Knowledge Question
gkdat513
TAE40116_Delivery_ParticipantManual.pdf
Swinburne Professional
Education for Working Professionals
PO Box 218, H69
Hawthorn VIC 3122
P 1800 633 560
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
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
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:
they may be competent already (or be partway there)—ask questions!
alternatively…
they may be in a state of unconscious incompetence—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:
● before training begins
– ask learners to complete a learning style questionnaire
– assign a choice of pre-work activities that will reveal learning style preferences
● at the start of training, introduce warm-up activities that:
– invite learners to describe what they like and what they don’t like in a training
program
– let learners get to know you, each other and the program content
– allow them to consider what they personally want to achieve from the program.
Throughout training
● Offer binary choices about how learners may complete activities. For example, ask:
– “Do you prefer to read information, or would you like me to explain it?”
– “Do you want to watch me demonstrate first, or do you just want to try it?”
By allowing learners to choose their preference, you can meet diverse individual
learning preferences in a group context.
● As training progresses, monitor learners’ responses to different activities and
continuously adjust your approach to match their preferences.
Schedule training at a suitable time
Before training begins, find out when learners are available. Try to schedule training at
a time when learners have as few competing priorities as possible. These include:
● workplace priorities (e.g. competing deadlines) and
● personal priorities (e.g. religious, community or family commitments that may
restrict availability for training).
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •56
What support might the learner/s need?
When identifying needs, you may find that some—or perhaps all—learners will need
some form of support to successfully complete your training. We must do what we can
to provide that support. We could seek support for:
● learners—e.g. you or a support specialist works directly with learner/s
● us (the trainer)—e.g. a support person works with us, helping us learn how to help
our learners.
The table below lists some examples of common learner needs and describes a limited
range of support options. This is not an exhaustive list. We encourage you to research
forms of available support that meets particular needs of your learners.
Table: Supporting learners
Need identified Support options (just a few)
Emotional support Almost every learner will benefit from emotional support. Give ample opportunities for learners to discuss and practice concepts and skills learned in training. Then provide emotional support by giving them feedback, guidance and sincere praise about their progress.
Language, literacy, numeracy or other foundation skill need
● Family members or close friends—family members can be useful support personnel, as they know the individuals well, and can work with them outside of training time
● Build foundation skill development into your training—get help from an LLN specialist, if needed
● Offer self-directed learning opportunities to learners— e.g. BBC Skillswise site: <bbc.co.uk/skillswise/0/> (accessed 04.01.2018)
Physical or intellectual disability
● Family members or close friends—as discussed above
● Specialists in the type of disability
Cultural or religious needs
● Modify the training to meet needs, if possible—e.g. Allow longer break times to pray
● Engage cultural or religious experts to work with you and help you learn how to best work most productively with learners from the cultural or religious group in question
Practical support needs
Do what you can to remove potential barriers to training—e.g.
● If training will take place after hours, arrange child care for learners with young children
● If learners don’t own a computer and need one, arrange to let them visit your RTO and use a computer for assignment work.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 57
Discussion or personal reflection on your own time—
Identify needs
Consider the following with your own workplace in mind. Use the space below to note
your ideas:
1. How could you determine training and learning needs given the type of training you
currently deliver or hope to deliver?
2. What questions would you want to ask, and to whom
3. What forms of support might people you train need? How could you provide that
support? What support personnel or resources are available to you?
Now that you have identified needs, you are ready to define learning outcomes and
then plan training to meet their needs.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •58
Write learning outcomes
What is a learning outcome?
Why write a learning outcome?
We write learning outcomes to:
● provide concreate, measurable training goals
Without a clear learning outcome, we have no way of ensuring whether or not any
worthwhile learning has taken place.
● save instruction time
A clear learning outcome helps trainers use training time effectively by including
only activities that are relevant to the learning outcome. This also ensures more
focussed training.
● aid and reward learning
A clear learning outcome helps learners recognise progress and feel a sense of
achievement when they attain the outcome.
● measure the value of training for the organisation
A clear learning outcome helps management see the value of the training by
comparing performance against outcomes before, then after training.
A learning outcome defines the ‘goal’ of the training
It is a statement that describes the skills, knowledge and/or attitudes
that the learner/s will be able to demonstrate as a result of training.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 59
Types of learning outcomes
Program vs. session outcomes
There are two levels of learning outcomes:
● Program outcomes are the broad objectives of a learning program. These
describe what the learner should be able to do back in the workplace, as a result of
the learning program.
● Session outcomes are the specific learning objectives for each session (each
topic) of a learning program. These describe what the learner should be able to do
by the end of each session of a learning program. Achievement of session
outcomes should lead to achievement of program outcomes.
Whether writing learning outcomes for the program or for each session of a program,
the same formula for writing an effective outcome applies.
Skills, knowledge, attitudes
Learning outcomes may define learning objectives for one or more of the three
domains of learning:
● Skills (psychomotor domain)
The outcome defines what learners should be able to do as a result of the training
● Knowledge (cognitive domain)
The outcome defines knowledge that learners should be able to demonstrate as a
result of the training
● Attitudes (affective domain)
The outcome defines the desired commitment, confidence, and/or overall attitude
towards the training content that learners should be able to demonstrate as a result
of training.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •60
Characteristics of a well-written learning outcome
Well-written learning outcomes are SMART outcomes
The ‘SMART’ acronym is a popular model used to describe the characteristics of a
well-written goal. Since learning outcomes define the ‘goals’ of a training session or
program, ‘SMART’ can also be used to describe a well-written learning outcome.
Table: SMART Outcomes
SMART means the outcome should:
S Specific ● be written using specific, ‘doing’ verbs
M Measurable ● be observable or audible (we must be able ‘see it’ or ‘hear it’)
A Achievable ● be possible to attain—it must be realistic
R Relevant ● reflect a genuine need
T Time-referenced ● identify when it will be measured.
Three components of a well-written learning outcome
A well-written (SMART) learning outcome has three components:
● Performance
Do what?
What should the learner be able to do as a result of the training?
● Standards
How well?
How well should learners be able to do it? What level of performance is required?
● Conditions
Where and with what?
– Where should learners be able to demonstrate the required performance?
– What resources or support materials should/may learners use?
The table on the next page lists some ideas to help you define the required
performance, standards and conditions of a learning outcome.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 61
Table: Three components of a learning outcome
Component Examples
Performance
Do what?
Bad choice Better choices
Understand Explain; compare; identify; summarise
Be confident in Acknowledge; perform
The table on page 65 lists more examples of performance verbs for each
of the three domains of learning: skills, knowledge and attitudes
Standards
How well?
To define the required standard, consider:
● Quality
– so that the finished product is of a particular quality
– by following a particular process or procedure (in a particular
sequence)
● Quantity
– a particular number of times (to ensure consistency)
● Efficiency
– at a particular speed
– within a particular time frame
● Accuracy
– with an accuracy rate of X%
– with a maximum of X errors.
Conditions
Where and with what?
To define the required conditions, consider:
● Where must the ‘do what’ of the learning outcome be performed:
– in the workplace
– in a simulated workplace
– in a training room environment
– by the side of a busy road?
● With what
What equipment or resources is the learner expected to use:
– using workplace equipment? using materials provided?
– referring to course notes, instruction manuals or other
documentation?
Performance must be
phrased in specific,
measurable terms
Standards must
reflect real-life
workplace
expectations
Conditions must
reflect the true
conditions in which
the outcome will be
assessed
When writing learning outcomes: keep it real!
Required performance, standards and conditions
listed in the outcome should reflect real workplace requirements.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •62
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 63
How to develop a learning outcome
To develop a learning outcome, complete the two steps below:
1. Identify the required performance, standards and conditions
2. Write the final version of your learning outcome. To do this, merge the desired
performance, standards and conditions into one statement.
Example: Develop a learning outcome
e x a
m p
le
Where the outcome is for learners to be able to drive a forklift
Step 1. Identify desired performance, standards and conditions
Performance
Do what? Drive a forklift
Standards
How well?
● From the warehouse to the wharf and back again
● Within 20 minutes
● Maintaining safety of self and others
● Observing speed limits and designed routes
● Within one week of completing training
Conditions
Where and with what?
● In the workplace, ‘on the job’
● Carrying a 200-300-kilogram load.
Step 2. Merge the desired performance, standards and conditions into one statement
Within one week of completing training, learners should be able to safely drive a forklift on the
job, carrying a 200-300-kilogram load from the warehouse to the wharf and back again within
20 minutes, observing speed limits and designated routes.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •64
More examples of learning outcomes
Skill-based learning outcomes
e x a
m p
le
Outcome for a single session from a learning program, or from a stand-alone session
By the end of the training session, learners should, in an off-the-job training environment, be
able to fold a cloth napkin in 60 seconds or less, so that the finished product looks like the
‘elegant setting’ model as shown on the ABC Catering website.
e x a
m p
le
Outcome for a learning program
By the end of the training program, learners should be able to fold 50 cloth napkins within a
30-minute timeframe, on the job, during setup for a formal dining event, so that all 50 folded
napkins look like the ‘elegant setting’ model as shown on the ABC Catering website.
Knowledge-based outcomes
e x a
m p
le
Outcome for a single session from a learning program, or from a stand-alone session
(this outcome suggests recall of information provided)
By the end of the training session, learners should be able to work from memory to list the
four steps of the ABC Catering policy for dealing with customer complaints, as described in
the ABC Catering Procedures Manual.
e x a
m p
le
Outcome for a single session from a learning program, or from a stand-alone session
(this outcome suggests comprehension of information provided)
By the end of the training session, learners should be able to describe one realistic example
of how the four steps of the ABC Catering policy for dealing with customer complaints may be
applied, in the correct order, so that the complaint is resolved to the satisfaction of the client
and ABC Catering.
e x a
m p
le
Outcome for a learning program
By the end of the training program, learners should be able to apply the four steps of the ABC
Catering policy for dealing with customer complaints on the job, in the correct order, so that
the complaint is resolved to the satisfaction of the client and ABC Catering on at least 4 out of
5 occasions.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 65
For future reference…
The table below lists some examples of measurable performance verbs. These may
help you write outcomes for the training you deliver in your workplace.
Table: Learning outcomes—examples of performance verbs
Domain Examples
Skills
(psychomotor)
● demonstrate
● fold (e.g. fold a napkin)
● tie (e.g. tie a tie; a knot)
● perform
● pot (e.g. pot a plant)
● wrap (e.g. wrap a present)
Knowledge
(cognitive)
● define
● list
● name
● identify
● select
● explain
● classify
● predict
● choose
● use
● compute
● perform
● construct
● analyse
● differentiate
● contrast
● justify
● resolve
● combine
● summarise
● organise
● generalise
● evaluate
● defend
Attitudes
(affective)
● state
● develop
● list
● record
● accept
● recognise
● participate
● influence
● relate
● organise
● judge
● correlate
● change
● revise
Information derived from
Bloom, Taxonomy of Educational Objectives, 1956
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •66
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 67
Develop competency-based learning outcomes
When developing competency-based program outcomes, the same formula of
performance + standards + conditions applies, but in this case the unit/s of
competency gives us the information needed. Here’s how:
Performance
elements
Standards
performance
criteria
Conditions
assessment
conditions
e x
a m
p le
If the program benchmark is a unit of competency
BSBCMM401 Make a presentation
Performance What do we hope learners can do by the end of the program?
By the end of the program, learners should be able to:
1. Prepare a presentation
2. Deliver a presentation
3. Review the presentation
Source: outcomes above are the three elements of BSBCMM401
Standards How well?
to the standards described in the performance criteria for each element
Conditions Where & with what?
in a safe environment … consistent performance of typical activities experienced by individuals using interpersonal communication skills in the workplace and include access to:
● equipment, materials and business software packages for making a presentation
● business technology
● interaction with others.
For more information about competency standards
See Appendix 1—Australia’s vocational education and training (VET)
system and competency-based training.
comes from
come from
come from
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •68
Recap: Establish training needs and objectives—a ‘to do’ list
Tick when complete ▼
Establish training needs and objectives
1. Identify training needs ...............................................................................
● Identify desired performance (include foundation skill / LLN requirements)
● Identify current performance
● Identify the gap
● Analyse the gap and identify:
– training needs—e.g. training outcomes
– non-training needs—e.g. external LLN support needed, new rostering system, etc.
2. Identify learning needs ..............................................................................
● Who are the learners?
– How many learners are in the learner group (or will you train an individual)?
– What are their key characteristics?
● How and when do they learn best?
– What is the preferred learning style of the learner/s?
– When is the best time to schedule training?
3. Write SMART learning outcomes ..............................................................
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 69
Summary of this section
Training needs and objectives
This section of the manual and related training activities covered how to identify
training and learning needs, and develop learning outcomes that reflect these needs.
With the above information, you can plan and organise training so that:
● the content covers what learners need
● the training approach is appropriate for the learners, and
● the training objectives are appropriate, clear and measurable.
The next stage of the training cycle is to plan and organise training so that outcomes
are achieved.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •70
Notes
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 71
Plan training sessions
A goal without a plan is just a wish
Antoine de Saint-Exupery (1900–1944)
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •72
Introduction to this section
Plan training sessions
The training cycle is shown below. This section of the manual covers the ‘plan and
organise’ 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:
● structure training sessions for effective learning
● plan and organise a skill-based training session and a knowledge-based training
session.
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 • 73
Structure training for effective learning
Introduction—body—conclusion
All training should be structured as follows:
1. Introduction tell ‘em what you’re going to tell ‘em
2. Body tell ‘em
3. Conclusion. tell ‘em you told ‘em.
The above model may apply when structuring a training program, a stand-alone
training session, or a session within a program. The figure below shows how.
Figure: Structuring training
L e a
rn in
g p
ro g
ra m
p la
n
Session 1 Introduction
Body
Conclusion
PROGRAM INTRODUCTION
Session 2 Introduction
Body
Conclusion
Session 3 Introduction
Body
Conclusion
PROGRAM CONCLUSION
P R
O G
R A
M B
O D
Y
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •74
Introduction
Introduce with INTROS
Try the INTROS model when planning the introduction to your session or program:
These may be covered in any order within your introduction.
Tell ‘em what you’re going to tell ‘em
I Grab / stimulate the interest of the learners early.
This will go a long way to remove distractions and
‘baggage’ that learners may bring to training.
N
1. Check that learners understand benefits of
learning—remove barriers
2. Check learner needs:
● Existing knowledge
● Personal objectives
● Individual needs (e.g. learning difficulties;
someone must leave early; physical
impairment).
T
Anything that affects learner comfort and helps
set expectations:
● Big picture timeframes
● Break times
● Assessment &/or homework time
● Other ‘personal comfort’ issues: location of
toilets, drinks, etc.
R Confirm the agenda for the program
O Share outcome/s
S Confirm safety info:
● Emergency evacuation procedure
● Venue-specific safety information
● Where to go for first aid if needed.
Interest
Need
Time
Roadmap
Outcome
Safety
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 75
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •76
Modify INTROS to introduce a session within a training program
You may not need to cover all components of the INTROS model when introducing
each new session (each topic) within a learning program.
Your introduction to each session within a program should include (as a minimum):
● what will be learned in this session (session outcome) and
● how (agenda).
You may also include other aspects of the INTROS model, depending on the
circumstances.
e x
a m
p le
To introduce a session that follows immediately from another session and will take place
on the same day, in the same venue…
Safety / venue information does not need to be repeated in this case, unless there is specific
safety information relevant to this session.
e x
a m
p le
When training resumes on a new day
The introduction of the day’s first session should include a quick reminder of venue and safety
information.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 77
Conclusion
‘Sign off’ in your conclusion
To conclude your training session or program, ‘Sign OFF’:
Tell ‘em you told ‘em
O Revisit the outcome
Revisit expectations for the session
F
1. Give feedback
This is very general feedback
(e.g. ‘Good job, everyone’)
2. Get feedback
● Distribute feedback forms or online links to
forms (if end of program) or
● Ask for verbal feedback
(could give you valuable insights for the
next session, if there is one).
Outcome
Feedback
F Future Confirm what happens next:
● (if end of program): Future training? Pay rise to
take place? Assessments still to be completed?
Workplace support?
● (if another session follows):
Preview next session.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •78
Body
Four-part structure
The four-part structure below is an effective model to structure the body of a training
session:
1. Explain/demonstrate
Here the trainer demonstrates a skill or gives information.
2. Apply
Learners must have a chance to apply new information. Here the learner/s put into
practice skills and concepts presented in part one.
For the things we have to learn before we can do them,
we learn by doing them.
1
Aristotle (384BC – 322BC)
3. Summarise
After the ‘apply’ part of the session, trainer and learners should debrief or
summarise key points learned:
– Key learning points should be revisited and summarised
– The trainer asks questions to check learner/s’ readiness for assessment.
4. Assess
The assessment component of a session may take place:
– before the conclusion of the session—in this case, the trainer assesses the
learner/s against the learning outcome (the trainer’s role must clearly change
here from that of trainer to assessor)
or
– at a later time, as part of a more holistic assessment—in this case, the trainer
should discuss how skills/knowledge gained in this session will help the
learner/s complete the assessment to take place later.
The trainer should not allow the assessment to proceed if s/he doesn’t think the
learner is ready for assessment.
Tell ‘em
Whereas the introduction and conclusion are the ‘top and tail’ of the session, the
body is the core.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 79
Two types of training sessions
Training may aim to develop learners’:
● skill—learners learn how to do something, or
● knowledge—learners learn about something.
Training must also build the learners’ confidence and commitment (attitudes) needed
to consistently apply what they learn, in the workplace.
Table: Structuring the body of a training session—four-step model applied
Skill-based session Knowledge-based session
Step 1—
Explain/ demonstrate
1. Professional (silent) demonstration
2. Step-by-step demonstration (with explanations)
1. Present information (explain):
● Lecture
● Video
● Reading material
● Photographs/posters, etc.
Step 2—
Apply
3. Guided practice Practice with help from the trainer, as needed
4. Independent practice Keep practicing until the learner/s can perform the task without help (learner/s should be able to perform the task without help before moving to assessment)
2. Apply information:
● Discussion
● Question and answers
● Case study
● Role play
● Debate
● Project
● Game, etc.
Step 3—
Summarise
5. Recap key points
6. Check readiness for assessment
3. Recap key points (debrief activity)
4. Check readiness for assessment
Step 4—
Assess
7. Assess learner/s against learning outcome, OR discuss how this skill will be assessed at a later date/time.
5. Assess learner/s against learning outcome, OR discuss how this knowledge will be assessed at a later date/time.
SKILL-BASED SESSIONS
A rhyme to help you remember structure
Try this rhyme to help remember steps 1 & 2 of the body of a skill-based session:
I do it normal (professional demo)
I do it slow (step-by-step demo)
You do it with me (guided practice)
Now off you go (independent practice)
Adapted from ANTA 1998, p.(404)2.55
KNOWLEDGE-BASED SESSIONS
EAS vs. AES
If learners already have some experience, or are comfortable with the training material, you (the trainer) may swap the order of the EXPLAIN and APPLY phases (i.e. APPLY first, then EXPLAIN).
This can be a powerful way to ensure an active and engaging learning experience, provided the learners can cope with an activity before information is given.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •80
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 81
Put it all together—
Training session structure at a glance
The table below brings together information provided on previous pages. It offers a
useful model for structuring skill or knowledge training sessions.
Remember that learning is an instinctive process that doesn’t always fit a ‘model’.
Use this model as a starting point; modify it as needed to meet the particular needs of
your learner/s.
Table: Training session structure—a summary
INTRODUCTION
● Interest (stimulate learner interest; remove barriers & distractions)
● Needs (benefits of learning; learner needs)
● Time (expectations)
● Roadmap (agenda)
● Outcome (objectives)
● Safety
BODY
Skill-based session Knowledge-based session
Step 1—
Explain/ demonstrate
1. Professional (silent) demonstration
2. Step-by-step demonstration (with explanations)
1. Explain or present information
Step 2—
Apply
3. Practice with guidance from trainer as needed
4. Independent practice
2. Apply information
Step 3—
Summarise
5. Recap key points
6. Check readiness for assessment
3. Recap key points (debrief activity)
4. Check readiness for assessment
Step 4—
Assess
7. Assess learner against learning outcome, OR discuss how this skill will be assessed at a later date/time.
5. Assess learner against learning outcome, OR discuss how this knowledge will be assessed at a later date/time.
CONCLUSION
● Outcome (revisit)
● Feedback (give and get)
● Future (what happens next?)
May swap
order
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •82
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 83
Plan a skill-based training session
Overview: steps to take
To organise a skill-based training session, do the following:
1. Identify needs and write the learning outcome
2. Write a task breakdown
3. Write the session plan
4. Prepare for delivery.
Each step in detail
Step 1: Identify needs and write the learning outcome
See the section of this manual called, Training needs and objectives.
Step 2: Write a task breakdown
What is a task breakdown?
A task breakdown is a documented step-by-step breakdown of the work task to be
trained. A task breakdown usually notes:
● each step required to perform the skill, listed in order of performance
● key points to note about the performance of some or all steps.
! A documented procedure or unit of competency are equivalent to a task
breakdown—they show a step-by-step breakdown of the work task. If these
are available in your workplace, use these. If not, write a task breakdown.
Why write a task breakdown?
A documented task breakdown promotes clarity and consistency:
● it helps you train a skill more effectively:
– you’ll remember to demonstrate all steps in order, without forgetting any steps
or having to go back and repeat steps
– you’ll remember to note key points needed for the learner/s to be able to
perform the skill as required
● it increases the likelihood of consistent instruction, regardless of who delivers the
training.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •84
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 85
Another option—use a video as a task breakdown
One picture is worth ten thousand words.
Chinese proverb
A video may be a useful alternative to a documented task breakdown, especially if you
plan to show the task breakdown to learners, and use it as a training aid. YouTube
offers a range of “how to…” videos that you may find useful.
Researching videos as Task breakdowns—
Check out YouTube
<youtube.com> (accessed 04.01.2018)
Examples—Task breakdowns
T This template is available For your future use, you’ll find a blank template for a task breakdown in the Templates document that we provide to support this program.
Task breakdown example 1: Send a fax
Steps Key points
1. Insert page to be faxed Text face down; top facing the back of the fax
2. Enter fax number Correct area code
3. Press start button
4. (when fax has been sent)
Stamp ‘faxed’ on the document
Stamp on page one
5. File fax away in correct place. If unsure, check with manager.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •86
Task breakdown example 2: Fold a cloth napkin—French Napkin fold
Steps Key points
1. Lay the napkin down.
● Face down, in front of you
2. Fold the napkin in half diagonally.
● Corners should meet.
3. Position the folded napkin so that the long
side is on the left.
4. Fold the far corner of the napkin diagonally
towards you and to the right.
● Crease should fall about 6cm short of the
right corner
● Newly-formed point at the bottom is about 10
cm to the right of the left one.
5. Fold the right-most point towards you.
● pivot at the same place the last fold pivoted.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 87
Step 3: Write the session plan
Now that you have prepared a task breakdown, you’re ready to write the session plan.
! Key point—
Assume that other trainers may need to follow your plan
The session plan must read like a recipe—it must present a step-by-step
process for training the task that is clear and detailed enough for another
trainer to follow, if needed.
What information should you include in the plan?
As a minimum, a session plan should include:
● session topic and outcome
● resources needed to deliver the session
● session content
● timing (total time plus timing of each segment of the session).
How must a session plan be formatted?
Format the plan in a way that works for you and your organisation. If you have limited
experience writing session plans, or if you are looking for new ways to structure your
session plans, the templates in this manual may give you some useful ideas.
Example—Skill-based session plan
The next page shows an example of a skill-based session plan.
T This template is available For your future use, you’ll find a blank template for a skill-based session plan like the one on the next page, in the Templates document that we provide to support this program.
The task breakdown clarifies what you will train.
The session plan clarifies how you will train the task.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •88
Example: skill-based session plan
Session title Folding a napkin in a French napkin fold Total time 10 minutes
Outcome By the end of this training session, learner/s should be able to fold a cloth napkin
to create a ‘French’ napkin fold in 15 seconds or less, following the procedure
shown in the attached task breakdown, so that the finished product looks like the
model provided.
Resources ● Three cloth napkins (one folded model, two unfolded)
● Task breakdown handout—French Napkin fold
● Flat surface large enough to accommodate at least two napkins.
Preparation ● Organise resources and training venue
● Confirm training details with learner.
Time Activities
INTRODUCTION
1.5 min. I The ‘French’ napkin fold is one of the simplest, yet most elegant napkin folds.
N In your role with our catering company, you must be able to fold up 200 napkins within
one hour when setting up a formal dining event (e.g. wedding).
Q: Have you ever folded a napkin in a French fold before?
Q: Would you prefer I sit opposite or beside you?
T 10-minute session, no breaks; water provided; toilets across hall.
R Roadmap: Share agenda (see below)
O Outcome: Share outcome
S Emergency evacuation; first aid; other venue-specific safety info
BODY
3 min. Demonstrate 1. Demonstrate silently—follow task breakdown
2. Demonstrate & explain—Note key points on task breakdown
3 min. Practice 3. Guided practice—allow one practice with guidance
(second guided practice only if needed)
4. Independent practice—ensure learner can do it without help.
0.5 min. Summarise Q: How did that feel? Feel ready for assessment?
Q: How long should it take you to fold one napkin? (A: 15 sec or less)
1 min. Assess Assess performance against learning outcome criteria
CONCLUSION
1 min.
O Revisit outcome
F ● Give feedback—congratulations or ‘almost there’
● Get feedback
F Next steps: Next session we’ll learn how to fold a Bishop’s hat napkin.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 89
end of example
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •90
Step 4: Prepare for delivery
Now that you have the session plan in place, you need to prepare for delivery. This
means you must make the necessary arrangements to ensure that the session runs
safely and smoothly.
To prepare for delivery, see information starting on page 110.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 91
Plan a knowledge-based training session
Overview: steps to take
To plan a knowledge-based training session, do the following:
1. Identify needs and write the learning outcome
2. Organise information to be presented
3. Develop an application (practice) activity
4. Develop an assessment activity
5. Decide on the best approach—EAS or AES
6. Write the plan
7. Prepare for delivery.
Steps 2 - 5 above may be performed in any order.
Each step in detail
Step 1: Identify needs and write the learning outcome
See the section of this manual called, Training needs and objectives.
Step 2: Organise information to be presented
This step is crucial. The better you organise the information to be presented, the better
the chances that the learner/s will retain the information.
The information processing theory of adult learning reminds us that adults will retain
information better if:
● information is presented in small ‘chunks’ and
● chunks of information are sequenced in a logical order.
The table on the next page lists various ways to chunk and sequence information.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •92
Table: chunk and sequence information—some options
Name Description Example
Past-
present-
future
Chunk 1: What happened in
the past
Chunk 2: What is happening
now
Chunk 3: What will happen in
the future.
Extremes Chunk 1: One extreme (left)
possibility
Chunk 2: Opposite extreme
(right) possibility
Chunk 3: The ‘middle
ground’
Whole-
part-
whole
Chunk 1: Big picture
(overview)
Chunk 2: Detail
Chunk 3: Return to big
picture
Wide to
narrow
Chunk 1: Big picture
Chunk 2: Zoom in on one
part of big picture
Chunk 3: Zoom in more.
What-
why-
How
Chunk 1: What
Chunk 2: Why
Chunk 3: How
Topic: Human evolution
Chunk 1: Brain structure of early humans
Chunk 2: Brain structure of the ‘modern’ human
Chunk 3: Predictions for future evolution of the
human brain
Topic: New software being introduced that is
being resisted by staff
Chunk 1: Continuing with current software—
advantages and disadvantages
Chunk 2: Changing to a completely new software
system—advantages and disadvantages
Chunk 3: Updating the current software—why this is
the best choice.
Topic: New software being introduced that staff
must learn to use (for each function)
Chunk 1: Big picture—what the function is and how
to perform it
Chunk 2: Detail—each step in detail, in order
Chunk 3: Return to big picture.
Topic: Induction training—your role
Chunk 1: How the organisation works
Chunk 2: How your department works
Chunk 3: Your specific role.
Topic: Three main benefits of our 10-step
customer service approach
Chunk 1: What is the 10-step customer service
approach?
Chunk 2: Why does it work?
Chunk 3: How and when do you implement it in the
workplace?
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 93
Name Description Example
3 facts Chunk 1: First fact
Chunk 2: Second fact
Chunk 3: Third fact
Organise information to be presented—some tips
● Limit the amount of information presented within each chunk
If you have a lot of information to present, break it up into small chunks.
e x a
m p
le
Present small ‘chunks’ of information at a time
If you want to present a 10-step process for applying make-up:
1. Present steps 1-5 (chunk 1)
2. Conduct a quick reflection and summary
3. Present steps 6-10 (chunk 2)
4. Review all 10 steps.
● Briefly introduce and conclude each chunk of information.
This helps learners remain focussed and track progress throughout the session.
e x a
m p
le
‘Now that I have told you a bit about how our organisation works, let’s look more
closely at your department of the organisation’
Topic: Three things you need to know about this
piece of machinery
Chunk 1: It is the most powerful machine of its kind
in the world
Chunk 2: It is fully automated and computerised
Chunk 3: It runs on a rechargeable battery.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •94
● Bring it to life!
Back up information provided with stories, examples, and facts that reinforce your
points. This ‘breathes life’ into them, as in the example below:
e
x a
m p
le
Information:
Research and experience suggests that if a variety of senses are stimulated during
training, trainees will retain the learning longer and more effectively.
Breathe life into the information with an example:
“An example of one of the many pieces of research into the use of the senses in
training was completed by Robert Benschofter. Benschofter looked at how stimulation
of one or more senses impacts upon short versus long-term recall. His findings
showed that:
(Kornikau & McElroy, 1975, p. 370)
● Use a multi-sensory approach
The story given in the example above reminds us that learners will retain
information for longer if training is multi-sensory.
Telling (auditory), when used alone, results in:
70% recall 3 hours later and
10% recall 3 days later.
Showing (visual), when used alone, results in:
72% recall 3 hours later
20% recall 3 days later
Blend of telling & showing results in:
85% recall 3 hours later
65% recall 3 days later.”
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 95
Step 3: Develop an application (practice) activity
Many trainers make the mistake of thinking, ‘I’ve told them, therefore they have
learned.’ They wrongly assume that clear, well-organised delivery of information is
enough for learners to retain the information. This is not the case.
To consolidate learning, learners must have a chance to process or use the information
in some way. Therefore, activities are essential.
How to select an appropriate activity
Choose an activity that is relevant to the topic and will let you measure whether or not
the learners have gained the knowledge you hoped they would
Consider the level of knowledge learners should demonstrate by the end of the session
and select activities that challenge learners at that level. The figure below shows a
modernised version of Benjamin Bloom’s levels of cognitive (knowledge) development,
and lists some activities that challenge learners at each level.
Figure: Benjamin Bloom—Levels of cognitive development (modern version)
Can the learner: Training activities at this level
Create Use or combine concepts and ideas
to create new ones
Any activity where learners design;
invent; compose; predict; combine
Evaluate Assess; rate; rank; modify; compare
ideas or concepts
● Debate ● Identify strengths / weaknesses
of a product or idea ● Modify existing product or idea
Analyse Recognise and analyse patterns or
trends related to a concept or idea ● Analyse a process or system and
identify patterns or trends
Apply Use and apply knowledge;
experiment; manipulate
● Role play ● Case study ● Practical task
Comprehend Summarise; translate; restate in own
words; discuss; explain ● Small group discussion ● Quiz—individual or in groups
Recall List; locate; name; recite; observe;
name; identify
● Memory exercise—e.g. quiz or matching activity
● Cloze (fill-in-the-blanks exercise)
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •96
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 97
Some important points about selecting the right level of activity for the
session
● Select a level of activity that challenges learners without overwhelming them:
– If the subject matter is very new to learners, begin with an activity that
challenges recall, then progress to a comprehension activity
– If learners easily relate to the subject matter, you may begin with an activity
that challenges comprehension or even application (you don’t always need
to begin with a recall activity, although this is a good ‘safe’ bet if you are unsure
as to how learners will respond to the material)
● Introduce progressively more complex activities, but go only as far as needed to
reflect the level of knowledge needed to perform in the workplace:
– Workplace training usually aims to get learners to the level where they can
apply knowledge in the workplace
– Some higher level training (e.g. senior management training) will demand
higher levels of knowledge such as the ability to analyse, evaluate or create
new systems or processes.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •98
Step 4: Develop an assessment activity
The purpose of the assessment activity is to assess whether or not learners have
achieved the learning outcomes. Assessment may test the learner/s’:
● knowledge needed to perform a particular task, and/or
● ability to apply the knowledge gained in the session to a particular workplace task.
When is the best time to assess learners?
The easy answer to the above question is, ‘Assess learners when they are ready.’
● Assessment may take place within the body of the session, immediately
before the conclusion. In this case, the assessment activity should relate uniquely
to the learning outcome for this session.
or
● Assessment may take place at a later time. In this case, the session outcome is
assessed holistically, as part of a broader assessment that incorporates outcomes
from a number of program sessions.
The figure below illustrates the options described above.
Figure: Timing the assessment
Introduction
Conclusion
1. Present information
2. Apply Information
(practice)
3. Summarise
4. Assessment
Option 1:
Assessment within
session
Holistic
assessment
Option 2:
Assessment
at a later time
Introduction
Conclusion
1. Present information
2. Apply information (practice)
3. Summarise
Introduction
Conclusion
1. Present information
2. Apply information (practice)
3. Summarise
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 99
Step 5: Decide the best approach—EAS or AES
What is EAS?
The model for a knowledge based training session (summarised on page 81 of this
manual) is called an EAS model, to reflect the order of session activities:
E – Explain
A – Apply
S – Summarise.
In the EAS model, the trainer presents information first (the Explain phase) before
asking learners to process or use the information in some way (the Apply phase).
This is a safe and effective model, particularly for learners with limited background in
the training topic.
What is AES?
In the AES model, the trainer reverses the order of the ‘explain’ and ‘apply’ phases.
Here’s how AES works:
● Apply phase first
Learners complete an activity that:
– draws out their existing knowledge, or that
– prompts them to learn through ‘discovery’
● Explain phase second
In the AES model, the ‘explain’ phase follows the activity. Instead of presenting
information or lecturing, the trainer helps learners debrief the activity, usually by
facilitating a group discussion. In this discussion:
– learners share ideas and concepts learned
– the trainer helps learners consolidate learning by:
▪ Building on learner ideas, correcting any inaccuracies if needed
▪ Adding information that learners did not offer.
● Summary phase third
Summarise key learning points to take away from this session.
AES is an engaging and effective approach because learners are actively involved in
their learning from the start. They enjoy the chance to ‘learn by doing’, rather listening
to a ‘boring lecture’ that covers material they may already know.
However, AES also poses risks. Less experienced learners, or learners who lack
confidence, may feel overwhelmed.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •100
Step 6: Write the session plan
Refer to the general guidelines for writing session plans listed on page 86.
Examples—Knowledge-based session plans
The next few pages show two examples of knowledge-based session plans. In both
plans, learners are a group of athletes participating in a program called: Media Training
for Athletes
● In example 1:
– assessment takes place within the session
– assessment (a quiz) tests learners’ comprehension of the information
provided
– a sample quiz is included with this example.
● In example 2:
– assessment takes place at a later time, after the conclusion of the session
– assessment tests learners’ application of the information provided, in a
simulated media interview situation.
T This template is available For your future use, you’ll find a blank template for a knowledge-based session plan like the ones starting on the next page, in the Templates document that we provide to support this program.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 101
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •102
Knowledge-based session plan, example 1
(assessment included)
Program Media Training for Athletes (8-session program)
Session title Session 3: Keeping a media interview on track Total time 45 minutes
Outcome By the end of this training session, the learner/s, without referring to notes, should be able to:
● name the three steps of the Kazam 3-part structure for answering media questions
● list at least two examples how to answer a question using the Kazam 3-part structure that conveys the intended message.
Resources ● Activity cards: Examples of Kazam 3-part structure
● 4-5 winning lottery tickets (for team competition)
● Handout: MTA_Session3_Quiz
● PowerPoint: MTA_Session3 (with link to Interview Disaster video)
Preparation ● Prepare resources ahead of time
● Set up and test PowerPoint and DVD link.
Time Activities Resources
INTRODUCTION
5 min. I Play 45-second DVD of an athlete responding poorly to media questions in an interview, thereby making a major scandal in their sport even worse.
PowerPoint 1: Welcome
PowerPoint 2: Interview disaster DVD
N Q: Ever been in a similar situation to the person in the DVD? This session aims to ensure that you never will be.
Q: Review: What must you find out about the interview before you can start preparing for it?
Q: This session: Heard of Kazam 3-part structure?
T 30-minute session, no breaks
Water at back of room; toilets across hall
PowerPoint 3: Housekeeping
R Share agenda:
1. 3-part structure—overview
2. Each part in detail
3. Practice
4. Assessment (closed book quiz)
PowerPoint 4: Agenda
O Share outcome PowerPoint 5: Outcome
S Venue or session-specific safety information as appropriate.
continued
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 103
Knowledge-based session plan example 1 (assessment included), cont’d
Time Activities Resources
BODY
1 min Explain 3-part structure—overview
● Present overview of Kazam 3-part structure on chart paper.
● Give one example of a response to a media question using this structure.
chart paper
5 min Part 1—Respond to question
● Get ideas: How could we respond to a journalist’s question? Write on whiteboard.
● Present and discuss the following response options as needed:
– Answer the question
– Acknowledge say I can’t answer that (e.g. ‘Thank-you. I don’t know the answer.’)
– Acknowledge question and attempt an answer (e.g. ‘Good question. Our estimates show that...’).
whiteboard
5 min Part 2—Bridge
● Discuss what a ‘bridge’ is: a way of bridging the gap between where you are and where you want to be. In media, the ‘bridge’ is the statement used to swing attention from the journalist’s question to your key message.
● Brainstorm/discuss examples of bridges—e.g.
– But what I can say is...
– The important thing here is...
PowerPoint 6: Definition of a bridge
whiteboard
4 min Part 3—Key message
● Following the bridging phrase, tack on key message (emphasise need to prepare these ahead of time).
continued
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •104
Knowledge-based session plan example 1 (assessment included), cont’d
Time Activities Resources
BODY
10 min. Apply Match game
Set up activity (3 min)
● Divide learners into 2 groups (team 1 & team 2)
● Explain that you are about to give each team a set of 10 cards: each card contains a phrase. It is an example of a response to a question, a bridge, or a key message.
● Objective of activity is to place your group’s set of cards into 3 piles: one pile of responses; one of bridges; one of key messages.
● Give timeframes: Fast as you can, first group finished gets 5 points, then 1 point per group for each correct answer.
Complete activity (3 min)
Activity cards
5 min. Summarise Debrief activity and add up points—hold award ceremony for winning team (distribute lottery tickets)
Q: Did all groups score at least 5 points?
Q: Do you feel ready for the quiz?
Winning lottery tickets for winning team
8 min. Assess Quiz
● Close books, then distribute quiz.
● Give 3 minutes to complete
● Go through answers together—each person marks their own
● Collect quiz papers after going through answers.
Quiz handout
CONCLUSION
2 min. O Revisit outcome.
F ● Give feedback—congratulations or ‘almost there’ and summarise progress towards outcome so far
● Get feedback (verbal; forms to come at end of program).
F Next steps: Next session we’ll take this knowledge one step further and apply it to a simulated interview situation.
PowerPoint 7: Thank-you
continued
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 105
Knowledge-based session plan example 1 (assessment included), cont’d
Assessment for Knowledge-based session plan, example 1:
Quiz
Kazam 3-part structure for answering media questions
Name________________________ Date: ______________
Information about this quiz
This is a closed-book quiz. You have 3 minutes to complete it.
Instructions
In the space provided below:
1. Name each part of the Kazam 3-part structure for answering media
questions (3 points: score of 3 out of 3 required for this section)
2. List two examples of each part of the Kazam 3-part structure
(6 points: score of 5 out of 6 or higher required for this section).
Part 1: _______________________________________________________
Example 1: ____________________________________________
Example 2: ____________________________________________
Part 2: _______________________________________________________
Example 1: ____________________________________________
Example 2: ____________________________________________
Part 3: _______________________________________________________
Example 1: ____________________________________________
Example 2: ____________________________________________
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •106
end of knowledge-based session plan, example 1
Knowledge-based session plan, example 2
(assessment later)
Program Media Training for Athletes (8-session program)
Session title Session 3: Keeping a media interview on track Total time 70 minutes
Outcome By the end of this training session, the learner/s should be able to use the Kazam 3-
part structure in a simulated interview situation to respond to media questions so that at
least one key message is delivered per response, in at least 3 out of 4 responses to
questions given.
Resources ● PowerPoint: MTA_Session3 (with link to Interview Disaster video)
● Handout: MTA_Session 3_Kazam 3-part structure to answering media questions
● Handout: MTA_Session3_InterviewScenarios1-5
● Handout: MTA_Session3_InterviewQuestions4Scenarios1-5
Preparation ● Prepare resources ahead of time
● Set up and test PowerPoint and DVD link.
Time Activities Resources
INTRODUCTION
5 min. I Play 45-second DVD of an athlete responding poorly to
media questions in an interview, thereby making a major
scandal in their sport even worse.
PowerPoint 1:
Welcome
PowerPoint 2:
Interview disaster DVD
N Q: Ever been in a similar situation to the person in the
DVD? This session aims to ensure that you never will.
Q: Review: What must you find out about the interview
before you can start preparing for it?
Q: This session: Heard of Kazam 3-part structure?
T 70-minute session, no breaks
Water at back of room; toilets across hall.
PowerPoint 3:
Housekeeping
R Share
agenda:
1. 3-part structure—overview
2. Each part in detail
3. Practice
4. Info about assessment next week.
PowerPoint 4:
Agenda
O Share outcome PowerPoint 5:
Outcome
S Venue or session-specific safety information as appropriate.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 107
continued
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •108
Knowledge-based session plan example 2 (assessment later), cont’d
Time Activities Resources
BODY
1 min. Explain 3-part structure—overview
● Present overview of Kazam 3-part structure on chart paper.
● Give one example of a response to a media question using this structure.
chart paper
5 min. Part 1—Respond to question
● Get ideas: How could we respond to a journalist’s question? Write on whiteboard.
● Present and discuss the following response options as needed:
– Answer the question
– Acknowledge say I can’t answer that (e.g. ‘Thank-you. I don’t know the answer.’)
– Acknowledge question and attempt an answer (e.g. ‘Good question. Our estimates show that...’).
whiteboard
5 min Part 2—Bridge
● Discuss what a ‘bridge’ is: a way of bridging the gap between where you are and where you want to be. In media, the ‘bridge’ is the statement used to swing attention from the journalist’s question to your key message
● Brainstorm/discuss examples of bridges—e.g.
– But what I can say is...
– The important thing here is...
PowerPoint 6: Definition of a bridge
whiteboard
4 min. Part 3—Key message
● Following the bridging phrase, tack on key message (emphasise need to prepare these ahead of time).
continued
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 109
Knowledge-based session plan example 2 (assessment later), cont’d
Time Activities Resources
BODY
38 min. Apply Interview simulation
Set up activity (5 min)
● Divide learners into groups
● Explain roles of each learner:
– Reporter—asks up to 5 interview questions (uses questions handout to get ideas)
– Interviewee—answers questions using Kazam structure
– Observer—evaluates whether or not Kazam structure used effectively
● Distribute scenario and question handouts to each group
● Will do 3 rounds—everyone gets a go at each role
● Timeframes: 5 minutes for role play, plus 3-4 minutes to discuss how well the interviewee did, and 1-2 mins. turnaround = 10 min/round.
Complete activity: 30 min. + 3 min regroup.
Handouts:
● Interview scenarios
● Interview questions
5 min. Summarise Debrief activity & summarise key points Recap 3-step structure.
3-step structure on whiteboard
5 min. Assess Remind learners of assessment next week—Practical assessment: 5-minute media interview; learners must apply the Kazam structure when responding to questions. Take questions as needed.
CONCLUSION
2 min.
O Revisit outcome
F ● Give feedback—congratulations or ‘almost there’ and note progress towards outcome so far
● Get feedback (verbal; forms to come at end of program).
F Next steps: Next session we’ll focus on non-verbal communication skills needed for convincing interviews.
PowerPoint 7: Thank-you
end of knowledge-based session plan, example 2
Step 7: Prepare for delivery
Now that you have the session plan in place, you need to prepare for delivery. This
means making the necessary arrangements to ensure that the session runs smoothly.
To prepare for delivery, see information starting on the next page.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •110
Prepare for delivery: safety and other logistics
This step is critical, yet we often underestimate its importance. To prepare for delivery:
● practice, practice, practice!
● consider safety: ensure a healthy and safe learning experience
● organise learning materials and visual aids
● organise venue
● consider administration
● inform learners of training details.
Each of these is discussed in detail below.
Practice, practice, practice!
Practice delivery—
in front of a mirror, in front of a person, on the bus, while walking the dog—just do it!
Remember that delivery is just part of a training session. Also practice:
● how you’ll facilitate discussions and engage the learner/s
● how you’ll introduce activities
● how and when you hope to sit back and let the learner/s process information and
practice skills.
The plan is just the beginning… now you must prepare to deliver!
Practice is…
the single most important thing to do when preparing for delivery
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 111
Consider safety: Ensure healthy and safe learning
Trainers’ work health and safety (WHS) responsibilities
To exercise their duty of care, trainers must:
● inspect the training venue and ensure that it is comfortable and safe
● learn the WHS procedures relevant to the training venue
● provide WHS information to learners and monitor safety throughout learning
● report WHS incidents if they occur.
These items are covered in more detail below.
Inspect the training venue
Trainers—or other appropriate workplace personnel—should inspect the training venue
before training begins. They must document the outcomes of the inspection using a
venue safety inspection checklist or equivalent.
Learn WHS procedures relevant to the training venue
Trainers should:
● be inducted to the training venue and/or find out:
– emergency evacuation procedures
– location of nearest first aid kit, land line telephone and fire extinguisher
– name and contact details of available first aid officer
● obtain a written list of learner names (helps track learners in an emergency).
Provide WHS information to learners and monitor safety
Consider what information you’ll need to provide to the learners:
● before training
● at the start of training and before the session commences
● throughout and after training.
Safety First!
Trainers have a ‘duty of care’
to ensure a healthy and safe learning experience
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •112
WHS information before training
To meet our duty of care, before training, we should tell learners:
● how to get to the training venue, where to park and how long learners should
allow to get there (a late learner can pose a hazard on the roads).
● what to wear. Must the learner/s wear particular clothing to ensure safety?—e.g.
if training will take place outdoors, learners should wear clothing suitable for the
conditions.
● what to bring. Must the learner/s bring a required piece of equipment for use in
training?
● what to do beforehand. Must the learner/s read background material or complete
pre-training activities to ensure a healthy and safe learning event?
● (if delivery mode is eLearning) ergonomic information about setting up the
workstation, recommended posture and guidelines for time in front of the screen.
● other? Can you think of any other information relevant to the type of training and
assessments that you conduct?
WHS information at the start of training
No matter what the training or assessment context, all learners must know:
1. emergency evacuation procedure—how to get away, where to go and who to
report to in the event of an emergency
2. first aid—where to go if first aid is needed
3. behavioural expectations and instructions—information about expected learner
behaviour. This includes:
● expectations for interactions between and among learners and others in the
environment (controls the risk of psycho-social hazards such as intimidation)
● specific instructions related to safe learning—e.g. “Keep hands off the
equipment until I [the trainer] am beside you to help”
4. instructions related to ongoing personal comfort and safety—e.g. “We will be
typing a lot today. Stop and shake your fingers and wrists every 10 minutes.”
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 113
WHS information throughout training
Throughout training, you may need to provide new WHS information, or reinforce
information already given. For example:
● you notice that one or more learners are not complying with WHS instructions, so
you remind them of expectations
● you introduce an activity in which learners will be using a new piece of equipment;
in this case you may need to provide new WHS information relating to this
equipment
● you move to a different training venue; in this case, you must provide WHS
information relevant to that venue—e.g. emergency evacuation procedure.
WHS information at the end of training and beyond
At the end of training, you should:
● remind learners of safe work practices once back in the workplace. Safe transition
of the learning to the active workplace should be monitored by the trainer or a
supervisor of the learner.
● ensure safe egress (exit) from the training venue. Make sure learners:
– have safe passage to the parking lot, to the nearest public transport, or home
– have left the venue before you leave.
Questions for consideration—
Ensuring a healthy and safe learning experience in your
workplace
Think about the type of training you deliver. Answer the questions below:
1. In addition to the examples presented above, what other WHS information relevant
to the type of training you deliver, should you give learners?
2. What is the procedure for recording and reporting WHS issues in your workplace?
If you don’t yet know, you should find out!
If desired, list your thoughts below:
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •114
Organise learning materials and visual aids
Questions to consider include:
● What learning materials and visual aids are available? These may include:
– training manuals, workbooks or handouts
– PowerPoint presentations
– assessment tasks
– models or props such as posters
– videos.
● Are they relevant to the learner/s and to the learning objectives?
● Are they user-friendly and written in plain English?
Relevant learning materials and visual aids may be:
● available and may be used as-is
● available but must be modified to suit the learner group
● unavailable and must be developed from scratch.
Visual aids
Remember the adult learning principle which states that multi-sensory learning helps
learners retain information better than single-sensory learning. Visual aids are an
excellent way to create a multi-sensory learning experience.
Use visual aids to:
● arouse and sustain learner interest—e.g. a thought-provoking photograph or quote
● clarify complex material—e.g. a flow chart
● increase learner retention of information presented—using visual aids to reinforce
points made verbally will significantly increase learner retention of information
● cater to a variety of learning styles.
The pages that follow list some popular visual aids and describe guidelines for both
design and use.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 115
Whiteboard, or chart paper
Useful to:
● document ideas shared in group discussions
● draw a diagram or flow chart of a concept being explained
● (chart paper) write key information, ideas or concepts on chart paper, then post on
the wall for constant reference throughout training.
Checklist: Tips for effective use of
chalkboards/whiteboards/chart paper
● Position so everyone can see .........................................................................
● Write legibly ....................................................................................................
● Write large enough to see—‘rule of thumb’ is
for lettering to be as large as your thumb ........................................................
● Use a variety of colours ...................................................................................
– Black, blue, dark green or brown for key information
– Lighter colours to emphasise and highlight key points.
Videos—e.g. Professional or YouTube
Useful to:
● show realistic examples of how the concepts learned may be applied
● reinforce concepts previously learned
● create a break from lecture format—an alternative way to present information.
Checklist: Tips for effective use of
videos
● Preview video to confirm suitability ............................................................
● Test video before use ................................................................................
● Set volume and display ahead of time .......................................................
● Prepare questions/discussion topics ..........................................................
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •116
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 117
PowerPoint and other electronic presentations
Useful to:
● create an ‘atmosphere’ (may be achieved through the master design of all slides,
or a particular slide showing an intriguing photo or equivalent)
● clarify information with a diagram or flow chart of a concept
● summarise key information.
Checklist: Tips for effective development and use of
PowerPoint and other electronic presentations
Design
● Font size large enough to see:
– Title text—bold, about 32-40 pt size ......................................................
Example – Supporting text—about 24-28 pt size ..................................................
Example
● High contrast for clear visibility ...................................................................
● Maximum of 4-6 lines per slide ..................................................................
Light
on dark
Dark
on light
Similar font
&
background
Easiest to see Hardest to see
Title
● Point 1
● Point 2
● Point 3
● Point 4
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •118
Checklist: Tips for effective development and use of
PowerPoint and other electronic presentations, cont’d
● When using words, key points only—no detail! ..........................................
● Use loads of photos, flow charts and other images in your
presentation—reduce or eliminate words ...................................................
● Guide eye from top left to bottom right .......................................................
Use
● Position so everyone can see ....................................................................
● Test projection before training ....................................................................
● Have at least one clean, hard copy of slides
available for photocopying in case projection fails ......................................
● Manage the slides—don’t let the slides manage you. To do this: ...............
– Print a copy of slides as handouts and use to guide you
– If you have a laptop, put the PowerPoint into ‘presentation’ mode
(this mode allows you to see slide outline on the laptop, while
only one slide is projected onto the screen)
● If possible, dim lights at the front of the room
to enhance quality of projection .................................................................
● Plan for spontaneity and flexibility—remember that you are
training, not presenting. Practice jumping out of sequence, from
slide-to-slide (with presentation in ‘slide show’ format, type the number
of the slide you want to move to—e.g. ‘24’—then press ENTER) ...............
Title
● Point 1
● Point 2
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 119
Handouts, manuals, workbooks
Useful for:
● reference throughout training and once training has concluded
● activity resources.
Checklist: Tips for effective development and use of
handouts, manuals, workbooks
● Plain English language ..............................................................................
● Loads of white space—not too much clutter on the page ...........................
● Back-up information with simple and effective illustrations .........................
● Ensure quality (clean) copies .....................................................................
● Consider when it is best to distribute handouts ..........................................
– Before training: pre-reading
– At start of training: for reference during training
– At end of training: for reinforcement after training
● Have a table of contents if more than about 10 pages ...............................
● Leave space for notes if used during training .............................................
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •120
Organise venue
Ask yourself the following question (answers to all should be ‘yes’):
● Is the venue comfortable and safe? See safety information on page 111.
● Is the venue appropriate for the type of training to be delivered?
● Is the venue easy to get to?
● Are amenities such as hygienic and operational toilets and refreshments available
and nearby?
● Does the venue have the equipment and infrastructure you’ll need—e.g.
– computer and data projector
– Wi-fi
– a suitable number of tables, desks and comfortable chairs
– whiteboard or chart paper with markers
– (if computer-based learning) required number of operational computers loaded
with relevant software
– photocopier
– other equipment?
● (if needed) Are breakout rooms available close by, for small group activities?
If the training venue is the workplace—i.e. you are delivering ‘in house’ or on-the-job
training—consider also:
● learner privacy—is training taking place in an open-plan space such as an open
plan office or factory floor? If so, what can you do to ensure learner/s don’t feel as
though they’re on public display during training?
● workplace safety—what must you do to ensure that the organisation doesn’t suffer
as a result of the training (e.g. if training a new customer service officer, you may
want to organise a trainee badge so customers will be patient and not become
dissatisfied with the service provided).
● disruptions—will you need to inform other workers that the learning is taking place,
and perhaps hold calls during training?
If training is to be delivered online, consider also:
● do learners have access to the devices needed to complete the program
● do learners have the internet access and bandwidth needed
● how can you ensure learners receive ongoing support as needed?
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 121
Administration
● Training records
What training records will your organisation ask you to keep? Make sure you have
the necessary documents or access to the necessary electronic records—e.g.
attendance forms, enrolment forms, etc.
● Plan for review
How is training reviewed and evaluated in your workplace? Make sure you have
access to the necessary resources—e.g. feedback forms—online or hard copy.
Inform learners of training details
The learner/s must be told the details of the training. This may be your (the trainer’s)
responsibility, or someone else’s. In either case, you should make sure learners
receive all information needed about the training, well in advance of the training start
date. Pre-training information for learners should include (and isn’t limited to):
● time, date and duration of the training
● location of the training and how to get there
● what to expect—e.g. will the event be catered?
● how to prepare for training (including pre-work, if any)
● what to bring or wear on the day
● how to contact you (or someone else) before training, if they have questions or
requests (such as special dietary requirements).
Other preparations
What else can you add to this list?
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •122
Discussion or personal reflection on your own time—
Prepare for delivery in your workplace
Consider your role as a trainer (the one you currently have, or the type of training role
you are working towards):
● What must be done to prepare for delivery?
● Whose job is it?
● How far in advance of the training must it be done?
Note your thoughts below:
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 123
Recap: Plan training sessions—a ‘to do’ list
Tick when complete ▼
Plan training sessions
1 Identify needs and write the learning outcome ......................................
2 Develop a session plan with introduction, body and conclusion .........
Skill-based session
● Write a task breakdown
● Write the session plan
Knowledge-based session
● Organise information to be presented
● Design and develop an application
(practice) activity
● Design and develop an assessment activity
● Decide on the best approach—EAS or AES
● Write the session plan.
3 Prepare for delivery ...................................................................................
● Practice, practice, practice!
● Consider safety: ensure a healthy and safe learning experience
● Organise learning materials and visual aids
● Organise venue
● Consider administration
● Inform learners of training details
● Other preparations as needed.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •124
Summary of this section
Plan training sessions
This section of the manual and related training activities have covered the skills and
knowledge required to:
● structure training for effective learning
● plan a skill-based training session
● plan a knowledge-based training session
● prepare for delivery.
You may apply these ‘fundamentals’ of structure and planning to any training
situation—workplace or classroom training, individual or group-based training, distance
learning, e-learning or blended learning.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 125
Notes
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •126
Deliver training: principles of effective
communication and facilitation
Think like a wise man but communicate in the
language of the people.
William Butler Yeats (1865 - 1939)
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 127
Introduction to this section
Deliver training:
Principles of effective communication and facilitation
The training cycle is shown below. This section of the manual covers the ‘deliver’
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:
1. describe the key concepts underpinning effective interpersonal communication and
discuss their application in a variety of training situations.
2. model effective communication skills in a training context, including:
● presenting information
● listening
● questioning
● giving and receiving feedback.
Identify needs
Plan & organise
Deliver
Review
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •128
Principles of effective communication
When do we communicate?
The short answer to the above question is, ‘always.’ We have very little control over
when we communicate. We are always communicating, whether we want to or not.
Humans cannot not communicate
Adaptation of Virginia Satir in Stewart and D’Angelo, 1988, p. 55.
Implications for trainers
We must be mindful of the fact that we are always sending messages to our learners,
clients and colleagues, and take steps to ensure that we are sending the messages we
want to send.
This is particularly important when you first come into contact with learners and
clients—remember that this first contact may occur long before the training event
begins. People will form lasting impressions of the training and of you—both as a
person and as a trainer—based on these early ‘messages’ that you send. Pay
attention to these messages: you won’t get a second chance to make a first
impression!
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 129
How do we communicate?
When adults speak face-to-face, they use three modes of communication:
● words—a verbal message
● tone of voice—a non-verbal, vocal message
● facial expression, and other aspects of our body language and general
appearance—non-verbal messages.
Adaptation of Stewart and D’Angelo, 1988, p.169
Research by Albert Mehrabian suggests that when verbal and non-verbal messages
are different, the non-verbal message is perceived as the true message. The figure
below illustrates Mehrabian’s findings.
Figure: Where we look for the true message—Albert Mehrabian
The face is the mirror of the mind, and eyes without
speaking confess the secrets of the heart.
Saint Jerome (374 AD - 419 AD), Letter
Implications for trainers
To be credible and believable, trainers must project congruent verbal and non-verbal
messages.
55% 38%
7%
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •130
Communication is a two-way process
The interpersonal communication process is always at least a two-way process. We
cannot communicate ‘to’ people without them communicating back to us.
The figure below illustrates the two-way nature of interpersonal communication.
Figure: Communication as a two-way process
Implications for trainers
● Pay attention to the communication taking place between you and your learners:
– the messages that you are sending
– the messages that they are sending back to you (their true thoughts and
feelings are most often conveyed through their non-verbal communication).
▪ Look for: nods of understanding; smiles; thoughtful (not confused) looks
▪ Modify the session if you see: furrowed brows; yawning; people looking at
their watch.
● Pay attention to the communication taking place among your learners. This is
essential to ensure safe learning, teamwork and lack of conflict.
message
feedback
● Tone of voice
● Body Language
● Appearance
● Words
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 131
Communication filters and barriers
Our life experiences have an impact on the way we interpret the verbal and non-verbal
messages we receive from others.
The experiences and innate characteristics that make us ‘who we are’ lead us to form
attitudes, beliefs, and perceptions of the world around us. These attitudes, beliefs and
perceptions act as ‘filters’ to incoming messages—that is, they affect the way we
interpret and respond to messages we receive from others.
The figure below illustrates the idea of communication ‘filters’.
Figure: Communication filters and how they work
message
feedback
Incoming message passes through filters
Incoming feedback (responding message) passes through filters.
● Tone of voice
● Body Language
● Appearance
● Words
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •132
As a result of this ‘filtration’ process, we may interpret a message:
● as intended by the sender
or
● differently to what the sender intended—in this case, our filters have become
barriers to effective communication.
Example
Consider how the people described below would interpret and react to the statement,
‘Let’s go for a swim!’:
1. An Olympic swimmer who has just returned from a four-hour practice.
2. A young child who is learning how to swim and loves swimming!
3. An adult who almost drowned as a child and has a debilitating fear of the water.
Discussion or personal reflection on your own time—
Our ‘filters’
Use the space below to note as many examples of communication filters that you can
think of. We’ve listed two examples below to get you started:
● language, literacy and numeracy levels
● culture
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 133
Tips for presenting information clearly
Effective trainers present clear information. Below are some ways to do this:
Preparation
● Consider who you are presenting to:
use language and a presentation style that is appropriate for your learner/s.
● Tailor every presentation you deliver, to ensure it suits each unique learner
group.
Visual
● Project a credible and professional appearance
● Use clear, simple and relevant visual aids to reinforce key points
● Use posture, gestures, facial expression, and other forms of visual
communication to reinforce your message
Verbal
● Present the big picture first, before getting into the detail, then return to the
big picture again at the end of the presentation
● Use clear, ‘plain English’ language
● Use similes that the learner/s can relate to (e.g. ‘Doing this is like…’)
● Limit use of jargon or abbreviations—where used, explain the meaning of
each term.
Vocal
● Project clearly, with appropriate pace and volume. This is important, even in
informal learning situations.
● Maintain interest and highlight key points by varying the pitch, pace and
emphasis (tone) of your voice throughout the presentation.
● Use silence: the most effective presentations feature a blend of information
and silence (pauses) to allow learners to process and reflect on the
information.
Throughout
this process
Seek verbal and non-verbal feedback throughout the presentation—e.g.
● frequently ask open questions to maintain interest and confirm understanding
● pay attention to non-verbal feedback and adjust your delivery as
appropriate—e.g. if you see puzzled looks, pause, invite questions, and/or
explain your point in another way.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •134
Effective listening skills
The world is divided into two types of people:
Those who love to talk, and those who hate to listen.
James Thorpe
If you remember nothing else from this program, remember this…
This means:
● putting the learners first
● listening before telling
● approaching the learning from their perspective.
As a trainer you must listen carefully and skilfully to your learners. By doing so, you get
valuable feedback that tells you:
● how the learners are relating and responding to the training material
● any challenges they may be experiencing.
Effective listening
It is the province of knowledge to speak
and it is the privilege of wisdom to listen.
Oliver Wendell Holmes
Put simply, effective listening means doing two things:
1. Truly listening to what the learner is trying to say—this means paying attention to
both verbal and non-verbal messages
2. Be seen to be listening—give the learner verbal and non-verbal signals to indicate
that you are listening and are interested in what they have to say.
Effective trainers listen first!
They walk a mile in the shoes of their learners
then approach the training from the learners’ perspective.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 135
Questioning skills
The more skilled you are at asking questions (and then listening to the answers), the
more easily you’ll be able to manage training effectively.
Uses for questions in a training situation
Skilled trainers use questions:
● to generate and maintain interest in the subject matter
● to find out the learners’ existing knowledge and experience in a training topic
● to find out specific learning needs or preferences a learner may have
● to stimulate discussion
● to check learner recall and/or comprehension of material
● to manage a conflict or inappropriate behaviour… and much more!
Types of questions
How we phrase our questions will determine the amount and quality of information we
receive from the person/s we are speaking with. The type of question you should ask
will depend on the situation and the type of information you are looking for.
Open vs. closed questions
Open question Closed question
Definition An open question is a question that
invites comment.
A closed question is a question that
invites a one-word answer such as ‘yes’
or ‘no’.
Example ‘What are your thoughts about …?’ ‘Which button do you press to turn on
the machine?’
Tips for use Use open questions:
when you want to hear feelings /
ideas / opinions
when you want to stimulate
discussion
for more detailed responses.
Use closed questions when:
there is only one acceptable
answer to the question
you don’t want to spend too much
time on this subject.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •136
Direct vs. indirect questions
When training a group of learners, consider how you direct your questions:
Direct question Indirect question
Definition A direct question is a question posed to
a particular person.
Variations:
a. Name person then pose question
b. Pose question then name person
you want to answer it.
An indirect question is a question posed
to the group in general, rather than to a
particular person.
Example ‘Jenny, what are your thoughts about
…?’
‘Does anyone have any thoughts
about…?’
Tips for use Use direct questions when you want to:
hear the opinion of a particular
person
engage a particular person and
encourage him/her to enter into the
discussion
check a particular person’s
comprehension
deter an ‘overly enthusiastic’
learner from answering every
question, so that others have a
chance to speak. By directing your
question to a specific individual,
there is a better chance that the
dominant person will remain silent.
Use indirect questions:
in the early stages of working with
your group, if you don’t know the
group members very well—a direct
question may embarrass someone
by putting him/her on the spot.
when you don’t mind who responds.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 137
Beware of leading questions
What is a leading
question?
A leading question is a question asked in such a way that the answer is
contained within the question.
Why might it be
bad?
The person being questioned only has to agree with what you have said, rather
than coming up with the answer him/herself.
Furthermore, the person may feel that you are not truly giving him or her a
chance to speak and offer his or her own opinion.
Example Q: ‘Mary, would you agree that the best way to get from point A to point C is
to go through point B?’
A: ‘Uh… yes?’
Alternative Q: ‘Mary, can you tell me the best way to get from point A to point C?’
A: ‘The best way to get from point A to point C is to go through point B.’
A leading question
is sometimes okay
Leading questions may be used to re-state a point before moving on—e.g.
‘Would we all agree that our XYZ software has the potential to cut your
workload in half? Okay, so let’s see how it works…’
Avoid multi-barrelled questions
What is a multi-
barrelled question?
A multi-barrelled question is the term given to a series of questions posed at
once.
Why is it bad? The person you ask will become overwhelmed by the volume of information
being asked for and will not be able to specifically address all your queries.
Example Q: ‘Mary, tell me the best way to get from point A to point C, then tell me
where you would go to find out about the road conditions when travelling
from point A and comment about the advantages of going from point A to
point C following the route that you recommend, but also give a
contingency route for getting to point C if your first choice isn’t possible?’
A: ‘Huh?’
Alternative Q: ‘Mary, what is the best way to get from point A to point C?’
A: ‘The best way to get from point A to point C is to go through point B.’
Q: ‘Great. How can you find out about the road conditions the day you want
to travel from point A to point C?’
A: ‘I’d listen to the radio.’
Q: ‘Terrific. What if you find out that the road which goes through point B is
blocked? Is there an alternative route you could take?’ … etc.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •138
Give and receive feedback
The first thing we must remember about feedback in a training situation is that it is
given both verbally and non-verbally:
● verbally—what we say to the learners (or what we write)
● non-verbally—gestures, facial expression, eye contact.
Furthermore, feedback given by learners and by trainers may be:
● voluntary (e.g. a learner tells a trainer something) or
● involuntary (e.g. a trainer reacts with a look of surprise when a learner asks a
particular question).
We must be mindful of the feedback that we give to learners, ensuring that our verbal
and non-verbal messages are congruent, and intended.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 139
Constructive feedback
Feedback should be constructive.
To give constructive feedback, trainers must do two things:
1. Acknowledge things done well
It is essential to let the learner know what s/he is doing well, and encourage the
learner to keep doing it that way. If the trainer does not point out what the learner
is doing well, there is a risk that the learner will:
● ‘throw out the baby with the bath water’ and change everything about what
s/he is doing—the good as well as the bad—in their attempts to improve
performance
● become discouraged, feeling that s/he isn’t doing anything right. By pointing
out what the learner is doing well, the trainer can encourage and motivate the
learner to continue building their skills and knowledge.
2. Identify opportunities for improvement and give suggestions for how to make
those improvements
When identifying opportunities for improvement, pointing out errors in performance
is only the first step towards this feedback being constructive.
Learners can often self-assess strengths and opportunities to improve. What they
need from you (the trainer) are suggestions for how to make the desired
improvements.
Rather than saying, ‘Don’t do that’, say, ‘try this…’
Constructive Feedback—a ‘plain English’ definition
Constructive feedback is any feedback that helps to build (construct)
the skill and/or knowledge of the learner/s
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •140
Structure constructive feedback
Below are two popular models for structuring feedback:
● Feedback sandwich
The feedback sandwich means that feedback pointing out opportunities for
improvement is ‘sandwiched’ between two ‘slices’ of praise.
e x a
m p
le
Feedback Sandwich
(bread): I was impressed by how quickly and easily you were able to do that.
(filling): The only part where you seemed to struggle was when you…
(bread): In the end, you managed well and finished the task within required timeframes.
● Staircase
The staircase approach means that feedback begins by consolidating what the
learner has done well. Then, the ‘step up’ is offered; a suggestion for improved
performance.
e x a
m p
le Staircase
Well done. Your report is divided into clear sections. This makes it easy to work through.
To make it even better, I suggest adding a contents page just behind the cover page. This
will make it easier for people to understand how the report is structured.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 141
Guidelines for giving constructive feedback
Follow the guidelines below when giving feedback to learners about their progress
during training:
● Choose an appropriate time and place
– Do not give feedback if the learner is visibly upset
– It is usually best to give feedback individually, rather than in a group.
● Be specific
Give specific examples of what you saw or heard, and specific examples of
suggestions for improvement where appropriate.
e x a
m p
le
✓ Say
You did a great job—you completed it well within deadlines, the finished product
meets company standards, and I was particularly impressed by the fact that you
didn’t need to refer to the procedure guide to complete the task.
Don’t say
You did a great job.
● Separate the learner from the feedback
Comment on what you saw or heard. Do not make comments about the person!
e x a
m p
le
✓ Say
I have received four out of the ten tasks.
Don’t say
You’re very slow; you only completed four tasks.
● Follow the KISS Principle—keep it simple!
– Limit your feedback to one or two suggestions that you feel will bring about the
biggest improvement at this time.
– Don’t give too much feedback. Too much information will overwhelm the
learner and render the feedback ineffective.
● Use appropriate language
– Use terms and analogies that learners can understand and relate to
– Don’t swear or use offensive language.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •142
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 143
● Focus on what to do to improve performance (not what not to do)
– Suggest what you want the person to do
– Don’t tell them not to do what they’re doing. They probably know this. Instead,
give a suggestion for what to try instead.
e x a
m p
le
To a child running on a slippery pool deck…
✓ Say
Walk!
Don’t say
Don’t run
● Encourage, don’t mislead
– Encourage. Point out what the learner is doing well and offer suggestions for
improvement. Don’t focus only on suggestions for improvement or the learner
may become frustrated.
– Stick to the truth. Don’t tell a learner that they are doing well if they are not.
Learners can usually tell when you are not speaking the truth.
● Start by giving feedback about a suggestion already made
Comment first about something that you have already asked the learner to focus
on, before giving feedback about another aspect of his/her performance.
e x a
m p
le ✓
Say
Much better, I could see that you were applying what I suggested. Keep doing
that. I’d now like you to try it again. This time when you do it, try also to…
Don’t start feedback with…
Next time you do it, try to (new focus)…
(without commenting on what you previously asked them to focus on)
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •144
● Pay attention to your non-verbal messages when giving feedback!
If you want the learner to believe you, make sure your non-verbal messages (body
language and tone of voice) reinforce your verbal message (words). e
x a
m p
le
When you say, ‘good job’…
✓ DO
Look the learner in the eye; speak with speak with an enthusiastic look and tone.
Convey excitement about the learner’s achievement.
Don’t Look away from the learner or speak with a disinterested tone.
The learner will not believe your words because your non-verbal messages
suggest the opposite to the verbal message. People most likely will believe the
non-verbal message over the verbal message!
Guidelines for providing effective feedback provided courtesy of Sinson, 2015
Receive feedback
As trainers, we must remain open-minded and receptive to feedback that people offer
us about our training skills.
When receiving feedback:
● be receptive—be willing to listen
● be open-minded—be willing to consider suggestions made
● say ‘thank-you’ after the feedback has been offered—do not attempt to justify or
defend your actions when the feedback is being given. Say ‘thank-you’. You may
reflect on the feedback later, and make your decisions at that time about whether
to accept or reject the feedback.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 145
Recap: Use effective communication skills—a ‘to do’ list
Tick when complete ▼
Remember the principles of effective communication
● We cannot not communicate .....................................................................
Be mindful that we are always communicating, whether we want to or not
● Be clear and consistent: send congruent messages ..............................
With words, tone of voice, facial expression and other body language
● Take advantage of two-way communication ............................................
Gauge learner progress by paying attention to verbal and non-verbal cues
from and between your learners
● Be mindful of our ‘filters’ ...........................................................................
Check to ensure that learners have understood your ‘message’ as intended.
Use a variety of communication techniques
● Consider the LL&N levels of learners
Pitch written and verbal information at the learners’ level ..............................
● Present information in small chunks, use plain English
and speak with an engaging tone .................................................................
● Listen actively .............................................................................................
● Use questioning techniques effectively
to identify existing knowledge, check understanding, generate discussion,
help learners ‘discover’ key points or manage difficult behaviour ..................
● Give clear, constructive feedback throughout training ...............................
● Be receptive to feedback
Actively invite it and say ‘thank you’ when you receive it ...............................
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •146
Summary of this section
Deliver training:
Principles of effective communication and facilitation
This section of the manual and related training activities have covered fundamental
communication skills that trainers may use to facilitate learning in any type of training
situation. With these principles you should be able to deliver effective training in your
workplace.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 147
Plan, organise and facilitate learning in the workplace
People forget how fast you did a job—
but they remember how well you did it.
Howard Newton
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •148
Introduction to this section
Plan, organise and facilitate learning in the workplace
This section builds on the ‘fundamentals’ of planning and delivering training covered in
previous sections of this manual.
In this section we discuss how to apply these fundamentals to workplace learning
situations. We also cover how to develop an individualised workplace learning plan.
After reading this section of the manual and participating in the related learning
activities, you should be able to:
● define workplace learning and describe the key differences between workplace and
classroom-based learning
● develop a workplace learning plan for an individual that reflects sound adult
learning theories and ensures safe and effective learning without negatively
impacting on the workplace or the learner
● identify issues to consider when planning and facilitating workplace learning.
The skills and knowledge gained in this section should enable you to effectively plan,
organise and facilitate workplace learning in your industry.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 149
What is workplace learning?
Key characteristics of workplace learning
Workplace learning:
● occurs in the workplace and includes (but isn’t limited to) on-the-job learning
● focuses on a particular role in a particular workplace
● usually requires support by people in the workplace—e.g. a supervisor or more
experienced employee may be asked to act as a role model, coach and/or mentor
● may impact others in the workplace, such as customers, co-workers or
supervisors—e.g. a trainee customer service representative in a fast food outlet will
likely serve customers at a slower rate than more experienced employees.
Therefore, when a trainee is serving, other employees may need to serve a greater
number of customers and customers may need to be more patient and tolerant of
the trainee.
Workplace learning may be as extensive as a four-year apprenticeship program, or as
narrow in focus as a single meeting.
Situations that could warrant workplace learning
Situations that could warrant workplace learning include:
● the nature of the training requires access to equipment that is only found in the
workplace
● the task/s to be learned can best be learned ‘on-the-job’ without negatively
impacting on the workplace, and the costs of sending a learner ‘off site’ for training
cannot be justified
● the tasks to be learned aren’t offered in a course—for example, there are few
courses on how to be a fruit picker.
Workplace learning is learning that occurs in the workplace.
Work activities are used as the basis for learning.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •150
What organisations are involved in workplace learning?
Workplace learning may be developed by an organisation for employees of that
organisation, and be conducted entirely ‘in house.’ In this case, no other organisations
would be involved.
Alternatively, external organisations may be involved. Below are some possible
examples of external organisations that may be involved in workplace learning:
● Australian Apprenticeships scheme and Registered Training Organisations
(RTOs) that implement it
Australian Apprenticeships is a scheme operated by the Australian Government. It
encompasses apprenticeships and traineeships, and offers individuals a chance to
combine time at work with training. It can be full-time, part time or school-based.
Australian Apprenticeship programs lead to nationally-recognised qualifications.
Based on information at: <australianapprenticeships.gov.au> (accessed 04.01.2018)
An employee participating in an apprenticeship program is likely a student of TAFE
or another RTO licensed to run Australian Apprenticeships scheme programs.
This external organisation should be involved in any workplace learning that the
employee learner undertakes.
● Other Registered Training Organisations
Registered Training Organisations (RTOs) offer training and assessment in
nationally recognised qualifications. Sometimes RTO representatives develop
workplace learning pathways for employees in collaboration with workplace
representatives and are responsible for implementing these pathways, or
overseeing their implementation in the client’s workplace.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 151
Select a workplace learning pathway
When deciding whether or not a workplace learning pathway is the best option to
achieve the learning goals, consider:
1. safety
2. effectiveness and cost effectiveness
3. Industrial Relations and other relevant legislation as applicable
4. contractual requirements and responsibilities for learning at work.
1. Safety
For work-based learning to occur, we must ensure that we can modify workplace
routines to allow healthy and safe learning, including:
● learner safety
– Physical safety is important: the learner should not be asked to perform a
potentially dangerous task in the workplace before s/he has had enough
practice in a non-working environment to ensure readiness to operate in the
actual workplace. Does the workplace have the resources needed to
ensure safe learning, particularly in the early phases of the learning
process?
– Emotional safety of the learner is also important: if a work-based learning
approach is selected, can steps be taken to ensure that the learner isn’t
unnecessarily ‘put on display’ while learning, particularly in the early
stages? The learner needs support, as well as an emotionally safe
environment in which to practice skills and apply knowledge learned.
● safety of others in the workplace
If a work-based learning approach is implemented, can the safety of others in
the workplace be ensured?
● organisational safety
If a work-based learning approach is implemented, can productivity and
profitability of the organisation be maintained? For example, can steps be
taken to ensure that the employee learner does not damage equipment or
damage the reputation of the organisation in front of clients and customers?
For more information about how to ensure healthy and safe learning, see information starting on page 111.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •152
2. Effectiveness and cost effectiveness
Workplace learning appears to be a cost-effective process, as learning can take
place without having to invest in off-site training. However, the hidden costs of
workplace learning must be considered. For example:
● what are the demands on others in the workplace
● what is the potential for damage to the workplace—see information above
about organisational safety
● what distractions may present themselves if training occurs at work, and what
is the impact of these distractions?
3. Industrial Relations and other legislation
Industrial Relations (IR) guidelines and other relevant legislation must also be
considered when planning workplace learning. For example:
● is it against IR rules to ask a supervisor to help train an employee in the
workplace if no additional payment is offered the supervisor
● can you ask a learner to come to work outside of working hours to participate
in training?
Workplace learning events must comply with union rules and other relevant
legislation or regulations that may apply.
4. Contractual requirements and responsibilities
Some work-based learning programs may need to address contractual
requirements. Areas in which these commonly exist include traineeships and
apprenticeships, and training programs which utilise government funding.
A common requirement of contracts under which funding is made available for
work-based learning is that the learning must be monitored and regular progress
reports submitted.
Traineeships and apprenticeships
Traineeships and apprenticeships operate under training contracts. These are
legally binding agreements between the employer and trainee / apprentice which
outlines the employer’s obligation to:
● employ and train the trainee / apprentice
● provide the relevant wages and conditions
● ensure that the trainee / apprentice receives adequate facilities and
supervision necessary to complete the training
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 153
The training contract is accompanied by a training plan which details the training
that must be delivered by both the employer for on-the-job training and a
registered training organisation (RTO) for off-the-job training.
The training plan is negotiated by the employer and the trainee / apprentice
together with their RTO of choice. It must be submitted to the state or territory
training authority in conjunction with the training contract at the commencement of
the traineeship / apprenticeship.
A work-based learning plan for a trainee or apprentice would typically address
requirements from the on-the-job component of the training plan.
Information about contractual requirements and responsibilities for learning at work
provided courtesy of Trott, 2010
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •154
Plan and organise workplace learning
Collaboration
Workplace learning is a collaborative effort throughout all stages of planning, delivery
and review. Everyone who will be involved in, or affected by, the workplace learning
should be consulted at appropriate stages of development. For example:
● supervisors of the learner must be informed of the learning; they must be able to
organise working rosters to accommodate the learning
● replacement staff may need to be consulted
● if an experienced employee will be asked to assist the learner in the workplace,
s/he must be consulted to confirm willingness / availability to help, and preferences
for how to do this
● if the workplace is governed by a union, the union may need to be consulted
● if the workplace learning is part of an apprenticeship program, the organisation
responsible for the apprenticeship must be consulted.
Plan and organise workplace learning: steps to take
● Step 1: Identify needs and confirm objectives
● Step 2: Develop an individualised workplace learning plan
● Step 3: Document the individualised workplace learning plan
● Step 4: Prepare for each session with the learner
We describe each step in detail, below.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 155
Step 1: Identify needs and confirm objectives
General principles of this step are discussed in the section of this manual called,
Training needs and objectives.
Identify needs
Workplace learning is usually—but not always—planned for individuals, rather than
groups of learners. Identifying needs is particularly important in this case because the
learning must specifically address the characteristics and preferences of the learner.
The table on the next page lists issues relating to the individual learning that must be
confirmed before planning can begin.
Discussion or personal reflection on your own time—
What do you need to know before developing a
workplace learning plan for an individual?
Before developing a workplace learning plan for a particular individual, what would you
need to find out about that individual and the context to ensure that the learning plan
you develop is appropriate for that person?
The table on the next page lists some suggestions to get you started.
Before you can start developing
a workplace learning plan for an individual...
...collaborate with the learner and other stakeholders to identify
what the learner must learn and how they prefer to learn
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •156
Table: Individual learning—Identifying needs
Issues to be discussed / confirmed Stakeholders:
People who may be consulted
Reason for individual learning—e.g.
● compliance reasons?
● urgent need to apply learning
● personal development, etc.
● Learner
● Supervisor
● Human Resources personnel
● Union representative.
Learning goals and outcomes—e.g.
● program aims (overall goal)
● learning outcomes (determine content).
● Learner
● Supervisor
● Human Resources personnel
Preferred learning processes and techniques—e.g.
● face to face
● self-paced/distance, etc.
● Learner
● Supervisor
● Human Resources personnel
Evaluation processes—e.g.
● how and when will progress be measured
● how will the outcomes be assessed?
● Learner
● Supervisor
● Human Resources personnel
Equity or additional support needs—e.g.
● English language, literacy or numeracy support
● ethnic support services
● interpreting or counselling services
● community support
● Learner
● Supervisor
● Human Resources personnel
● Union representative.
Organisational support available—e.g.
● a workplace supervisor available to help with application of
learning
● relief from workplace duties to enable time to consolidate
learning, etc.
● Learner
● Supervisor
● Human Resources personnel
● Union representative.
Learner characteristics, preferences and availability—e.g.
● current level of skills/knowledge/attitudes
● professional background
● level of language, literacy and numeracy (LL&N)
● preferred learning styles
● learner availability
● other key characteristics that may impact on the learning
plan (e.g. comfort levels with technology).
● Learner
● Supervisor (re availability)
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 157
Step 2: Develop an individualised workplace learning
plan
Learning methods that form part of a workplace learning plan may include a mixture of:
● workplace observation—e.g. learner observes workplace routines to learn about
their role
● independent learning—e.g. reading or independent practice
● off-the-job training or practice, with guidance from the trainer
● on-the-job application, independently.
Get started: Analyse workplace routines and develop a
workplace learning pathway
The first step in developing an individualised workplace learning plan is to analyse
workplace routines and identify ways to adapt these routines to create opportunities for
safe and effective on-the-job learning.
When analysing workplace routines, consider:
● safety—if the workplace learning pathway is entirely ‘on the job’ learning, can a
safe learning experience be ensured? If not, alternative options are to:
– start training in a safe, ‘off-the-job’ situation, or
– modify the workplace routines so that safety is ensured (e.g. roster on an extra
employee with experience who can ‘buddy up’ with the learner)
● impact on workplace routines and productivity—will the learner seriously
disrupt work routines or productivity if they learn on-the-job? If so, start training in
a safe, ‘off-the-job’ environment and let the learner practice off-the-job before
progressing to on-the-job application.
An example: analyse workplace routines
Following is a case study example that shows how workplace routines were analysed
and modified to allow work-based learning to occur. In the example, the workplace is
Here-2-Help Hospital.
A workplace learning plan documents
the workplace learning pathway (i.e. the learning process)
plus organisational arrangements
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •158
Case study example: Here-2-Help Hospital
Analysis of workplace routines leading to a workplace
learning pathway
e x a
m p
le
Learning needs
In Here-2-Help hospital, trainee nurses must learn to administer injections to patients.
Implications of workplace learning
● Safety is a huge issue: inexperienced trainee nurses could use poor injection techniques
causing pain and injury to the patient. Therefore, initial training should begin ‘off the job’.
● The trainee nurses will need close, constant supervision for the first few times on-the-job.
Therefore, individual, rather than group-based training is preferable.
Analyse workplace routines
Morning rounds are completed at 8:00am each morning. During these rounds, nurses
administer routine medication, including injections. This is an opportunity to learn on-the-job.
Modify workplace routines
To ensure healthy and safe work-based learning, workplace routines will be modified as follows:
● The trainer will roster herself on duty on designated training days and make herself
available to work with the trainee nurse (the learner)
● An experienced nurse will be assigned as a mentor/role model for the learner
● The schedule of rounds will be modified in the following ways:
– Trainer and learner will act as a team, making rounds together
– The schedule will be modified so that trainer and learner will only visit those patients
needing an injection and other nurses can visit patients needing other forms of
medication (e.g. pills). This way the learner will get many practice opportunities.
Work-based learning pathway
Analysis and modifications described above led to the following workplace learning pathway:
Phase 1:
Observe
Learner to accompany an experienced nurse on rounds and observe methods
of giving injections.
Phase 2:
Practice
In a small meeting room, the learner to be trained in the correct injection
technique using syringe filled with water and injecting into an orange. Learner
practices independently for 3 days afterwards.
Phase 3:
Apply
The learner will accompany the trainer on rounds. The learner will give
injections under close supervision, with guidance (every day for 3 days).
Phase 4:
Integrate
(assessment phase/signal for closure of learning): The trainer will accompany
the learner on rounds. The learner will give injections under close supervision
but without help. Learning will be concluded and ‘closed’ when the learner
administers all injections independently for 3 consecutive days of rounds.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 159
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •160
Organise workplace learning
Workplace learning plans include organisational arrangements. Organisational issues
that are particularly important when developing a workplace learning plan include:
● safety, impact on the workplace and effectiveness/cost effectiveness
See information starting on page 151 for detailed discussion of these issues.
● how and by whom will progress will be monitored and documented?
Are there formal assessment points throughout the workplace learning whose
results must be documented?
If an external organisation is involved (for example if the learner is working under
apprenticeship arrangements), there may be specific requirements for monitoring
progress, assessing competence and maintaining records of this.
● who must be informed?
People who must be informed of the workplace learning may include clients (e.g.
customers of a retail outlet), co-workers, supervisors, RTO personnel, and anyone
else who is affected by the learning.
● who must be involved?
Often work-based learning requires support from a range of people. We should
identify and consult with relevant support personnel as early as possible. These
may include:
● peers
● supervisors
● clients
● LLN specialists
● family members
● experienced employees
● subject-matter-experts
● others?
! Consider the needs of people needed to support the workplace learning. Do what you can to support them so that they are willing and able to provide this support.
e x a
m p
le
Experienced employees are often asked to work with learners as a role model and/or mentor. If the same experienced employee is always asked to do this without receiving any support or reward for doing so, they may become resentful.
You could:
● identify more than one experienced employee who could help new staff, and divide these ‘mentoring’ duties equally among the experienced employees
● give the experienced employee a bonus or pay rise
● relieve the experienced employee from some of their routine duties, to give them time to work with the learner.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 161
Organise individual learning
Workplace learning is often—but not always—planned and facilitated as individual,
rather than group training. Below are some additional organisational issues to consider
when workplace learning is one-on-one:
● What will the boundaries of the learning relationship be?
This step is particularly important. Successful workplace learning relationships are
based on clearly-defined boundaries that respect the needs of the trainer, the
learner, and of other personnel. Consider:
– roles and responsibilities of the trainer
– roles and responsibilities of the learner
– how and when the trainer and learner may contact each other—e.g.
▪ time of day or night
▪ at home, or just at work?
– confidentiality
– how others might be involved
– organisational (employer) expectations
– reporting requirements—e.g. it should be made clear up front if the outcomes
of learning will be reported to the learner’s employer.
● How will we know when it’s time to conclude the learning relationship?
Possible tools and signals to indicate ‘closure’ include:
– self-assessment by the learner
– when the learner attains a competent result in an assessment
– when the learner shows that they are ready for summative assessment
– when the learner demonstrates a particular level of independence, either in
learning or performance
– when the learner shows that they are ready to continue learning through other
means or modes
– when prescribed time period has passed.
What else must you consider when planning and facilitating
individual, rather than group learning?
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •162
Step 3: Document the individualised workplace
learning plan
Information to include
Workplace learning plans should include the following information:
● Name of learner
● Information about the learner’s learning style, characteristics and the context for
learning
● Learning goals and performance benchmarks
● Activities and processes which together will achieve the benchmarks:
– Work-based learning pathway (job tasks or activities to be included in the
learning process, in an appropriate sequence)
– Workplace personnel who will support the learning (e.g. an experienced co-
worker or supervisor)
– Assessment points.
● Safety issues
● Organisational arrangements, for example:
– boundaries and expectations of the relationship between trainer and learner
– list of people to be informed of the learning (e.g. supervisor, co-workers,
Human Resources department of the organisation, etc.)
– resources needed
– (if applicable) additional support needed (e.g. LLN support)
– record-keeping and other administrative requirements.
● (optional) Capacity to record the learning process and results—e.g:
– notes about learner progress once the learning plan is implemented
– results of the learning, once complete.
If the learning plan template includes space to note progress and results, then the
workplace learning plan document may also be used as a record of the learning.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 163
Case study example: Here-2-Help Hospital
Individualised workplace learning plan and record
There are many ways to document an individualised workplace learning plan. One
example follows. This example includes space to note learner progress and results.
Therefore, it may be used as both a plan and a record of the learning.
The example shown is presented as though the learning has been successfully
completed. Information shown using font that looks like this would be added as the
learning progresses. It would not be included in the original plan.
This document could be kept on file as a record of the learning.
T This template is available For your future use, you’ll find a blank template for an individualised workplace learning plan like the one on the next page, in the Templates document that we provide to support this program.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •164
Example: Individualised workplace learning plan and record
General information
Learner Jane Doe
Trainer Florence Nightengale
Workplace Here-2-Help Hospital
Reason for learning Requirement for ABC Training House nurse apprenticeship program and
regulatory requirement
Program Outcome (goal)
Learner should be able to routinely do the following as part of morning rounds:
● Attend to general patient needs
● Administer injections according to Here-2-Help’s Injection Basics booklet and with empathy to all patients requiring injections without guidance from supervisor
● Accurately record and report injections administered.
Learner information
Job title Nurse trainee
Key duties Under indirect supervision:
● deliver drinks and meals to patients as required
● complete morning and afternoon patient rounds on the ward: administer injections, change bed linen and ensure patient comfort
● administer general patient care, following shift supervisor’s instructions
Key
characteristics
● 23 years old, in 2nd year ABC Training House nursing program
● Completing 1 year of on-the-job experience
● Australian Citizen: immigrated from Philippines 3 years ago
Language,
Literacy and
Numeracy
Learning Able to access information about job duties from others
Reading Struggles with medical terminology and vocabulary needed to
interpret requirements for injections on patient charts
Writing Able to write simple notes about injections administered—needs
to develop English language medical terminology and vocabulary
to do this accurately
Oral
Communication
Able to converse with patients and other staff, and understand
instructions
Numeracy Able to measure amounts needed for injection
LLN support
needs
Specialist support not needed. We will cover English-language medical terminology
related to administering injections—writing and reading. Otherwise, okay.
Health issues None
Learning
preferences Practical learning preferred; dislikes reading too much.
Availability for
training
● Works 3 days per week: Monday-Wednesday
● Must do morning and afternoon rounds. Some flexibility in middle of the day.
Continued
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 165
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •166
Example: Individualised workplace learning plan and record, cont’d
Logistics
Resources
What venue, equipment and reference
materials are needed?
● Information booklet: Basics of Administering Injections
● 4 oranges for first practice
● Syringes plus required medications
● Log book.
Safety issues
What must you consider to ensure a
healthy and safe learning experience?
Consider safety of the learner, the
workplace, and clients.
● Patient safety and comfort is critical. Learner to be closely
supervised throughout initial on-the-job learning activities.
● Hypodermic needle is sharp and may cause injury
● Medications potentially harmful if administered incorrectly.
Close supervision required.
Personnel to support the plan
Who has direct involvement in either
approving or implementing the
workplace learning?
● Florence Nightengale: head trainer, responsible for
overseeing learning program and conducting 1:1 coaching
● John Johnson: experienced nurse to act as mentor to
learner throughout the learning.
● Bossy Bob: ward supervisor, needs to adjust schedule of
rounds so that learner visits at least 5 patients needing
injections per round, per day.
Personnel to be informed
Who else should be informed of the
learning? – e.g. Clients? Other staff?
● Patients visited by learner: learner to be introduced to
each patient as a ‘trainee’ prior to each injection. Learner
to wear ‘trainee’ badge.
Administration and record-keeping
What records will you keep about this
learning?
● Learner to maintain log book of workplace learning
activities. Each daily log entry to be completed by learner
and verified on the same day by trainer.
● Final results of learning to be documented in learner’s
employee file, and sent to ABC Training House.
Other logistics Morning rounds to be used as the basis for the learning:
● Schedules to be allocated so that learner visits patients
who need medication administered via injection. Learner
should have at least 5 opportunities per set of rounds to
administer injections.
● Trainer to be assigned ‘rounds’ duty and accompany
learner on rounds.
Continued
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 167
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •168
Example: Individualised workplace learning plan and record, cont’d
Workplace learning pathway and record of achievement
Description Dates/s & Times
Location Outcome By the end of this stage of learning, the learner should be able to:
Activities & assessment People responsible
Date achieved
1 Workplace observation
1 hour/day for 2 days
29-30 April 8:00am – 9:00am
Here-2-Help Hospital, Ward 3
1 Describe technique for administering injections according to the Injection Basics booklet, without referring to notes
2 Explain how to record and report injections administered
Learner to accompany experienced nurse on morning rounds and observe administration of injections.
Informal Q&A following each observed round.
Learner completes log book.
John Johnson, experienced nurse
30 April
JJ
2 1:1 coaching session, off the job
45 minutes
30 May, 1:00- 1:45pm
Here-2-Help Hospital, meeting room 1
1 Inject an orange according to technique described in the Injection Basics booklet, using a syringe filled with water, without help.
2 Describe strategies to maintain physical and emotional patient safety when administering injections
Demonstrate and practice correct injection technique, using an orange and syringe filled with water
Discuss emotional and physical considerations for patients
Practical assessment—learner to administer injection according to outcome 1.
Learner completes log book
Florence Nightengale
01 May
F.N.
Had trouble
with names
and
spelling of
medications
(see notes)
When you first write your plan, this column will be left blank. People responsible for the workplace
learning (e.g. trainer, experienced employee, etc) complete this column as learning progresses.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 169
Example: Individualised workplace learning plan and record, cont’d
Description Dates/s & Times
Location Outcome By the end of this stage of learning, the learner should be able to:
Activities & assessment People responsible
Date achieved
3 Workplace Application (closely supervised)
1 hour/day for 3 consecutive days
6-8 May, 8:00- 9:00am
Here-2-Help Hospital, Ward 3
Administer injections safely and according to the Injection Basics booklet, to at least 95% of patients (i.e. 14 out of 15 over 3 days of rounds) with little or no help from their supervisor.
Learner to be assigned own rounds for 3 consecutive days. Trainer to accompany learner and closely observe the learner administering injections.
Learner completes log book
Florence Nightengale
08 May
F.N.
Terrific
4 Workplace Integration
1 hour/day for 3 consecutive days
13-15 May
Here-2-Help Hospital, Ward 3
As part of 3 consecutive morning rounds:
● Attend to general patient needs
● Administer 100% of injections according to the Injection Basics booklet and with empathy, to patients needing injections, without guidance from supervisor
● Accurately record and report all injections administered.
Learner to be assigned own rounds for 3 consecutive days. Trainer or experienced nurse to observe the learner administering injections from a safe distance and check completion of charts.
Learner completes log book.
This workplace learning will be complete if learner performance according to outcomes for this phase.
Florence Nightengale or John Johnson (TBC)
15 May
F.N.
See notes
Results
Outcomes achieved ✓ Outcomes not achieved
Result verified by (NAME) ► Florence Nightengale Signature ►
On (date) ► 15 May
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •170
Example: Individualised workplace learning plan and record, cont’d
Notes about progress and results
Date Written by Notes
30 April John Johnson Jane seemed enthusiastic about the learning and asked loads of questions. Phase 1 complete.
01 May Florence Nightengale Jane easily mastered the technique of administering injections using an orange. She had trouble
spelling the names of the injections when recording the details of the injection on patient charts. I
showed her where the names of each medication were written on the packaging, so she could copy from
that. She also had trouble interpreting and writing some of the abbreviations we use at Here-2-Help
when completing patient charts. I’ll work with her on this in phase 3.
02 May Florence Nightengale I typed a glossary list of the terms she didn’t understand yesterday and explained what each acronym
stood for, and what each term meant.
I emailed it to Jane and asked her to study it this week, before we meet next week.
08 May Florence Nightengale Phase 3 went well. By the third day, Jane appeared confident and accurately completed all charts. We
actively spoke about the terms and acronyms on the glossary list and by the end of the third day Jane
was using the terms more fluently, both in conversation with me, and when she completed charts.
15 May Florence Nightengale Jane easily attained program outcomes and is now ready to be assigned morning rounds without the
need for supervision.
End of workplace learning plan and record
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 171
Step 4: Prepare for each session with the learner
When preparing for each workplace session, consider:
● the resources that will be needed and take steps to ensure that these are available
on the day
● the impact of the session on the workplace and take steps to ensure that impact on
the workplace is not disruptive or harmful.
Trainers must prepare for each meeting or session with the learner
by making notes or preparing a detailed session plan
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •172
Case study example: Here-2-Help Hospital—
Session plan
In the Here-2-Help Hospital case study, Florence (the trainer) decides to write a
session plan in preparation for phase 2 of Jane Doe’s workplace learning.
Florence’s session plan begins on the next page.
A few points to remember when preparing sessions for an individual learner:
● Plan the session to reflect the learner’s preferred learning styles
● Build some flexibility into your plan; be prepared to adapt delivery to suit the
learner.
For more information on writing session plans
See the section of this manual called, Plan training sessions.
● Phase 1: Workplace observation
● Phase 2: 1:1 coaching session, off-the-job
● Phase 3: Workplace application
● Phase 4: Workplace integration.
Florence will write a detailed session plan for this 1:1 session
Detailed session plans are not needed
for the other phases of this learning pathway
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 173
Case study example: Here-2-Help Hospital, session plan
Session Plan for an individual: Administering an injection
Session title Administering an injection Total time 45 minutes
Outcome By the end of this session, the learner should be able to:
● demonstrate the technique for administering injections listed in the Basics of
Administering Injections information booklet, using a syringe filled with water and
injecting into an orange or equivalent
● discuss issues of patient safety—physical and emotional—related to
administering injections.
Resources ● 1 x private meeting room
● 2 x syringes
● 2 x medicine containers containing water (to replicate medication)
● extra water nearby
● 2 x large navel oranges or (if available) 1 x simulated arm
● 2 x copy of Basics of Administering Injections information booklet, for reference
● 1 x bottle of sterilisation gel
● 1 x box of rubber gloves (with at least 6 pairs of gloves in it)
Preparation ● Organise resources
● Ensure learner availability to attend session; get approval from shift supervisor.
Time Activities
INTRODUCTION
8 min. I Give statistic: Full-time nurses administer an average of 45 injections per week
N In your role, you’ll need to administer a variety of medications:
Q: You’ve observed John Johnson, experienced nurse, administer injections—what
did you notice about what he did and how he did it? Discuss as needed.
Emphasise need to be technically accurate, as well as emotionally supportive
while administering injections. Spend some time here.
Q: Have you ever administered an injection? How do you feel about doing it now?
T 60 minute session, no breaks; water and toilets across hall.
R Negotiate agenda:
1. Will look through Basics of Administering Injections information booklet and have
brief discussion of WHS issues
2. Demonstrate correct injection procedure step-by-step
3. Practice and feedback
4. (if ready) Assess against learning outcome for this session.
O Share outcome
S Sharp syringes (be careful of the ‘sharp’ at all times); wear rubber gloves at all times
continued
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •174
Case study example: Here-2-Help Hospital, session plan, cont’d
Time Activities
BODY
10 min. Discuss task Go through Basics of Administering Injections information booklet. Key
points to discuss:
● Injection procedure (pages 2 – 3)
● Maintaining patient comfort and well-being (page 4).
● Administration/record keeping (page 5)
● Safety issues and reporting incidents (page 6).
10 min. Demonstrate 1. Demonstrate injection procedure step-by-step:
● While demonstrating:
– Explain key points as per pages 2-3 of Basics of
Administering Injections information booklet.
– Let learner refer to Basics of Administering Injections
information booklet.
● Get learner response to demonstration. Answer questions as
needed.
12 min. Practice 2. Guided practice: Allow learner to practice injection procedure from
start to finish, a few times as needed. Give feedback as
necessary.
3. Independent practice: Ensure learner can do it without help.
2 min Summarise Q: How did you feel about that? Feel ready for assessment?
Q: Key points to remember: technique + empathy + administration.
1 min. Assess Assess performance against learning outcome criteria
CONCLUSION
2 min.
O Revisit outcome
F ● Give feedback—congratulations or ‘almost there’
● Get feedback—Q: How was that from your perspective?
F Next steps:
● If outcome achieved, learner is ready to move to phase 3 (workplace application)
● If outcome not achieved, another 1:1 session must be scheduled or additional
practice and re-assessment is needed before moving to phase 3.
end of sample session plan
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 175
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •176
Facilitate learning in the workplace
Skills needed to facilitate workplace learning
Facilitation skills are discussed in the section of this manual called,
Delivering training: principles of effective communication and facilitation.
In addition…
when facilitating workplace learning for an individual:
● flexibility is crucial: Monitor progress and adjust the plan as necessary
Start with a plan—this is essential to focus and direct the learning—but be
prepared to adjust the plan to accommodate the learner’s needs and progress.
! Document learner progress! Keep written records of:
● the learner’s progress and achievements
● adjustments made to the learning plan as learning progresses.
● your role as a co-ordinator (or ‘conduit’) is vital
As a trainer responsible for workplace learning, a large part of your role is to co-
ordinate implementation of the learning plan by liaising as needed with all people
involved in—or affected by—the learning.
e x a
m p
le
In the case study example of workplace learning at Here-2-Help Hospital
People to be informed include:
● the learner (Jane Doe)—initial consultation, learning pathway approval, implementation and review
● the experienced employee—John Johnson must be briefed on his role
● the shift supervisor—Bossy Bob must be briefed on the learning plan. He must adjust the roster for morning rounds to give the learner opportunities to administer injections under supervision of the experienced employee or the trainer.
● the Registered Training Organisation—ABC Training House must be informed of Jane’s progress.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 177
● maintain a professional relationship and ensure clear closure
By its nature, individual learning requires a close relationship between trainer and
learner. This relationship may continue on a personal level after training has
concluded (i.e. the trainer and learner become friends).
The professional learning relationship must not become blurred with any personal
friendships between the trainer and learner. Ensure that both you and the learner:
– respect the boundaries of the relationship that was established at the start of
learning
– mutually agree when it is time to close the learning. We recommend a
celebration of some sort close on a positive note.
Record and review workplace learning
This topic is discussed in the section of this manual called, Reviewing and
record keeping.
Examples of completed learning records
For examples that show how you may record progress and outcomes of workplace
learning, go to:
● the Here-2-Help Hospital case study example of a learning plan and record,
starting on page 164. In this example, the workplace plan and record are part of
the same template.
● the section of this manual called, Reviewing and record-keeping. This section
contains an example of a stand-alone record of workplace learning is separate
from the learning plan.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •178
Recap: Plan, organise and facilitate learning in the workplace—a ‘to do’ list
Tick when complete ▼
Plan and organise learning in the workplace
1. Identify needs and confirm objectives ....................................................
2. Develop a workplace learning plan..........................................................
● Analyse workplace routines and develop a safe workplace learning pathway
● Organise workplace learning
● Customise the learning plan for each individual learner and organise accordingly.
3. Document the workplace learning plan ...................................................
4. Prepare for each workplace learning session ........................................
● Coordinate with others in the workplace as needed ● Prepare detailed session plans where applicable.
Facilitate learning in the workplace
● Monitor learning and document progress .....................................................
● Be flexible: modify the learning plan as needed .........................................
● Maintain a professional relationship .........................................................
● Ensure clear closure of the learning ...........................................................
Review the workplace learning event
● Record the results of the learning and store records securely, as per company procedure .....................................................................................
● Evaluate the effectiveness of the learning and identify improvements for next time .................................................................................................
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 179
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •180
Summary of this section
Plan, organise and facilitate learning in the workplace
This section of the manual and related training activities have built on the
‘fundamentals’ of planning, organising and delivering training covered in previous
sections of this manual. This section has focused on how trainers may apply these
fundamentals when helping individuals learn through work.
With these skills and knowledge, you should be able to develop and implement
individualised workplace learning plans that make effective use of workplace activities
and routines to ensure safe and effective learning.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 181
Notes
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •182
Plan, organise and deliver group-based learning
Learning how to learn is life’s most important
skill.
Tony Buzan
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 183
Introduction to this section
Plan, organise and deliver group-based learning
This section builds on the ‘fundamentals’ of planning and delivering training covered in
previous sections of this manual.
In this section we discuss how to apply these fundamentals to group learning
situations.
After reading this section of the manual and participating in the related learning
activities, you should be able to:
● define group-based learning and describe the key differences between individual
and group learning
● plan and organise group-based learning, following a documented learning plan
● apply the principles of effective communication when facilitating group-based
learning
● manage group dynamics and the diverse needs of learners within the group
● manage inappropriate behaviour.
The skills and knowledge gained in this section should enable you to effectively plan,
organise and facilitate group-based learning in your workplace.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •184
What is group-based learning?
Key characteristics of group-based learning
Group-based learning:
● is often classroom-based, but isn’t always so
● is social—learners learn from each other, as well as from the trainer
● may involve a group of learners who come from the same organisation or from
different organisations
● size of learner groups may vary from very few (e.g. 4) to many (e.g. 50).
Situations that could warrant group vs. individual learning
Situations that could warrant group-based learning include:
● You are looking for a cost-effective means of learning something—often signing up
for a group-based program is a good way to achieve this, as the costs of training
are distributed among the learners
● The learning objectives include teamwork and it is most effective to get the team
together for training
● The same knowledge and skills are needed by a group of people.
Group-based learning is learning that is delivered
to learner groups, rather than individuals
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 185
Plan & organise group-based learning
Collaboration
Group-based learning is a collaborative effort between the trainer and the client (the
client organisation, learners and/or other stakeholders).
Plan and organise group-based learning: a step-by-step
process
● Step 1: Identify needs and confirm objectives
● Step 2: Write session plans
● Step 3: Prepare for delivery.
A detailed explanation of each step begins below.
Step 1: Identify needs and confirm objectives
This topic is introduced in the section of this manual called, Training
needs and objectives.
Below is additional information specific to identifying needs in a group-
based training situation.
Start by accessing learning program documentation
In a group-based learning situation, learning program documentation may be available.
If it is, this documentation should clarify the training delivery requirements. An example
of learning program documentation (a learning program plan) begins on the next page.
Other questions
Once you have reviewed the learning program documentation, you may have more
questions about the delivery requirements—e.g:
● number of learners in the group you will be training
● existing skills/knowledge of learner group
● other key characteristics of the learners—e.g. language, literacy and numeracy
levels, learners’ motivation to attend training; industry background, etc.
● training environment and available equipment
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •186
● available resources.
Case study example—
A Fine Mine: Learning Program Documentation
Learning program plan part 1: General Program Information
General information
Program name Workplace Training Fundamentals
RTO My RTO Incorporated
Client ‘A Fine Mine’ Mining Company (AFMMC)
Program aim For learners to be able to train contract builders and site managers safely, efficiently and effectively on site
Qualification TAESS00014 Enterprise Trainer – Presenting Skill Set
Competency standards ● TAEDEL301 Provide work skill instruction
● BSBCMM401 Make a presentation
Program outcomes By the end of this program learners should be able to:
● Plan and organise a presentation or work skill instruction
● Deliver a presentation or work skill instruction
● Check training performance
● Review presentation and personal training performance
● Finalise documentation.
Delivery and assessment information
Prerequisites Nil
Delivery mode Face-to-face
Program duration (total) 3 x 8-hour days
Assessment During training
1. Plan and deliver one 30-minute training session (on day 3 of training)
In workplace (after training)
2. Knowledge questions
3. Plan & deliver two 20-30-minute training sessions
Learner information
Number of learners Eight (8)
Target learner group (profile)
New on-site training supervisors:
● LL&N skills satisfactory for tasks being trained
● Some learners have conducted training before; none have received training in ‘how to train’
● 6 males, 2 females
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 187
● Age range: 24-55.
Special needs None identified
Safety and other logistics
Venue and equipment required
● Training room equipped with: whiteboard, flip chart paper, computer and data projector for PowerPoint
● Day 2 only: 2 additional breakout rooms needed for small group activities.
Learning materials and other resources required
● Pre-program information handout for learners (pdf)
● Workplace Training Fundamentals workbook: owned by My RTO Incorporated (hard copy)
● Assessment tasks (handout): owned by My RTO Inc. (pdf and hard copy)
● Handout: ‘Getting to know you’ (hard copy)
Pre-program information or pre-work
● Pre-program information to be emailed to learners one week prior to start of training.
● No pre-work required.
Program administration The following forms are to be made available to trainer:
● Attendance form (one copy)
● Feedback forms (one / learner)
● Venue safety inspection checklist (one / training day)
● Assessment record for day 3 assessment.
Trainer to submit all completed forms to My RTO Incorporated training manager within 24 hours of training completion.
People to be informed John Smith—HR manager of AFMMC.
Mary Johnson—Training manager My RTO Incorporated.
Safety issues ● Trainer to be inducted to venue
● Emergency evacuation procedures posted on training room door— trainer to review pre-training
WHS information for learners:
● Emergency evacuation procedures
● Where to go if first aid needed (reception)
● General room safety (e.g. store bags safely under desks)
● Ground rules (to be agreed upon by learner group)
Other logistics ● Email-based support to be provided following training, as learners complete workplace assessments. Trainer to inform learners.
continued
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •188
Case study: A Fine Mine, Learning Program Documentation, cont’d
Part 2: Program outline
Session Title Time Learning outcomes—By the end of the session, learners should be able to:
Content and activities Resources
DAY 1
Introduction 45 min Describe program structure and assessment requirements
● Welcome
● Housekeeping—WHS, venue information, session times, break and meal times, attendance form
● Warm-up activity and personal objectives
● Program agenda
● WTB Workbook
● ‘Get to know you’ activity handout
● Assessment handout
1 How adults learn
2 hrs Define the following and explain how trainers may use each to provide effective work skill instruction:
● Domains of learning
● Principles of adult learning
● VAK and PART learning styles
● Stages of learning.
● What is learning:
– Activity: Memorable learning experience
– Discussion: Domains and definitions of learning
● Principles of adult learning:
– Discussion: What are the principles?
– Activity: Principles of adult learning
● Learning styles:
– Discussion: VAK and PART learning styles
– VAK activity
– PART activity
● WTB Workbook
2 Identify needs
45 min Identify training and learning needs of their learners
● Training needs analysis: steps to take
● How to complete steps
Formative assessment (informal)
20 min Recap key concepts learned in sessions 1 and 2
Review activity—‘quiz’: Learners work in small group teams to review key concepts from sessions 1 & 2
Handout: List of questions
3 Write learning outcomes
30 min … write a SMART learning outcome that contains performance, standards and conditions
● What is a learning outcome (LO)?
● Characteristics of well-written LOs
● 3 components of a LO
● WTB Workbook
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 189
and so on for the rest of the program
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •190
Step 2: Write session plans
An example: session plan for a group
A sample of a detailed session plan that may be developed for group-
based learning is on the next page.
For more information on writing session plans
See the section of this manual called, Plan training sessions.
Learning program documentation will show the ‘big picture’
—an overview/agenda—of a learning plan for a group
You may need to write detailed plans
for each session (each ‘topic’) of the program.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 191
Example: Session Plan for a Group
Session 3 of A Fine Mine’s Workplace Training Fundamentals Program
Program Workplace Training Fundamentals (8-session program)
Session title Session 3: Writing Learning Outcomes Total time 30 minutes
Outcome By the end of this training session, learners should be able to write a SMART learning
outcome that contains performance, standards and conditions.
Resources ● Chart paper or whiteboard and pens
● Workplace Training Fundamentals workbook (pages 36 to 40)
Time Activities Resources
INTRODUCTION
3 min. I Introduce writing learning outcomes as the first step in planning a
training session. Ask learners why the outcome is so important?
Answers should include: gives clear focus to the session, helps us
know if we got there at the end, etc.
N Q: Has anyone ever set goals before? Writing learning outcomes
is like goal setting.
T 30-minute session
R Share
agenda:
1. What is a learning outcome?
2. Characteristics of a well-written learning outcome.
3. Three components of a learning outcome
4. Practice writing a learning outcome for the
sessions you’ll deliver tomorrow.
5. Assessment (homework): write a learning
outcome for the session you’ll deliver in class.
Write on
whiteboard
O Share outcome for this session (model well-written outcome) Verbally.
S No safety info specifically relevant to this session.
BODY
10 min. Explain 1. What is a learning outcome?
● Get ideas from learners and discuss as
needed
● End up with clarification that learning
outcome is like the ‘objective’ of a training
session.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •192
continued
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 193
Example: Session plan for a group, cont’d
Time Activities Resources
BODY, cont’d
2. Characteristics of a well-written learning
outcome
● Write the following on the whiteboard:
S
M
A
R
T
● Ask if anyone recognises this acronym and
what it means? Let people tell you what they
know, and fill in gaps in knowledge as
needed. Answers:
S Specific
M Measurable
A Achievable
R Relevant
T Time referenced
The SMART acronym defines the characteristics
of a well-written goal. It can also be applied to
learning outcomes.
whiteboard
3. 3 components of a well-written learning
outcome
Introduce 3 components and discuss key points to
remember about each:
● Performance—What should the learner be
able to do? Key point: Performance named
in the outcome must be specific and
measurable (no ‘know’ or ‘be familiar with’)
● Standards—How well should the learner be
able to do it? Discuss and list things to
consider here. May include:
– How many times must it be done?
– How quickly/efficiently?
– How well?
– Following what process?
– What should the ‘final product’ look like?
● Conditions—Where and with what?—e.g.
– In what environment?
– With what?
Write 3
components on
whiteboard
Participant
manual
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •194
continued
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 195
Example: Session plan for a group, cont’d
Time Activities Resources
BODY, cont’d
13 min. Apply Activity 1 (trainer-led, entire learner group):
● Construct a learning outcome as a group.
Whiteboard
Activity 2 (individual activity):
● Practice writing the learning outcome for the
session learner will deliver tomorrow.
● Give individual feedback as needed.
Participant
manual: Activity
page—p.40
2 min. Summarise Summarise key points learned:
● Recap SMART
● Recap 3 components.
1 min. Assess Reminder of homework—Finalise outcome for
session you’ll deliver tomorrow. Will be assessed.
Looking for 3 components and SMART characteristics.
CONCLUSION
1 min.
O Revisit outcome
F Give feedback—you’ve done well!
F Next steps: Now we’ll look at how to develop our session plans
based on the outcomes we’ve written.
end of sample session plan
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •196
Step 3: Prepare for delivery (organise training)
Issues to consider when preparing for group-based
delivery
For general guidelines about organising training, see information starting on page 89.
In addition to these guidelines, when organising group-based delivery, consider:
1. number of learners in the learner group
2. key characteristics of the learner group and requirements for support, if any
3. assessment requirements and impact on the training
4. available learning materials and visual aids
5. training venue
6. seating plan
These issues are discussed in detail below.
Number of learners in the learner group
Learning 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).
Each time you deliver a training session—even if you have delivered this session
numerous times before—you should find out how many learners are in the learner
group. You may need to modify your session plan to cater to fewer or more learners
than your session plan has been designed for.
The learning program documentation
should list required resources and organisational arrangements
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 197
Key characteristics of the learner group
Ideally, you identified key characteristics and needs of the learner group before you
prepared your session plans. Now it’s time to use what you know about the learners as
you prepare for delivery.
Questions to consider:
● Do any learners have special needs that require some sort of support? If so,
make arrangements to ensure the support needed will be available—e.g.
– a learner with a language, literacy or numeracy (LL&N) issue that may require
support or support materials provided by you or by a LLN specialist
– a learner who cannot attend all sessions, must leave early or arrive late (you
may need to re-arrange the schedule so they are present for critical sessions)
– a learner with an intellectual disability (you may plan to provide support during
sessions; or organise for a specialist to work with the learner)
– a learner with a physical disability that requires wheelchair access, specialised
equipment, etc. (you may need to organise relevant equipment and access).
● Why are the learners participating in the training? What steps can you take to
ensure that training:
– acknowledges and builds on the learners’ experience and skills, and
– is relevant to them.
! Identify needs before and at the start of training
Spend time before and at the start of training to establish the learning
needs and motivation of individuals within the learner group.
Assessment requirements
When organising training, consider:
● how will the learning outcomes be assessed
● how will you contribute to the learners’ assessment—e.g.
– are you expected to brief learners on the assessment process and
requirements
– are you expected to administer any assessment tasks during training time
– must you keep any records of assessment and do you have the necessary
assessment documentation
– to whom will you be asked to submit assessment results?
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •198
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 199
Available learning materials and visual aids
For more information about learning materials and visual aids, see information starting
on page 114.
The training venue
Questions to consider include:
● Is the venue comfortable and safe?
● Is the venue appropriate for the type of training to be delivered?
● Is the venue easy to get to? Close to a train station? Easy to park close by?
● Are amenities such as hygienic and operational toilets and refreshments available
and nearby?
● Is a photocopier available for use nearby?
● What equipment and resources are available in the training room—e.g.
– computer and data projector
– internet access
– a suitable number of tables or desks and comfortable chairs
– whiteboard or chart paper
– (if computer-based learning) required number of operational computers or
other relevant devices loaded with relevant software
– other equipment or resources as needed?
● (if needed) Are smaller meeting rooms available close to the training room for small
group activities?
Seating plan
Options to consider include:
● U-shape
● Café style
● Rows
● Reverse U-shape.
Examples of each are shown below.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •200
Trainer
Suitable for training situations
where attention should be
focused on the trainer or the
centre of the room.
U-Shape
Trainer
Suitable for training situations
where there will be frequent
small group activities or
discussions.
Café Style
Trainer
w a
lk w
a y
Suitable for training situations where:
● attention should be directed at the
front of the room or at a personal
workstation (e.g. a computer)
● there may be partner activities.
Rows
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 201
Perhaps the type of training environment in which you train is best suited to a different
seating plan. If so, draw the preferred seating plan below:
Trainer
Suitable for computer-based training
situations where learners are working at
their own pace and the trainer must
monitor progress and give feedback as
needed.
Reverse U-Shape
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •202
Facilitate group-based learning
Skills needed to facilitate group-based learning
Basic facilitation skills are discussed in the section of this manual called,
Delivering training: principles of effective communication and facilitation.
The next few pages expand on these ‘basics’ and discuss issues that relate specifically
to facilitating group-based learning.
! The golden rule… listen first, and keep listening!
Pay attention to learner responses and progress, and be prepared to
modify your training delivery as needed to meet their needs
Detailed plans are essential for effective group-based learning, but so is
the ability to modify those plans to better suit the needs presented by each
new (and unique) group of learners.
‘Tips and tricks’ for effective group facilitation
The pages that follow offer some strategies for effective group facilitation. The
following topics are covered:
1. Manage group dynamics
2. Meet the varied needs of learners within a group
3. Deal effectively with difficult behaviour.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 203
Manage group dynamics
Below are some ‘dos and don’ts’ for managing group dynamics effectively in a group
learning situation.
Table: Manage group dynamics
Do Don’t
● Take the time at the start of training to
introduce/warm-up the learners to you (the
trainer), each other, and the training content.
● At the start of training, launch straight into
training content without an appropriate
warm-up or icebreaker activity.
● Maintain positive eye contact with everyone
in the training group throughout training.
● Direct eye contact more on some learners
than on others.
● Direct questions at different learners
throughout training.
● Direct questions at the same learners all the
time.
● Encourage group involvement in discussions
by redirecting learner questions to the
group—e.g. ‘That’s an interesting question,
John… does anyone have any thoughts on
that?’
● Always directly answer a learner’s question
yourself, without asking other learners what
they think (this is sometimes okay, but if
always done, it will exclude other learners).
● Present information in an interactive way—
e.g. throughout presentations, pose
questions and facilitate mini-discussions.
Remember that you are facilitating learning,
not presenting.
● Present information without occasionally
asking for learner input/feedback.
● When asking for learner input, take the time
to listen to and acknowledge learner
contributions.
● Ask for learner input, then not give
time/opportunity to hear that input—e.g. A
trainer who says: ‘Who has some ideas
about this?’ (then interrupts or speaks over
learners when they volunteer ideas).
● Say ‘thank-you’ each time a learner
volunteers information or asks a question.
● Make a learner feel as though a question
asked or suggestion made is foolish, or
embarrass a learner in any other way.
What else can you add to the above list? Note your ideas below:
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •204
Meet the varied needs of learners within a group
In a group-based learning situation, trainers must manage the varied needs of
individuals within the group, as well as the needs of the group, overall. This is one of
the biggest challenges faced by trainers of group-based learning.
Are the differences in:
● levels of existing knowledge and skill? In this case, differences lie in what or how
much the learners are ready to learn or need to learn
or in
● learning styles? In this case, differences lie in how they learn best.
Manage different levels of knowledge and skill within a learner
group
If there are different levels of knowledge and skill in the group, the suggestions below
may help:
● Plan regular individual or small group activities that allow you to roam around and
discuss specific learning issues with individual learners
● Depending on the type of learning, the way you group learners for small group
activities may be an effective way to manage learners with different learning needs:
– Option one:
Group more experienced learners with less experienced learners
This option can work well when everyone in the group must work towards the
same learning outcomes and you have a mix of experienced and
inexperienced learners in the group. The experienced learners get value from
the experience as they must review and consolidate what they already know so
that they can help others—the best way to learn something is to teach it! The
less experienced learners benefit from the experience of the more experienced
learners.
To identify the best way to effectively manage
the varied needs among a particular learner group
the trainer must first find out what their various needs are
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 205
– Option two:
Group learners with similar levels of experience together
This option can work well if there is opportunity to learn at two different levels.
In this case, the more experienced group might probe more deeply into the
material being learned, perhaps considering its value in their workplaces, while
the less experienced group focuses on gaining preliminary understanding of
the concepts being learned. In this way, all learners are challenged to their
level of ability.
Manage different learning styles within a learner group
Differences in learning styles should be expected in every learner group. Care should
be taken when planning and organising training to offer a variety of learning
approaches and visual aids. This way, varied learning styles are addressed and the
learning experience is a positive one for all.
For more information about learning styles and how to manage
different learning styles in a training situation
See the section of this manual called, Adult learning: an introduction
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •206
Manage difficult behaviour
What is difficult behaviour?
In this manual, we have defined difficult behaviour as any behaviour by a learner that
impedes safety, comfort or progress—their own or other learners’.
Difficult behaviour may be the result of an uncooperative learner, but it may also be the
result of a learner who is too helpful.
Examples of difficult behaviour include a learner who:
● is overly helpful and jumps in to help other learners before they have had a chance
to work things out for themselves
● is overly talkative
● rambles
● is argumentative
● is inarticulate
● asks for the trainer’s opinion, rather than developing his/her own opinions
● engages in side conversations
● is obstinate and refuses to acknowledge other points of view
● has a personality clash with the trainer or another learner
● makes factually incorrect statements throughout training
● won’t talk
● does not engage or participate in group discussions or other learning activities
● actively seeks to disrupt or sabotage the training by making statements that
challenge or undermine the integrity of the training.
There is no such thing as a difficult learner, only difficult behaviour.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 207
Prevent difficult behaviour before it occurs
Prevention is better than cure
Desiderius Erasmus, Philosopher, 1466 - 1536
Below are a few suggestions to prevent difficult behaviour before it occurs:
● Listen first—conduct an engaging warm-up activity
At the start of training, ask learners to speak with each other about their reasons
for attending training, their expectations and their requests for the training.
Conduct this activity in a non-threatening way. For example, if training is face-to-
face, invite them to speak in pairs or small groups rather than asking them to
‘present’ to the class.
! If you want them to listen to you, you must first show them that you are
willing to listen to them. By listening first, you show learners that you are
interested in them. You are more likely to put them at ease with you, with each
other and with the training. In this case learners will be less likely to engage in
disruptive behaviour.
● Negotiate clear ground rules (‘code of conduct’) at the start of training
Ground rules are behavioural expectations for training. To be most effective, don’t
impose ground rules. Instead, help learners to establish and agree to their own set
of ground rules. To do this you could:
– show a list of ground rules, then invite learners to work in small groups to
review and remove, add to, or modify the rules until all are happy
– allow learners create their own ground rules from scratch.
Introduce ground rules in an inviting way. For example, you could:
– Ask them to define a ‘code of conduct’ for training
– Invite them to list on chart paper (or equivalent) the ‘requests’ they have of you
(the trainer) and of each other
– Pose a challenge—say something like, “I need to know you’ll be comfortable
enough with me and with each other, so that you will take a risk, step outside
your comfort zone and try something new. How can we make this happen?
How will we agree to work with each other?”
The best way to manage difficult behaviour
is to prevent it from happening
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •208
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 209
● Welcome the elephant
You may have heard the expression, the ‘elephant in the room’. When used in a
training context, the elephant symbolises an issue that has the potential to
sabotage the training. Some examples of ‘elephants’ in training include:
– workplace pressures or personal circumstances that make it hard for learners
to focus on training activities—e.g. this is a busy time of year for learners
– composition of the learner group—e.g. if senior management is being trained
together with the teams they lead, all learners may feel uncomfortable asking
questions and making mistakes for fear of embarrassing themselves
– learner anxiety about the training—e.g. if you are delivering presentation skills
training, some learners may fear that you will ask them to present too soon.
e x
a m
p le
Welcome the elephant
Scenario You are delivering the Workplace Assessment program (part of TAE40116 Certificate IV in Training and Assessment) to group of area managers from a local Council. When briefed on this program, you were told that these managers had accessed and customised units of competency that defined workplace performance for the teams they lead. You have been bought in to teach these them how to use these units of competency to plan and assess competence of their staff.
While introducing the program, you notice that learners appear resentful and agitated. No-one is offering suggestions or comments.
1 Introduce the elephant
You say: “Speak to the person beside you and answer this question: what needs to happen on this program, or outside of it, for this program to work?”
Learners start speaking among themselves. You roam around and listen to key points made. You hear things like:
This program will be a waste of time; we are under pressure from our staff to assess them because they get a pay rise if we find them competent, but the human resources (HR) department won’t let us assess anyone until there is a vacancy in a higher-level position opens up for them to move into. So I have loads of angry team members.
We were told to find suitable competency standards but no-one has shown us how to do this. So I don’t know what I’m meant to assess.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •210
2 Welcome the elephant— make it friendly
You repeat back to the large group, some of the comments you have heard. You notice nods around the room; it seems that learners share similar concerns.
You write this title on the whiteboard: “Questions and requests for HR”.
You write ideas you hear on the whiteboard and seek input from learners to ensure that you accurately articulate their questions and concerns.
Learners start to contribute actively with additions and modifications. You end up with a list of 4 major issues to raise with the HR team.
You ask learners for their commitment to participate actively in all program activities, knowing that their questions and concerns will be shared with the HR team. Learners agree to this. Using your phone, you take a photo of the 4 issues.
When a member of the HR team arrives at morning tea, you show her the 4 issues on the whiteboard. You tell her that you will email to her, your photo of these issues. Learners see that HR has heard their ‘voice’.
How to manage difficult behaviour when it happens
Despite our best efforts to prevent it, learners may occasionally behave badly.
Unfortunately, there is no ‘miracle cure’ that will rectify the situation every time, but you
are more likely to succeed if you respond by applying these broad principles:
1. Pause first… find out the true reason for the behaviour—
Look and listen. Don’t make assumptions! To choose the best way to respond to
the difficult behaviour you must first uncover its root cause:
● observe the learner—facial expression and body language may offer clues
● (privately) ask the right questions and listen carefully to the answers
2. Acknowledge—Acknowledge the situation and empathise as appropriate
3. Do something—Take steps to modify the behaviour. Ideally, you can negotiate a
solution with the learner; don’t impose one.
e x a
m p
le
Manage difficult behaviour
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 211
The scenario
Tom is in the first two hours of his two-day training program on effective teamwork. Learners
are 10 members of the same work team plus their manager, Antonio.
What Tom notices
Tom notices that Antonio appears restless and agitated. He is looking down, not engaging in
any group discussions. He frequently looks at his mobile phone and sometimes sends a text
message, holding the phone underneath his desk. Other learners are starting to notice.
What Tom does
Tom sets up an unplanned small group discussion about the material learned so far. As the
discussion gets started, Tom moves around the room until he is beside Antonio. Tom discretely
says, ‘I notice you’re using your phone a lot. Others are noticing also. How are you doing?’
What Tom finds out: reason for the behaviour
Antonio appreciates Tom’s respectful and open-minded question. He confides in Tom, telling
him about a text he received just before training began, when he went to switch off the phone.
The text stated that Antonio had to attend an urgent meeting with Senior Management that night
to discuss a ‘serious issue’ concerning 3 members of his team. Since then, he has been
sending and receiving more texts, trying to get more information.
The acknowledgement
Tom and Antonio agree that Antonio’s situation is stressful and distracting him from the training.
Antonio also acknowledges that if he doesn’t seem focussed on the training, his team may
become distracted, also.
The solution
Tom and Antonio agree that if Antonio is to continue with the training, he must participate more
actively. They agree that Antonio will leave the room for about 20 minutes to make phone calls
and find out more about the situation. Antonio is confident that once he has been fully advised
of the situation and the reason for the meeting he’ll be able to ‘put it to rest’ until the evening and
participate more actively in the training throughout the day. Antonio agrees to keep Tom
posted on what he finds out and apologises for his rudeness.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •212
Review group-based learning
This topic is discussed in the section of this manual called, Reviewing and
record keeping.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 213
Recap: Plan, organise and deliver group- based learning—a ‘to do’ list
Tick when complete ▼
Plan and organise group-based learning
1. Identify needs and confirm objectives ......................................................
● Get information from available learning program documentation
● Obtain other information about the program as required
2. Prepare detailed session plans .................................................................
3. Prepare for delivery....................................................................................
● Safety first!
● Consider the number of learners and ensure an appropriate delivery approach
● Consider the key characteristics of the learner group:
obtain additional information about special needs of specific learners and
modify the delivery approach as required to address these needs.
● Consider assessment requirements: what do you need to do to ensure learners
are ready for assessment by the end of training?
● Prepare the learning materials and visual aids: Are they available?
– If so, can you purchase or obtain them and use as-is or do they need to be customised
for the learner group?
– If not, do you need to develop from scratch?
● Check the training venue: is it safe, comfortable, accessible
and appropriate for type of learning?
● Consider room set-up: Seating plan and general physical layout.
Facilitate group-based learning
● Manage group dynamics to ensure inclusive, productive learning for all ....
● Meet the varying needs of individuals within the learner group .................
● Manage inappropriate behaviour effectively ..............................................
Review group-based learning
● Record the results of the learning and store records securely, as per
company procedure .....................................................................................
● Evaluate the effectiveness of the learning and identify improvements
for next time .................................................................................................
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •214
Summary of this section
Plan, organise and deliver group-based learning
This section of the manual and related training activities have built on the
‘fundamentals’ of planning, organising and delivering training covered in previous
sections of this manual. This section has focused on how to apply these fundamentals
to a group learning situation.
With these skills and knowledge, you should be able to plan, organise and facilitate
effective group-based learning in your workplace.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 215
Notes
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •216
Reviewing and record-keeping
The unexamined life is not worth living.
Socrates (469BC – 399BC)
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 217
Introduction to this section
Reviewing and record keeping
The training cycle is shown below. This section of the manual covers the ‘review’ 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:
● identify information about the training that should be recorded and discuss ways to
record the information
● explain the benefits of keeping secure and confidential training records and identify
strategies to do this
● describe aspects of training that could be evaluated.
The skills and knowledge gained in this section should enable you to record and
evaluate any type of training.
Identify needs
Plan & organise
Deliver
Review
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •218
Record training information
What are training records?
Training records are records of training that has taken place, or that is scheduled to
take place. They are kept by the training organisation.
Why keep training records?
There are many reasons why we keep training records. Below are just a few:
● It is a regulatory requirement: all registered training organisations (RTOs) must
maintain secure records of all training and assessment activities they undertake
● Learners want to check their results
● A new trainer wants to find out how many learners have completed training in a
certain skill
● The finance department needs to quote some figures about the cost of training
● The training manager must include in a report, the number of people enrolling in a
program
● A supervisor needs to know which learners have attended training sessions
● Employees’ training records may be used as data for a performance review, or to
identify future learning or professional development opportunities
● The organisation wants to measure the cost effectiveness of the training by
comparing pre and post-training performance.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 219
What information should be recorded?
! Before you can decide what information to record about the training, you first must know how the records will be used
For example, do you (or does your organisation) want to:
● record training participation and results?
In this case, records should include the ‘basics’ such as:
– learning goals/outcomes
– time, date, location, length of training
– list of learners
– attendance
– assessment results (where applicable).
● identify opportunities to improve the training?
In this case, records should include feedback from the learners, the trainer, and (if
applicable and practical) the learners’ workplace supervisors. Here, consider:
– how you will capture the feedback (e.g. feedback form) and
– how you will collate and analyse the feedback.
You could also capture data about completion rates—e.g. if your training includes a
formal assessment component, record the proportion of learners who successfully
complete the assessment. This data also gives insight as to the quality of the
program content delivery, and may uncover and opportunities to improve.
● identify required improvements to learning resources?
In this case, seek feedback about the clarity and usefulness of the learning
resources.
● base pay rises and promotions on training results?
In this case, plan a formal assessment to measure learning. Record assessment
results and use this data to guide decisions about pay rises and promotions.
● measure return-on-investment (ROI)?
In this case record all costs associated with program development, implementation
and review. Then compare these costs with the benefits gained from the training.
● use training data to inform decisions about scheduling future programs?
In this case record the number of registrations for all training scheduled within a
A tip:
Decide what records to keep before training begins!
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •220
given time frame (e.g. 12 months). Use this information to predict future
enrolments and schedule future training to meet a realistic market demand.
Discussion or personal reflection on your own time—
Training records in your organisation
Consider the following:
1. Why are training records kept in your organisation?
2. What information is recorded?
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 221
How can security of records be ensured?
There are a number of ways to do this, depending on the type of record-keeping
system you have. Possibilities include:
● hard copy records
Lock the file cabinet containing the records and keep the key in a safe place that
can only be accessed by authorised personnel
● electronic records
Throughout the past few years, record-keeping software systems have become
increasingly sophisticated and secure. Passwords and other types of encryption
enable records to remain confidential.
Who should have access to training records?
Every organisation has policies/procedures/guidelines which specify who may access
training records. Some people who may need access to records include:
● learners—should have access to their own records, but not to the records of other
learners
● the trainer
● other trainers
● assessors
● managers/supervisors/business owners
● government regulatory bodies
● administration or human resources personnel.
Security is critical
Steps must be taken to secure training records. This means:
● records are backed up
● only those who should be able access them, can access them.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •222
The trainer’s role in record-keeping
Trainers may be asked to keep records of:
● the learning event—e.g. attendance forms.
● progress and completion of learning. Here, consider recording details of:
– initial consultation with the learner/s (where applicable)
– the learners’ (and other stakeholders’) signed approval of the learning plan,
prior to implementation (where applicable)
– implementation and completion of each phase of the learning plan
– formal assessment results
– closure of the learning event.
● feedback and other data that assist with evaluation of learning. Here, consider:
– learner feedback
– trainer feedback
– feedback from other stakeholders as needed.
● improvements made to the learning process and relevant resources. Your
organisation should have a version control process in place to ensure that the
latest versions of learning plans and resources are used for each learning event. If
learning resources are updated or improved in any way, there should be a record
of having gone from ‘version 1’ to ‘version 2’.
Examples of learning records
The next few pages show two basic examples of learning records:
1. Example 1 is for a workplace learning situation
2. Example 2 is for a group learning situation.
You may modify both templates to suit your circumstances.
T These templates are available For your future use, you’ll find blank templates of the learning records that follow, in the Templates document that we provide to support this program.
Trainers must create and maintain training records
as required by the organisation they work for
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 223
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •224
Learning Record—example 1
Record of workplace learning for an individual (Here-2-Help Hospital)
Example 1a—Integrated workplace learning plan and record
Workplace learning record when the same document is used to record both the
learning plan and the record of learning: see the example starting on page 164.
Example 1b—Stand-alone record of workplace learning
Information about the learning event
Organisation Here-2-Help Hospital
Learner Jane Doe
Trainer Florence Nightengale
Learning goal To be able to consistently administer injections safely and accurately, without supervision, as part of morning and afternoon rounds.
Competency standards N/A
Training date/s/times from: 29 April to: 08 May
Results
Learning outcomes
Outcome achieved? Verified by Date
Yes No
1 ● Describe the technique for administering injections according to Basics of Administering Injections info handout, without referring to notes
● Discuss records of injections to be kept
✓ John Johnson
30
April
2 ● Demonstrate correct technique for administering injections using a syringe filled with water and injecting into an orange
● Discuss issues of patient safety—physical and emotional.
✓ Florence Nightengale
30
April
3 As part of hospital rounds and under close supervision, safely administer injections to at least 95% of patients needing one.
✓ Florence Nightengale
03
May
4
As part of hospital rounds with minimal supervision:
● administer injections accurately and with empathy to all patients requiring injections without guidance from supervisor, and
● complete relevant patient charge and records to accurately document injections given.
✓ Florence Nightengale
08
May
Comments
Jane has made terrific progress. She overcame her fear of blood and no longer feints when
giving injections. Jane is now fully authorised to administer injections without direct
supervision. She will need to attend refresher training in 12 months. Good luck, Jane!
Trainer/assessor signature
Learner signature
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 225
Date signed 08 May Date signed 08 May
end of example
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •226
Learning Record—example 2
Record of group learning
Program information
RTO My RTO Incorporated
Program name Workplace Training Basics
Competency standards TAESS00014 Enterprise Trainer – Presenting Skill Set:
● TAEDEL301 Provide work skill instruction
● BSBCMM401 Make a presentation.
Client ‘A Fine Mine’ Mining Company (AFMMC)
Trainer name Fred Facilitator
Learning goal To achieve competence in competency standards named above
Training date/s/times Duration 3 days
Dates 7-9 July times: 9:00am – 5:00pm
Assessment information During training 1. Plan and deliver one 30-minute training session (on day 3 of training)
In workplace (after training)
2. Knowledge questions
3. Plan & deliver two 20-30-minute training sessions
Attendance and assessment records
Participant name Attendance Assessment results
Day 1 Day 2 Day 3 C NYC Date
Marge Simpson ✓ ✓ ✓ ✓ 20 July
Lenny Henry ✓ ✓ ✓ ✓ 23 July
Joe Bloggs ✓ A A ✓ 01 August
Comments
Joe Bloggs had to discontinue training due to request from supervisor to return to work.
He will try to sign up for the program starting next month—04 September.
Trainer/assessor signature Fred Facilitator Date signed 01 August
end of example
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 227
Evaluate training
What is evaluation?
Evaluation processes vary. Here is a step-by-step example:
1. Gather data and information about a learning event, from a range of stakeholders
2. Analyse the data and information to identify:
● strengths of the learning event
● opportunities for improvement
3. Implement improvements identified.
Evaluation is a continuous process, as the figure below shows.
Figure: Evaluation
RTOs may use to evaluate its training processes, systems and curriculum. Trainers
may use to evaluate their personal effectiveness.
Evaluation is a systematic, cyclic process
that aims to ensure ongoing quality learning experiences
for all stakeholders, now and in the future
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •228
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 229
Why evaluate training?
We evaluate training to:
● meet regulatory requirements
The Standards for Registered Training Organisations (RTOs) 2015 describe how
Registered Training Organisations (RTOs) must operate on a day-to-day basis.
These standards require RTOs to continuously monitor, evaluate and improve the
quality of training and assessment services provided.
● justify training
Training may be evaluated as a means of justifying it. For example, a manager will
likely approve future deliveries of a training program if evaluation results show that
the training positively affects employee productivity.
● ensure that our training is ‘keeping up with the times’
We (and others) should regularly evaluate training approaches, plans and
resources to ensure that training content and materials remain up-to-date with
changes in the industry or workplace.
● improve training
Evaluation works to identify strengths and weaknesses in the training content,
materials and/or presentation. This helps to identify improvements that will
increase the effectiveness of training.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •230
What aspects of training might we evaluate?
We may evaluate:
● learning process and delivery mode
– Was the pace too rushed, too slow, or just right?
– Sequence: were topics covered in a logical order?
– Delivery mode: was the training approach (face-to-face, group, distance, work-
based, online, blended, etc.) appropriate the learners and the training content?
– Timing and scheduling:
▪ Were sessions too long? too short? just right?
▪ Was training scheduled at an appropriate time of day? of the week? of the
year?
▪ Did participants have sufficient time to complete training and assessment
activities?
● training venue
Was the venue accessible, comfortable, adequately equipped and safe?
● resources and materials
Were the resources legible, clearly worded, relevant to the learning and
appropriate for the learners?
● trainer effectiveness
– Was the trainer well prepared and knowledgeable?
– Did the trainer demonstrate effective communication and facilitation skills?
– Did the trainer respond to individual learner needs and support learners to
attain outcomes?
● assessment results
Did the results of training suggest that the training was effective? For example, if 9
out of 10 learners were found ‘competent’ when assessed at the end of training,
this suggests that either:
– the training was effective, or
– the assessment was too easy (we would need to validate the assessment
processes and decisions to verify the reasons for the result).
● cost vs. benefit
Did the benefits of the training outweigh the costs?
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 231
What information or data might we gather?
We might gather:
● learner feedback
– Learners may be asked to give feedback verbally or in writing (if given verbally,
the feedback should be recorded for reference later on)
– A feedback form (hard copy or online versions of feedback forms are a
common, inexpensive and useful source of information).
● trainer feedback
Trainers can provide useful feedback about aspects of the program that works
easily and aspects that could be improved. Trainers should also self-reflect on
their performance, to identify strengths of their facilitation skills, and opportunities
to improve.
● 3rd party feedback
A third party (someone from within our outside the organisation) could:
– observe training and offer feedback
– review the training delivery and materials, and offer feedback
● data
Data such as program completion rates or assessment completion rates can also
be helpful indicators when evaluating the success of training.
● evidence of workplace performance
A useful measure of training’s success is whether or not the learners improve their
performance on the job, as a result of the training. If you want to gather data of
workplace performance, we suggest planning ahead:
– Assess performance on the job before training, then
– Assess again after training (allow sufficient time after training, before you
assess on-the-job performance—e.g. one month).
Examples of learner feedback forms
T
These templates are available
For your future use, you’ll find blank versions of the following feedback forms in the
Templates document that we provide to support this program.
● Feedback form: Group-based learning
● Feedback form: Workplace learning for an individual.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •232
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 233
Review personal performance
Identify strengths of your training, and opportunities for improvement
As trainers, we remain committed to the concept of ‘life-long learning’, and must remain
open to the possibility that there is always something we could do to make our training
‘even better’.
Once we have captured feedback or other data to inform the effectiveness of our
training, we should reflect on this data and identify:
● strengths of our personal performance as a trainer—identify training approaches
and strategies we are currently using that work
● opportunities to improve—identify training approaches, activities and strategies that
could have been better
● ways to improve—determine ways to make the identified improvements.
We never stop learning!
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •234
Summary of this section
Reviewing and record keeping
This section of the manual and related training activities have covered how to:
● record training details
● evaluate the effectiveness of your training.
Remember… plan to review!
Before training begins, we must consider what aspects of the training we want to
record and evaluate. By doing this we identify what we must do before training, to
ensure we gather the data needed to record and evaluate training—e.g.
● Consider what record-keeping systems and templates to set up, so we can record
details of the training event—e.g. attendance
● Consider what data we should gather about the learners’ skills and knowledge,
needs and expectations, before training, so we can compare these with post-
training results.
With the knowledge and skills gained in this section you should be able to:
● maintain useful training records in a safe and secure way, and
● ‘stay on top of the training game’ by continuously evaluating and improving the
effectiveness of your training delivery.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 235
Notes
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •236
Program Summary
Having read this manual and participated in related learning activities, you should now
have the skills and knowledge needed to:
● Plan, organise and deliver group-based learning
● Plan, organise and facilitate learning in the workplace
● Make a presentation.
Summary of key learning
This activity may be completed at the conclusion of training, or as an individual
reflective activity after training concludes
Use the space below to note three (3) key points you will take away from this program:
A parting thought…
As you teach, you learn.
Jewish proverb
As you start to use the skills and knowledge gained on this program, your learning will
progress. Enjoy the ride!
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 237
Notes
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •238
References
Most references
See website links throughout this manual.
More references
Australian National Training Authority, 1998, Learners’ Pack BSZ40198 Certificate IV in
Assessment and Workplace Training, Australian National Training Authority, Australia.
Battell, Chris. Info Line, Issue 0605, Effective Listening. ASTD Press, 2005.
Bloom B. S., 1956, Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain.
David McKay Co Inc., New York.
Brown, Roediger and McDaniel, 2014, Make It Stick: The Science of Successful Learning, USA.
Commonwealth of Australia, 2016, TAE Training and Education Training Package, version 2.0.
Honey P and Mumford A, 1982. Manual of Learning Styles. Peter Honey Publications, London.
Jenings, Judy and Linda Malcak, 2004, Communication Basics: A complete, how-to Guide.
ASTD Press.
Kirkpatrick, D 1998, Evaluating Training Programs—the four levels, Berrett-Koehler Publishers,
San Fransisco, USA.
Knowles, Holton III & Swanson 1998, The Adult Learner, 5th edn, Gulf Publishing, Houston,
USA.
Miller, George A., 1956, The Magical Number Seven, Plus or Minus Two: Some Limits on Our
Capacity for Processing Information. Psychological Review, 1956, vol. 63, pp. 81-97
(reproduced on <http://www.musanim.com/miller1956/> by Stephen Malinowski).
National Staff Development Committee for Vocational Education and Training (NSDC), 1995,
Workplace Training Category 2, Module Materials, Australia, NSDC Secretariat.
Sinson, CS 2016, private communication, Sydney.
Stewart and D’Angelo, 1988, Together: Communicating Interpersonally, 3rd edn, Newbery
Award Records, Inc, New York, NY, USA.
Thompson, PF 2008, private communication, Sydney.
Tovey and Lawlor, 2007, Training in Australia, 3rd edition, Pearson Education Australia,
Australia.
Trott, J 2010, private communication, Sydney.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 239
Notes
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •240
Appendix
Additional Reading •
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 241
Australia’s vocational education and training (VET) system and competency-based training
Australia’s VET system uses a competency-based approach to
training and assessment
VET stands for vocational education and training. Vocational education and training
is the term used for training that helps a learner develop skills and knowledge required
for a specific workplace role.
What does it mean to be competent?
In the Standards for Registered Training Organisations (RTOs) 2015, ‘competency’ is
defined as:
… the consistent application of knowledge and skill to the standard of
performance required in the workplace. It embodies the ability to transfer and
apply skills and knowledge to new situations and environments.
Standards for Registered Training Organisations (RTOs) 2015, Glossary
What are competency standards?
Competency standards are documents that define workplace performance
requirements. In the Australian VET sector, competency standards are formatted as
units of competence.
Competency standards are found in large ‘books’ (for lack of a better term) called
training packages. There is one training package for each industry in Australia. The
training package for each industry contains all the units of competence available that
make up all nationally-recognised qualifications in that industry.
The aim of competency-based training
is for learners to develop skills and knowledge needed
to perform in the workplace
as per the requirements listed in the relevant units of competence.
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •242
Qualifications and competency standards
A nationally-recognised qualification such as TAE40116 Certificate IV in Training and
Assessment comprises a number of units of competency. The figure below illustrates
the relationship between units of competency and qualifications:
Each qualification is assigned a level, from 1 – 10. Qualification levels are determined
based on the complexity of skills and knowledge required for each qualification. For
example, a Certificate I qualification covers far more basic skills than a Certificate IV
qualification.
Australian Qualifications Framework
The Australian Qualifications Framework (AQF) is
document that describes the levels of skills, knowledge
and performance required for each of the 10 levels of
qualification. The AQF applies to all nationally-
recognised qualifications, across all industries.
Writers of nationally-recognised qualifications for each
industry use the AQF to guide them as they write the
units of competency that make up the qualifications
required for their industry.
More information about the AQF
Visit the Australian Qualifications Framework website: <aqf.edu.au>
(accessed 04.01.2018). From this site you can:
● read about the 10 levels of qualifications
● download a pdf copy of the AQF document.
Unit 1
Unit 2
Unit 3
Qualification
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 243
Participant Manual TAE40116 Delivery
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •244
The National VET Register
The National VET Register is a website from which you can read and download:
● all training packages, qualifications and units of competency for all industries
● information about registered training organisations and the qualifications they offer.
Use the National VET Register to research training packages and competency
standards available in your industry.
How to access and use the National VET Register
1. In your internet browser, go to: <training.gov.au>
2. You will arrive at a landing page that asks you to choose:
● Apprenticeships and traineeships,
● Course and training providers, or
● The National VET Register.
Click on National VET Register. This will take you to the
training.gov.au home page.
3. Click on the search tab.
4. Click on search for training components.
5. In the ‘title or code’ box, type what you know of the title or code
of the training package or unit of competency you are looking for
Hint: If you don’t know the exact title, type a key word (e.g. ‘safe’ if you are
looking for units of competency that focus on safe work practices).
6. In the ‘type’ box, tick () training packages, or units of
competency, depending on what you are looking for.
7. Hit enter.
Information accessed 04.01.2018
end of document
