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2.

1
This course is addressed to meet the employees' need to
perform their best at workplace. Firstly, a Training Need
Analysis (TNA) session has been conducted two weeks
before holding the course to "Aurora Company for
Designing Services/ Customer Services Department".
Through the TNA results, a gap between the employees
and clients was discovered and between the employees
and management too, which mainly related to
communication skills. So, this course was tailored to meet
their
requirements
for
improvement
regard
the
communication skills. It spots the light on one type of
communication skill "Emotional Intelligence", as it is a
required skill for everybody to manage their feelings at
work place. By solving the communication problem, those
customer service staff will be able to communicate with
the clients and the management accurately. This course
aims to perform knowledge and skills related to Emotional
Intelligence concept for the sake of the self and
organization development. By the end of this course; the
trainees were expected to be able to:

Make
their
own
definition
for
Emotional
Intelligence.
Figure out their emotions and express them.
Overcome their negative feelings at workplace.
Link the course outcomes with their workplace
daily routine and be EMOTIONALLY INTELLIGENT.

The course reflected on the "Theory of Adult Learning


(Andragogy)" for Malcolm Knowles; as the following:
Trainees were involved in decision making; break
timing for instance.
Trainees were asked to address their course
objectives.
Trainees were encouraged through the activity to
express their emotions and share their experience in
facing negative feelings.

The course objectives were relevant to the trainees'


real life.
The course was designed according to the resources
availability. The computer and data-show were used to
present the course material in PowerPoint slides. Although
the class was provided with a flip-chart and white board,
they were not used because they were not necessary for
clarification.
The
course
included
formative
and
summative
assessment. The formative was by asking the trainees
about what have been discussed through the session to
follow up and figure out whether they understood the
given information or not; while the summative assessment
was by distributing post-test to be submitted after three
days to insure that all the objectives were met.

2.2
The course activities were structured in a sequence to be
from a simple level and gradually up to complex level. At
the beginning of the course, the trainees were asked to
give a definition for Emotional Intelligence but they could
not. So, they were asked to give a separate definition for
Emotion and another for Intelligence. Then by combining
the two definitions they were able to structure a definition.
Later on, they were asked to define the Emotional
Intelligence
components
(Self-Awareness,
SelfManagement, Social Awareness and Relationships
Management) and they did their best to answer. Then,
they were asked to give tips to avoid negative feelings and
how to deal with them if they occurred. Accordingly, the
trainees through the simple opening activity were able to
break the barriers and find solutions to their situations by
themselves.

1.1
According to the CIPD material, I was able to manage the
course from different aspects:
1. Environmental Aspect:
Insured that the class was well prepared with
flip-chart, white board, markers and draft
papers.
Insured that the data-show and the speakers
were working.
Asked the trainees if the lighting was suitable
for them.
Insured that the clock was working.
2. Individual Aspect:
Trainees were encouraged all the session to
interact and give their experience.
Based in the TNA that has been done for the
trainees; it showed that the majority of them
were Activists Learners, who tend to experience
anything by themselves. So, the session plan
was designed to meet their learning type. On
the other hand, the minority of Reflector
Learners, the video has been provided in the
slides to meet their tend to review to the
required information and reflect them on their
experience.
The course was relevant to their workplace
routine.
1.2
I was able to create a positive learning environment by
building a rapport with the trainees at the first stage.
Secondly, was by reflecting on Experimental Learning
Theory (Kolb Theory), David A Kolb (1939). Kolbs
experimental learning theory is a four stages theory which
combines experience, perception, cognition and behavior.

Accordingly, the training course was designed as the


following:
1. Concrete experience: was by addressing the
situations or problems the trainees have faced
previously.
2. Reflect experience: was by letting the trainees to
express their feelings through the activity.
3. Abstract Conceptualization: was by linking the giving
tips with their negative feelings to overcome them.
4. Active experimentation: was by their ability to apply
the given advices and tips on their forthcoming or
expected experiences.
Also, the course was held in a positive environment by
encouraging the trainees to share their experiences and to
figure out the solutions by themselves. Besides, the
trainees were welcomed to ask for further clarification at
any time during or after the course.
Moreover, a list with further enhancement in Emotional
Intelligence field was distributed among the trainees at
the end of the course to feel valuable and appreciated for
attending the course.

3.1
I was pleased to receive feedbacks from the trainees. The
majority were positive; like the following:
Adjust the lighting to suit the trainees.
Distributing draft paper before the trainees arrival
and conducting the session.
Introduce the Health and Safety in Bahrain Training
Institute and showing the assembly point.
Checking the environment.
The course was enjoyable.
Good and convince self-introduction.
Build a rapport with the trainees.

Showing confidence in delivering the course.


Use facial expression and body language probably.
Calling the trainees by their names and deal with
each one of them.
Ask the trainees about their objectives and
expectation out of the course.
Present the course aim and objectives and distribute
them among the trainees.
Various type of activities.
Following up the trainees during the activities.
Punctual regard the timing.
Able to answer the audience questions.
Interesting activities.
Good support during the activity.
While the negative feedbacks or the areas need to be
improved were as the following:
The video was fast and full with spoken information
rather than pictures or figures.
Didnt repeat the trainees reply to the rest.
Didnt link the Coins Activity with the course
objectives.
Better to do group work activities.
Low tone of voice.
Keep saying have you finished to the trainees
during the activity.
Didnt give enough illustration for the Coins Activity.
Better to pause the video and reflect on it whenever
needed.
Dull presentation backgrounds.
Better to give more examples from the trainees' real
job life with solutions.
3.2
The activities were excellent to build a good training
environment. The first one was "Coins Activity", trainees
were asked to pick up to three coins without knowing the

purpose. Then, sheets with different facial expression and


coloring pencils were distrusted among them. They were
asked to recall situations that they have been faced
anywhere either at home or work depends on the coins
number they have and they have to color their facial
expression or feelings at that time. Due to the course
length, the trainees were asked to share only one
situation, which made me feel that they were confused.
This activity enabled them to express their feelings but I
missed to link the activity outcomes with the next slides;
which include tips to avoid or overcome those negative
feelings.
The second activity had been done by coincidence without
preparation. As one of the techniques to overcome
negative feelings is by doing breathing exercises; one of
the trainees was asked to share her experience with the
others. They welcomed the activity and did it with her. It
was a good idea to link between the previous courses and
to share experiences with others.

3.3
1. Be accurate in choosing videos to be presented
during the course. The video must be full of images
and less spoken information. It should be short and
straight to the point.
2. Be well prepared and be able to link the activities
outcomes to the trainees' career. Also, encourage the
trainees to engage more during the course and
giving more experiences from their workplace.

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