Training and assessing
A background to training
and learning
1
Role of a workplace trainer
To assist supported employees learn the skills
and knowledge to do their work
2
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
3
Skills and abilities of
workplace trainers
• Respect for the learner
• Good communication skills
• Subject knowledge
4
It also helps to have the ability
to…
• provide clear instructions
• break larger tasks into smaller components
• demonstrate tasks clearly
5
It is essential to…
… understand the impact some disabilities
can have on the supported employee’s
capacity to retain skills and knowledge
6
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
7
Are learning preferences
important?
It helps to have some understanding about
supported employees’ learning preferences
8
How will supported employees
learn 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
9
How will supported employees
learn 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
10
Learning styles
• Active or reflective
• Visual or verbal
• Varying amounts of information
11
Barriers to learning
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Attitude
Workplace-related
Ability to concentrate
Poor language skills
Pain or discomfort
Work pressure
Previous experience with training
Practical
12
Is training always the answer?
Look at the whole picture before deciding
13
What is competency?
Skill, knowledge, ability or behaviour that is
associated with performance
14
What is competency-based
training?
Provides supported employees with the
skills and knowledge to be able to perform
their work competently, to the standard
expected by the service
15
Is training usually a ‘one-off’
event or is it continuous?
16
Training and business goals
Training in any organisation needs to lead to
a change in outcomes – to assist the
organisation meet its goals
17
Identifying supported employees’
training needs
18
Why identify training needs?
To meet:
• production targets
• audit requirements
• legislation
• career and personal goals
19
Signals that training may
be required
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Quality decreasing
Production targets not being met
Increasing mistakes
Complaints from customers or staff
Conflict between employees
Workplace injuries
20
Employability skills
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Initiative
Communication
Teamwork
Technology
21
Problem-solving
Self-management
Planning
Learning
Identifying training needs
Gather information from a variety of sources
• Workplace, eg change in work
processes
• Personal, eg change in medication
22
Supervisor’s role
• Observation
• Consultation
23
Training needs and future work
• Organisational reasons, eg new work
• Individual reasons, eg developmental
responsibility
24
Training plans
Use to track progress toward satisfying an
identified skill, knowledge or behaviour gap
25
Designing training
26
You do not need to be an
expert to design good training
27
Five steps to design training
1. Analyse
2. Break into smaller components
3. Identify skills, knowledge and behaviours
in each component
4. Work out the sequence for training
5. Choose how to apply the sequence
28
Training location
Choose the venue to suit the learning needs
29
Design and delivery
Training design is the first part of the
preparation for training delivery
30
Training design hints
Make training:
• relevant
• appropriate
• tailored to individual learning preferences
31
Chaining
• Completing tasks in the right order
• Design and delivery training technique
used to learn a sequence or chain of
behaviours
32
Participation needs
Be aware of:
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behaviours
literacy levels
numeracy levels
effects of medication
33
Delivering training
34
Training delivery methods
• Discussions
• Games
• Demonstrations
• Lectures/talks
• Excursions
• Role plays
35
Delivering demonstrations
36
Feedback
Feedback should be:
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monitored
timely
specific
regular
37
What are training tools?
• Physical objects that help a supported
employee learn new skills
• Use a variety
• If it stimulates learning, use it
38
Electronic training tools
• Be sure they are a benefit
• Learn to operate them
• Check they are in working order
• Have alternatives ready
39
Training and challenging
behaviour
Schedule training for times when supported
employees are receptive or ready to learn
40
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
41
One or more trainers?
Consider:
• added interest and value
• clear objectives
42
Cultural background and
training delivery
• Cultural background can affect training, eg
language differences
• Awareness is required
43
Assessment, evaluation
and reporting
44
What is assessment?
Assessment measures if supported
employees have the skills or knowledge
required to perform their work
45
Assessing competency
Ensure supported employees can perform a
task:
• safely
• to the standard required
• to meet legislative requirements
46
When to assess
Assessment should be continuous and
placed in normal day-to-day activities if
possible
47
Recording assessment
• Use an assessment record
• Meet organisational requirements
48
Assessment methods
• Make assessment methods fit with normal
workflow as much as possible
• Performance at the worksite should be the
primary source of evidence
49
Number of assessors
Depends on the:
• individual workplace
• tasks being assessed
50
Are assessments like exams?
Assessments should not be exams
Make assessments:
• part of the daily routine
• completed in comfortable and realistic
workplace settings
51
Why evaluate training?
To ensure that training returns value to the
business
52
What does evaluation of training
involve?
Training is evaluated from the:
• participant’s perspective
• trainer’s perspective
53
Recording training and
assessment outcomes
Records are needed to meet:
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organisational requirements
workplace health and safety
the 12 Standards
work ethics and behaviour
54