ACTA V5 Module 2 Learning Experience

This is a personal reference on my learning from Module 2, for personal references.


Programme Overview

Factors	Description
Designer/Developer	Mr. XXX
Organisation & Industry	Continuous Improvement Centre of Excellence, Service Industry
Course Title	Delivering Value to Customers
Course Objective	This course introduces the concept of value from the customer perspective. It starts with defining what value is about, identification and elimination of non-value adding activities (waste). Finally, learners will be kept aware on the sustainability of the improved value-adding streams.
Course Chapters	Introduction to value Waste identification Waste elimination methodology Sustainability
Learning Outcomes	Chapter 1: Introduction to value - Define customer value Chapter 2: Waste identification - Define the 7 wastes - Give examples of the 7 wastes - Relate the 7 wastes to their work environment Chapter 3: Waste elimination methodology - Employ ‘Critical-To’, ‘Process Maps’ and ‘Fishbone’ to eliminate waste Chapter 4: Sustainability - Utilize ‘Control Charts’ to ensure sustainability of improvements
Target learners	Senior leadership, managers, executives, front line staff
Learners Characteristics	Demographics – adults; working professionals Job Category: Business management, engineering, hospitality, service industries
Learning Experience Design approach	Gagne Nine Events of Instructions and Kolb Experiential are employed. Learners will be attracted to why it is important to learn about value-adding and non-value adding activities and how it relates to their everyday life. They will be guided in becoming familiar with the concepts, link examples to the concepts and relate it to their experience. At the end of each session, there are references where they can pursue greater understanding on it.
Others	Duration: 7 hours Class size: 8 – 16 max Venue: IAL classroom, cluster setting for 4 -5 pax per table (round shape) Fee: $200 including GST, courseware, refreshments and handouts. (All materials are sole proprietor of IAL)

Day 1 (0900 – 1700): Delivering value to customers

Duration	Instructions for trainer/ facilitator	Instructional Methods	Resources	Remarks
	Introduction Phase
0900 (30mins)	G1: Gaining Attention Hello! - Distribute poker cards to the learners in the class - Each table group will have the same set of cards category - Each member of a team sets to find out responses from members of other group based on a set of questions - The question will be: > What do you hope to achieve from the course? > What do you understand about value? > What do you understand about non-value add?	Hello!	Poker Cards	Walk around to get to know each other Personal sharing of why they sign up for the course and their current understanding of the topic
0930 (15mins)	Housekeeping and administrative G2: Inform Learning Outcomes Go through learning outcomes of the 4 chapters with learners	Lesson Overviews	Slide – learning outcomes	Ormrod’s retention of learning for Organisation to give learners a big picture overview of the course.
0945 (30mins)	G3: Stimulating learner’s recall of pre-requisites Show a video of non-value adding activities in a local context and how it affects the end-customer.	Video Case Screening	Video	Keller’s ARCS for Relevance incorporated.
1015 (15mins)	Break for refreshments
	Development Phase
	LO1: Identification of 7 wastes
1030 (60mins)	G4: Present the Content Have the students pair up as groups of 3-4 Match the cards showing the 7 wastes with the 14 different examples of wastes. Conduct a gallery walk to review the other groups answers; use question mark or tick to indicate their queries	Cards Matching Gallery Walk	Cards	Level 2 application – Understand (Bloom’s Taxonomy for cognitive domain).
	G5: Provide Guidance Ask questions to students on those with question marks.	Co-operative learning groups		Level 3 and 4 application – Application and Analysis (Bloom’s Taxonomy for cognitive domain).
	G6: Illicit Performance Show the answers to the questions Move one step further and request students to think of 7 wastes in their work context Identify possible solutions to the 7 wastes they have identified Conduct a jigzag and gallery walk, with the host explaining	Jigzag Gallery Walk		Level 4 and 5 – Analysis and Synthesize (Bloom’s Taxonomy for cognitive domain). Keller’s ARCS for Confidence incorporated.
	G7: Provide Feedback Discussion on queries or questions they may have.	Discussion questions		Active learning – opportunities for group participation
	Consolidation Phase
1130 (20mins)	G8: Assess Performance Conduct a competitive quiz with the 2 groups Rule of quiz: 100 points for correct answer, -100 points for incorrect answer, each group may skip	Games	Slides	People learn best what they actually perform and from their mistakes (Mitchell’s adult learning principle). Keller’s ARCS for Satisfaction incorporated.
1150 (10mins)	G9: Retention & Learning Transfer Provide references on how students can apply and transfer the learning from online and mass media sources	Verbal explanation	Slide – conversation	Active learning principles – allowance for future planning
1200 (60mins)	Break for Lunch
	LO2: Waste Elimination Methodology
1300 (15mins)	G4: Present the Content Explain on the 3 types of tools learners can use to eliminate waste: ‘Critical-To’, ‘Process Maps’ and ‘Fishbone’ Group the learners into groups of 3-4 learners Distribute two sets of case studies to each of the groups for them to work on.	Lesson Overviews	Slides	Level 2 application – Understand (Bloom’s Taxonomy for cognitive domain).
1315 (30mins)	G5: Provide Guidance Learners will attempt each of the case studies utilizing the tools explained. Provide guidance to each of the group when they encounter difficulties	Case Studies		Level 3 and 4 application – Application and Analysis (Bloom’s Taxonomy for cognitive domain).
1345 (30mins)	G6: Illicit Performance Request each group to pin their completed tools onto the walls Conduct a jigzag and gallery walk, with the host explaining Points of contention to have a ‘question mark’ indicated next to them for further discussion.	Jigzag Gallery Walk		Level 4 and 5 – Analysis and Synthesize (Bloom’s Taxonomy for cognitive domain).
1415 (15mins)	G7: Provide Feedback Discussion on queries or questions they may have.	Discussion questions		Active learning – opportunities for group participation
1430 (15mins)	Break for refreshments
	Consolidation Phase
1445 (20mins)	G8: Assess Performance Continue with a competitive quiz with the 2 groups Rule of quiz: 100 points for correct answer, -100 points for incorrect answer, each group may skip. The points are continued from the previous chapter.	Games	Slides	People learn best what they actually perform and from their mistakes (Mitchell’s adult learning principle). Keller’s ARCS for Confidence incorporated.
1505 (10mins)	G9: Retention & Learning Transfer Provide references on how students can apply and transfer the learning from online and mass media sources	Verbal explanation	Slide – conversation	Active learning principles – allowance for future planning
	LO3: Sustainability
1515 (45mins)	G4: Present the Content Pose questions to learners on whether is there a need for sustainability - Is there a need to have a sustainability process for the improvement? - Is there a need for dedicated resources to ensure sustainability of improvement? Ask learners to make a stand on their opinion	Debates	Slide	Stephen Brookfield Critical Thinking - Trigger Event
	G5: Provide Guidance Have the learners give their reasoning on why they support their stand.	Co-operative learning groups		Level 3 and 4 application – Application and Analysis (Bloom’s Taxonomy for cognitive domain).
	G6: Illicit Performance Validate the learners reasoning through examples and case studies	Co-operative learning groups		Level 4 and 5 – Analysis and Synthesize (Bloom’s Taxonomy for cognitive domain). Keller’s ARCS for Confidence incorporated.
	G7: Provide Feedback Summarize on their stand.	Discussion questions		Active learning – opportunities for group participation
1600 (15mins)	Break for refreshments
	Consolidation Phase
1615 (20mins)	G8: Assess Performance Continue with a competitive quiz with the 2 groups Rule of quiz: 100 points for correct answer, -100 points for incorrect answer, each group may skip. The points are continued from the previous chapter.	Practice doing	Slides – conversation	People learn best what they actually perform and from their mistakes (Mitchell’s adult learning principle). Keller’s ARCS for Satisfaction incorporated.
1635 (10mins)	G9: Retention & Learning Transfer Provide references on how students can apply and transfer the learning from online and mass media sources	Verbal explanation	Slide – conversation	Active learning principles – allowance for future planning
1645 (15mins)	Before participants leave, request them to provide feedback	Verbal explanation	Slide – Link

Learning Review (My reflection):
Keller’s ARCS for attention explains that the start of learning motivation requires learners’ undivided attention through perceptual arousal and inquiry arousal. The grabbing activity thus employed for ‘Delivering Value to Customers’ is through active participation in getting to know other participants and for them to share on the reasons why they think the topic is important to them.

Ethical, Legal & Organisational Requirements:
In designing the learning for ‘Delivering Value to Customers’, there will be emphasis placed on
a) recognizing the contribution of others in the development of the format
The course materials is base on the American Society of Quality Book of Knowledge and customized for in-house use. The examples come from the different functional areas. Due credit will need to be given to these sources as this will substantial the credibility and references of the content, as well as to minimize misunderstanding from learners who come from these areas.
b) Unbiased or non-discriminative content
As part of the company policy on non-discrimination as well as the diverse nature of the learners, the content and examples will need to be to be unbiased and non-discriminative so as to cater to this large learner group.