Training and assessing

A background to trainingand learning

11

Role of a workplace trainer

To assist supported employees learn the skills and knowledge to do their work

22

Role of the workplace trainer in Disability Employment Services

Provides support to employees to help the service meet:

•strategic business objectives

•the 12 Disability Services Standards

33

Skills and abilities of workplace trainers

• Respect for the learner

• Good communication skills

• Subject knowledge

44

It also helps to have the ability to…

• provide clear instructions

• break larger tasks into smaller components

• demonstrate tasks clearly

55

It is essential to…

… understand the impact some disabilities can have on the supported employee’s capacity to retain skills and knowledge

66

What is workplace training about?

It is about ensuring employees are equipped with the skills and knowledge they need to complete their work safely and to the required standard

77

Are learning preferences important?

It helps to have some understanding about supported employees’ learning preferences

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How will supported employeeslearn best?

They will want to: •know why they are being trained•see the link between the training and the successful completion of their work•have input into what they are going to learn

99

How will supported employeeslearn best?

They will want to: •control the speed at which the new training is provided•see how the training fits with and builds on their existing skills and knowledge•know that the training is relevant to the work they are doing

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Learning styles

• Active or reflective

• Visual or verbal

• Varying amounts of information

1111

Barriers to learning

• Attitude• Workplace-related• Ability to concentrate• Poor language skills• Pain or discomfort• Work pressure• Previous experience with training• Practical

1212

Is training always the answer?

Look at the whole picture before deciding

1313

What is competency?

Skill, knowledge, ability or behaviour that is associated with performance

1414

What is competency-basedtraining?

Provides supported employees with the skills and knowledge to be able to perform their work competently, to the standard expected by the service

1515

Is training usually a ‘one-off’event or is it continuous?

1616

Training and business goals

Training in any organisation needs to lead to a change in outcomes – to assist the organisation meet its goals

1717

Identifying supported employees’ training needs

1818

Why identify training needs?

To meet:• production targets• audit requirements• legislation• career and personal goals

1919

Signals that training maybe required

• Quality decreasing• Production targets not being met• Increasing mistakes• Complaints from customers or staff• Conflict between employees• Workplace injuries

2020

Employability skills

• Initiative• Communication• Teamwork• Technology

• Problem-solving• Self-management• Planning• Learning

2121

Identifying training needs

Gather information from a variety of sources

• Workplace, eg change in work processes

• Personal, eg change in medication

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Supervisor’s role

• Observation

• Consultation

2323

Training needs and future work

• Organisational reasons, eg new work

• Individual reasons, eg developmental responsibility

2424

Training plans

Use to track progress toward satisfying an identified skill, knowledge or behaviour gap

2525

Designing training

2626

You do not need to be anexpert to design good training

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Five steps to design training

1. Analyse2. Break into smaller components3. Identify skills, knowledge and behaviours

in each component4. Work out the sequence for training5. Choose how to apply the sequence

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Training location

Choose the venue to suit the learning needs

2929

Design and delivery

Training design is the first part of the preparation for training delivery

3030

Training design hints

Make training:

• relevant• appropriate• tailored to individual learning preferences

3131

Chaining

•Completing tasks in the right order

•Design and delivery training technique used to learn a sequence or chain of behaviours

3232

Participation needs

Be aware of:

• behaviours• literacy levels• numeracy levels• effects of medication

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Delivering training

3434

Training delivery methods

• Discussions

• Demonstrations

• Excursions

• Games

• Lectures/talks

• Role plays

3535

Delivering demonstrations

3636

Feedback

Feedback should be:

• monitored• timely• specific• regular

3737

What are training tools?

• Physical objects that help a supported employee learn new skills

• Use a variety

• If it stimulates learning, use it

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Electronic training tools

• Be sure they are a benefit

• Learn to operate them

• Check they are in working order

• Have alternatives ready

3939

Training and challengingbehaviour

Schedule training for times when supported employees are receptive or ready to learn

4040

Train individuals or groups?

Consider each training opportunity on its merits then decide if it will be:

• one-on-one• pairs• small groups• larger groups

4141

One or more trainers?

Consider:

• added interest and value

• clear objectives

4242

Cultural background andtraining delivery

• Cultural background can affect training, eg language differences

• Awareness is required

4343

Assessment, evaluationand reporting

4444

What is assessment?

Assessment measures if supported employees have the skills or knowledge required to perform their work

4545

Assessing competency

Ensure supported employees can perform a task:

• safely• to the standard required• to meet legislative requirements

4646

When to assess

Assessment should be continuous and placed in normal day-to-day activities if possible

4747

Recording assessment

• Use an assessment record

• Meet organisational requirements

4848

Assessment methods

• Make assessment methods fit with normal workflow as much as possible

• Performance at the worksite should be the primary source of evidence

4949

Number of assessors

Depends on the:

• individual workplace

• tasks being assessed

5050

Are assessments like exams?

Assessments should not be exams

Make assessments:• part of the daily routine• completed in comfortable and realistic

workplace settings

5151

Why evaluate training?

To ensure that training returns value to the business

5252

What does evaluation of traininginvolve?

Training is evaluated from the:

• participant’s perspective• trainer’s perspective

5353

Recording training andassessment outcomes

Records are needed to meet:

• organisational requirements• workplace health and safety• the 12 Standards• work ethics and behaviour

5454