InnovPLUS VI November 2018: Challenge Statement and Challenge Teams

November 2018

 Challenge  Statement Index  Pseudonym  Organisation  Challenge Statement Synopsis   Full Challenge Statements
 Globex Institute

 Globex Institute recognised the need to integrate 21st Century skills into the  curriculum and equip our students with the skills for today’s workforce. Lecturers are  expected to incorporate 21st  century skills in their teaching and they need to re-learn  and apply new pedagogy to promote these skills. Most of them may not be equipped  with the necessary resources to do so. Students are also ill-equipped with the 21st   century skills to communicate, collaborate, think critically, etc.


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 Harmony  Company
 It is often acknowledged that conducting a detailed Training Needs Analysis (TNA) on  the organisation is needed to identify and address business, performance and  learning gaps. However, conducting a training needs analysis involves time -  consuming data gathering and analysis exercises to generate the accurate learning  and development interventions. TNA exercise is often laborious and disruptive to  operations. Training recommendations from the TNA exercise may also get outdated  due to movements of staff, changes in customers’ requirements and operations.  Furthermore, due to a lack of resources and  trained expertise, SMEs are not able to  pinpoint specific individual’s performance and  skills gaps. What if training needs  analysis can be an ongoing and seamless process that takes place as operations are  ongoing? What if training recommendations can pinpoint a  specific individual’s  knowledge and skills gaps quickly, efficiently and effectively?
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  #03  PAL
 As a premier palliative care research and education center, we recognize the  importance of providing effective communication skills training to healthcare  professionals. Evidence suggests that when healthcare professionals communicate  effectively with patients living with life limiting illnesses, patients report (1) less  decisional conflict; (2) higher quality of  life; and (3) lower expenditures in healthcare  spending. Current communication skills  training in serious illness conversations is  generally technology light. It often relies on role  play by paid actors and small group  discussions with qualified facilitators. This approach,  while effective, is labor  intensive, and not scalable. Therefore, we propose to develop a  simulation model  that can effectively teach communication skills training without the need for local    actors and on-site professionals. This model should incorporate the latest  gaming  and chat-bot  technology to simulate authentic case scenarios in place of real actors  in a format which mimic and gesture like real-life patients and healthcare  professionals. This  approach represents a novel strategy for training healthcare  professionals in serious  illness conversations in a scalable and resource efficient  manner. If successful, it  can easily be adapted to other patient groups locally and  regionally.
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 We desire to go beyond the current focus on using technologies (including VR, AR,  and serious games) on training delivery to develop technology-enabled assessment  and evaluation rubrics.

 By using technological tools such as immersive technology, wearable IoT, AI and  predictive analytics, we can better analyze and evaluate learning and behavioral  change of learners. This will help to provide immediate and actionable insights for the  delivery of adult learning as well as to identify blind spots in training and assessment.

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 Triage is a difficult skill to teach as it consists of both objective and subjective  components. In addition, triage nurses also vary in terms of training, years of  experience and degree of risk aversion. Although all triage nurses go through a  standardized course/ teaching, the resulting competency level is varied. Taken as a  whole, this means that triage outcomes can be inconsistent, and therefore dangerous  for patients.

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 TEG, like many organisations all over the world, faces challenges in the evaluation of  its training programmes. In particular, challenges are faced in the collection of  learning metrics to measure the transfer of learning  performance into work  performance, which may only take place months after end of the training course.  Current manual  processes also do not facilitate refinement of courseware and  training delivery as precisely as it possibly could. A robust system would also support  a  culture of continuous learning and improvement and high performance.


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 As a social enterprise, we reach out to job seekers and equip them with relevant  skills, before placing them in key industries. Learning opportunities, especially for  vocational skills in F&B, are limited due to high investment required for learning in a  collaborative kitchen setting (Eastern, Middle Eastern, Western kitchens), and hence  our inability to have hands-on learning using different crockery, overcoming hazards  in various kitchens and meeting various global regulations. The above restrictions are  further accentuated for mature job seekers who may be slower learners.

 The challenge is to impart vocational skills effectively through authentic learning  experiences, thereby giving low-income and/or disadvantaged Singaporeans a  chance to be deployed quickly in key growth sectors.

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