Thanks to all who attended our April training class. It was a packed house and a packed agenda. Learning about ISO can be like learning a new language, if you are new to the concept. As you'll see from the participant comments, we did actually learn a little of a new language (and a lot about ISO!).
Feedback from participants included the following:
“Learned about ISO 9001 processes and had fun with the Hot Ball Review. The workshop today was awesome and exciting.”
“Learned that processes involve a transformation. Had fun with the modelling clay exercise and listening to music – try Irish next time. Good workshop. Change of techniques good to keeping me awake.”
“Learned how to better identify processes from functions. Had fun assembling an item from my partners direction. Had a great time and gained a better understanding of the ISO system.”
“The new thing I learned was the process. Had fun when we counted with the rubber balls. Very informative on how the process works.”
“The new thing I learned was ‘sources of inputs, inputs, activities, outputs’. Had fun counting to ten in Irish.”
“Learned Quality Management Principles. Had fun playing with my ball. The workshop was informative.”
“I learned about performance evaluation. Had fun bouncing the ball learning Irish. It was fun. Not too repetitive. Actually learned something.”
“Learned more of my own company. I had fun when inappropriate jokes were made by the teacher. The workshop experience was entertaining.”
“Learned all about Context – involved the way you manage a company. Had fun – customer focus and improvement."
“Learned how this all ties together. Had fun playing with the balls. Very good training. It gave me a new perspective on ISO Certification and showed how everything ties together.”
“Better understanding of 2015. Had fun with class involvement and bouncy ball."
“Learned that I still have trouble staying focused in an 8 hour class room. But I can still read though!”
“Learned how to relate ISO to my specific company and policies. Had fun listening to your Irish accent”
“This is a great way to identify organizational statements and exactly what to do. Learned series reliability – the 95% probability. Had fun with the bouncing balls.”
Participants at our Internal Auditor class did a great job applying their knowledge and understanding of the ISO 9001:2015 Standard to auditing a live ISO 9001:2015 certified Business Management System.
Comments from the class included:
“I learned that some clauses can be identified / cross path with another during the audit process. I had fun when we identified the internal audit steps as a group.”
“I learned the ISO 9001:2015 standard. I had fun setting the dancing feet with the steps in planning an audit. Actually doing a mock audit helped to understand the standard much better. I learned a great deal in the workshop. Thank you.”
“I learned to audit from processes, rather than the standard. No more audit checklists. The training was fun and enjoyable.”
“I learned that time management is essential to auditing and you should have an audit plan prior to the audit. I had fun having group discussions; gives me an opportunity to learn from others.”
We delved deep into Context in our ISO 9001 Basics class today. With the organization's context and key processes determined, the rest of the clauses of the ISO 9001:2015 have meaning and a practical application.
Feedback from participants included the following:
“Learned about items needed for 2015. Had fun during activities. I really enjoyed the class today. It was a lot of information in a short period of time.”
“Learned about risk-based thinking, how it should be monitored and measured. Had fun in the ‘Listen and build with the clay’. The workshop experience was excellent and very educational.”
“Learned the changes to the new standard. The whole course was enjoyable.”
“Learned all the new requirements, main changes and what to watch out for. Had fun in the review. On packets, the blank page could be lined for notes.”
“I learned it’s all about ‘context’ and the new standard focuses on top management. I had fun playing games and group exercises.”
Bloom's Taxonomy and Learning Objectives
Employee training and education should be based upon learning objectives which consider both the intended audience, as well as the level of learning that is required. In simple terms, the depth and extent of employee training should consider their job description, assigned work activities and job responsibilities. Some employees may only need to learn information at a knowledge level, where others may be required to achieve learning at higher levels, including comprehension, analysis and evaluation.
The categories below are taken from Bloom's Taxonomy, which is used to classify educational learning objectives into levels of complexity and specificity. The higher the level, the more in-depth, and likely longer, the training program should be.
1. Knowledge- Knowledge is defined as the remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain.
Illustrative General Instructional Objectives: Knows common terms. Knows specific facts. Knows methods and procedures. Knows basic concepts. Knows principles.
Illustrative Verbs for Stating Specific Learning Outcomes: Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.
2. Comprehension- Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words or numbers), by interpreting material (explaining or summarizing, and by estimating future trends (predicting consequences or effects). These learning outcomes go one step beyond simple remembering of material, and represent the lowest level of understanding.
Illustrative General Instructional Objectives: Understands facts and principles. Interprets verbal material. Interprets charts and graphs. Translates verbal material to mathematical formulas. Estimates consequences implied in data. Justifies methods and procedures.
Illustrative Verbs for Stating Specific Learning Outcomes: Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes.
3. Application- Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area require a higher level of understanding than those of comprehension.
Illustrative General Instructional Objectives: Applies principles to new situations. Applies theories to practical situations. Solves mathematical problems. Constructs charts and graphs. Demonstrates correct usage of a procedure.
Illustrative Verbs for Stating Specific Learning Outcomes: Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.
4. Analysis- Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationship between parts, and recognition of the organizational principles involved. Learning outcomes here present a higher intellectual level than comprehension and application because they require an understanding of both the content and structural form of the material.
Illustrative General Instructional Objectives: Recognizes unstated assumptions. Recognizes logical fallacies in reasoning. Distinguishes between facts and inferences. Evaluates the relevancy of data. Analyses the organizational structure of a work (art, music, writing).
Illustrative Verbs for Stating Specific Learning Outcomes: Breaks down diagrams, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, points out, relates, selects, separates, subdivides.
5. Synthesis- Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information). Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns and structures.
Illustrative General Instructional Objectives: Writes a well-organized theme. Gives a well-organized speech. Writes a creative short story (or poem). Proposes a plan for an experiment. Integrates learning from different areas into a plan for solving a problem. Formulates a new scheme for classifying objects (or events, or ideas).
Illustrative Verbs for Stating Specific Learning Outcomes: Categorizes, combines, complies, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.
6. Evaluation- Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgements are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance and purpose) and the student may determine the criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all of the other categories, plus value judgements based on clearly defined criteria.
Illustrative General Instructional Objectives: Judges the consistency of written material. Judges the adequacy with which conclusions are supported by data. Judges the value of a work (art, music, writing) by using internal criteria. Judges the value of a work (art, music, writing) by use of external standards.
Illustrative Verbs for Stating Specific Learning Outcomes: Appraises, compares, concludes, contrasts, criticizes, describes, discriminates, explains, justifies, interprets, relates, summarizes, supports.
As an example, if we're considering a program for general ISO 9001:2015 awareness, then we’re really only looking at a basic level of knowledge (Level 1). In contrast, If we’re talking about training a practitioner that will have role in implementing and maintaining the management system, both comprehension and the application of requirements is necessary (Level 2 & 3). For key personnel, e.g., Lead Auditors and QMS Managers (Levels 4, 5, & 6), the longer the training, the better.
Benjamin S. Bloom, Bertram B. Mesia, and David R. Krathwohl (1964). Taxonomy of Educational Objectives (two vols: The Affective Domain & The Cognitive Domain). New York. David McKay
We spent some "quality" auditing time with a group who attended our 2 day ISO 9001:2015 Internal Auditor Training course this week.
Comments from the class included:
“A new thing I learned was Risk Assessment and ways to organize the information. I had fun with the steps on the floor activity, music with activities. Nice presentation – easy and straight to the point. Nice environment.”
“Learned about audit planning and what nonconformances are being found with the audits to the 2015 standard that weren’t before. Had fun doing the audit planning exercise with the footprints.”
“I learned that auditing is like solving a puzzle. Not everything is always straightforward, but it requires interpretation relative to procedures and standards. I had fun during the audit and the closing meeting.”
“I learned how to do a legit audit. Learned a better way to approach an audit; better understanding. Had fun for the whole 2 days.”
'Twas the night before training when all through the office,
Not a device was stirring, not even the bosses,
Materials were laid out on the tables with care,
In the hope that trainees would soon be there. . . .
We awoke to a Houston under a fluffy blanket of snow on Friday December 8th, eight years since the last snowfall on December 4th, 2009.
Kudos to those to braved the elements and made it to our ISO 9001:2015 Basics Training Workshop. Feedback from the class included the following comments:
“Learned about risk management, management of change and all 2015 ISO. Had fun during the review of quality management principles with the hot ball. The workshop experience today was very entertaining, very descriptive and full of practical advice on the way around ISO 2015.”
“Better understanding of the sequence and interaction of key QMS processes and the definition of changes from ISO 2008 to 2015. Had fun with the clay exercise.”
“Learned ISO 9001:2015 clauses – all new to me. Had fun during the bouncing ball exercise. The workshop was fun, educational and very helpful.”
“A new thing I learned was the concept of “Context” as used in 9001:2015. I had fun learning the “CLP SOPI. The workshop was a positive, engaging experience – very dry material that was presented in a way that was not boring and difficult to follow.”
“Group activities contributed to learning effectively and memorizing faster & of course, CLP SPOI. Cheers!.”
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