Critical Analysis Of The Learning Program Education Essay

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In this essay, a critical analysis of the learning program I had personally experienced would be illustrated. I underwent through this particular learning program called "I am gifted, so are you" during my secondary school curriculum days. This learning program called "I am gifted, so are you?" was conducted by Adam Khoo learning technologies group. I would be illustrating this essay in the view point of a participant, the workshop attended shall be observed linking it to the study of theories and models that relates to adult learning. HRD theories would also be used to solve the problems presented in the program.

Background of "I am gifted, so are you!" workshop

The 3 days' workshop concentrates on dealing with difficulties confronted by learners in educational and social environment; as such there becomes an increasing need for learners to learn new methods and make new paradigms to deal with various circumstances they might face in future.

This programed concentrates on the latest studying methods and methods depending on the discipline from accelerated studying, brain-based studying, problem-based studying and Neuro-linguistic Programming (NLP).

Students will master methods such as mind mapping, power studying, information collecting, and handling, whole mind note-making, suggestion methods, super-memory methods, Application and Thinking Skills and Ideal modification. Besides that, students will also understand how their mind works and matches to studying so that they can use the best methods to make the maximum results with easier studying methods. Learners will live the materials; internalize it well enough to begin enjoying it right on their very next class.

Critique of HRDNI

The learning objective of this program is to teach students to have a goal in life and the different studying methods such as mind mapping skills, power studying, information collecting, and handling, whole mind note-making, suggestion methods, super-memory methods, Application and Thinking Skills and Ideal modification that would aid in their studying process for the upcoming o levels studies.

This was what happening during the learning program 'I am gifted so are you'. The school made the workshop compulsory for all students and did not seek for feedback if the students are keen in going for this course or not. This course aims at motivating the students have a goal in life and to study more effectively by teaching them the different learning methods that is applicable to our future studying, therefore I reckon that's the reason the school did not conduct a survey to check on whether students are willing to go for the course or not as we are all learning students and they feel that it would benefit us and prepare us for the upcoming o levels. They right in a way to identify that we as students need to be motivated and learn easier studying methodology that can be applicable to our studies. However, some learning points that were covered during the training such as brainstorming techniques were already covered during the secondary school curriculum. Therefore, an investigation should be carried so that Mr. Gerald who is the instructor of our class would have head start on what to cover and what not to cover before he started the workshop. There is numerous ways to conduct investigation of HRDNI; one of the cheapest and effective would be to conduct a survey. It would be most logical and feasible way to conduct investigation using surveys as the school cohort consist of nearly 400-500 students. After weighing all factors, it would be quickest and the most inexpensive way for the school (Delahaye 2011).

Trainees need to know as much about the training programme, its pre-requisites and what opportunities follow from it. This requires good communication and often information documentation. Well informed trainees are likely to be pleased than those who do not.

The trainer should notify prospective learners so that learners are aware about the training and make sure that they convey a message the venue and time that the training program will happen. This shows that training requires assessment. Those employees who have indicated that they are experiencing training need have to be selected for your programme and informed about it. Informing the employees well in advance will keep them well prepared for the training and will prevent them are stunned by information stating that they have to undergo training.

Relating this to working life, a formal invitation from the human resources department is advisable as it will promote positive response to their motivation and positive attitude. The invitation should consist of the information of the program outcome, content and the instructional strategies that is going to be used, all these will produce positive outcome, and motivate people to look forward for the program (Pattanayak 2005).

Critique of Design

The style of "I am gifted so are you" system follows carefully to Delahaye's Hierarchy studying outcomes(HLO) style. This style, designed by Delahaye (1990) provides an easy and sensible choice of appropriate studying techniques to accomplish a set of preferred result. Applying against this style, it can be noticed that the system shifted from easy to complicate at a constant pace. We are put through a series of dynamic talks, taught the different studying methodology, hands-on activity and experiential challenges and at the end of the learning program we were evaluated on our progression and motivation level. . According to the (Delahaye 2005) hierarchy of learning outcome, such learning results need more self-directed studying techniques, experiential studying and problem making studying, thus encouragement the need for combined learning based on concerns initiated by the students. Not all training intervention results to preferred changes designed by training intervention. The area of strategy to design of training intervention is an excellent concern that predetermines the result of the training. In reflection on this structure, Mr. Gerald kick started the program by giving dynamic talks through a theory and skill session in a classroom style and then tasked us to put it to practice, we had to do simple interpretation, problem solving and decision, and also given a case study that requires analysis requires us to discuss it in a team of six.

Critique of Implementation

Facilitator's skills

Our instructor, Mr. Gerald is a very engaging instructor who ensures all the students is learning and has a great sense of humor, which creates a light environment for us to learn. As stated by Galbraith (1989), in order to be a good facilitator of adult learning, you as a facilitator need to be aware of the importance of qualities such as concern, listening and passion

He adopts the more commonly used method of teaching which is through direct instruction.

Direct instructions is a highly structured teaching approach that is more towards scripted class plans, fast-paced training, specific training of individual expertise elements, and a series of abilities based on comprehensive research and field-testing. Generally all techniques to studying and training will believe the fact that the following are important for effective learning:

1. The student must be engaged in the informative process.

2. Learners must be accountable for their own learning

3. The instructor must give reviews on the learner's success.

This therefore highlight the important things to be taken note of when there is a facilitating activity, there's a need for learners to participate as actively as possible through discussion, problem solving exercise, sharing of encounters or opinions on how they feel about the learning program.

Participation level of the participants

This reflected during the workshop where one participant showed no interest in participation portray negative behavior such as sleeping during the activity or even laughed at the instructor while he was giving him talk. The facilitator was doing his job on teaching us and making it as engaging as possible so in my point of view the problem does not lie with the instructor instead it was the student, he is not keen to learn ,instructors could not control his learning process.

It is the trainer's responsibility to impart the knowledge and skills to the student while the student has to choose and try to master whatever the instructor can provide. Often this implies that the instructor circulates material while the student is, for a great part, inactive In brief, it is the trainer's liability to provide details to the individual however it is not within their method for allow mature adult to be truly efficient in every members (Galbraith 1989). Different learners have got different learning profile however it is important to meet as many needs as possible. Facilitation is, therefore, a technique that needs to involve the students and maximises their feedback and significance. It is a technique in which the students take a better liability for their own studying. This is a more balanced way to the focus and responsibilities of training.

Critique of Evaluation

To track if the learning objectives are aligned with the students learning process, an evaluation stage should be implemented, so that they would know what is useful or not and improve towards the next program for the next batch of students. There are various evaluation techniques that can be applied and the type of assessment can be decided using the HLO. Because of the large amount of student to cater to therefore an objective written test which consists of multiple choices, true- false test, matching tests and completion test can be the fastest and easiest method of evaluation. However it must be noted that the objective written test us only able to check the explicit knowledge level of HLO (Delahaye 2011). Stage two which emphasizes on principle that was learnt was achieved as we could make use of the learning methodology imparted by the instructor for your future studying plans. Level three measures the learner's job behavioral changes and the last level focuses on concrete results (Galloway 2005), which is evidently showed in th e participants, at the end of the learning program, participants were very much motivated by the dynamic speech that Mr. Gerald delivered as well as effectively mastered all learning techniques which was drilled into to 3 days camps. The training evaluation should also include the learner's learning process, to improve the effectiveness of the system (Delahaye 2005).

Organizational learning

From the perspective of a participant of the learning program, Mr Gerald who was in charge of my class, is a learning organization because he displayed competencies in the skills of relationship building, needs assessment, involving learners in planning, linking learners to learning resources and encouraging creative behaviour and learner initiative. Facilitation is not one skill, but is a package of many skills, attitudes, beliefs and traits. (Fishman, 1989)

During discussions, Mr Gerald makes it a point to try to get the participants to participant as actively as possible, for example if questions are raised in class, he would ask the rest of the students to engage in thinking process putting learning into to help to answer the student questions. This helps to engage the student to internalize what they have learnt so far.

In relation to the current workplace today, in the learning organization, managers not controllers or overseers anymore, instead they take on the role of a designer (Senge, 1990).

Learning theories that was used in the program

According to Kohl's learning cycles, he defined it in 4 learning cycles. First it's concrete experience: Learner perceives certain information based on specific experience, in relations to the learning program I went through, I perceived the learning program through seeing and hearing. Finally, they learn better with audio-visual media such as films and multimedia applications and this was implemented during the training, they showed us videos on the applications of the different learning techniques, and also smoothing music was played during the training as the instructor explained that slow music aids in our studying.

These are a few ways that an adult learn as Knowles has identified. (Knowles 1980)

The six principles of adult learning:

Adults are internally motivated and self-directed; doing learning voluntarily and are usually keen in attempting to solve the problem themselves.

Adults are goal oriented or results-oriented; will drop out if the learning does not lead to intended results

Adults bring life experiences and knowledge to learning experiences; they like to tap on previous knowledge when learning new things

Adults are relevancy oriented; meaning to say they have to find out how this activity allows them to improve or "gain" some knowledge after learning.

Adults are practical, if learning can be applied to real life

Adult learners like to be respected; as they are internally motivated, their learning are more self-directed, would prefer their ideas and comments to be viewed more objectively unlike children where their learning are done in a rigid manner such as "follow these steps to achieve..."

With the above point mentioned, if any of the points were not well taken into consideration, the learning taken by each adult could be affected.


A learning program should always be tested by the four stages of HRD. Before undertaking this course, it was not realized that "I am gifted, so are you" program" has some faults in the program. Therefore, it is important that a learning program should conduct the investigation. The learning program that I went through, similar to other training, requires an active process and is experience through self-activity. Students is taught by the instructors and learnt through what they experience through the whole program. Keep in mind also that instructors' responsibility is to impart the knowledge and learner's too has to fulfill the responsibility of learning actively. Learning is only effective when the learner has the motivation and wiliness to learn. Effective learning is only effective when the learning program has the need to fulfill a purpose. Which is why before the start of the program, Adam's khoo learning methodology instructor should have set its objectives so that members will align their individual learning to the program.