Challenge Statement Index | Pseudonym Organisation | Challenge Statement Synopsis | Full Challenge Statements |
#01
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Globex Institute
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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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#02
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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 Training recommendations from the TNA exercise may also get outdated due to movements of staff, changes in customers’ requirements and operations.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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#04
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RPL
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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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#05
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TED
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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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#06
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TEG
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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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#07
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M_Extender
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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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