Knowledge Question

Delivery Cluster

TAE40116 Certificate IV in Training and Assessment

Units covered • TAEDEL401 Plan, organise and deliver

group-based learning • TAEDEL402 Plan, organise and facilitate

learning in the workplace • BSBCMM401 Make a presentation

Learning outcomes • Describe and apply learning theories, styles and principles

• Ensure a healthy and safe learning experience

• Identify training and learning needs

• Define learning outcomes

• Plan, organise and facilitate:

– learning in a training room and in the workplace

– individual and group learning

• Maintain training records

• Evaluate training.

Questions (11)

Assessment

Plan, organise and deliver one 30-min group session2

Tasks

Plan, organise and deliver 2 x 40 min group sessions3

Plan, organise and facilitate 1:1 workplace learning (x2)4

Adult Learning What is learning? Roles trainers play Adult learning theories Adult learning styles Stages / cycles of learning Adult learning principles

For Discussion Significant learning experience “I’ll never forget the time I learned…”

Domains of learning

psychomotor

muscular or manual activities required to do the job (e.g. lift

something safely)

cognitive

information needed to be able to do the job (eg.

company policies)

affective

feelings/frame of mind a person demonstrates towards

subject matter

‘Learning’ includes…

skills knowledge attitudes

21st Century training and learning

How does 21st Century training and learning compare with that of the 20th Century? • What has changed? • What remains the same? • What excites us? • What frightens us?

Roles trainers play

Trainer stays close

Trainer keeps some distance

Trainer directs

Trainer supports

Instructor Coach

Mentor Facilitator

Conduit

What works for you?

Activity

Learning theories

21st CenturyHumanistCognitiveBehaviourist

Behaviourist vs Cognitive theories

BEHAVIOURIST Learning through constant

encounters with the same stimulation

COGNITIVE Learning through

experience and discovery

use both

SequencingChunking &

Information processing theory

A humanist perspective

Humanist Expands on the

cognitive perspective

Focus on the person

Cognitive

Andragogy

Malcolm Knowles’ assumptions about adult learners

Based on the work of Malcolm Knowles

Adult learners need:  to know why learning is important  self-direction  to draw on their experience  learning that is relevant to them  to be able to immediately apply learning  motivation

21st Century skills

• Agility and adaptability • Innovation and creativity • Digital literacy • Problem-solving • Communication—

oral, written, multi-cultural and more…

The only thing that’s

constant, is change!

Heraclitus of Ephesus

Learning theories—recap

21st CenturyHumanistCognitiveBehaviourist

Learn through constant

encounters with the same situation

Learn through experience and

discovery

• Learner-centred • Develop the

‘whole person’

• Non-technical skills

• Technology- assisted learning

Implications of learning theories on training delivery

Activity

Learning styles: sensory

• Visual • Auditory • Kinaesthetic • Linguistic

Complete your own learning styles questionnaire

•Christmas tree •Bicycle •Swimming •Singing •Running •Hiking •Yelling •Whispering.

•Eating •Sleeping •Flying •Ball •Drumming •Stretching •Singing •Yawning.

Multi-sense learning

Door 1 Door 2

Learning Styles

Peter Honey and Allan Mumford (1982)

Pragmatist Theorist

ReflectorActivist

Stages of learning

Unconscious incompetence

Conscious incompetence

Conscious competence

Unconscious competence

Learning Cycle

Buy In

Take It In

Try It

Use It

Principles of adult learning

P Practice and feedback R Reward I Interest

N Need C Context first I Involve learners P Piece-by-piece L Link to the real world

E Evaluate and adjust S Sensory learning

Adult Learning - recap What is learning? Roles trainers play Adult learning theories Adult learning styles Stages / cycles of learning Adult learning principles

Training needs and objectives Training needs Learning needs Training objectives (learning outcomes)

The Training Cycle

Identify needs

Plan & organise

Deliver

Review

gapcurrentperformance desired

performance

Training or Non-Training Need?

What do learners need to learn?

Identify training needs

LLN and foundation skills Foundation Skills = LLN skills

+

Core Skills for Work

● Learning

● Reading

● Writing

● Oral communication

● Numeracy

1 Navigate the world of work a. Manage career and work life b. Work with roles, rights and protocols

2 Interact with others a. Communicate for work b. Connect and work with others c. Recognise & utilise diverse perspectives

3 Get the work done a. Plan and organise b. Make decisions c. Identify and solve problems d. Create and innovate e. Work in a digital world

Identify learning needs

 How do learners prefer to learn?  When are they available?  What support might they need?

Promote an inclusive learning culture

Identify needs

Activity

S

M

A

R T

Specific Measureable Achievable Relevant Time-referenced Performance

Standards Conditions

3 Components of a SMART outcome

“Do what?” “How well?” “Where and with what?”

Learning outcomes

Training needs and objectives - recap Training needs Learning needs Training objectives (learning outcomes)

Plan training sessions Structure training Plan training sessions: Prepare for delivery: safety & other logistics

The Training Cycle

Identify needs

Plan & organise

Deliver

Review

I N T R O S

Interest Needs Timing Roadmap Outcome Safety

O F F

Outcome Feedback Future

Explain/ Demo

Apply

Summarise

Assess

• ‘I do it normal’ • ‘I do it slow’

• ‘You do it with me’ • ‘Now off you go!’

• Recap key points • Check readiness for assessment

Outcome achieved?

Introduction ConclusionBody

Structure: skill sessions

1. Identify needs and write the learning outcome

2.Write a task breakdown 3.Organise training—prepare for

delivery.

Plan a skill-based training session

Steps to take

Plan training sessions Progress check…. Structure training Plan training sessions: Prepare for delivery: safety & other logistics

Plan—write: • Task breakdown • Plan for delivery

Prepare • Organise resources • Review observation checklist.

Prepare 1:1 skill session for day 2

Organise training: safety & other logistics

We’ll cover • Trainers’ WHS responsibilities • WHS information • Recording and reporting hazards • Organise training: other logistics.

feedback feedback

Tell us… how are you progressing?

Delivery Cluster Day 2

TAE40116 Certificate IV in Training and Assessment

Review Day One

Activity

Deliver Training Principles of effective communication Principles LL&N Provide clear information Listening Questioning Feedback Practice Activity 1

The Training Cycle

Identify needs

Plan & organise

Deliver

Review

Principle 1: Something to consider…

Adaptation of Virginia Satir, cited by Stewart & D’Angelo,

Together, Communicating Interpersonally, p. 55

Humans cannot not communicate

Principles of effective communication

Trust and believability…

38%

Words

55%

7% Words

Visual

Tone

Albert Mehrabian

 Words  Visual  Tone

Communication is two way

• Tone of voice

• Body Language

• Appearance

• Words

message

feedback

Communication is two way

• Tone of voice

• Body Language

• Appearance

• Words

message

feedback

We’ll practice • Providing clear information • Listening • Questioning • Feedback:

– Giving – Getting.

Communicating effectively

Bird in the

the Hand

Paris in the

the Spring

Once in a

a Lifetime

Activity—read these

Activity, cont’d—read them again

• Paris in the the spring

• Once in a a lifetime

• Bird in the the hand

Present information to a partner

Activity

Listening skills quiz – what makes a good listener?

Activity

acn ese the atc hte dgo tno tra hte ubt

can see the cat the dog not rat the but

the cat can see the rat but not the dog

Activity: which list do you remember?

Questioning skills • Reasons to use questions in training • Types of questions • How we direct questions • Beware of…

Celebrity Heads

Activity

Give and receive feedback

GIVE feedback • KISS • Specific and objective

RECEIVE feedback • Say ‘thank you’ • Do not justify

Groups of 3 • Trainer • Learner • Observer (completes

checklist)

Practice Activity 1

1:1 skill session

Prepare

Deliver

Review

Trainer 1. Sets up environment 2. Gives observer observation checklist

• Trainer delivers session • Observer completes observation checklist

Group feedback 1. Trainer first (self-evaluation) 2. Observer 3. Learner

20 min per round

Looking back on practice activity 1

Key learning: What stood out for you?

• As the trainer? • As the learner? • As the observer?

Deliver Training - recap Principles of effective communication Principles LL&N Provide clear information Listening Questioning Feedback Practice Activity 1

Plan, organise and facilitate learning in the workplace What is workplace learning? Plan, organise and facilitate learning in the workplace

What is workplace learning?

Learning that occurs in the workplace. Work activities are used as the basis for learning.

Participant manual

Workplace learning is…

Workplace-based learning—some questions

1. Skills and knowledge What skills and knowledge do trainers need to facilitate learning for an individual vs group?

2. Issues Issues to consider when planning on-the-job learning?

3. Stakeholders Who must be involved? Informed?

4. On-the-job vs off-the-job? What types of things are best learned on-the-job vs off- the-job?

Plan and organise workplace- based learning

1. Identify needs and confirm objectives 2. Develop an individualised workplace learning plan

– Analyse workplace routines and develop a workplace learning pathway – Organise – Develop plan

3. Document the individualised workplace learning plan

4. Prepare for each session with the learner.

Develop a workplace- based learning pathway

Activity

Plan, organise and facilitate learning in the workplace - recap What is workplace learning? Plan, organise and facilitate learning in the workplace

Plan, organise and deliver group-based learning Introduction to group-based learning Plan & organise group-based learning:

• Structuring sessions

1. Unique characteristics: individual vs. group learning

2. Skills trainers need

3. Benefits and challenges of group learning

Introduction to group-based learning

1. Identify needs and confirm objectives 2. Write session plans 3. Prepare for delivery (organise learning).

We’ll learn by doing… Practice Activity 2

Plan and organise group-based learning

Lecture, video, reading, visuals, etc.

Case studies, Q&A, activities, games, etc.

I N T R O S

Interest Needs Timing Roadmap Outcome Safety

O F F

Outcome Feedback Future

Explain/ Demo

Apply

Summarise

Assess

• Recap key points • Check readiness for assessment

Outcome achieved?

Introduction ConclusionBody

Structure: knowledge sessions

feedback feedback

Tell us… how are you progressing?

Delivery Cluster Day 3

TAE40116 Certificate IV in Training and Assessment

Plan, organise and deliver group-based learning - recap Introduction to group-based learning Plan & organise group-based learning:

• Structuring sessions

Reviewing and record - keeping Record training information Review (evaluate) training

The Training Cycle

Identify needs

Plan & organise

Deliver

Review

Record training information • What are training records? • Why do we keep them? • Information to record • Security and access to training

records • Trainers’ role in record-keeping.

• What is evaluation? • Why evaluate training? • How can we evaluate training? • Reflecting on personal performance.

Evaluate training

Evaluation is a systematic process

Analyse

Improve

Gather data

Why evaluate training? What aspects of training could we evaluate?

Activity

Reviewing and record – keeping recap Record training information Review (evaluate) training

• Plan—Bring to day 4: – Session plan – Resources

• Prepare – Practice, practice, practice! – Review observation checklist.

Between now and day 4

Plan and prepare for DEL Task 1

questionsquestions

Delivery Cluster Day 4

TAE40116 Certificate IV in Training and Assessment

DEL Task 2

Plan, organise and deliver a 30-minute training session for a group

DEL Task 2—roles

• Trainer • Observer

Another program participant— completes checklist

• Assessor TAE trainer or second assessor

DEL Task 2—the process

1. Preparation – Set-up environment – Give assessor session plan and resources – Ensure observer is ready to go

2. Set the scene 3. Deliver session 4. Group feedback (verbal) 5. Brief private meeting with assessor

What will you take away:  From this activity?  From this program?

Look back to look forward…

Did you hit your…

…personal target

Looking back

Field Units

Design TAEDES401 Design and develop learning programs TAEDES402 Use training packages and accredited courses to meet client needs

LLN TAELLN411 Address adult language, literacy and numeracy skills

Delivery TAEDEL401 Plan, organise and deliver group-based learning TAEDEL402 Plan, organise and facilitate learning in the workplace BSBCMM401 Make a presentation

Assessment TAEASS401 Plan assessment activities and processes TAEASS402 Assess competence TAEASS403 Participate in assessment validation TAEASS502 Design and develop assessment tools

Questions (11)

Next steps: assessment

Plan, organise and deliver one 30-min group session2

Tasks

Plan, organise and deliver 2 x 40 min group sessions3

Plan, organise and facilitate 1:1 workplace learning (x2)4

Questions and Assessments

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