Training and assessing

1. Training and assessing

2. A background to trainingand learning 1

3. Role of a workplace trainer To assist supported employees learn the skills and knowledge to do their work 2

4. 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

5. Skills and abilities of workplace trainers • Respect for the learner • Good communication skills • Subject knowledge 4

6. It also helps to have the ability to… • provide clear instructions • break larger tasks into smaller components • demonstrate tasks clearly 5

7. It is essential to… … understand the impact some disabilities can have on the supported employee’s capacity to retain skills and knowledge 6

8. 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

9. Are learning preferences important? It helps to have some understanding about supported employees’ learning preferences 8

10. 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 9

11. 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 10

12. Learning styles • Active or reflective • Visual or verbal • Varying amounts of information 11

13. Barriers to learning • Attitude • Workplace-related • Ability to concentrate • Poor language skills • Pain or discomfort • Work pressure • Previous experience with training • Practical 12

14. Is training always the answer? Look at the whole picture before deciding 13

15. What is competency? Skill, knowledge, ability or behaviour that is associated with performance 14

16. 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 15

17. Is training usually a ‘one-off’event or is it continuous? 16

18. Training and business goals Training in any organisation needs to lead to a change in outcomes – to assist the organisation meet its goals 17

19. Identifying supported employees’ training needs 18

20. Why identify training needs? To meet: • production targets • audit requirements • legislation • career and personal goals 19

21. Signals that training maybe required • Quality decreasing • Production targets not being met • Increasing mistakes • Complaints from customers or staff • Conflict between employees • Workplace injuries 20

22. Initiative Communication Teamwork Technology Problem-solving Self-management Planning Learning Employability skills 21

23. Identifying training needs Gather information from a variety of sources • Workplace, eg change in work processes • Personal, eg change in medication 22

24. Supervisor’s role • Observation • Consultation 23

25. Training needs and future work • Organisational reasons, eg new work • Individual reasons, eg developmental responsibility 24

26. Training plans Use to track progress toward satisfying an identified skill, knowledge or behaviour gap 25

27. Designing training 26

28. You do not need to be anexpert to design good training 27

29. Five steps to design training • Analyse • Break into smaller components • Identify skills, knowledge and behaviours in each component • Work out the sequence for training • Choose how to apply the sequence 28

30. Training location Choose the venue to suit the learning needs 29

31. Design and delivery Training design is the first part of the preparation for training delivery 30

32. Training design hints Make training: • relevant • appropriate • tailored to individual learning preferences 31

33. Chaining • Completing tasks in the right order • Design and delivery training technique used to learn a sequence or chain of behaviours 32

34. Participation needs Be aware of: • behaviours • literacy levels • numeracy levels • effects of medication 33

35. Delivering training 34

36. Discussions Demonstrations Excursions Games Lectures/talks Role plays Training delivery methods 35

37. Delivering demonstrations 36

38. Feedback Feedback should be: • monitored • timely • specific • regular 37

39. What are training tools? • Physical objects that help a supported employee learn new skills • Use a variety • If it stimulates learning, use it 38

40. Electronic training tools • Be sure they are a benefit • Learn to operate them • Check they are in working order • Have alternatives ready 39

41. Training and challengingbehaviour Schedule training for times when supported employees are receptive or ready to learn 40

42. 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

43. One or more trainers? Consider: • added interest and value • clear objectives 42

44. Cultural background andtraining delivery • Cultural background can affect training, eg language differences • Awareness is required 43

45. Assessment, evaluationand reporting 44

46. What is assessment? Assessment measures if supported employees have the skills or knowledge required to perform their work 45

47. Assessing competency Ensure supported employees can perform a task: • safely • to the standard required • to meet legislative requirements 46

48. When to assess Assessment should be continuous and placed in normal day-to-day activities if possible 47

49. Recording assessment • Use an assessment record • Meet organisational requirements 48

50. 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