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INDUKSI ASISTEN UPT PL
Transcript of INDUKSI ASISTEN UPT PL
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Presented by:
Lydiawati Kosasih Asalla, S.Kom, MM.
Widia Center of Excellence for Teaching and Learning
INDUKSI ASISTEN UPT PL
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Sasaran ProgramSetelah mengikuti program ini, peserta diharapkan:
Widia Center of Excellence for Teaching and Learning
Who is the Participant?
What is it about?
How to delivery it
well-structured?
- Mampu menjelaskan 5 perbedaan dasar antaraPedagogy & Andragogy
- Mampu menjelaskan Learning Style
- Mampu menjelaskan peran dan misi trainer
- Mampu mendesain suatu Lesson Plan yang baik & menarik- Mampu mendesain suatu Introduction-Body-Closingyang benar
Communication Style
- Mampu mendemonstrasikan Pedoman dan Teknik Bertanya- Mampu menjelaskan cara mengatasi gugupberbicara di depan umum
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Agenda
• Andragogy VS Pedagogy
• Misi Trainer (as Mentoring)
• Opening : Shaking the Stage
• Charging the Stage
• Empowering and Closing the Stage
• Pedoman dan Teknik Bertanya bagi Instruktur
• Gaya Komunikasi yang Sesuai
Widia Center of Excellence for Teaching and Learning
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Andragogy Vs Pedagogy
Andragogy
“The art of helping adults learn” (Knowles, 1984)
Pedagogy
“The art of helping children learn”
Widia Center of Excellence for Teaching and Learning
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Differences
Widia Center of Excellence for Teaching and Learning
Pedagogy Andragogy
1. The concept of the learner• Dependent personality
1. The concept of the learner • Self-directing Autonomous
2. The role of the learner’s experience • Transmission techniques
2. The role of the learner’s experience• Richest resources for one another
VAK
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Cont’ …
Widia Center of Excellence for Teaching and Learning Next
Pedagogy Andragogy
3. Readiness to learn• Readiness is largely a function of age
3. Readiness to learn• Life Related Developmental tasks
4. Regarding orientation to learning• Subject centered orientation to learning
4. Regarding orientation to learning• Problem-centered• Task-centered
5. Regarding motivation to learn• External Pressures
5. Regarding motivation to learn• Internal
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Learning Style : V A K
Visual
Auditory
Kinesthetic
Widia Center of Excellence for Teaching and Learning
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Memory pictures meaning
Need to “see” to understand
Remember colors and shapes
Dislike listening for too long
Big Picture, Visual Aids
Widia Center of Excellence for Teaching and Learning
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Love to talk
Learn by listening
Read in talking style “hearing” the text
Are attracted to sound
Forget faces, remembers names
Widia Center of Excellence for Teaching and Learning
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Learn by doing: role play, ice breaker
Get up and move around
Needs lots of breaks
Remember best what they do
Widia Center of Excellence for Teaching and Learning
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Widia Center of Excellence for Teaching and Learning
Gaya Belajar Kebanyakan Siswa
“Profil gaya belajar”
rata-rata siswa SDS
(Specific Diagnostic Studies)
yang tersebar di USA
Hong Kong dan Jepang.
Maryland Univ : 5300 siswa/i
Kinestetik : 37%
Auditory : 34%
Visual : 29%
Back
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Attention Time
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Lucas, B (1999) ‘Lecturers Must keep Brains in Mind.’ The Australian: Higher Education. July 28, p 45.
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Analisa Peserta
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Trainee Attitudes
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LEARNER
TOURIST
HOSTAGE
TERRORIST
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What Is Training?
Widia Center of Excellence for Teaching and Learning
Training adalah suatu modifikasi perilaku secara formal dan
sistematik melalui proses pembelajaran yang timbul melalui
pendidikan (education), instruksi (instruction), pengembangan
(development), dan pengalaman terencana (planned experience).
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Sasaran – Sasaran Pembelajaran
Widia Center of Excellence for Teaching and Learning
Skill
Knowledge
Attitude
Knowledge:
Skills:
Attitude:
Apa yang harus diketahui oleh
seseorang untuk melakukan
tugasnya dengan baik
Apa yang harus seseorang mampu
lakukan untuk dapat melaksanakan
tugasnya dengan baik
Pandangan atau sikap seperti apa yang
harus seseorang miliki agar ia dapat
melaksanakan tugasnya dengan baik
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Trainer Roles in Class
The role of the trainer is to facilitate learning so that learners can acquired the key competencies presented.
• Group Manager
A trainer should has skill of enormous power and is able to harness the synergy within the group to achieve powerful and lasting learning
• Method Expert
A trainer should becoming competent with a variety of learning techniques
• Subject Expert
A trainer should know the content and task well and is responsible for providing information about them
Widia Center of Excellence for Teaching and Learning
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Pedoman Penyusunan Rencana Pengajaran
Topik Bahasan : ……………. Sasaran Topik : …………….
Langkah Kegiatan Belajar Waktu Metoda Media
INTRO 1. Mendapatkan perhatian
2. Menjelaskan sasaran
3. Kaitkan dengan pelatihan relevan yang
pernah diperoleh (jika ada)
BODY 4. Presentasikan rangsangan untuk
mempelajari hal yang baru ini
5. Memberikan petunjuk/bimbingan
6. Tampilkan prilaku/hasil yang
diinginkan
7. Memberikan umpan-balik berkaitan
dengan hasil tersebut
CLOSING 8. Mengevaluasi hasil belajar
9. Membentuk retensi dan transfer hasil
belajar
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Opener : Shaking The Stage
Widia Center of Excellence for Teaching and Learning
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PSIKOLOGI PERSEPSI(Ann Marie Sabbath)
• Peraturan 30 detik(thirty second rules)
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Opportunity to grab and focus participant’s attention
Interest - How will you create interest ?
Need - Why do they need to know ?
Topic - What will the session be about ?
Range - What will you be covering ?
Outcomes - What will they achieve ?
Assessment - How will they be assessed ?
Why Introduction is VITAL :
INTROA
The Introduction of Teaching Session
Widia Center of Excellence for Teaching and Learning
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Menstimulasi & Mendapatkan perhatian denganmelakukan Pembukaan yang menarik (Interest):
• Analogi
• Anecdote/humor
• Personal Experience
• Technical Background
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Tips @ ur First Meeting
• Greeting
• Perkenalan nama kita (Bina Suasana)
• Perkenalan nama peserta
• Tujuan (selama 1 sem – Big Picture)
• Rules of the Game (Learning Agreement)
• Isi materi (presentasi)
• Tanya jawab
• Closing
• Salam
Widia Center of Excellence for Teaching and Learning
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Charging The Stage
Widia Center of Excellence for Teaching and Learning
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Guidances
1. The lecturer presents /demonstrates the new skills or information
2. Participants apply or use the new skills and information in appropriate activity
3. The lecturer summaries the main points
4. The lecturer asks questions to check that participants understand the new skills and information
Planning the Body of Your Teaching Session
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Concept Plan
Konsep-Contoh-Latihan Konsep-Contoh-Latihan Konsep-Contoh-Latihan
Sub-Materi-1 Sub-Materi-3Sub-Materi-2
JEDA JEDA
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Teknik “CHARGING THE STAGE”
• D emonstrations
• E xamples
• F acts
• A nalogies
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Contoh 1 : DEMONSTRATION
Mencetak Laporan dari MS-Excel
Eg: Menggunakan Perintah dalam Print Toolbox
Contoh 2 : EXAMPLES
Menceritakan Pengalaman Anda atau Orang
Eg: Menceritakan sebuah kecelakaan karena tidakmematuhi prosedur keamanan di suatu jalan raya
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Informasi yang Secara Jelas Terbukti Benar
Eg: Efektivitas Training dan ASTD (next slide)
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Contoh 2 : EXAMPLES
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Contoh 3: FAKTA SULIT TERBANTAH
Di Amerika, pada tahun 1994, biaya langsung yang dikeluarkan
untuk pelatihan karyawan adalah lebih dari U$ 50 Milyar; dan
apabila semua biaya-biaya yang berkaitan ditambahkan, angkanya
lebih dari U$ 300 Milyar (ASTD, 1994)
Padahal rata-rata hanya 20% saja dari hasil pelatihan yang
kemudian bisa dipraktekkan di tempat kerja, dan menghasilkan
perubahan dan peningkatan prestasi kerja (Broad & Newstorm,
1992)
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Contoh 4 : ANALOGY
Menjelaskan sesuatu dengan cara membandingkan
persamaan antara dua benda/proses/kejadian yang
memiliki persamaan (situasi atau efek yang ditimbulkan)
dengan pesan yang ingin disampaikan
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Sesi Penutup
Penutup yang efektif mampu memberikan:
Kesempatan untuk memikirkan perasaan dan pengalaman
yang telah mereka pelajari
Kesempatan menyusun rencana tindak lanjut setelah kuliah
selesai
Rangkuman dan Keterkaitan antar sesi
Outcomes Feedback Future suggest
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Contoh: Penutup
Tuliskan pemahaman-pemahaman baru yang anda peroleh dari kuliah ini:
•
•
•
Tuliskan tiga hal yang akan anda lakukan dalam waktu satu bulan ini sebagai hasil belajar dari program ini
•
•
•
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Menanggapi & Menjawab Pertanyaan
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Pedoman & Teknik Bertanya
• Mempertimbangkan sifat dan karakteristik peserta
• Menghindari pertanyaan yang menyerang
• Merefleksikan setiap pertanyaan (Penilaian, Koreksi, Menghargai, dsb)
• Pertama adalah Open Question, tunggu, kemudian Pointing Question
• Jika peserta yang ditunjuk tidak dapat menjawab, segera tunjuk peserta lainnya
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Teknik mendengarkan efektif 3 L :
1. LOOK AT THE SPEAKER (Pandanglah pembicara)
2. LIFT YOUR EYEBROWS (Angkat alis mata secara wajar)
3. LEAN FORWARD SLIGHT (Condongkan tubuh ke depan)
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Cont’d
Konsep Triple T :
– TOUCH
– TURN
– TALK
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Sikap dan Ketrampilan Dasar Pelatih
Pelatihan yang diinginkan• Dinamis• Menarik• Relevan
1. Sikap Diri
• Sikap Tubuh
• Bahasa Tubuh
4. Antusasisme & Kepercayaan
• Lecture Phobia & Grogi
Untuk memulai
• Antusiasme
• Kepercayaan
2. Kontak Mata
• Kontak Mata
3. Suara
• Volume
• Jelas
• Intonasi
• Kecepatan
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Gaya Komunikasi sesuai denganTemperamen
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Gaya Komunikasi dengan Orang Sanguinis
• Berbicaralah dengan semangat dan antusias
• Gunakan kata-kata motivasional
• Gunakan kata-kata positip dan energik
• Gunakan gambar/ilustrasi saat menjelaskan
• Berikan pujian kepada mereka
• Bangun kehangatan persahabatan, bukan kekakuan hierarkis
• Ikuti alur pembicaraan mereka dengan serius
• Jangan berdebat urusan detail dengan mereka
• Tampilkan bahasa tubuh yang penuh semangat
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Gaya Komunikasi dengan Orang Koleris
• Bicaralah dengan tegas dan tepat ketika menyampaikan sesuatu
• Berbicaralah secara sistematis
• Jangan menggunakan kata-kata seperti “mungkin”, “barangkali” dan kata-kata yang bernuansa ketidakpastian
• Jangan berdebat jika tidak ada data pasti yang dapat digunakan untuk meng-counter mereka
• Biarkan mereka menyampaikan pokok-pokok pikiran secara tuntas. Sesudahnya Anda boleh bertanya
• Pujilah mereka seperlunya atas apa yang telah disampaikan
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Widia Center of Excellence for Teaching and Learning
Gaya Komunikasi dengan Orang Melankolis
• Gunakan fakta dan data yang dapat dipertanggungjawabkan
• Kurangi senda gurau berlebihan
• Gunakan kata-kata yang realistis dan faktual
• Berikan waktu kepada mereka untuk berpikir setelah kita menyampaikan sesuatu
• Biarkan mereka mengutarakan kerangka berpikir secara total
• Jangan menunjukkan raut wajah bosan atau berseberangan dengan mereka
• Hindari kata-kata yang berbau motivasional secara berlebihan
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Gaya Komunikasi dengan Orang Phlegmatis
• Jangan bersuara terlalu keras saat menjelaskan sesuatu
• Semangat tidak perlu sebesar ketika berbicara dengan orang bertipe sanguinis dan koleris
• Jangan terburu-buru ketika menyampaikan pokok-pokok pikiran
• Berikan waktu kepada mereka untuk mencerna apa yang kita sampaikan melalui diamnya mereka. Selalu konsisten dengan yang kita sampaikan karena mereka akan mengingatnya
• Jangan membuka topik “panas”,”berbau konflik”, dan sejenisnya, karena mereka cenderung menghindari topik seperti itu
• Tegaskan keputusan yang diambil karena mereka cenderung akomodatif terhadap segala sesuatu.
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Mengatasi rasa Gugup
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Bagaimana bila “Nervous” ?
Anda tidak sendirian……….
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Widia Center of Excellence for Teaching and Learning
Mengatasi ‘Nervousness’(1)
Organize & Mastery
Visualize Success
Real Practice
(Presentation and Q&A)
Check and Recheck
PREPARATION
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Widia Center of Excellence for Teaching and Learning
Mengatasi ‘Nervousness’(2)
Breathe & Relax
Relate
Move
Eye contact
ON THE SPOT
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Widia Center of Excellence for Teaching and Learning
Nervous Vs Jam Terbang
Seiring dengan meningkatkannya jam terbang anda
sebagai seorang trainer maka rasa nervous akan
semakin berkurang, tetapi ingatlah bahwa hal
tersebut tidak akan pernah hilang
Latihan - Latihan - Latihan
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Widia Center of Excellence for Teaching and Learning
Sikap Seorang Instruktur/Pelatih
Ekspresi Wajah :Senyum Suara : Jelas
Kontak Mata Dengan Tangan : Jangan DilipatPeserta
Postur : Berdiri Tegak
Pakaian : Simpel danBersih Posisi Berdiri : Berdiri
Dengan Posisi Bahu Sejajar
Jarak Antara Instruktur Dengan Peserta :2-3 m
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References
More Resources:
http://witel.binus.edu/Resources.aspx#Widia Center of Excellence for Teaching and Learning
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Widia Center of Excellence for Teaching and Learning
The End of Presentation
Good Luck …
Thank You ( ^ _ ^ )v