TAADEL403B Facilitate individual learning

What TRAINING NEEDS

• Skill development – using new equipment, or doing something in a new way

• People development – gaining management skills, or improving people’s work ability in some way

• Organisational change – changing the way that work is done by people, such as introducing new procedures, policies and standards

• Meet legal requirements – doing things the right way, such as fire evacuations and other OHS requirements

• Modification of an existing learning program – changing a new-employee induction program to reflect other changes in the workplace

Focus

• Short courses • Professional development program • Community education program • Apprenticeship/traineeship component • Work-transition program

Group or Individual?

Learning ProgramThe Learning Program provides a documented guide to support a cohesive and integrated learning process for the learner and includes:

The competencies or other benchmarks

The specific learning outcomes

An overview of the content to be covered in each chunk or segment learning resources, learning materials and activities for each chunk or segment

Number and duration of training sessions or classes required and overall timelines delivery methods for each chunk

Identification of assessment points to measure learner progress assessment methods

Tools to be used to collect evidence of competency, where assessment is required.

The Delivery Plan is used by the trainer or facilitator to guide and manage delivery to a group. It includes:

Individual and group learning objectives or outcomes for the segment of the learning

Program to be addressed ,the number of learners and their specific support requirements

Content of sessions as specified in the Session Plans

Timelines or duration of activities within sessions

Learning resources, learning materials and learning

Activities to be used in sessions

Other resource requirements

OHS considerations, including incident or hazard

Reporting and emergency procedures.

Common groups of learners

•Employees

• School leavers and people who are new to the workforce

• Apprentices & trainees • Redundant workers• Individuals wanting to improve their own skills • Unemployed people • New arrivals to Australia • Employees requiring skills to meet legal requirements

Where will the training take place

• determined by the area of learning • determined by the trainer or facilitator and the learner • defined by the work or learning activities • in a classroom, tutorial room, meeting room, office, or any

agreed meeting place • in a workplace, training or assessment organisation,

college, community, university or school • defined by the time requirements for individual facilitation

and how these will be built into learning activities • impacted by the health, safety and welfare of the learner.

Support needs Formal and Informal

These include looking at:

Information provided on the enrolment forms

Talking with other trainers or supervising

Staff referrals from other agencies e.g. Job Services, rehabilitation organisations

Talking with the learners and observing the learners

Equity Support needs

• English language, literacy and numeracy support • disability support • Aboriginal and Torres Strait Islander (ATSI)

support • ethnic support services • interpreting services • counselling services • community support.

Individual goals for the learner?

• New skills• Advancement of career• Change of career direction

Examples of documents that could be mutually developed include:

• Training plans• Attendance records• Records of discussions or contact • Documents that have been adjusted

to meet special needs

Supporting the learner

• Coaching• Mentoring• Tutoring• Peer support• Double loop learning

The roles and responsibilities of the trainer or facilitator

• The roles and responsibilities of the learner • The extent and limits of the relationship • The techniques and processes to be used • Confidentiality • The range of expertise of the trainer or facilitator • The involvement of others • Organisational expectations • Reporting requirements

Individualised work based plans for:

• traineeships • apprenticeships• workplace planning • distance learning • off-the-job training • flexible learning

What does the individual plan contain?

• the learning goals to be achieved • the contingency plans (for when things go wrong - and they will!) • the logistics

– duration – frequency of meetings and the length of meetings – locations of meetings – the nature of face-to-face contacts (ie, what are they for?)

• the structure of the learning relationship, eg: – the activities that we will do – how progress will be monitored – the equipment and/or resources that are needed

• OHS considerations

Applying the knowledge and those skills• Deliver the information that the learner needs to

know, and in a way that assists them to learn it • Allow the learner to apply that information, and in

ways that reflect how it could be applied in a real situation

• Give feedback to the learner about what they are doing that is correct, and what is incorrect, and (perhaps most importantly!) what makes it correct or incorrect

• Guide the learner through a reflection on their learning.

Knowledge-Based

• Design activities which enable the learner to do something with the knowledge, for example simulate a real life situation

• Show a link between the learning objectives and the knowledge and activity

• Encourage the learner to participate in the activity by providing clear instructions and guidelines

• Give feedback to confirm or correct the learner's understanding

• Provide a key point summary.

Effective Communication Skills

• use ice-breakers as appropriate • build rapport with the learner • use effective verbal and body language • demonstrate a capacity to communicate clearly to facilitate the learning • use critical listening and questioning techniques • provide constructive and supportive feedback • accurately interpret nonverbal messages • assist learners to paraphrase advice or instructions to the trainer or

facilitator • provide clear and concrete options and advice • use appropriate terminology and language of the industry or profession • ensure language, literacy and numeracy (LLN.) used is appropriate to

the learner

Adult learning principles:need to be self-directed and want to decide for themselves what to learn

have a range of experiences that should be linked to the learning content

need to know why they are learning something

prefer learning that is practical and relevantneed to be involved in the learning process

Skills-Based

For a new skill, follow the demonstration process:

Do It Fast - demonstrate the new skill at the speed at which it is normally performed while the learner is observing.

Do It Slow - then break the skill down into steps, completing each step slowly as you give a clear and detailed explanation of what you are doing and why it must be done that way.

Do It With Them - the learner and yourself then complete the skill together; provide assistance and further demonstration and explanation where necessary. Repeat as many times as necessary.

Let Them Go - observe the learner as they demonstrate the new skills independently, provide positive feedback first (compliment, then correct).

Using appropriate interpersonal and communication skills

• Using appropriate interpersonal and communication skills

• Seeking feedback from the learner about the outcomes achieved

• Seeking feedback from the learner and the value of the learning to them

• Determining the learner's readiness for closure of the individual learning and facilitation relationship

• Referring them to:– Another agency– Another learning program

Styles of teaching and training

Which style we choose to adopt commonly depends on a combination of:

the style of the trainer or facilitator and their range of leadership skills

• how the trainer or facilitator and the learning situation are perceived by the learners

• how the learners perceive themselves • the approach or philosophy the learner takes to the

learning situation • the context within which the learning or facilitation takes

place.

Using a Variety of Learning Activities

Avoid the plunging attention span - three that take 20 minutes each

Group-based activities Role plays Written activities Case studies Simulation Audio or visual activities Practice or demonstration Individual assignments Group projects Workplace practice Research Panel discussions Brainstorming Demonstrations

Measuring the learning is called ‘Assessment.’

• Direct – usually evidence that is observed by the assessor themselves

•Indirect – usually evidence that is observed by someone else

•Supplementary – evidence that is found in written assessments, video recordings, questioning, and documented evidence of past performance

Tools to collect evidence

Real work and time activities

Structuredactivities

Questioning

Portfolios

Recognition of prior learning

Historicalevidence

Tools and signals to determine closure

• Self-assessment taken by the learner• A measure of improvement in a particular area• Readiness for formal assessment• Level of independence in learning• Readiness to maintain learning through other• Agreed time period or course duration is over

Learner’s records

Records may be paper-based or electronic

Training plans

Delivery plans

Records of discussions and consultations

Records of payment

Learner evaluation sheets

Assessment records

Documentation of competencies achieved

Maintaining records• RTO training records

must be kept for 30 years

• These must be secure and remain confidential.

• Whichever system is used, the organisation should have clearly established procedures

Getting feedback

Feedback from learners can be collected

via:

Interview

Formal discussion

Informal discussion

Written questionnaire

Keeping your records accurate: Form the basis for

statistics and Commonwealth

funding

Help ensure confidence in the

validity of qualifications

Provide a basis for claims for

payment

Are a link to the quality of training

Provide feedback to and from learners

and employers

Meet legal and accountability responsibilities

Provide a history of the organisation's learning activities

Can be used as a basis for

remuneration and reward

Form part of each employee's

personnel records