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Delivery Cluster TAE40116 Certificate IV in Training and Assessment Units covered • TAEDEL401 Plan, organise and deliver group-based learning • TAEDEL402 Plan, organise and facilitate learning in the workplace • BSBCMM401 Make a presentation Learning outcomes • Describe and apply learning theories, styles and principles • Ensure a healthy and safe learning experience • Identify training and learning needs • Define learning outcomes • Plan, organise and facilitate: – learning in a training room and in the workplace – individual and group learning • Maintain training records • Evaluate training. Questions (11) Assessment Plan, organise and deliver one 30-min group session2 Tasks Plan, organise and deliver 2 x 40 min group sessions3 Plan, organise and facilitate 1:1 workplace learning (x2)4 Adult Learning What is learning? Roles trainers play Adult learning theories Adult learning styles Stages / cycles of learning Adult learning principles For Discussion Significant learning experience “I’ll never forget the time I learned…” Domains of learning psychomotor muscular or manual activities required to do the job (e.g. lift something safely) cognitive information needed to be able to do the job (eg. company policies) affective feelings/frame of mind a person demonstrates towards subject matter ‘Learning’ includes… skills knowledge attitudes 21st Century training and learning How does 21st Century training and learning compare with that of the 20th Century? • What has changed? • What remains the same? • What excites us? • What frightens us? Roles trainers play Trainer stays close Trainer keeps some distance Trainer directs Trainer supports Instructor Coach Mentor Facilitator Conduit What works for you? Activity Learning theories 21st CenturyHumanistCognitiveBehaviourist Behaviourist vs Cognitive theories BEHAVIOURIST Learning through constant encounters with the same stimulation COGNITIVE Learning through experience and discovery use both SequencingChunking & Information processing theory A humanist perspective Humanist Expands on the cognitive perspective Focus on the person Cognitive Andragogy Malcolm Knowles’ assumptions about adult learners Based on the work of Malcolm Knowles Adult learners need:  to know why learning is important  self-direction  to draw on their experience  learning that is relevant to them  to be able to immediately apply learning  motivation 21st Century skills • Agility and adaptability • Innovation and creativity • Digital literacy • Problem-solving • Communication— oral, written, multi-cultural and more… The only thing that’s constant, is change! Heraclitus of Ephesus Learning theories—recap 21st CenturyHumanistCognitiveBehaviourist Learn through constant encounters with the same situation Learn through experience and discovery • Learner-centred • Develop the ‘whole person’ • Non- ...

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Delivery Cluster TAE40116 Certificate IV in Training and Assessment Units covered • TAEDEL401 Plan, organise and deliver group-based learning • TAEDEL402 Plan, organise and facilitate learning in the workplace • BSBCMM401 Make a presentation Learning outcomes • Describe and apply learning theories, styles and principles • Ensure a healthy and safe learning experience • Identify training and learning needs • Define learning outcomes • Plan, organise and facilitate: – learning in a training room and in the workplace – individual and group learning
• Maintain training records • Evaluate training. Questions (11) Assessment Plan, organise and deliver one 30-min group session2 Tasks Plan, organise and deliver 2 x 40 min group sessions3 Plan, organise and facilitate 1:1 workplace learning (x2)4 Adult Learning What is learning? Roles trainers play Adult learning theories Adult learning styles Stages / cycles of learning Adult learning principles For Discussion Significant learning experience
“I’ll never forget the time I learned…” Domains of learning psychomotor muscular or manual activities required to do the job (e.g. lift something safely) cognitive information needed to be able to do the job (eg. company policies) affective feelings/frame of mind a person demonstrates towards subject matter ‘Learning’ includes… skills knowledge attitudes 21st Century training and learning
How does 21st Century training and learning compare with that of the 20th Century? • What has changed? • What remains the same? • What excites us? • What frightens us? Roles trainers play Trainer stays close Trainer keeps some distance Trainer directs Trainer supports Instructor Coach Mentor Facilitator Conduit What works for you? Activity
Learning theories 21st CenturyHumanistCognitiveBehaviourist Behaviourist vs Cognitive theories BEHAVIOURIST Learning through constant encounters with the same stimulation COGNITIVE Learning through experience and discovery use both SequencingChunking & Information processing theory A humanist perspective Humanist Expands on the
cognitive perspective Focus on the person Cognitive Andragogy Malcolm Knowles’ assumptions about adult learners Based on the work of Malcolm Knowles Adult learners need: -direction 21st Century skills • Agility and adaptability • Innovation and creativity • Digital literacy • Problem-solving • Communication— oral, written, multi-cultural and more…
The only thing that’s constant, is change! Heraclitus of Ephesus Learning theories—recap 21st CenturyHumanistCognitiveBehaviourist Learn through constant encounters with the same situation Learn through experience and discovery • Learner-centred • Develop the ‘whole person’ • Non-technical skills • Technology- assisted learning
Implications of learning theories on training delivery Activity Learning styles: sensory • Visual • Auditory • Kinaesthetic • Linguistic Complete your own learning styles questionnaire http://vark-learn.com/the-vark-questionnaire/ •Christmas tree •Bicycle •Swimming •Singing •Running •Hiking •Yelling •Whispering. •Eating
•Sleeping •Flying •Ball •Drumming •Stretching •Singing •Yawning. Multi-sense learning Door 1 Door 2 Learning Styles Peter Honey and Allan Mumford (1982) Pragmatist Theorist ReflectorActivist Stages of learning Unconscious incompetence Conscious incompetence Conscious competence Unconscious competence
Learning Cycle Buy In Take It In Try It Use It Principles of adult learning P Practice and feedback R Reward I Interest N Need C Context first I Involve learners P Piece-by-piece L Link to the real world E Evaluate and adjust S Sensory learning Adult Learning - recap What is learning? Roles trainers play Adult learning theories Adult learning styles Stages / cycles of learning
Adult learning principles Training needs and objectives Training needs Learning needs Training objectives (learning outcomes) The Training Cycle Identify needs Plan & organise Deliver Review gapcurrentperformance desired performance Training or Non-Training Need? What do learners need to learn? Identify training needs
LLN and foundation skills Foundation Skills = LLN skills + Core Skills for Work ● Learning ● Reading ● Writing ● Oral communication ● Numeracy 1 Navigate the world of work a. Manage career and work life b. Work with roles, rights and protocols 2 Interact with others a. Communicate for work b. Connect and work with others c. Recognise & utilise diverse perspectives 3 Get the work done a. Plan and organise b. Make decisions c. Identify and solve problems d. Create and innovate
e. Work in a digital world Identify learning needs Promote an inclusive learning culture Identify needs Activity S M A R T Specific Measureable Achievable Relevant Time-referenced Performance Standards
Conditions 3 Components of a SMART outcome “Do what?” “How well?” “Where and with what?” Learning outcomes Training needs and objectives - recap Training needs Learning needs Training objectives (learning outcomes) Plan training sessions Structure training Plan training sessions: Prepare for delivery: safety & other logistics The Training Cycle Identify needs Plan & organise Deliver
Review I N T R O S Interest Needs Timing Roadmap Outcome Safety O F F Outcome Feedback Future Explain/ Demo Apply Summarise Assess
• ‘I do it normal’ • ‘I do it slow’ • ‘You do it with me’ • ‘Now off you go!’ • Recap key points • Check readiness for assessment Outcome achieved? Introduction ConclusionBody Structure: skill sessions 1. Identify needs and write the learning outcome 2.Write a task breakdown 3.Organise training—prepare for delivery. Plan a skill-based training session Steps to take Plan training sessions Progress check…. Structure training Plan training sessions: Prepare for delivery: safety & other logistics
Plan—write: • Task breakdown • Plan for delivery Prepare • Organise resources • Review observation checklist. Prepare 1:1 skill session for day 2 Organise training: safety & other logistics We’ll cover • Trainers’ WHS responsibilities • WHS information • Recording and reporting hazards • Organise training: other logistics. feedback feedback Tell us… how are you progressing? Delivery Cluster Day 2
TAE40116 Certificate IV in Training and Assessment Review Day One Activity Deliver Training Principles of effective communication Principles LL&N Provide clear information Listening Questioning Feedback Practice Activity 1 The Training Cycle Identify needs Plan & organise Deliver Review
Principle 1: Something to consider… Adaptation of Virginia Satir, cited by Stewart & D’Angelo, Together, Communicating Interpersonally, p. 55 Humans cannot not communicate Principles of effective communication Trust and believability… 38% Words 55% 7% Words Visual Tone Albert Mehrabian
Communication is two way • Tone of voice • Body Language • Appearance • Words message feedback Communication is two way • Tone of voice • Body Language • Appearance • Words message feedback We’ll practice
• Providing clear information • Listening • Questioning • Feedback: – Giving – Getting. Communicating effectively Bird in the the Hand Paris in the the Spring Once in a a Lifetime Activity—read these Activity, cont’d—read them again • Paris in the the spring • Once in a a lifetime
• Bird in the the hand Present information to a partner Activity Listening skills quiz – what makes a good listener? Activity acn ese the atc hte dgo tno tra hte ubt can see the
cat the dog not rat the but the cat can see the rat but not the dog Activity: which list do you remember? Questioning skills • Reasons to use questions in training • Types of questions • How we direct questions • Beware of… Celebrity Heads Activity
Give and receive feedback GIVE feedback • KISS • Specific and objective RECEIVE feedback • Say ‘thank you’ • Do not justify Groups of 3 • Trainer • Learner • Observer (completes checklist) Practice Activity 1 1:1 skill session Prepare Deliver Review Trainer 1. Sets up environment 2. Gives observer observation checklist
• Trainer delivers session • Observer completes observation checklist Group feedback 1. Trainer first (self-evaluation) 2. Observer 3. Learner 20 min per round Looking back on practice activity 1 Key learning: What stood out for you? • As the trainer? • As the learner? • As the observer? Deliver Training - recap Principles of effective communication Principles LL&N Provide clear information Listening Questioning Feedback Practice Activity 1
Plan, organise and facilitate learning in the workplace What is workplace learning? Plan, organise and facilitate learning in the workplace What is workplace learning? Learning that occurs in the workplace. Work activities are used as the basis for learning. Participant manual Workplace learning is… Workplace-based learning—some questions 1. Skills and knowledge What skills and knowledge do trainers need to facilitate learning for an individual vs group? 2. Issues Issues to consider when planning on-the-job learning? 3. Stakeholders Who must be involved? Informed? 4. On-the-job vs off-the-job? What types of things are best learned on-the-job vs off- the-job?
Plan and organise workplace- based learning 1. Identify needs and confirm objectives 2. Develop an individualised workplace learning plan – Analyse workplace routines and develop a workplace learning pathway – Organise – Develop plan 3. Document the individualised workplace learning plan 4. Prepare for each session with the learner. Develop a workplace- based learning pathway Activity Plan, organise and facilitate learning in the workplace - recap What is workplace learning? Plan, organise and facilitate learning in the workplace
Plan, organise and deliver group-based learning Introduction to group-based learning Plan & organise group-based learning: • Structuring sessions 1. Unique characteristics: individual vs. group learning 2. Skills trainers need 3. Benefits and challenges of group learning Introduction to group-based learning 1. Identify needs and confirm objectives 2. Write session plans 3. Prepare for delivery (organise learning). We’ll learn by doing… Practice Activity 2 Plan and organise group-based learning
Lecture, video, reading, visuals, etc. Case studies, Q&A, activities, games, etc. I N T R O S Interest Needs Timing Roadmap Outcome Safety O F F Outcome Feedback Future Explain/ Demo Apply Summarise Assess
• Recap key points • Check readiness for assessment Outcome achieved? Introduction ConclusionBody Structure: knowledge sessions feedback feedback Tell us… how are you progressing? Delivery Cluster Day 3 TAE40116 Certificate IV in Training and Assessment Plan, organise and deliver group-based learning - recap Introduction to group-based learning Plan & organise group-based learning: • Structuring sessions
Reviewing and record - keeping Record training information Review (evaluate) training The Training Cycle Identify needs Plan & organise Deliver Review Record training information • What are training records? • Why do we keep them? • Information to record • Security and access to training records • Trainers’ role in record-keeping. • What is evaluation? • Why evaluate training? • How can we evaluate training?
• Reflecting on personal performance. Evaluate training Evaluation is a systematic process Analyse Improve Gather data Why evaluate training? What aspects of training could we evaluate? Activity Reviewing and record – keeping recap Record training information Review (evaluate) training • Plan—Bring to day 4: – Session plan – Resources
• Prepare – Practice, practice, practice! – Review observation checklist. Between now and day 4 Plan and prepare for DEL Task 1 questionsquestions Delivery Cluster Day 4 TAE40116 Certificate IV in Training and Assessment DEL Task 2 Plan, organise and deliver a 30-minute training session for a group DEL Task 2—roles • Trainer • Observer Another program participant— completes checklist
• Assessor TAE trainer or second assessor DEL Task 2—the process 1. Preparation – Set-up environment – Give assessor session plan and resources – Ensure observer is ready to go 2. Set the scene 3. Deliver session 4. Group feedback (verbal) 5. Brief private meeting with assessor What will you take away: Look back to look forward… Did you hit your… …personal target Looking back
Field Units Design TAEDES401 Design and develop learning programs TAEDES402 Use training packages and accredited courses to meet client needs LLN TAELLN411 Address adult language, literacy and numeracy skills Delivery TAEDEL401 Plan, organise and deliver group-based learning TAEDEL402 Plan, organise and facilitate learning in the workplace BSBCMM401 Make a presentation Assessment TAEASS401 Plan assessment activities and processes TAEASS402 Assess competence TAEASS403 Participate in assessment validation TAEASS502 Design and develop assessment tools Questions (11) Next steps: assessment Plan, organise and deliver one 30-min group session2 Tasks Plan, organise and deliver 2 x 40 min group sessions3 Plan, organise and facilitate 1:1 workplace learning (x2)4
Questions and Assessments www.pixabay.com TAE40116�Certificate IV in Training and AssessmentUnits coveredLearning outcomesAssessmentSlide Number 5Slide Number 6Domains of learning21st Century training and learningRoles trainers playSlide Number 10Learning theoriesBehaviourist vs Cognitive theoriesInformation processing theoryA humanist perspectiveAndragogy21st Century skillsLearning theories—recapSlide Number 18Learning styles: sensoryMulti-sense learningLearning StylesStages of learningLearning CyclePrinciples of adult learningSlide Number 25Slide Number 26The Training CycleIdentify training needsLLN and foundation skillsIdentify learning needsSlide Number 31Learning outcomesSlide Number 33Slide Number 34The Training CycleStructure: skill sessionsPlan a skill-based training sessionSlide Number 38Prepare 1:1 skill session for day 2Organise training: safety & other logisticsfeedbackTAE40116�Certificate IV in Training and AssessmentSlide Number 43Slide Number 44The Training Cycle�Principles of effective communicationTrust and believability…Communication is two wayCommunication is two wayCommunicating effectivelyActivity—read theseActivity, cont’d—read them againSlide Number 53Slide Number 54Activity: which list do you remember?Slide Number 56Slide Number 57Give and receive feedbackSlide Number 591:1 skill sessionLooking back on practice activity 1Slide Number 62Slide Number 63What is workplace learning?Workplace- based learning—some questionsPlan and organise workplace- based learningSlide Number 67Slide Number 68Slide Number 69Introduction to group-based learning�Plan and organise group-based learningStructure: knowledge sessionsfeedbackTAE40116�Certificate IV in Training and AssessmentSlide Number 75Slide Number 76The Training
CycleSlide Number 78Evaluate trainingEvaluation is a systematic processSlide Number 81Slide Number 82Between now and day 4questionsTAE40116�Certificate IV in Training and AssessmentDEL Task 2DEL Task 2—rolesDEL Task 2—the processLook back to look forward…Did you hit your…Looking backNext steps: assessmentQuestions and Assessments Basic Econometrics Research Report Group Assignment This is a group assignment where you can work alone or with up to four other students (a maximum group size of four). All group members will receive the same marks for the assignment. You must submit an electronic copy of your assignment in Canvas in pdf, doc or docx format. Hard copies will not be accepted. Show your tables and calculations as well as answering the questions in full sentences. Please make sure your tables of results are neatly formatted, not just copied and pasted from STATA, and that you write your answers in clear sentences. You should write no more than 1000 words (not including tables/calculations) in total for this assignment. The number of words, tables, graphs, calculations given in parentheses after each question are a guide. PART 1 This assignment uses data from the BUPA health insurance call centre. Each observation includes data from one call to the call centre. The variables describe several characteristics of the call (eg the length of the call, the amount of silence in the call), characteristics of the customer (eg state of residence, family type, number of adults and children), and measures of performance (eg net promoter score, sentiment score of the customer). In this assignment we are interested in predicting the net promoter score and the length of the call. Please use the dataset CallCentre.dta and associated information
file CC_DEFINITIONS_.XLSX to answer these questions. Use the software program STATA 15 available through RMIT MyDesktop for all data analysis. 1. Calculate descriptive statistics using the ‘summarize’ command for the variables net_promoter_score, total_silence, total_silence_weighted, agent_to_cust_index and agent_crosstalk_weighted and present the results in a table. Comment on what we learn about these variables from the descriptives. Graph a scatter plot of net_promoter_score against agent_crosstalk_weighted and describe the relationship between these two variables. (4.5 marks) (100 words, 1 table, 1 graph) 2. Estimate a multiple linear regression with net_promoter_score as the dependent variable and total_silence_weighted, agent_to_cust_index and agent_crosstalk_weighted as the explanatory (independent) variables. Predict the change in net_promoter_score associated with a 0.1 increase in total_silence_weighted and a 0.01 increase in agent_crosstalk_weighted. Assuming this is the correct model specification, are we sure that total_silence_weighted has a negative effect? [Hint: consider the t-statistic and p-value] (6 marks) (50 words, 1 table, 2 calculations) 3. Add dummy variables to the regression to control for all of the potential effects of State and Package. Make sure the base category is customers with the “HOSPITAL AND EXTRAS” package in NSW. Carefully interpret the estimated coefficient on the package1 dummy variable you have included. Why is this NOT a very important result? [Hint: Use the variable labels to include and interpret the correct variables, consider the descriptive statistics of the dummy variables to interpret their importance] (4.5 marks) (50 words, 1 table)
4. Include a quadratic specification of the variable “sentiment_score_cust” in the model along with the existing explanatory variables. Calculate and interpret the marginal effect of a 1 point change in “sentiment_score_cust” when sentiment_score_cust = 1 and when sentiment_score_cust=4. (4.5 marks) (50 words, 1 table, 2 calculations) 5. Explain the conditional mean independence assumption and assess its relevance with respect to the explanatory variable “sentiment_score_cust”. [Hint: Think about factors that may be included in the error term of the regression: the customer’s experience with the company (positive or negative), the general attitude of the customer towards call centre conversations (positive or negative) and whether these may be correlated with sentiment_score_cust] (3 marks) (100 words) 6. Write an executive summary of the findings in questions 2 to 5 on what variables are likely and are not likely to be important drivers of net promoter score. (1.5 marks, 100 words) PART 2 “The rise in energy consumption of rapidly growing developing countries, especially China and India, has accounted for the vast majority of the global increase in energy use in recent years. Non-OECD countries currently account for approximately 60% of global energy demand, which is predicted to rise to 70% by 2040 (International Energy Agency, 2014). This increasing energy use exacerbates environmental problems including global climate change due to greenhouse gas emissions and local environmental problems such as the recent episodes of extreme air pollution in Beijing and other Chinese cities.
Besides its environmental impacts, increasing energy use also raises questions of national energy supply security. As the share of world energy use consumed in developing countries increases, it is increasingly important to understand how energy use evolves across the full income continuum from less developed to highly developed countries (van Ruijven et al., 2009).” Csereklyei and Stern (2015) page 633. In this part of the home assignment we will be exploring the drivers of total and sectoral energy use across several developed and developing countries. Please use the dataset: “energy_econometrics_data_SIM1960.dta” 7. Countries have a keen interest in exploring the drivers of their sectoral energy consumption, including RESIDENTIAL energy use. Please examine the log final energy use by residences“ln_respc” a) Design a regression model to predict “lnres_pc”. Choose the explanatory variables to include, and whether to include them as dummies/ logs/ polynomials/ interactions as you feel appropriate. Present at least two final models. (1) One with a linear per capita term (or its logs) [Model 1], (2) one with a quadratic term (or its log) [Model 2]. Which model do you think is more appropriate? How do you explain the quadratic model? Present the results of the descriptive statistics and your final regression models in tables. You should have 3 Tables to gain full points. (3 marks) Discuss the logic behind your specification for BOTH of your models -why you used logs or levels (1 mark) -how you interpret polynomials (2 marks) -why and how you used dummies and how to interpret these (1 mark) Discuss the statistical significance of the explanatory variables
in your models. (2 marks) b) Discuss how you have designed your model with reference to the “Gauss Markov” assumptions and whether these assumptions are likely to be met. (2 marks) Interpret the results of THREE of your explanatory variables including income per capita, which you consider to be the key drivers of per capita residential energy consumption. (3 marks) (14 marks) (550 words, 3 tables, 4 calculations) There will be up to 2 additional marks awarded for presentation of your answers (neat formatting of tables and clear expression of answers in full sentences). Rubric for marking Criteria Pts PART 1 1. Descriptive statistics A) Present descriptive statistics table, B) comment on descriptives, C) present and comment on graph. 4.5 pts (1.5 marks each) 2. Multiple linear regression A) Estimate regression model, B) present table, C) two predictions, D) comment on total_silence_weighted effect 6.0 pts (1.5 marks each) 3. Dummy variables A) Include dummy variables correctly, B) Comment on package1 coefficient C) Why not an important result 4.5 pts (1.5 marks each) 4. Quadratic Specification A) Include quadratic specification correctly and present results in table. B) Calculate marginal effect when
sentiment_score_cust=1 C) Calculate marginal effect when sentiment_score_cust=4 4.5 pts (1.5 marks each) 5. Conditional mean independence A) Explain conditional mean independence assumption. B) Discuss with reference to the variable "sentiment_score_cust" 3.0 pts (1.5 marks each) 6 .Executive Summary 1.5 pts PART 2 7. a Model design A) Present tables of preliminary regressions/descriptive statistics (1 pt) B) Present tables of final regression results – Model 1 (1pt) C) Present tables of final regression results – Model 2 (quadratic term) (1 pt) D) Discuss appropriate specification (logs/polynomials) – Models 1 and 2 (3 pts) E) Discuss appropriate specification (dummies) Models 1 and 2 (1 pt) F) Discuss statistical significance of coefficients in Models 1 and 2 (2 pts) 9.0 pts 7. b Model design A) Discuss Gauss_Markov assumptions 1-3 B) Discuss Gauss_Markov assumptions 4-5 C) Prediction 1 D) Prediction 2 E) Prediction 3 5.0 Pts 8. Neat formatting of tables 1.0 pts 9. Clear expression of answers in full sentences 1.0 pts
Sheet1VariableDefinitioncallidunique identifier for voice callcall_datedate of voice callagent_id4-digit unique identifer for agent on voice callagent_skillSkill of agent: service is 1st level, resolution is 2nd level (certain enquirt types are transferred from service to resolution teams)call_durationTotal duration of voice call in secondstotal_silenceTotal duration of silence on call in secondstotal_silence_weightedTotal duration of silence on call wegihted by call durationagent_crosstalk_weightedTotal duration of agent talking over the top of customer weighted by call durationagent_to_cust_indexRatio of duration of agent talking to customer talking on voice callsentiment_score_agentModelled score of agent sentiment based on words spoken on voice call (higher the score the more positive the sentiment)sentiment_score_custModelled score of customer sentiment based on words spoken on voice call (higher the score the more positive the sentiment)net_consultant_ratingScore between 0 (poor) to 10 (excellent) on customer's rating of the agent's performance on the call from immediate post call survey. This score can be grouped into 3 intervals (0-6=detractors, 7-8=passives, 9- 10=promoters)net_promoter_scoreScore between 0 to 10 on how likely would the customer recommend company ABC to friends and colleagues from immediate post call survey. Realtes to customers overall satisfaction of products or services and customers loyatly to the brandnps_groupInterval groups from the net_promoter_score: (0-6=detractors, 7-8=passives, 9- 10=promoters). Detractors are more likely to churn and have lower spend, while promoters tends to have more spend and loyalty. Within a group variable (ie a team, skill, agent, state) the overall NPS is an index of the percentage of promoters - percentage of detractors and can be positive or negative (-100 to +100)first_call_resolutionDid the agent resolve the customer's
enquiry on the call (Y or N)stateState when memebrship is activepackageType of cover: hospital and extras cover, hospital only cover, extras only cover, ambulance only coverfamily_typeFamily type segement of membership (single, couple, family, family plus)tenureNumber of continuous years with HI membershipstatusstatus of membership at time of the call (active, ceased, suspended [overseas/financial hardship])segment_groupClustered segement group based on number of lives, ages and family typeoverseas_flagFlag if policy is for overseas vistors cover or overseas student coverlives_on_membershipTotal number on persons on membershipadults_on_membershipTotal number of adults on membershipchildren_on_membershipTotal number on children on membership (this can include depedants aged 21-25) Swinburne Professional Education for Working Professionals PO Box 218, H69 Hawthorn VIC 3122 P 1800 633 560 E [email protected] W www.swinburne.edu.au/professional/
TAE40116 TAEDEL401 Plan, organise and deliver group-based learning TAEDEL402 Plan, organise and facilitate learning in the workplace BSBCMM401 Make a presentation Participant Manual Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •2 Copyright © 2018 Blackwater Projects. All rights reserved.
This document was developed by Blackwater Projects learning and development consultancy and is used under license. It may only be reproduced or copied strictly in accordance with the terms of that license. PO Box 4253 Balgowlah Heights NSW 2093 Australia p +(61) 409 910 002 w blackwaterprojects.com.au e [email protected] These materials have been developed by Blackwater Projects learning and development consultancy and is used under license by Swinburne University of Technology. The materials may not be duplicated without the written agreement of Swinburne Professional, Swinburne University of Technology, PO Box 218, H69, Hawthorn 3122 –
Phone 1800 633 560 – Email [email protected] Version 1 – 13/4/2018 © April 2018 – All Rights Reserved mailto:[email protected] Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 3 Contents Program introduction ....................................................................................... 5 Program focus and outcomes ................................................................................. 6 Adult learning: an introduction ....................................................................... 7 Introduction to this section ..................................................................................... . 8 What is learning? ............................................................................................... ..... 9 Roles trainers play
............................................................................................... . 13 Adult learning theories .......................................................................................... 20 Adult learning styles ............................................................................................. 28 Stages / cycles of learning .................................................................................... 33 Principles of adult learning .................................................................................... 38 Summary of this section ....................................................................................... 44 Training needs and objectives ...................................................................... 45 Introduction to this section .................................................................................... 46 Identify training needs .......................................................................................... 47 Identify learning needs ......................................................................................... 54 Write learning outcomes ....................................................................................... 58 Recap: Establish training needs and objectives—a ‘to do’ list ............................... 68
Summary of this section ....................................................................................... 69 Plan training sessions ................................................................................... 71 Introduction to this section .................................................................................... 72 Structure training for effective learning ................................................................. 73 Plan a skill-based training session ........................................................................ 83 Plan a knowledge-based training session ............................................................. 91 Prepare for delivery: safety and other logistics ................................................... 110 Recap: Plan training sessions—a ‘to do’ list ....................................................... 123 Summary of this section ..................................................................................... 124 Deliver training: principles of effective communication and facilitation . 126 Introduction to this section .................................................................................. 127 Principles of effective communication ................................................................. 128
Tips for presenting information clearly ................................................................ 133 Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •4 Effective listening skills ....................................................................................... 134 Questioning skills ............................................................................................... 135 Give and receive feedback ................................................................................. 138 Recap: Use effective communication skills—a ‘to do’ list .................................... 145 Summary of this section ..................................................................................... 146 Plan, organise and facilitate learning in the workplace ............................ 147 Introduction to this section .................................................................................. 148 What is workplace learning? ............................................................................... 149
Plan and organise workplace learning ................................................................ 154 Facilitate learning in the workplace ..................................................................... 176 Record and review workplace learning ............................................................... 177 Recap: Plan, organise and facilitate learning in the workplace— a ‘to do’ list ...... 178 Summary of this section ..................................................................................... 180 Plan, organise and deliver group-based learning ..................................... 182 Introduction to this section .................................................................................. 183 What is group-based learning? ........................................................................... 184 Plan & organise group-based learning ................................................................ 185 Facilitate group-based learning .......................................................................... 202 Review group-based learning ............................................................................. 212 Recap: Plan, organise and deliver group-based learning—a ‘to do’ list............... 213
Summary of this section ..................................................................................... 214 Reviewing and record-keeping ................................................................... 216 Introduction to this section .................................................................................. 217 Record training information ................................................................................. 218 Evaluate training ............................................................................................... .. 227 Summary of this section ..................................................................................... 234 Program Summary ....................................................................................... 236 References ............................................................................................... ..... 238 Appendix ............................................................................................... ........ 240 Australia’s vocational education and training (VET) system and competency-based training ............................................................................................... ................ 241
Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 5 Program introduction This manual will help you plan, organise and facilitate adult learning in a range of contexts Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •6 Program focus and outcomes Competency standards This participant manual covers the following units of competency: ● TAEDEL401 Plan, organise and deliver group-based learning ● TAEDEL402 Plan, organise and facilitate learning in the workplace
● BSBCMM401 Make a presentation. Program outcomes By the end of this program, participants should be able to: ● describe the adult learning theories, styles and principles outlined in this manual, and apply these when delivering training ● ensure a healthy and safe learning experience ● identify training and learning needs ● define clear and measurable learning outcomes (objectives) ● plan, organise and deliver the following, using communication and facilitation skills that promote learning: – workplace learning – group-based learning – a presentation as part of a group training session. ● maintain training records ● evaluate training and identify opportunities for improvement.
Your personal objective— Write your personal objective for this program below: Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 7 Adult learning: an introduction Learning is not compulsory... neither is survival. W. Edwards Deming (1900 - 1993) Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •8 Introduction to this section Adult learning: an introduction Effective trainers understand how adults learn. They use this knowledge to help them understand why learners behave the way they do, identify
learning needs, and use strategies to ensure effective learning for all learners. In this section we will cover the following topics: ● What is learning? ● Roles trainers play ● Adult learning theories ● Learning styles ● Stages/cycles of learning ● Principles of adult learning. After reading this section of the manual and participating in the related learning activities, you should be able to: ● describe the basic adult learning theories, styles and principles covered in this manual and ● discuss how you can use these to plan, organise and deliver training that works for all learners.
Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 9 What is learning? Learning is a complex process and occurs throughout life: from the time we are born until the time we die. P. Pogson and M. Tennant (1955) in Tovey and Lawlor, p.55 Your role as a trainer is to help a learner (or group of learners) to learn. This part of the participant manual explores the nature of learning: ● What is learning? ● How might we define or describe ‘effective learning’? Group discussion or personal reflective activity— A memorable learning experience
Think back to a learning experience that stands out in your memory. To do this, consider how you would complete the following sentence: ‘I’ll never forget when I learned how to (or about)…’ 1. Share memorable experiences with others in your group. 2. Consider why you think the learning was as effective as it was on this occasion. Note the outcomes of your discussion below: Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •10 Definitions of learning Consider some of the definitions of learning that follow. Do any of these reflect your personal opinions about what learning is, as based on your personal experiences?
Learning is… The acquisition of knowledge or skills through study, experience, or being taught… Oxford Online Dictionary <en.oxforddictionaries.com/definition/learning> (accessed 04.01.2018) …the making of meaning. McCarthy 1996, p.6 …the experience of significant changes in self-perceptions, perceptions of others and in actions and behaviours. Robertson in Workplace Training Category 2, Topic 1, 1995, p.9 Successful learning requires a degree of personal discomfort as old ideas and behaviours are challenged.
Thompson in Workplace Training Category 2, Topic 1, 1995, p.9 …a change … in behavior … that is sustained … and may result from formal and informal learning experiences and interactions Author’s attempt to summarise key components of learning, based on various sources Can you relate to any of the above definitions? However you choose to ‘define’ learning, it is clear that: Learning is a dynamic, multi-faceted process that works differently for each individual and each learning event Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 11
Domains of learning There are three ‘domains’ (categories) of learning: ● Psychomotor (skills) ● Cognitive (knowledge) ● Affective (attitudes). Source: Benjamin Bloom, 1956 Example: Skills, knowledge and attitudes needed to operate a forklift e x a m p le Operate a forklift Some examples of required skills, knowledge and attitudes include: Skills ● Efficient driving techniques ● Ability to identify points of balance and safe lifting positions on a range of loads
● Ability to read instructions, procedures and signage relevant to the operation of a forklift Knowledge ● Forklift handling procedures ● Principles of stress management when handling a forklift ● Operating hazards and related defensive driving and hazard control techniques Attitudes ● Confidence to operate forklift in realistic working conditions ● Commitment to consistently operate the forklift as per workplace expectations ● Initiative to actively engage in ongoing learning about forklift operations So how do we teach skills, knowledge and attitudes? We can explicitly teach knowledge and skills—this manual covers how to do this. Teaching attitudes isn’t quite so easy! We can’t explicitly teach (or ‘preach’) attitudes, but we can teach skills and knowledge such that learners will build confidence and commitment to perform consistently at work, as they develop
skills and knowledge. Throughout this manual, we discuss numerous ‘small things’ you can do to build learner confidence and commitment through your training. In vocational education, effective learning occurs when learners end up with the mix of skills, knowledge and attitudes needed to perform as required at work, consistently, and with confidence Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •12 Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 13 Roles trainers play
The 21st century trainer The 20th century trainer was the source of learning. The 21st century trainer is a conduit for learning. Sinson, 2016, Private Communication The above statement is simplistic, but it makes the point that the way trainers help adults learn has evolved and expanded in recent years. The 21st century trainer is the conduit for learning— we are part of the ‘learning mix’ We are in the information age, constantly bombarded with information from the media, the internet and other sources. It is no longer practical for anyone (including trainers) to keep pace and ‘know everything about everything.’ Skilled and confident 21st century trainers recognise this. To enhance learning, they promote and create opportunities for collaborative learning that grows from a range of sources— themselves, other learners, guest speakers, online or other sources.
Today’s workplace trainers: ● provide clarity—they help learners make sense of the bewildering amount of information available online and from other sources, and help them learn how to distinguish between valid and useful information, versus invalid information ● provide opportunities to learn—connect learners with the information, resources, people and challenges they need to extend their skills and knowledge, then support learner efforts by offering timely feedback and reassurance ● choose from a myriad of traditional and emerging training tools, techniques and resources to facilitate learning in a meaningful way, for each learner ● help learners recognise and acknowledge their achievements. Your ultimate role as a workplace trainer is to help adults learn. This has always been our goal. In the 21st century we have far more choice about how to best do this.
Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •14 As we continue to examine the human instinct to learn, we improve our understanding of how we—as trainers—can offer the best possible learning opportunities for the people we train. These insights, combined with technological advancements that increase our choice of learning tools and techniques, makes this a most exciting era for adult education and training. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 15 Roles trainers play
The pages that follow describe some useful roles that trainers must play at different stages of their learners’ development. These are useful, regardless of the delivery mode (face-to-face or online, classroom or workplace based, individual or group). We will discuss the following roles: ● instructor ● facilitator ● coach ● mentor ● conduit. Instructor When trainers present information they are in instructor mode. To play the role of instructor well, a trainer must be able to organise information in a logical manner, and present information clearly and in an engaging way. Skilled presenters promote learner interaction and engagement throughout the presentation.
Personal notes: To help adults learn, trainers play different ‘roles’ at different times They must continuously adapt their approach to help learners progress and ultimately perform independently In instructor mode, a trainer’s role is to inform and direct Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •16 Coach Example 1—sport coaching model In the traditional sport coaching model, trainers have the learner/s perform a task, then give immediate feedback. Coaches give feedback that directs the learner/s towards a
particular way of performing. By repeating the steps of ‘perform’ then ‘feedback’ then ‘perform’ again, coaches guide and direct the learner/s towards a desired outcome. In a workplace training context, the sport coaching model is used when a trainer gives feedback on a learner’s performance and suggests how to improve performance. Example 2—workplace coaching The concept of ‘workplace coaching’ is becoming increasingly popular. Workplace coaches usually—but don’t always—work one-on-one with learners. Workplace coaches may apply a more sophisticated approach than the traditional sporting model. For example, workplace coaches: 1. collaborate with the learner/s to establish their training and learning needs 2. collaboratively develop a learning plan aimed at addressing these needs, and 3. work closely with the learner/s to implement the learning plan, assisting and guiding the learner/s through the learning process and modifying the plan when
appropriate. Workplace coaching is an effective approach for both experienced and inexperienced learners: ● Inexperienced learners will benefit from learning the skills and knowledge needed to do their job well. ● Workplace coaching may help experienced learners build on existing skills and knowledge, and/or lead to increased job satisfaction. Personal notes: In coaching mode, a trainer’s role is to direct and guide They work closely with the learner/s, helping them learn through practice and feedback Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 17 Facilitator
The word ‘façile’ is a French word meaning ‘easy.’ Similarly, the word, ‘facilitate’ means ‘to make things easier.’ When trainers are in ‘facilitator’ mode, they do what they can to make learning easier. In facilitator mode, a trainer guides and supports learners, rather than directing them. The trainer introduces a learning activity, then closely monitors and contributes to learner progress without being overly dominant. They: ● keep the learners on track ● ask questions to prompt discussion, promote discovery and build understanding ● identify learners who are having trouble grasping the material and provide support as needed—e.g. extra reading, resources, one-on-one time, etc. ● reward and acknowledge progress so that learners recognise and feel proud of what they have achieved; this will motivate them to continue. Personal notes:
In facilitator mode, a trainer’s role is to guide and support Learners take responsibility for their learning and facilitators do what they can to make the learning process as easy as possible Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •18 Mentor Mentors help their mentees see possibilities—a mentor may role model, share information and insights, or offer options that will help the mentee make decisions about their professional practice, professional development or personal development. Mentees take advice and suggestions from mentors, but ultimately they decide the best course of action for them. Personal notes:
In mentor mode, a trainer’s role is to support, role model, and inform Mentors help mentees help themselves Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 19 Conduit The ‘conduit’ role is the essence of the 21st century trainer. In this mode, we help connect our learners with what they need to learn. This includes: ● information that will support their efforts—e.g. explanation or demonstration from you ● people who can support their efforts—e.g. a workplace ‘buddy’ or a person to follow on social media
● resources that will support their efforts—e.g. reference materials, software, equipment or time ● opportunities to learn—e.g. work with a workplace supervisor to assign an employee learner a project or role that will progress their skills. Personal notes: In conduit mode, a trainer’s role is to establish connections—to connect the learner with the information, tools and support they need, to learn Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •20 Adult learning theories This section of the manual describes some popular paradigms and theories of adult learning. We’ll discuss:
● Behaviourist learning theories ● Cognitive learning theories ● Humanist learning theories ● 21st century learning and skills. When reading this section, keep in mind… No single theory tells us everything there is to know about how adults learn However, when taken as a whole these theories give us valuable insights about how adults learn, and how we as trainers can help them learn. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 21 Behaviourist learning theories
Behavioural expectations may be defined in: ● learning outcomes ● competency standards ● job description ● standard operating procedures (SOP) ● other standard of performance relevant to your workplace. Some examples of stimuli that promote and reward desired behaviour include: ● praise or feedback that acknowledges the desired behaviour ● pay rise ● increased status, responsibility or autonomy ● attainment of a qualification or equivalent. Implications for training To apply a behaviourist approach to training: ● Introduce behavioural expectations (e.g. learning outcomes) at the start of training. Make sure objectives are clear and measurable.
● Introduce activities with stimuli to promote the desired behaviour—e.g. – observe a learner performing a task, and provide feedback that promotes the desired behaviour – ask learners to memorise something and offer a prize to those who do (remember to acknowledge effort; don’t just praise achievement). Examples Some examples of learning theories based on a behaviourist perspective include: ● Classical conditioning ● Operant conditioning. Behaviourist learning theories are built on the premise that learners are passive participants who will respond to their environment. The desired behaviour develops when learners are presented with ‘stimuli’ that reward desired behaviour and/or discourage undesired behaviour.
Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •22 Cognitive learning theories The cognitive approach focuses on our thinking (cognitive) process as we progress in our learning—what we discover as we learn, and the conclusions we reach. A cognitive approach to learning is based on the premise that learning results from: ● experience, about which we ● develop a perception about that experience (we think about it), which leads to ● insight and problem solving. Implications for training To apply a cognitive approach in your training, try the following: ● Include ‘discovery’ activities in your training
Introduce activities that allow learners to work out something for themselves (learn through discovery). Then, debrief the activity—create an opportunity for you and learners to share and discuss key learning points. ● Include time for reflection Allow time for learners to reflect on their learning from time to time. This reflection should be focused. For example, ask learners to share and/or record how they can use what they have just learned in their own workplaces. Examples Some examples of learning theories based on a cognitive perspective include: ● Cognitive load theory ● Gestalt theory ● Attribution theory ● Cognitive theory of multimedia learning ● Information processing theory (discussed below). In very simple terms, cognitive learning theories suggest that
we learn through experience, thought, reflection and discovery Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 23 Information processing theory Information processing theory is just one of many theories that are based on a cognitive paradigm. This theory reflects research conducted by George Miller. Miller’s research revealed that people retain more if: ● information is presented in small chunks of content, and ● chunks are sequenced to create a logical progression from one chunk to the next. Implications for training To apply the information processing theory to training: ● Present information in small chunks This means presenting a small amount of information then give learners a short
‘brain break’ in which they have a chance to discuss, reflect on or apply the information in some way before presenting another chunk of information ● Sequence the chunks of information in a sequence that promotes retention As a general rule, when sequencing chunks of information, start with something that the learners can relate to, then move on to new concepts. For example: – Chunk 1: ‘Let’s review the three key selling features of the old software.’ – Chunk 2: ‘We can offer the same three key selling features of the new software, plus add two new features. These are...’ ● ‘Just in time’ learning ‘Just in time’ learning is a learning delivery mode that takes information processing theory into the 21st century. ‘Just in time’ learning means delivering ‘small chunks’ of information, activities and resources to learners, via mobile devices. Learners access these ‘small chunks’ of learning anytime and anywhere.
Information processing theory is about chunking and sequencing Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •24 Humanist learning theories Humanism evolved from a cognitive approach to learning. Implications for training To apply a humanist perspective to your training: ● Consider your learners’ perspective: – acknowledge existing skills and knowledge that learners already hold— sometimes you may build from their existing knowledge base; other times you must help them ‘un-learn’ incorrect or non-current skills or knowledge, then re- learn skills and knowledge that reflect current ‘best practice’ – interweave the affective (attitude) and cognitive (knowledge)
domains of learning—e.g. as learners build skills and knowledge, acknowledge and alleviate anxieties or perceptions that may pose a barrier to learning – allow learners to exercise some control over their learning— e.g. offer two options for how to cover a topic, and let learners choose the one they prefer. ● Consider the ‘whole person’: – Consider both non-technical, and technical skills learners will need to thrive in the workplace environment—e.g. if teaching how to drive a forklift, learners will need non-technical skills such as: ▪ problem-solving skills to identify and respond to forklift malfunctions ▪ interpersonal skills to work productively with others in the workplace. – Consider how your training fits into their life context—e.g. ▪ other personal or work commitments your learners must manage ▪ the significance of this training for your learners—for some
your training will have a large impact and for others, it will have less of an impact. Examples Some examples of learning theories based on a humanist perspective include: ● Hierarchy of needs ● Experiential learning ● Emotional intelligence ● Andragogy (discussed below). Humanist learning theories are based on the premise that learning should be ‘learner-centred’ and develop on the ‘whole person’, not just their skills and knowledge Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 25 Malcolm Knowles’ assumptions about adult learners Malcolm Knowles is credited for popularising the study of
adults (versus children) as learners. Knowles asserted that an andragogical approach is the best way to help adults learn. He based his assertion on a number of assumptions he made about adult learners, arguing that adults learn best when these assumptions are acknowledged and used as the basis for learning. The table below lists and explains Knowles’ assumptions. Table: Malcolm Knowles—Assumptions about adult learners Assumption Explanation 1 The need to know Adults need to know why they need to learn something before they learn it. 2 Self-concept Adults like self-direction. As people mature, they grow from being dependent learners to being more independent. Adults like to be responsible for their own decisions and adult learners may resent training where they feel that someone else’s will is being imposed on
them. 3 Experience Adults come into a training situation with a great deal of ‘life’ experience. This experience should be drawn upon and used as a learning resource. 4 Readiness to learn Adults are more ready and willing to learn things that are relevant to them, and that will help them cope effectively with real-life situations. 5 Orientation to learning Adult learners learn best when they can immediately apply what they have learned to real-life situations. As people mature, their perspective on learning changes from postponed application (as in school education) to immediate application. This need for immediacy means that adult learners’ orientation to learning shifts from subject-centred learning (i.e. learning knowledge) to problem-centred learning (i.e. finding ways to improve
performance immediately, in the ‘real world’). 6 Motivation Adults learn best when they are motivated to do so. According to Knowles, intrinsic motivators, such as the desire for better job satisfaction, self-esteem or quality of life, are more effective than extrinsic motivators, such as better jobs, promotions or higher salaries (Knowles, Holton III & Swanson, 1998, p.67) Based on information provided in Knowles, Holton III & Swanson, 1998 Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •26 Implications for training ● Answer the ‘why’ question: Confirm benefits of learning Time should be spent before or at the start of training to confirm that learners understand and acknowledge the benefits of the learning.
● Be democratic and flexible Effective trainers adapt their training to meet the needs of each new learner group. Create a democratic learning environment in which you allow your adult learners to make some of the decisions about the learning process. ● Tap into experience Adult learners come to training with a collection of life experiences that should be acknowledged, respected and valued. When training, use experiential techniques that acknowledge and tap into these experiences, then draw on them as relevant throughout training. Remember that these experiences may have led to habits, biases, fears and presuppositions that may cause adult learners to resist new ideas or alternative ways of thinking. Effective trainers help adult learners examine their habits and biases and open their minds to new approaches. ● Keep it real and relevant
Training content and examples must be relevant to the ‘real lives’ of adult learners. For example, if using case study activities in training, devise activities based on real-life events. ● Timing is everything—immediate application Training should occur when the skills and knowledge being trained are needed in the learner’s real life. Adult learners should apply what is learned in training to their real life situations throughout or immediately after training. If these immediate opportunities aren’t provided, there is a risk that: – The skills and knowledge learned in training will be lost, giving credit to the saying, ‘Use it or lose it’ – Learners may lose motivation. ● Adults will only learn what they’re motivated to learn Trainers must get to know their learners and find out why they have engaged in the training, and what will motivate them to participate fully in training.
Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 27 21st century learning and skills Since we are preparing our learners for a 21st century workplace, it’s important to stay informed of latest workplace trends and demands. Research into 21st century workplaces tells us that our training must help learners build both: 1. the technical skills needed to perform at work (e.g. how to operate a forklift), plus 2. non-technical skills needed to perform at work. These include skills such as: ● agility and adaptability ● innovation and creativity ● digital literacy ● problem-solving skills
● communication skills—oral, written and multi-cultural (and more!) The need to build both technical and non-technical skills isn’t new, but the relative importance of non-technical skills is becoming more and more important to help our learners build the skills needed to continuously adapt, survive and thrive in today’s constantly-evolving workforce. More information about 21st century learning and skills All links below were accessed on 04.01.2018: ● Enterprise skills needed for the ‘new work order’ The Foundation for Young Australians (FYA) completed their New Work Order Research Series. They present their findings in a series of reports dating from 2015 to 2017. The link below takes you to an overview of their research and findings: <https://www.fya.org.au/our-research/> ● Partnership for 21st century learning P21 is a group based in the USA. The P21 website offers
information and resources about how teachers can build 21st century skills in their classroom. Although P21 focuses on school-based education, vocational educators will find the P21 site valuable: <http://www.p21.org> ● Core Skills for Work developmental framework The Core Skills for Work is a document that describes employability skills that people need to succeed at work. It describes five levels of performance of each core skill. Access it from: <https://docs.education.gov.au/documents/core-skills- work-developmental-framework> For more information about learning theories A good starting point is the learning theories website. This site lists and explains a range of learning theories. <learning-theories.com> (accessed 04.01.2018)
Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •28 Adult learning styles As you read this section of the manual and participate in related learning activities, keep in mind... Models seldom work, but they’re always useful! By this we mean that: ! We must never use learning style models to ‘label’ learners as having a particular ‘style’ in all learning situations. Instead, use them as a useful starting point, to help you gain some insight into the different ways you and your learners may prefer to learn a new skill or concept. There are many published learning style models. In this manual we will cover two
popular and useful ones: 1. Sensory learning styles 2. Honey and Mumford’s learning style model. A learning style is like a personal learning preference Because each adult is unique, each adult learner has their own unique learning styles Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 29 Sensory learning styles About this learning style The senses influence learning. When we learn something we may learn it: ● visually (sight) ● auditorally (hearing) ● kinaesthetically (touch)
● olfactorally/gustatorally (smell/taste) ● linguistically (language). In a training situation, we most often rely on the visual, auditory, and kinaesthetic senses. This has led to the common term, ‘VAK’ learning styles. ! One adult may favour different sensory learning preferences in different learning situations. A learner’s preferred sensory learning style will likely vary from one learning event to another. Current thinking about sensory learning styles suggests that rather than applying a ‘style’ to a person, we should apply it to the subject matter—e.g. It’s best to use a kinaesthetic style to teach soccer. Then, pay attention to how learners respond, and adjust your training as needed, to ensure that learning ‘sticks’ for each learner.
The table on the next page lists behaviours that learners may exhibit when favouring a particular sensory learning style. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •30 Table: Behaviours observed when processing information with a particular sense Sense They may say: They may: They may need: Visual ‘I can picture that’ ‘This doesn’t look right’ ‘I need perspective’ ● Speak quickly ● Have trouble remembering verbal instructions
● Pay attention to how things and people look ● Look up. ● Charts & diagrams ● Demonstrations. Auditory ‘I can hear it!’ ‘This doesn’t sound right.’ ● Be sensitive to the sound of others’ voices ● Be distracted by noise ● Speak with more vocal modulation ● Repeat things to themselves ● Move their eyes directly to the side.
● Verbal explanations. Kinaes- thetic ‘I’m getting a feel for it.’ ‘I’m getting a grasp of this idea.’ ‘I can run with this.’ ● Speak more slowly at times ● Be more sensitive to their and others’ comfort ● Move their eyes down. ● Movement to ‘gather thoughts’ ● Learn through action Linguistic Also known as
Reader/Writer Use language that doesn’t necessarily relate to a particular sense, but may be more logical: ‘I appreciate your point.’ ‘I think that…’ ‘I must consider this.’ ● Be sensitive to the meanings of words ● Speak with a regular, monotone pace ● Move their eyes down. ● Get the language ‘right’ and consistent ● Verbal and written information.
Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 31 Implications of sensory learning styles for training ● Multi-sense learning: appeal to more than one sense at a time Research suggests that if more than one sense is stimulated during training, learners will retain the learning longer and more effectively. This can be as simple as: – having very clear, neat and colourful flipcharts or PowerPoint presentations – modulating the rhythm, speed, volume and tone of your voice – having appropriate music during exercises – having well-paced exercises. ● Try to avoid ‘boxing people in’ For example labelling someone a ‘visual learner’ because on one occasion you
note them relying on the visual sense to learn. The reliance on a particular sense often depends on the situation. Although it is true that some learners may habitually rely on one sense to learn most things, it is equally likely that a learner may rely on different senses to learn different things. ● Use the senses that are appropriate for the learning topic For example: – vision and language are important in learning computer programs or customer service skills – smell, taste, feel (as in texture) and look are all important in cooking – sounds and vision are important when training a practical skill such as operating a machine in a busy workshop, or music notation. Information about sensory learning styles provided courtesy of Thompson, 2008 Find out what learning senses you prefer as a learner—
complete an online questionnaire The VARK website has loads of helpful information about sensory learning styles. From this site you can also complete your own learning style questionnaire. <vark-learn.com> (accessed 04.01.2018) Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •32 Honey and Mumford learning styles A popular and useful model for learning styles is that developed by Peter Honey and Alan Mumford. Honey and Mumford divide learners into the following four categories: ● Activists Activists need social interaction and thrive in social learning environments.
Activist learners enjoy activities in which they can process the learning externally (socially) and ‘bounce ideas off of others.’ ● Reflectors Reflectors need time to reflect on the material being learned. Reflective learners prefer to process new information internally. Reflectors may appreciate receiving learning material before training begins, to give them time to review it and think about it. During training, they may prefer to have some time to prepare for a group activity before launching into the activity. ● Theorists Theorists need logic. Information provided must make sense— it must be logical and consistent. Theorists often appreciate detailed information and instructions. They may also prefer to consolidate their understanding of a concept before jumping into related activities. ● Pragmatists
Pragmatists need to use the concepts learned. Pragmatists may get impatient with long ‘theory’ sessions. They are keen to just ‘try things out and see if they work.’ To read more about Honey and Mumford’s learning styles… For information about the Honey and Mumford learning style model, search for ‘Honey and Mumford’ on the world wide web. You’ll find links to a number of websites that explain the four learning styles. You can also complete the Honey and Mumford Learning Style Questionnaire (LSQ) to determine your own learning style. Fees apply. For more information, visit: <talentlens.co.uk/develop/peter-honey-learning-style-series> (accessed 04.01.2018).
Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 33 Summarising adult learning styles As a trainer you must acknowledge and respect the fact that everyone learns differently. You must accept that: ! Not everyone learns the same way you do! By default, we are inclined to teach new skills or concepts in a way that we would best. We must remember that our job is to train how our learners learn best! Therefore: ● when planning training, select a range of activities that cover diverse learning styles and preferences. ● when delivering training, pay attention to how learners respond to activities. This
will help you identify their learning needs and preferences. It’s important to recognise and acknowledge that if a learner: – is exceptionally talkative – is quiet and set back from the group – is asking a lot of ‘annoying’ questions they might simply be processing learning in a way that works for them. Respect the fact that this is a necessary part of the learning process for that person and manage it appropriately so that the learning experience remains positive for all learners. Stages / cycles of learning This section of the manual describes popular models used to explain the stages people go through when they learn something. This manual discusses: ● the conscious competence model ● the learning cycle.
Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •34 The conscious competence model About this model The conscious competence model suggests that people progress through the following four stages of competence when they are learning something: Source of the conscious competence model unknown Implications for training ● Return to a state of ‘conscious competence’ This is critical. You may be asked to train something because you are very good at it. You may be so good at it that you no longer need to think about it when you are doing it. This makes you a great subject matter expert. To be a great trainer, you
have to again become conscious of what you are doing. This way you’ll know what to train. ● Think of where the learner/s are Consider the stage at which learners will most likely begin training and plan activities based on this. When delivering, monitor the learners’ reactions to the training: – If a learner appears overwhelmed, perhaps they had been at a stage of unconscious incompetence and hadn’t realised that there was so much to learn—in this case, reassure the learner that they’ll be fine! – If a learner appears bored: —ask questions! alternatively… —they don’t realise how much there is to learn.
‘I don’t realise what I don’t know’ ‘Now I realise what I don’t know’ ‘With concentration, I can do it’ ‘I can do it so easily, I no longer have to think about it’ Conscious Incompetence Conscious Competence Unconscious Competence Unconscious Incompetence Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 35
Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •36 The learning cycle What is a learning cycle? The concept of a learning cycle suggests that learners work through a series of varied ‘stages’ as they progress through a learning experience. At each stage, learners process or apply the learning in a different way. By completing all stages of the learning cycle, the learning is more likely to be retained. A learning cycle is a cycle because there is no obvious starting point. When we learn something, we may enter into a learning experience at any stage of the cycle. Figure: Learning cycle In the TAKE IT IN phase… Learners take in and process material to be learned.
Relevant activities may include: ● Skills and concepts are demonstrated, explained, read or shown to learners ● Learners process information and make sense of it. In the BUY IN phase… Learners commit to the learning. The objective of this phase is to for the learner/s to clarify the benefits of learning. Potential barriers to learning should be identified and removed. Relevant activities may include: ● Icebreaker and other introductory activities that help the learner/s warm up to the material to be learned and to each other. In the USE IT phase… Learners adapt and apply the material learned to their own ‘real life’ situation’. Relevant activities may include:
● Hypothetical questions—e.g. What if this happened...? ● Action plans for the workplace ● On-the-job experience. In the TRY IT phase… Learners consolidate material learned by experimenting with it or practicing it in some way. Relevant activities may include: ● Individual or group activities aimed at recall or comprehension ● Practice runs in a safe, controlled environment—e.g. role play. BUY IN TAKE IT IN TRY IT USE
IT Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 37 Implications for training ● Ensure that learners progress through all stages of the learning cycle There may or may not be opportunity to progress through all stages during the training event. For example: – in classroom-based training, learners may progress through the BUY IN, TAKE IT IN and TRY IT phases, and even enter into the USE IT phase with some realistic scenario-based activities. However, they will complete the USE IT phase once back in the workplace, where they can incorporate what they have learned into their routine work activities. – in online or distance-based education, you could help learners engage in self-
directed learning activities that take them through all stages of the learning cycle ● If you are using the learning cycle to guide how you structure training, we recommend that you start at the BUY IN phase. For more information about learning cycles For more information about different learning cycle models, research: ● David Kolb’s learning cycle ● 4MAT® learning cycle by Bernice McCarthy. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •38 Principles of adult learning
The ‘principles of adult learning’ is a list of practical conclusions that can be drawn from ongoing research into adult learning. There are many published lists of adult learning principles. Below is one such list: Blackwater Projects, 2016 The next page explains each principle in more detail. The Principles of adult learning are like a ‘to do’ list for trainers P Practice and feedback R Reward I Interest N Need C Context first I Involve learners P Piece-by-piece L Link to the real world E Evaluate and adjust
S (multi) Sensory learning Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 39 Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •40 Principles of adult learning Practice and feedback Adults learn best by ‘doing’. Learners need opportunities to practice and reinforce new skills and concepts in a ‘safe’ environment where making mistakes and making progress won’t negatively impact the learners’ self-esteem or their workplace. If training takes place on-the-job, the first few practice opportunities should be ‘off-line’. Learner ‘practice’ may include:
● skill—e.g. practicing a skill or using new knowledge to complete a practical task ● knowledge—e.g. recall, comprehension, or application activities ● attitudes—e.g. reflective activities that give learners an opportunity to examine their attitudes to the training content, identify key learning points, and/or consider how they can benefit from or use the material learned Incorporate review activities into your training and give loads of feedback to reinforce key learning points. Reward Adults’ motivation to learn increases when their learning is rewarded. These ‘rewards’ serve as an acknowledgement of what has been learned, and as an incentive to learn more. Rewards may be: ● intrinsic—e.g. the trainer points out how far the learner has progressed, causing the learner to feel a sense of satisfaction about what s/he has achieved
● extrinsic—e.g. the learner gets a prize for having learned. Different learners respond to different types of rewards. Whatever type of reward is given, it is very motivating when learners realise that their efforts have been recognised and appreciated. Interest Learning works best when it’s interesting and engaging. First and last impressions count, so: ● Start on a strong note Generate interest and create a positive impression from the moment you first come into contact with the learners, even before training begins. Remember that learners will start forming impressions about you and the training from the moment they come into contact with you. To do this, start on strong note: – ensure that any written or verbal contact pre-training sets the desired tone
– conduct an engaging warm-up activity that engages participants and removes potential barriers to learning Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 41 Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •42 ● Finish on a strong note – review the objective of the training – summarise and reinforce key learning points – let learners know what happens next. Need Adults must be able to relate to the material being trained; to understand the relevance and the benefits of the learning to them. Discuss this at the
start of training. Throughout training, include only relevant activities that benefit learners. Context first When sequencing training, it often works to start with the big picture (context) first, followed by more detailed information. For example, if training customer service techniques, start by demonstrating a customer service interaction from start to finish. Then, break down each step of the process and explain each in detail. This isn’t the only way to sequence learning topics, but it works well for many types of learning. Involve learners Encourage a democratic learning environment in which the learners make some decisions relating to their learning. For example, in group training situations, offer a choice of reading material then attempting an activity, or attempting the activity first. If training an individual, the entire training process should be
negotiated in collaboration with the learner. Piece-by-piece Learning is retained more easily if we deliver information delivered in small ‘chunks’. During training, deliver small amounts (chunks) of information at a time and break these up with various practical and reflective activities. Link to the real world Learning is successful when learners can apply what they have learned in their ‘real world’. When planning training, research the learners’ workplace/s and devise activities and case studies that are relevant to that workplace. During training, listen to experiences of the learners and incorporate relevant experiences into discussions. Ideally, we can schedule training so that learners can apply what they have learned, immediately after training.
Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 43 Evaluate and adjust Each learner will progress at their own rate. Constantly monitor learning, evaluate progress and adjust training delivery to reflect progress made. To do this: ● use testing as a learning tool—learning is strongest if we frequently challenge learners to ‘retrieve’1 information learned ● invite feedback throughout training, not just at the end; then continuously adjust training according to the feedback. Multi-sensory learning Adult learners retain information better if learning is multi- sensory. Incorporate a multi- sensory approach into your training delivery. Examples of how to do this include:
● Explain a concept and show a PowerPoint with a flow chart that summarises the concept ● Demonstrate a task and explain what you’re doing ● Describe the viscosity of a substance, and let learners touch the substance ● Explain how something should taste, and let learners taste it. 1 Based on the term, ‘retrieval-practice effect’, by Matt Brown in Brown, Roediger and McDaniel, Make It Stick: The Science of Successful Learning, 2014. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •44 Summary of this section Adult learning: an introduction This section of the manual and related training activities covered different roles you
may play as a trainer, and offered some adult learning theories, styles, stages and principles you may use to guide you in these roles. The following concepts were discussed: ● What is learning? ● Roles trainers play: – Instructor – Coach – Facilitator – Mentor – Conduit ● Adult learning theories: – Behaviourist learning theories – Cognitive learning theories—e.g. information processing theory as one example of a learning theory that is based on a cognitive perspective – Humanist learning theories—e.g. Malcolm Knowles’ andragogy as one example of a learning theory that is based on a humanist
perspective – 21st century learning and skills ● Learning styles: – Sensory learning styles – Learning styles by Honey and Mumford ● Stages/cycles of learning: – Stages of learning—conscious competence model – Learning cycle ● Principles of adult learning. This information provides valuable knowledge and insights that will help you manage the different needs of your learners in a variety of training circumstances. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 45 Training needs and objectives
The indispensable first step to getting the things you want out of life is this: decide what you want. Ben Stein Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •46 Introduction to this section Training needs and objectives The training cycle is shown below. This section of the manual covers the ‘identify needs’ stage of the cycle. Figure: The training cycle After reading this section of the manual and participating in the
related learning activities, you should be able to: ● conduct a simple training needs analysis ● consider the needs and characteristics of your learner/s to determine their learning needs/preferences ● write ‘SMART’ learning outcomes. The skills and knowledge gained may be applied to any type of training situation. Identify needs Plan & organise Deliver Review Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 47 Identify training needs
It’s all about the learners! One thing we need to be clear about… The learners are the stars of the show Before we start planning our training, we must first identify needs. This means identifying: ● Training needs—what content does the target learner group need? ● Learning needs—how and when does the target learner group learn best? Training needs—what do they need to learn? Domains of learning: skills, knowledge, attitudes Ultimately, the learners must be able to perform in the workplace. To do this the learner/s will need a combination of: ● knowledge
things a person must know to perform as required in a reasonable range of working situations—e.g. company policies and procedures that affect how they are expected to perform ● skills skills needed to perform at work—e.g. technology skills, manual handling skills, communication skills, foundation skills, etc. ● attitudes – ‘buy in’: a demonstrated commitment to perform consistently, as required, and – the confidence to perform in realistic working conditions. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •48 Adult learners bring a wealth of experience to training They may already hold some of the skills, knowledge or attitudes needed to perform in
the workplace. When planning training, start with what learners already know and can do, and build on these. Avoid training skills or concepts learners already hold. It’s worth taking a moment to consider what training learners really need. To do this, conduct a training needs analysis. Training needs analysis The figure below shows a basic model for a training needs analysis. Figure: a training needs analysis model The following table gives more information about each step of the TNA process. We conduct a training needs analysis to identify training content: What needs to be trained? Identify gap Identify current
performance Identify desired performance Training Need The gap can be filled by training and becomes the basis for the training content Non-training need Maybe training isn’t what’s needed to achieve the benchmarks Combination of training and non-training needs Both training and non-training interventions may be needed e.g. To meet the performance benchmarks, participants may need training and the organisation may need to purchase updated computer software. Analyse the gap and determine the best way to fill it
Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 49 Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •50 Table: Training Needs Analysis step-by-step—description and example Step Description Example 1 Identify desired performance Here we identify the requirements for expected performance in the workplace. We could use relevant: ● competency standards
● job descriptions ● SOP (Standard Operating Procedure) ● other relevant standards. 2 Identify current performance Here we identify the skills, knowledge and attitudes the target group currently holds. We could: ● conduct a formal assessment of each learner ● ask the learner/s ● ask others—e.g. supervisors or colleagues ● analyse data such as customer complaint records
● any other appropriate strategy. 3 Identify gap This step is like basic math: Desired performance – Current performance = GAP The customer service staff of a retail organisation (the target group) should follow the organisation’s four-step process for customer service In this case, the desired performance is the four-step process Client satisfaction data shows a 55% satisfaction rate with how customer service is provided. This is very low. 35% of clients report that customer service staff are rude. Another 15% report that service staff don’t know the organisation’s products well enough. Interviews with the target group show that most know the four-step process, but don’t always follow it. Some say they struggle to ‘think on their feet’ when
helping a customer. The GAP includes product knowledge plus the skills, confidence and commitment to consistently use the four-step process. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 51 4 Analyse gap— determine if gap reflects a: ● training need or ● non-training need.
At this step, we analyse the gap and identify the best way to bridge that gap. The gap may be bridged by: ● Training—appropriate if the reason for the gap is because the target group lacks the skills or knowledge needed to perform as required ● Non-training—appropriate if there is another reason for the gap Foundation skills and language, literacy and numeracy (LLN) Foundation skills are the core or essential skills people need to engage and participate successfully in work and life activities. Sinson, Private Communication, 2016 Information based on <governmentskills.com.au/foundation-
skills> Site now de-commissioned Foundation skills include: ● Language, literacy and numeracy skills Learning, reading, writing, oral communication and numeracy skills, and ● Core Skills for Work The ability to navigate the world of work, interact with others and get a job done. Examples include organisational skills, communication skills, ability to manage time and meet deadlines, willingness and ability to work as part of a team, initiative, problem solving, and digital literacy skills, just to name a few. Why is it important to consider foundation skills? Adults need certain levels of foundation skills to engage in training activities and perform at work. When identifying needs, it’s important to find out the extent to which learner/s hold these skills. If you identify learners with lower skills than those needed, you may need to select instructional strategies that will help you monitor, support and
upskill foundation skills as part of the vocational skill. Australian Core Skills Framework (ACSF) Training needs identified: ● Communication, negotiation and problem-solving skills needed to implement the four-step customer complaints policy ● Confidence—to be addressed in training through practice and repetition. Non-training need identified: ● Increased commitment (attitude)— Incentive scheme implemented to encourage improved customer service skills. Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •52 In this manual, we focus on language, literacy and numeracy (LLN) skills. The ACSF is a tool we can use identify and address LLN skill needs. In the ACSF, language, literacy and numeracy divided into the following five core skills: ● Learning ● Reading ● Writing ● Oral communication ● Numeracy. Here is an example of how you could use the ACSF core skills to identify LLN needs. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 53 Table: Using the ACSF to identify LLN needs
WORK SKILL: Complete a WHS incident report—where the writer witnessed the incident ACSF Core Skill What is needed to perform this work skill? What can the learner currently do? What are implications for training? (in bold) Learning Ability to research and locate the correct incident form Ability to source and request help completing the form, if needed Learner is familiar with the different forms available from the workplace and is able to use the intranet system to research and locate the correct form. Learner is willing and able to source and request help completing the form. Reading Read and interpret sections of the form to be completed
Common WHS terminology Learner has sufficient repertoire of reading strategies to interpret questions on the WHS incident report form. Learner is NOT familiar with WHS-specific terminology—will introduce in training. Writing Tick boxes to answer questions about the incident. Write descriptive paragraphs that accurately describe the incident in detail using workplace-related terms. Technology skills to submit the completed form (upload to secure intranet link) Learner can tick boxes and write simple sentences. Learner may need help expanding
vocabulary to write more vivid, specific descriptions. Learner does not yet know system for uploading completed forms. Will cover this. They hold other required technology skills. Oral communication N/A N/A Numeracy Identify and describe distances, heights, weights, time frames and volumes to produce an accurate account of when, where and how the incident occurred. Learner has numeracy skills needed to identify numerical concepts such as distances and heights, but struggles with the vocabulary needed articulate these in written descriptions
of an incident. During training, introduce numerical vocabulary. Introduce activities that prompt learner to accurately describe numerical aspects of an incident in writing. For more information about language, literacy and numeracy See the participant manual for TAELLN411 Address adult language, literacy and numeracy skills. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •54 Identify learning needs To identify learning needs, consider: ● who are the learners
● how and when do they learn best ● what support might they need to complete to successfully complete your training? Each of these is discussed in more detail below. Who are the learners? It’s important to find out what you can about your learner/s. Consider: ● number of learners Delivery approaches that are appropriate for a large group (e.g. 20+ learners) may not be appropriate for a small group (e.g. 3-5 learners) or for an individual. Each time you deliver a training session—even if you have delivered this session before—you should find out how many learners you will have. You must modify your session plan to cater to one learner, a few learners, or a large group. ● learners’ key characteristics—e.g. – job roles
Do all learners work in the same industry? For the same organisation? In the same role? Are they working at all? – personal characteristics that they may influence learning Factors such as age, gender, religion or cultural background may influence your training. For example, if learner/s need to pray at regular intervals, you must allow time for this when organising the training. – perceptions of the subject matter It’s important to find out how the learners feel about the training—e.g. do they perceive it as welcomed and important? a waste of time? frightening or threatening? Knowing the learner/s’ perceptions and other key characteristics helps you decide the best way to approach the training from their perspective. By identifying and then addressing learning needs, we are promoting an inclusive learning culture
Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 55 How and when do learners learn best? Find out how learners prefer to learn If planning training for: ● a group, it’s reasonably safe to assume that each learner group will include learners with different learning style preferences. Plan diverse activities that cater to various learning styles. You can always modify during training if you notice learners favouring a particular style. ● an individual, find out how your learner prefers to learn before training begins, then develop your individualised learning plan accordingly. How to find out learning preferences and styles Before or at the start of training Ideally, you can you find out about each learner and their preferred learning styles before training begins. To do this, you could:
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Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx
Delivery ClusterTAE40116Certificate IV in Training and A.docx

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Delivery ClusterTAE40116Certificate IV in Training and A.docx

  • 1. Delivery Cluster TAE40116 Certificate IV in Training and Assessment Units covered • TAEDEL401 Plan, organise and deliver group-based learning • TAEDEL402 Plan, organise and facilitate learning in the workplace • BSBCMM401 Make a presentation Learning outcomes • Describe and apply learning theories, styles and principles • Ensure a healthy and safe learning experience • Identify training and learning needs • Define learning outcomes • Plan, organise and facilitate: – learning in a training room and in the workplace – individual and group learning
  • 2. • Maintain training records • Evaluate training. Questions (11) Assessment Plan, organise and deliver one 30-min group session2 Tasks Plan, organise and deliver 2 x 40 min group sessions3 Plan, organise and facilitate 1:1 workplace learning (x2)4 Adult Learning What is learning? Roles trainers play Adult learning theories Adult learning styles Stages / cycles of learning Adult learning principles For Discussion Significant learning experience
  • 3. “I’ll never forget the time I learned…” Domains of learning psychomotor muscular or manual activities required to do the job (e.g. lift something safely) cognitive information needed to be able to do the job (eg. company policies) affective feelings/frame of mind a person demonstrates towards subject matter ‘Learning’ includes… skills knowledge attitudes 21st Century training and learning
  • 4. How does 21st Century training and learning compare with that of the 20th Century? • What has changed? • What remains the same? • What excites us? • What frightens us? Roles trainers play Trainer stays close Trainer keeps some distance Trainer directs Trainer supports Instructor Coach Mentor Facilitator Conduit What works for you? Activity
  • 5. Learning theories 21st CenturyHumanistCognitiveBehaviourist Behaviourist vs Cognitive theories BEHAVIOURIST Learning through constant encounters with the same stimulation COGNITIVE Learning through experience and discovery use both SequencingChunking & Information processing theory A humanist perspective Humanist Expands on the
  • 6. cognitive perspective Focus on the person Cognitive Andragogy Malcolm Knowles’ assumptions about adult learners Based on the work of Malcolm Knowles Adult learners need: -direction 21st Century skills • Agility and adaptability • Innovation and creativity • Digital literacy • Problem-solving • Communication— oral, written, multi-cultural and more…
  • 7. The only thing that’s constant, is change! Heraclitus of Ephesus Learning theories—recap 21st CenturyHumanistCognitiveBehaviourist Learn through constant encounters with the same situation Learn through experience and discovery • Learner-centred • Develop the ‘whole person’ • Non-technical skills • Technology- assisted learning
  • 8. Implications of learning theories on training delivery Activity Learning styles: sensory • Visual • Auditory • Kinaesthetic • Linguistic Complete your own learning styles questionnaire http://vark-learn.com/the-vark-questionnaire/ •Christmas tree •Bicycle •Swimming •Singing •Running •Hiking •Yelling •Whispering. •Eating
  • 9. •Sleeping •Flying •Ball •Drumming •Stretching •Singing •Yawning. Multi-sense learning Door 1 Door 2 Learning Styles Peter Honey and Allan Mumford (1982) Pragmatist Theorist ReflectorActivist Stages of learning Unconscious incompetence Conscious incompetence Conscious competence Unconscious competence
  • 10. Learning Cycle Buy In Take It In Try It Use It Principles of adult learning P Practice and feedback R Reward I Interest N Need C Context first I Involve learners P Piece-by-piece L Link to the real world E Evaluate and adjust S Sensory learning Adult Learning - recap What is learning? Roles trainers play Adult learning theories Adult learning styles Stages / cycles of learning
  • 11. Adult learning principles Training needs and objectives Training needs Learning needs Training objectives (learning outcomes) The Training Cycle Identify needs Plan & organise Deliver Review gapcurrentperformance desired performance Training or Non-Training Need? What do learners need to learn? Identify training needs
  • 12. LLN and foundation skills Foundation Skills = LLN skills + Core Skills for Work ● Learning ● Reading ● Writing ● Oral communication ● Numeracy 1 Navigate the world of work a. Manage career and work life b. Work with roles, rights and protocols 2 Interact with others a. Communicate for work b. Connect and work with others c. Recognise & utilise diverse perspectives 3 Get the work done a. Plan and organise b. Make decisions c. Identify and solve problems d. Create and innovate
  • 13. e. Work in a digital world Identify learning needs Promote an inclusive learning culture Identify needs Activity S M A R T Specific Measureable Achievable Relevant Time-referenced Performance Standards
  • 14. Conditions 3 Components of a SMART outcome “Do what?” “How well?” “Where and with what?” Learning outcomes Training needs and objectives - recap Training needs Learning needs Training objectives (learning outcomes) Plan training sessions Structure training Plan training sessions: Prepare for delivery: safety & other logistics The Training Cycle Identify needs Plan & organise Deliver
  • 16. • ‘I do it normal’ • ‘I do it slow’ • ‘You do it with me’ • ‘Now off you go!’ • Recap key points • Check readiness for assessment Outcome achieved? Introduction ConclusionBody Structure: skill sessions 1. Identify needs and write the learning outcome 2.Write a task breakdown 3.Organise training—prepare for delivery. Plan a skill-based training session Steps to take Plan training sessions Progress check…. Structure training Plan training sessions: Prepare for delivery: safety & other logistics
  • 17. Plan—write: • Task breakdown • Plan for delivery Prepare • Organise resources • Review observation checklist. Prepare 1:1 skill session for day 2 Organise training: safety & other logistics We’ll cover • Trainers’ WHS responsibilities • WHS information • Recording and reporting hazards • Organise training: other logistics. feedback feedback Tell us… how are you progressing? Delivery Cluster Day 2
  • 18. TAE40116 Certificate IV in Training and Assessment Review Day One Activity Deliver Training Principles of effective communication Principles LL&N Provide clear information Listening Questioning Feedback Practice Activity 1 The Training Cycle Identify needs Plan & organise Deliver Review
  • 19. Principle 1: Something to consider… Adaptation of Virginia Satir, cited by Stewart & D’Angelo, Together, Communicating Interpersonally, p. 55 Humans cannot not communicate Principles of effective communication Trust and believability… 38% Words 55% 7% Words Visual Tone Albert Mehrabian
  • 20. Communication is two way • Tone of voice • Body Language • Appearance • Words message feedback Communication is two way • Tone of voice • Body Language • Appearance • Words message feedback We’ll practice
  • 21. • Providing clear information • Listening • Questioning • Feedback: – Giving – Getting. Communicating effectively Bird in the the Hand Paris in the the Spring Once in a a Lifetime Activity—read these Activity, cont’d—read them again • Paris in the the spring • Once in a a lifetime
  • 22. • Bird in the the hand Present information to a partner Activity Listening skills quiz – what makes a good listener? Activity acn ese the atc hte dgo tno tra hte ubt can see the
  • 23. cat the dog not rat the but the cat can see the rat but not the dog Activity: which list do you remember? Questioning skills • Reasons to use questions in training • Types of questions • How we direct questions • Beware of… Celebrity Heads Activity
  • 24. Give and receive feedback GIVE feedback • KISS • Specific and objective RECEIVE feedback • Say ‘thank you’ • Do not justify Groups of 3 • Trainer • Learner • Observer (completes checklist) Practice Activity 1 1:1 skill session Prepare Deliver Review Trainer 1. Sets up environment 2. Gives observer observation checklist
  • 25. • Trainer delivers session • Observer completes observation checklist Group feedback 1. Trainer first (self-evaluation) 2. Observer 3. Learner 20 min per round Looking back on practice activity 1 Key learning: What stood out for you? • As the trainer? • As the learner? • As the observer? Deliver Training - recap Principles of effective communication Principles LL&N Provide clear information Listening Questioning Feedback Practice Activity 1
  • 26. Plan, organise and facilitate learning in the workplace What is workplace learning? Plan, organise and facilitate learning in the workplace What is workplace learning? Learning that occurs in the workplace. Work activities are used as the basis for learning. Participant manual Workplace learning is… Workplace-based learning—some questions 1. Skills and knowledge What skills and knowledge do trainers need to facilitate learning for an individual vs group? 2. Issues Issues to consider when planning on-the-job learning? 3. Stakeholders Who must be involved? Informed? 4. On-the-job vs off-the-job? What types of things are best learned on-the-job vs off- the-job?
  • 27. Plan and organise workplace- based learning 1. Identify needs and confirm objectives 2. Develop an individualised workplace learning plan – Analyse workplace routines and develop a workplace learning pathway – Organise – Develop plan 3. Document the individualised workplace learning plan 4. Prepare for each session with the learner. Develop a workplace- based learning pathway Activity Plan, organise and facilitate learning in the workplace - recap What is workplace learning? Plan, organise and facilitate learning in the workplace
  • 28. Plan, organise and deliver group-based learning Introduction to group-based learning Plan & organise group-based learning: • Structuring sessions 1. Unique characteristics: individual vs. group learning 2. Skills trainers need 3. Benefits and challenges of group learning Introduction to group-based learning 1. Identify needs and confirm objectives 2. Write session plans 3. Prepare for delivery (organise learning). We’ll learn by doing… Practice Activity 2 Plan and organise group-based learning
  • 29. Lecture, video, reading, visuals, etc. Case studies, Q&A, activities, games, etc. I N T R O S Interest Needs Timing Roadmap Outcome Safety O F F Outcome Feedback Future Explain/ Demo Apply Summarise Assess
  • 30. • Recap key points • Check readiness for assessment Outcome achieved? Introduction ConclusionBody Structure: knowledge sessions feedback feedback Tell us… how are you progressing? Delivery Cluster Day 3 TAE40116 Certificate IV in Training and Assessment Plan, organise and deliver group-based learning - recap Introduction to group-based learning Plan & organise group-based learning: • Structuring sessions
  • 31. Reviewing and record - keeping Record training information Review (evaluate) training The Training Cycle Identify needs Plan & organise Deliver Review Record training information • What are training records? • Why do we keep them? • Information to record • Security and access to training records • Trainers’ role in record-keeping. • What is evaluation? • Why evaluate training? • How can we evaluate training?
  • 32. • Reflecting on personal performance. Evaluate training Evaluation is a systematic process Analyse Improve Gather data Why evaluate training? What aspects of training could we evaluate? Activity Reviewing and record – keeping recap Record training information Review (evaluate) training • Plan—Bring to day 4: – Session plan – Resources
  • 33. • Prepare – Practice, practice, practice! – Review observation checklist. Between now and day 4 Plan and prepare for DEL Task 1 questionsquestions Delivery Cluster Day 4 TAE40116 Certificate IV in Training and Assessment DEL Task 2 Plan, organise and deliver a 30-minute training session for a group DEL Task 2—roles • Trainer • Observer Another program participant— completes checklist
  • 34. • Assessor TAE trainer or second assessor DEL Task 2—the process 1. Preparation – Set-up environment – Give assessor session plan and resources – Ensure observer is ready to go 2. Set the scene 3. Deliver session 4. Group feedback (verbal) 5. Brief private meeting with assessor What will you take away: Look back to look forward… Did you hit your… …personal target Looking back
  • 35. Field Units Design TAEDES401 Design and develop learning programs TAEDES402 Use training packages and accredited courses to meet client needs LLN TAELLN411 Address adult language, literacy and numeracy skills Delivery TAEDEL401 Plan, organise and deliver group-based learning TAEDEL402 Plan, organise and facilitate learning in the workplace BSBCMM401 Make a presentation Assessment TAEASS401 Plan assessment activities and processes TAEASS402 Assess competence TAEASS403 Participate in assessment validation TAEASS502 Design and develop assessment tools Questions (11) Next steps: assessment Plan, organise and deliver one 30-min group session2 Tasks Plan, organise and deliver 2 x 40 min group sessions3 Plan, organise and facilitate 1:1 workplace learning (x2)4
  • 36. Questions and Assessments www.pixabay.com TAE40116�Certificate IV in Training and AssessmentUnits coveredLearning outcomesAssessmentSlide Number 5Slide Number 6Domains of learning21st Century training and learningRoles trainers playSlide Number 10Learning theoriesBehaviourist vs Cognitive theoriesInformation processing theoryA humanist perspectiveAndragogy21st Century skillsLearning theories—recapSlide Number 18Learning styles: sensoryMulti-sense learningLearning StylesStages of learningLearning CyclePrinciples of adult learningSlide Number 25Slide Number 26The Training CycleIdentify training needsLLN and foundation skillsIdentify learning needsSlide Number 31Learning outcomesSlide Number 33Slide Number 34The Training CycleStructure: skill sessionsPlan a skill-based training sessionSlide Number 38Prepare 1:1 skill session for day 2Organise training: safety & other logisticsfeedbackTAE40116�Certificate IV in Training and AssessmentSlide Number 43Slide Number 44The Training Cycle�Principles of effective communicationTrust and believability…Communication is two wayCommunication is two wayCommunicating effectivelyActivity—read theseActivity, cont’d—read them againSlide Number 53Slide Number 54Activity: which list do you remember?Slide Number 56Slide Number 57Give and receive feedbackSlide Number 591:1 skill sessionLooking back on practice activity 1Slide Number 62Slide Number 63What is workplace learning?Workplace- based learning—some questionsPlan and organise workplace- based learningSlide Number 67Slide Number 68Slide Number 69Introduction to group-based learning�Plan and organise group-based learningStructure: knowledge sessionsfeedbackTAE40116�Certificate IV in Training and AssessmentSlide Number 75Slide Number 76The Training
  • 37. CycleSlide Number 78Evaluate trainingEvaluation is a systematic processSlide Number 81Slide Number 82Between now and day 4questionsTAE40116�Certificate IV in Training and AssessmentDEL Task 2DEL Task 2—rolesDEL Task 2—the processLook back to look forward…Did you hit your…Looking backNext steps: assessmentQuestions and Assessments Basic Econometrics Research Report Group Assignment This is a group assignment where you can work alone or with up to four other students (a maximum group size of four). All group members will receive the same marks for the assignment. You must submit an electronic copy of your assignment in Canvas in pdf, doc or docx format. Hard copies will not be accepted. Show your tables and calculations as well as answering the questions in full sentences. Please make sure your tables of results are neatly formatted, not just copied and pasted from STATA, and that you write your answers in clear sentences. You should write no more than 1000 words (not including tables/calculations) in total for this assignment. The number of words, tables, graphs, calculations given in parentheses after each question are a guide. PART 1 This assignment uses data from the BUPA health insurance call centre. Each observation includes data from one call to the call centre. The variables describe several characteristics of the call (eg the length of the call, the amount of silence in the call), characteristics of the customer (eg state of residence, family type, number of adults and children), and measures of performance (eg net promoter score, sentiment score of the customer). In this assignment we are interested in predicting the net promoter score and the length of the call. Please use the dataset CallCentre.dta and associated information
  • 38. file CC_DEFINITIONS_.XLSX to answer these questions. Use the software program STATA 15 available through RMIT MyDesktop for all data analysis. 1. Calculate descriptive statistics using the ‘summarize’ command for the variables net_promoter_score, total_silence, total_silence_weighted, agent_to_cust_index and agent_crosstalk_weighted and present the results in a table. Comment on what we learn about these variables from the descriptives. Graph a scatter plot of net_promoter_score against agent_crosstalk_weighted and describe the relationship between these two variables. (4.5 marks) (100 words, 1 table, 1 graph) 2. Estimate a multiple linear regression with net_promoter_score as the dependent variable and total_silence_weighted, agent_to_cust_index and agent_crosstalk_weighted as the explanatory (independent) variables. Predict the change in net_promoter_score associated with a 0.1 increase in total_silence_weighted and a 0.01 increase in agent_crosstalk_weighted. Assuming this is the correct model specification, are we sure that total_silence_weighted has a negative effect? [Hint: consider the t-statistic and p-value] (6 marks) (50 words, 1 table, 2 calculations) 3. Add dummy variables to the regression to control for all of the potential effects of State and Package. Make sure the base category is customers with the “HOSPITAL AND EXTRAS” package in NSW. Carefully interpret the estimated coefficient on the package1 dummy variable you have included. Why is this NOT a very important result? [Hint: Use the variable labels to include and interpret the correct variables, consider the descriptive statistics of the dummy variables to interpret their importance] (4.5 marks) (50 words, 1 table)
  • 39. 4. Include a quadratic specification of the variable “sentiment_score_cust” in the model along with the existing explanatory variables. Calculate and interpret the marginal effect of a 1 point change in “sentiment_score_cust” when sentiment_score_cust = 1 and when sentiment_score_cust=4. (4.5 marks) (50 words, 1 table, 2 calculations) 5. Explain the conditional mean independence assumption and assess its relevance with respect to the explanatory variable “sentiment_score_cust”. [Hint: Think about factors that may be included in the error term of the regression: the customer’s experience with the company (positive or negative), the general attitude of the customer towards call centre conversations (positive or negative) and whether these may be correlated with sentiment_score_cust] (3 marks) (100 words) 6. Write an executive summary of the findings in questions 2 to 5 on what variables are likely and are not likely to be important drivers of net promoter score. (1.5 marks, 100 words) PART 2 “The rise in energy consumption of rapidly growing developing countries, especially China and India, has accounted for the vast majority of the global increase in energy use in recent years. Non-OECD countries currently account for approximately 60% of global energy demand, which is predicted to rise to 70% by 2040 (International Energy Agency, 2014). This increasing energy use exacerbates environmental problems including global climate change due to greenhouse gas emissions and local environmental problems such as the recent episodes of extreme air pollution in Beijing and other Chinese cities.
  • 40. Besides its environmental impacts, increasing energy use also raises questions of national energy supply security. As the share of world energy use consumed in developing countries increases, it is increasingly important to understand how energy use evolves across the full income continuum from less developed to highly developed countries (van Ruijven et al., 2009).” Csereklyei and Stern (2015) page 633. In this part of the home assignment we will be exploring the drivers of total and sectoral energy use across several developed and developing countries. Please use the dataset: “energy_econometrics_data_SIM1960.dta” 7. Countries have a keen interest in exploring the drivers of their sectoral energy consumption, including RESIDENTIAL energy use. Please examine the log final energy use by residences“ln_respc” a) Design a regression model to predict “lnres_pc”. Choose the explanatory variables to include, and whether to include them as dummies/ logs/ polynomials/ interactions as you feel appropriate. Present at least two final models. (1) One with a linear per capita term (or its logs) [Model 1], (2) one with a quadratic term (or its log) [Model 2]. Which model do you think is more appropriate? How do you explain the quadratic model? Present the results of the descriptive statistics and your final regression models in tables. You should have 3 Tables to gain full points. (3 marks) Discuss the logic behind your specification for BOTH of your models -why you used logs or levels (1 mark) -how you interpret polynomials (2 marks) -why and how you used dummies and how to interpret these (1 mark) Discuss the statistical significance of the explanatory variables
  • 41. in your models. (2 marks) b) Discuss how you have designed your model with reference to the “Gauss Markov” assumptions and whether these assumptions are likely to be met. (2 marks) Interpret the results of THREE of your explanatory variables including income per capita, which you consider to be the key drivers of per capita residential energy consumption. (3 marks) (14 marks) (550 words, 3 tables, 4 calculations) There will be up to 2 additional marks awarded for presentation of your answers (neat formatting of tables and clear expression of answers in full sentences). Rubric for marking Criteria Pts PART 1 1. Descriptive statistics A) Present descriptive statistics table, B) comment on descriptives, C) present and comment on graph. 4.5 pts (1.5 marks each) 2. Multiple linear regression A) Estimate regression model, B) present table, C) two predictions, D) comment on total_silence_weighted effect 6.0 pts (1.5 marks each) 3. Dummy variables A) Include dummy variables correctly, B) Comment on package1 coefficient C) Why not an important result 4.5 pts (1.5 marks each) 4. Quadratic Specification A) Include quadratic specification correctly and present results in table. B) Calculate marginal effect when
  • 42. sentiment_score_cust=1 C) Calculate marginal effect when sentiment_score_cust=4 4.5 pts (1.5 marks each) 5. Conditional mean independence A) Explain conditional mean independence assumption. B) Discuss with reference to the variable "sentiment_score_cust" 3.0 pts (1.5 marks each) 6 .Executive Summary 1.5 pts PART 2 7. a Model design A) Present tables of preliminary regressions/descriptive statistics (1 pt) B) Present tables of final regression results – Model 1 (1pt) C) Present tables of final regression results – Model 2 (quadratic term) (1 pt) D) Discuss appropriate specification (logs/polynomials) – Models 1 and 2 (3 pts) E) Discuss appropriate specification (dummies) Models 1 and 2 (1 pt) F) Discuss statistical significance of coefficients in Models 1 and 2 (2 pts) 9.0 pts 7. b Model design A) Discuss Gauss_Markov assumptions 1-3 B) Discuss Gauss_Markov assumptions 4-5 C) Prediction 1 D) Prediction 2 E) Prediction 3 5.0 Pts 8. Neat formatting of tables 1.0 pts 9. Clear expression of answers in full sentences 1.0 pts
  • 43. Sheet1VariableDefinitioncallidunique identifier for voice callcall_datedate of voice callagent_id4-digit unique identifer for agent on voice callagent_skillSkill of agent: service is 1st level, resolution is 2nd level (certain enquirt types are transferred from service to resolution teams)call_durationTotal duration of voice call in secondstotal_silenceTotal duration of silence on call in secondstotal_silence_weightedTotal duration of silence on call wegihted by call durationagent_crosstalk_weightedTotal duration of agent talking over the top of customer weighted by call durationagent_to_cust_indexRatio of duration of agent talking to customer talking on voice callsentiment_score_agentModelled score of agent sentiment based on words spoken on voice call (higher the score the more positive the sentiment)sentiment_score_custModelled score of customer sentiment based on words spoken on voice call (higher the score the more positive the sentiment)net_consultant_ratingScore between 0 (poor) to 10 (excellent) on customer's rating of the agent's performance on the call from immediate post call survey. This score can be grouped into 3 intervals (0-6=detractors, 7-8=passives, 9- 10=promoters)net_promoter_scoreScore between 0 to 10 on how likely would the customer recommend company ABC to friends and colleagues from immediate post call survey. Realtes to customers overall satisfaction of products or services and customers loyatly to the brandnps_groupInterval groups from the net_promoter_score: (0-6=detractors, 7-8=passives, 9- 10=promoters). Detractors are more likely to churn and have lower spend, while promoters tends to have more spend and loyalty. Within a group variable (ie a team, skill, agent, state) the overall NPS is an index of the percentage of promoters - percentage of detractors and can be positive or negative (-100 to +100)first_call_resolutionDid the agent resolve the customer's
  • 44. enquiry on the call (Y or N)stateState when memebrship is activepackageType of cover: hospital and extras cover, hospital only cover, extras only cover, ambulance only coverfamily_typeFamily type segement of membership (single, couple, family, family plus)tenureNumber of continuous years with HI membershipstatusstatus of membership at time of the call (active, ceased, suspended [overseas/financial hardship])segment_groupClustered segement group based on number of lives, ages and family typeoverseas_flagFlag if policy is for overseas vistors cover or overseas student coverlives_on_membershipTotal number on persons on membershipadults_on_membershipTotal number of adults on membershipchildren_on_membershipTotal number on children on membership (this can include depedants aged 21-25) Swinburne Professional Education for Working Professionals PO Box 218, H69 Hawthorn VIC 3122 P 1800 633 560 E [email protected] W www.swinburne.edu.au/professional/
  • 45. TAE40116 TAEDEL401 Plan, organise and deliver group-based learning TAEDEL402 Plan, organise and facilitate learning in the workplace BSBCMM401 Make a presentation Participant Manual Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •2 Copyright © 2018 Blackwater Projects. All rights reserved.
  • 46. This document was developed by Blackwater Projects learning and development consultancy and is used under license. It may only be reproduced or copied strictly in accordance with the terms of that license. PO Box 4253 Balgowlah Heights NSW 2093 Australia p +(61) 409 910 002 w blackwaterprojects.com.au e [email protected] These materials have been developed by Blackwater Projects learning and development consultancy and is used under license by Swinburne University of Technology. The materials may not be duplicated without the written agreement of Swinburne Professional, Swinburne University of Technology, PO Box 218, H69, Hawthorn 3122 –
  • 47. Phone 1800 633 560 – Email [email protected] Version 1 – 13/4/2018 © April 2018 – All Rights Reserved mailto:[email protected] Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 3 Contents Program introduction ....................................................................................... 5 Program focus and outcomes ................................................................................. 6 Adult learning: an introduction ....................................................................... 7 Introduction to this section ..................................................................................... . 8 What is learning? ............................................................................................... ..... 9 Roles trainers play
  • 48. ............................................................................................... . 13 Adult learning theories .......................................................................................... 20 Adult learning styles ............................................................................................. 28 Stages / cycles of learning .................................................................................... 33 Principles of adult learning .................................................................................... 38 Summary of this section ....................................................................................... 44 Training needs and objectives ...................................................................... 45 Introduction to this section .................................................................................... 46 Identify training needs .......................................................................................... 47 Identify learning needs ......................................................................................... 54 Write learning outcomes ....................................................................................... 58 Recap: Establish training needs and objectives—a ‘to do’ list ............................... 68
  • 49. Summary of this section ....................................................................................... 69 Plan training sessions ................................................................................... 71 Introduction to this section .................................................................................... 72 Structure training for effective learning ................................................................. 73 Plan a skill-based training session ........................................................................ 83 Plan a knowledge-based training session ............................................................. 91 Prepare for delivery: safety and other logistics ................................................... 110 Recap: Plan training sessions—a ‘to do’ list ....................................................... 123 Summary of this section ..................................................................................... 124 Deliver training: principles of effective communication and facilitation . 126 Introduction to this section .................................................................................. 127 Principles of effective communication ................................................................. 128
  • 50. Tips for presenting information clearly ................................................................ 133 Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •4 Effective listening skills ....................................................................................... 134 Questioning skills ............................................................................................... 135 Give and receive feedback ................................................................................. 138 Recap: Use effective communication skills—a ‘to do’ list .................................... 145 Summary of this section ..................................................................................... 146 Plan, organise and facilitate learning in the workplace ............................ 147 Introduction to this section .................................................................................. 148 What is workplace learning? ............................................................................... 149
  • 51. Plan and organise workplace learning ................................................................ 154 Facilitate learning in the workplace ..................................................................... 176 Record and review workplace learning ............................................................... 177 Recap: Plan, organise and facilitate learning in the workplace— a ‘to do’ list ...... 178 Summary of this section ..................................................................................... 180 Plan, organise and deliver group-based learning ..................................... 182 Introduction to this section .................................................................................. 183 What is group-based learning? ........................................................................... 184 Plan & organise group-based learning ................................................................ 185 Facilitate group-based learning .......................................................................... 202 Review group-based learning ............................................................................. 212 Recap: Plan, organise and deliver group-based learning—a ‘to do’ list............... 213
  • 52. Summary of this section ..................................................................................... 214 Reviewing and record-keeping ................................................................... 216 Introduction to this section .................................................................................. 217 Record training information ................................................................................. 218 Evaluate training ............................................................................................... .. 227 Summary of this section ..................................................................................... 234 Program Summary ....................................................................................... 236 References ............................................................................................... ..... 238 Appendix ............................................................................................... ........ 240 Australia’s vocational education and training (VET) system and competency-based training ............................................................................................... ................ 241
  • 53. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 5 Program introduction This manual will help you plan, organise and facilitate adult learning in a range of contexts Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •6 Program focus and outcomes Competency standards This participant manual covers the following units of competency: ● TAEDEL401 Plan, organise and deliver group-based learning ● TAEDEL402 Plan, organise and facilitate learning in the workplace
  • 54. ● BSBCMM401 Make a presentation. Program outcomes By the end of this program, participants should be able to: ● describe the adult learning theories, styles and principles outlined in this manual, and apply these when delivering training ● ensure a healthy and safe learning experience ● identify training and learning needs ● define clear and measurable learning outcomes (objectives) ● plan, organise and deliver the following, using communication and facilitation skills that promote learning: – workplace learning – group-based learning – a presentation as part of a group training session. ● maintain training records ● evaluate training and identify opportunities for improvement.
  • 55. Your personal objective— Write your personal objective for this program below: Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 7 Adult learning: an introduction Learning is not compulsory... neither is survival. W. Edwards Deming (1900 - 1993) Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •8 Introduction to this section Adult learning: an introduction Effective trainers understand how adults learn. They use this knowledge to help them understand why learners behave the way they do, identify
  • 56. learning needs, and use strategies to ensure effective learning for all learners. In this section we will cover the following topics: ● What is learning? ● Roles trainers play ● Adult learning theories ● Learning styles ● Stages/cycles of learning ● Principles of adult learning. After reading this section of the manual and participating in the related learning activities, you should be able to: ● describe the basic adult learning theories, styles and principles covered in this manual and ● discuss how you can use these to plan, organise and deliver training that works for all learners.
  • 57. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 9 What is learning? Learning is a complex process and occurs throughout life: from the time we are born until the time we die. P. Pogson and M. Tennant (1955) in Tovey and Lawlor, p.55 Your role as a trainer is to help a learner (or group of learners) to learn. This part of the participant manual explores the nature of learning: ● What is learning? ● How might we define or describe ‘effective learning’? Group discussion or personal reflective activity— A memorable learning experience
  • 58. Think back to a learning experience that stands out in your memory. To do this, consider how you would complete the following sentence: ‘I’ll never forget when I learned how to (or about)…’ 1. Share memorable experiences with others in your group. 2. Consider why you think the learning was as effective as it was on this occasion. Note the outcomes of your discussion below: Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •10 Definitions of learning Consider some of the definitions of learning that follow. Do any of these reflect your personal opinions about what learning is, as based on your personal experiences?
  • 59. Learning is… The acquisition of knowledge or skills through study, experience, or being taught… Oxford Online Dictionary <en.oxforddictionaries.com/definition/learning> (accessed 04.01.2018) …the making of meaning. McCarthy 1996, p.6 …the experience of significant changes in self-perceptions, perceptions of others and in actions and behaviours. Robertson in Workplace Training Category 2, Topic 1, 1995, p.9 Successful learning requires a degree of personal discomfort as old ideas and behaviours are challenged.
  • 60. Thompson in Workplace Training Category 2, Topic 1, 1995, p.9 …a change … in behavior … that is sustained … and may result from formal and informal learning experiences and interactions Author’s attempt to summarise key components of learning, based on various sources Can you relate to any of the above definitions? However you choose to ‘define’ learning, it is clear that: Learning is a dynamic, multi-faceted process that works differently for each individual and each learning event Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 11
  • 61. Domains of learning There are three ‘domains’ (categories) of learning: ● Psychomotor (skills) ● Cognitive (knowledge) ● Affective (attitudes). Source: Benjamin Bloom, 1956 Example: Skills, knowledge and attitudes needed to operate a forklift e x a m p le Operate a forklift Some examples of required skills, knowledge and attitudes include: Skills ● Efficient driving techniques ● Ability to identify points of balance and safe lifting positions on a range of loads
  • 62. ● Ability to read instructions, procedures and signage relevant to the operation of a forklift Knowledge ● Forklift handling procedures ● Principles of stress management when handling a forklift ● Operating hazards and related defensive driving and hazard control techniques Attitudes ● Confidence to operate forklift in realistic working conditions ● Commitment to consistently operate the forklift as per workplace expectations ● Initiative to actively engage in ongoing learning about forklift operations So how do we teach skills, knowledge and attitudes? We can explicitly teach knowledge and skills—this manual covers how to do this. Teaching attitudes isn’t quite so easy! We can’t explicitly teach (or ‘preach’) attitudes, but we can teach skills and knowledge such that learners will build confidence and commitment to perform consistently at work, as they develop
  • 63. skills and knowledge. Throughout this manual, we discuss numerous ‘small things’ you can do to build learner confidence and commitment through your training. In vocational education, effective learning occurs when learners end up with the mix of skills, knowledge and attitudes needed to perform as required at work, consistently, and with confidence Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •12 Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 13 Roles trainers play
  • 64. The 21st century trainer The 20th century trainer was the source of learning. The 21st century trainer is a conduit for learning. Sinson, 2016, Private Communication The above statement is simplistic, but it makes the point that the way trainers help adults learn has evolved and expanded in recent years. The 21st century trainer is the conduit for learning— we are part of the ‘learning mix’ We are in the information age, constantly bombarded with information from the media, the internet and other sources. It is no longer practical for anyone (including trainers) to keep pace and ‘know everything about everything.’ Skilled and confident 21st century trainers recognise this. To enhance learning, they promote and create opportunities for collaborative learning that grows from a range of sources— themselves, other learners, guest speakers, online or other sources.
  • 65. Today’s workplace trainers: ● provide clarity—they help learners make sense of the bewildering amount of information available online and from other sources, and help them learn how to distinguish between valid and useful information, versus invalid information ● provide opportunities to learn—connect learners with the information, resources, people and challenges they need to extend their skills and knowledge, then support learner efforts by offering timely feedback and reassurance ● choose from a myriad of traditional and emerging training tools, techniques and resources to facilitate learning in a meaningful way, for each learner ● help learners recognise and acknowledge their achievements. Your ultimate role as a workplace trainer is to help adults learn. This has always been our goal. In the 21st century we have far more choice about how to best do this.
  • 66. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •14 As we continue to examine the human instinct to learn, we improve our understanding of how we—as trainers—can offer the best possible learning opportunities for the people we train. These insights, combined with technological advancements that increase our choice of learning tools and techniques, makes this a most exciting era for adult education and training. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 15 Roles trainers play
  • 67. The pages that follow describe some useful roles that trainers must play at different stages of their learners’ development. These are useful, regardless of the delivery mode (face-to-face or online, classroom or workplace based, individual or group). We will discuss the following roles: ● instructor ● facilitator ● coach ● mentor ● conduit. Instructor When trainers present information they are in instructor mode. To play the role of instructor well, a trainer must be able to organise information in a logical manner, and present information clearly and in an engaging way. Skilled presenters promote learner interaction and engagement throughout the presentation.
  • 68. Personal notes: To help adults learn, trainers play different ‘roles’ at different times They must continuously adapt their approach to help learners progress and ultimately perform independently In instructor mode, a trainer’s role is to inform and direct Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •16 Coach Example 1—sport coaching model In the traditional sport coaching model, trainers have the learner/s perform a task, then give immediate feedback. Coaches give feedback that directs the learner/s towards a
  • 69. particular way of performing. By repeating the steps of ‘perform’ then ‘feedback’ then ‘perform’ again, coaches guide and direct the learner/s towards a desired outcome. In a workplace training context, the sport coaching model is used when a trainer gives feedback on a learner’s performance and suggests how to improve performance. Example 2—workplace coaching The concept of ‘workplace coaching’ is becoming increasingly popular. Workplace coaches usually—but don’t always—work one-on-one with learners. Workplace coaches may apply a more sophisticated approach than the traditional sporting model. For example, workplace coaches: 1. collaborate with the learner/s to establish their training and learning needs 2. collaboratively develop a learning plan aimed at addressing these needs, and 3. work closely with the learner/s to implement the learning plan, assisting and guiding the learner/s through the learning process and modifying the plan when
  • 70. appropriate. Workplace coaching is an effective approach for both experienced and inexperienced learners: ● Inexperienced learners will benefit from learning the skills and knowledge needed to do their job well. ● Workplace coaching may help experienced learners build on existing skills and knowledge, and/or lead to increased job satisfaction. Personal notes: In coaching mode, a trainer’s role is to direct and guide They work closely with the learner/s, helping them learn through practice and feedback Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 17 Facilitator
  • 71. The word ‘façile’ is a French word meaning ‘easy.’ Similarly, the word, ‘facilitate’ means ‘to make things easier.’ When trainers are in ‘facilitator’ mode, they do what they can to make learning easier. In facilitator mode, a trainer guides and supports learners, rather than directing them. The trainer introduces a learning activity, then closely monitors and contributes to learner progress without being overly dominant. They: ● keep the learners on track ● ask questions to prompt discussion, promote discovery and build understanding ● identify learners who are having trouble grasping the material and provide support as needed—e.g. extra reading, resources, one-on-one time, etc. ● reward and acknowledge progress so that learners recognise and feel proud of what they have achieved; this will motivate them to continue. Personal notes:
  • 72. In facilitator mode, a trainer’s role is to guide and support Learners take responsibility for their learning and facilitators do what they can to make the learning process as easy as possible Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •18 Mentor Mentors help their mentees see possibilities—a mentor may role model, share information and insights, or offer options that will help the mentee make decisions about their professional practice, professional development or personal development. Mentees take advice and suggestions from mentors, but ultimately they decide the best course of action for them. Personal notes:
  • 73. In mentor mode, a trainer’s role is to support, role model, and inform Mentors help mentees help themselves Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 19 Conduit The ‘conduit’ role is the essence of the 21st century trainer. In this mode, we help connect our learners with what they need to learn. This includes: ● information that will support their efforts—e.g. explanation or demonstration from you ● people who can support their efforts—e.g. a workplace ‘buddy’ or a person to follow on social media
  • 74. ● resources that will support their efforts—e.g. reference materials, software, equipment or time ● opportunities to learn—e.g. work with a workplace supervisor to assign an employee learner a project or role that will progress their skills. Personal notes: In conduit mode, a trainer’s role is to establish connections—to connect the learner with the information, tools and support they need, to learn Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •20 Adult learning theories This section of the manual describes some popular paradigms and theories of adult learning. We’ll discuss:
  • 75. ● Behaviourist learning theories ● Cognitive learning theories ● Humanist learning theories ● 21st century learning and skills. When reading this section, keep in mind… No single theory tells us everything there is to know about how adults learn However, when taken as a whole these theories give us valuable insights about how adults learn, and how we as trainers can help them learn. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 21 Behaviourist learning theories
  • 76. Behavioural expectations may be defined in: ● learning outcomes ● competency standards ● job description ● standard operating procedures (SOP) ● other standard of performance relevant to your workplace. Some examples of stimuli that promote and reward desired behaviour include: ● praise or feedback that acknowledges the desired behaviour ● pay rise ● increased status, responsibility or autonomy ● attainment of a qualification or equivalent. Implications for training To apply a behaviourist approach to training: ● Introduce behavioural expectations (e.g. learning outcomes) at the start of training. Make sure objectives are clear and measurable.
  • 77. ● Introduce activities with stimuli to promote the desired behaviour—e.g. – observe a learner performing a task, and provide feedback that promotes the desired behaviour – ask learners to memorise something and offer a prize to those who do (remember to acknowledge effort; don’t just praise achievement). Examples Some examples of learning theories based on a behaviourist perspective include: ● Classical conditioning ● Operant conditioning. Behaviourist learning theories are built on the premise that learners are passive participants who will respond to their environment. The desired behaviour develops when learners are presented with ‘stimuli’ that reward desired behaviour and/or discourage undesired behaviour.
  • 78. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •22 Cognitive learning theories The cognitive approach focuses on our thinking (cognitive) process as we progress in our learning—what we discover as we learn, and the conclusions we reach. A cognitive approach to learning is based on the premise that learning results from: ● experience, about which we ● develop a perception about that experience (we think about it), which leads to ● insight and problem solving. Implications for training To apply a cognitive approach in your training, try the following: ● Include ‘discovery’ activities in your training
  • 79. Introduce activities that allow learners to work out something for themselves (learn through discovery). Then, debrief the activity—create an opportunity for you and learners to share and discuss key learning points. ● Include time for reflection Allow time for learners to reflect on their learning from time to time. This reflection should be focused. For example, ask learners to share and/or record how they can use what they have just learned in their own workplaces. Examples Some examples of learning theories based on a cognitive perspective include: ● Cognitive load theory ● Gestalt theory ● Attribution theory ● Cognitive theory of multimedia learning ● Information processing theory (discussed below). In very simple terms, cognitive learning theories suggest that
  • 80. we learn through experience, thought, reflection and discovery Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 23 Information processing theory Information processing theory is just one of many theories that are based on a cognitive paradigm. This theory reflects research conducted by George Miller. Miller’s research revealed that people retain more if: ● information is presented in small chunks of content, and ● chunks are sequenced to create a logical progression from one chunk to the next. Implications for training To apply the information processing theory to training: ● Present information in small chunks This means presenting a small amount of information then give learners a short
  • 81. ‘brain break’ in which they have a chance to discuss, reflect on or apply the information in some way before presenting another chunk of information ● Sequence the chunks of information in a sequence that promotes retention As a general rule, when sequencing chunks of information, start with something that the learners can relate to, then move on to new concepts. For example: – Chunk 1: ‘Let’s review the three key selling features of the old software.’ – Chunk 2: ‘We can offer the same three key selling features of the new software, plus add two new features. These are...’ ● ‘Just in time’ learning ‘Just in time’ learning is a learning delivery mode that takes information processing theory into the 21st century. ‘Just in time’ learning means delivering ‘small chunks’ of information, activities and resources to learners, via mobile devices. Learners access these ‘small chunks’ of learning anytime and anywhere.
  • 82. Information processing theory is about chunking and sequencing Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •24 Humanist learning theories Humanism evolved from a cognitive approach to learning. Implications for training To apply a humanist perspective to your training: ● Consider your learners’ perspective: – acknowledge existing skills and knowledge that learners already hold— sometimes you may build from their existing knowledge base; other times you must help them ‘un-learn’ incorrect or non-current skills or knowledge, then re- learn skills and knowledge that reflect current ‘best practice’ – interweave the affective (attitude) and cognitive (knowledge)
  • 83. domains of learning—e.g. as learners build skills and knowledge, acknowledge and alleviate anxieties or perceptions that may pose a barrier to learning – allow learners to exercise some control over their learning— e.g. offer two options for how to cover a topic, and let learners choose the one they prefer. ● Consider the ‘whole person’: – Consider both non-technical, and technical skills learners will need to thrive in the workplace environment—e.g. if teaching how to drive a forklift, learners will need non-technical skills such as: ▪ problem-solving skills to identify and respond to forklift malfunctions ▪ interpersonal skills to work productively with others in the workplace. – Consider how your training fits into their life context—e.g. ▪ other personal or work commitments your learners must manage ▪ the significance of this training for your learners—for some
  • 84. your training will have a large impact and for others, it will have less of an impact. Examples Some examples of learning theories based on a humanist perspective include: ● Hierarchy of needs ● Experiential learning ● Emotional intelligence ● Andragogy (discussed below). Humanist learning theories are based on the premise that learning should be ‘learner-centred’ and develop on the ‘whole person’, not just their skills and knowledge Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 25 Malcolm Knowles’ assumptions about adult learners Malcolm Knowles is credited for popularising the study of
  • 85. adults (versus children) as learners. Knowles asserted that an andragogical approach is the best way to help adults learn. He based his assertion on a number of assumptions he made about adult learners, arguing that adults learn best when these assumptions are acknowledged and used as the basis for learning. The table below lists and explains Knowles’ assumptions. Table: Malcolm Knowles—Assumptions about adult learners Assumption Explanation 1 The need to know Adults need to know why they need to learn something before they learn it. 2 Self-concept Adults like self-direction. As people mature, they grow from being dependent learners to being more independent. Adults like to be responsible for their own decisions and adult learners may resent training where they feel that someone else’s will is being imposed on
  • 86. them. 3 Experience Adults come into a training situation with a great deal of ‘life’ experience. This experience should be drawn upon and used as a learning resource. 4 Readiness to learn Adults are more ready and willing to learn things that are relevant to them, and that will help them cope effectively with real-life situations. 5 Orientation to learning Adult learners learn best when they can immediately apply what they have learned to real-life situations. As people mature, their perspective on learning changes from postponed application (as in school education) to immediate application. This need for immediacy means that adult learners’ orientation to learning shifts from subject-centred learning (i.e. learning knowledge) to problem-centred learning (i.e. finding ways to improve
  • 87. performance immediately, in the ‘real world’). 6 Motivation Adults learn best when they are motivated to do so. According to Knowles, intrinsic motivators, such as the desire for better job satisfaction, self-esteem or quality of life, are more effective than extrinsic motivators, such as better jobs, promotions or higher salaries (Knowles, Holton III & Swanson, 1998, p.67) Based on information provided in Knowles, Holton III & Swanson, 1998 Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •26 Implications for training ● Answer the ‘why’ question: Confirm benefits of learning Time should be spent before or at the start of training to confirm that learners understand and acknowledge the benefits of the learning.
  • 88. ● Be democratic and flexible Effective trainers adapt their training to meet the needs of each new learner group. Create a democratic learning environment in which you allow your adult learners to make some of the decisions about the learning process. ● Tap into experience Adult learners come to training with a collection of life experiences that should be acknowledged, respected and valued. When training, use experiential techniques that acknowledge and tap into these experiences, then draw on them as relevant throughout training. Remember that these experiences may have led to habits, biases, fears and presuppositions that may cause adult learners to resist new ideas or alternative ways of thinking. Effective trainers help adult learners examine their habits and biases and open their minds to new approaches. ● Keep it real and relevant
  • 89. Training content and examples must be relevant to the ‘real lives’ of adult learners. For example, if using case study activities in training, devise activities based on real-life events. ● Timing is everything—immediate application Training should occur when the skills and knowledge being trained are needed in the learner’s real life. Adult learners should apply what is learned in training to their real life situations throughout or immediately after training. If these immediate opportunities aren’t provided, there is a risk that: – The skills and knowledge learned in training will be lost, giving credit to the saying, ‘Use it or lose it’ – Learners may lose motivation. ● Adults will only learn what they’re motivated to learn Trainers must get to know their learners and find out why they have engaged in the training, and what will motivate them to participate fully in training.
  • 90. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 27 21st century learning and skills Since we are preparing our learners for a 21st century workplace, it’s important to stay informed of latest workplace trends and demands. Research into 21st century workplaces tells us that our training must help learners build both: 1. the technical skills needed to perform at work (e.g. how to operate a forklift), plus 2. non-technical skills needed to perform at work. These include skills such as: ● agility and adaptability ● innovation and creativity ● digital literacy ● problem-solving skills
  • 91. ● communication skills—oral, written and multi-cultural (and more!) The need to build both technical and non-technical skills isn’t new, but the relative importance of non-technical skills is becoming more and more important to help our learners build the skills needed to continuously adapt, survive and thrive in today’s constantly-evolving workforce. More information about 21st century learning and skills All links below were accessed on 04.01.2018: ● Enterprise skills needed for the ‘new work order’ The Foundation for Young Australians (FYA) completed their New Work Order Research Series. They present their findings in a series of reports dating from 2015 to 2017. The link below takes you to an overview of their research and findings: <https://www.fya.org.au/our-research/> ● Partnership for 21st century learning P21 is a group based in the USA. The P21 website offers
  • 92. information and resources about how teachers can build 21st century skills in their classroom. Although P21 focuses on school-based education, vocational educators will find the P21 site valuable: <http://www.p21.org> ● Core Skills for Work developmental framework The Core Skills for Work is a document that describes employability skills that people need to succeed at work. It describes five levels of performance of each core skill. Access it from: <https://docs.education.gov.au/documents/core-skills- work-developmental-framework> For more information about learning theories A good starting point is the learning theories website. This site lists and explains a range of learning theories. <learning-theories.com> (accessed 04.01.2018)
  • 93. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •28 Adult learning styles As you read this section of the manual and participate in related learning activities, keep in mind... Models seldom work, but they’re always useful! By this we mean that: ! We must never use learning style models to ‘label’ learners as having a particular ‘style’ in all learning situations. Instead, use them as a useful starting point, to help you gain some insight into the different ways you and your learners may prefer to learn a new skill or concept. There are many published learning style models. In this manual we will cover two
  • 94. popular and useful ones: 1. Sensory learning styles 2. Honey and Mumford’s learning style model. A learning style is like a personal learning preference Because each adult is unique, each adult learner has their own unique learning styles Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 29 Sensory learning styles About this learning style The senses influence learning. When we learn something we may learn it: ● visually (sight) ● auditorally (hearing) ● kinaesthetically (touch)
  • 95. ● olfactorally/gustatorally (smell/taste) ● linguistically (language). In a training situation, we most often rely on the visual, auditory, and kinaesthetic senses. This has led to the common term, ‘VAK’ learning styles. ! One adult may favour different sensory learning preferences in different learning situations. A learner’s preferred sensory learning style will likely vary from one learning event to another. Current thinking about sensory learning styles suggests that rather than applying a ‘style’ to a person, we should apply it to the subject matter—e.g. It’s best to use a kinaesthetic style to teach soccer. Then, pay attention to how learners respond, and adjust your training as needed, to ensure that learning ‘sticks’ for each learner.
  • 96. The table on the next page lists behaviours that learners may exhibit when favouring a particular sensory learning style. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •30 Table: Behaviours observed when processing information with a particular sense Sense They may say: They may: They may need: Visual ‘I can picture that’ ‘This doesn’t look right’ ‘I need perspective’ ● Speak quickly ● Have trouble remembering verbal instructions
  • 97. ● Pay attention to how things and people look ● Look up. ● Charts & diagrams ● Demonstrations. Auditory ‘I can hear it!’ ‘This doesn’t sound right.’ ● Be sensitive to the sound of others’ voices ● Be distracted by noise ● Speak with more vocal modulation ● Repeat things to themselves ● Move their eyes directly to the side.
  • 98. ● Verbal explanations. Kinaes- thetic ‘I’m getting a feel for it.’ ‘I’m getting a grasp of this idea.’ ‘I can run with this.’ ● Speak more slowly at times ● Be more sensitive to their and others’ comfort ● Move their eyes down. ● Movement to ‘gather thoughts’ ● Learn through action Linguistic Also known as
  • 99. Reader/Writer Use language that doesn’t necessarily relate to a particular sense, but may be more logical: ‘I appreciate your point.’ ‘I think that…’ ‘I must consider this.’ ● Be sensitive to the meanings of words ● Speak with a regular, monotone pace ● Move their eyes down. ● Get the language ‘right’ and consistent ● Verbal and written information.
  • 100. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 31 Implications of sensory learning styles for training ● Multi-sense learning: appeal to more than one sense at a time Research suggests that if more than one sense is stimulated during training, learners will retain the learning longer and more effectively. This can be as simple as: – having very clear, neat and colourful flipcharts or PowerPoint presentations – modulating the rhythm, speed, volume and tone of your voice – having appropriate music during exercises – having well-paced exercises. ● Try to avoid ‘boxing people in’ For example labelling someone a ‘visual learner’ because on one occasion you
  • 101. note them relying on the visual sense to learn. The reliance on a particular sense often depends on the situation. Although it is true that some learners may habitually rely on one sense to learn most things, it is equally likely that a learner may rely on different senses to learn different things. ● Use the senses that are appropriate for the learning topic For example: – vision and language are important in learning computer programs or customer service skills – smell, taste, feel (as in texture) and look are all important in cooking – sounds and vision are important when training a practical skill such as operating a machine in a busy workshop, or music notation. Information about sensory learning styles provided courtesy of Thompson, 2008 Find out what learning senses you prefer as a learner—
  • 102. complete an online questionnaire The VARK website has loads of helpful information about sensory learning styles. From this site you can also complete your own learning style questionnaire. <vark-learn.com> (accessed 04.01.2018) Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •32 Honey and Mumford learning styles A popular and useful model for learning styles is that developed by Peter Honey and Alan Mumford. Honey and Mumford divide learners into the following four categories: ● Activists Activists need social interaction and thrive in social learning environments.
  • 103. Activist learners enjoy activities in which they can process the learning externally (socially) and ‘bounce ideas off of others.’ ● Reflectors Reflectors need time to reflect on the material being learned. Reflective learners prefer to process new information internally. Reflectors may appreciate receiving learning material before training begins, to give them time to review it and think about it. During training, they may prefer to have some time to prepare for a group activity before launching into the activity. ● Theorists Theorists need logic. Information provided must make sense— it must be logical and consistent. Theorists often appreciate detailed information and instructions. They may also prefer to consolidate their understanding of a concept before jumping into related activities. ● Pragmatists
  • 104. Pragmatists need to use the concepts learned. Pragmatists may get impatient with long ‘theory’ sessions. They are keen to just ‘try things out and see if they work.’ To read more about Honey and Mumford’s learning styles… For information about the Honey and Mumford learning style model, search for ‘Honey and Mumford’ on the world wide web. You’ll find links to a number of websites that explain the four learning styles. You can also complete the Honey and Mumford Learning Style Questionnaire (LSQ) to determine your own learning style. Fees apply. For more information, visit: <talentlens.co.uk/develop/peter-honey-learning-style-series> (accessed 04.01.2018).
  • 105. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 33 Summarising adult learning styles As a trainer you must acknowledge and respect the fact that everyone learns differently. You must accept that: ! Not everyone learns the same way you do! By default, we are inclined to teach new skills or concepts in a way that we would best. We must remember that our job is to train how our learners learn best! Therefore: ● when planning training, select a range of activities that cover diverse learning styles and preferences. ● when delivering training, pay attention to how learners respond to activities. This
  • 106. will help you identify their learning needs and preferences. It’s important to recognise and acknowledge that if a learner: – is exceptionally talkative – is quiet and set back from the group – is asking a lot of ‘annoying’ questions they might simply be processing learning in a way that works for them. Respect the fact that this is a necessary part of the learning process for that person and manage it appropriately so that the learning experience remains positive for all learners. Stages / cycles of learning This section of the manual describes popular models used to explain the stages people go through when they learn something. This manual discusses: ● the conscious competence model ● the learning cycle.
  • 107. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •34 The conscious competence model About this model The conscious competence model suggests that people progress through the following four stages of competence when they are learning something: Source of the conscious competence model unknown Implications for training ● Return to a state of ‘conscious competence’ This is critical. You may be asked to train something because you are very good at it. You may be so good at it that you no longer need to think about it when you are doing it. This makes you a great subject matter expert. To be a great trainer, you
  • 108. have to again become conscious of what you are doing. This way you’ll know what to train. ● Think of where the learner/s are Consider the stage at which learners will most likely begin training and plan activities based on this. When delivering, monitor the learners’ reactions to the training: – If a learner appears overwhelmed, perhaps they had been at a stage of unconscious incompetence and hadn’t realised that there was so much to learn—in this case, reassure the learner that they’ll be fine! – If a learner appears bored: —ask questions! alternatively… —they don’t realise how much there is to learn.
  • 109. ‘I don’t realise what I don’t know’ ‘Now I realise what I don’t know’ ‘With concentration, I can do it’ ‘I can do it so easily, I no longer have to think about it’ Conscious Incompetence Conscious Competence Unconscious Competence Unconscious Incompetence Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 35
  • 110. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •36 The learning cycle What is a learning cycle? The concept of a learning cycle suggests that learners work through a series of varied ‘stages’ as they progress through a learning experience. At each stage, learners process or apply the learning in a different way. By completing all stages of the learning cycle, the learning is more likely to be retained. A learning cycle is a cycle because there is no obvious starting point. When we learn something, we may enter into a learning experience at any stage of the cycle. Figure: Learning cycle In the TAKE IT IN phase… Learners take in and process material to be learned.
  • 111. Relevant activities may include: ● Skills and concepts are demonstrated, explained, read or shown to learners ● Learners process information and make sense of it. In the BUY IN phase… Learners commit to the learning. The objective of this phase is to for the learner/s to clarify the benefits of learning. Potential barriers to learning should be identified and removed. Relevant activities may include: ● Icebreaker and other introductory activities that help the learner/s warm up to the material to be learned and to each other. In the USE IT phase… Learners adapt and apply the material learned to their own ‘real life’ situation’. Relevant activities may include:
  • 112. ● Hypothetical questions—e.g. What if this happened...? ● Action plans for the workplace ● On-the-job experience. In the TRY IT phase… Learners consolidate material learned by experimenting with it or practicing it in some way. Relevant activities may include: ● Individual or group activities aimed at recall or comprehension ● Practice runs in a safe, controlled environment—e.g. role play. BUY IN TAKE IT IN TRY IT USE
  • 113. IT Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 37 Implications for training ● Ensure that learners progress through all stages of the learning cycle There may or may not be opportunity to progress through all stages during the training event. For example: – in classroom-based training, learners may progress through the BUY IN, TAKE IT IN and TRY IT phases, and even enter into the USE IT phase with some realistic scenario-based activities. However, they will complete the USE IT phase once back in the workplace, where they can incorporate what they have learned into their routine work activities. – in online or distance-based education, you could help learners engage in self-
  • 114. directed learning activities that take them through all stages of the learning cycle ● If you are using the learning cycle to guide how you structure training, we recommend that you start at the BUY IN phase. For more information about learning cycles For more information about different learning cycle models, research: ● David Kolb’s learning cycle ● 4MAT® learning cycle by Bernice McCarthy. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •38 Principles of adult learning
  • 115. The ‘principles of adult learning’ is a list of practical conclusions that can be drawn from ongoing research into adult learning. There are many published lists of adult learning principles. Below is one such list: Blackwater Projects, 2016 The next page explains each principle in more detail. The Principles of adult learning are like a ‘to do’ list for trainers P Practice and feedback R Reward I Interest N Need C Context first I Involve learners P Piece-by-piece L Link to the real world E Evaluate and adjust
  • 116. S (multi) Sensory learning Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 39 Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •40 Principles of adult learning Practice and feedback Adults learn best by ‘doing’. Learners need opportunities to practice and reinforce new skills and concepts in a ‘safe’ environment where making mistakes and making progress won’t negatively impact the learners’ self-esteem or their workplace. If training takes place on-the-job, the first few practice opportunities should be ‘off-line’. Learner ‘practice’ may include:
  • 117. ● skill—e.g. practicing a skill or using new knowledge to complete a practical task ● knowledge—e.g. recall, comprehension, or application activities ● attitudes—e.g. reflective activities that give learners an opportunity to examine their attitudes to the training content, identify key learning points, and/or consider how they can benefit from or use the material learned Incorporate review activities into your training and give loads of feedback to reinforce key learning points. Reward Adults’ motivation to learn increases when their learning is rewarded. These ‘rewards’ serve as an acknowledgement of what has been learned, and as an incentive to learn more. Rewards may be: ● intrinsic—e.g. the trainer points out how far the learner has progressed, causing the learner to feel a sense of satisfaction about what s/he has achieved
  • 118. ● extrinsic—e.g. the learner gets a prize for having learned. Different learners respond to different types of rewards. Whatever type of reward is given, it is very motivating when learners realise that their efforts have been recognised and appreciated. Interest Learning works best when it’s interesting and engaging. First and last impressions count, so: ● Start on a strong note Generate interest and create a positive impression from the moment you first come into contact with the learners, even before training begins. Remember that learners will start forming impressions about you and the training from the moment they come into contact with you. To do this, start on strong note: – ensure that any written or verbal contact pre-training sets the desired tone
  • 119. – conduct an engaging warm-up activity that engages participants and removes potential barriers to learning Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 41 Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •42 ● Finish on a strong note – review the objective of the training – summarise and reinforce key learning points – let learners know what happens next. Need Adults must be able to relate to the material being trained; to understand the relevance and the benefits of the learning to them. Discuss this at the
  • 120. start of training. Throughout training, include only relevant activities that benefit learners. Context first When sequencing training, it often works to start with the big picture (context) first, followed by more detailed information. For example, if training customer service techniques, start by demonstrating a customer service interaction from start to finish. Then, break down each step of the process and explain each in detail. This isn’t the only way to sequence learning topics, but it works well for many types of learning. Involve learners Encourage a democratic learning environment in which the learners make some decisions relating to their learning. For example, in group training situations, offer a choice of reading material then attempting an activity, or attempting the activity first. If training an individual, the entire training process should be
  • 121. negotiated in collaboration with the learner. Piece-by-piece Learning is retained more easily if we deliver information delivered in small ‘chunks’. During training, deliver small amounts (chunks) of information at a time and break these up with various practical and reflective activities. Link to the real world Learning is successful when learners can apply what they have learned in their ‘real world’. When planning training, research the learners’ workplace/s and devise activities and case studies that are relevant to that workplace. During training, listen to experiences of the learners and incorporate relevant experiences into discussions. Ideally, we can schedule training so that learners can apply what they have learned, immediately after training.
  • 122. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 43 Evaluate and adjust Each learner will progress at their own rate. Constantly monitor learning, evaluate progress and adjust training delivery to reflect progress made. To do this: ● use testing as a learning tool—learning is strongest if we frequently challenge learners to ‘retrieve’1 information learned ● invite feedback throughout training, not just at the end; then continuously adjust training according to the feedback. Multi-sensory learning Adult learners retain information better if learning is multi- sensory. Incorporate a multi- sensory approach into your training delivery. Examples of how to do this include:
  • 123. ● Explain a concept and show a PowerPoint with a flow chart that summarises the concept ● Demonstrate a task and explain what you’re doing ● Describe the viscosity of a substance, and let learners touch the substance ● Explain how something should taste, and let learners taste it. 1 Based on the term, ‘retrieval-practice effect’, by Matt Brown in Brown, Roediger and McDaniel, Make It Stick: The Science of Successful Learning, 2014. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •44 Summary of this section Adult learning: an introduction This section of the manual and related training activities covered different roles you
  • 124. may play as a trainer, and offered some adult learning theories, styles, stages and principles you may use to guide you in these roles. The following concepts were discussed: ● What is learning? ● Roles trainers play: – Instructor – Coach – Facilitator – Mentor – Conduit ● Adult learning theories: – Behaviourist learning theories – Cognitive learning theories—e.g. information processing theory as one example of a learning theory that is based on a cognitive perspective – Humanist learning theories—e.g. Malcolm Knowles’ andragogy as one example of a learning theory that is based on a humanist
  • 125. perspective – 21st century learning and skills ● Learning styles: – Sensory learning styles – Learning styles by Honey and Mumford ● Stages/cycles of learning: – Stages of learning—conscious competence model – Learning cycle ● Principles of adult learning. This information provides valuable knowledge and insights that will help you manage the different needs of your learners in a variety of training circumstances. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 45 Training needs and objectives
  • 126. The indispensable first step to getting the things you want out of life is this: decide what you want. Ben Stein Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •46 Introduction to this section Training needs and objectives The training cycle is shown below. This section of the manual covers the ‘identify needs’ stage of the cycle. Figure: The training cycle After reading this section of the manual and participating in the
  • 127. related learning activities, you should be able to: ● conduct a simple training needs analysis ● consider the needs and characteristics of your learner/s to determine their learning needs/preferences ● write ‘SMART’ learning outcomes. The skills and knowledge gained may be applied to any type of training situation. Identify needs Plan & organise Deliver Review Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 47 Identify training needs
  • 128. It’s all about the learners! One thing we need to be clear about… The learners are the stars of the show Before we start planning our training, we must first identify needs. This means identifying: ● Training needs—what content does the target learner group need? ● Learning needs—how and when does the target learner group learn best? Training needs—what do they need to learn? Domains of learning: skills, knowledge, attitudes Ultimately, the learners must be able to perform in the workplace. To do this the learner/s will need a combination of: ● knowledge
  • 129. things a person must know to perform as required in a reasonable range of working situations—e.g. company policies and procedures that affect how they are expected to perform ● skills skills needed to perform at work—e.g. technology skills, manual handling skills, communication skills, foundation skills, etc. ● attitudes – ‘buy in’: a demonstrated commitment to perform consistently, as required, and – the confidence to perform in realistic working conditions. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •48 Adult learners bring a wealth of experience to training They may already hold some of the skills, knowledge or attitudes needed to perform in
  • 130. the workplace. When planning training, start with what learners already know and can do, and build on these. Avoid training skills or concepts learners already hold. It’s worth taking a moment to consider what training learners really need. To do this, conduct a training needs analysis. Training needs analysis The figure below shows a basic model for a training needs analysis. Figure: a training needs analysis model The following table gives more information about each step of the TNA process. We conduct a training needs analysis to identify training content: What needs to be trained? Identify gap Identify current
  • 131. performance Identify desired performance Training Need The gap can be filled by training and becomes the basis for the training content Non-training need Maybe training isn’t what’s needed to achieve the benchmarks Combination of training and non-training needs Both training and non-training interventions may be needed e.g. To meet the performance benchmarks, participants may need training and the organisation may need to purchase updated computer software. Analyse the gap and determine the best way to fill it
  • 132. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 49 Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •50 Table: Training Needs Analysis step-by-step—description and example Step Description Example 1 Identify desired performance Here we identify the requirements for expected performance in the workplace. We could use relevant: ● competency standards
  • 133. ● job descriptions ● SOP (Standard Operating Procedure) ● other relevant standards. 2 Identify current performance Here we identify the skills, knowledge and attitudes the target group currently holds. We could: ● conduct a formal assessment of each learner ● ask the learner/s ● ask others—e.g. supervisors or colleagues ● analyse data such as customer complaint records
  • 134. ● any other appropriate strategy. 3 Identify gap This step is like basic math: Desired performance – Current performance = GAP The customer service staff of a retail organisation (the target group) should follow the organisation’s four-step process for customer service In this case, the desired performance is the four-step process Client satisfaction data shows a 55% satisfaction rate with how customer service is provided. This is very low. 35% of clients report that customer service staff are rude. Another 15% report that service staff don’t know the organisation’s products well enough. Interviews with the target group show that most know the four-step process, but don’t always follow it. Some say they struggle to ‘think on their feet’ when
  • 135. helping a customer. The GAP includes product knowledge plus the skills, confidence and commitment to consistently use the four-step process. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 51 4 Analyse gap— determine if gap reflects a: ● training need or ● non-training need.
  • 136. At this step, we analyse the gap and identify the best way to bridge that gap. The gap may be bridged by: ● Training—appropriate if the reason for the gap is because the target group lacks the skills or knowledge needed to perform as required ● Non-training—appropriate if there is another reason for the gap Foundation skills and language, literacy and numeracy (LLN) Foundation skills are the core or essential skills people need to engage and participate successfully in work and life activities. Sinson, Private Communication, 2016 Information based on <governmentskills.com.au/foundation-
  • 137. skills> Site now de-commissioned Foundation skills include: ● Language, literacy and numeracy skills Learning, reading, writing, oral communication and numeracy skills, and ● Core Skills for Work The ability to navigate the world of work, interact with others and get a job done. Examples include organisational skills, communication skills, ability to manage time and meet deadlines, willingness and ability to work as part of a team, initiative, problem solving, and digital literacy skills, just to name a few. Why is it important to consider foundation skills? Adults need certain levels of foundation skills to engage in training activities and perform at work. When identifying needs, it’s important to find out the extent to which learner/s hold these skills. If you identify learners with lower skills than those needed, you may need to select instructional strategies that will help you monitor, support and
  • 138. upskill foundation skills as part of the vocational skill. Australian Core Skills Framework (ACSF) Training needs identified: ● Communication, negotiation and problem-solving skills needed to implement the four-step customer complaints policy ● Confidence—to be addressed in training through practice and repetition. Non-training need identified: ● Increased commitment (attitude)— Incentive scheme implemented to encourage improved customer service skills. Participant Manual TAE40116 Delivery
  • 139. SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •52 In this manual, we focus on language, literacy and numeracy (LLN) skills. The ACSF is a tool we can use identify and address LLN skill needs. In the ACSF, language, literacy and numeracy divided into the following five core skills: ● Learning ● Reading ● Writing ● Oral communication ● Numeracy. Here is an example of how you could use the ACSF core skills to identify LLN needs. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 53 Table: Using the ACSF to identify LLN needs
  • 140. WORK SKILL: Complete a WHS incident report—where the writer witnessed the incident ACSF Core Skill What is needed to perform this work skill? What can the learner currently do? What are implications for training? (in bold) Learning Ability to research and locate the correct incident form Ability to source and request help completing the form, if needed Learner is familiar with the different forms available from the workplace and is able to use the intranet system to research and locate the correct form. Learner is willing and able to source and request help completing the form. Reading Read and interpret sections of the form to be completed
  • 141. Common WHS terminology Learner has sufficient repertoire of reading strategies to interpret questions on the WHS incident report form. Learner is NOT familiar with WHS-specific terminology—will introduce in training. Writing Tick boxes to answer questions about the incident. Write descriptive paragraphs that accurately describe the incident in detail using workplace-related terms. Technology skills to submit the completed form (upload to secure intranet link) Learner can tick boxes and write simple sentences. Learner may need help expanding
  • 142. vocabulary to write more vivid, specific descriptions. Learner does not yet know system for uploading completed forms. Will cover this. They hold other required technology skills. Oral communication N/A N/A Numeracy Identify and describe distances, heights, weights, time frames and volumes to produce an accurate account of when, where and how the incident occurred. Learner has numeracy skills needed to identify numerical concepts such as distances and heights, but struggles with the vocabulary needed articulate these in written descriptions
  • 143. of an incident. During training, introduce numerical vocabulary. Introduce activities that prompt learner to accurately describe numerical aspects of an incident in writing. For more information about language, literacy and numeracy See the participant manual for TAELLN411 Address adult language, literacy and numeracy skills. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •54 Identify learning needs To identify learning needs, consider: ● who are the learners
  • 144. ● how and when do they learn best ● what support might they need to complete to successfully complete your training? Each of these is discussed in more detail below. Who are the learners? It’s important to find out what you can about your learner/s. Consider: ● number of learners Delivery approaches that are appropriate for a large group (e.g. 20+ learners) may not be appropriate for a small group (e.g. 3-5 learners) or for an individual. Each time you deliver a training session—even if you have delivered this session before—you should find out how many learners you will have. You must modify your session plan to cater to one learner, a few learners, or a large group. ● learners’ key characteristics—e.g. – job roles
  • 145. Do all learners work in the same industry? For the same organisation? In the same role? Are they working at all? – personal characteristics that they may influence learning Factors such as age, gender, religion or cultural background may influence your training. For example, if learner/s need to pray at regular intervals, you must allow time for this when organising the training. – perceptions of the subject matter It’s important to find out how the learners feel about the training—e.g. do they perceive it as welcomed and important? a waste of time? frightening or threatening? Knowing the learner/s’ perceptions and other key characteristics helps you decide the best way to approach the training from their perspective. By identifying and then addressing learning needs, we are promoting an inclusive learning culture
  • 146. Participant Manual TAE40116 Delivery SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 55 How and when do learners learn best? Find out how learners prefer to learn If planning training for: ● a group, it’s reasonably safe to assume that each learner group will include learners with different learning style preferences. Plan diverse activities that cater to various learning styles. You can always modify during training if you notice learners favouring a particular style. ● an individual, find out how your learner prefers to learn before training begins, then develop your individualised learning plan accordingly. How to find out learning preferences and styles Before or at the start of training Ideally, you can you find out about each learner and their preferred learning styles before training begins. To do this, you could: