translation Available on

www.mindtools.com

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