TAA04 TRAINING AND ASSESSMENT PACKAGE

1
TAA04TRAINING AND ASSESSMENT PACKAGE

• TRAINING DELIVERY

2
WORKSHOP STRUCTURE
This workshop will address the competencies for
the following clustered units

• TAADEL301C Provide training through instruction
  and demonstration of work skills (Elective)
• TAADEL402B Facilitate group based learning
  (Elective)
• TAADEL403B Facilitate individual learning (Core)
• TAADEL404B Facilitate work based learning (Core)

3
ASSESSMENT

• Assessment for these units will be based on
• Your workshop participation and contribution
• The completion of the learning activities during
  the workshop
• Completion of a practical assessment task which
  will be fully explained by your facilitator

4
OVERVIEW
This workshop will cover the various aspects of
training delivery group based, individual and
work based. We will consider methods of
organising and facilitating competency based
training for adult learners.
5
TRAINING REQUIREMENTS
In order to deliver effective training you
must plan the training, prepare for the training
and contextualise training materials to meet the
needs of the learners.
6
ACTIVITY 1

• In groups
• Discuss 
• Record
• Report
• 20 minutes

7
ACTIVITY 2

• Group activity
• Respond
• Discuss 
• 20 minutes

8
FOR INTERACTIVE DISCUSSION

Training audits and the training needs analysis
processes were considered in the previous
workshop. What is a training audit and what is
a training needs analysis. How do they assist
in identifying the learning elements and
performance criteria that must be addressed in a
training session?
9
BACKGROUND

• Facilitators need to know
• how and why people learn what the processes
  involve
• how to apply this understanding to competency
  based training
• how differences between learners impact on
  successful learning

10
LEARNING

• Learning is, to put it simply and concisely,
• behavioural change
• changes or additions to our thinking which
• are anchored in behaviours that demonstrate
• the result of particular experiences

11
INPUTS

• Learning requires 3 inputs
• Declarative knowledge - facts, theory,
• comprehension
• Procedural knowledge- practical application
• Conditional or situational knowledge how
• and when to use knowledge
• Why do facilitators need to understand this?

12
COMPETENCE

• Competencies are acquired incrementally over
• our life-times.
• We continue to learn, develop, accumulate and
• build on our skills throughout our entire lives.
• We never stop learning.

13
TRAINING

• Competency based training is outcome focused
• It focuses on what a person can actually do - on
• whether they can, or cannot, complete tasks to
• the required standard
• Assessment is the measurement or judgement of
• a person's performance
• Formal assessment of competence is criterion
• referenced

14
FOR INTERACTIVE DISCUSSION
How are the concepts of primacy and recency
relevant to training and the organisation
of training delivery?
15
TESTING

• Facilitators need to test the new learning of
• training participants
• Activities, discussions, work observation and
• training assessments are used to determine what
• has been learned and how well it has been
• learned

16
ASSIGNMENTS AND PROJECTS

• It is very important to understand that
• competency based training and assessment is
• reliant on understanding and practical
• application
• Tests or examination type situations, such as
• those used at school, test recall, not
• understanding or ability to use knowledge

17
FOR INTERACTIVE DISCUSSION

• What does this mean to you,
• in terms of testing
• procedures?
• How did you feel about tests and examinations
• at school?

18
EMBEDDING SKILLS

• A facilitator provides learners with an
• environment conducive to learning
• They then encourage the learners to practise
• their new skills until those skills can be
  repeated
• to the same standard in a variety of situations

19
FOR INTERACTIVE DISCUSSION
Think about learning to drive a car. What was
it like the first few times you actually sat
behind the wheel? What has changed now?
Do you have to consciously think about all the
steps required to drive, or do they happen
automatically and immediately? Why? What does
this mean in terms of automaticity and latency?
What factors enable you to drive a car without
consciously thinking about every process?
20
WHY DO WE LEARN?

• Humans are natural learners who seek
• knowledge and leaning in many ways
• Motivation for learning does, however, relate to
• needs
• Whilst each person is individual, with a
• unique personality and characteristics, all of us
  
• have needs
• We strive over our lifetimes to fulfil these
• needs

21
MASLOW
22
GLASSER

• Need for survival
• Need for belonging
• Need for achievement
• Need for choice
• Need for fun/learning

23
OVERSTREET
24
MOTIVATION

• The motivation for learning comes from within the
• individual
• Diversity means that people, although motivated
• by needs fulfilment will have different
  aspirations
• and preferences about how and when those needs
• are fulfilled
• What trainers, mentors and facilitators can do is
  
• provide the conditions and support which will
• foster motivation

25
LEARNING BARRIERS

• Barriers to learning can be
• categorised under the
• headings of
• psychological
• situational
• organisational

26
ACTIVITY 3

• Individually
•  
• Record
• Report
• Discuss
• 15 minutes

27
FACILITATION

• Effective facilitators demonstrate
• good communication skills (verbal and non-verbal)
• active listening skills
• questioning techniques that elicit appropriate
  responses from learners
• commitment and enthusiasm
• awareness of diversity
• respect for others and the opinions of others
• the ability to build trust based relationships
  with learners

28
FOR INTERACTIVE DISCUSSION

• Have you ever been to a training
• program knowing that you will not
• be given the opportunity to use, at
• work, any of the new skills or ideas
• you might develop as a result of the
• training?
• How does this impact on the training?

29
APPLYING SKILLS

• The trainer/ facilitator has a responsibility
• for encouraging learners to use knowledge
• and skills to
• solve problems
• apply their knowledge in new or
• transferable areas
• develop new ideas and skills
• initiate new processes
• move forward with regard to knowledge
• application

30
FOR INTERACTIVE DISCUSSION
What other examples of transferable skills can
you think of?
31
DIMENSIONS OF COMPETENCE

• Task skills
• Task management skills
• Contingency management skills
• Job role/environment skills
• Skills transfer

32
PREFERENCES

• People have individual learning needs and
• we all perceive our needs differently
• This means that due to individual difference
  some of us learn best in a particular situation,
  to which others do not necessarily relate as well

33
ACTIVITY 4

• Individually
•  
• Respond
• Report
• Discuss
• 15 minutes

34
FOR INTERACTIVE DISCUSSION

• Were there any surprises?
• Did this tool re-enforce what
• you already knew about your
• self or did you learn something
• new?

What is the validity in knowing these things
about yourself? How and why can knowledge of
learning styles assist you at work?
35
COMMUNICATION
For communication to have occurred the perception
of the decoded message must match the intent of
the encoded message it must be understood as it
was intended
36
FOR INTERACTIVE DISCUSSION

• How do the facilitator's communication methods
  their body language and paralanguage -
• influence the training and the outcome of the
• learning experience?

37
FOR INTERACTIVE DISCUSSION

• Why do people read newspapers?
• Why do people like to watch movies?
• What music do you like to listen to?
• What are your favourite books?
• What sorts of things do you remember most easily?

WHY DO YOU REMEMBER ALL THESE PEOPLE OR THINGS?
38
FOR INTERACTIVE DISCUSSION
From what types of presentation do you,
personally, gain the most information?

• From presentations which are
• relevant
• clear
• concise
• credible
• fun or funny
• interesting
• understood
• and which involve you?

39
INVOLVEMENT

• How many senses do we have?
• sight
• sound/hearing
• smell
• taste
• touch

40
ACTIVITY 5

• In groups
•  
• Respond
• Report
• Discuss
• 15 minutes

41
LEARNING AS A CYCLE



Observation

Concrete experience

Critical reflection

Knowledge



Skills

Analysis


Learning


Experiment
Form abstract concepts

Test

Practice

Refine

Apply


Reinforce

42
ACTIVITY 6

• In groups
•  
• Respond
• Report
• Discuss
• 15 minutes

43
RELATIONSHIPS

• Facilitators and participants should evolve a
• cooperative relationship, through reciprocal
• dialogue with respect to both the discovery and
  transmission of knowledge
• Most adult learner modes of teaching and learning
  maximise participatory techniques and
  collaborative learning experiences

44
FOR INTERACTIVE DISCUSSION

• What do you consider to be the value of group
  work?
• How should group activities and group discussion
  be facilitated?

45
GROUPS

• Group work means people getting along together to
  complete various task/s
• Communication and co-operation between the
  members of the group become key factors in
  success
• They also become an integral part of the learning
  process

46
ACTIVITY 7

• Whole group
•  
• Respond
• Discuss
• 30 minutes

47
TRIAL ACTIVITY

• Complete
• Discuss
• 10 minutes

48
GROUP ACTIVITIES

• When introducing group activities people will
• feel more comfortable participating if you
  clearly
• explain
• the purpose of (reason for) the activity
• what they will be expected to do during the
  activity
• what they will be expected to achieve by the end
  of the activity
• why they might find it easier to complete the
  activity in groups rather than individually

49
ACTIVITY 8

• Whole group
•  
• Respond
• Discuss
• 30 minutes

50
AGE AND LEARNING

• As they age, adult learners are said to become
  more self-directed and more comfortable with
  their own abilities
• They also tend to take more pleasure in learning
  for the sake of learning

51
TRAINING DELIVERY

• Delivery methods can include
• demonstration
• role plays
• games
• simulations
• discussions
• presentations
• brainstorming
• case studies
• problem solving /analysis activities
• field trips
• assignments,
• project and reports
• work based learning on the floor

52
RESOURCES

• Use resources like
• demonstration
• whiteboards
• videos
• overheads and power point
• flip charts and butchers paper
• charts and pictures
• Visual stimulus will help learners internalise
• information.

53
LEARNING

• Regardless of whether the learning takes place
• in a workshop, is formal or informal, or is
• delivered to an individual learner or to a group,
  
• effective learning requires
• instruction
• demonstration
• development of procedures
• constructive feedback
• reinforcement
• repetition (practice)

54
FEEDBACK

• Feedback shows learners when they are doing
• the right or the wrong things
• Right means they continue learning
• Wrong means they make adjustments and
• corrections

55
FOR INTERACTIVE DISCUSSION
Even unsatisfactory performance can be explained
in positive terms - pointing toward improvement
methods, rather than dwelling on what was done
wrongly

• For example, when someone you are training to
  drive a car takes a
• corner too sharply, you could respond in at least
  two ways
• "That turn was too sharp"
• "Try to make the turns more gradual
• Which is most helpful?
• Think of some more examples applicable to
  training or
• coaching in your workplace

56
HUMOUR

• Humour is a vital part of human communication
• Humour is not merely about telling jokes to
• make people laugh but is more to do with the
• overall style with which you present information
• and encourage learners to relate with you and
• with each other
• Laughter helps people to relax
• If people are relaxed they will learn better

57
CLEAR INSTRUCTIONS

• Facilitators need to capture the attention of
  learners,
• maintain interest and involvement, clarify the
• learning, enable learners to practise their
  skills and
• provide training that caters for learning
  preference
• styles of participants
• They must present learning information at the
• correct level and in language that the audience
• will understand and relate to

58
ACTIVITY 9

• Individually or in groups
•  
• Respond
• Discuss
• 5 minutes

59
SPECIAL NEEDS

• All workplace performance involves some level of
• language, literacy and numeracy
• As a facilitator you need to be aware of the LLN
  
• demands that are required of participants in the
• workplace and the demands that will be required
• during training
• You will also be expected to accommodate,
• where, necessary, other special needs of learners

60
FOR INTERACTIVE DISCUSSION

• Consider and share some of the situations in
• which you have had to accommodate the special
• needs of learners
• Did you successfully accommodate these needs?

61
ACTIVITY 10

• In groups
• Discuss
• Record
• Present
•  
• 10 minutes

62
WORK BASED LEARNING

• Whilst most competency based training can be said
  to be
• work-based as it applies to the competencies
  required
• to perform specific tasks - work based learning
  can be
• delivered on a one-to-one basis
• This can involve coaching, mentoring or might be
  
• structured around a traineeship
• For many traineeships an external facilitator
  provides
• learning materials and support for on the job
  learning
• which is underpinned by support from mentors or
  work
• supervisors

63
TRAINING AT WORK

• When delivering work based learning
• consultation and collaboration with various
• workplace personnel and with the necessary
• accrediting bodies is necessary
• Learning plans must be designed, put in place
• and confirmed with learners and authorised
• personnel in the workplace

64
CONSULTATION

• Inform, advise and collaborate with
• learners
• organisational managers and supervisors
• administration personnel
• technicians and expert personnel who can assist
  with training
• HR personnel who can provide support and
  resources
• any other trainers or assessors who will
  participate in the training or provide support
  for the trainers or learners
• any personnel who are able to support learners
  with special needs
• industry experts and advisers whose expertise
• might be required

65
FOR INTERACTIVE DISCUSSION

• What OHS issues might come under
• consideration?
• How can facilitators accommodate OHS
• requirements and monitor controls?

66
CHECKING PROGRESS

• Monitoring participant learning enables the
• facilitator to measure and evaluate the learner's
  
• progress
• It also allows the facilitator to determine
• whether more or different resources need to be
• allocated and whether any changes/
• improvements to the program or the delivery
• methods are necessary

67
FOR INTERACTIVE DISCUSSION

• How can you evaluate learner progress during
• the training?

68
TRAINING REVIEW

• Post training evaluations provide further
• information for trainers
• They also enable organisations to measure
• learning success, to determine future training
• needs and methods
• They provide information that lets facilitators
• review and improve materials, delivery and
• future training plans

69
WHY EVALUATE

• Evaluations ask the questions
• Was the learning successful?
• How was it successful?
• What does this mean for

• the organisation?
• the individuals involved?

What could be done better next time?
70
CONDUCTING EVALUATIONS

• Evaluations can be conducted using
• carefully constructed questionnaires/feedback
  sheets which pinpoint specific competency
  achievement and satisfaction levels
• open forum discussions
• small group or individual discussions (one to one
  feedback sessions) - structured or unstructured
• focus groups
• surveys
• written responses from involved personnel
• continuous review sessions

71
USING FEEDBACK

• Facilitators require honest, useful feedback
• They must, therefore, be prepared to openly
• consider suggestions made by others and to use
• criticism to positively enhance their own
  learning

72
ACTIVITY 11

• In groups
• Discuss
• Record
• Present
•  
• 20 minutes

73
DATA

• Evaluations will elicit quantitative and
• qualitative data
• Responses to an evaluation will generally be
• collated and converted into a report format
• utilising both types of data

74
FOR INTERACTIVE DISCUSSION

• What records, of training, do you need to keep
• and what purpose do they serve?

75
SUMMARY

• To be a successful facilitator you need to
• encourage open and positive communication
• explain the purpose of training
• explain how competency will be acquired and
  assessed
• deliver information at an appropriate level
• design hands on activities
• check for understanding as you go
• provide progress feedback and reinforce correct
  learning

76
ASSESSMENT

• Assessment for this unit will be based on
• Your workshop participation and contribution
  levels
• The completion of the learning activities during
  the workshop
• Completion of a final assessment task

77
ACTIVITY 12

• Individually
• Discuss with group
• Record
•  
• 10 minutes