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Delivering training at work
2
Housekeeping
› mobile phones› break times› toilets› emergencies
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3
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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4
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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5
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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11
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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27
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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