HRD Task 2, Reflection Essay

Task 2 Component A Group Facilitation Exercise

 

The purpose of the Group Facilitation Exercise is to develop skills in applying various learning theories, design and delivery methodologies for facilitating or presenting to groups.  This is also another opportunity for you to develop skills in teamwork and team leadership.

 

Groups will be formed under the direction of the class facilitator.  In larger classes the group may have approximately ten members.  Your group will take on the role of a training and development consultancy company.  Your group will identify a topic that should be interesting to the audience, but not too complex for a short presentation.  After consideration of the adult learning theories and program design and delivery methodologies covered in class, groups will:

· present a 15 minute learning experience to classmates.

· Ensure that all members of the group must be involved in the design and delivery of the presentation,

· Ensure that the audience is engaged in the presentation.

· Use a maximum of 11 power point slides.

· An additional 2 power point slides should be included.  These two slides should outline a mechanism for assessing the understanding of the class.  Note – you are not required to present this assessment activity during the group presentation.

 

The session plan will explain why the group chose particular learning methodologies and link the presentation design to key topics from the text (e.g., such as ’designing training’, ’evaluating training’, ’adult learning’ etc.). Note: minor adjustments may need to be made to the presentation schedule depending on the size of each class.

 

Criteria for Group Facilitation Presentations

· Timing (between 13 and 15 minutes)

· Clarity of Learning objectives

· Content and professionalism of learning experience – clearly connected with the literature; professionally presented.

· Quality of audience engagement

· Quality of the visual displays (eg powerpoints, posters)

· Quality of the assessment mechanism

 

 

Task 2 Component B – 1500 word individual reflection paper

Due:                The reflection paper is due the week following your presentation.

The reflection paper is intended to encourage you to think about the presentation and your own role in the exercise. This assessment task aims to ensure that you engage in critical reflection and knowledge creation (you will learn that this is called ‘explication’).

 

In this assessment task you need to reflect on your experience in the presentation, both from your perspective as a designer, developer or facilitator, and as an audience member. You will need to:

· discuss the various learning methodologies employed;

· describe those that you find most successful, and those which you may have found difficult;

· summarise what you have learned from the experience.

 

Those students who have not completed a reflective paper (also known as a reflective journal) before will find guides completion on the course learning hub site.  This suggested format is based on the tutorial about Reflective Journals on the RMIT Learning Lab.

1.             What happened?  (approximately 250 words)

2.             Interpretation  (approximately 450 words)

3.             Evaluation  (approximately 500 words)

4.             Plan  (approximately 300 words)

 

Criteria for Reflection Paper

· Quality of the description – What happened?

· Quality of the Interpretation – what insights did I gain? How does this connect with previous learnings? What does this mean? How does this connect with learning theories?

· Quality of the Evaluation – what is the value of the experience? Why? So what?

· Quality of the Plan – How might this learning help me in the future (studies, career, life)?