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Producing a development programme

l Yes. And that point takes us to (the third stage), which is … (structuring)

l But to continue with this example, … (signalling a return to the example)

l This is called … (explaining)

l Here, you’ve … . You then … (explaining)

l That’s an important point. (emphasising)

Language note

John uses I mainly for his specific example, with verbs in the past tense.

He uses we to make general abstract points about the theory, i.e. that they apply to everybody (e.g. … if we just had experiences, we might repeat the same mistakes). He also uses you to make general points about the theory, but these feel more concrete and personal than his statements with we (e.g. If you’re sitting in a car … ; You’ve had an experience …)

Additional activity Unit 4: Exploring the learning cycle

If students are interested in exploring the learning cycle further, you can use the Additional activity worksheet for Unit 4 in the Resources section of the course website.

7

Students could prepare their presentations either in groups or as a homework task. When the presentations are ready, students take turns to deliver their presentation, using the language from this unit. Afterwards, give and elicit feedback on the quality of the presentations as well as the language used.

Extension activity

You could also ask students to research and prepare a presentation on other learning theories. After students have given their presentations, open up a class discussion on each topic.

Examples of topics to research and present:

l Howard Gardner’s Multiple intelligences. See information under the search word Intelligence here: http://en.wikipedia.org/wiki/Multiple_intelligences

l NLP (Neuro-linguistic programming), Bandler and Grinder. See http://

en.wikipedia.org/wiki/Neuro-linguistic_programming

l Accelerated language learning, Colin Rose and Tony Buzan / Lozanov’s suggestopedia. See http://en.wikipedia.org/wiki/Accelerated_language_

learning

l Honey and Mumford Learning Styles. See information under Learning styles here: http://en.wikipedia.org/wiki/Learning_styles#Honey_and_

Mumford.E2.80.99s_model

l Fleming’s VAK (Visual, auditory, kinaesthetic) learning theory. See information under Learning styles here: http://en.wikipedia.org/wiki/

Learning_styles#Fleming.27s_VAK.2FVARK_model

Producing a development programme

Before you begin …

Write the following on the board:

ad hoc training

planned training programme

Then ask students to discuss what the difference is between the two (ad hoc is defined under the entry ad hoc request in the Glossary in the Student’s Book) and to say what the advantages and disadvantages are for each one, giving examples if they can.

Suggested answers

Ad hoc training deals with training needs as they arise. The advantage of ad hoc training is that it is quick and solves an immediate need. Disadvantages include the problem that it may be an inefficient way of delivering training and may not be as effective as planned training.

Examples could include training in specific skills (presentations, computer systems), where there is an urgent need for training.

Planned training programmes have many advantages, most obviously that they allow plenty of preparation time for the trainer; they allow the right people to plan attendance; and they enable HR to manage the time and money costs of training effectively. A disadvantage is that they can be inflexible and do not respond to urgent needs.

Examples include almost all types of training.

8 a

Students work alone to complete the matching task. They compare their answers in pairs and then feed back to the class.

Answers 1 Introduction 2 Compulsory training

3 Technical and academic development 4 Soft skills training

5 Excellent manager programme 6 Ad hoc requests

7 To find out more 8 Enrolment

Note

Some HR and workplace-related vocabulary items:

l A needs analysis in a workplace context is an individual or company-wide assessment of training and development needs.

l A development review is usually an annual meeting between a manager and employee to discuss key job issues, performance and development needs.

l due diligence is a procedure carried out by lawyers and sometimes financial experts before signing an important contract, typically before an acquisition of another company. It involves checking many documents carefully in order to identify potential problems.

l A team-building weekend is usually held away from work at a hotel or in a country area where there will be a mixture of team-building exercises and social activities to encourage team morale and greater cooperation.

l assertiveness training is training aimed at developing confidence and people’s ability to act firmly but politely in difficult situations.

l A modular course is one which is delivered in a number of units over a period of time.

b

Discuss the question with the whole class.

Suggested answers

The language is mostly formal because this is an official company document and includes instructions which employees must follow. However, it includes some informal language to sound more encouraging and friendly (Thanks for helping us … / John Peters is our … / Just because something is not … / look out for our email …).

c

Students work alone to complete the extracts and then check their answers in pairs before feeding back to the class.

Answers

1 assistance is available 2 in-house

3 development reviews 4 explore the options

5 be advised

6 will be required to attend 7 further details

8 modular course

9 a

Ask students what they think the Excellent Manager Programme at BPF might include. Then ask them to read the programme summary quickly to answer the questions. They discuss their answers in pairs before feeding back to the class.

Note

Modular courses may be attractive to an organisation because it is possible for an employee to only complete the modules most relevant to the business need (and thus save money). It is also believed that because each session of a training module is shorter than a long course, learning retention and learning transfer (where new skills are more quickly applied to the workplace) is likely to improve.

Modular courses are therefore thought to provide a more integrated approach than a single block of study and an opportunity to explore current work issues.

The potential problems with this approach are that it can be difficult to retain focus and motivation over a long period and people are more easily distracted by work than on a fixed block of training away from the office. A week-long course or weekend residential course is more compact and may encourage concentration, particularly if delivered away from the workplace. On the other hand, people may tire towards the end of the course and learning decay (the forgetting of new information) can be more rapid. Furthermore, residential courses may be less attractive or more difficult for employees with families.

b

Ask students to work alone to complete the objectives. Afterwards, check the answers with the class.

Write the following verbs onto the board:

provide

Students work in pairs to find useful collocations with each verb in the programme summary. Collect students’ suggestions onto the board in two columns (verbs on the left, collocates on the right), but with the words in the second column in mixed-up order. Students then work in pairs again to try to match the two halves of the collocations from the board.

Suggested answers

to provide (inspirational) leadership / support / a (high quality) experience to interpret financial data

to manage time / change to coordinate (complex) projects to maintain (high) standards to reduce errors

to make (informed) decisions to reach (win-win) solutions

10 a

Students plan their documents in small groups. They can then either write up their documents for homework or in their groups, with one person acting as secretary.

b

Students plan and write a summary of a modular course. When all the documents are ready, ask students to present their summaries to the class.