March 2011

Glossary of training termsAffectiveBrainstormingCast studyCBTCognitiveCompetencyCompetency standardsFacilitatorFeedbackicebreaker

Learning contractMentorNetworkingOutcomeOHPReinforcementRPLTNATrainerWorkshop

What is the national training agenda?What is the national training agenda?Why has Australia experienced significant social & economic

changes over the past 10-15 years?Shift in demand from agriculture to manufacture The growth of the service industryThe increase in women in employmentThe increase in part-time work & reduction in full-time

workAn aging skills baseThe move to computer based work Increased mobility between workplaces and industryThe lack of a national modelSocial changes in attitudes and values

What is competence?What is competence?Workplace competence is a mixture of

attributes (such as skills, knowledge, attitude values and ethics) and the tasks which need to be performed in a particular occupation or work role

Competence cannot be observed – it can only be inferred from performance

What is a competent workplace performance?This includes the ability to:Perform at an acceptable level of skillOrganise tasks – task management skillsRespond and react appropriate when

things go wrong – contingency management skills

Interact appropriately with others in the workplace – job / role environment skills

Transfer knowledge, skills and attitudes to new situations – ability to transfer skills

What attitudes and values contribute to competent performance?EfficiencyPersistenceReliabilityCustomer focusAdaptabilityFlexibilityteamwork

Concern for ethics and quality

Responsibility for own work

Attitude consistent with equal opportunity

Concern for health and safety

What makes competency-based training effective?Use learner-centered training

methodsFocus on the needs of the learner

and workplaceBe flexibleNever restrict training to task skillsReview and continuously improve

Identify theNeedNeed

EvaluateEvaluate theTraining

DeliverDeliver theTraining

PlanPlan theTraining

What is structured training?What is structured training?Designed by someone appropriately qualified or

experienced, a technical expert in the areaThe program must be accredited by an approved

person/authority e.g. VETABThe program must state outcomes and must be

clearly formulatedIt must state method by which it intends to

impart the skill to the learnerIt must have an assessment component – some

form of evaluation – all must be documented before the program commences

Task AnalysisTask Analysis

Training NeedsAnalysis

Training NeedsAnalysis

Develop learningoutcomes

Develop learningoutcomes Develop assessmentDevelop assessment

Develop Session PlanSelect strategies Select delivery mode Select media

Develop Session PlanSelect strategies Select delivery mode Select media

Develop instructionDevelop instructionDevelop materialsDevelop materialsDeliver instructionDeliver instruction

Assess learningAssess learning

Evaluate programEvaluate program

The Training System

Learning outcomes

Job Descriptio

n

Competencies

TaskTaskanalysisanalysis

Jobanalysis

Jobspecificati

onJob

analysis

Lesson plan

Task AnalysisTask Analysis

Job Analysis

Job Description Job Specification

Task Analysis

Task AnalysisTask Analysis

Making a paper aeroplane. Why did you all have different results.

What was missing from the process.

Task AnalysisTask AnalysisChanging the light bulb in a torch. Changing a tyre on a car.

•Break the task down into suitable chucks.

•Write procedures for each stage.

•Highlight the more important points in the procedure

Task AnalysisTask AnalysisWhat is Task Analysis.

A detailed breakdown of one aspect of the job role.

What is involved in a task analysis.Do the task yourself or watch it being done.Break to task into logical stages.Do the task again and establish the steps.Note important key points

Affect on safety.Affect of quality.Making task easier.

Limit stages to 5 –7.

Task AnalysisTask AnalysisLearning Domains

PsychomotorPerforming a skill.

Cognitive Information and knowledge.

AffectiveAttitudes or values, feeling and emotions.

remove repair

operate

disassemble

replace

load

adjust

remove

Task analysis: Action words for skills.

Task Task Changing a light bulb in a torchChanging a light bulb in a torch

StagesStages StepsSteps Key pointsKey points

Skills Attitude

Knowledge

Task AnalysisTask AnalysisQuestions to raise on completion of the task analysis.

Too many stages.Too many steps per stage.Too much detailEasily followed.Difficult jargon.Diagrams.Key points against relevant steps.

Task AnalysisTask Analysis

Be introduced

Get to know it

Try it outGet feedback

Apply it

How do we learn best.

Learning OutcomesLearning OutcomesWhat are learning outcomes?What are learning outcomes?

They tell the learner what they should be able to do at the end of the their training. They are behaviourally (performance) based.

Why do we write learning outcomes?Why do we write learning outcomes?Learning outcomes should not be confused with

aims, which are more general in nature. Aims do not refer directly to the observable performance of the learner.

Specific outcomes are needed so that both learner and trainer are able to understand what is the expected outcome and standard of their efforts.

Learning outcomesLearning outcomesWhy do we write learning outcomes?Why do we write learning outcomes?

Learning outcomes can be written to cover any area of behaviour: Psychomotor – skill transfer Cognitive – knowledge transfer Affective – feeling/ attitudinal transfer

A learning outcome does not indicate how the outcome will be met, but simply what the learner will be able to do at the end of the session

Learning outcomesLearning outcomesWhat does a learner outcome include?

Behavioural outcomes are learner-centered. They start with the words: “At the end of the session the learner will be able to … (do something)”

The completed learning outcome will include: A statement of the final behaviour or performance Conditions under which the behaviour or performance is

to be carried out (location, skills or aids, weather, light, or any other restrictions put upon the learner)

The minimum acceptable level of performance (safety, quantity, quality, time or speed i.e.. standards)

What errors must be avoided What errors must be avoided in writing learning outcomes?in writing learning outcomes?

Avoid writing learning outcomes:That state what the trainer intends to doWhich describes the learning processThat describes the subject matter to be learnedWhich contains more than one outcome

Learning Learning outcomesoutcomes

It is essential to set clear learning outcomes because:In most subjects there are many possible

outcomes … a choice must be made.You must first decide what the learners

should achieve … it is only then possible to decide to achieve whether training and learning have been affective

You can then base your assessments and activities on the outcomes … write these as you write your learning outcomes

Learning Learning outcomesoutcomes

Learning outcomesLearning outcomesWhat are the qualities of a good,

meaningful learning outcome?The use of words and symbols that

communicate your intent exactly as you understand it.

Choose action verbs that are open to fewer interpretations

A good learning outcome will be: Real and understandable Defined in terms of behaviour of the learner Based on educational needs of the learner Achievable Measurable

Learning outcomesLearning outcomes

•To know•To understand•To appreciate

•To grasp•To enjoy

•To believe•To have faith in

•To know•To understand•To appreciate

•To grasp•To enjoy

•To believe•To have faith in

•To write•To recite

•To identify•To solve

•To construct•To list

•To assemble

•To write•To recite

•To identify•To solve

•To construct•To list

•To assemble

BADBAD GOODGOOD

Application exerciseApplication exerciseFocus on your selected training topicDevelop a training aim – a general

statement of your training intentionWrite and learning outcome/s that includes:

A statement of the final behaviour or performance

Conditions under which the behaviour is to be carried out (e.g.. location, skill/aids, other restrictions)

The minimum acceptable level of performance (e.g.. safety, quantity , quality, time speed - STANDARD

Learning outcomesLearning outcomes

Lesson PlansLesson PlansDefine a lesson

planIdentify the

components of an effective lesson plan

Discuss why lesson plans are important

Develop a lesson plan for a training session

Everyone has to do them …Everyone has to do them …

Workplace training … Workplace training …

Lesson PlansLesson Plans

Lesson Plans and worksheets should list the steps and activities and equipment needed in training sessions

What methods will be suitable? What style of presentation? How will new information be introduced?What audio-visual aids will be needed ?

Lesson PlanningLesson PlanningWhy is lesson planning ESSENTIAL?Why is lesson planning ESSENTIAL? … because it:-Helps you visualise or think through your lesson

before you teach it.Anticipate difficultiesOrganise your educational aids and gain confidenceTo plan successfully you must:-Know our subject matterKnow aims of the curriculum or competency standardSelect appropriate methods & material for each partBe able to use a variety of methods to encourage

learnersDecide the order of presentation

Lesson PlanningLesson PlanningWhat is included in a Lesson Plan?… usually:-TitleLearning outcomesTexts and referencesTraining aidsIntroductionBody (may include task analysis)Tests (or some sort of evaluation)ConclusionsTime estimates

Lesson PlanningLesson PlanningHow can you make your lesson easy to follow?Prepare & use the lesson plan to make sure lessons

are accurate and completeSpend a few moments reviewing the previous lessonState the title of the new lessonBriefly state the learning outcome so learners can

obtain an immediate overview of the lesson. A whiteboard or flip chart outline is helpful

Motivate the learners … explain why the topic is necessary, when, where and how. Use some sales skills to promote interest

Vary your method of presentation. Combine demonstrations, question, discussions with a modified lecture

Use whiteboards, charts, videos & other instructional aids

Stay away from the straight lecture … a poor methodWrite new terms on the whiteboard & explain themTalk to learners not the whiteboard or equipmentAsk questions frequently – during & after your

presentation … check for understandingEnsure learner participation – learning require

activities. Encourage questions, discussions & note taking

Stay on the subject and draw conclusions in all discussions

Summerise keys points

Lesson PlanningLesson Planning

Lesson PlanningLesson PlanningHow can I make my introduction more

effective?

Try usingTry using GG Get the learners attention & interestGG Get the learners attention & interest

LL Link material to learners experienceLL Link material to learners experience

OO Outcomes of the session are stated OO Outcomes of the session are stated

SS Structure of the session provided SS Structure of the session provided

SS Stimulate motivation of the learners SS Stimulate motivation of the learners

G.L.O.S.G.L.O.S.SS

G.L.O.S.G.L.O.S.SS

Training methods

AssessmentIce breaker.

• My most favorite part of the course was ….

Introduction• How do we determine whether a person can perform a

skill.• Last lesson.• Learning outcome.• Lesson structure. • Why do we need to determine whether a person can

perform a skill.

AssessmentTitle

• Assessment.Aim

• To provide the learner with the skills and knowledge to prepare assessments for a skills lesson plan.

Learning Outcome• At the end of the session the learner will be able to

develop a series of suitable assessments for the delivery of skills lesson plan, in a classroom situation.

Assessment Criteria• Successfully prepare a series of assessments in a

classroom situation.

AssessmentWhat is assessment.

The gathering and judgement of evidence about the performance of the individual.

It measures the skills, knowledge and attitudes of the learner.Involves taking a representative sample of items to assess.

How is assessment carried out in CBT format.It is used to demonstrate that the learner has achieved the

required standard.

Where does the assessment criteria comes from.Performance criterion based on “Element of competency” and

the “Performance criteria”.

AssessmentFormative Assessment

Assists the learner to learn by providing feedback.

Summative AssessmentDetermines if the learner has achieved the

required expertise in a given set of skills or knowledge.

Subjective AssessmentBased on opinions and feelings.

Objective AssessmentBased on a clearly defined process and specific

standards.

AssessmentNorm referenced assessment.

Compares learners in the same group to determine the best and the worst.

Criterion referenced assessment. All learners in a group are compared to a specific criteria.

AssessmentCompetency based assessment should be valid,

reliable, fair and flexible.Valid

When it assesses what is claims to assess.Reliable

When it is consistent in all situations and with all learners.Fair

When it places all learner on equal terms.Flexible

When it can accommodate all delivery modes and delivery sites and the needs of learners.

AssessmentAssessment Techniques

Knowledge techniques Recall of facts, comprehension skills, analysis skills,

and evaluation skills.

Practical skills techniques Application of knowledge to a given practical

situation.

Attitude techniques The need to be clean and careful in a practical

situation.

AssessmentSpecific assessment tools

Real work Learner performs real work.

Simulated work Training room using a mock up work situation.

Written form Demonstrate what is known using paper or computer.

Oral form Learner talks about what they know.

AssessmentAssessmentConclusion

Outcomes What are the components of assessment. What are the steps in the process.

Feedback Questions.

Future Session. Assessment and workplace training Reflection

AssessmentAssessmentFour specific skill areas for employment related

competencies.Task skills

Ability to perform individual tasks. Task management skills

Managing a number of different tasks within a job and Workplace.

Contingency management skills Responding appropriately to irregularities and breakdowns

in routine within a job and Workplace.Job role environment skills

Dealing with the responsibilities and expectations of the

work environment including working with others.

SummaryList the learning steps in the leaning process

Progress the TNA assessment

Commence the workbook entitled ‘work effectively in VET’

Progress report Next week design and

develop learning programs