Thesis on "Educational Experience: Teaching a Class of Adult"

Quoted Instructions for "Educational Experience: Teaching a Class of Adult" Assignment:

You are to write a 3-page paper. Carefully read directions and please follow directions carefully. For Outside sources use Internet Articles or Journal Articles. *****I will be providing you with my teaching experience paper, so that the directions will be put into perspective.*****

The goal of this paper is for you to illustrate, ways in which institutional, organizational, and personal factors have helped to shape some aspect(s) of the teaching experience you have selected/written.*****˜Do not attempt to analyze the entire teaching experience.***** Instead, select some aspect(s) of it. The analysis should be illustrative. In other words, you are using selected aspects of you teaching experience to illustrate how three sets of factors (institutional, organizational, and personal) interact to shape what happened; you are not expected to provide a comprehensive analysis of the entire teaching experience.

In selecting your teaching experience and the particular aspect(s) on which to focus, be guided by the following:

a.*****Examine an action or a set of interrelated actions within the broader teaching experience you have selected; do not try to analyze the entire teaching experience.*****

b.*****Choose actions in which all three forces (institutional, organizational, and personal) are at work.*****

c.*****Choose actions in which contradictions between and among yourself; the organization and institutions within which you work; and the wider society are evident.*****

My Teaching Experience Paper

A recent personal experience I had as a facilitator of adult learners had me in a situation of teaching new computer software to users from remote locations in a classroom setting. Five adult learners took part in a two-day instructional training on how to use and enter data into some software. They were selected for the training by their functional vice-president (VP) of Human Resource since they had direct responsibility for keeping Human Resource databases updated. The HR function overall consists of about fifty individuals. However, the training is specifically aimed at HR Operations, which is a group of about ten individuals. This group is responsible for the transactional aspects of HR records keeping. The purpose of the training was to make users familiar with a new system to enter employee Human Resources information, such as social security numbers, termination dates, etc. The new system designed for HR was driven by direct sponsorship of the VP of HR. This VP had stated that she wanted to replace a paper-based system that had proved to be time consuming and error prone. Survey results from HR customers (Marketing, Sales etc.) indicated that perceived satisfaction with the level of HR service was below average in the area of keeping and maintaining accurate records. The HR VP had determined that the systems themselves were at least partially to blame for these low survey responses. The VP of HR had asked me to oversee the development of this new system since I had some experience in IT related issues. As part of the rollout of this new system, I determined that training would be a key to successful adoption by HR Operations. I therefore worked with the two managers in HR Operations on the general format of the training, as well as its scheduling. The VP of HR remained close to the project since it had required a significant budgetary commitment and she played a role in determining the participants in the training and some other aspects, such as its duration. As far as the actual content of the training, I had broad autonomy on how it would be conducted since I determined that I was in the best position to conduct the initial training.

The training itself was aimed at Human Resource personnel who were not anticipated to have advanced computer knowledge; however advanced knowledge in Human Resource operations, and core responsibilities including maintaining such personal data, were expected. I created a small training manual and used whiteboards, PowerPoint, and the manual was used in order to enhance the training; and there were also laptops in the room that the students were to use in accessing the software.

The first thing I noticed about the training was the management of the training room. We utilized a meeting room that was suited for the purpose, not too large, but not too cramped either. I made sure each student had a clear view of the board and PowerPoint presentation, and I noticed that they did follow along in the manual and their questions suggested that they seemed to grasp the importance of the software in their data entry. Through their questions and comments, I inferred that they might actually be eager to learn the new product, since they stated that it would enhance their work environment and reduce some of their workload. Because the participants stated they could relate the new software to their tasks, I believe that the training was well received and made for positive learning environment. I did not have to sell or convince them about the usefulness of the software, which made my teaching job easier. One of the younger adults (woman) in the training session appeared to be eager to respond to the question(s) posed during the software training session, since she volunteered her answers readily. Seventy percent of the time, she was dead on center (correct) and the other twenty-nine percent she was way off the mark (wrong), and the other one-percent she remained silent. However, her responses to questions were maintained throughout the training and so I inferred that she did not become discouraged. I also believe that the positive attitude that she displayed may have helped keep the rest of the class engaged, as other participants often elaborated on her initial responses.

I experienced mentoring in this experience in that I had to use the software previously, so I was familiar with it and could offer some insight into some of the nuances of entering data that would only come from everyday use. I am also familiar with some of the Human Resource terminology, although I do not work full-time in that particular area of Human Resources. In addition, one of the adults in the class was less familiar than others with computers and software, and appeared a little apprehensive about the process. Several times she would flip through the pages of the manual in search of guidance, whereas other participants were finished with the task. We also talked about the use of computers at home, during a break, and she stated that she seldom used the family computer, and was not quite sure about accessing anything other than the Internet. I was able to help her remove apprehension as a barrier to learning, by encouraging her (telling her) that it is okay to make mistakes and showing her how to easily undo those mistakes, and she actually became quite comfortable with the entire software process by the end of the training; I could see the happiness on her face and the relief in her eyes. Specifically, I spent time with her on breaks to make sure I could answer any question she had, but also during the instruction itself, I made sure of that I waited until she had either completed the tasks or had a question relating to why she was unable to complete a task. I felt as if I had been patient and understanding with her, and it allowed me to understand the mentoring process a little more clearly, in terms of how to pace the learning experience so that the slowest learner does not become disconnected.

The class began promptly at 8am, and I found it disconcerting that some of the students were late, causing the class to have to wait. It threw off the momentum of the class, and I took time in stressing the need of being prompt for the training sessions. Several students also straggled in after the lunch break, and the other people that were on time seemed to be annoyed with tardiness. One of the adult learners voiced his opinion publically (to the class) that he did not attending this training session in order to be held-up by those who are not bothered to be on time. I think that if I had the opportunity again, I would simply begin the training on time and not worry about those who were tardy; if they missed something they would have to cover the information on their own time.

Moreover, in retrospect I felt that the manual might not have been necessary, and that students followed along on their computer and in PowerPoint; the manual may have been too much material. However, at least one student said they were glad that they had the instructions in writing so they could refer back to it if needed, so perhaps it was not such a bad idea, after all. This was the first training session that I have ever developed, and I wanted to make sure I covered all the bases. With what I learned, I feel that I would change some things, and that I would make some recommendations to managers. Overall, I believe the training session went well and was successful. A survey sheet completed by each participant at the end of the training indicated that, overall, they found the training to be a good use of their time.

However, there was one frustrating issue about the organizational process involved in the training. Some managers wanted proof that the training was successful, so I had to devise a test for the students to take at the end of the training. Everyone passed, and the managers did not voice any further concerns with the training. I felt the test was a waste of time, and that it was obvious by the end of the training session that the students understood the software; they were using it successfully and entering data, which was the best test in my opinion. We also were by the HR VP told the training should be two days in duration, but I felt it could have been modeled into one day, and those two days was a bit too much. By the end of the second day, the students began to tire of the instruction. The students became fidgety and side conversations would break out more frequently. I think that this training could be completed in one day, or a day and a half at most