1. Training through instruction 3 September 2009

2. Glossary of training terms Affective Brainstorming Cast study CBT Cognitive Competency Competency standards Facilitator Feedback icebreaker Learning contract Mentor Networking Outcome OHP Reinforcement RPL TNA Trainer Workshop

3. What is the national training agenda? Why has Australia experienced significant social & economic changes over the past 10-15 years? Shift in demand from agriculture to manufacture The growth of the service industry The increase in women in employment The increase in part-time work & reduction in full-time work An aging skills base The move to computer based work Increased mobility between workplaces and industry The lack of a national model Social changes in attitudes and values

4. What is competence? Workplace competence is a mixture of attributes (such as skills, knowledge, attitude values and ethics) and the tasks which need to be performed in a particular occupation or work role Competence cannot be observed – it can only be inferred from performance

5. What is a competent workplace performance? This includes the ability to: Perform at an acceptable level of skill Organise tasks – task management skills Respond and react appropriate when things go wrong – contingency management skills Interact appropriately with others in the workplace – job / role environment skills Transfer knowledge, skills and attitudes to new situations – ability to transfer skills

6. What attitudes and values contribute to competent performance? Efficiency Persistence Reliability Customer focus Adaptability Flexibility teamwork Concern for ethics and quality Responsibility for own work Attitude consistent with equal opportunity Concern for health and safety

7. What makes competency-based training effective? Use learner-centered training methods Focus on the needs of the learner and workplace Be flexible Never restrict training to task skills Review and continuously improve

8. The Training Process Identify theNeed Evaluate Evaluate the Training Deliver Deliver the Training Plan Plan the Training

9. What is structured training? Designed by someone appropriately qualified or experienced, a technical expert in the area The program must be accredited by an approved person/authority e.g. VETAB The program must state outcomes and must be clearly formulated It must state method by which it intends to impart the skill to the learner It must have an assessment component – some form of evaluation – all must be documented before the program commences

10. Task Analysis Training Needs Analysis Training Needs Analysis Develop learning outcomes Develop learning outcomes Develop assessment Develop Session Plan Select strategies Select delivery mode Select media Develop Session Plan Select strategies Select delivery mode Select media Develop instruction Develop materials Deliver instruction Assess learning Evaluate program The Training System

11. Learning outcomes Job Description Competencies Taskanalysis Job analysis Job specification Job analysis Lesson plan Task analysis

12. Task Analysis Job Analysis Job DescriptionJob Specification Task Analysis

13. Making a paper aeroplane. – Why did you all have different results. – What was missing from the process.

14. Task Analysis Changing the light bulb in a torch. Changing a tyre on a car. Break the task down into suitable chucks. Write procedures for each stage. Highlight the more important points in the procedure

15. Task Analysis What is Task Analysis. – A detailed breakdown of one aspect of the job role. What is involved in a task analysis. – Do the task yourself or watch it being done. – Break to task into logical stages. – Do the task again and establish the steps. – Note important key points Affect on safety. Affect of quality. Making task easier. – Limit stages to 5 –7.

16. Task Analysis Learning Domains – Psychomotor Performing a skill. – Cognitive Information and knowledge. – Affective Attitudes or values, feeling and emotions.

17. remove repair operatedisassemble replace load adjust remove Task analysis: Action words for skills. Task analysis

18. Analysing a Task Task Changing a light bulb in a torch Stages Steps Key points Skills Attitude Knowledge

19. Task Analysis Questions to raise on completion of the task analysis. » Too many stages. » Too many steps per stage. » Too much detail » Easily followed. » Difficult jargon. » Diagrams. » Key points against relevant steps.

20. Task Analysis Be introduced Get to know it Try it out Get feedback Apply it How do we learn best.

21. Learning Outcomes What are learning outcomes? What are learning outcomes? – They tell the learner what they should be able to do at the end of the their training. They are behaviourally (performance) based. Why do we write learning outcomes? Why do we write learning outcomes? – Learning outcomes should not be confused with aims, which are more general in nature. Aims do not refer directly to the observable performance of the learner. – Specific outcomes are needed so that both learner and trainer are able to understand what is the expected outcome and standard of their efforts.

22. Learning outcomes Why do we write learning outcomes? Why do we write learning outcomes? – Learning outcomes can be written to cover any area of behaviour: Psychomotor – skill transfer Cognitive – knowledge transfer Affective – feeling/ attitudinal transfer – A learning outcome does not indicate how the outcome will be met, but simply what the learner will be able to do at the end of the session

23. Learning outcomes What does a learner outcome include? – Behavioural outcomes are learner-centered. They start with the words: “At the end of the session the learner will be able to … (do something)” – The completed learning outcome will include: A statement of the final behaviour or performance Conditions under which the behaviour or performance is to be carried out (location, skills or aids, weather, light, or any other restrictions put upon the learner) The minimum acceptable level of performance (safety, quantity, quality, time or speed i.e.. standards)

24. What errors must be avoided in writing learning outcomes? What errors must be avoided in writing learning outcomes? Avoid writing learning outcomes: – That state what the trainer intends to do – Which describes the learning process – That describes the subject matter to be learned – Which contains more than one outcome Learning outcomes

25. It is essential to set clear learning outcomes because: – In most subjects there are many possible outcomes … a choice must be made. – You must first decide what the learners should achieve … it is only then possible to decide to achieve whether training and learning have been affective – You can then base your assessments and activities on the outcomes … write these as you write your learning outcomes Learning outcomes

26. What are the qualities of a good, meaningful learning outcome? – The use of words and symbols that communicate your intent exactly as you understand it. – Choose action verbs that are open to fewer interpretations – A good learning outcome will be: Real and understandable Defined in terms of behaviour of the learner Based on educational needs of the learner Achievable Measurable

27. Learning outcomes To know To understand To appreciate To grasp To enjoy To believe To have faith in To know To understand To appreciate To grasp To enjoy To believe To have faith in To write To recite To identify To solve To construct To list To assemble To write To recite To identify To solve To construct To list To assemble BAD GOOD

28. Application exercise Focus on your selected training topic Develop a training aim – a general statement of your training intention Write and learning outcome/s that includes: – A statement of the final behaviour or performance – Conditions under which the behaviour is to be carried out (e.g.. location, skill/aids, other restrictions) – The minimum acceptable level of performance (e.g.. safety, quantity, quality, time speed - STANDARD Learning outcomes

29. Adult learning principles

30. Lesson Plans Define a lesson plan Identify the components of an effective lesson plan Discuss why lesson plans are important Develop a lesson plan for a training session Everyone has to do them …

31. Workplace training … Lesson Plans Lesson Plans and worksheets should list the steps and activities and equipment needed in training sessions What methods will be suitable? What style of presentation? How will new information be introduced? What audio-visual aids will be needed ?

32. Lesson Planning Why is lesson planning ESSENTIAL? Why is lesson planning ESSENTIAL? … because it:- Helps you visualise or think through your lesson before you teach it. Anticipate difficulties Organise your educational aids and gain confidence To plan successfully you must:- Know our subject matter Know aims of the curriculum or competency standard Select appropriate methods & material for each part Be able to use a variety of methods to encourage learners Decide the order of presentation

33. Lesson Planning What is included in a Lesson Plan?… usually:- Title Learning outcomes Texts and references Training aids Introduction Body (may include task analysis) Tests (or some sort of evaluation) Conclusions Time estimates

34. Lesson Planning How can you make your lesson easy to follow? Prepare & use the lesson plan to make sure lessons are accurate and complete Spend a few moments reviewing the previous lesson State the title of the new lesson Briefly state the learning outcome so learners can obtain an immediate overview of the lesson. A whiteboard or flip chart outline is helpful Motivate the learners … explain why the topic is necessary, when, where and how. Use some sales skills to promote interest Vary your method of presentation. Combine demonstrations, question, discussions with a modified lecture

35. Use whiteboards, charts, videos & other instructional aids Stay away from the straight lecture … a poor method Write new terms on the whiteboard & explain them Talk to learners not the whiteboard or equipment Ask questions frequently – during & after your presentation … check for understanding Ensure learner participation – learning require activities. Encourage questions, discussions & note taking Stay on the subject and draw conclusions in all discussions Summerise keys points Lesson Planning

36. How can I make my introduction more effective? Try using G G Get the learners attention & interest L L Link material to learners experience O O Outcomes of the session are stated S S Structure of the session provided S S Stimulate motivation of the learners G.L.O.S.SG.L.O.S.S

37. Training methods

38. Training Resources

39. Assessment Ice breaker. My most favorite part of the course was …. Introduction How do we determine whether a person can perform a skill. Last lesson. Learning outcome. Lesson structure. Why do we need to determine whether a person can perform a skill.

40. Assessment Title Assessment. Aim To provide the learner with the skills and knowledge to prepare assessments for a skills lesson plan. Learning Outcome At the end of the session the learner will be able to develop a series of suitable assessments for the delivery of skills lesson plan, in a classroom situation. Assessment Criteria Successfully prepare a series of assessments in a classroom situation.

41. Assessment What is assessment. – The gathering and judgement of evidence about the performance of the individual. – It measures the skills, knowledge and attitudes of the learner. – Involves taking a representative sample of items to assess. How is assessment carried out in CBT format. – It is used to demonstrate that the learner has achieved the required standard. Where does the assessment criteria comes from. – Performance criterion based on “Element of competency” and the “Performance criteria”.

42. Assessment Formative Assessment – Assists the learner to learn by providing feedback. Summative Assessment – Determines if the learner has achieved the required expertise in a given set of skills or knowledge. Subjective Assessment – Based on opinions and feelings. Objective Assessment – Based on a clearly defined process and specific standards.

43. Assessment Norm referenced assessment. – Compares learners in the same group to determine the best and the worst. Criterion referenced assessment. – All learners in a group are compared to a specific criteria.

44. Assessment Competency based assessment should be valid, reliable, fair and flexible. – Valid When it assesses what is claims to assess. – Reliable When it is consistent in all situations and with all learners. – Fair When it places all learner on equal terms. – Flexible When it can accommodate all delivery modes and delivery sites and the needs of learners.

45. Assessment Assessment Techniques – Knowledge techniques Recall of facts, comprehension skills, analysis skills, and evaluation skills. – Practical skills techniques Application of knowledge to a given practical situation. – Attitude techniques The need to be clean and careful in a practical situation.

46. Assessment Specific assessment tools – Real work Learner performs real work. – Simulated work Training room using a mock up work situation. – Written form Demonstrate what is known using paper or computer. – Oral form Learner talks about what they know.

47. Assessment Conclusion – Outcomes What are the components of assessment. What are the steps in the process. – Feedback Questions. – Future Session. Assessment and workplace training Reflection

48. Assessment Four specific skill areas for employment related competencies. – Task skills Ability to perform individual tasks. – Task management skills Managing a number of different tasks within a job and Workplace. – Contingency management skills Responding appropriately to irregularities and breakdowns in routine within a job and Workplace. – Job role environment skills Dealing with the responsibilities and expectations of the work environment including working with others.

49. Summary List the learning steps in the leaning process Progress the TNA assessment Commence the workbook entitled ‘work effectively in VET’ Progress report Next week design and develop learning programs