Participant Workbook (TAEDEL301)

Part of a suite of support materials for the

TAE Training and Education Training Package

Participant Workbook TAEDEL301 Provide work skill instruction

1st Edition 2016

Acknowledgement

Innovation and Business Industry Skills Council (IBSA) would like to acknowledge Precision Consultancy for their assistance with the development of the original resource for TAEDEL301A.

Writer: Precision Consultancy

Revised for TAEDEL301 by IBSA (2016)

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© 2016 Innovation and Business Industry Skills Council Ltd

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Published by: Innovation and Business Industry Skills Council Ltd Level 11 176 Wellington Pde East Melbourne VIC 3002 Phone: +61 3 9815 7000 Fax: +61 3 9815 7001 Email: [email protected] www.ibsa.org.au

First published: 2016

1st edition version: 1

Release date: 2016

ISBN: 978-1-925379-42-6

Stock code: TAEDEL3011W

mailto:[email protected]

mailto:[email protected]

http://www.ibsa.org.au/

Table of contents

Welcome

Introduction ......................................................................................................................1

Sections in this workbook ..........................................................................................1

Using this workbook ...................................................................................................2

Recommended reading..............................................................................................3

Undertaking assessment ...........................................................................................4

Learning

Topic 1: Introduction to Work Skills Instruction ...........................................................7

Why train in the workplace? ......................................................................................7

Skills instruction .........................................................................................................8

Types of skills .............................................................................................................9

The learner’s point of view ...................................................................................... 10

Topic 2: Planning the Training .................................................................................... 11

Identifying the instruction objectives ..................................................................... 11

Understanding the learning program ..................................................................... 13

Learner needs ......................................................................................................... 14

Identifying learning styles ....................................................................................... 18

Pre-skills training preparation ................................................................................ 21

Resources ................................................................................................................ 22

The learning environment as a resource ............................................................... 23

Topic 3: Delivering the Training .................................................................................. 27

Training techniques ................................................................................................. 27

Conflict resolution and negotiation ........................................................................ 32

Communication and interpersonal skills ............................................................... 33

Questions ................................................................................................................. 34

Technical terms and jargon .................................................................................... 36

Presentation skills ................................................................................................... 37

Body language ......................................................................................................... 37

Confirming readiness for work skill instruction ..................................................... 38

Checking training performance .............................................................................. 40

Unsupervised practice ............................................................................................ 42

Topic 4: Evaluating the Training ................................................................................. 43

Review 43

Record-keeping........................................................................................................ 44

Application

Activity 1: Work Skills in the Practice Environment ................................................... 47

Activity 2: Breaking Down a Task ................................................................................ 49

Activity 3: Locating the Learning Objectives .............................................................. 50

Activity 4: Learner Characteristics .............................................................................. 52

Activity 5: Internet Search on ‘Learning Styles’ ......................................................... 54

Activity 6: Learner’s Preferred Learning Style ............................................................ 56

Activity 7: Organise Resources .................................................................................... 58

Activity 8: Enact and Understand WHS Procedures .................................................. 60

Activity 9: Demonstration to an Individual Learner ................................................... 62

Activity 10: Demonstration to a Group ....................................................................... 64

Activity 11: Presentation Skills .................................................................................... 66

Activity 12: Checking Your Learner’s Skill Development ........................................... 68

Activity 13: Review Learner’s Response .................................................................... 69

Appendices

Appendix 1: Learner Needs Questionnaire ............................................................. 73

Appendix 2: Delivery Plan ......................................................................................... 75

Appendix 3: Learner Review ..................................................................................... 78

Welcome

Participant Workbook

TAEDEL301 Provide work skill instruction 1st edition version: 1 © Innovation and Business Industry Skills Council Ltd Page 1 of 79

Introduction This Participant Workbook supports TAEDEL301 Provide work skill instruction, an elective unit in the TAE40116 Certificate IV in Training and Assessment.

This Participant Workbook covers the delivery of individual and group instruction, the demonstration of work skills and how to use existing learning resources in a safe and comfortable learning environment. It covers the training processes driven by work processes and work contexts.

This unit will help you develop the skills and knowledge to enable you to:

● organise instruction and demonstration

● conduct instruction and demonstration

● check training performance

● review personal training performances.

To be assessed as competent in this unit you must provide evidence that you are able to:

● carry out a minimum of three training sessions, involving demonstrating and instructing particular work skills for at least two different individuals or small groups, with each session addressing:

○ different learning objectives

○ a range of delivery techniques and effective communication skills appropriate to the audience.

Sections in this workbook

This Participant Workbook consists of the following sections:

Learning This section provides background information to support this unit of competency, and where to go for further information. It also includes some case studies to illustrate the unit of competency in practice.

Throughout this workbook, you will notice small text included at the sides of some pages. This side text provides definitions, notes, resources or it pinpoints the best time to carry out a learning activity. The activities referred to are included in the following section of the workbook, titled Application.

Sometimes the side text refers to video clips to demonstrate information referred to in the workbook. The video clips can be downloaded from IBSA’s YouTube channel at <http://www.youtube.com/ibsachannel>.

Application This section provides activities to help you develop your skills. Your facilitator may also add some extra activities to support your learning as you are working through this unit. Some of the activities may contribute to assessment.

Introduction

1st edition version: 1 TAEDEL301 Provide work skill instruction Page 2 of 79 © Innovation and Business Industry Skills Council Ltd

Appendices The Appendix section of the workbook may provide templates, examples or other sample documents to help illustrate some aspects of the unit of competency. These templates are also available in Word format online at <https://www.ibsa.org.au/tae-resources>.

Using this workbook

Templates Helpful templates from the appendices of your Participant Workbook are available in Word format online at <https://www.ibsa.org.au/tae-resources>.

References Throughout the workbook you will be directed to websites for additional information. Given that web addresses can change you may need to check the link and use search tools to find updated links.

Glossary A glossary of terms is included on the Learner Resources website at <https://www.ibsa.org.au/tae-resources>. Use the glossary to clarify the meaning of terms used in this workbook.

Context To complete this unit you need a learning and assessment environment where you can access information and apply your skills. This environment is called the practice environment.

If you are already employed in an organisation that delivers training and/or assessment, your workplace will most likely be your practice environment. If not, your facilitator can help to find you a suitable practice environment. If you do not have direct access to a practice environment your facilitator may need to help you by providing simulations or case studies that meet the assessment requirements for this unit. For example, you could practise applying your competencies on fellow learners in the classroom or your facilitator may set up a virtual learning community online. Throughout this workbook these environments will be referred to as your practice environment.

Compiling your own resources As you work through this book, compile a resource kit (electronic and/or paper-based) to add to, use for your work and assist with your learning. This could include, for example, information that you print out or ‘bookmark’ from websites, resources you download, newspaper articles about your industry, or specific policies or procedures.

What you decide to put in your resource kit is up to you. Over time, it can become your resource companion containing information about current work practice and ideas.

The resource kit is for your own professional development and is different to any portfolio or file that you might keep for assessment purposes, although some resources may be included in both.

https://www.ibsa.org.au/tae-resources





Recommended reading

Some recommended resources for this unit includes:

● Choy, S. and Delahaye, B., 2005, ‘Some principles for youth learning’, AVETRA, NSW, <http://avetra.org.au/documents/PA023ChoyandDelahaye.pdf>.

● Field, L., 1990, Skilling Australia: A handbook for trainers and TAFE teachers, Longman Cheshire Pty Ltd, Melbourne.

● Kroehnert, G., 1993, Basic training for trainers: An Australian handbook for new trainers, McGraw-Hill Book Company, Roseville, NSW.

● NMIT, 2005, Contextualising teaching and learning: A guide for VET teachers, Australian Training Products, Melbourne, <http://www.voced.edu.au/content/ngv8289>.

● Smith, A., 1992, Training and development in Australia, Butterworths, Sydney.

● Tovey, M. D., and Lawlor, D. R., 2004, Training in Australia: Design, delivery, evaluation, management, Pearson Education Australia, Frenchs Forest, NSW.

● Australian Vocational Education and Training Research Association (AVETRA), <http://www.avetra.org.au>. AVETRA is a national, independent association of researchers in vocational education and training (VET).

● ‘Abiator’s Learning Styles Inventory’, Ehow.com, <http://www.ehow.com/ info_8544370_abiators-learning-styles-inventory.html>. This site provides information on Abiator’s learning styles inventory.

● ‘Learning styles explained’, LdPride.net, <http://www.ldpride.net/learning styles.MI.htm>.

● Office of the Australian Information Commissioner, <http://www.oaic.gov.au/>. The Office of the Australian Information Commissioner is the body that regulates the way in which personal information can be collected, kept secure, and how it is used.

● VARK, ‘The VARK Questionnaire’, A guide to learning styles, <http://www.vark-learn.com/english/page.asp?p=questionnaire>.

Please note that any URLs contained in the recommended reading, learning content and learning activities of this publication were checked by IBSA and correct at the time of publication. Note, however, that IBSA cannot vouch for the ongoing currency of URLs.

Every endeavour has been made to provide a full reference for all web links. Where URLs are not current we recommend using the reference information provided to search for the source in your chosen search engine.

Introduction


Undertaking assessment

Assessment of this unit provides an opportunity to demonstrate that you can provide a minimum of three training sessions, involving demonstrating work skill instruction to two different individuals or small groups. You need to demonstrate that you can deliver a range of different learning objectives using a variety of delivery techniques and communication skills.

You need to demonstrate that you have the skills and knowledge to:

● organise and plan instruction for a variety of learners taking learner characteristics and needs into account, as well as the content and requirements of the relevant learning program

● conduct safe and effective work skill instruction and demonstration using available resources and learning materials and complying with relevant policies and procedures

● check learner training performance and, if necessary, adjust delivery and communication techniques taking into account hazard identification, risk assessment and safe use of equipment

● review personal and training performance and analyse documentation according to relevant policies and procedures.

You must provide evidence that you can:

● deliver a minimum of three training sessions within a safe learning environment

● deliver work skills under two different sets of learning objectives and for a range of learners (as individuals or small groups)

● demonstrate a range of techniques and communication skills to accommodate a variety of learners

● keep required records and finalise documentation.

This unit might be assessed individually or together with other units in the TAE Training and Education Training Package.

Much of the information and materials you added to your resource kit while working through the Participant Workbook will help you for these assessments.

Taking a portfolio approach to assessment can make the assessment process more valuable for you and will often better reflect processes in the workplace. Using a portfolio approach, you will gather your evidence together for this unit, and perhaps for other units, and submit it all together as a portfolio. This is similar to what you did when you developed your resource kit.

Helpful templates from the Appendices of your Participant Workbook are available in Word format online at <https://www.ibsa.org.au/tae-resources>.


Learning



Now is the time to consider work skills training in your practice environment with Activity 1: Work skills in the practice environment.

Topic 1: Introduction to Work Skills Instruction

Very often the people who make the best trainers or coaches are those who are the experts in the field. Their knowledge and understanding of all elements of the job mean that they are uniquely qualified to pass on that knowledge to others, to answer complex questions and to understand the full scope and dimensions of the task.

It is common practice in the workplace for experienced workers to train the newer and less experienced employees. They may do this formally or informally or a combination of both.

Formal training might consist of:

● gathering and documenting specific knowledge to gain a qualification

● induction procedures for workplaces and equipment

● in-house training procedures

● appointed mentors and coaches.

Informal training might consist of:

● asking questions of supervisors and co-workers

● watching co-workers perform certain tasks

● practising without supervision

● asking for advice from more experienced co-workers.

Why train in the workplace?

Learning in a classroom or off-the-job learning environment certainly has its place, but for many learners what is missing is the understanding of what it is like to work in the environment.

Many people feel that learning on the job in a real workplace is the most effective learning environment. Some advantages include:

● understanding how the job contributes to the overall business

● experiencing the workplace culture

● performing the tasks in real time and real situations

● applying and reinforcing the skills immediately

● identifying employment opportunities.



Skills instruction

Workers who are selected to train other people are usually good at their job and are confident with the full range of skills and knowledge specific to their industry. Those who elect to take on the role of trainer, have the same level of confidence and comfort in their knowledge and skill sets.

Good workers are driven to share industry knowledge to improve overall industry performance and standard. A good or competent worker is someone who performs the job to the required workplace and industry standards. This worker not only does a good job but understands what a good job is.

All jobs have different aspects to their performance. All jobs require people to have:

● skills – things that they are able to do

● knowledge – things that need to be understood

● attitudes – how the job should be approached.

The focus of this workbook is on how to train colleagues in work skills, whether it is in finance, information technology, plumbing, manufacturing, hospitality or in any other industry.

A work skill refers to the ‘doing’ aspect of a job. A work skill applies knowledge in a practical way to get something done. A skill is not always a physical act or process, it can be an interpersonal skill, a communication skill, a computational skill, etc.

Dividing workplace tasks into individual skills can help when providing instruction. Below is an example of the division of a workplace task into skills when operating from a point of sale (POS) terminal in a supermarket.

This example illustrates the difference between a skill, knowledge and an attitude. Although the focus of this guide is on work skills the other two components, knowledge and attitudes are closely tied in with skill instructions and performance of a work skill.

Skills, knowledge and attitudes: Operating a point of sale terminal

Skills Knowledge Attitude

Scanning items Identification of fruit and vegetables

Operation of bar coding

Simple knowledge of the operation of OMR technology

Speed and accuracy

Keying-in Company labelling and pricing

Register operation Adding and subtraction

Accuracy and attention to detail

Packing items

Laying out the packing area

Estimating weight and mass Attention to detail and courtesy



Types of skills

It is important for facilitators and trainers to recognise that skills refer to more than just physical skills. The facilitator needs to ensure that the separate skills of a task are identified and included in the training.

Skills can be divided into four different types. These are:

● technical skills

● task management skills

● contingency management skills

● job or role environment skills.

If we were to break down a task for a worker undergoing training in photocopy support it might look like the table below.

Technical or task skills

Perform hands-on actions, manipulation and tasks.

For example: placing the original page on the screen, closing the flap and loading blank paper into the tray.

Task management skills

Plan and organise the task or technical skills.

For example: selecting the right number of copies and placing multiple copies in the right order.

Contingency management skills

Deal with problems or events that are unexpected (contingencies).

For example: identify when a jam has occurred, remove paper from the rollers or call the repairer.

Job/role environment skills

Act in a way that is appropriate to the job and the workplace.

For example: follow work health and safety procedures and enact maintenance requirements.

Once you have divided a task into skills you can make sure that learners have a thorough understanding of the entire task and all of its components and can apply these individual skills in other contexts when necessary. Dividing tasks into skill areas:

● defines which parts of the tasks are skills focused and which parts are not

● provides a basis for choosing when and how the skill instruction occurs

● ensures no skill areas are omitted.

A helpful strategy for preparation is to break down a task, or set of actions, into simple and logical steps. A task is a set of actions that has a definite start and a definite finish.



The task breakdown should identify each skill:

● the steps involved in the task

● the sequence of steps

● the key points associated with the steps such as cues, safety, quality or other features

● the timing of the task

● the equipment and resources required at each stage.

The benefit of breaking down the task into individual skills is that learners are not overwhelmed by the ‘big picture’ and can consolidate their understanding as each section of the task is explained.

The learner’s point of view

We noted earlier in the chapter that a trainer is usually an experienced worker who is asked to train other workers. Sometimes when a person has performed certain tasks routinely as part of their everyday work practice, the skills involved become automatic and not deliberate.

In this case when the experienced worker trains a novice they may forget to mention key steps or fail to understand the way a novice approaches a task.

It is important for effective training that the facilitator considers the task from the novice’s point of view. The facilitator should place themselves in the shoes of the learner, break down the task carefully and then consider how best to order the steps so that the task makes sense and the leaner’s skills build logically.

Construct a task breakdown sheet similar to the one on the previous page in Activity 2: Breaking down a task.



Topic 2: Planning the Training Work skills instruction requires careful planning and with planning come some terms with which you may or may not be familiar. The following diagram shows how you start your planning by identifying the work skill or objective and work backwards.

All training sessions need to be guided by objectives. Objectives are the expected outcomes of the training and serve as a benchmark to determine if the training was successful. You will need to know where to find the objectives and to make sure you understand what the training is expected to achieve.

Identifying the instruction objectives

The instruction objective describes the purpose and desired outcomes of the training. The instruction objective of the training session might be:

● a competency to be achieved

● the technical skills to operate specific equipment

● a process in the workplace

● generic skills such as planning and organising.

The objectives for training are likely to be recorded in an overall learning program or in a smaller delivery or session plan. The instruction objectives or may be based on:

● workplace procedural manual

● training course material

● industry regulations

● equipment manuals

● units of competency

● other workplace standards.

Identifying the instruction objectives from the sources listed above is an important first step in order to understand what is expected of you and your learners. If you are not sure of what is required you should check with the appropriate personnel.

skill objective

task breakdown

delivery plan

learning program

Topic 2: Planning the Training


Objectives can be expressed in different ways. The following are some examples of what an instructional objective may look like.

Unit of competency The performance criteria within a unit of competency specify the performance needed to demonstrate achievement/attainment of the benchmarks. Specific performance criteria are listed in all units of competency and should be your primary resource for identifying the instruction objectives. Performance criteria are the benchmarks that training programs need to address.

The following criterion comes from RIIMPO313D Conduct face loader operations:

2.7 Connect and tow equipment and plant safely, within equipment and connection capacity.

Learning outcomes Learning outcomes describe the measurable and observable skills of learners once the learning process is complete. The following two examples demonstrate that learning outcomes can be contained within a variety of different sources depending on the training environment, the training context and the nature of the learning outcomes.

Example of a learning outcome from a university course:

● Demonstrate proficiency within the laboratory by the correct use of the appropriate equipment.

Example of a learning outcome from on-the-job training, e.g. an observation checklist from a quarry site:

● Comply with work health and safety requirements by wearing appropriate PPE while on the quarry site.

Skills Skills describe the general behaviours of a competent person in a particular vocational field. Unlike learning outcomes they may not be expressed in measurable or observable terms. Skills might be described from industry standards, workplace procedures and manuals.

The following example comes from the unit of competency RIIMPO313D Conduct face loader operations.

● completing a variety of face loader operations during the three occasions, including:

○ bucket loading

○ load carrying

○ equipment positioning.

Using information from your practice environment, have a go at Activity 3: Locating the learning objectives.



Understanding the learning program

Instructional objectives will usually be found in a learning program. The learning program describes the procedures, processes and objectives for training. Learning programs might also be called training programs and can be made up of training plans, session plans, delivery plans or induction programs.

A learning program should also contain the following elements

● the competencies or other criteria to be achieved

● specific learning outcomes based on the criteria for each segment of the learning program

● an overview of the content to be covered in each segment of the learning program

● learning resources, learning materials and activities for each segment of the learning program

● number and duration of training sessions required and overall timelines

● delivery methods for each segment of the learning program

● work health and safety issues to be addressed in delivery

● identification points to measure learner progress

● measuring processes such as informal feedback, surveys and on-the-job observations.

The segments of the learning program are the separate sessions of training that have to take place to achieve the objectives of the whole program. Information to guide your training in each of these segments may appear in separate delivery/session plans.

Delivery/session plans A delivery plan for a single session or segment is likely to include:

● learning objectives for learners

● the number of learners and any specific characteristics or needs

● the content to be covered

● learning resources, learning materials and learning activities

● timelines or duration of activities

● other resource requirements

● work health and safety considerations, such as emergency procedures

● assessment procedures and assessment tools where assessment is required.

Have a look at video clip Designing learning programs: <http://www.youtube. com/watch?v=qO1BxjwJ5Gw>

Note: Although a delivery plan may contain assessment information, this unit does not cover procedures and processes around assessment.



There is a delivery plan for a skills instruction session in the Appendices of this workbook.

It’s always best to consult with a facilitator who may have delivered the same (or similar) program. They can give advice on time allocation, learner responses and the success or otherwise of the program.

Otherwise, read through the delivery plan and ensure that all the resources and support are in place before beginning the session. If not apparent on the plan, allocate appropriate time for the tasks described and sufficient time for practice and review.

Learner needs

The development of work skills takes place at the pace set by the learner. Although training programs are outcome-based, they should be flexible enough for learners to demonstrate skills when they feel they have attained key competencies. Learners should not feel like they are being pressured into demonstrating work skills when they have not been provided with sufficient knowledge. Situations where work skill instruction is too regimented and does not progress at the pace of the learner can lead to a whole range of negative outcomes, such as:

● low levels of knowledge retention

● dangerous operations of equipment

● procedural confusion

● lack of reporting or documenting.

When the learner feels comfortable during the training and the training material is easy to understand, the learner is more likely to develop the required skills. When the material is digestible and useful the relationship between the trainer and the learner is more likely to be positive, supportive and trusting. This in turn makes the learning process more enjoyable and more effective for all parties.

Never underestimate the importance of the learner’s motivation to learn. Their motivation is the driving force behind any successful training program and needs to be maintained throughout the instructional period. In order to maintain momentum in the training program and keep the learner engaged in the skill instruction it is important to identify learner characteristics and requirements early on in skill instruction. This includes:

● knowledge of the learner’s prior learning experiences

● knowledge of the learner’s prior work experience

● language, literacy and numeracy skills

● support for special needs.



With an individual learner from your workplace or training environment, complete the table in Activity 4: Learner characteristics.

Sourcing information about the learner Collecting, storing, using and sharing information carries with it certain privacy obligations. You may be given information about the learners from your training environment, workplace or RTO (depending on the training context) or information may be included in the training documentation that your learners provide to you.

Alternatively, you may have sourced very general information about the learner demographic in your area or industry. Whatever the source, it is important that you maintain confidentiality.

Information about the learner and their work skill roles can come from a variety of sources. These include:

● regulatory procedures and standards

● organisational strategic plans and mission statements

● organisational charts and descriptions

● capability frameworks

● role descriptions

● key performance indicators (KPIs)

● codes of conduct

● documented work health and safety procedures and practices

● equipment and machinery manuals and operating instructions

● individual work reviews and performance evaluations

● curriculum vitae and resumes.

Reading through all the materials available to you for the instruction of the training program will give you a great overall impression of the characteristics of the learner group. If you do not have access to the sorts of documents listed above, or if they are not sufficiently detailed, you may have to source information about the learner yourself.

The best source of information about the learner will come from the learner, so it is important to know which questions to ask.

A question sheet could form the basis of learning about your learner. It could be completed by the learner, or better still, completed by the facilitator and the learner in an interview environment. There is an example of a learner needs questionnaire in the Appendices, which will help you prepare a learning needs analysis.

Working with the information gathered The information gathered about the learners’ needs to be applied to the learning program. So even though the learning program and the learning resources will be provided, the facilitator will need to adapt and apply the resources to the learner. This includes presentation of the content, the type of skill instruction and the supports and resources required by the learner.

Note: Privacy rules and regulations can be found on the website of the Australian Information Commissioner: <http://www.oaic.gov.au/>.



You will also need to consider the workplace. A frontline management program delivered in a training room will require a different approach to the training an operator of a roof-bolting machine in an underground coal mine. Work health and safety consideration and the resources available should combine with your knowledge of the learner to create a flexible and effective work skill instruction program.

These issues will be covered later in the workbook, however to illustrate how the knowledge of the learner’s needs can influence the skill instruction, a matrix of possible responses to a variety of learning needs is provided on the following page.



Pictures and diagrams

Activities and simulations

Self-paced and online learning

Repetition and practice

Adjust the practice environment

Low literacy and numeracy

Limited education experiences

Low motivation

Physical disability

Highly motivated

Experienced learner



Identifying learning styles

Learners have different needs because of their different life experiences and their natural abilities. Learners also vary because everyone has vastly different learning styles and preferences.

Some learners prefer a variety of learning activities with role plays, simulations and lively discussion. Others might like to sit quietly and read through training and instruction manuals. Each learner has a preferred way of undertaking learning and receiving work skill instruction. The facilitator should take these preferences in to account and understand that the learning resources and the training program should respond to learners’ various learning styles.

Learning styles and learning preferences There are many different theories and classifications of learning styles and learning preferences. It is important that facilitators are aware of the differences between their learners so that they can keep all members of the learning group engaged and motivated in the work skill instruction.

One theory classifies learners according to whether they like to learn step-by-step or whether they like to learn globally. Global learners like to see the ‘big picture’ before they begin to learn a skill step-by-step. Step-by-step learners like to learn new skills a skill by learning each step in a process. They then put all the steps together to understand the whole skill.

For example, when learning to drive a car, some learners might like to know what a radiator and fan belt do. They build up their knowledge of the entire mechanism piece by piece. Another learner might just want to know how to use the clutch and accelerator to get from point A to point B.

Another theory describes learners as having multiple intelligences. Learners have intelligences which include:

● linguistic intelligence

● logical-mathematical intelligence

● spatial intelligence

● musical intelligence

● bodily-kinaesthetic intelligence

● intrapersonal intelligence

● interpersonal intelligence

● naturalistic intelligence.

So a learner may be strong in learning languages but weak in mathematics. A learner may enjoy talking and communicating with others, but find reading and solitary activities boring. Facilitators need to provide work skill instruction that suits the ‘intelligences’ found in the learner.

For an illustration of how these styles affect the way we communicate, watch these video clips:

VAK conversation (1) <http://www.youtube.com/watch?v=ELFoDuSv-ew>

VAK conversation (2) <http://www.youtube.com/watch?v=nrWbzrB7ssk>



To help you better understand learning styles and how they can be applied, complete Activity 5: Internet search on ‘learning styles’.

Learners with developed interpersonal intelligences engage better with learning when the emotional aspects of the content are highlighted. Others with strong linguistic intelligence prefer vivid details and detailed verbal or written descriptions when they are training.

Identifying learning styles There are a number of approaches a facilitator can take to discover the preferred learning styles of the learners, including:

● discuss and share ideas with learners about different learning styles

● present a range of learning options and ask how learners feel about each one or simply observe their reactions

● observe learners during a session and make judgements about:

○ hands-on practice vs. listening, reading and discussing

○ highly structured tasks vs. self-directed learning

○ working alone vs. in groups

○ step-by-step instructions vs. large picture first

○ ‘big picture’ discussions vs. starting with the detail

○ visually engaging material (pictures, video, etc.) vs. text

○ technology vs. face-to-face.

The answers can vary according to the type of work skill instruction being undertaken. One week a group or learner may want discussion, but the following week in another learning context they may prefer individualised instruction.

A group’s preferred learning style can also be difficult to describe as each individual within the group will be different. So you need to be flexible and allow learners to receive instruction and demonstrate skill in the most suitable way for them.

This is an inexact science, but knowing that these learning styles exist gives you some direction for your work skill instruction.

The typical VET sector learner So where does the VET sector learner fit with the theories loosely described above? Typically VET sector learners in Australia are:

● more visual than verbal (they like to watch and see rather than read and listen)

● hands-on learners who prefer to learn by completing and repeating tasks (practising)

● social learners who enjoy learning in groups

● not self-directed learners, but learners who like to have guidance and clear requirements from their instructors.



In preparation for your assessment activities use an online questionnaire to determine your learner’s preferred learning style in Activity 6: Learner’s preferred learning style.

The characteristics listed above are very general and do not apply to all learners. As previously discussed, all learners are different and have different ways of learning. You should never assume that a group of learners have identical characteristics just because they are part of a certain sector (such as the VET sector). You should be aware of any differences in your group to ensure that the instruction is focused on their needs, rather than broader learner profiles such as the one presented above.

Adult learning principles The previous section on learning styles suggests that each learner is unique. However, there are some general principles for all adults and the way they approach learning. A trainer should approach training adults by considering the following points.

● The adult learner has previous experiences and knowledge.

● The adult learner likes to be an active participant in the learning experience.

● The adult learner may have competing work and family commitments.

Suggested practices for VET practitioners There is a significant need to encourage and train the learner to be self-directed. Self-directed learners who know what works best for them usually are the most successful learners.

Do not forget learner motivation. A motivated learner learns best. When a learner understands the need for learning, or better still wants to be trained, the learning will be best achieved.

Other practices include:

● providing a variety of activities and resources to accommodate a variety of learning styles

● developing new learning styles, so be prepared to train in and develop a variety of learning styles

● varying the assessment procedures

● introducing choice into the training sessions including a choice of facilitation and assessment techniques, sequencing of content and type of resources

● encouraging reflection on what was easy or difficult to learn, and how to improve processes into the future

● drawing on resources from the practice environment to make learning relevant.



Learners’ special needs Each learner must be considered individually. Some learners have special needs. These include:

● different learning styles

● disabilities or special needs

● learning impairments, such as hearing or sight impairments

● language barriers.

Note that a learner’s disability does not necessarily raise a potential health and safety concern. Safe Work Australia has information that describes how a workplace can be both inclusive and safe for people with a disability.

Pre-skills training preparation

Notification of training One of your responsibilities will be to inform the learner of the training. There may also be notification to other stakeholders including supervisors, managers, training managers, health and safety personnel, site security, regulatory and licensing officers and external training providers.

Notification will need to be extended to those providing the facilities and the resources for training. This can extend to those providing access to the equipment necessary for instruction and demonstration. This may include training rooms, training equipment, machinery, production lines, third party providers and site controllers.

Notification can be given in a number of ways including in person, by email, by telephone or text. The important aspect of any communication is to receive confirmation and to ensure all stakeholders are informed and engaged. This is both an issue for work health and safety and for the organisation to ensure the training is supported and encouraged.

Details of training It is always best to provide all learners and stakeholders with as much detailed information as possible about the work skill instruction prior to the commencement of training. The sort of information that you would need to include in a pre-training document depends upon the circumstances for the training.

At a very minimum, a trainer will need to inform the learner of:

● start times and duration training and assessment

● location of training and assessment

● expected outcomes of the training

● names of those who will be present for training

● reasons for the instruction or demonstration.



Additional details may include:

● work health and safety requirements (these issues will be addressed in a later section of this workbook)

● resources required by the learner, anything from training materials and pens through to lunch and other catering issues

● pre-learning activities

● maps and plans of the venue

● examples of previous training and certification.

Resources

‘Resources’ is a term that covers just about everything involved in training apart from the learner and the objectives. It even includes you, the facilitator. As a facilitator you may be required to access and develop your own resources. However in the context of this unit of study, the resources are already developed and all you have to do is use them effectively.

The learning resources you are supplied with could include:

● support materials for training packages or courses

● a list of useful websites

● workplace-developed learning resources including PowerPoint presentations and manuals

● access to materials such as computers with internet connections, printers, projectors, etc.

● online support materials, such as Learning Management Systems (LMS), etc.

● competency standards

● audio-visual tools such as videos, CDs and audio files

● printed reference materials such as manuals and textbooks

● record/log books

● special resources (e.g. Workplace English Language and Literacy (WELL) program developed resources or resources produced in a language other than English to cater for specific audiences)

● the machinery/technology/equipment that you and your learners need access to

● any protective equipment necessary for work health and safety.



Now would be a good time to review the resources you will be delivering in your practice environment. Complete Activity 7: Organise resources.

Learning materials that may also be prepared and available for you to use include more specific items such as:

● handouts

● task sheets

● workplace procedural documentation

● research tasks

● workbooks

● activity sheets

● overhead transparencies or PowerPoint slides

● scenarios, projects, assignments, etc.

● case studies

● role-plays

● topic/unit/subject information sheets.

You will have to go through the learning resources and materials supplied to you. If you cannot see how these resources and materials fit into the delivery plan, or how they apply to your particular topic of training then you will have to seek help.

You may also need people resources such as other workers or supervisors. If so, make sure they know in advance what you expect them to do.

The learning environment as a resource

The learning environment is an important resource. The work skill instruction you provide will occur in the location that is most appropriate for the skills being taught. No matter where this is, it is your responsibility to make sure that the environment is a safe and comfortable one.

A training environment that is too hot or too cold, or where the trainee cannot see or hear the trainer, or where there are distractions can have a big impact on the effectiveness of your training session. Consider the safety and comfort of your learner. This may include temperature, lighting, noise and distractions.

The learning environment

temperature lighting noise movement

and distractions



You may be provided with a specific safety checklist to ensure all aspects of the nominated environment are checked, or you may have to follow basic occupational health and safety procedures to identify any hazards or risks and to report on these before proceeding with the training. Similarly, the machinery or equipment will have to be checked to make sure they are in a safe operating condition.

Safe working practices include abiding by specific safety rules for the training task such as wearing personal protective gear and following emergency procedures. These items and anything else that may impact on the safety and health of the learners must be made known to all participants before the training begins and at the start of the training session. They must also be observed during all periods of training.

Health and safety considerations in the learning environment Facilitators have a responsibility for the safety of their learners in all practice environments. WHS is equally relevant and important in:

● a workplace setting where learners are working and learning on site or in the workplace

● a work placement where the facilitator may not have direct control over the learning environment

● an external organisation where the facilitator is providing work skill instruction off-site

● a classroom or training room

● a simulated work environment.

While the types of risks and hazards may differ for each setting, work health and safety is equally relevant and important in all of them.

The role of the facilitator in health and safety The key role of the facilitator is to ensure the safety of the learners. This is a regulatory obligation. Facilitators should inform themselves of relevant issues including:

● the locations in which training and assessment takes place

● the WHS management system in place

● your industry and the known risks involved in the type of work in which the work skill instruction is being undertaken

● the types of risks involved in the training.

Occupational health and safety procedures are cyclical. If a work health and safety issue is identified then it needs to be resolved and then checked/tested again.

Health and Safety legislation

Health and safety may be referred to as ‘work health and safety’ (WHS) or ‘occupational health and safety’ (OHS). The terms are interchangeable.

OHS or WHS legislation may vary between states; however, the legislation all prescribes a similar set of requirements to preserve the safety of all personnel at a workplace.



Now would be a good time to review the work health and safety considerations in your practice environment. Complete Activity 8: Enact and understand WHS procedures.

The trainer’s duties in a workplace environment are demonstrated in the following diagram.

As previously mentioned, you need to keep all stakeholders involved and informed in your work health and safety planning process. If any issues are identified in the training environment/workplace then you need to make sure all invested parties are aware of its existence and how you intend to resolve it. In many circumstances it may not be your responsibly to resolve the issue directly, rather you may need to delegate the task to the responsible party. However, it is essential that you verify that appropriate remedial action has been taken to resolve the issue.

Know about and understand the work and WHS processes in place.

In consultation, identify any areas for improvement that need to be addressed

for a safe learning environment.

Check that the agreed action has been taken and develop an agreed action plan.

Follow up on action.

Visit the learning environment/workplace.



These can include:

● your practice environment’s manager, coordinator or supervisor

● the director of the training organisation

● the Health and Safety officer or OHS/WHS personnel in your practice environment

● human resources staff

● the health and safety committee (HSC) and health and safety representatives (HSR).

Facilitators should keep the learners informed of work health and safety issues throughout the skills instruction process. This includes providing them with information on:

● work health and safety inductions

● exit locations and requirements

● personal protective equipment (PPE) requirements

● emergency procedures

● safe use of equipment.

Your learners have a role to play too, but the level of their responsibility may be minimal. If they are an employee or on work placement they have a general duty of care for themselves and others and this may include following the work health and safety policies and procedures already in place, the safe use of equipment, attending work health and safety training and helping to identify hazards.

Learning environment and workplace hazard identification Each environment has its own types of hazard and no environment is hazard-free. The elimination of hazards in a learning environment is the aim, but it is more likely that strategies will be put in place to control the effect of the hazard.

There is a hierarchy of risk in every workplace and you need to judge the chances of the accident occurring against the gravity of the consequences if the accident was to occur. Most risks cannot be eliminated entirely, but can be controlled or moderated to minimise the chances of it occurring and any potential consequences. The most important thing is that learners are made aware of all risks and hazards and the methods for controlling them.

Common hazards include:

● noise

● fluids kept under pressure

● electricity

● slips, trips and falls

● combustible materials

● posture while working

● fatigue

● lifting and repetitious activities.

You can identify some common, and less common work health and safety hazards by viewing the video clip OHS Hazards. <http://www.youtube.com/watch?v=TCUiGEL_g6U>



Topic 3: Delivering the Training This learning topic is about delivering work skills to learners in an effective and meaningful way to ensure the session objectives are met.

Training techniques

It is difficult to accommodate all of your learners’ characteristics, needs and preferences in a single session. In your work skills instruction sessions, you will be relying on a delivery plan that has been developed by someone else. Hopefully the plan incorporates a range of techniques that cater for most learners. If not, there needs to be some flexibility in the delivery of your work skills instruction in order to adapt to the individual needs of learners.

The range of techniques that you can use to provide work skills instruction is more limited than if you were delivering theory as well as skills.

The delivery plan only serves as a guide to instruction. It doesn’t anticipate every eventuality that might occur during instruction, so it is up to you as the facilitator to observe the learners and decide if you need to vary a technique or the timing of delivery. If you do, you should note any changes on the delivery plan for the benefit of future facilitators.

Work skill instruction relies heavily on demonstration. You will need to show the learner how to perform certain workplace tasks so it is important that you are able to do the task to the required standard and model appropriate procedures. Learners will not just do what you say; they will do what you do.

We will now look at some training techniques that you can use in the training environment to achieve your objectives.

Coaching The term ‘coaching’ is most often heard in the context of sports, but it also applies to workplaces and particularly to workplace training situations.

Let’s briefly examine what the coach of an elite athlete does and then discuss what might be expected of you as a learning facilitator in this role. Once an agreed long-term goal is established, for example to win an Olympic gold medal, a coach then:

● identifies key steps to achieving that goal, such as which competitions to enter leading up to the ‘big event’

● directs the training regime

● analyses the athlete’s techniques to pinpoint weaknesses

● designs specific practices to improve performance

● teaches the theory that underpins the practice

Topic 3: Delivering the Training


● devises strategies to improve performance

● identifies requirements and provides guidance in areas relating to diet, vitamin enhancements and sleep habits

● concerns him or herself with the athlete’s motivation and psychological state.

Although you will never be coaching a learner to win an Olympic medal, there is much in what an Olympic coach does that is similar to what you will do in your role. Coaching occurs when a more experienced or highly trained colleague guides, monitors and advises another in a work skill. A coach might demonstrate, model or explain a process. A coach may have additional knowledge and processes developed through their own experience and training which they will pass on.

Demonstration There are a number of models that can assist you in breaking down demonstrations of skill into logical steps for learners. It is important to remember when demonstrating a work skill in an area of your vocational competency that you are instructing novices. While you might perform the task every day without giving it too much thought, you need to start thinking about the most logical way to present the task to a learner who has never performed it before.

A good way to establish the pace of your demonstration is the ‘I do it normal’ rhyme, well known to many trainers and facilitators.

I do it normal

I do it slow

You do it with me

Off you go!



I do it normal

If you demonstrate how the task is done in normal time and sequence, then the learner has a better idea of what they are aiming to achieve, what it looks like and how long it really takes. If there is a product that is produced as a result of the task, then that product should also be on show. For example, if a cappuccino was the final product it can be smelled, touched, seen and even tasted by the learners. At this stage it is also important to point out to learners that they are not expected to perform to your standard immediately. Only after plenty of practice and application will that be achieved.

I do it slow

If you then demonstrate slowly and deliberately to the learner how the task is performed, with explanation as you go, then the learner has more chance to absorb the process and to pick up on the key points or cues. These key points and cues can be given extra emphasis through exaggerated movements and variation in voice tone and volume.

You do it with me

If you give the learner the chance to see the real task and then the slower version, the learner should find the task more approachable and be willing to have a go. If you go through the steps slowly with the learner, at the learner’s pace, whilst talking about what you and the learner are doing, then the learner will not feel rushed and will gain the confidence to have a go on their own. Many learners have a fear that they may damage the equipment. Reassurance by the trainer that this is not going to happen will help alleviate this fear. This stage gives the trainer the opportunity to repeat key points and cues that can be seen, heard or felt when performing the task. The learner then knows what to be alert for when it is his/her turn.

Off you go!

After going through the above stages, sometimes more than once if necessary, the learner should feel ready to perform the task on their own. You should supervise the practice closely in the first instance and then gradually give the learner more independence. If you are not training the learner in his/her own work situation then you should discuss future application of the skills with the learner and with the learner’s supervisor if possible. The learner should know who to go to if he/she needs help or advice.



DEDICT is another method of training skills based on the technique of demonstration, but involves a different set of stages. This method is described fully in the Participant Workbook for TAEDEL401 Plan and organise group-based delivery.

The DEDICT model has two distinct phases: the instruction phase and the practice phase. The first phase is facilitator-led with the trainer being responsible for delivering the key requirements of the skill. Then in the second phase the learner leads the process. Here it is time for the learner to practise and master the skill.

D Demonstrate: Initially, you provide learners with a global overview by demonstrating the skill in real time. Learners can see what the skill is all about and form a global view of the task and the outcome/product.

E

Explain: The trainer explains the skill in enough detail for the learners to understand the major requirements of the skill or task. At this stage, you can highlight key areas. For example, if it is a physical task it might be useful to explain how to distribute body weight or where the major weight is carried.

D

Demonstrate slowly: Now that learners know what to look for, it is time to demonstrate the task or skill again. This time, do so very slowly so that learners have enough time to focus on the various steps involved in completing the task. Present these in the most logical sequence possible.

I Imitate: Now it is time for the learner to begin their practice. Initially, they should imitate the trainers’ demonstration. This should be done under close supervision. The learners should carry out the task slowly while you supervise closely.

C Coach: The trainer now takes a coaching role to support the learner as they start to adapt and improve their initial performance. Coaching provides critical distinctions for the learners so they can fine tune their skills.

T Test or trial: After adequate coaching, it is time for the learners to test and practice independently from the trainer. This could be equated to ‘going solo.’

Now is an ideal time to have a go at Activity 9: Demonstrate to an individual learner.



No matter which method of demonstration you decide to use there will be a lot of other things going on at the same time. During the training you will have to:

● explain and adhere to workplace health and safety procedures

● observe student behaviour

● offer explanations

● ask questions

● respond appropriately to questions and answers

● listen attentively

● look for cues to understanding

● motivate and engage the learners

● use appropriate verbal and body language

● speak clearly and coherently

● offer feedback on performance

● instil a safe working ethic in the learner

● present an approachable and empathetic manner.

That’s a lot to keep in mind when you are trying to get a message across. Most of the items on the list above relate to your skills as a communicator and your ability to present instructions clearly and concisely. Good trainers need to be effective communicators.

We will now look at the communication and interpersonal skills that you will need to use to be a competent trainer. To do this we will examine a range of skills under separate headings but keep in mind, you may have to display more than one skill at a time, before, during and after training.

Explanation and instruction Some people think that demonstration involves only showing the physical elements of a task without providing any qualitative commentary on the steps being demonstrated.

Demonstration is really about ‘show and tell’ and the actions being demonstrated should ultimately be accompanied by a commentary on what is being demonstrated, the importance of each step and how each step fits into the overall task. Explaining steps as you demonstrate them also helps initiate conversations with learners and encourages them to ask any questions or raise any issues they may have.

Remember that learners want to see the relevance of each task so that they do not lose sight of the overall goal/outcome. In some circumstances, instruction can simply mean ‘telling’, but good instruction is really about ‘explaining’ something to the learner or engaging the learners in discussion.

Watch the following video: Workplace learning <http://www.youtube. com/watch?v=7bpCyfq3-uk>.



Practice Crucial to any skill development is practice. Giving the learner time to repeat, adjust and hone their skills is an obvious, but necessary part of the learning process.

Practice can be undertaken in many ways in work skill instruction. It may be repeating the work skill just learned, while ensuring the output does not form part of the organisational process. This allows mistakes to be made and learning to proceed without organisational pressure on the learner. For example, driving instructors might schedule a driving session in a closed car park or an off-carriageway environment for their learners.

Practice might mean participating in the organisational process, but under close supervision of the trainer or supervisor with the outputs contributing towards production. A complaints officer training process may involve the learner dealing with customers under the direct control of a supervisor.

Practice might mean allowing the learner to participate in the organisational process but with reduced output requirements. A retail assistant might be given unsupervised practice on a POS terminal during a quiet time of the day.

Practice provides an opportunity for the learner to perfect their skills and to gain confidence without being concerned about negative organisational or production output or criticism of their performance. Practice provides opportunity for the facilitator to give guidance and to evaluate readiness for un-simulated work.

Group work When providing work skill instruction, a small group is preferable to a large one because resources tend to be limited and the more ‘hands on’ the training is, the more effective it will be. Smaller groups mean that individual learners have more ‘hands on’ practice time and more one-on-one time with you.

Learners benefit from training in groups. They can bounce ideas off each other, support one another, exchange feedback and share experiences. However, as soon as you have more than one learner to train, group dynamics come into play. There are more personalities to be asserted, actions to observe, conversations to be held, questions to answer and arguments to resolve.

Conflict resolution and negotiation

The key measure for the prevention of group conflict is preparation. Knowing your learners helps anticipate problems. Having a good grasp of your resources and the procedural/organisational mechanisms available to you will also build a confidence in the work skill instruction for both you and the learners.

View the video Group dynamics on working in groups and group conflict. <http://www.youtube. com/watch?v=55NQZv0ReZs>



Now practise delivering a work skill instruction to a group in Activity 10: Demonstration to a group.

Despite your careful planning, group learning can give rise to conflict. There are different causes of conflict and different ways that people tend to deal with conflict. As facilitators, the critical point for us is to maintain the focus on learning and to resolve the conflict so that ongoing relationships can be maintained.

There are many conflict management and negotiation skills that are useful for trainers, including:

● identifying critical points, issues, concerns or problems

● bringing the parties together

● managing discussions

● moving parties forward

● presenting solutions

● ensuring equitable outcomes

● providing face-saving options

● getting agreement.

All of these approaches support the individuals concerned as well as the group as a whole.

Communication and interpersonal skills

Effective facilitators have to be more than experts in their vocational field. They must be able to engage and stimulate the learner, listen and respond to concerns and communicate information in a stimulating and meaningful way.

Take a moment to reflect on your favourite teacher while you were at school. It’s likely that most of what you liked about the teacher was related to the way the teacher interacted with you. Things like:

● didn’t put you down or make you feel stupid

● always seemed cheery and positive

● explained the work clearly

● talked nicely to you

● made the learning seem useful

● updated you on your progress and advised of any areas that needed improvement

● spoke clearly and coherently

● smiled and made eye contact

● adopted a logical approach

● listened attentively

● framed questions clearly

● were confident but not overbearing.



The list will go on and on and will be different for everyone, however you should try to emulate the qualities that you identified and valued in your favourite teachers. Your list is based on a classroom scenario and very different knowledge being communicated, but the fundamental principles of delivery style still apply to providing work skill instruction.

Effective communication and interpersonal skills are critical to the success of your work skill instruction. The qualities required for a facilitator include:

● respect for the individual

● confidence

● commitment to self-development

● passion for learning and helping others to reach their potential

● sense of humour

● respect for diversity

● accommodating of change

● patient and tolerant

● friendly and approachable.

Questions

Questions can be used to:

● involve and encourage the learner

● challenge the learner

● check the learner’s recall of facts

● gauge the learner’s understanding and confidence.

Questions can be used to promote and involvement and interaction.

When introducing a skill to the learner group for the first time, ask if anybody already has any experience in the field. This is a good way to encourage someone who has knowledge or experience of a particular topic to share it with the group.

In group instruction, try not to ask questions directly to people who you know may be unsure of the answer. This can be intimidating for learners who may not want to reveal holes in their knowledge with the rest of the group.

If learners do offer an incorrect answer, you should follow the table below to open up discussion on the topic rather than shut the conversation down and move on.

Now try practising your delivery skills in the following Activity 11: Presentation skills.



Value the response

‘Thanks for the answer.’ ‘Good effort.’ ‘I see where you’re coming from but I think there is a better response.’

Seek clarification

‘There is a different answer. Do you want to try?’ ‘Can anyone help?’ ‘Can anyone add to that answer?’ ‘Actually, that’s not right. Do you know why? Can anyone help?’

Explain ‘I can see where you’re coming from but there is a reason that does not work.’ ‘I must not have been very clear in my question.’ ‘Sorry. I’ll need to explain a little further here.’

Respect ‘Thanks.’

Ask opinion questions or hypothetical questions that require extended answers and even insight discussion within the group. Anything that promotes imaginative and creative responses will help keep the group engaged with the work skill instruction. This can extend the way the learner thinks about the content and the skills being developed. These types of questions can be answered by most learners as they are not necessarily knowledge-based.

Opinion questions are a great way to open up or introduce a topic or skill, however when it comes time to verify that learners have absorbed the knowledge it is best to ask closed and knowledge-based questions. This is particularly important in areas of work health and safety.

Ask additional questions in response to learners’ answers in order to open up the discussion and let it flow naturally from one topic to another. Importantly, acknowledge and value all responses. It does not take much to de-motivate learners who feel like they are constantly getting answers wrong, so try to use every answer, whether it is correct or not, as a basis for discussion.

Open questions Open questions encourage participation and interaction. They can draw out the knowledge and experience of your learners. Open questions encourage people to express their ideas and opinions. Here are some examples of open questions:

● Why do you think that happens?

● What can we do about this problem?

● How do you think we can deal with that in the future?

● Where do you feel we could improve?

Now is an ideal time to view the video Open and closed questions. <http://www.youtube. com/watch?v=GL23EmalHX4>



Closed questions Closed questions are used for confirmation. Closed questions generally only have one answer, or if they have multiple answers, they fall within a discrete range. Answers to closed questions do not lead to further discussion as they are not open to conjecture. Here are some examples of closed questions:

● Is everyone finished?

● Have you reached your targets?

● Are you enjoying the job?

● Is the system working?

Technical terms and jargon

Technical terms or jargon can confuse new learners if they are not properly explained. Think back to your first day in a new job and remember how difficult it was when everybody seemed to speak a language you didn’t understand.

When you are conducting your work skill instruction it is important to review your delivery plan to check if there are any technical terms that need to be explained. This is particularly true if your learners may various levels of language, literacy and numeracy or if learning difficulties.

Suggestions for helping the learner might include:

Supply definitions before training• Provide

terms and definitions prior to training

• Provide additional resources to explain to terms

Provide visual definitions• Place

charts, cards or posters around the worksite

• Ensure definitions can be used when required

Label equipment • Use visual

cues as well as written language

• Use consistent fonts, sizes, styles, designs and layouts, etc.

Use the terms consistently•Use the

same term for the same process

Repitition aids

retention



While you are conducting your work skill instruction you will be explaining the steps and processes as you go. If your explanations are muddled or unclear you will confuse and distract the learner.

Explanations need to follow your breakdown of the task or the breakdown provided in the training plan. You need to think about the words you will use and how to logically sequence your information so that it makes sense.

Mumbling and stumbling through an explanation will make it harder for the learner to absorb the information and you will lose credibility as a trainer. Although you don’t have to plan and memorise every element of your work skill instruction, you should feel confident enough with the key points and key steps in a process to be able to set them out clearly for learners without hesitation or confusion.

The best technique is to plan well, think about what you are going to say before you say it, take a deep breath and speak clearly and naturally. If you get lost, don’t get flustered or try and talk your way out of things. Stop, think and continue when you are ready.

Presentation skills

Presentation to a group requires different skills than presentation to individual learners. When making a delivery to a group, remember the four Ps:

● Pace

● Projection

● Posture

● Pronunciation.

Speak a little more slowly than normal and speak a little more loudly than normal, particularly if it is a larger group in a larger space. Where you stand in the room and how you stand will determine how effectively you deliver. Your posture reflects your emotions, so standing straight, looking at your learners and delivering directly to them will help build a rapport and confidence between you.

Finally speak clearly so that you can be understood. You have to speak clearly and loudly enough to be heard. Remember to vary your tone and volume and to insert meaningful pauses for reflection to create interest in what you are saying.

Body language

As mentioned previously your body also speaks to people through your stance, movements and mannerisms. In order to encourage the learner to communicate with you it is important that you show your willingness to listen and engage.



Make eye contact with your learner when appropriate and position yourself when providing work skill instruction so that you can see what the learner is doing. During debriefing or explanation sessions maybe move to a different part of the work space so that communication is easier.

Always maintain a posture of openness and involvement and show you are interested in the learner and the learning outcomes. Humans are very sensitive to unspoken messages and will often put more value on the way something is said, than on the words they use to say it. When you deliver work skill instructions, you must always match your tone and body language to your words.

Confirming readiness for work skill instruction

The following list can be used to determine your readiness for work skill instruction. Talk to your co-workers and supervisors about the checklist and how the items may apply to you. This list is not exhaustive and you may feel that some items do not apply, or you may wish to add some elements.

Features Yes No Comments

Has the delivery plan been: ● followed ● adjusted (as required)?

Have the appropriate resources been prepared?

Has the venue and equipment been prepared?

Has the safety and comfort of learners been addressed?

Have your introductory steps been followed, including:

● appropriate greetings ● objectives ● health and safety

responsibilities ● structure of training?

Has the task been demonstrated in real time?

Has the task been demonstrated in stages?

Have clear explanations been offered?



Features Yes No Comments

Have technical terms used as needed and explained?

Have key points/cues been highlighted?

Have quality and safety standards modelled?

Have appropriated resources supported learning?

Have learners had the opportunity for sufficient practice?

Have learners been observed at all times?

Have individuals been given constructive feedback and encouragement?

Has effective questioning been used?

Have appropriate responses been given to questions?

Have you kept learners motivated?

Have patience and tolerance been displayed?

Have appropriate communication and interpersonal skills been used, including:

● body language ● listening ● verbal language ● voice ● eye contact?

Once the session has concluded, did you organise:

● a clean-up ● a record of achievements ● feedback ● future skill application ● evaluation ● farewell courtesies?



Checking training performance

As you will not be involved in formally assessing your learners, the most sensible way for you to measure a learner’s skill development will be through observation of their performance at each task. This may be through your direct observation or through observation by the learners’ colleagues and supervisors.

Instead of requiring written feedback from the learners on their experience of the tasks, the trainer can monitor progress by observing performance, monitoring the output of the process and most importantly, talking to the learner.

Some measures to monitor the learners’ performance include:

● informal reviews or discussions

● surveys, reviews or questionnaires

● observation of the learner by the facilitator, co-worker or supervisor.

Focus on the objectives of the work skill instruction and how the task should be completed. Comparisons with other individuals or how you would perform the task should not be made. Checking performance occurs best when it is compared to objectives and required training outcomes.

The review should be provided as close to the completion of the task as possible. If you leave the review too long then learners will have trouble drawing direct links between your comments and individual elements of the task.

All comments should be specific. You might use production outputs, operational and technical data to indicate if the work skill has been sufficiently demonstrated. Always focus on the objective of the training as the basis for deciding if the skill is being acquired.

Comments should be brief and clear. Provide enough information for the learner to take it in and to act on it. Also, ensure that the review focuses on what the learner can do as well as areas for improvement. Invite the learners to offer suggestions about how their performance can be improved, rather than just telling them.

Appendix 3 of this workbook contains a template for a learner review checklist. You will need to amend this checklist depending on the task and the characteristics of your vocational skill area.

When observing a learner:

● ensure co-workers or supervisors know what the objectives of the training are

● observe from an area of safety

● observe from an area where all the work skill actions can be seen

● do not mix observation and instruction



Now practise monitoring your learner’s skill development in Activity 12: Checking your learner’s skill development.

● only evaluate the performance and provide feedback once the task has been completed

● invite the trainee to comment on their performance before you provide your comments.

Monitoring training performance requires the facilitator to:

● ensure risk management and work health and safety issues are not compromised while monitoring the performance of the work skill

● communicate regularly with the candidate or the co-workers who are watching the learner

● allow time for practice and the refinement of skills

● have clear expectations about the levels of performance and communicate those to the learner

● ensure the expectations of performance reflect what really happens in the workplace

● do not expect more from learners than you do from co-workers

● ensure the learner has access to, and regularly discusses, your evaluation of the performance.

Consultation

Consultation should take place at the beginning of the process when deciding on when and how the training takes place. It is an important step in order to ensure consensus on the design and delivery of the program.

What type of work skill instructiuon suits

you best?

How are you going with that?

Do you have any questions?

How do you think you went?

What was most successful?

What would you do differently

next time?

Do you agree with my assessment of your performance? Why?

What will you do to keep improving?



Consultation with the learner is also important for effective feedback and review of training performance. Therefore it is both an important first step and a crucial final step in the delivery of work skill instruction. Consultation also involves asking questions throughout the work skill instruction process. Ask, and more importantly listen, to the learner about what they do and do not understand throughout the instruction and observation periods.

When reviewing performance, before giving your own impression, ask the learner how they would evaluate their own performance. They may have picked up on some elements that you overlooked or they may already be aware of areas that they need to improve.

A learner who can accurately describe their own performance has a good grasp of the task and shows that they are aware of the standard to which they must perform the task. If the learner is unclear about their own performance then they may be unclear about what is required and additional instruction may be needed.

Consultation also involves allowing the learner to have input into the evaluation process. When considering the learning outcomes and the progress of the learner, be clear about what the learner has achieved. Effective learning only occurs when the results of the learning have been determined. Allow the learner time to reflect on the outcomes of the training and ask them for an observation as to why they think they did well, or where they can improve.

Unsupervised practice

Is the learner ready to practise unsupervised? Do they require further work skill instruction? Once you have provided work skill instruction (demonstration, observation and practice), you should be familiar enough with your learner’s levels of skill and confidence to be able to judge whether they are ready to practise a task, or set of tasks, unsupervised. Consultation is also an important part of this step. Asking whether they think they are able to practise unsupervised will help you gauge their level of confidence with a task.

Before allowing the learner to practise unsupervised make sure the physical environment including lighting, noise, and ventilation is appropriate and safe. You will need to check equipment is working properly and is safe to use. Necessary precautions will depend on the level of risk and the individual expertise of the learner.

It is important that the learner has confidence in you and are not anxious about the work skill instruction and your evaluation of their performance. Learner confidence comes from being clear about what you are looking for and ensuring that your feedback is based on the objectives described in the training or session plan. Be clear about whether the unsupervised practice will form part of a training session, a practice session, or a combination of both.



Topic 4: Evaluating the Training This learning topic involves reviewing and evaluating your training session to make sure that you have met the training objectives and can identify any opportunities for change or improvement.

Review

Training documentation usually includes some type of evaluation or feedback for the learners to fill in. Feedback from the learners can provide valuable and immediate insights into the effectiveness of your training.

When requesting feedback from your learners, timing is important as you want them to provide you with an overview of your delivery of the work skill instruction. Learners’ feedback tends to be a reflection of what they are feeling at that particular point in time, so it is important that you encourage your learners to reflect on the entire instruction process. Alternatively you can break feedback forms into stages which force learners to examine each step of the instruction process.

You can also conduct a review of training outcomes by testing knowledge. If all learners have a firm grasp on the tasks they are required to complete then this is a good indication that your work skills instruction has been successful. Rather than having learners demonstrate tasks all over again, you can test knowledge by conducting group discussions of the specific work skills. The discussion has to be objective and open and non-threatening for all parties.

As a trainer you will have a good overall feel for the success or otherwise of your training. However, it is not sufficient to rely on gut feeling. You need to confirm your feelings through a review process.

A review can be about the skills instruction program or about the performance of the facilitator. Be clear about what you are reviewing by referring to the objectives, the work processes and the context of the training program. A review of skills based instruction can be based on four principles:

•Collect data that reflects the objectives of the work skill instruction (output, accuracy, etc.).Collect data

•Review the level of change in learners' skill level from pre to post-instruction.

Conduct pre- and post-testing

•Determine how and why the improvements in skill level occured.Analyse

•Compare the time or cost of work skill instruction with the outcomes (output, accuracy, etc.).Evaluation

Topic 4: Evaluating the Training


The above procedure can be formal or informal, as required. The data could be collected through formal statistics or through informal discussion. The main point is to be clear about what you want to review and to only collect relevant data.

Another form of trainer performance review is to record training sessions. It is a good idea for all trainers to do this at some stage in your development as a trainer. Recording gives trainers the opportunity to revisit the session and to critique and reflect on their own performances. From recording and reviewing training sessions, facilitators can reassess the types of questions they ask, the clarity of their instructions, their delivery style and so on.

One of the best ways to review the delivery of work skill instruction is through feedback from a co-worker or fellow facilitator. An open and unbiased observation will provide you with invaluable information on areas in your instruction process that can be improved or further developed. They can pick up on your strengths and weaknesses, as well as the learners’ responses to the instruction.

Do not forget to ask the learner what they valued or did not value in the work skill instruction session. Their feedback is as important as anybody else’s and forms part of obtaining a healthy range of voices and opinions on your instruction methods.

Record-keeping

Most training requires some type of record to be kept. This could be for work health and safety purposes, professional development purposes or regulatory requirements.

Each organisation will require information in line with their policies and procedures. You will have to find answers to the following questions.

● What information needs to be recorded?

● How is the information to be recorded?

● Who should you report outcomes to?

● When do the records have to be completed?

● How secure do the records need to be?

● Who has authority to access the records?

Now that you have completed the review and collated all the feedback to gather an overall picture of your performance, you are ready to begin the next session.

The more times you go through this process, the more confident you will be. Don’t worry if things aren’t perfect, that’s what the review is for. Be open to feedback, acknowledge the things you could have done better, but don’t forget to give yourself a pat on the back for all of the things that you did well.

Now is an ideal time to complete Activity 13: Review learner’s response.

Application



Activity 1: Work Skills in the Practice Environment

Consider the work skill instruction procedure in your practice environment or in an organisation within your vocation.

Who conducts the work skills training and how is the trainer selected?

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Who is trained?

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Describe the skill instruction process. Is it completed individually or in groups? Describe the instruction techniques. What resources are used?

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Activity 1: Work Skills in the Practice Environment


Describe the work health and safety issues that may influence the training process and how the trainer ensures work health and safety concerns are met.

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Activity 2: Breaking Down a Task Using a task from your practice environment, divide the task into skills, knowledge and attitudes.

Task: __________________________________________________________________

Skills Knowledge Attitude

Activity 3: Locating the Learning Objectives


Activity 3: Locating the Learning Objectives

Locate the learning objectives for the program you will be expected to conduct from your practice environment, either as part of your assessment activity or as a regular workplace activity.

What are the learning objectives?

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Describe the skills being delivered.

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Briefly describe how the learning objectives will influence the way the skills are delivered.



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Activity 4: Learner Characteristics


Activity 4: Learner Characteristics Learner characteristics

Name:

Organisation:

Current position:

Start date:

Summary of previous positions:

Current qualifications and dates: (e.g. schooling, tertiary courses, short courses, accredited training or non-accredited workplace courses and programs, personal interest programs such as first aid.)

How have you been taught in the past?



Learning processes Yes/ No

Dates Preferred Not preferred

Formal classroom and lecture style

One-to-one coaching or mentoring

Distance learning using either on-line or written materials

Self-directed learning using manuals and written documents

Self-directed learning online

Supervised learning using manuals and written documents

Supervised learning online

Worksite or on-the-job training with a supervisor

Required training support:

What types of support will help you complete the training? (e.g. language, disability.)

What do you hope to get from the training?

Activity 5: Internet Search on ‘Learning Styles’


Activity 5: Internet Search on ‘Learning Styles’

Conduct an internet search using the following key terms: ● learning styles

● learning preferences

● learning strategies.

Compile a list of useful sites to help you understand a little more about each of the phrases. Ideally these should be recorded electronically (such as in the bookmarks section of your web browser), but you may like to us the space provided below.

Useful sites Website details: (e.g. title, organisation, address, etc.)

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Your comments:

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Website details: (e.g. title, organisation, address, etc.)

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Your comments:

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Your comments:

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Your comments:

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Your comments:

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Activity 6: Learner’s Preferred Learning Style


Activity 6: Learner’s Preferred Learning Style

Through an online questionnaire or survey make an assessment of your own preferred learning style.

If you would like to extend this activity to include the preferred learning style of one or more of you learners, you are welcome to. Try using the test that you found most helpful when assessing your preferred learning style.

Some sites include:

● ‘Learning styles take your test’, LD Pride, <http://www.ldpride.net/learning styles.MI.htm>.

● Soloman, B. A. and Felder, R. M., ‘Index of learning styles questionnaire’, North Carolina State University, <http://www.engr.ncsu.edu/learningstyles/ilsweb.html>. This site provides a self-test to help identify your learning style.

● ‘Multiple intelligences test’, Businessballs, <http://www.businessballs.com/ freepdfmaterials/free_multiple_intelligences_test_manual_version.pdf>.

● ‘Learning styles test’, Wright University, July 2015, <http://www.wright.edu/~carole.endres/learnstyles.htm>.

● ‘The VARK questionnaire’, VARK, <http://www.vark-learn.com/english/page.asp ?p=questionnaire>.

There are numerous other sites so do not feel restricted to these few. Once the survey is completed, answer the following questions.

Do the results of the questionnaire seem correct? Why or why not?

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http://www.wright.edu/%7Ecarole.endres/learnstyles.htm



Briefly describe your, or your learner’s, preferred learning style.

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How should the content and the instruction be conducted for a learner with this preferred learning style?

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Activity 7: Organise Resources


Activity 7: Organise Resources Identify the resources you will be using for the first session of your work skill instruction in your practice environment and respond to the following questions.

Describe where the resources are kept and the procedures required for the facilitator to access them.

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What additional support will you need to use the resources you have identified?

Consider things like extension cords, equipment manuals, digital projectors, flip charts, pens, internet access, Blu-tack, etc.

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Describe the effects (if any) the practice environment will have on your collection of resources.

Are there any obstacles to their use within the learning environment? Will any modifications be required? Can they still be used after the session? Consider issues such as dust, waterproofing, sound, etc.

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Activity 8: Enact and Understand WHS Procedures


Activity 8: Enact and Understand WHS Procedures

From your practice environment identify and prepare the work health and safety resources and procedures required for the first session of your work skill instruction.

Identify the regulations, standards and procedures that constitute safe work practices in your practice environment. You may need to talk to a supervisor or manager for the answer.

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What is the work health and safety induction or housekeeping procedures that need to be delivered to the learners prior to commencing instruction?

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What personal protective equipment (PPE) do you and the learner or learners require?

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Who needs to be contacted about any work health and safety issues prior to the work skill sessions beginning?

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What are the recording processes that need to be completed during and after instruction?

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What are the procedures to be followed in the event of an accident?

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Activity 9: Demonstration to an Individual Learner


Activity 9: Demonstration to an Individual Learner

From within your area of competency and within your practice environment or organisation, select a specific work skill set. From within that work skill set, select a specific task. Instruct a learner (or a friend or colleague) on how to perform that task by using the ‘I do it normal’ rhyme method or the DEDICT work skill instruction model.

Have a co-worker, colleague or your facilitator watch your instruction and ask them to evaluate your performance.

Note: After you have completed this activity, it is advised that you complete Activity 13: Review Learner’s Response. This activity requires you to conduct an interview with your learner based on the questions found in that activity. Activity 13 can be conducted at a later date, but you may prefer to complete the two activities at once.

Did you find it easy to remember the steps? Why or why not?

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What was the learner’s reaction?

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What do you feel are the benefits of demonstrating tasks using the model that you chose?

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Activity 10: Demonstration to a Group


Activity 10: Demonstration to a Group From within your area of competency and within your practice environment or organisation, select a specific work skill set. From within that work skill set, select a specific task. Instruct a group of learners (or friends/colleagues) on how to perform that task by using the ‘I do it normal’ rhyme method or the DEDICT work skill instruction model.

Have a co-worker, colleague or your facilitator watch your instruction and ask them to evaluate your performance.

What are the main differences delivering to a group versus delivering to an individual?

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How did the learners react to your instructions?

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What would you do differently next time?

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Activity 11: Presentation Skills


Activity 11: Presentation Skills In your practice environment, during one of the activities above, or in preparation for the assessment tasks, record yourself delivering a series of work skill instructions.

Play back the recording and rate yourself, or have a colleague or facilitator rate you on the chart below.

Presentation skills Ranking 1–5

Pace of instruction

Think about the speed at which each word was said and the pauses between sentences and the pauses between topics.

1 2 3 4 5

Projection of your voice

Think about volume and clarity of your voice while providing instruction.

1 2 3 4 5

Posture during delivery

Think about where you were standing during the session and how dynamic your movements were. Consider your hands, shoulders and head.

1 2 3 4 5

Clarity of language used

Think about technical language as well as normal instructions.

1 2 3 4 5

What changes might you make to your spoken instructions?

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How would you make those changes?

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Activity 12: Checking Your Learner’s Skill Development


Activity 12: Checking Your Learner’s Skill Development

After delivering work skill instruction, observe your learner practising or performing the skill. Assess the skill development of a learner from your practice environment, using the benchmarks for competency, which may include:

● performance criteria and skills and knowledge from a unit of competency

● manufacturer’s instructions

● work instructions

● key performance indicators.

Do the learner’s skills meet the required competency? Explain.

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Can you identify links between the training you delivered and the learner’s skills on display? Explain.

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Practise giving feedback to the learner.



Activity 13: Review Learner’s Response After completing Activity 9: Demonstration, conduct an interview with your learner based on the questions below. You can ask additional questions if you want to.

Keep a record of their responses based on the following skill instructional areas and make an assessment of your delivery of work skill instruction in the final question.

Organisation Were you given adequate notification of the work skill instruction and was the instruction program well organised?

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Was the work skill instruction environment suitable, safe and comfortable? Why?

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Conduct of instruction Was the instruction clear and sufficiently detailed? Was there opportunity to practise and learn? Explain.

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Were the instructions and communication methods supportive and did they assist your learning?

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Activity 13: Review Learner’s Response


Review Was there adequate feedback and checking of your learner’s performance?

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Make a comment on the facilitator’s performance.

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Would you suggest any changes to the work skills instruction program? What could be improved?

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Appendices



Appendix 1: Learner Needs Questionnaire

Learner needs questionnaire

Characteristics/experience Implications for work skill instruction

Organisation:

Current positions

Prior vocational experiences

Typical learning experiences (e.g. general school-based and work-based training and qualifications)

Appendix 1: Learner Needs Questionnaire


Previous learning undertaken within the organisation

What types of support will help the group complete the training?

What outcomes or learning objectives do you expect from the work skill instruction?



Appendix 2: Delivery Plan

Facilitator:

Date:

Job skill:

Learning outcomes:

Safety issues identified:

Strategies for addressing safety issues:

Preparation:

Appendix 2: Delivery Plan


Introduction:

Stages of demonstration Comments

1

2

3

4

5

6

7

8



Follow-up practice:

Conclusion:

Appendix 3: Learner Review


Appendix 3: Learner Review To be completed by the trainer and the learner.

Name:

Task:

Intended outcomes of the work skill instruction: Achieved/areas for improvement:

Outcome 1:

Outcome 2:

Outcome 3:

Outcome 4:

Training support:

Time devoted to instruction:

Time devoted to practice:



Trainee comments: (Make comments on the parts of the task that you found easy, difficult and how you might continue to improve.)

Documents

Participant Workbook (TAEDEL301)