Name: Tan Guo Wei NRIC: S8535514G

Mobile: (65) 9380 3351 Email: eric.tgw@gmail.com

Trainer: Mr See Teck Meng Module: ACTA CU-2

Programme: Stress Management

Question 4a
Adjustments needed to be made for the actual delivery of the programme

Answer 4a
Looking at the Learners’ Profile, age, gender, occupation, designation and
qualification does not require me to make any adjustment to my training
programme as Stress Management is a module for anyone who wants to better
manage his or her stress.

However, race and special needs are two areas I would need to make some minor
adjustment.

Race – due to the diverse nationality among the learners, I would need to take
note on the fluency of my language and the choice of words that are being used.
Sensitivity towards different ethnic groups is necessary. Lingos and dialect terms
should not be used too frequently as it may create barrier between trainer and
learners.

Special needs (Pregnant lady) – As she is pregnant, I would need to take note
on her mobility from indoor to outdoor. Although the activities are 100% safe for
her to participate, I would keep it optional for her. Should she feel uncomfortable
at any point of time, she may opt out of the physical activities and be an observer
to the group. In one-way or another, she is still contributing positively.

Special needs (Wheel-chair bound) – As she is wheel-chair bounded, I would

need to make sure the outdoor activities are wheel-chair accessible. Alternatively,
I would consult her if she is open to allow me to have the learners to lift her
wheel chair at those inaccessible places. Should she not agree, I will reposition
my outdoor activities at wheel-chair friendly areas.

Special needs (Hearing-impaired) – I would need to pay special attention to

the hearing impaired lady during theoretical delivery segments as compared to
the pregnant and wheel-chair bound ladies. As they are hearing impaired, I will
position them in the first few rows to ensure that they are able to lip read what I
am saying and I could do a periodic check with them if they encounter any
difficulties. I would need to make two main adjustments. One, always face the
learners or towards the hearing impaired lady when speaking. Two, reinforce my
crucial statements by writing down on the flipcharts.

Word Count: 344

Page 1 of 11
Name: Tan Guo Wei NRIC: S8535514G
Mobile: (65) 9380 3351 Email: eric.tgw@gmail.com

Trainer: Mr See Teck Meng Module: ACTA CU-2

Programme: Stress Management

Question 4b
Strategies for use to address the culture diversity of the participants

Answer 4b
There are various strategies in addressing the cultural diversity of the
participants. However, I would like to share four strategies that could be
applicable in my context.

1. Taking time to learn and understand about the learner and their
culture.

Learners from diversified culture may have different working pace as

compared to local learners. Despite speaking the same language, English,
learners from diversified culture do speak at different speed or accents too.
With that in mind, by putting extra effort in listening to them with empathy is
one of the ways to manage cultural diversity. Another way would be to
minimize confusion or misrepresentation would be clarifying and
summarizing what they have said.

2. Providing Multi-lingual Materials.

Providing multi-lingual materials for my audience would definitely help them

to be more proficient in their learning especially in their native languages.
With multi-lingual materials, it would also give learners the opportunities to
read in two or more languages and through the process it may improve their
command of language of learning. Constantly referring to the dictionaries
may be too much of trouble for learners. Language is the lifeblood of
communication and concerted attempted must be made to understand the
languages of the learners.

However, in my context, the learners for this batch have good English literacy.
Instead of using multi-lingual materials, I chose to publish only English
language, but, I will pick up simple conversational languages so that I can
engage the Chinese, Indian, Malay, Caucasian and Eurasian learners.

3. Professional Conduct
By conducting ourselves professionally at all time, we can also gain the
respect of the learners from diverse culture and this make the learning
environment more conducive. Professional conduct may refer to our dress
code, the way we stand, the way we speak or the way the lesson is being
delivered.

Page 2 of 11
Name: Tan Guo Wei NRIC: S8535514G
Mobile: (65) 9380 3351 Email: eric.tgw@gmail.com

Trainer: Mr See Teck Meng Module: ACTA CU-2

Programme: Stress Management

Answer 4b (continue)

4. Cultural Issues
I have to be sensitive to the various ethnic groups in the class. With the wrong
usage of words, offended learners will not be able to benefit from the lesson
conducted. Cultural diversity of views are welcome and should not be seen as
hindrance to learning. Different cultural views usually offer enrich learning to
the class. Values and beliefs of the learners must be respected and should not
be stereotyped.

Word Count: 377

Page 3 of 11
Name: Tan Guo Wei NRIC: S8535514G
Mobile: (65) 9380 3351 Email: eric.tgw@gmail.com

Trainer: Mr See Teck Meng Module: ACTA CU-2

Programme: Stress Management

Question 4c
Techniques to use for finding out any potential barriers to learning that may be
faced by some of them

Answer 4c
To surface potential barriers in learning faced by the learners, we can use the
following techniques:

1. Questioning
Adopting various type of questioning is the most commonly used technique to
gather information on learner needs and the most useful type of questions
are open ended questions and probing questions. Open-ended questions are
used to elicit information from learners.

Example of open-ended question

“What are some areas you could do better in your work?”

This allows the learner to clarify and describe what went wrong at work and
may propose possible remedies.

Probing questions are used for deeper understanding of learner needs.

Example of probing question

“Hasn’t our learning always been intentional?”

This allows the learners to clarify the problem description and helps improve
the learners’ understanding needs.

2. Surveys
Surveys can be used to gather information about the learner needs. A pre-
training survey can be conduct to determine the learners’ barrier to learning.
It serves as an assessment to the trainer in developing the course material for
the learners.

Surveys can be done after the lesson to validate the learning outcomes too.
Survey method includes phone survey, personal interviews and through
questionnaires.

3. Personal Reflection

Page 4 of 11
Name: Tan Guo Wei NRIC: S8535514G
Mobile: (65) 9380 3351 Email: eric.tgw@gmail.com

Trainer: Mr See Teck Meng Module: ACTA CU-2

Programme: Stress Management

Adult learners are quite often asked to reflect on their learning and the
meaning of their actions. Learners can be asked to take part in content,
process or premise reflections that can give valuables data on learner needs.

Answer 4c (continue)

Of the three techniques, questioning would be my ideal technique to use to find

potential barriers to learning faced by the learners as this allow them to verbalize
thoughts.

Word Count: 265

Page 5 of 11
Name: Tan Guo Wei NRIC: S8535514G
Mobile: (65) 9380 3351 Email: eric.tgw@gmail.com

Trainer: Mr See Teck Meng Module: ACTA CU-2

Programme: Stress Management

Question 4d
Possible ethical issues that may arise with this class of participants and
strategies to address the issues

Answer 4d
There are six possible ethical issues that may arise from the training. They are
namely:

1. Learner-Trainer Relationship
The learner-trainer relationship has to be kept in a professional manner and
not be blurred through familiarity with each other. Any learner or trainer who
crosses the line to fraternize with one another may lose the respect of other
learners and negatively impact the learning environment.

2. Training Design
Course curriculum should be designed objectively and contains no cultural
biasness and no place for pride and prejudice.

3. Evaluating Learners Performance

In evaluating the learners’ performance, the trainer should be objective and
not be biased or be perceived biased. The trainer should be guided by a set of
assessment principle to ensure validity, reliability, flexibility and fairness. The
rules of evidence to ensure evidence upon which learner performance is
evaluated must be valid, sufficient, current and authentic.

4. Course Attendance
Course attendance must be duly recorded and checked. Any learners caught
cheating or attempting to cheat must be stopped as course attendance can
affect training subsidies.

Example
Learner decides to skip the training and attendance was signed by his or her
friend. Such behavior is deeming as cheating and should be stopped
immediately.

5. Copyright infringement

Page 6 of 11
Name: Tan Guo Wei NRIC: S8535514G
Mobile: (65) 9380 3351 Email: eric.tgw@gmail.com

Trainer: Mr See Teck Meng Module: ACTA CU-2

Programme: Stress Management

Intellectual property rights should be respected and training design should

not be plagiarized work. Any reference to other sources must be annotated
and written permission must be sought from the owners.

Example
Instead of developing the training curriculum from scratch you decided to
copy various topics of the module from different sources and piece it together
without seeking permission from the owners. As such, this has a copyright
infringement.

6. Conflict of interest
As a professional curriculum developer or trainer, one should not be involved
or seen involved in any situations that would suggest a conflict of interest. If
there is any possible conflict of interest, real or perceived, we should report it
immediately to the relevant authority who can then decide to take us off the
job and or other actions to deal with the potential conflict of interest.

Example
Being a trainer with STADA, you are subtly recommended the learners to join
other training providers and receive commission from the other training
providers. As such, there is a strong conflict of interest.

Question 4d
Possible ethical issues that may arise with this class of participants and
strategies to address the issues

Answer 4d
1. Take immediate action to prevent escalation of the situation.

For example

One of the Chinese learners made a racist remark against the Caucasian learner.
Although we have the freedom of speech and the class is made up of adult
learners and I do not have the rights to punish the learner but I rationalize with
the Chinese learner immediately after he made the remark and have him
apologies to the Caucasian learner. Thereafter, facilitating this incident with the
class and have them to understand and respect the belief and culture of our
friends from various part of the world.

2. Develop learning contracts between the parties.

For example

Page 7 of 11
Name: Tan Guo Wei NRIC: S8535514G
Mobile: (65) 9380 3351 Email: eric.tgw@gmail.com

Trainer: Mr See Teck Meng Module: ACTA CU-2

Programme: Stress Management

One of the contracts would be speaking English at all times. The learners'
naturally tendency would be speaking in their native language but for the benefit
of everyone’s learning, it would be good to speak in English. Other contracts can
be being punctual for class, not interrupting the person who is sharing, or
silencing mobile phones.

Basically, it is about developing a common consensus within the class for better
and conducive learning environment.
3. State clearly the purpose and objectives of the training program so that
learners will no suspect any hidden.

Basically, be transparent will the learners on your content delivery. Be open to

their feedback and assure them that whatever is discussed will be moving
towards positive learning and will not be use against their evaluation.

Word Count: 636

Page 8 of 11
Name: Tan Guo Wei NRIC: S8535514G
Mobile: (65) 9380 3351 Email: eric.tgw@gmail.com

Trainer: Mr See Teck Meng Module: ACTA CU-2

Programme: Stress Management

Question 1

In the analysis phase of the curriculum development, you would like to identify
the characteristic of the two training populations.

a. What information will you need to describe the general and specific
characteristic of the two groups of adult learners?

I would like to know the following of the learners:

1. English literacy standard
2. Highest Qualification
3. Nationality
4. Age
5. Gender
6. Profession
7. Special needs

b. How would you gather the information?

I would gather this information by having the learner to fill up an application form
during the registration.

Question 2

In the design and development phases of the curriculum,

a. What theories would you apply to ensure that the programmes are
engaging to the learners?

I would adopt the learning motivational theory by John Keller, the ARCS Learning
Model.

ARCS Learning Model focuses on four areas of learning, namely Attention,

Relevance, Confidence and Satisfaction.

Page 9 of 11
Name: Tan Guo Wei NRIC: S8535514G
Mobile: (65) 9380 3351 Email: eric.tgw@gmail.com

Trainer: Mr See Teck Meng Module: ACTA CU-2

Programme: Stress Management

Attention refers to varieties of learning activities that uses different methodology

of presentation, thought provoking questions to gain and main learners attention.

Relevance refers to the relevancy of the content to the learners. When the content
is relevant to the learner, ownership is taken up and the learning experience
would be much motivating.

Confidence refers to successful learning for the learners. The programme is

tailored to help learner gain confidence through a series of challenging task.

Satisfaction refers to learner obtaining some satisfaction or rewards from the

experience. Programme will be tailored for the learner to apply what they have
learnt. Through it, the learners not only gain confidence but also a great sense of
satisfaction after completion.

b. What are the differences in motivational needs between the young

professionals and the middle-aged business people?

Using Maslow’s Hierarchy of Needs,

The young professional would usually be at the first two tiers of the pyramid that
refers to the need of physiological and safety. However, the middle-aged business
people would probably be at the first two tier of the pyramid that refers to the
need of Esteem and self-actualization.

Question 3

During the delivery of the training programme, what learning strategies

would you use to ensure that the sessions are motivating to the learners?

Adopting John Keller’s theory, the ARCS Learning Model, I will also be
incorporating many visual aids, discussion among the groups and between
trainer and learners and hands-on activities.

Question 4

As a trainer / curriculum developer, what moral obligation and

responsibilities should you exhibit?

 Providing care for learners’ emotional as well as physical safety

 Seeking best practices to resolving ethical dilemmas effectively

Page 10 of 11
Name: Tan Guo Wei NRIC: S8535514G
Mobile: (65) 9380 3351 Email: eric.tgw@gmail.com

Trainer: Mr See Teck Meng Module: ACTA CU-2

Programme: Stress Management

 Avoiding topics that can cause emotional and/or moral difficulties for any
learners
 Promoting a fair and equitable learning environment
 Conducting ourselves professionally at all times.

Question 5

As a trainer,

a. What would you do if your participants asked to buy financial product from
you after class?

I would offer my service to the participant but I would also seek the participant
to do their due diligence in seeking second opinion and then finally decide
whether to buy the financial product from me.

b. What would you do if you were asked for an opinion of a financial planning
product that you are selling?

I will provide the facts of the financial planning product but seeking the
participant to do their due diligence in research the product. And, I will put a
disclaimer to them that my opinion is not a solution to their problems and will
not be responsible for any losses.

c. What would you do if the participant signed the class attendance sheet in the
morning and then “disappeared” from the class later?

I would not process the participant’s attendance, as he did not attend my class.
Will inform the participant that he or she needs to do a make up lesson.

Page 11 of 11