Delivering training at work

Housekeeping › mobile phones › break times › toilets › emergencies © smallprint 2

Workshop overview At this workshop the following will be addressed: › procedures that can be followed to train other people in the workplace and help them develop new skills and levels of competence © smallprint 3

Workshop expectations What do you know about the topic? What do you need to know? What outcomes do you expect from this workshop? © smallprint 4

Introductory Activity © smallprint 5 We can all learn to do new things.

Activity © smallprint 6

Topic 1 © smallprint 7 Targeted training

Skills gaps © smallprint 8 Who should be trained? Why? What skills do they need to develop? Where and how will training take place? What outcomes are required?

Analyse and break down: © smallprint 9 1.Roles 2.Tasks 3.Performance requirements 1.Practical skills 2.Underpinning knowledge 3.Attitude Competencies

Goals ‘The reason most people never reach their goals is that they don't define them, learn about them, or even seriously consider them as believable or achievable…’ (Denis Waitley) © smallprint 10

Selection ‘Learning is a treasure that will follow its owner everywhere.’ (Chinese Proverb) © smallprint 11

Resources © smallprint 12

Activity © smallprint 13

Topic 2 © smallprint 14 Learning

‘Get over the idea that only children should spend their time in study. Be a student so long as you still have something to learn, and this will mean all your life.’ (Henry L. Doherty ) © smallprint 15

The way learning works ‘Man's mind, once stretched by a new idea, never regains its original dimensions ’ (Oliver Wendell Holmes) © smallprint 16

Competence - © smallprint 17 the ability of a person to perform tasks consistently, over time, to a specific standard. New knowledge + new skills + practice

Adult learners - have needs, preferences and characteristics that differ from those of school age learners. © smallprint 18

Preferences © smallprint 19 Due to individual difference some of us learn best in a particular situation, to which others do not necessarily relate as well.

Activity © smallprint 20

Topic 3 © smallprint 21 Designing the training program

Learning outcomes Statements of what a learner should know or be able to demonstrate as a result of training. © smallprint 22

Development © smallprint 23 Plans ensure that required topics and skill development criteria are addressed.

Presenting ‘It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known, but to question it.’ (Jacob Bronowski) © smallprint 24

Delivery © smallprint 25 Use a range of methods and techniques to hold learner attention.

Ask participants about their ideas and experiences. Utilise: › demonstration › Whiteboards/ smart boards › power point presentations › flip charts and butcher’s paper › charts and pictures › videos/ DVDs › games › group discussions/ activities © smallprint 26

Groups © smallprint 27 Group learning can be fun and valuable.

When introducing group activities explain: © smallprint 28 › the purpose of the activity › what each person will be expected to do › what the activity is intended to achieve › why it might be easier to complete the activity in groups rather than as individuals

Activity © smallprint 29

Topic 4 © smallprint 30 What has been learned?

Tools and methods © smallprint 31 Develop a range of useful and creative tools and methods.

Test knowledge. Test specific and generic skills. © smallprint 32

Preparation Assessment should promote dialogue. © smallprint 33

Activity © smallprint 34

Summary Before leaving today please share: › 1 thing you learned › 1 new practice you will undertake at work › 1 activity you enjoyed Thankyou for your attendance and participation. © smallprint 35