Acta Certificate !!

While pending for the issuing of cert in 3 months time... yes, don't know IAL takes so long...

Anyway, here's the cert after couple of weeks..

Acta Module 1 : Apply Adult Learning Principles in Training

Module 1 -  Apply Adult Learning Principles in Training

Once upon a time....

On 7Jun Saturday, spent the morning and afternoon at IAL learning from Trainer, Mr Darren Tjan; who turn-out to be quite a professional lecturer. Good start !

Get to meet new classmate from other walks of life :

1. Mr Ahmed Aynul () – construction engineer, 50yrs married with 2 kids.
2. Ms Devi Gayatri () – VP for school for Austistic children, married; 1 kid
3. Mr Mani, Krishnan() – construction project leader; PR,young man.
4. Ms Joanne Andrea Lim-Li-Sim() – curriculum writer PCF, young mother
5. Mr Lim Pang Yong() – HR expert, free-lance, 55yrs man
6. Ms Menon, Sulabha ()– Soft-skill trainer, sweet voice lady
7. Mr Sinnasamy, Saravanan ()– ex-RSAF-16yrs-ago; now safety trainer.
8. Mr Yap Chee Chong() – 6yrs as Health&Safety Officer for construction
9. Mr Winston YuenChengZhi – multiple trade, latest being Safety office

So begin my new learning journey !!!!

About Kristopher Teo Nio Hong

Born and educated in Singapore. I am grateful to what the country allows me to achieve. It's great to be able to care of family and keeping healthy through regularly moderate exercises such as jogging and swimming.
Continuously learning gives me opportunities to acquire new skill and at times, assist someone else to acquire such skills too.

Summary
Direct face-to-face technical and consultative sale to MNCs
Business Unit Management (sales, finance, supply-chain, service)
Manage, coach and train channel-partners in the APAC.
Start-up multiple overseas branches.
Currently, operating two joint-enterprise in general trading and services.

 Details

Name                          : Teo Nio Hong, Kristopher

Email                          : kteo22@hotmail.com

Date Of Birth              : 17 May 1964                         

Nationality                  : Singaporean           

Language                    : English, Mandarin,  (written and spoken)

                                    Cantonese, Basic Japanese, Malay, Thai and other local dialects (spoken)

Education

Advance Certificate for Training and Assessment - IAL - 2014
Arcadia University , Pennsylvania, USA – MBA - 2012
La Trobe University, Australia  -Bachelor in Business (Marketing) -1997
Pyaess Japanese School, Singapore  - Japanese Language Proficiency Test Level 3-1994
Thames School of Commerce, Singapore  - Diploma in Marketing, CIM United Kingdom - 1993
Ngee Ann Polytechnics, Singapore  -Diploma in Electrical and Electronics Engineering -1984

Strength

Excellence Interpersonal Relation; Team-leader-player; Enthusiastic; Driver; Hands-on; Adaptive; Hunter;  continuous learning and sharing. Healthy and Fit :)

Subject
Leadership
Sales and Marketing (including 4Ps) - international
Integrated Marketing Communication
Consumer (buyer) and Organisational behavior
Financial aspect of marketing
Marketing Research
Selling Skill
Soft skill : Negotiation Essentials; Interpersonal Communications, Organisational behavior, First-time Manager Essentials etc.

Brief career history

Sep 14 - current : Filtechnology Pte Ltd - Regional Manager

May 07 — Mar 14 : Spectris – General Manager cum Regional-Sales-Manager

May 07 - Jun 08: ChauWang Jewellies - retail - freelance operation/sales

Feb 01 — May 07 : Micro-Mech - Sales and Marketing Manager - Asia

Jul 99 — Jan 01 : Kulicke & Soffa Inc-  Sales and Operation Manager - Asean

      Mar 98 — Jul 99 : GS Chem - Sales and Marketing Manager

Sept 9 - May 97 : Litton - Sales Engineer / Sales Supervisor 

Jun 84 - Sep 89 : MINDEF - Infantry Officer (combat/signal/Trainer)

Lecturing in Vietnam (English being translated to Viet)

Welcome

Welcome to my blog. Please feel free to browse and leave comments if necessary.

Acta - Module 2 : Design a learning experirnce

e-Portfolio Entry 3 ( 5-12 jul)

One of the key theories learned and used in the crafting of the lesson plan was “Gagne's nine events of instruction”. Was great to have the practice of drafting a lesson plan using this theory in group, esp when it is grouping with the smart yet sweet ladies who were both excellence with the Gagne's theory, great hand-writing and bakes nice cookies/muffin as well.. thanks Joanne and Sulabha for the great time !!

A.Cognitive/affective and behavioural learning addressed;

The lesson plan allows mostly Cognitive Domain (thinking skill) of the learning objectives where “Knowledge, comprehension, application, Analysis, Synthesis and Evaluation” are present.

While some case-studies and game in the lesson plan allows some form of Affective Domain which allows “Receive – pay  attention to environment or surroundings ; Respond – actively participating to show new skill such as Questioning techniques; Value – to show some commitment such as getting supervisors to help follow up on some learned-skill.” 

B. SMART Learning Outcome

From the lesson plan, not all the learning outcomes meet  all of the SMART criteria, since some does not have the “measurable” or “time-bound” element.

Objective :

1. Identify and describe the 4 factors influencing sales  - No “time-bound”
2. Demonstrate use of the 3 basic questioning techniques – no “time bound”
3. Joint visiting with a supervisor, demonstrate use of selling-structure on a selected customer within 4 weeks  - no “measurable”

C. 4-5 instructional methods were used in the lesson plan; these are :

1. Mini-lecture with slides
2. Case-studies
3. Group-discussion
4. Games
5. Individuals questionnaire task
6. Videos – this is also used in the lesson-plan as contextualization, since it can help those who are better at visual-imagery-learning those cognitive-type.

Lesson-plan is using Gagne's 9-event which allows learning-reviewing of topics covered.

D. Details instructions to facilitator in implementing lesson

Whole lesson plan is created to be around 5-6 hours, excluding breaks and lunch.

As much details were included in the lesson plan; by describing and also highlighting with color font on key actions. Clips of slides or pictures needed to be sketch on flip-chart are also included to help facilitation. Related topics and case-studies or games are highlighted with same colour tab (sheet in microsoft-excel) to indicate that they belong to same topics.

E. Principles of retention

Although not all the principles of retention are applied, some clear examples are evident in the attached event.

In the below portion of lesson plan, there is evident to show that  Adult-educator writes on flip-chart or white-board acronym to allow Visual-imagery. While asking the class to repeat the acronym (out loud, a few times) gives the learners opportunities to Rehearse. AE asking each learner to give one example to work hard on shows that there is meaningful learning being applied to help retention.

Acta - Module 3 - Prepare and Facilitate a Learning Experience

e-Portfolio Entry 5  (16 Jul 2014)

 Kris Teo Facilitation -  Learning environment

Below is a picture of the classroom before start of lesson facilitation. The learners are comfortably seated or positioned and yet able to have a good view of myself, slides, and charts.  

Printed my slides with rehearsed notes (more like scribbles) to help me facilitates.

Print out enough copies of “Group task” hand-out to allow group participation.

To ensure slides or videos turn out as well as we prepare it, it's better to use own lap-top (computer) rather than using the class-computer that I am not too familiar with. Further any slides or setting adjustment is easier with lap-top that you are familiar with.

When possible, I like to use a “clicker with laser pointer” to allows better control of media and ease of  “pointing”

====================== End of ePortolio entry  5 ========================

e-Portfolio Entry 6 (16 Jul 2014)

Kris Teo Facilitation of a topics from Lesson Plan

a. Topics: Basic Selling Skill Part 1

It is not easy choice to choose the above topics since it is a 2-day course (complete). But I took out a small portion of this 2-day course and modify it to suit the learners. Idea was to both allow cover as many points as I can on facilitation and same time allow learners to really "learn" something new in the facilitation.

b. Lesson plan attached on the under-lined "Kris Teo Lesson Plan" which is in pdf format.

Kris Teo Lesson Plan
This lesson plan uses Gagne's 9 Events as foundation to create each activities. Not attach here; pls email me to get a copy if necessary. 

c. Video Attached

Here's the complete video for the lesson plan facilitation. I'd edited the video so that "dead space or quiet moment" and "admin activities like handing out forms, group-task etc" are deleted. There is also a prelude to this video to show that there was an earlier session of lesson which talks about "ice-breaking", "content introduction", "Learning Objective" and even a topics on first learning objectives.  Here's the link to the prelude video.... Prelude Video to actual-topic facilitation. (Not attach here; pls email me to get a copy if necessary.)

After this prelude-video, the topics to be facilitated " basic questioning technique" was captured below.

I'd added caption in the video to show, at least as much as I can do ( This is an small example of the video clip since full video is too large to put in);

Part 1 of video, Showing some basic facilitating of lesson

Another segment of video on facilitating Group-Task

Throughout the video, there were use of non-verbal communications and before closing, some discussion were made on how to transfer the knowledge to apply on actual life situation or workplace....such as “asking boss for a raise”....

.

As an experience presenter, this was still a good exercise and practice to allow myself better understanding of lesson facilitation. 

Acta - Module 4 - Interpret WSQ System

E-Learning

This is basically a new attempt by IAL to do e-learning and study/learn at own-pace. Since it's a new attempt, there are areas which still can be further improved such as Topics were not as updated as information provided by Adult-Educator (AE).

Some of the presentation in e-learning, such as using 3-little-pig-and-wolf story seems very childish for an adult learning topics.

At times, fonts and wordings were too small for old man with "long-sightedness" to read... no wonder my eyes got tired easily.

Since this is interpreting WSQ system, it may be better to have this lesson as an introduction to the Acta which could be more appropriate.

Finally, good attempt.. keep improving.

Acta Module 5 : Assess Competence

M5 eportfolio 9 : Preparation for assessment

Preparation for assessment consist of preparing the venue and resources in accordance to AP, there is also a need to take care of safety & health requirement.

Besides these, self-preparation is also as important; hence, check-list such as logistic and candidate-brief check-list allow you to be more assured that important aspect of the assessment is not neglected.

Pictures below show various set-up on Venue, resources and checklist.

M5 eportfolio 10: Assessment conducting

This entry will be a video-compilation of “Briefing candidate on assessment”, “Role play part 1 & part 2”, “Oral Questioning” and “Summarize assessment for Competent”.

First video on “Briefing candidate on assessment” will see videos showing the sites and briefing of candidate using the checklist. Will also see assessor showing candidate the Appeal-procedure and later, Role-Play script.

Part 1 video too large, hence, only show Part 2 video here.

Next two video “Role play part 1 & part 2”, contains mainly of evidences of performance by Assessor and learner in executing the role-play of sales-person performance the “sell product and service” to the customer (role played by assessor).

Sales-person performed as required by acting out all the correct skill and knowledge thereby winning a “Competent” for the assessment.

“Oral Questioning” video is simply that of sales-person answering to assessor’s oral-questioning that resulted in a “Competent” being awarded for this session.

Finally, video on “Summarize assessment for Competent” shows the wrapping up of the whole assessment activities when assessors informed the Sales-person about the result; Competent, in this case.

Video on "Summarizing the assessment for competent.

Role play is actually quite enjoyable during practices which is crucial to the final role-play execution.

Oral questioning portion is straight forward with not much problem or challenges.

Doing assessment summary for a Competent is also easy since it is giving “good news” and no need to explain or calm any sad candidate (if NYC)…

---------------------------- End of  Entry 10 ----------------------------------

M5 eportfolio 11: Evidence of Assessment

Recalling eportfolio 10 videos that resulted in “Competent” being awarded. This award is based on the Rules-of-Evidence where the evidences gathered are “Valid – meet broad range of knowledge & skills, meet criteria of standards and reflects the type of performance required at work”. The evidences were also “sufficient” so that enough evidences to proof competency. Finally, evidences were also current and authentic since the skill & knowledge is being performance by the candidate herself.

There is also a video showing the scenarios of a “Not-Yet-Competence or NYC” performance on “Oral Questioning” ( video is too large to attached, pls email me if necessary)

In this scenario, the sales-person, will act out to be un-certain or don’t-know that answer to a particular question in the oral questioning session; thereby forcing the assessor to award a “NYC”.