Delivering training at work. Housekeeping › mobile phones › break times › toilets ›...

Delivering training at work

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Housekeeping

› mobile phones› break times› toilets› emergencies

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Workshop overview

At this workshop the following will be addressed:

› procedures that can be followed to train other people in the workplace and help them develop new skills and levels of competence

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Workshop expectations

What do you know about the topic?

What do you need to know?

What outcomes do you expect from this workshop?

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Introductory Activity

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We can all learn to do new things.

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Activity

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Topic 1

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Targeted training

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Skills gaps

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Who should be trained?

Why?

What skills do they need to develop?

Where and how will training take place?

What outcomes are required?

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Analyse and break down:

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1. Roles2. Tasks3. Performance

requirements

1. Practical skills

2. Underpinning knowledge

3. Attitude

Competencies

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Goals

‘The reason most people never reach their goals is that they don't define them, learn about them, or even seriously consider them as believable or achievable…’

(Denis Waitley)

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Selection

‘Learning is a treasure that will follow its owner everywhere.’

(Chinese Proverb)

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Resources

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Activity

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Topic 2

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Learning

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‘Get over the idea that only children should spend their time in study. Be a student so long as you still have something to learn, and this will mean all your life.’

(Henry L. Doherty)

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The way learning works

‘Man's mind, once stretched by a new idea, never regains its original dimensions’

(Oliver Wendell Holmes)

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Competence -

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the ability of a person to perform tasks consistently, over time, to a specific standard.

New knowledge + new skills + practice

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Adult learners -

have needs, preferences and characteristics that differ from those of school age learners.

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Preferences

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Due to individual difference some of us learn best in a particular situation, to which others do not necessarily relate as well.

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Activity

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Topic 3

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Designing the training program

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Learning outcomes

Statements of what a learner should know or be able to demonstrate as a result of training.

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Development

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Plans ensure that required topics and skill development criteria are addressed.

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Presenting

‘It is important that students bring a certain ragamuffin, barefoot irreverence to their studies;

they are not here to worship what is known, but to question it.’

(Jacob Bronowski)

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Delivery

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Use a range of methods and techniques to hold learner attention.

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Ask participants about their ideas and experiences.

Utilise: › demonstration› Whiteboards/ smart boards› power point presentations› flip charts and butcher’s paper › charts and pictures› videos/ DVDs› games› group discussions/ activities

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Groups

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Group learning can be fun and valuable.

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When introducing group activities explain:

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› the purpose of the activity› what each person will be expected to do › what the activity is intended to achieve› why it might be easier to complete the activity

in groups rather than as individuals

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Activity

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Topic 4

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What has been learned?

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Tools and methods

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Develop a range of useful and creative tools and methods.

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Test knowledge.

Test specific and generic skills.

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Preparation

Assessment should promote dialogue.

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Activity

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Summary

Before leaving today please share:›1 thing you learned›1 new practice you will undertake at work›1 activity you enjoyed

Thankyou for your attendance and participation.

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