Posts Tagged ‘Training’
Introduction
PsyAsia International is pleased to announce an exceptional offer for those interested in learning psychometric test administration from the comfort of their office or home.
Why only US$12?
Some months ago PsyAsia International was chosen to become part of the panel of beta-testers for a new online training software. The beta program will end next month as the software is almost ready to go live. In view of this PsyAsia is now ready to use the software as our final stage in the beta program with our valued clients. For this reason, rather than charging the regular fee for our online psychometric test administration training course, we are offering similar training for just a $12 registration fee.
Your facilitator
PsyAsia International is well known for professional and competent training in Psychometrics. This course will be no different. It will be facilitated live by award-winning psychologist Dr. Graham Tyler.
Course Outline
This is a first-level introductory course in psychometric test administration. The course will prepare attendees to become more competent in administering psychometric tests.
-What is a psychometric test
-Types of psychometric tests
-Requirements of good tests
-Psychometric Principles
-Reliability
-Validity
-Running a psychometric test session
-Candidate questions and deviance
-Scoring and norming of tests
-Ethical test use
More offers
Those who register for this online course, pay the US$12 fee and attend all 3 one hour sessions may also register for our 1-day BPS Test Administration Certificate Course in February in Singapore or March in Hong Kong at a 15% discount. Alternatively, you may choose to attend only the afternoon of the above training (which is mainly practical assessments) and pay only 50% of the published course fee. You will need to pay the BPS Assessment fee at the current rate if you wish to be assessed for the BPS certificate. A PsyAsia certificate will be presented to all attendees at the real-life course. Discount codes will be sent to eligible persons after the final training session.
Registration Process
Registration is simple! Click on the link below. Complete the short registration form and ensure that you provide your work email address (free accounts such as yahoo/gmail/hotmail etc will be rejected). Within one working day of completing the form you will receive an email from Paypal with a request for your US$12 payment. Click on the link in the email and pay using your credit card at the paypal site. Within one working day of your payment we will approve your registration and send you a link to download some files that we will use during the training and complete a pre-course quiz. The email will also contain a link for you to log-into each training session. Please pay the registration fee as soon as you can to avoid losing your place. Places are available on a first-paid/first-confirmed basis!!
Click here to register
How the training works
You will need a computer with a reasonable internet connection along with a microphone/headphone set. The training will be transmitted to your computer in slide form and live demo of various systems and websites related to psychometrics. The facilitator will use a mic to teach you. You will also have the opportunity to share with other attendees and ask questions either by way of your microphone or text chat.
Terms and Conditions
The training is open to anybody worldwide who is able to attend on all 3 days between 5pm and 6pm Singapore/Hong Kong time and who can satisfy ALL of the following:
1. Register with accurate data and a work email account
2. Pay the US$12 registration fee
3. Have a computer with an internet connection/headset and mic. However, you may choose to telephone in rather than use a mic/headphone. In this case you must be happy calling a number in USA, New Zealand or Australia. The number will be provided with your registration.
4. Must not be already trained in test administration or BPS Level A – this is because we want to give this opportunity to those who want to learn something new rather than those who may be more interested in finding out how our system works!
5. Must not be a competitor
Click here to register
AS A TRAINER, I have always used various approaches to help get people engaged. We all know that this can be a difficult feet. For those of us that have been doing it for years we don’t see the big deal. It’s simple isn’t it? Ultimately you use what best fits your personality, meshes with the audience that you are presenting to, and what can ultimately reflect the message and learning you are trying to reinforce. Am I right? Media, should reinforce and appeal to the content you are presenting and ultimately to your audiences senses. In order to do this it helps to be aware of the types of learners. Before I present a few of the cartoons I love and use, here are some of the typical types of learners.
VISUAL LEARNERS: They learn primarily through the written word and tend to be readers who diligently take down every word. These people often get carpal tunnel.
AUDITORY LEARNERS: They learn primarily through listening. They focus their ears and attention on your words, listening carefully to everything you say. They like to talk rather than write and relish the opportunity to discuss what they’ve heard. Funny how an auditory learner who needs to learn through listening often talks more than listens!
KINESTHETIC LEARNERS: These learners learn better by doing. This group learns best when they can practice what they’re learning. They want to have their hands on the keyboard, the hammer, or the test tube because they think in terms of physical action. So for those of you who don’t like role-plays, shut up, watch and listen 
So for all you learners, here are the cartoons that I like to use that can also prove a point for HR and Learning (dependent upon your audience, interpretation and content):
Catbert – Drug Test (left): Pretty pointed but I have used this in training to prove a point to my fellow colleagues on how confusing messages are being presented. Like some marriages, we say we love you but first, let’s get a prenuptial agreement. Definitely conditional.
Farside – Damned if You Do/Don’t (right): This one has dual meaning for any piece of content, class or organization/department. We have all been in situations where, regardless of the choice we make, the choice may not be a good one. Sometimes it is just about choosing the better of the two evils. Outside of what the cartoon states, it’s not “easy.” Do you know anyone that has never been in this situation? I don’t.
Dilbert – Ahhh motivation (left): In this economy it is difficult to keep a positive attitude. Instead of just trying to SAY that everyone needs to keep a positive attitude, why not just call it like we see it! You are in a cube, there are many times you feel undervalued and underpaid. OK, we got it out, now what do you do? Clear the air, accept it and take actions to change and improve the situation. People give you a lot of current attitudes in a classroom. The key is to call it the way it is and then move on to something productive.
Farside – What we say, What we hear (right): I think this is great for any communication, conflict resolution, or emotional intelligence type class. There can often times be a disconnect between what we say, how it is translated and what we hear. In my opinion, the key is more about identifying this insufficiency to understand others rather than just outlining the challenges that are faced in communication.
The Traditional Approach to Employee Motivation (left): One of my favorite of all time. I found this one years back and have used it in a variety of programs and presentations. The key for companies and those of us in HR and Training is that this is the traditional approach. Some individuals and brands are stuck in this mindset. We need to move away from the mindset as well change our actions toward the people we interact with.
Farside – Interaction (final): This one has some duality to it. You could use this to convey ideas on interactions between departments and people. It can help reinforce how others may not know how their actions are affecting the environment they are in. I would say that within learning sometimes we get angry at the other parts of the business and rage war. We will only interact with those that share the same perspective and if they don’t follow suit then we, subconsciously attack them for not wanting to answer our questions. You must remember that we provide value. That while we contribute to that value we do not own the value. But that’s my opinion.
Sourced from: HRM Today Featured Posts
Written on November 24th, 2009 by Derekno shouts
Competencies in human resources refer to the knowledge, skills, abilities and other qualities that an individual possesses which influences his or her performance at work. These competencies are typically assessed during a job analysis where the appropriate competencies for the role are identified and included in the position specifications. These competencies can be utilized during recruitment and selection to identify applicants who possess the qualities necessary for future success in the positions. They can also be utilized as indicators for tracking performance during the performance management processes.
Competencies can also be used for training and developmental purposes to identify potential competency gaps. These gaps refer to differences between the given level of ability and performance in a certain area and the expected level of ability and performance for that area. Through the identification of such competency gaps, remedial action can be taken through the application of training to address these gaps and ensure that the individual is provided with the necessary knowledge, skills, abilities and other qualities to perform at the expected level.
Another potential area for utility of competencies in development is that of talent management and development. In such cases, an individual may be in the process of being groomed for higher level positions within an organization. Having identified the competencies necessary for that position and assessing the individual’s current competencies, it would be easier to address his or her developmental needs and provide a map to track the progress. This would allow organizations to determine the potential of the individual as well as when that individual would be able to fulfil the requirements of the future position.
Written on November 10th, 2009 by Derekno shouts
Experiential Training typically involves participants in a series of physical and mental exercises, they are asked to complete tasks in a certain amount of time within a simulated environment which is designed to represent certain aspects of work. This allows for an environment where the participants can learn by doing activities which is a significantly different experience from the traditional training techniques. Training utilizing this approach can provide a safe environment for the participants to carry out their tasks and where they can learn from their experiences.
Experiential training can also be combined with other traditional forms of training such as lectures or presentations. This can actually improve the effectiveness of experiential training. For example, participants can attend a lecture or presentation providing them with best practice principles regarding working in effective teams prior to participating in the experiential portion of the training. This allows them to utilize the knowledge they have learnt and apply them to the activities. As participants will be more likely to learn, retain and generalize the information picked up when it can be directly related to their personal experiences, this is one of the significant advantages for providing experiential training.
Experiential training is most beneficial for participants who tend to be kinaesthetic learners, meaning that they learn best by doing. Common applications for experiential training can be in areas such as team building and leadership development.
Written on November 2nd, 2009 by Derekno shouts
Adventure Training or Adventure-based Training is a form of experiential training to bring about beneficial organizational development. Adventure training is also known as Corporate Adventure Training, Experience-based Training and Development, Outdoor Experiential Training and Outdoor Management Development. All of these refer to training that utilizes adventure training activities, whether in an indoor or outdoor setting, to enable positive development to organizations.
These adventure training activities can be classified under five distinct categories of socialization games, group initiatives, ropes course, outdoor pursuits and other adventures (Priest, 1996). Socialization games refer to ice breakers which allow participants to get to know each other; group initiatives are tasks that require active team participation to complete, rope courses involve a form of rope obstacle course that needs to be navigated by the participants; outdoor pursuits are activities that are conducted in an outdoor or unique setting and other adventures refer to non-traditional activities that are associated with the nature of the work setting.
Benefits to organizations through the participation of these adventure training activities can occur at different levels such as benefits to individual employees, benefits to management work units and benefits to the organization. Some of the typical areas that can be improved through such activities are in areas such as trust development, conflict management, leadership development and team building.
The benefits can help to facilitate changes for the participants to utilize within the workplace to enable better outcomes in work performance. Priest (1996) classifies the programs that facilitate these changes into four distinct categories: Recreation, Education, Development and Therapy. Recreation programs enable participants to change the way they feel through enjoyment and fun; Education programs teach participants new knowledge and imparts new understanding on a topic to change the way they think and feel; development programs imparts new functional behaviours to participants so as to change the way they act, think and feel; therapeutic programs helps participants raise their awareness regarding dysfunctional behaviours and teaching them alternative appropriate behaviours to change the way they cope, act, think and feel. These programs can utilize a single approach or a combination of approaches to facilitate the specific needs of the organization.
Priest, S. (1996). A Research Summary for Corporate Adventure Training (CAT) and Experience-Based Training and Development (EBTD). Paper presented at the Coalition for Education in the Outdoors Research Symposium Proceedings, Bradford Woods, Indiana.