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Provide Training and Instruction


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  • 1. Provide Training and instruction through work skills Presented by Scott, Jasmin and Kate
  • 2. Identifying the needs and characteristics of learners
    • Learners needs are to be engaged
    • Trainer must appeal to all learning styles
    • Visual
    • Auditory
    • Theoretical
    • Activist
    • Reflective
  • 3. Confirm the learning environment is safe
    • Perform a risk assessment of the learning space identifying potential hazards eg:
    • Access, exits, personal protective equipment, clear instruction on equipment use.
    • Ensure special needs of learners are met eg: Access and equipment for disabled people
  • 4. What learning resources and equipment do you need?
    • Resources should be relative to the training programme running
    • RTOs or training providers must have access to equipment required to establish competency in the unit eg: cooking courses must have access to a kitchen, forklift license must have access to a forklift
    • We recommend researching and using established and quality teaching resources
    • Learning resources may include:
    • Audio tapes, cds and videos
    • Competency standards and sample training programmes
    • Organisational specific resources (such as workplace manuals)
    • Professional development resources
    • Record books and log books
    • User guides (including learner, trainer & facilitator guides)
  • 5. The difference between a learning program and a delivery plan
    • Learning program – Identifies the objectives of the overall learning process and how these can be met. They are developed by investigating the needs of learners and usually include An overview of the content to be covered, suggested training techniques and learning resources/materials, the number and duration of training sessions (and an overall timeline for training), OHS issues and specific outcomes to be achieved by learners
    • Delivery Plans provide a more detailed step by step approach to training sessions and usually include the specific content to be covered in each training session, suggested training techniques, learning resources / materials and activities, the number of learners (including their specific learning needs and support requirments), any individual/group learning objectives and outcomes , the timeline and duration of activities within each session, and OHS considerations such as incident / hazard reporting and emergency procedures
  • 6. The six stages of a delivery plan
    • 1. Demonstrate work skill at normal speed
    • 2. Explain work skill
    • 3. Demonstrate work skill at slower speed
    • 4. Allow learner to imitate your demonstration
    • 5. Coach learner through work skill
    • 6. Allow learner to practice work skill
  • 7. How do you provide feedback to learners
    • There are a number of ways to provide feedback to learners on the outcomes and value of the relationship eg: Verbally (by talking with learners or groups of learners
    • Non verbally (by nodding, smiling and gesturing in a positive manner
    • Formally (through organised feedback sessions and interviews)
    • Informally (through casual discussions)
    • ** Keep feedback constructive, avoid negative feedback (where possible) but if given be tactful and sensitive. Use a positive / negative sandwich approach
  • 8. How do you ensure the learners are learning?
    • There a number of measures to ensure the learners are acquiring (and can use their new skills and knowledge)
    • These include: informal reviews or discussions, learner surveys, on the job observations, peer coaching systems and questioning