Post on 19-Jan-2016
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