Training through instruction

3 September 2009

Glossary of training terms

• Affective• Brainstorming• Cast study• CBT• Cognitive• Competency• Competency standards• Facilitator• Feedback• icebreaker

• Learning contract• Mentor• Networking• Outcome• OHP• Reinforcement• RPL• TNA• Trainer• Workshop

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 industry

• The increase in women in employment

• The increase in part-time work & reduction in full-time work

• An aging skills base

• The move to computer based work

• Increased mobility between workplaces and industry

• The lack of a national model

• Social 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 skill• Organise tasks – task management skills• Respond 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?

• Efficiency

• Persistence

• Reliability

• Customer focus

• Adaptability

• Flexibility

• teamwork

• 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 methods

• Focus on the needs of the learner and workplace

• Be flexible

• Never restrict training to task skills

• Review and continuously improve

The Training ProcessThe Training Process

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 area

• The program must be accredited by an approved person/authority e.g. VETAB

• The program must state outcomes and must be clearly formulated

• It must state method by which it intends to impart the skill to the learner

• It 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 Description

Competencies

TaskTaskanalysisanalysis

Jobanalysis

Jobspecification

Job analysis

Lesson plan

Task analysisTask analysis

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 Analysis

• Changing 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 Analysis• What 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 Analysis

• Learning Domains–Psychomotor

• Performing a skill.

–Cognitive• Information and knowledge.

–Affective• Attitudes or values, feeling and

emotions.

remove repair

operate

disassemble

replace

load

adjust

remove

Task analysis: Action words for skills.

Task analysis

Analysing a TaskAnalysing a Task

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 Analysis

• Questions to raise on completion of the task analysis.

»Too many stages.»Too many steps per stage.»Too much detail»Easily 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 Outcomes• What 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 outcomes• Why 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 outcomes

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

• Avoid writing learning outcomes:– That state what the trainer intends to do– Which describes the learning process– That describes the subject matter to be learned– Which 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 outcomes• What 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 exercise• Focus on your selected training topic• Develop a training aim – a general statement of

your training intention• Write 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

Adult learning principlesAdult learning principles

Lesson PlansLesson Plans• Define a lesson plan• Identify 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 Planning

Why is lesson planning ESSENTIAL?Why is lesson planning ESSENTIAL? … because it:-• Helps you visualise or think through your lesson before

you teach it.• Anticipate difficulties• Organise your educational aids and gain confidenceTo plan successfully you must:-• Know our subject matter• Know aims of the curriculum or competency standard• Select appropriate methods & material for each part• Be able to use a variety of methods to encourage learners• Decide the order of presentation

Lesson PlanningLesson PlanningWhat is included in a Lesson Plan?… usually:-• Title• Learning outcomes• Texts and references• Training aids• Introduction• Body (may include task analysis)

• Tests (or some sort of evaluation)

• Conclusions• Time estimates

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

and complete• Spend a few moments reviewing the previous lesson• State the title of the new lesson• Briefly 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 method• Write new terms on the whiteboard & explain them• Talk to learners not the whiteboard or equipment• Ask questions frequently – during & after your

presentation … check for understanding• Ensure 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

Training ResourcesTraining Resources

Assessment• Ice 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.

Assessment• Title

• 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.

Assessment• What 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”.

Assessment• Formative Assessment

– Assists the learner to learn by providing feedback.

• Summative Assessment– Determines if the learner has achieved the required expertise

in a given set of skills or knowledge.

• Subjective Assessment– Based on opinions and feelings.

• Objective Assessment– Based on a clearly defined process and specific standards.

Assessment• Norm 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.

Assessment• Competency 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.

Assessment

• Assessment 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.

Assessment• Specific 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.

AssessmentAssessment

• Conclusion– Outcomes

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

– Feedback• Questions.

– Future Session.• Assessment and workplace training• Reflection

AssessmentAssessment• Four 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.

Summary• List 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