BSZ to TAE Training Officer Upgrade SHORT COURSE

BSZ to TAE Training Officer Upgrade

SHORT COURSE

INTRODUCTION

Welcome to the SLSQ Online BSZ to TAE Training Officer Short Course.

This online course contains learning content to assist and support you in completing the 7 assessment tasks associated with the upgrade course.

Please click to the next slide when you are ready to start your training

INTRODUCTION

IMPORTANT

YOU WILL NEED INTERNET ACCESS FOR PARTS OF THIS POWERPOINT PRESENTATION.

This PowerPoint presentation contains some links to additional PDF resources. To be able to view this resources, you will need to have internet access when clicking on the ‘CLICK HERE’ links.

PRE-REQUISITESTo complete this upgrade course, you need to ensure that you have met the following course prerequisites:1. Attended a TAF Proficiency Day since 1st July 2012, AND2. Have completed and submitted Activity 1 (at the TAF Proficiency Day), AND3. Completed and submitted an SLSQ TAF Upgrade Application Form, AND4. Have trainedat least 1 SLSQ award since 1st July 2011.

If you have not completed all 4 of the above pre-requisites, please contact Ben Whibley at [email protected] to discuss options.

If you have been allocated this course, you should have received an email from Ben Whibley stating if you meet the above criteria or if not, which ones you don't meet and what you are required to do.

mailto:[email protected]

PRE-REQUISITESIf you haven't trained at least 1 course since 1st July 2011, you must train at least 1 full award before 30th June 2013 and submit evidence of this to SLSQ Member Education Department to email address [email protected]

The above information should have been communicated at TAF Proficiency Days this season (2012/2013). We are aware that it is the end of the season for most Branches and therefore it may be difficult for you to train a course before 30th June 2013.

As a result we will allow you to complete this requirement by 31st December 2013 and submit evidence (as detailed above). However if you train a course after 1st July 2013, you will need to be supervised by an Training Officer that does hold the TAE Training Officer units of competency.

PLEASE NOTE: SLSQ will not process your upgrade until receipt of this evidence.


WHY DO YOU HAVE TO UPGRADE?Like with all skills and knowledge you learn in any aspect of your work or personal life, advances in technology, research and 'learning from our mistakes' over time results in improvement to these skills and knowledge. If this wasn't the case, we would still be performing rescues using the belt, line and reel with no support from powercraft such as IRB's, RWC's, JRB's or any other powercraft that we have thrown an acronym to.

The skills and knowledge required to be an Training Officer were reviewed recently by industry experts, outside of Surf Life Saving, and subsequently an updated set of units of competency was released and grouped into the TAE Certificate IV in Training and Assessment - formerly known as the TAA version, and prior to that BSZ version.

WHY DO YOU HAVE TO UPGRADE?This upgrade course specifically focuses on upgrading those members and staff that currently hold the BSZ Training Officer units of competency to the new TAE Training Officer units of competency.

You will be glad to know that we have already recognised that you currently hold skills and knowledge as a Trainer with the assessment tasks designed to assess you on components that were not a part of the Training Officer course when you completed the BSZ version.

PLEASE NOTE:As of 1st July 2013, all Training Officers must hold the TAE Training Officer units of competency to continue training within Surf Life Saving Queensland.This is a condition set external to Surf Life Saving by the NSSC (National Skills Standards Council) for all Registered Training Organisations in Australia.

RESOURCES

Resources required to complete this course include:1. BSZ to TAE Training Officer Upgrade - Activity 2 Assessment

Portfolio, AND2. SLSQ BSZ to TAE Training Officer Upgrade Short Course

(this presentation)

Alternatively, the content of this presentation can also be found as an online Presentation in the SLSQ online learning system.

NOTE: Content marked with ** designates this information is extracted from IBSA Assessor Participant Workbooks

RESOURCESSUPPORTThis upgrade course has been designed to be completed primarily as a 'Self Paced' course through the completion of assessment activities in your own time and reading through this online presentation to assist you in completing the assessment activities.

If you require additional support whilst completing this upgrade course, please contact:a. SLSQ Member Education Department - via email

[email protected]

You may be directed to your regional SLSQ Lifesaving Development Officer for more personal support.


HOW TO COMPLETE THIS COURSE4 easy steps:

1. Download the BSZ to TAE Training Officer Upgrade - Activity 2 Assessment Portfolio

2. Go through SLSQ BSZ to TAE Training Officer Upgrade Short Course (this presentation)

3. Complete 7 Assessment Tasks

4. Submit Assessment Portfolio

HOW TO COMPLETE THIS COURSE1. Download the BSZ to TAE Training Officer Upgrade - Activity 2 Assessment

Portfolio• Download the 'Assessment Portfolio' (Word Document) from the same web page you

downloaded this presentation.

2. Go through SLSQ BSZ to TAE Training Officer Upgrade Short Course (this presentation)• HIGHLY RECOMMEND that you go through this online course reading each slide as it will

greatly assist you in completing the assessment tasks as well as provide links to additional resources/templates required to complete the assessment tasks.

3. Complete 7 Assessment Tasks

4. Submit Assessment Portfolio • Please read page 3 of your Assessment Portfolio for instructions on how to submit your

evidence.

WHAT’S COVERED BY THIS UPGRADE

The upgrade requires you to complete 7 Assessment Tasks being:Assessment Task 1 - CoachingAssessment Task 2 - Encouraging participants and providing feedbackAssessment Task 3 - Tailoring learning activities to your groupAssessment Task 4 - Verbal and non-verbal communication techniquesAssessment Task 5 - Barriers to effective communicationAssessment Task 6 - Dealing with difficult participantsAssessment Task 7 - Knowledge questions

Please refer to the 'Assessment Portfolio' for detailed information on what is required to complete the 7 assessment tasks.

The following slides include information to assist you in completing some of the Assessment Tasks. As stated previously, it was considered that some Assessment Tasks did not require supporting information for you to complete the task.

ASSESSMENT TASK 1- Support Information

Coaching

The next few slides contain information to assist you in completing Assessment Task 1 as required in the

Assessment Portfolio.

Please read Assessment Task 1 instructions as found on page 7 of the 'Assessment Portfolio' to familiarise yourself with what this task is requiring you to do before reading

the next few slides.

COACHING'Coaching is unlocking a person's potential to maximise their own performance. It is helping

them to learn rather than teaching them'. Timothy Gallwey

The term 'coaching' is most often heard in the context of sports, but it also applies to workplaces and particularly to workplace training situations.

Coaching is a method of directing, instructing and training a person or group of people, with the aim to achieve some goal or develop specific skills.

Coaching occurs when a more experienced or highly trained colleague guides, monitors and advises another in a work skill.

Coaching is a behaviour which is collaborative, solution focused and results-orientated. The coach facilitates the enhancement of work performance, self-directed learning and personal and professional growth.

COACHINGWhy is coaching effective?Coaching is effective due to the supportive relationship between the coach and the participant and the means and style of communication used. The participant acquires skills and knowledge not from the coach directly, but from within themselves, facilitated by the coach.

The three (3) elements of coaching1. The first element of coaching is Awareness• Awareness can be raised by practice and focused attention. • Increased awareness gives greater than normal clarity of perception. • In the development of physical skills the awareness of bodily sensations may be crucial. • In the majority of sports, the most effective way to increase individual physical efficiency

is for the performer to become increasingly aware of the physical sensations during an activity

COACHING2. The second element of coaching is Responsibility• Responsibility is the other key goal or concept of coaching. Responsibility is the key to

high performance.• When we truly accept, choose or take responsibility for our thoughts and actions, our

commitment to them rises and so does our performance.• If we are ordered to be responsible or if there is an implied threat if we do not take

responsibility, then performance suffers.

3. The third element of coaching is Self-belief• Technical ability and fitness used to be the key factors used in sport. The mind was not

recognised as a key factor. However, the state of mind does affect performance.• In recent years most top teams have employed sport psychologists to provide

performers with attitudinal training.• The best way to maintain and develop the ideal state of mind for performance is to

build awareness and responsibility continuously throughout the daily practice and the skills acquisition process.

• This is a shift from instructions to REAL COACHING.

ASSESSMENT TASK 1– Instructions

The previous slides should have provided sufficient information to assist you in completing Assessment Task

1.

Now go to your Assessment Portfolio (page 7) and complete Assessment Task 1.


Encouraging Participants and Providing Feedback



Please read Assessment Task 2 instructions as found on page 8 of the 'Assessment Portfolio' to familiarise

yourself with what this task is requiring you to do before reading the next few slides.

EIGHT STRATEGIES FOR FEEDBACK

During training we need to encourage participants and provide feedback that lets the participants know when they are performing correctly and how well they are progressing. Whether encouragement or feedback is verbal or non-verbal, it has a significant effect on how well participants learn and perform.

The next few slides describes 8 strategies for providing feedback to participants and the associated behaviour you should demonstrate when using the strategy.

EIGHT STRATEGIES FOR FEEDBACKSTRATEGY BEHAVIOUR

Actions – not the person

When you need to give negative feedback, focus on the things the participant did, rather than on how you feel about them

Be honest and sensitive

When the participants’ performance is not up to the standard required it is your responsibility to give them constructive feedback. Although this can be difficult you must no avoid giving them negative feedback when it is necessary. Be tactful as you identify specific issues and help the participant work out what went wrong and how to improve it

Confidentiality Show the participant that you respect them by giving your feedback to each individual in private. Make sure that you can’t be overheard or that any written feedback you give won’t be read by anyone else


Demonstrate Understanding

Check that the participant understands what your feedback means by asking them to repeat it back to you in their own words. This will also help them acknowledge and remember it

Environment Choose an appropriate time and place to give feedback. Also check that you have dealt with any of your own negative emotions, which could create an uncomfortable environment when you speak to the participant

Esteem Consider how participants will feel about themselves after you have given your feedback. Help participants to see your feedback as a form of encouragement rather than as blame or judgement


Feedback ‘sandwich’ When giving feedback always begin on a positive note, so find something that you can say that was successful. If you have a negative piece of feedback to give, ‘sandwich’ it between positive points. Give positive first, then negative, and then finish with another positive

Keep it short Don’t overload the participant with more information than they can use. Give enough for them to be able to reflect on and make any changes. If you give too much they won’t remember all of it.


The previous slides should have provided sufficient information to assist you in completing Assessment

Task 2.



Tailoring learning activities to your group





TAILORING LEARNING ACTIVITIES TO YOUR GROUPThe most important person in any training activity is the participant. Even if you have to train a group of people, you have to remember that the group is made up of individuals. Each individual has unique characteristics and needs. As a trainer you have to do your best to support each participant.

Learning StylesYou need to be aware of different learning styles of each individual and subsequently tailor your learning activities to suit. Different learning styles include:Visual learners - learn by watchingAuditory learners - learn by listeningKinasthetic learners - learn by doingRead/Write - learn by reading and/or writing down information

TAILORING LEARNING ACTIVITIES TO YOUR GROUPLearner Characteristics and NeedsIn addition to being aware of different learning styles, you also need to be aware of each person's learning characteristics and needs.

For example some participants within a group may be reasonably competent and just need to enhance their performance in a small area of the program, other participants may be totally new to the topic and need more support to develop a complete understanding.

Other characteristics and needs that you may have to take into account could include:Special physical and psychological needsCurrent knowledge and experienceCultural background and needsLanguage, literacy and numeracy (LLN)

TAILORING LEARNING ACTIVITIES TO YOUR GROUPWorking with the information gatheredSo even though the learning program and the learning resources will be provided, the Trainer will need to adapt and apply the resources to the learner. This includes presentation of the content, the type of skill instruction and the support and resources required by the learner.

To illustrate how the knowledge of the learner's needs can influence the skill instruction, a matrix of possible responses to a variety of learning needs is provided on the next slide.

Below is a list of types of learning activities that you could use whilst considering Learners Needs and Characteristics i.e. use Oral Presentations for learners that are comfortable with speaking in front of people:

TAILORING LEARNING ACTIVITIES TO YOUR GROUP

SKILL INSTRUCTION STYLEPictures and

diagramsActivities

and simulations

Self-paced and online

learning

Repetition and practice

Adjust the practise

environment

LEARNER NEEDS

Low literacy and numeracy Limited education and experiences Low motivation Physical disability Highly motivated Experienced learner

TAILORING LEARNING ACTIVITIES TO YOUR GROUPWorking with the information gathered (cont’d)Below is a list of types of learning activities that you could use whilst considering Learners Needs and Characteristics i.e. use Oral Presentations for learners that are comfortable with speaking in front of people:

• Case studies• Demonstration• Discussion• Group and/or pair work• Oral Presentations• Questioning

• Simulations and role play• Individual presentation• Team presentation• Buzz pairs• Debate• Quiz



Task 3.



Verbal and non-verbal communication techniques





VERBAL AND NON-VERBAL COMMUNICATION TECHNIQUESCommunication is a two-way process and involves giving and receiving information in a way that is clearly understood.

Some examples of how we communicate in training are:• Words - spoken - written• Body Language - facial expressions - gestures - movement• Visual Demonstrations• Graphics - Pictures - Charts• Using Listening Skills

VERBAL AND NON-VERBAL COMMUNICATION TECHNIQUES

"A good trainer is able to monitor their audience for signs of understanding (e.g. facial gestures, body language, and verbal agreement) or concentration."

If your audience is fidgeting and not paying attention to demonstrations, maybe it's time for a break. If this kind of behaviour continues, then you might like to reflect on how you can make your presentation more engaging for your audience (e.g. try a different learning activity from the previous list).

Learning how to observe your participants will help you be flexible in tailoring learning activities to your group.

Having a few different samples of learning activities ready to do can help you to tailor your presentation to how your group is going on the day.

It is better to be over-prepared than under-prepared



Task 4.



Barriers to effective communication





BARRIERS TO EFFECTIVE COMMUNICATION

Effective communication is about giving and receiving information in a clear and easily understood manner. Effective communication is a two-way process where both parties speak, listen and respond.

In training, effective communication is used to exchange behaviour, involve participants, and give and receive information and ensure understanding of that information.

Barriers to effective communication occur when understanding becomes blocked.

This may lead to poor training, misunderstandings, conflict, objectives not being met and frustration.

See the next slide for examples of communication barriers.

BARRIERS TO EFFECTIVE COMMUNICATIONCommunication Barriers may include:• Using long words - these can be difficult to understand, making participants feel uneasy if they are not confident to ask

what they mean

• Using jargon and/or acronyms - not all participants will be familiar with workplace jargon and/or acronymns especially if they are new. If jargon or acronyms are used, make sure the meanings are explained

• Language differences - where there are language differences in training it is important to speak clearly and check your are being understood

• Boring presentations - participants will lose interest very quickly if the presentation is boring. Find ways to liven up your presentation and make it more interesting

• Training aids and resources don't work or are not available - participants may well become frustrated and lose interest if you are constantly needing to fix training aids, find resources or repair equipment during a training session

• The way things are said - you will need to be careful how you say things as this can affect the meaning and understanding of what is being said

• Having preconceived ideas - you will need to make sure that participants know what the presentation or training is about and what they are required to do. You will also need to be aware of any preconceived ideas that you might have about your participants



Task 5.



Dealing with difficult participants- Assessment Task 6

This assessment task was deemed to not require any support information.

Please read Assessment Task 6 instructions as found on page 11 of the 'Assessment Portfolio' and complete the task.

Move to the next slide after you have completed this assessment task.


Knowledge Questions



Please read Assessment Task 7 instructions as found on pages 11-14 of the 'Assessment Portfolio' to familiarise


KNOWLEDGE QUESTIONSTechniques to Evaluate Presentation EffectivenessThe process of reviewing your own performance as a trainer is essential for continuous improvement and self-development. Below you will find 3 techniques to evaluate your presentation effectiveness as a trainer. Action Research• is a form of investigation designed for use by trainers to attempt to solve problems and improve

professional practices in their own training. It involves systematic observations and data collection which can be then used by the trainer in reflection, decision-making and the development of more effective training strategies.

• Action research is a natural part of training. Trainers are continually observing learners, collecting data and changing practices to improve student learning and the learning environment

Critical Friends• This process focuses on developing colleague relationships. • This process is based on cooperative adult learning where colleagues trust each other enough to

allow themselves to be observed by each other during training and other sessions and to share reflections on the outcomes.

KNOWLEDGE QUESTIONSTechniques to Evaluate Presentation Effectiveness (cont’d)Focus Group• is a form of discussion in which a group of people are asked about their

perceptions, opinions, beliefs and attitudes towards an activity or product (e.g. a training process, training activity, training material).

• Questions are asked in an interactive group setting where participants are free to talk with other group members.

• Group discussion produces data and insights that would be less accessible without interaction found in a group setting.

• Listening to the experiences/ideas of others stimulates memories, ideas, and experiences in participants.

• Group members often discover a common language to describe similar experiences.

KNOWLEDGE QUESTIONSAdult Learning PrinciplesEvery individual has a preferred way of learning.

An effective trainer matches learning styles to all the participants: many people have characteristics of more than one style, and so it can be risky to 'pigeonhole' participants in one exclusive category

Nationally recognised training usually involves the training of the 'adult learner' as compared to training/teaching that occurs in the primary/high school environment.

You can become a better trainer by attempting to understand the motives of an adult learner.

The next slide lists and describes the 'Principles of Adult Learning'

KNOWLEDGE QUESTIONSAdult Learning Principles• Adults need to know the relevance of the learning before being open to

learning• Adults are used to being responsible for their own decisions and for their

own lives• Adults bring a wealth of personal experience to training• Adults become ready to learn those things that they see as immediately

relevant to them• Adults are life centred (or task centred or problem centred) in their

orientation to learning• Adults are motivated by internal pressures (self-esteem, life quality, etc)• Adults have their own individual learning styles• Adults are self-evaluate

KNOWLEDGE QUESTIONSPersuasive Communication TechniquesTo gain or increase audience interest, you could use 1 or a combination of the following persuasive communication techniques:

Focusing on the other person's needs when speaking or writing• Build your communication around the other person's needs, rather than those of the organisation

Using persuasive words or phrases when speaking or writing• For example, 'the benefits to you are.....', 'what you'll gain will be......', 'our services can save you time by......'

Watch out for and eliminate barriers to effective communication• For example, don't substitute an email for a telephone call when communicating critical information. In face to

face communication, always monitor facial expressions or body language for signs of confusion or misunderstanding

Talk to a plan that demonstrates to the learner exactly how you are going to help them• The other major factor that impacts on your ability to communicate persuasively is your knowledge of policies,

procedures and organisational requirements. Understanding these prevents you from making promises about services you can't deliver.



Task 7.

Now go to your Assessment Portfolio (page 11-14) and complete Assessment Task 7.

SUBMITTING YOUR EVIDENCE

Now that you have completed all of the Assessment tasks, please remember you now have to submit your Assessment Portfolio, and additional evidence, to SLSQ.

Please read page 3 of the Assessment Portfolio for more information on how you can submit your evidence via 1 of 3 methods.

SLSQ will be contact with you before 30th June 2013 to inform you of the outcome of your upgrade.

THANK YOU

Thank you for participating in the SLSQ Online BSZ to TAE Training Officer Upgrade Short Course.

We trust that this online short course has assisted you in completing the upgrade assessment tasks.

If you do require any additional support, please remember you can contact Ben Whibley at [email protected]


Documents

BSZ to TAE Training Officer Upgrade SHORT COURSE