Albrighton Consulting & Training Services 2014-2015 · 2014. 10. 21. · 01/04/2013 Version 2 3 Student Handbook

Albrighton Consulting & Training Services

Student Handbook

2014-2015

01/12/2013 Version 2 \\N2800\acts\RTO\Policies & Procedures (Students)\Student Handbook 2014.docx © Albrighton Consulting

01/04/2013 Version 2 3

Student Handbook

Albrighton Consulting and

Training Services

2014/2015

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Introduction _____________________________ 7

Welcome to Albrighton Consulting ___________ 8

Australian Qualifications Framework (AQF) ____ 9

Differentiation of AQF Levels _______________ 10

Logging on to the Website _________________ 12

Access to the Policies on Website ___________ 15

Assessment ____________________________ 16

Assessment Principles ____________________ 16

Disciplinary procedures for plagiarism _______ 17

Complaints and Appeals __________________ 17

Access and Equity ________________________ 17

Work Health and Safety ___________________ 18

Recognition of Prior Learning (RPL) __________ 18

Certification ____________________________ 19

Code of Conduct_________________________ 19

Workplace Bullying ______________________ 19

Harassment ____________________________ 20

Workplace Mentoring ____________________ 20

Support services _________________________ 20

Privacy ________________________________ 21

Program Structure _______________________ 21

Assessment Tasks ________________________ 21

Methods of Assessment ___________________ 21

Student Fees - For Individual Enrolments _____ 22

Understanding Learning Styles _____________ 24

Learning Styles __________________________ 25

Personal Learning Guide __________________ 27

Strategies for Effective Learning ____________ 27

Personal Matters ________________________ 28

Learning Issues __________________________ 31

Learning Style Questionarie ________________ 33

Notes _________________________________ 35

Student Handbook Agreement _____________ 36


Registered Training Organisation

National Training Provider Number 40285

This handbook belongs to ______________________

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Introduction

Albrighton Consulting are a South Australian based Registered Training Organisation (RTO) and

delivers, training in the Business Management arena with mutual recognition in all other states

throughout Australia.

Our values reflect our commitment to quality of service by, doing what we say we will do, maintaining

our integrity in our business dealings and by challenging our thinking at every opportunity.

Our vision is to inspire and ignite a passion for learning through expanding peoples thinking.....

This Student Handbook includes information on:

The structure of the training program

Competency based learning

Matters pertinent to you as a participant in the program

Administrative details

Assessment process

A guide on personal learning

Stay Connected

Being connected, up-to-date and feeling part of the ACTS community is an important part of your

journey. There are plenty of opportunities to engage and connect with other staff, students, teachers

and industry experts online.


Welcome to Albrighton Consulting

Welcome to your new professional development program.

The purpose of this program is to provide you with the competencies and skills needed to work as an

effective leader, and to enable you to play a crucial role in your organisation.

Our training programs are tailored to suit individuals and organisational needs. Training is competency

based and workshops/coaching sessions are based on adult learning principles and include syndicate

or individual research projects, presentation of reports or projects, group discussions of specific issues

related to the organisation/industry and assessment tasks.

Our quality management systems ensure that Albrighton Consulting complies with the standards of

the VET Quality Framework.

Our facilitators and assessors have many years of industry and training experience and will assist you

in meeting all the requirements of the qualification you are undertaking.

We trust that you will enjoy the program and find the learning practical and of value in your day-to-

day activities both personally and throughout your career.

Deirdre Albrighton

National Manager

Albrighton Consulting

(08) 8186 3600

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Australian Qualifications Framework (AQF)

The training program has been developed from National Competency Standards, and the qualification provided on successful completion of the course is part of the Australian Qualifications Framework (AQF) which has been developed to ensure the integrity of the Vocational Education and Training system within Australia. This system aims to achieve four main outcomes:

1. A national recognition system which is based on competency standards linked to a set of

national qualifications. 2. Nationally endorsed industry training packages as a basis for tailoring training programs. These

packages will include nationally recognised competency standards, assessment guidelines and qualifications.

3. Quality assurance check points to ensure the national training framework results in a training

system of the highest standard. 4. A higher level of flexibility for training organisations to deliver quality training products and

services to meet the needs of employers.

There are 12 qualifications under the National Framework; six of which are relevant to the Vocational Education and Training (VET) sector. The 12 qualifications are:

Schools Sector

VET Sector

Higher Education Sector

Senior Secondary Certificate of Education

Advanced Diploma Diploma Certificate IV Certificate III Certificate II Certificate I

Doctoral Degree Masters Degree Graduate Diploma Graduate Certificate Bachelor Degree Advanced Diploma Diploma


Differentiation of AQF Levels

The characteristics of each level within the AQF are differentiated according to the breadth and depth of knowledge and skills required and the complexity of the contexts in which the knowledge and skills are applied. These levels also impact on the standard of assessment required to gain competency in any unit of learning.

Certificate I Certificate II Certificate III Certificate IV Diploma Advanced Diploma

demonstrate knowledge by recall in a narrow range of areas

demonstrate basic operational knowledge in a moderate range of areas

demonstrate some relevant theoretical knowledge

demonstrate understanding of a broad knowledge base incorporating some theoretical concepts

demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas

demonstrate understanding of specialised knowledge with depth in some areas

demonstrate basic practical skills such as the use of relevant tools

apply a defined range of skills

apply a range of well developed skills

analyse and plan approaches to technical problems or management requirements

analyse, diagnose, design and execute judgements across a broad range of technical or management functions

apply known solutions to a limited range of predictable problems

apply known solutions to a variety of predictable problems

apply solutions to a defined range of unpredictable problems

transfer and apply theoretical concepts and/or technical or creative skills to a range of situations

demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills

perform a sequence of routine tasks given clear direction

perform a range of tasks where choice between a limited range of options is required

perform processes that require a range of well developed skills where some discretion and judgement is required

identify and apply skill and knowledge areas to a wide variety of contexts with depth in some areas

evaluate information using it to forecast for planning or research purposes

generate ideas through the analysis of information and concepts at an abstract level

receive and pass on messages / information

assess and record information from varied sources

interpret available information, using discretion and judgement

identify, analyse and evaluate information from a variety of sources

take responsibility for own outputs in relation to broad quantity and quality parameters

demonstrate accountability for personal outputs within broad parameters

take limited responsibility for own outputs in work and learning

take responsibility for own outputs in work and learning

take responsibility for own outputs in relation to specified quality standards

take limited responsibility for the achievement of group outcomes

demonstrate accountability for group outcomes within broad parameters

take limited responsibility for the output of others

take limited responsibility

take limited responsibility for the achievement of group outcomes

demonstrate accountability

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Competency comprises knowledge and skills and the consistent application of both to the standard of performance required in employment across the full range of conditions.

This includes all aspects of work performance, that is:

Performance at an acceptable level of skill

Organising one’s tasks

Responding and reacting appropriately to the unexpected

Fulfilling the role expected in the workplace

Transferring skills and knowledge to new situations

The competency-based approach to training recognises that people learn at different rates and in

different ways and that some skills and knowledge take longer to acquire than others. It therefore

provides a flexible approach to learning, capable of meeting the needs of individual learners.

At Albrighton Consulting, workshops/tutorials/coaching sessions enable participants to pace their

own learning. The delivery method for training is negotiated and agreed with the employer and takes

into consideration the operation of the organisation. All our facilitators are accredited and have

appropriate experience in the relevant industry.

for the quantity and quality of the output of others

for group outcomes within broad parameters


Logging on to the Website

There are many reasons why you may be directed to log onto the Albrighton Consulting Web Site. You may be completing some of your learning online through our e learning programs, or you may be accessing your company specific web site page for your learning program. This will require you to be able to log on to the web site. Once logged in, you will be directed to the starting point for your enrolled program. If you ever have any problems logging onto the site, you might check your internet service first if you are unable to access the page. If once in the site you experience difficulties, please contact the office on 08 8186 3600. Below is an example of how to log on to the website, and an online assessment: Step 1: To start go to www.albrightonconsulting.com.au Click on the link to the left of the page called ‘Client Login’.

http://www.albrightonconsulting.com.au/

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Step 2:

You will now be at the ‘E Learning Client Login Page. Click on the Student Login icon. *Note if you are undertaking studies as part of a Company Program you will need to go to Client Login. Step 3:

Choose the relevant Qualification you are enrolled into.


Step 4: You will now be at your specific entry page (Example: Diploma of Business). You will need to enter the password you have been given to access this area. Example Password: xxxxxx

Step 5: You will now be at your specific entry page. (Example below: Diploma of Business) Read through the information on the page and then click on each of the e learning units of competency, work through them and answer the questions listed below. Assessment Tools & Assessments will be listed on your web page and sometimes also given to you in hard copy. The instructions for submitting your Assessments either Via RPL or Class Based are on the web pages.

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You need to ensure you know what the specific instructions are for submitting your assessments and these will generally be on the website for the unit you are studying. If not, ask your facilitator for clarification or if you have been given a study folder, look at the sections labeled, ‘Assessments’ for more information. After you have followed the instructions given, if you have any further questions, please call the office on 81863600.

Access to the Policies on Website

As a student undertaking study with Albrighton Consulting is part of your responsibility to aware of all Student policies. You will find copies of these policies through this Student Handbook but for a complete list and easy access to these policies you can view them on our website. Step 1: To start go to www.albrightonconsulting.com.au Click on the link at the bottom of the page called ‘Privacy Policies’.

http://www.albrightonconsulting.com.au/


Assessment

Assessment is a key part of quality training. Assessment is the process of collecting evidence and making a judgment on the nature and extent of how that evidence meets the assessment criteria set out in any unit of learning. The Assessment Criteria written for each unit details the knowledge and skills that must be consistently applied within the work place before competency for the unit can be recognised. Key features of the competency-based training and assessment system are:

Focussed on outcomes, i.e. achievement of competencies

Practical in its application

Cost-effective

Valid and reliable

Fair and equitable

Supported by competent and approved trainers and assessors

Supported by adequate records.

Assessment Principles

The following principles of competency-based assessment incorporate the principles outlined under the National Framework for the Recognition of Training.

1. Assessment methods should measure performance against the competency standards

developed by industry and your employer.

2. Assessment should measure whole competence including skills and knowledge and their practical application, and understanding which underpins performance.

3. Assessment methods should provide for the recognition of competencies, no matter how, where or when they have been acquired.

4. Competency-based assessment is intended for the recognition of competencies held, not for any other reasons, such as for disciplinary purposes.

5. The requirements of the assessment process shall be clearly identified i.e.:

Identification and knowledge of the standards against which performance is measured

The forms of assessment to be used

Consideration of alternative forms of assessment

How the assessment will be implemented and by whom

Recording processes and who keeps them

6. Workplace assessors shall be assessed as competent against assessor standards.

7. Assessment practices and methods shall be reliable and techniques used must actually assess what they claim to assess.

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8. Assessment practices and methods must be fair and equitable to all parties concerned. Assessment must not directly or indirectly limit access by individuals solely on the grounds of age, race, sex, disability, employment status, and social or educational background.

9. The assessment system shall integrate both workplace and off-the-job training.

10. Wherever practicable, assessment shall occur in a workplace environment.

11. Assessment shall be practical, cost effective and create minimum disruption in the workplace.

12. An appeals mechanism shall be established for those dissatisfied with their assessment. The Assessment Panel shall handle disputes.

13. Complete and accurate records shall be kept as validation of an employee’s competence.

Disciplinary procedures for plagiarism

When submitting assignments, participants sign an assessment cover sheet which states: I declare the assessment task attached to be my own work according to Albrighton Consulting’s Policy on Plagiarism. References from other sources have been acknowledged. I have made a copy of my assignment for my records; therefore acknowledge that Albrighton Consulting is not liable for my assignment. Upon assessment of your assignment if it is found that you have plagiarised your assignment, action will be taken. This means that you will be found ‘not yet competent’ for that particular unit however; you will be given another opportunity to resubmit your assignment. This will be reassessed and you will have the chance to gain a competent result for that unit. When undertaking group activities it is important that you state what sections of the work is yours. If everyone in the group hands up the same assessment, it will not be clear who has written the work and a competent mark will not be given.

Complaints and Appeals

Any participant dissatisfied with the assessment process, or any aspect of the program, should refer the matter in writing to the Office Manager. The Office Manager will respond to your issue within fourteen (14) working days advising outcomes for the resolution of the issue. At all times, the participant’s right to confidentiality will be respected. If the matter remains unresolved, students may contact The Australian Skills Quality Authority (ASQA) and lodge their complaint ASQA Info line on 1300 701 801 or email [email protected].

Access and Equity

Access and Equity means ensuring that all individuals have the opportunity to successfully gain skills, knowledge and experience through education and training. As a Training Organisation, Albrighton Consulting encourages, and will support, any person who wishes to undertake a program.

mailto:[email protected]


The delivery of a program and the assessment process is flexible and aims to address the needs of all learners in relation to:

Cultural issues

Gender issues

Literacy and numeracy needs

Levels of ability/disability

Adult learning styles

Particular needs may be discussed with the Office Manager or your Facilitator.

Work Health and Safety

Albrighton Consulting is committed to providing participants and persons involved in our training with a safe learning environment while undertaking training programs on our premises. Employers are committed to providing within the workplace participants and persons involved in training with a safe working environment while undergoing training programs while on their premises.

You are required to observe all safety rules and comply with the Albrighton Consulting & you’re organisation’s WH&S policies and procedures to ensure the safety and wellbeing of both yourself and other participants/employees. If you have any questions regarding WH&S matters, you may discuss them with your supervisor or the person responsible for WH&S within the organisation.

Recognition of Prior Learning (RPL)

In some circumstances, a participant may have already obtained the skills and knowledge for a unit through:

Formal training with a registered training organisation

Workplace experiences

Life experiences

Other learning experiences

Recognition of prior learning means recognition of competencies currently held, regardless of how, when or where the learning occurred. RPL assesses the individual’s prior learning to determine the extent to which that individual is currently competent against the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of, a qualification.

A participant wishing to apply for Recognition of prior learning must validate that the skills, knowledge and experience he/she possesses complement the learning outcomes and performance criteria of the unit in which recognition is sought.

For more information on the RPL process please contact the Office Manager on 08 8186 3600.

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Certification

After successful completion of all the formal requirements for each of the units, you will be awarded the qualification for which you have registered. Note: If a participant requests a copy of their original Parchment/Statement of Attainment a fee of $50.00 will be charged to cover the costs of reprinting and postage.

Code of Conduct

Participants and facilitators/assessors have the right to participate in this program in an environment free from harassment, discrimination or threatening behaviour and to be treated fairly. The following clauses are to be abided by any person engaged in training/ assessment activities throughout their program. All persons involved in training programs must:

Respect the rights of others to have opinions that may not agree with their own

Respect difference and diversity

Observe any reasonable direction by the facilitator/assessor/management in regard to WH&S matters

Not intimidate any other person by behaving in a disruptive manner such as using offensive language, bullying and making racist or sexist or other inappropriate comments

Respect people’s right to privacy and confidentiality

Be punctual for workshops/coaching sessions/assessment meetings

Dress in an appropriate manner

Not cause damage to the premises/equipment when taking part in training/ assessment activities

Complete all relevant and reasonable documentation required to assist in the administration of the program

Workplace Bullying

Albrighton Consulting is committed to providing workshops and training which is free from bullying. Working relationships and standards of behaviour between students are important workplace issues. Albrighton Consulting sets out principles for behaviour required in the workplace, including that:

All people should be treated with respect; and

All students should develop awareness about the impact of their behaviour on others.

Albrighton Consulting considers that bullying during workshops is inappropriate and unacceptable behaviour and that students found to have either committed or condoned such behaviour during workshops will be reported to their employers.


Harassment

Albrighton Consulting recognises its responsibilities and obligations in anti-discrimination and equal opportunity laws. As a Registered Training Organisation, Albrighton Consulting is committed to providing an environment for effective study, free from unlawful and unacceptable discrimination and harassment.

The list below may be used to define and resolve complaints of direct and indirect discrimination and of harassment on the grounds recognised in relevant laws. These grounds include, but are not limited to:

Sex or gender, and sexual harassment

Marital status, pregnancy, potential pregnancy, parental status and family responsibility

Sexual preference or lawful sexual activity

Disability, impairment or handicap

Race, colour, national or ethnic origin, nationality, ethnicity, descent or ancestry, immigration

Age

Religious or political belief or activity

Trade union activity

Personal association with or relation to any person who is identified on the basis of any of the above attributes

Any other ground determined to be a basis of discriminatory practice

Albrighton Consulting considers that harassment is inappropriate and unacceptable behaviour, and that students found to have either committed or condoned such behaviour during workplace workshops will be reported to their employers. Students found to have either committed or condoned such behaviour during workshops held at Albrighton Consulting will be dealt with accordingly.

Workplace Mentoring

We are very conscious of the significant part that mentoring can, and does, play in developing better workplace relationships and a more dynamic learning organisation. We therefore ask that you work closely with a mentor in your place of work, especially when it comes to working on assessment tasks and implementing workplace improvement projects.

Support services

If there are any queries you may have regarding your course that your mentor may not be able to help you with, or you require additional assistance please feel free to contact the Office Manager. If assistance is required from the facilitator, please contact your Office Manager and they will arrange the facilitator to contact you to discuss the matter. If a meeting with the facilitator is required, this can also be arranged.

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Privacy

Albrighton Consulting will respect your right to privacy in accordance with the Privacy Amendment Act 2000. We need to collect personal information about you to assist us in administration the program and issuing your qualification/certificate. You will be asked to complete an enrolment form before commencement. This information will be used for statistical and reporting purposes by ASQA and ourselves. Personal details will not be disclosed to any other party without your consent.

Program Structure

The training program has been designed and tailored to meet your individual needs. If you are undertaking your Qualification through your Company your training program has been designed in consultation with management and also tailored to the organisation’s needs. Learning occurs in a number of ways – attending workshops/tutorials, on-the-job, in your day-to-day life, research and reading current workplace practices, networking and project work, Recognition of Prior Learning. All these learning methods will be incorporated in this program. For the purposes of assessments and the successful completion of the requirements in each of the units, you are required to:

Attend tutorials and/or complete workbook exercises

Complete activities during each tutorial

Complete assessment tasks/projects related to the competencies of the units

Work in a team environment to complete projects/assessment activities

Undertake additional reading and research as instructed

Assessment Tasks

You will be required to submit for assessment purposes, a number of assessment tasks or projects throughout the program. These assessment tasks will be directly related to the organisation and will often incorporate research into the organisation's activities and processes, case studies, logs and reports on team activities. Participants are allocated one (1) month to complete assessments, or as agreed by the organisation.

Methods of Assessment

Some methods of assessment used in your training program include:

Skills/competency tests - where you are required to perform at a particular standard

Projects/assignments - where you are asked to implement a workplace improvement project (usually within a team environment)

Presentations – where you will present findings/project progress to the group/facilitator and initiate discussion

Questioning techniques (oral and written) - where oral questions are used to supplement direct observation of your performance and provide the assessor with evidence of underpinning knowledge


Historical data - where evidence that skills are consistently applied in the workplace is required e.g. log books, reports, check sheets, verification with supervisor, etc.

Personal reflection exercises – where you will complete self-assessment questionnaires and a personality profile

Recognition of Prior Learning Assessment Tools

Student Fees - For Individual Enrolments

Albrighton Consulting will comply with SNR 22 Financial Management. “22.3 Where the NVR registered training organisation collects student fees in advance it must ensure it complies with one of the following acceptable options” (Option 3)

This document states:

“The NVR registered training organisation may accept payment of no more than $1000 from each individual student prior to the commencement of the course. Following course commencement, the NVR registered training organisation may require payment of additional fees in advance from the student but only such that at any given time, the total amount required to be paid which is attributable to tuition or other services yet to be delivered to the student does not exceed $1,500”

Albrighton Consulting student registration fee for accredited qualifications is $500 per student and is required at enrolment. The balance of payment for the cost of the course/s must be made in accordance with the duration of the course. A payment plan will be negotiated with each student at time of enrolment. We accept the following method of payment:

Electronic Funds Transfer (EFT) It is you’re responsibility as a student to pay for the services provided in accordance with your payment schedule if you are registered as an individual and not through your organisation. Recognition of Prior Learning (RPL) Assessments are charged at $120.00 per unit. Any further training required to achieve competency in any units of competence will incur a fee that is not included in the RPL assessment fee.

Student Refund Policy

This Policy only applies to individual students not registered by their employer for an Albrighton Consulting course or workshop and must be read prior to completing the Registration form. Refunds will not be granted automatically. Students are expected to be aware of their work and personal commitments before they enroll. Full refunds may be made at the National Managers discretion where:

A student cancellation is received in writing at least ten (10) working days prior to the commencement date of the course.

The course is cancelled by Albrighton Consulting or the course is moved to a time or location unsuitable to the student.

A student is not given a place due to the course being full and payment has been made in advance.

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A 15% administration fee will be deducted from the full payment where:

A student cancellation is received within ten (10) working days prior to the commencement date of the course.

The course payment is non-refundable where:

A student cancellation is received 48 hours prior to the commencement date of the course.

After three (3) weeks into the commencement of the qualification unless for one of the reasons detailed in this policy.

A Refund Request form will need to be submitted to the Office Manager should a refund be required for a reason other than those specified above. The Refund Request form can be obtained from the Office Manager. A pro-rata payment of the full payment may be considered after the course has commenced. Where the case is due to unforeseen circumstances such as a death, pregnancy, transfer by employer etc the decision will be made at the National Managers discretion. The request for refund and any pro-rata payment is at the National Manager’s discretion. Supporting documentation may need to be provided in some cases. The calculation for the pro-rata payment will be determined by the amount of the qualification left to be completed. This will be calculated by dividing the total cost of the qualification by the amount of units and refunding the balance of the units not yet participated in. This form should be emailed to [email protected] or via post to Po Box 73 Seaford Rise, 5169. The student will be notified in writing of receipt of the request within 10 days of receipt and a decision will be made within 21 days of the original receipt of request for refund. Where a student withdraws prior to course commencement due to serious illness, injury or disability that prevents the student from attending the course. Evidence is required e.g. medical certificate or incident report. On course commencement, a pro-rata refund of payment made may be considered for serious medical reasons only. This will be calculated by dividing the total cost of the qualification by the amount of units and refunding the balance of the units not yet participated in. To be eligible for this pro-rata refund, a doctor’s certificate will need to be provided to the Office Manager. The National Manager will be responsible for approving the payment. A refund will be considered by the National Manager if:

A student withdraws prior to course commencement due to serious illness, injury or disability that prevents the student from attending the course. Evidence is required e.g. medical certificate or incident report.

After the start of the course a pro-rata refund of payment made may be considered for serious medical reasons only or unforeseen circumstances.

To be eligible or considered for a refund, students must submit a Refund Request Form to the Office

Manager. The forms are available on request from the Office Manager by contacting (08) 8186 3600

(South Australia).

mailto:[email protected]


Where a decision is made and it is not agreed by both parties, the student or client is able to appeal

the decision under the guidelines of the complaints and appeals policy. (Please see policy on the

Albrighton Consulting web site for more information)

Note: Where payment has been made by the Company/ Organisation they will be considered to be the client and all refunds will go back to the Company/ Organisation. Note: Where payment has been made to our partner organization, refunds will not be issued on their behalf but a commitment to ensure the training is delivered is implied.

Understanding Learning Styles

Different people learn in very different ways. Some people find it impossible to learn by just listening

to someone talk, no matter how well they do it. Others take in very little from reading. These

preferences apply to people from all walks of life, not just vocational students. In every class you will

have a mixture of different types: some will have a preference for learning by doing, others for listening

or watching. This means that it is best to present material for learning in different ways via visuals,

speaking, print based materials and also to encourage active learning experiences. Many types of

learners, particularly active learners, find discussion or activity in groups or pairs a very useful part of

learning. They benefit much more from involvement with others than from self-paced learning

(reading modules) or from instructor led learning (listening to a speaker).

What’s your learning preference? There is much literature about learning styles looked at from different perspectives, for example,

strengths in either left or right brain; or active, reflective, theoretical and pragmatist learners. There

are also many instruments designed for people to self-assess their own learning style or preference. A

simple search of the web will locate a huge variety. However, one basic categorization of learner

preferences that is useful to keep in mind when planning teaching and learning involves preferences

for seeing, hearing or doing. These are usually called visual, auditory or kinaesthetic learning

preferences.

Asking simple questions can begin to tune people in to their own preferences compared to others. For

example:

Can you focus if a speaker is talking but not using any visuals?

Do you find you need to take notes or do something with your hands when you concentrate?

Do you remember faces rather than names?

When you get some new electronic equipment such as a mobile phone or a CD player is your

first instinct to:

a) Grab the instruction book and start reading

b) Fiddle with it until you get it working

c) Ask someone to show you how it works

d) Ask someone to explain to you how it works?

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Discussions around these questions usually indicate clearly that many people are very visual or

kinaesthetic learners. This is a really important fact for VET teachers to keep in mind, since it means

that many learners do not really take in information effectively when listening to someone talk.

Learning Styles

Visual, auditory and kinaesthetic learning preferences

Overview and learning tips The following section provides a brief overview of the three learning preferences and accompanying

strategies that can be helpful for learners once they have identified their own. These strategies can

be used by teachers:

a) as a consideration in planning lessons

b) as a learning to learn strategy to assist students gain maximum benefit from their current

and future courses.

Visual Learners

Visual learners attend to information most effectively when they see something, for example,

pictures, diagrams, films and videos or demonstrations.

For example these types of learners often forget names but remember faces, like to talk to people

face to face, spell by visualizing the words and use phrases such as ‘see what I mean’ or ‘how does

this look to you’.

Teaching tips for visual learners

• Use diagrams, pictures, flow charts, maps and the like to support text or teacher

presentations

• Include stories in your teaching as they involve mental pictures and images that

visual learners can identify with

• Model strategies to ‘deconstruct’ text or notes by using coloured highlighters and

underlining to emphasize main or key points

• Provide students with session outlines that they can refer to during the session (eg

on a corner of the whiteboard or as paper-based handouts).

Auditory learners

Auditory learners are more interested in learning through spoken words. They prefer to learn by

listening to the teacher or other students and are attracted to and distracted by sounds. They tend to

spell using phonetics and use phrases such as ‘how does it sound’ or ‘can you hear what I am saying?’

Teaching tips for auditory learners


• Involve students in debating and discussing (whole group, pairs, and small groups)

• Develop learning activities which involve ‘re telling’ for example summarising their

reading, explaining a process or procedure that has been demonstrated or read

about

• Encourage students to make audio tapes of classes

• Encourage students to read notes aloud when studying.

Kinaesthetic Learners

Kinaesthetic learners engage with learning best by doing something active, using their hands or body

somehow. They prefer to ‘learn by doing’. They need to apply the information and make it their own

by constructing something or practising a technique or skill. Often they take notes or even draw

pictures or doodle whilst listening as this helps them to concentrate. These learners remember best

what they did, rather than what they listened to or observed. They tend to use phrases such as ‘How

does it feel?’ or ‘I need to get more of a grasp of the subject’.

Teaching tips for kinaesthetic learners

• Include active learning opportunities (see model activities)

• Provide opportunities to test their learning by applying it in new situations either

through problem solving or practical or simulated activities, such as role plays

• Build in opportunities to transform the learning input in some way, for example,

constructing models, drawing diagrams, explaining to others

• Encourage students to learn by teaching someone else a skill or technique.

Research into VET learners

Recent research into VET students’ learning styles has found that VET students are more likely to

prefer to observe rather than read or listen, tend to be more visual than verbal and favour active

‘hands on’ learning styles. The report suggests that VET students ‘generally like to learn through

hands on experiences rather through listening or reading’. It therefore suggests that it is particularly

important for VET teachers to include a variety of activities and modes of learning in each of their

sessions.

The research also highlights the value students place on social interaction in their learning. In other

words they like opportunities to interact on topic-focused tasks with other students during class. VET

students expressed preference for learning settings that make use of social groupings like pairs and

small groups as well as ‘guidance from their instructor in what they are to learn and how they might

go about it’.

Planning for diverse learning preferences: use a combination of strategies

In any group of VET students there is bound be more than one learning preference. So using the

same teaching methods throughout a whole lesson may suite one style of learner, but not all. For

example, if you are introducing new terminology make sure that you write the new words on the

board to accommodate the visual learners or use diagrams and pictures or charts wherever possible

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to extend understandings of the spoken or written word. Sitting through talks and lectures is

particularly hard for kinaesthetic learners, so break up or ‘chunk’ teacher talk with learner activities

(see model activities ) or introduce teacher/ student anecdotal stories or discussions in groups or

pairs. A session could start with a teacher led talk, which could then lead to an activity which might

be done in small groups or pairs to facilitate active student ‘learning by doing’.

By using a combination of teaching strategies, as listed above, it is possible to cater for the range of

learners in any one classroom. In the end everyone benefits when information is presented both

visually, verbally and includes active learning experiences.

Personal Learning Guide

Introduction While activities and tasks in the training program have been designed to build upon participant’s current level of skills in the workplace, some tasks, especially major assessment tasks, will require some written documentation and good time management skills. Many study guides provide good ideas for learning. While there are no absolutes on what, and how, you can learn, some people tend to be more proficient at learning than others. You may believe that learning comes more naturally to some others than it does for you. Irrespective of your perceived learning ability, however, this short guide offers you some strategies and tips on learning which should help you achieve success in this program. You have a very important part to play in your learning program, so it is important not to become too bogged down. Always remember that there is plenty of assistance available to you from:

Within the organisation – work colleagues, supervisors, mentors

Albrighton Consulting – facilitators, Office Manager, National Manager

These people can provide assistance and/or advice when concerns arise.

Strategies for Effective Learning

You have probably found that the things you have learned well have been achieved because your mind was in an active learning state prior to the input of new information. There are some key strategies for making learning effective. These include:

Getting yourself into the correct frame of mind for learning

Having positive expectations

Seeing the benefit of your learning new information and skills

Managing your time effectively

Applying and demonstrating your knowledge as you learn

Using a variety of ways to take in your learning


Discussing your new learning with someone else

Asking for assistance when unsure

Affirming yourself as you learn

Reviewing, and reflecting on, what you have learned.

Personal Matters

Keeping Healthy

Whether you are working or learning, you need to look after your health. Poor physical condition

reduces your work efficiency, especially your mental efficiency.

To avoid becoming mentally and physically tired or run down, you need to:

Eat well

Get sufficient sleep

Exercise regularly

Water Intake

In as much as good foods are essential for effective brain functioning, you also need to drink plenty of

water. Water aids learning, especially the retention of information, and helps individuals overcome

boredom, concentration lapses and confusion, all signs of a dehydrated brain.

Maintain Balance You will always find that you have many commitments imposing on your time. These include:

Family

Work

Social interactions

Recreation

Learning.

You need to balance these commitments carefully which may result in your managing your time

more carefully.

Learning in this program will necessitate that you devote one to two hours each week to private tasks,

such as assessment and written activities. It will also require that you spend some time organising

and planning your week to achieve more effective use of your time.

It is important that you do not go to extremes. For example, while a workshop task may require some

time on your part to complete, you need to make sure that it does not consume all your time.

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Plan your time carefully during the week and include structured learning times. For some, learning

time may mean nothing more than reducing television time and re-directing it into learning.

Mental Focus

Never lose heart if you find work difficult. It takes time to develop learning skills. More to the point,

many other participants will be feeling much the same way you do.

If you find yourself having difficulty concentrating on a particular task or topic, it may be the result of

any number of things, such as:

Focusing on too many things

Being troubled by family or work matters

Not having had sufficient sleep

Having too many distractions.

As it is virtually impossible to give exclusive attention to one thing when you have many others on your

mind, it is best that you identify the problem and deal with it prior to continuing.

Planning and prioritising will help you overcome situations which may impact negatively upon your

learning.

In addition, never be over ambitious in your learning, set goals that are achievable and realistic.

Monitoring Stress Levels

Often, when we think of stress, we tend to think negatively of it. Stress is necessary and without it, we

would achieve little of significance.

There are two types of stress - positive stress and negative stress.

What we need to do is monitor the former and reduce the latter. For example, you may find negative

signs of stress developing if you do not prioritise tasks prior to the submission of work. Similarly, you

may feel stressed when someone at work asks you to do more than you can do in the time available.

Adding To Stress

You can contribute to negative stress by:

Thinking negatively

Exaggerating perceived problems

Always expecting the worst of any scenario

Categorising things as either good or bad

Getting too little sleep, exercise, nutritious food and water


Eating too much ‘junk food’

Drinking too much alcohol, tobacco, sugar, caffeine.

Reducing Stress

Alternatively, you can reduce stress by:

Exercising regularly

Eating nutritious food

Reducing intakes of caffeine and alcohol

Making sure you get the amount of sleep you need

Maintaining hobbies and interests other than study

Accepting responsibility for your emotional state

Controlling pressures and demands from both within and without

Thinking positively

Setting reasonable – achievable and realistic

Practising relaxation techniques at regular times.

Relaxation

Relaxation is essential to achieving success in this program. It leads to greater mental calmness and confidence. Everyone needs to relax before making significant decisions or when feeling anxious or tired. People use many methods for relaxing. These include:

Exercise

Music, especially slower music

Breathing

Meditation

Relaxation tapes.

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Learning Issues

Learning Time

During the program, workshop presenters will structure your learning times for maximum learning. Outside the workshop, you can study for as long as you feel you are productive. For some, this can be as long as an hour to an hour and a half, while, for others, it may be twenty minutes. What is important is that you can judge how well you are working. This means that when concentration wanes, you should take a short break. Often, a short walk or drink is best, as these allow you to return quickly to the task upon which you are working. When you get to something you cannot understand or answer - which often happens late at night when we are over-tired – “sleep on the problem” and return to it next day when you are more refreshed. Always set yourself achievable learning goals in any given learning session. These will help you maintain motivation.

Personal Learning Preferences

Much has been written about learning preferences and styles. Three main forms of learning are visual,

auditory and kinaesthetic. While people use all three, they tend to have a preference for one. You

should know your preferential learning style.

Visual Learners

Tend to “see” things in their minds. They prefer learning from reading and note-taking and often

use visual words in their responses. They may say, for example: “I see what you mean”.

Indicators of this preference include upward eye movements when trying to work things out

and rapid speech.

While each person has different stress levels, you can avoid negative stress in this program by:

Setting priorities to get tasks done

Getting help when necessary

Avoiding procrastination

Planning learning to avoid clashes with other important activities

Developing good study techniques

Taking some time out for relaxation.


Auditory Learners

Tend to listen and talk. They prefer lectures, talks and audio-tapes for learning they often use

“hear” words in their responses. They may say, for example: “I can hear what you are saying”.

Indicators of this preference include sideways eye movements and clear and even speech.

Kinaesthetic Learners

Tend to use movement when learning. They prefer learning when writing things down or acting

them out. They often use “touch” words in their responses. They may say, for example: “I feel

that that this is best”.

Indicators of this preference include downward eye movement, slow speech and gesturing when

giving messages.

In recent years, considerable work has been done on Brain Dominance Theory and Multiple

Intelligences. Both provide a clearer picture of your learning preference styles. In the first unit, you

will get an opportunity to understand your personal learning style(s).

Learning Environment

It is important for you to have a place – a learning environment – where you study regularly, both at

home and at work.

Your own learning environment allows you to settle down and commence work more readily. It also

allows you to set things up as you like, without having to clean things up before you start on a task. At

home, it can indicate to other household members that you are at work and that they should limit

their disturbances. In planning your learning environment, be conscious of the need for:

Your own desk and chair

Good lighting

Few distractions

Good heating and ventilation

Pleasant surroundings.

If you are unable to set up a learning environment at home, you could use a local learning centre or

library. Alternatively, if you find that you are often “on the road”, you may need to make up a study

kit, which you can use during free time.

Effective Reading Strategies

Some people are able to read more quickly than others. Speed, however, is less important than reading

effectively. This means that we must read for understanding. Having to interpret the message and

then construct its meaning means that we are engaging ourselves actively in the reading process.

Before you begin reading, jot down what you already know about the topic or discuss the topic with a

colleague or friend. Alternatively, you may read the contents page and the first and last paragraphs of

the text to get some idea about the topic and the writer’s view of it.

Some tips about reading more effectively include:

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Never read too slowly. Sometimes, often, people believe that the slower they read the more they understand; generally, this is not so. Instead, have a quick read (skim) of the topic and from that, jot down the main ideas. Follow this up with a closer reading of the text.

Never just read – this may be okay when you read for pleasure. Instead, as you read more closely, jot down the key ideas and points of what you read. This will help cement ideas in the brain.

When you are reading and taking notes, use a highlighter, pen or pencil for underlining or jotting down ideas. This aids your active participation in the learning process and allows you to return directly to a point or issue at a later time without much trouble.

Keeping Notes

It is important that, as you read and listen in workshops, you take notes. Taking notes helps you to:

Understand the meaning of what you are covering

Remember information at a later date

Gather information on topics you are researching.

Good noting is always set out well and written under headings. Some people make use of mind-maps for noting – these are good for overviews and connecting ideas. When taking notes in the workshops, be sure to maintain a balance between listening to what is being said and writing down ideas. Keep notes together by way of topic / subject and always date and number each page. Paraphrasing – that is, reading and then documenting the writer’s ideas in your own words - is better than noting word for word from a text etc.

Learning Style Questionarie

Rank the three answers to each question. Give 3 marks for your most preferred answer, 2 marks for your second preference and 1 mark for your last preference.

1. I learn best from

a) diagrams, pictures or handouts

b) hearing a good explanation or having a discussion

c) either taking notes or being involved in some activity

2. If I can’t find something, I

a) picture where I might I have left it

b) either talk to myself about where I may have left it or ask others for clues or ideas

c) physically retrace my steps

3. When I am learning something new, like running a new piece of software, I generally

a) refer to the manual

b) ask others to explain the instructions to me

c) just jump in, make mistakes and learn as I go

4. I solve problems most easily by


a) visualising how they could be solved

b) discussing possible solutions with others

c) working on the problems

5. When I want to concentrate, I’m most easily distracted by

a) seeing people moving around

b) noises, music or people talking

c) physical discomfort, such as being either too hot or too cold

6. When I am reading a book, I

a) see the characters in my mind as if I am watching a movie

b) pay most of my attention to what the characters are saying

c) feel for the characters and identify with their experiences

7. When I spell difficult words, I would prefer to:

a) see the word in my mind or write it down to see how it looks

b) hear it in my mind or sound the words out

c) see the word on paper or in my mind to find out if it feels right

8. I would find it easier to:

a) draw a picture, diagram or sketch of something

b) write a letter, story or compose a song

c) make something or do an experiment

Ranking – Tally the results for each question:

Question a b c

1

2

3

4

5

6

7

8

Total

Answer key

If you a majority of a) answers your learning style is visual

If you a majority of b) answers your learning style is auditory

If you a majority of c) answers your learning style is kinaesthetic

Often participants may find that their results show that they have a preference for more than one style

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_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Notes


Student Handbook Agreement

This Student Handbook describes important information, expectations, policies & procedures regarding

Albrighton Consulting & Training Services and my expectations as a student. I understand that I should consult

the Office Manager if I have any questions or queries.

Name of Student: ____________________________________________________________

I acknowledge that the company has the right to change anything in this handbook, if they see it to be necessary.

I realise that the information in the handbook is basic guidelines to how the company is run, and my

responsibilities as a students but they are not guarantees. If changes are made, the company will give me written

notification of changes and when the changes will go into effect. If I have any questions on anything in the book,

I know I am able to ask the Office Manager.

I acknowledge that this Student Handbook is neither a contract of Employment nor a legal document. I have

received and reviewed the Student Handbook in its most current form and understand that as part of my study it

is a condition to read and comply with the policies and procedures contained in this Student Handbook and any

revisions made to it. For full copies of the policies and procedures contained in this handbook please visit the

website www.albrightonconuslting.com.au .

1. Student Access & Equity

2. Student Code of Conduct

3. Student Complaints and Appeals

4. Student Plagiarism

5. Student Quality

6. Recognition of Prior Learning

7. Student Refund

8. Student Records Management

9. Student Terms of Use

10. Student Privacy

11. Work Health & Saftey

Student’s Name (Printed): ________________________________________________________________

Student’s Signature: ________________________________Date: ________________________________

http://www.albrightonconuslting.com.au/

01/04/2013 Version 2 37

www.albrightonconsulting.com.au

You will find us at:

Albrighton Consulting 17 Beach Road, Christies Beach SA 5165

Telephone: (08) 8186 3600 [email protected]

Documents

Albrighton Consulting & Training Services 2014-2015 · 2014. 10. 21. · 01/04/2013 Version 2 3 Student Handbook