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Aviation Training Resources, Train the Trainer
- 1. SAMPLE Fundamentals of being an effective Trainer Train the Trainer
- 2. Introduction SAMPLE Addresses the psychological and teaching factors which have an influence on learning focusing on three key elements of successful training delivery. Unit 1 - Fundamental Principles of the Teaching & Learning Process Unit 2 - Training Preparation & Delivering Training Unit 3 - Training Standards
- 3. Course Objectives SAMPLE Upon completing this course trainees will have the Knowledge and skills to: • Have and understanding of how people learn • Prepare effectively for training, managing and evaluating training events • Teach to students with improved skills • Have practical presentation and communication skills • Motivate participants and engage their participation during training • Understand Training Policy, Procedures and Administration Process
- 4. SAMPLE Unit 1 Fundamental Principles of the Teaching & Learning Process Train the Trainer
- 5. SAMPLE Addresses the psychological and teaching factors which have an influence on learning with focus on the importance of cooperation between trainees and instructors, to assess the qualifications required of the individual instructor to impart to his trainees the experience, proficiency and attitudes which are of importance to the trainees' work.
- 6. Module Objectives SAMPLE Fundamental principles of the teaching-learning process: • Definition of Learning • The Principles of Learning • How we Learn • Characteristics of Adult Learning • Principles of Adult Learning • Barriers to Learning
- 7. SAMPLE Definition of Learning Train the Trainer
- 8. SAMPLE Definition of Learning Learning - is the act of acquiring new, or modifying and reinforcing, existing knowledge, behaviours, skills, values or preferences and may involve synthesizing different types of information: • The ability to learn is possessed by humans, animals and some machines. Progress over time tends to follow learning curves. • Learning is not compulsory; it is contextual. It does not happen all at once, but builds upon and is shaped by previous knowledge. To that end, learning may be viewed as a process, rather than a collection of factual and procedural knowledge. Learning produces changes in the organism and the changes produced are relatively permanent.
- 9. SAMPLE Definition of Learning Good Experience comes from: Skills Knowledge Attitudes S.K.A. is the Learning behavior Learning behavior comes from: • The Transfer of Learning! SKA
- 10. SAMPLE Definition of Learning “Change in the behavior of the trainee as a result of experience” Good Learning comes from good Judgment Good Judgment comes from good Experience
- 11. SAMPLE Learning Theory • Learning theories are conceptual frameworks describing how information is absorbed, processed, and retained during learning. • Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed, and knowledge and skills retained.
- 12. SAMPLE Learning Theory Theories about human learning can be grouped into four broad "perspectives". These are: Behaviourism - focus on observable behaviour Cognitive - learning as purely a mental/ neurological process Humanistic - emotions and affect play a role in learning Social - humans learn best in group activities
- 13. SAMPLE 5 Main Theories of Learning Behaviorism Cognitivism Contructivism Experimentalism Social & Contextual Stimulus Response Flow of Knowledge Mental Models Learning Experiences Learn from and with others 1 5 4 3 2
- 14. SAMPLE 5 Main Theories of Learning Behaviourism: Key behaviourist thinkers including Thorndike, Pavlov and Skinner have hypothesized that learning is a change in observable behaviour caused by external stimuli in the environment. The key principle of behaviourism is the reward or punishment of a new behaviour, commonly described as the 'carrot and stick' approach to learning. 1
- 15. SAMPLE 5 Main Theories of Learning Cognitivism Cognitivism replaced Behaviourism as the dominant learning paradigm in the 1960s and proposes that learning comes from mental activity such as memory, motivation, thinking and reflection. Cognitivism focuses on the transmission of information from someone who knows (such as an 'expert' as opposed to facilitators) to learners who do not know. 2
- 16. SAMPLE 5 Main Theories of Learning Constructivism From the constructivist perspective, learning is not a stimulus- response phenomenon as described by Behaviourism, rather it requires self-regulation and the building of conceptual structures through reflection and abstraction. The learner takes an active role in constructing his own understanding rather than receiving it from someone who knows, learning through observation, processing and interpretation. 3
- 17. SAMPLE 5 Main Theories of Learning Experientialism One of the key theorists of experiential learning is David Kolb who developed his experiential model, as opposed to a purer cognitive which formally recognised that people learn from experience and described learning as following a cycle of experiential stages. 4
- 18. SAMPLE 5 Main Theories of Learning Social and Contextual In the Social and Contextual approach, learning does not occur solely within the learner, but in the group and community in which they work. Learning is a shared process which takes place through observing, working together and being part of a larger group, which includes colleagues of varying levels of experience, able to stimulate each other's development. 5
- 19. SAMPLE How we Learn How you Learn Physical Skills: Instinct, deliberate action, and trained response, human mind affects autonomic system. The brain is very much like a computer, but a computer is capable of rewriting its own software, and constantly add new code to handle new situations.
- 20. SAMPLE The Principals of Learning Train the Trainer
- 21. SAMPLE Principals of Learning Instinct: your Basic “Input Output System”, or BIOS In a human brain, instincts are the most basic of all instructions. Our brains have natural functions to seek out faces and recognize faces, to cry when discomforted, to suckle milk when hungry, and so on. These instincts are encoded into our brains by millions of years of evolution, to allow us to survive infancy and grow to learn more. Instincts also cover more, such as desire of sweet and salty flavours, while avoiding bitter and sour flavours, preference of pleasure and avoidance of pain, fight or flight response, and so on. When the input through our five senses does not match up to any instinct, the brain must decide what to do. That is deliberate action.
- 22. SAMPLE Senses Sight 75 % Smell 3 % Hearing 13 % Touch & Muscular Sense 6 % Mind ????? % Taste 3 % 1. Perception & Stimulus
- 23. SAMPLE Critical / Creative Brain Analytical Logical Precise Perceptive Organized Details Scientific Detached Literal Sequential Creative Imaginative General Intuitive Conceptual Big picture Experimental Empathetic Figurative Regular LEFT Right Critical Thinking Creative Thinking
- 24. SAMPLE Learning Brain LEFT Right Critical Learning Creative Learning Responds well to instruction Likes to learn in a step-by-step format Prefers writing Is planned & structured Does well on multi-choice tests Analytic Recall peoples names Responds well to demonstrated instructions Likes to learn general concept & then detail Prefers open ended questions Responds to tone of voice Impulsive Recalls peoples faces Holistic or global
- 25. SAMPLE Astonishing Machine (Brain) Speech Gesture Physical & Mental State These 5 categories all reinforce each other Receiving Data Holding Analyzing Outputting (Express) Controlling - Interest - Motivated 1 2 3 4 5
- 26. SAMPLE Learned response Deliberate Action: Action and Feedback Loop When you receive inputs from your senses that instincts does not cover, such as a combination of flavours, your brain must decide on an action. This is deliberate action, as your brain deliberates on what to do, then commands the muscles to do it. A babies first grasp is a skill that is needed very often, so after the first grasp, this memory is recalled many times because the brain develops a script just to handle grasping, instead of having to calculate it every time. “This is "learned response".
- 27. SAMPLE 6 Levels of Intellectual Behaviour In education, Blooms Taxonomy Of Educational objectives is still the reference regarding detailed competencies that can be achieved through learning, i.e. that can be related to demonstrated skills (outcome-illustrating verbs). Firstly he distinguished among 3 broad categories: • The Cognitive Domain • The Affective Domain • The Psychomotor Domain • Within the Cognitive Domain, Bloom defines 6 levels of intellectual behaviour that are important for learning.
- 28. SAMPLE Cognitive Domain Remembering or retrieving previously learned material. Know Identify Relate List Define Recall Memorize Repeat Record Name Recognize Acquire 1. Knowledge
- 29. SAMPLE Cognitive Domain The ability to grasp or construct meaning from material. Restate Locate Report Recognize Explain Express Identify Discuss Describe Review Infer Illustrate Interpret Draw Represent Differentiate Conclude 2. Comprehension
- 30. SAMPLE Cognitive Domain The ability to use learned material, or to implement material in new and concrete situations. Apply Relate Develop Translate Use Operate Organize Employ Restructure Interpret Demonstrate Illustrate Practice Calculate Show Exhibit Dramatize 3. Application
- 31. SAMPLE Cognitive Domain The ability to break down or distinguish the parts of material into its components so that its organizational structure may be better understood. Analyze Compare Probe Inquire Examine Contrast Categorize Differentiate Contrast Investigate Detect Survey Classify Deduce Experiment Scrutinize Discover Inspect Dissect Discriminate Separate 4. Analysis
- 32. SAMPLE Cognitive Domain The ability to break down or The ability to put parts together to form a coherent or unique new whole. Compose Produce Design Assemble Create Prepare Predict Modify Tell Plan Invent Formulate Collect Set Up Generalize Document Combine Relate Propose Develop Arrange Construct Organize Originate Derive Write ProposE 5. Synthesis
- 33. SAMPLE Cognitive Domain The ability to judge, check, and even critique the value of material for a given purpose. Judge Assess Compare Evaluate Conclude Measure Deduce Argue Decide Choose Rate Select Estimate Validate Consider Appraise Value Criticize Infer 6. Evaluation
- 34. SAMPLE Affective Domain Willingness to receive or to attend to particular phenomena or stimuli: awareness, willingness to receive, and controlled or selected attention Acknowledge Ask Attend Be aware Choose Describe Follow Give Hold Identify Listen Locate Name Receive Reply Select Show alertness Tolerate Use View Watch 1. Reception
- 35. SAMPLE Affective Domain Willing to attend, but actively; student is sufficiently involved or committed to subject to seek it out and gain satisfaction from working or engaging with it Agree to Answer Ask Assist Communicate Comply Consent Conform Contribute Cooperate Discuss Follow-up Greet Help Indicate Inquire Label Obey Participate Pursue Question React Read Reply Report Request 2. Response
- 36. SAMPLE Affective Domain Student sees worth or value in subject; committed to the underlying value guiding the behaviour Accept Adopt Approve Complete Choose Commit Describe Desire Differentiate Display Endorse Exhibit Explain Express Form Initiate Invite Join Justify Prefer Propose Read Report Sanction Select Share Study Work 3. Value
- 37. SAMPLE Affective Domain Bringing together a complex of values, possibly disparate, resolving conflicts between them, and building a consistent value system Adapt Adhere Alter Arrange Categorize Classify Combine Compare Complete Defend Explain Establish Formulate Generalize Group Identify Integrate Modify Order Organize Prepare Rank Rate Relate Synthesize Systemize 4. Organization
- 38. SAMPLE Affective Domain Characterization by a Value or Value Complex: Internalization of values; values have controlled one’s behaviour long enough to have developed into a pervasive, consistent, and predictable one. Act Advocate Behave Characterize Conform Continue Defend Devote Disclose Discriminate Display Encourage Endure Exemplify Function Incorporate Influence Justify Listen Maintain Modify Pattern Practice Preserve Perform Question Revise Retain 5. Characterization
- 39. SAMPLE Psychomotor Domain Observe a skill and attempt to repeat it, or see a finished product and attempt to replicate it while attending to an exemplar. Attempt Copy Duplicate Imitate Mimic Align Place Balance Repeat Follow Rest (on) Grasp Step (here) Hold 1. Imitate
- 40. SAMPLE Psychomotor Domain Perform the skill or produce the product in a recognizable fashion by following general instructions rather than observation. Complete Follow Play Perform Produce 2. Manipulate Align Place Balance Repeat Follow Rest (on) Grasp Step (here) Hold
- 41. SAMPLE 3. Psychomotor Domain Independently perform the skill or produce the product, with accuracy, proportion, and exactness; at an expert level. Achieve Automatically Excel expertly Perform masterfully Accurately Proficiently Errorlessly With balance Independently With control 3. Precision
- 42. SAMPLE Psychomotor Domain Modify the skill or product the product to fit new situations; combine more than one skill in sequence with harmony and consistency. Adapt Alter Customize Originate Confidence Smoothness Coordination Speed Harmony Stability Integration Timing Proportion 4. Articulation
- 43. SAMPLE Psychomotor Domain Completion of one or more skills with ease and making the skill automatic with limited physical or mental exertion. Naturally perfectly With ease Automatically Spontaneously Effortlessly With perfection Professionally With poise Routinely 4. Naturalization
- 44. SAMPLE Learning Styles Visual – Needs to SEE it Graphics, Charts, Video, Demonstrate Auditory – Needs to HEAR it Ask/Answer Questions, Detailed Explanations Kinesthetic – Needs hands on experience Demonstrations And Guided Practice
- 45. SAMPLE Learning Styles Active: Do something – experience it Reflective: Think about it Sensing: Likes to gather facts Intuitive: Possibilities and relationships Visual: Needs to see the process Verbal: Prefers your explanation Sequential: Step by step guidance Global: Learns in large jumps
- 46. SAMPLE Acquiring Knowledge • Your job as an instructor is to help your student acquire knowledge. • What is knowledge? • How do you help them acquire knowledge? • Is it just monkey see…monkey do? 46 1 2 3
- 47. SAMPLE Phases of Knowledge 47 • Memorization • Understanding • Concept Learning 1 2 3
- 48. SAMPLE Memory and Remembering • Surface or sensory Memory • Short-term Memory • Long-term Memory SHORT TERM SURFACE TRANSFER ATTENDING INSTRUCTOR LONG TERM 1 2 3
- 49. SAMPLE Phases of Knowledge • We remember about 20% of what we are told • We remember about 40% of what we hear and see • We remember about 60% of what we are hear, see & do • We remember about 80% of what we have to teach
- 50. SAMPLE Memory and Remembering Idealized Diagram Illustrating the Advantage of Spaced Reviews to keep Recall High Time after lesson 100% 75% 50% 25% 0% 1 day 2 days Amount Remembered Amount that can be saved By Spaced reviews
- 51. SAMPLE How we Learn Train the Trainer
- 52. SAMPLE • Slowest talkers • Slow to decide • Use all senses to engage in learning • Learn through trial& error • Natural listeners • Listen & verbalize • Slow speakers • Prefer explanation over text • Prefer written text • Emphasize text-based input & output • Enjoy reading & writing • See & Visualize • Uses words and fazes that evoke visual images • Fast talkers • Impatient Learning Styles Read/Write Visual Kinesthetic (Doing) Aural
- 53. SAMPLE How we Learn (Kinesthesia Sense ) Kinesthesia Sense • In flying Kinesthesia Sense is important for physical co- ordination and 3 dimensional judgment and timing • Timing is varied by each individual • Perception of things or events differ and depends on individual basic need • Differing levels of perception do not indicate different levels of intelligence
- 54. SAMPLE How we Learn (Motivation) Motivation: • Positive and negative motivation • In flying positive is better • Flying is always the passion • Peer pressure is there Intrinsic Motivation - refers to motivation that comes from inside an individual rather than from any external or outside rewards, such as money or grades. Extrinsic Motivation - refers to external incentives (such as money, grades, or prizes) for a person to perform a given task.
- 55. SAMPLE How we Learn (Repetition) Repetition: • Reinforce short term learning, but not too much • No amount of telling will teach a man to fly, he must do and then practice
- 56. SAMPLE How we Learn (Repetition) Effective Repetition: Tell them→ show them→ let then tell you, then show you: • Encourage a better performance on each repeat • Do not show irritation, annoyance or sarcasm • Can use humor, but not directed at the trainee • A task repeated carelessly or incorrectly form a habit that hard to break • Praise and Reward, Smile • Expect the possibility of plateau in learning curve • Repetition itself is not perfect without feedback of information
- 57. SAMPLE How we Learn (Rote learning) Rote learning is the memorization of information based on repetition: • The two biggest examples of rote learning are the alphabet and numbers. Slightly more complicated examples include multiplication tables and spelling words. At the high school level, the elements and their chemical numbers must be memorized by rote. Many times, teachers use rote learning without even realizing they do so.
- 58. SAMPLE How we Learn (Space Learning) Space Learning: • Some form of learning takes place during the rest periods, discussions, or peer group meetings after the training period, this is very important
- 59. SAMPLE How we Learn (Application) Application: • Immediate application improves learning • Allow HANDS ON training • Sequencing, preparation-application-review-evaluation • From known to unknown
- 60. SAMPLE How we Learn (Participation) Participation: • The difference between learning about something and learning to do something • Active participation is trying, doing, repeating, discussing, working out problems, exercises and asking questions
- 61. SAMPLE How we Learn (Logic) Logic Principle - “ Each point in a learning situation must make sense by itself and learning points must come in logical sequence” 4 Types of logic: • Cause and effect • Generalizations – due to in-stuff, data base, often weak learning points • Relevance from general to particular • Analogy or comparison “Trainees often learn more from the examples, in terms of understanding than from the statement of the rule”. 1 2 3 4
- 62. SAMPLE How We Learn (Transference) Transference: • Depends upon comparisons and the transfer of similar or common ideas • From easy concept to develop a difficult concept • Learning A helps to learn B, positive transfer • learning A hiders the learning of B, negative transfer (mental block)
- 63. SAMPLE How we Learn (Usefulness) Usefulness: • All learning should be useful to the trainee • Economy of effort • Avoidance of duplication and waste • Stress on NEED TO KNOW concept
- 64. SAMPLE How we Learn (Interest) Interest: • Senses must be continually stimulated • Motivation should be all the way through • Saturation must be avoided • Showmanship in learning situations is necessary • Not to set impossibly high achievement targets
- 65. SAMPLE How we Learn (Expectation) Expectation: • Expectation should be clearly set • Level of satisfactory performance is reached more easily if the trainee is aware of what that level is • I can do it and I can do it well
- 66. SAMPLE Nature of Skill Perception - The gathering of information Processing - The making of a series of decisions Action - Putting successive decisions into effect
- 67. SAMPLE Nature of Skill • Differences in performance and skill depending on the NEEDS and APTITUDES of the individual • When NEEDS and APTITUDES match, the skill will be acquired • Level of performance will vary with the level of motivation and practice • Aptitude is a natural ability to do something. • Learning a difficult or new skill takes a very high % of person’s concentration and initial rate of progress is usually slow • Short periods of applied practice with rest periods in between will result in the most rapid rate of progress
- 68. SAMPLE As Skill Develops • ANTICIPATION - will grow • REACTION TIME - will speed up • RECOGNITION - of trends will occur earlier • JUDGMENT - will improve • ACCURACY - will increase • FEEDBACK - will be more meaningful • PROBLEM RESOLUTION - will be more successful
- 69. SAMPLE Characteristics of Adult Learning Train the Trainer
- 70. SAMPLE Characteristics of Adult Learning Adults are characterized by maturity, self-confidence, autonomy, solid decision-making, and are generally more practical, multi-tasking, purposeful, self-directed, experienced, and less open-minded and receptive to change. All these traits affect their motivation, as well as their ability to learn. So let’s see the adult learners' cognitive and social characteristics, and what instructional designers need to know in order to create the right course content and structure, and adjust their attitude.
- 71. SAMPLE Characteristics of Adult Learning Self-direction - Adults feel the need to take responsibility for their lives and decisions and this is why it’s important for them to have control over their learning. Therefore, self-assessment, a peer relationship with the instructor, multiple options and initial, yet subtle support are all imperative.
- 72. SAMPLE Characteristics of Adult Learning Practical and results-oriented - Adult learners are usually practical, resent theory, need information that can be immediately applicable to their professional needs, and generally prefer practical knowledge that will improve their skills, facilitate their work and boost their confidence. This is why it’s important to create a course that will cover their individual needs and have a more utilitarian content.
- 73. SAMPLE Characteristics of Adult Learning Less open-minded - And therefore more resistant to change. Maturity and profound life experiences usually lead to rigidity, which is the enemy of learning. Thus, instructional designers need to provide the “why” behind the change, new concepts that can be linked to already established ones, and promote the need to explore.
- 74. SAMPLE Characteristics of Adult Learning Slower learning, yet more integrative knowledge - Aging does affect learning. Adults tend to learn less rapidly with age. However, the depth of learning tends to increase over time, navigating knowledge and skills to unprecedented personal levels.
- 75. SAMPLE Characteristics of Adult Learning Use personal experience as a resource - Adults have lived longer, seen and done more, have the tendency to link their past experiences to anything new and validate new concepts based on prior learning. This is why it’s crucial to form a class with adults that have similar life experience levels, encourage discussion and sharing, and generally create a learning community consisting of people who can profoundly interact.
- 76. SAMPLE Characteristics of Adult Learning Motivation - Learning in adulthood is usually voluntary. Thus, it’s a personal choice to attend school, in order to improve job skills and achieve professional growth. This motivation is the driving force behind learning and this is why it’s crucial to tap into a learner’s intrinsic impetus with the right thought-provoking material that will question conventional wisdom and stimulate his mind.
- 77. SAMPLE Characteristics of Adult Learning Multi-level responsibilities - Adult learners have a lot to juggle; family, friends, work, and the need for personal quality time. This is why it’s more difficult for an adult to make room for learning, while it’s absolutely crucial to prioritize. If his life is already demanding, then the learning outcome will be compromised. Taking that under consideration, an instructional designer needs to create a flexible program, accommodate busy schedules, and accept the fact that personal obligations might obstruct the learning process.
- 78. SAMPLE Characteristics of Adult Learning High expectations - Adult learners have high expectations. They want to be taught about things that will be useful to their work, expect to have immediate results, seek for a course that will worth their while and not be a waste of their time or money. This is why it’s important to create a course that will maximize their advantages, meet their individual needs and address all the learning challenges.
- 79. SAMPLE Why do Adults Want to Learn? To progress their careers To make more money To feel better To impress others To join in with their friends To protect themselves To meet regulatory requirements
- 80. SAMPLE Maslow's Hierarchy of Needs Biological and Physiological needs - air, food, drink, shelter, warmth, sex, sleep. Safety needs - protection from elements, security, order, law, stability, freedom from fear. Love and belongingness needs - friendship, intimacy, affection and love, - from work group, family, friends, romantic relationships. Esteem needs - achievement, mastery, independence, status, dominance, prestige, self-respect, respect from others. Self-actualization needs - realizing personal potential, self- fulfillment, seeking personal growth and peak experiences. 1 2 3 4 5
- 81. SAMPLE Highly Engaged 1 Engaged Almost Engaged Not Engaged Disengaged • What can I do for others? • I inspire others to do their best • I’m a virtual part of the business • I feel important at work • I’m very busy & likely to be stressed • I’m an achiever • I’ll leave if something much better comes along • I’m almost engaged but there are times when I am not • I am proud to work here but I wouldn't shout it from the rooftops • I know I am part of something bigger • I might leave if tempted • There are no career development prospects here • I’m interested in overtime • I have more sick days than I should • I have poor working conditions • I don’t like my manager or working in my team • I don’t like my job much but can get on with it • I read job adds • I’m here for the money • I’m leaving when I can • I’m not satisfied with the job I do • My work doesn't excite me • I’m a clock watcher • I’m a jobs-worth 2 3 4 5 Self Actualization Motivator s De - Motivators Importance Belonging Survival Security • I love working here • I’m a high flyer On average only 15% reach this level Maslow & Employee Engagement Maslow's Hierarchy of Needs
- 82. SAMPLE Principles of Adult Learning Train the Trainer
- 83. SAMPLE 7 Principals of Adult Learning • Adults must want to learn They learn effectively only when they have a strong inner motivation to develop a new skill or acquire a particular type of knowledge. • Adults will learn only what they feel they need to learn Adults are practical in their approach to learning; they want to know, “How is this going to help me right now?” • Adults learn by doing Children learn by doing, but active participation is more important among adults. • Adult learning focuses on problems and the problems must be realistic Children learn skills sequentially. Adults start with a problem and then work to find a solution. 1 2 3 4
- 84. SAMPLE 7 Principals of Adult Learning • Experience affects adult learning Adults have more experience than children. This can be an asset and a liability. • Adults learn best in an informal situation Children have to follow a curriculum. Often, adults learn only what they feel they need to know. • Adults want guidance Adults want information that will help them improve their situation or that of their children. They do not want to be told what to do. They want to choose options based on their individual needs. 5 6 7
- 85. SAMPLE Main Principals of Adult Learning Adult Learners Problem Centered Learning Subjects Relevant to them Basis for Learning Including Mistakes Involved Employment Life Including Mistakes Including Mistakes Need Most motivated by Bring experience Need to be In In
- 86. SAMPLE Learning Process • Trainee must RECOGNIZE the need • They must SEE the relevance • They must UNDERSTOOD the information • They must be ENGAGED in the learning process • They must have OPPORTUNITIES to practice • They must get FEED BACK and REWARD • They must see the RESULT on the job
- 87. SAMPLE How Adults Learn If they want to learn: • By BEING in an informal, non threatening environment • By LINKING past, present and future experience • By PRACTICING • By HELP and GUIDANCE
- 88. SAMPLE Basic Principles of Adult Learning 1. Adults should understand the purpose and objectives of the course. 2. The climate should be friendly and informal. 3. Adults should participate and accept responsibilities for the learning. 4. The trainer should relate to and make use of class member experience. 5. The trainer should be enthusiastic about the subject. 6. Adults should be aware of their progress and have a sense of accomplishment. 7. The methods of instructions should be varied. 8. Adults should have a “need” to learn the topics being offered.
- 89. SAMPLE Basic Principles of Adult Learning An outstanding trainer demonstrates the ability to: 1. Deliver presentations that adults find interesting and relevant to their daily lives. 2. Provide an atmosphere of acceptance and approval through feedback and praise. 3. Create a participatory environment in large and small group discussion. 4. Coach to close the gap between desired performance and actual performance. 5. Facilitate the transfer of training to create business value. 6. Use interpersonal skills that support a positive learning environment.
- 90. SAMPLE What Helps People to Learn? • To be given the opportunity to practice • To be given the essential information • To be patient and allowed to make mistake • To understand why the training is being done in a particular way • To be given honest feedback • To be encouraged • To have a goal and measure
- 91. SAMPLE What Doesn’t Help Them? • To be put UNDER PRESSURE • To be given TOO MUCH information • To be given POOR equipment • To be given TOO MUCH of challenge • To be CONFUSED • To be HUMILIATED • To be BORED
- 92. SAMPLE Barriers to Learning Train the Trainer
- 93. SAMPLE Why don’t people change ? Why do they keep falling back to Old ways ? • Learned error or Habit error- Die hard • Easy to learn the wrong thing as the right thing • “what the learner already knows” is the most important factor influencing learning
- 94. SAMPLE Type of Errors Type 1 - Errors from inattentive, careless, distracted, unmotivated, teaching method was inappropriate Re-teaching or re-training is OK BUT ! Re-training is not always the best solution Type 2 - Errors, • learning did take place !!! • person learned a different “wrong way” instead of “right way” So re-training does not work well So we may have to use “Old way/ New way method”
- 95. SAMPLE Old Way vs New Way • Learning something new means first unlearning the old • Old learning can interfere with new learning • Due to brain knowledge protection and maintenance mechanism-people fall back to old way • Check his behavior/ performance- consistent or inconsistent ₋ if inconsistent, proceed conventional re-training ₋ if consistent, he has a learned error (wrong action or fail to act), you have to respect that knowledge and start from there
- 96. SAMPLE Old Way/New Way • The trainer has to know what the trainee is doing wrong • What he should be doing instead and precisely how these performance differ • Need “more thinking Trainer”
- 97. SAMPLE Just a Thought “ Give him a fish, he eats for a day” Teach him how to fish, and he eats for a life time.”
- 98. SAMPLE Obstacles to Learning • Feelings of unfair treatment • Impatience to proceed to more interesting operations • Worry or lack of interest • Physical discomfort, fatigue, illness, dehydration • Apathy due to inadequate instruction anxiety 98 1 2 3 4 5
- 99. SAMPLE Minimizing Student Frustration • Motivate your students • Keep them informed • Understand them as individuals • Give credit when due • Constructive criticism only – please! • Be consistent • Admit your errors (we are all human) 1 2 3 4 5 6 7
- 100. SAMPLE Professionalism & Ethics Instructors are Responsible for: • Helping students learn • Providing adequate instruction • Demanding adequate standards of performance • Emphasizing the positive • Ensuring aviation safety 100 1 2 3 4 5
- 101. SAMPLE Never Do These • Ridicule the student’s performance • Use profanity • Model irresponsible behavior – flight or ground • Say one thing then do another – “Don’t ever do this when I’m not here” • Disrespect the student • Set the student up for failure • Communicate using unfamiliar jargon • Correct errors without an explanation of why 1 2 3 4 5 6 7 8
- 102. SAMPLE The Professional Instructor • Sincere • Calm • Consistent • Motivated • Follows Procedures • Practices Safety, just doesn’t mouth the words! • Professional appearance and manner – Always 102 1 2 3 4 5 6 7
- 103. SAMPLE Standards of Performance YOUR Standard of Performance: An aviation instructor is responsible for training an applicant to acceptable standards in all subject matter areas, procedures, and maneuvers included in the tasks within each area of operation in the appropriate Practical Test Standard (PTS). 103
- 104. SAMPLE Obstacle to Learning • Preconceived idea • Impatience • Fatigue • Poor Instruction preparation • Fear, anxiety, timidity
- 105. SAMPLE 7 – Ways of Encouraging • Keep students motivated • Keep students informed • Approach students as individual • Give credit when due • Criticize constructively • Be consistent • Admit error 1 2 3 4 5 6 7
- 106. SAMPLE Unit 2 Training Preparation & Training Delivery Train the Trainer
- 107. Module Objectives SAMPLE Upon completing this module you will improve your skills to: • Prepare effectively for training, managing and evaluating training events • Lesson plan and prepare to deliver classroom training • Teach to students to improve skills • Have practical presentation and communication skills • Motivate participants and engage their participation during training
- 108. Agenda SAMPLE • Applying an Effective Training System • Preparing to Delver Training – Setting Objectives – Producing Training Media – Lesson Planning • Delivering Classroom Training • On-the-Job-Training Methods • Training Course Evaluation
- 109. SAMPLE Training System Focused • What the worker needs to know • What the worker needs to be able to do Linked • Instruction and outcomes Reusable, Repeatable
- 110. SAMPLE Training System • Planning and Preparation • Implementation and Delivery • Training Evaluation • Revision of Materials 1 2 3 4
- 111. SAMPLE Trainer’s Roles Facilitator – Makes sure participants express their thoughts and makes sure that participants are heard and recognized. • Mediate differences • Periodically check how participants are feeling and reacting to training Best suited approach for workshops
- 112. SAMPLE Trainer’s Roles Presenter – Provides focus of the training session by providing information on a specific subject: • Presenting concepts and giving examples • Summarizing key elements and clarifying complex points; and • Evaluating participants progress This approach is effective when there is a lot of information to deliver over a short time frame.
- 113. SAMPLE Trainer’s Roles Coach – Makes sure participants practice the concepts and skills they learn by: • Monitoring group exercises • Correcting mistakes; and • Allowing participants to demonstrate the skills they have learned. This approach is often useful for on-the-job training.
- 114. SAMPLE Trainer’s Responsibilities • Set the initial mood of the group • Create an effective climate for learning • Motivate and encourage participation in the learning process • Be accepting of comments and avoid getting defensive • Control disruptive participants • Offer self as a resource • Allow for limited discussions and challenges of the ideas presented • Discuss how the learning can be applied in real world applications • Always treat the participants with respect • Avoid stereotypes • Make yourself available at the beginning of breaks and after class to answer individual participants questions
- 115. SAMPLE Types of Training Delivery Classroom • What the learner needs to know • What the learner needs to be able to do On the Job • Instruction and outcomes • Job function specific
- 116. SAMPLE Learning Exchanges Participant to Participant • Participants learn from one another’s experiences • Class activities – hands-on Participant to Trainer • Trainer gains subject knowledge Trainer to Participant • Presentations • Trainer guides • Discussions • Highlights and reinforces objectives
- 117. SAMPLE Instructional Strategies • Characteristics of workers • Presentation • Practice • Feedback • Testing • Talking Head • Demonstrations • Discussions • One-on-one
- 118. SAMPLE The Pyramid of Learning Lecture 5% Reading 10% Audio / Visual 20% Demonstration 30% Discussion Group 50% Practice and Doing 75% Teaching others 90% Passive Teaching Methods Participatory Teaching Methods Average Retention Rates 5% 10% 20% 30% 50% 75% 90%
- 119. SAMPLE Lesson Planning Train the Trainer
- 120. SAMPLE A lesson plan is a concise and organized structure which provides answers to important questions. Questions about how a teacher can maintain a standard pattern of teaching. A good lesson plan conveys to the trainer what is important for students when it comes to learning and provides a step-by-step guide to what he/she is teaching. Most good trainers are acutely aware of the importance of lesson planning and keep on planning their lessons throughout their teaching career. A plan shows your learners that you (their trainer) has devoted time to thinking about them and their needs.
- 121. SAMPLE Specifically Lesson Planning: • Is essential for submitting to authority for approval to run the course. • Shows professionalism and commitment. • Helps you to think about where you’re going • Helps you to think out ideas for the future. • Helps you remember what you intend to do • Makes you structure your lesson so that it flows coherently and covers the tasks towards the objective. • Gives learners confidence that you have thought about the lesson and know what you are doing. • gives your lessons shape and a framework.
- 122. SAMPLE Lesson Plan Example 1) Regulatory Details 2) Course Objectives 3) Course Benefits 4) Course Equipment
- 123. SAMPLE Lesson Plan Example 5) General Conditions 6) Facility 7) Assessment Criteria 8) Delivery Details
- 124. SAMPLE Lesson Plan Example 9) Additional Information 10) Approval Signatures
- 125. SAMPLE Planning and Preparation Training Facility: • Location and directions • Accommodations • Adequate tables and chairs • Food and beverage for breaks Arrive early to familiarize with: • Emergency exits & procedures • Restrooms • Room thermostat
- 126. SAMPLE Planning and Preparation Learning Environment: • Class Room - suitable space and accommodations for training • Setup tables and chairs for participants and trainer • Temperature • Lighting
- 127. SAMPLE Instructional Media • PowerPoint presentations • DVD’s • White boards • Flip charts • Handouts
- 128. SAMPLE Planning and Preparation Audiovisual Equipment: • Lap Top Computer • LCD projector & screen • Wireless Presenter • Spare batteries • DVD Player/TV • Related cables • Extension cords and power strips • Set-up and test all equipment before class
- 129. SAMPLE Planning and Preparation Training Materials and Supplies: • Flash Drive with PowerPoint presentation, videos, etc. • Easel, flipcharts, markers • Pens / pencils • Clip boards • Handouts • Materials for activities
- 130. SAMPLE Planning and Preparation Administrative: • Sign in forms/registration forms • Class Schedule • Learning/Smile Survey • Pre Class and Post Class Tests • Hard copies of PowerPoint Presentation and all training materials. • Door prizes • Certificates
- 131. SAMPLE Preparation Skills • Know your audience • Expect to be nervous • Review all training materials and the trainers guide so you are thoroughly familiar with all information to present • Knowledge of the topic and materials will increase your confidence • Practice your training presentation, the more you practice the better you will become
- 132. SAMPLE Delivering Classroom Training Train the Trainer
- 133. SAMPLE Delivery Skills • Use Ice Breakers • Communicate the session objectives at the beginning of your presentation • Greet the learners individually and as a group (especially on the first day) • Learn the names of the learners quickly • Supplement PowerPoint slide information with examples relating to the topic and specific location • Be familiar enough with the training materials so you avoid reading directly from PP slides • Be sensitive to participants literacy differences
- 134. SAMPLE Icebreaker: Introduce Yourself Introduce yourself to the rest of the group and talk briefly about: • Your name • An interesting fact about your background • Why you are delivering the training • What your interest is in the specific subject you are delivering
- 135. SAMPLE Introducing the Training Introduce the training course that you are about to deliver. Purpose - Explain the purpose of the training. Aims - Explain the aims of the training. Training Objectives - At the end of this workshop, you will be able to: • Understand • Demonstrate Tell participants what you plan to teach them (explain the subject material and learning objectives)
- 136. SAMPLE Delivery Skills • Speak loud enough to ensure participants in the back can hear • Enunciate your words clearly • Avoid saying uhm….. • Avoid distracting mannerisms such as jingling change or playing with your hair • Involve participants by encouraging and asking questions • Follow class schedule • Pace your delivery according to the time schedule and the material to be covered • Cover everything in the training module – handouts, activities, etc., or explain changes
- 137. SAMPLE Delivery Skills • Keep aware of class climate • Recognize your strengths and weaknesses • Maximize your strengths and minimize your weakness • Don’t pretend to know all the answers • If you don’t know something: – Discuss the question with the class – Let the participants know you will get the answer – remember to follow up
- 138. SAMPLE Do’s • Positive mental attitude ✓ • Dress appropriately ✓ • Be energetic and enthusiastic✓ • Have fun✓ • Be energetic ✓ • Avoid excessive slang ✓ • Speak up ✓ • Be yourself ✓ • Practice what you preach and teach ✓ • Watch your body language ✓ • Be the best ‘you’ that you can be ✓
- 139. SAMPLE Do’s • Be prepared ✓ • Be sensitive ✓ • Acknowledge learners ✓ • Use your sense of humor ✓ • Always ask for volunteers✓ • Be respectful ✓ • Be accessible and approachable ✓ • Be responsive ✓ • Move freely around the class ✓ • Allow learners to lead ✓
- 140. SAMPLE Do’s • Be flexible ✓ • Maintain your schedule ✓ • Be accessible and approachable ✓ • Be responsive ✓ • Move freely around the class ✓ • Allow learners to lead ✓ • Be flexible ✓ • Maintain your schedule ✓
- 141. SAMPLE Don’ts • Catch people unprepared • Be afraid to say you do not know • Call on someone who does not volunteer • Avoid eye contact • Be too formal • Be a know it all • Be unprepared • Talk down to learners • Use profanity • Be distracting • Loose control
- 142. SAMPLE Fatal Mistakes • Poor first impression • No learning objectives • Dull, dry and boring • Frozen in one spot • Weak eye contact • Poor visual aids • No humor • Poor preparation • Not involving participants • No enthusiasm or conviction • Poor facial expression • Weak close and review of learning objectives
- 143. SAMPLE Answering Questions • Repeat the question – Answer now/later – Redirect – Discussion • Don’t bluff – You know – You don’t know • Difficult Questions and Learners – Argumentative individual – Loaded questions – Long-winded – No good answer
- 145. SAMPLE What is on-the-job-training? On-the-job-training (OJT) is simply the training that an employee receives at work during the normal work day: • To teach a single skill or task • Scheduled multiple programs • Used to help teach tasks within a work process • Used in conjunction with other types of training procedures (Classroom based training) Trainees receive instruction and training at their work station from a Supervisor, Experienced co-worker or Departmental Trainer:
- 146. SAMPLE What is On-the-Job-Training? Trainees receive instruction and training at their work station from a Supervisor, Experienced co-worker or Departmental Trainer: • Most common approach to training • Especially useful for new JAA Staff • Has not been well planned, structured or delivered • People assigned to train have no training to be trainer • Potential transfer of undesirable habits/attitudes • Trainers worry about someone taking their job • Structured approach most effective
- 147. SAMPLE How OJT works Structured OJT: • Prepare the trainee • Present the training • Require a response • Provide feedback • Evaluate performance Prepare the trainee: • Explain the purpose • Determine prerequisites • In applicable cases, explain general safety and quality issues • Explain how the training will be done • Try to set trainee at ease and solicit questions
- 148. SAMPLE How OJT works Present the training: • Position the trainee • Provide overview of process and steps involved • Include safety and quality issues again • Describe and demonstrate • Summarize Require a response and provide feedback: • Simultaneous actions in the structure of OJT • Establish a level of understanding with the trainee so you can get honest and open response
- 149. SAMPLE How OJT works Evaluate performance: • Value the trainees opinions • Quantifiable output “Structured OJT is one of the preventive expenses that will help reduce, if not eliminate, the cost of failure”
- 150. SAMPLE OJT explained (cont.) Training must be done in a manner to assure that the participant completes the training with: • A high sense of value for what they have learned • High competence in their ability to perform the task for which they were trained • High levels of confidence in their ability to perform the trained skill
- 151. SAMPLE Job Instruction Training Job Instruction Training: A formalized, structured and systematic approach to on-the-job training that consists of four steps: 1. Preparation 2. Instruction 3. Performance 4. Follow up Employees learn through: • Practice • Feedback • Guidance
- 152. SAMPLE Job Instruction Training Step 1: Preparation Breaks down the job into small tasks, prepares equipment and supplies, and allocates time to learn each task. Determine communication strategy and what trainee already knows and nature of the tasks to be performed. Stages: 1. Put trainee at ease 2. Guarantee the learning 3. Build interest and show personal advantage
- 153. SAMPLE Job Instruction Training Step 2: Instruction 1. Telling, showing, explaining, and demonstrating the task 2. Show the trainee how to perform the job 3. Repeat and explain key points in detail 4. Allow the trainee to see whole job again 5. Be patient and encourage questions and feedback
- 154. SAMPLE Job Instruction Training Step 3: Performance 1. The Trainee performs task under guidance from instructor who provides feedback and reinforcement 2. The Trainer asks the trainee to explain steps then perform less difficult parts of job 3. The trainee performs entire job and reinforces the learnt behavior
- 155. SAMPLE Job Instruction Training Step 4: Follow-up 1. The trainer monitors performance and provides feedback 2. Gradually tapers off instruction as the employee gains confidence and skill
- 156. SAMPLE Job Instruction Training Tips for Trainers: • Should not be managed differently from other types of training • Should be integrated with other training methods • Ownership must be maintained • Trainers must be properly chosen and trained on the Train- the-Trainer Program
- 157. SAMPLE Coaching A experienced and knowledgeable person is nominated to help another person develop the insights and techniques necessary to the accomplishment of their job. Key elements in coaching process: • Open dialogue • Planned use of opportunities • Agreed upon set of objectives • Focus on strengths; weaknesses only if inhibiting performance
- 158. SAMPLE Coaching Steps: 1. Initial discussion, setting objectives 2. Opportunities identified, long-term plan set 3. Employee performs tasks, reports to coach 4. Process fitted into employee’s goals and organization’s long- term strategies Coaching Opportunities: • Transfers • Special assignments • Vacation replacement • Speaking engagements • Professional membership
- 159. SAMPLE Coaching • Effective in enhancing interpersonal skills, communication skills, leadership skills, and self-management skills • Individual: Improves working relationships, job attitudes; increases rate of advancement and salary increases • Organization: Increases in productivity, quality, customer service, retention; decreases in customer complaints, costs
- 160. SAMPLE Coaching Tips for Trainers • Build trust and understanding • Ongoing dialogue and feedback • Coach must be able to relate to employee • Coaching should be part of broader process • Effectiveness should be evaluated
- 161. SAMPLE Mentoring A Senior member takes a personal interest in the career of a junior member The mentor provides career and psychosocial support to a junior employee: • Formalized mentoring programs are emerging in organizations • Focus is narrower than coaching: – Career development of “junior” employees – Participation is generally voluntary
- 162. SAMPLE Mentoring Two Roles of a Mentor: 1. Career Support: • Coaching, sponsorship, exposure, visibility, protection, and provision of challenging assignments 2. Psychosocial Support: • Friendship, listening, counselling, feedback, role model for success Benefits: • Accelerate career progress of underrepresented groups • Transmit culture and values to newer managers • Pass on accumulated wisdom of seasoned leaders
- 163. SAMPLE Mentoring Tips for Trainers: • Ensure clarity of roles and expectations • Choose mentors carefully • Match mentors and learners with care • Train both mentors and learners • Structure the mentoring relationship • Ensure support from management
- 164. SAMPLE Preparing & Delivering Examinations Train the Trainer
- 165. SAMPLE Writing Exam Questions Course instructors and subject matter experts write examination questions for centralized repository approved held by the Training Department. The writing of exam questions follows strict JAA criteria. All questions used for examinations shall comply with the following: • Meet the desired training objective and approved by CAA if required. • Be derived from the recognized, audited and authorized central database. • Be relevant to the instruction given or self-study required. • Be focused towards the roles and responsibilities of the persons being examined. • Be chosen to elicit levels of knowledge and understanding.
- 166. SAMPLE Writing Exam Questions • Question sets for each examination must be selected to ensure that each examination question combination is unique and not replicated from previous examinations that course examinees have previously taken. • All exam re-take papers must be different from the initial exam taken. • All trainees are required to take written examinations as part of initial/ transition, recurrent, upgrade and other courses that may be required from time to time. In all cases, the score will simply be a percentage of correct responses to the total. • The minimum pass mark varies depending of the subject.
- 167. SAMPLE Procedure for writing Examination Papers Objective (Multiple Choice) Exams Objective items which require trainees to select the correct response from several alternatives or to supply a word or short phrase to answer a question or complete a statement • Base each item on an educational or instructional objective of the course, not trivial information. • Write questions in which there is one and only one correct or clearly best answer. • The phrase that introduces the item (stem) should clearly state the question. • Test only a single idea in each item. • Be sure wrong answer choices (distractors) are at least plausible.
- 168. SAMPLE Procedure for writing Examination Papers • Incorporate common errors of trainee’s in distractors. • The position of the correct answer should vary randomly from item to item. • Include from three to five options for each item. • Avoid overlapping alternatives. • The length of the response options should be about the same within each item (preferably short). Objective items include: • Multiple Choice • True-False • Matching • Completion
- 169. SAMPLE Examination Procedure TRN determines how many questions there should be on each topic required by the syllabus. The question bank should have at least 3x as many questions for each required topic as are required on the actual exam. Exam request initiated Questions are specified With the collaboration of the HOD of the related department create a question bank. Each question in the question bank is issued with an internal or external reference as appropriate. TRN will develop at least 3 versions of each exam each with a corresponding answer sheet. Each version will contain different variations and combinations of questions. Editable versions of the exams and answer sheets will be retained with DCC and any changes or revisions to either the exams or corresponding answer sheets will be done with the document change procedure describes in SOP QAD-P-007. After DCC processes are completed the document DCC will give the exams and answer sheets to TRN. The exams will be developed using form TRN-P-007 The answer sheets will be developed using form TRN-P-008 After exams and answer sheets are created by TRN they are to be submitted to DCC for assignment of a control number and record keeping.
- 170. SAMPLE Training Course Evaluation Train the Trainer
- 171. SAMPLE Evaluation Example Conducting an evaluation survey for a course. • In order to improve the quality of training and provide a better learning experience for future delegates. • The survey is can be voluntary, choice to participate or not participate does not effect your grade. • Participation in the survey is normally kept completely anonymous from the instructor and staff. • Take what is said seriously and use your constructive criticisms to improve the course for future sessions.
- 172. SAMPLE Evaluation & Continuous Improvement Use participant evaluations to improve: - Training materials - Your future performance • Continue to improve your knowledge of the subject • Revise materials as necessary
- 173. SAMPLE Evaluation Example 1 - Poor 2 - Fair 3 - Good 4 - Very Good
- 175. SAMPLE Unit 3 (LMS) Training Preparation & Training Delivery Train the Trainer
- 176. SAMPLE Producing Training Presentations 1. Click View 2. Click Slide Master
- 177. SAMPLE Producing Training Presentations 3. Content Master
- 178. SAMPLE Producing Training Presentations Calibri 26 Calibri 24 Calibri 22
- 179. SAMPLE Producing Training Presentations Calibri 28 Bold Calibri 26 Regular
- 180. SAMPLE Text Slide Graphics Slide Title Slide Workbook Producing Training Presentations
- 181. SAMPLE Using the Learner Management System (LMS) as an Instructor Train the Trainer
- 182. SAMPLE Main Administration Site Who we are 1 Introduction Video 2 Navigation 3
- 183. SAMPLE LMS Home Page The LMS Landing page is what everybody can view and the highlighted tabs provide navigation to all functions. 3 1 2
- 184. SAMPLE LMS Home Page Company introduction and how we operate as a community The introduction is produced using the same AI voice over software available to use for narrating training courses that are learner self paced.
- 185. SAMPLE LMS Home Page These tabs provides navigation URL links to the training courses relevant to the operational departments Click to go to
- 186. SAMPLE Aviation Learning Portal Example Who we are 1 Introduction Video 2 Navigation 3
- 187. SAMPLE LMS Home Page These tabs provides navigation URL links to the training courses relevant to the operational departments Click to go to
- 188. SAMPLE LMS Home Page The LMS Landing page is what everybody can view and the highlighted tabs provide navigation to all functions. 1 2 3 4
- 189. SAMPLE LMS Instructor As an instructor registered on the system, your starting point is logging in from the landing page.
- 190. SAMPLE Personal Dashboard On logging in you will see your dashboard which is used to manage your training delivery. Courses that you have been given access to Your Name
- 191. SAMPLE Portal Navigation and Help Click Help for How to Tutorials 1 2 3
- 193. SAMPLE Unit 4 Aviation Training Standards & Administration Train the Trainer
- 194. SAMPLE Training Policy Creating a culture of learning and development isn’t just about meeting legal obligations through providing CAA mandatory training – it’s about building and sustaining an environment that inspires and supports employees to pursue learning and personal development as a natural part of their career. The objective in training is to support Human Resources Development Strategies to maintain sufficient numbers of qualified and competent personnel to operate, manage and maintain the current and future standards for Safety, Quality and Operations Capacity.
- 195. SAMPLE Implementation • Create and establish a centralized training department. • Establish a whole business culture of Learning & Development - from top down. • Establish a high specification training capacity. • Implement structured learning pathways plus hold focus groups and workshops to identify individual, regulatory and business learning & development needs. • Build a strong training management and administrative team 100% focused on training activities. • Engage with and increase level of support to in-departmental trainers • Create a best practice delivery model, consolidate all company training activity, align our delivery model with international accreditation.
- 196. SAMPLE How it all Fits Corporate Policy Company Manuals Operations Manuals Standard Operation Procedures (SOP’s) Corporate Governance (Executive Directors) HR Policy & Procedures (Aligned to Labour Law) Operation Policy & Procedures (Aligned to CAA Regulation) Procedures to apply Policy based on Manuals
- 197. SAMPLE Training Policy The scope of training encompasses all operational areas and is normally governed and administered centrally by the Training Department to ensure independent governance and standards are achieved and maintained and ensure an absence of bias in training and evaluation programs to permit trainees to be objectively assessed against operating standards and CAA regulations without undue internal or external interference to: • Meet mandatory & legal training requirements • Build a workforce of trusted professionals who champion open communication, flexibility, a collaborative work environment and embraces diversity, team spirit and cooperation. • Create a single corporate tenet focused on core values, business progression, best practice, safety and exceptional customer service.
- 198. SAMPLE Training Policy • Support employee safety, health and work-life balance to maximize professional success and productivity. • Provide stability through improved staff retention, succession opportunity and loyalty.
- 199. SAMPLE Training Standard Internal and external Trainers are required to meet the standards of CAA’s Instructor Training and Qualification Requirements implementing and maintaining an inclusive approach to learning and development championed by companies' Executives, Managers and Supervisors in every area of the business will: • Ensure that all training obligations are met • Ensure conformity with company procedures & documents • Ensure conformity with company aircraft & systems • Ensure that records are kept and maintained for all training • Ensure that all mandatory training programs are kept up to date with CAA regulatory announcements
- 200. SAMPLE Training Delivery Standards Instructors are to follow the training syllabus and specifications with their trainees as detailed in the Training Manuals. However, it is recognized that it may not always be possible to follow the exact sequence as promulgated owing to weather or other considerations, in which case the sequence should be followed as closely as possible. Instructional methods are to conform to guidance issued by the Head of Training/Training Manager and procedures in the Instructor’s Handbook and Trainee Study Guide.
- 201. SAMPLE Training Delivery Standards Ensure all training curricula are taught to trainees in standardized manner by providing training and ongoing mentoring to Instructors and Examiners and supplying them the necessary instructional aids, consistent with regulations on a timely basis. Manage and enhance existing and future curricula to broaden the learning experience while maintaining consistency with ICAO guidelines, compliance with CAA regulations, maximum instructional value and maximum cost effectiveness.
- 202. SAMPLE Instructor Observation & Evaluation Trainers and Checkers are to be evaluated against clear, rigorous performance expectations based primarily on clear and comprehensive assessment criteria. Expectations are set high to reflect excellence in training and checking, not minimally acceptable performance. They shall also be precisely worded and leave little room for inference (e.g., be built around observable evidence that learners are actively engaged in the lesson, not whether the lesson plan appears to be engaging on paper), to ensure that all trainers and checkers interpret them in the same way, and deliver a consistent standard whilst meeting regulatory requirements.
- 203. SAMPLE Organization Structure Operations Training Department
- 204. SAMPLE Training Manual Train the Trainer
- 206. SAMPLE Example Recurrent Training matrix
- 207. SAMPLE OM-D Example Chapters 1. Introduction, Policy and Training Administration 2. Introduction Flight Crew Training and Checking Program 3. Flight Crew Training & Checking Program 4. Flight Crew Ground Training Program 5. Flight Crew Practical Training Program 6. Airline Basic Course 7. Flight Dispatcher Training Program 8. Cabin Crew Training Program 9. Emergency Survival Combined Crew Training, Practice and Testing
- 208. SAMPLE OM-D Chapters 10. Maintenance Training Program 11. Aviation Security Training Program 12. Dangerous Goods Awareness Training 13. Safety Management System Training Program 14. Train the Trainer Training Program 15. Human Factors and Crew Resource Management 16. Emergency Response Training Program 17. Ground Handling Training Program 18. Quality Control and Assurance Training Program 19. Fatigue Management Training Program
- 209. SAMPLE Program Structure The OM-D addresses training policy, delivery criteria and resource requirement for: • Flight Crew Training • Cabin Crew Training • Flight Operations Training • Ground Operations Training • Maintenance and Engineering Training • Dangerous Goods Awareness Training • Safety & Security Training • Quality Assurance Training
- 210. SAMPLE Policy and Training Administration 1.1. Introduction, Policy and Training Administration 1.2. Administration and Control of Operations Manual Part (D) 1.3. Purpose of the Manual 1.4. Responsibilities 1.5. Training Department Organization Structure 1.6. Training Department General Policies 1.7. General Rules for Training Delivery 1.8. Training Quality Standards 1.9. Training Administration 1.10. Training Locations and Outsourced Training 1.11. Instructor Categories and Requirements 1.12. Supervision Policy for Instructors
- 211. SAMPLE General Rules for Training Delivery The Training and evaluation program is objectively maintained by assuring that: 1. Evaluations administrated in conjunction with all training program delivery are conduct by different individuals’ other than those conducting the training 2. Instructors, Evaluators and Examiners / Checkers are permitted to perform assigned activities without inappropriate interference from management and/or external organization.
- 212. SAMPLE General Rules for Training Delivery 3. In certain circumstances Individuals, when conducting training for the following courses, don’t examine those staff to whom they have given flight instruction for a license or rating, except with the approval or acceptance of the state: I. Type qualification; II. Transition (conversion); III. Re-qualification; Training Delivery Standards are addressed in overview in OM-D but governed by Appendix A - TRAINING STANDARDS & ADMINISTRATION POLICY.
- 213. SAMPLE Introduction and Policy (OM-D) All Training courses are to comprise the theoretical, practical training specified by CAA Regulatory requirements. The purpose of this chapter is to detail the specific Ground Training courses administered by the training department: 1. The Trainee must obtain a minimum pass mark on all examinations and demonstrate the required skills and knowledge to satisfactory complete a course. 2. Course Material and Training Syllabi will be amended when changes in CAA, Company Policy changes take place and it will be checked annually to ensure continuous improvement and effectiveness of the course material. 3. This Policy covers specification and specific requirements and procedure to ensure company maintains the highest standards of training within the airline.
- 214. SAMPLE Policy The objective is to provide the highest standard of training across all areas of companies' business, providing broad, well rounded courses that will best equip staff for their professional career delivered in a safe, structured and efficient manner. Within this main objective, the consequent sub objectives are: • Ensure Instructors and Examiners allocate the appropriate time to performing their training duties and are ready to execute the training plan by anticipating future needs and hiring the most talented candidates available. • Ensure all training curricula are taught to trainees in standardized manner by providing training and ongoing mentoring to Instructors and Examiners and supplying them the necessary instructional aids, consistent with regulations on a timely basis.
- 215. SAMPLE Policy • Manage and enhance existing and future curricula to broaden the learning experience while maintaining consistency with ICAO guidelines, compliance with CAA regulations, maximum instructional value and maximum cost effectiveness. • Design and launch new training programs that will be consistent with ICAO guidelines and compliant with CAA regulations while providing maximum training value for the lowest possible cost. • Design and launch new training programs for Instructors and Examiners that will be consistent with ICAO guidelines and compliant with CAA regulations... • Ensure all training curricula are delivered in the most cost-effective manner. • To achieve excellent results, consistently
- 216. SAMPLE Policy • Provide a climate for learning in a conducive environment • To respect and value trainees • Deliver structured lessons within the syllabus • Respect and cater for the differing cultural backgrounds of trainees • Assess, record the progress of, and give clear guidance to trainees • Maintain professional standards of performance and behavior
- 217. SAMPLE Training Standards & Administration 1. Training Requisition – Departmental Heads and Training Coordinators 2. Training Syllabus and Lesson Plans 3. Course Training Material 4. Training Library 5. Training Equipment Policy and Procedures 6. Training Delivery Standards 7. Training Administration 8. Administering Examinations 9. Normal Operations Competency Training and Assessment
- 218. SAMPLE Introduction All Training courses are to comprise the theoretical, practical training specified by CAA Regulatory requirements. The purpose of this chapter is to detail the specific ground training courses administered by the training department: • The Trainee must obtain a minimum pass mark on all examinations and demonstrate the required skills and knowledge to satisfactory complete a course. • Course Material and Training Syllabi will be amended when changes in CAA, Company Policy changes take place and it will be checked annually to ensure continuous improvement and effectiveness of the course material. • This Policy covers specification and specific requirements and procedure to ensure the company maintains the highest standards of training within the airline.
- 219. SAMPLE Key Policy Objectives • Design and launch new training programs that will be consistent with ICAO guidelines and compliant with CAA regulations while providing maximum training value for the lowest possible cost. • Design and launch new training programs for Instructors and Examiners that will be consistent with ICAO guidelines and compliant with CAAT regulations... • Ensure all training curricula are delivered in the most cost-effective manner. • To achieve excellent results, consistently • Provide a climate for learning in a conducive environment • To respect and value trainees
- 220. SAMPLE Chapter 1 – Introduction & Policy • Deliver structured lessons within the syllabus • Respect and cater for the differing cultural backgrounds of trainees • Assess, record the progress of and give clear guidance to trainees • Maintain professional standards of performance and behavior
- 221. SAMPLE Course Control & Administration Trainers are responsible to the Head of Training/Training Manager for the overall maintenance of training standards and setting the required levels of trainee performance for each course. All Progress Reports, Ground Training and Synthetic Flight assessments of technical ability and personal qualities will also be assessed by individual instructors. The Training Department Administrator(s) is responsible for the administration of all courses and notifications to CAA. The mandatory standard for administering training courses is addressed in OM-D Training Administration Course Control Process.
- 222. SAMPLE Approval of Syllabi All Training courses are to comprise the theoretical, practical training specified by CAA Regulatory requirements. The purpose of this chapter is to detail the specific Ground Training courses administered by the training department: 1. Course Material and Training Syllabus Manual will be amended when changes in CAA, Company Policy changes take place and it will be checked annually to ensure continuous improvement and effectiveness of the course material. 2. This Procedure covers specification and specific requirements to ensure JAA maintains the highest standards of training within the airline.
- 223. SAMPLE Training Administration Train the Trainer
- 224. SAMPLE Training Library Selecting the Folder and Navigate to Template Click to open Select Training Resource Library Select Folder
- 225. SAMPLE Master File Reports Report ID Report Name Reports Details - Dynamic Reports output to pdf RTR1001 Course Type Report Course Type - specific course type allocations RTR1002 Course Group Course Type - specific course group allocations RTR1003 Course Category Report Course Type - specific course category allocations RTR1004 Class Type Course Type - specific types of training i.e. Recurrent RTR1005 Course List Course Type - specific Courses registered in the system RTR1006 Training Academy Report Report with J nominated Academy details RTR1007 Expense List List of Training expense categories RTR1008 Equipment List List of Training equipment RTR1009 Training Location Report with approved training locations and details RTR1010 Training Status List of training status categories i.e. Pass, not pass
- 226. SAMPLE Master File Reports Example 1: RTR1005 Course List Cockpit Crew (Pilot) Category Course Group ID to search for courses in the category Course Group ID to select the training group Print
- 227. SAMPLE Master File Reports Form Reference Example 1: RTR1005 Course List Cockpit Crew (Pilot) Category
- 228. SAMPLE Training Session Reports Example 2: RTR2007 Lesson Plan Report ID Report Name Reports Details - Dynamic Reports output to pdf RTR2001 Class List List of courses that have been delivered with dates and number of attendees RTR2002 Training Expenses Report Financial report of training costs for planned courses RTR2003 Class List by course List of courses that have been delivered filtered by course ID reference RTR2004 Over Regular Working Hour Request Form Request for attendee to attend training outside normal working hours RTR2005 Course Outline Auto generated letter to submit for CAAT Course programme approval RTR2006 Training Certificate Auto generated letter Certificates RTR2007 Lesson Plan Auto generated Lesson plan Example
- 229. SAMPLE Lesson Plan Example 2: Lesson Plan Report (1) Course References Course Objectives and Details
- 230. SAMPLE Lesson Plan Example 2: Lesson Plan Report (2) Course Modules and Times (Lesson Plan)
- 231. SAMPLE Lesson Plan Example 2: Lesson Plan Report (3) Additional Information & Approval Signatures
- 232. SAMPLE Session Administration Example 3: Opening Training Session Reports Training ID to select course Search open courses Export
- 233. SAMPLE Opening Training Session Reports Example 4: Select Opening Training Session Reports/RTR2001 Class List Training ID to select course 3) Click Print 1) Select Training ID
- 234. SAMPLE Training Certification Reports Example 5: RTR2006 Training Certificate Course reference / selection Print Training ID to select course Course certificates produced for printing
- 235. SAMPLE Training History Reports Example 6: RTR3004 Result Training Report from Employee Trainee ID Search Employee ID
- 236. SAMPLE Training History Reports Example Report 6: RTR3004 Result training report from Employee Course ID Employee Department Position Training Date
- 237. SAMPLE Report Excel Page (1) Example 7: RTR5001 Report Summary Training Plan Employee Status Department View report Export to Excel
- 238. SAMPLE Report Excel Page (2) Last Training Date Date when Recurrent Training is due Planned Training Date Employee Name Employee Name Employee Name Last Training Date Date when Recurrent Training is due Planned Training Date
- 239. SAMPLE Course Details Step 1 – Set up course details (the information used should be extracted from the relevant OM-D Chapter and include the Chapter reference in the OM-D field). Step 1: Add the following: 1. Course ID Code 2. Course Title 3. OM-D Chapter Reference 4. Category ID 5. Group ID 6. Course Objectives 7. Expected Benefit 8. Course Type 9. Training Location and details
- 240. SAMPLE Course Details Step 2 – Add Training Categories, Training Locations and any associated costs Add the following information: 1. Course Type 2. Training Location 3. Conditions 4. Employee Qualification 5. Any Pre-Requisites 6. Training Cost (If Known or Outsourced
- 241. SAMPLE Course Details Step 3 – Set up course specification, I.e. Initial, Current etc., and upload Training Resources. If the course is a recurrent course, the frequency should also be se (Frequency, recurrence, and cycle of recurrence).