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Training Trainers

Accelerated Learning

Accelerated Learning

Learning Styles
Brain Dominance
Mind-Mapping
Group Work
Simulations

Learning Objective:
To be able to use various methods and formats of training delivery based on accepted accelerated learning concepts, to create new & different training programmes that stimulate individual learners.

Target Audience:
Those who design, produce and deliver training workshops or training events on a regular basis where 'traditional' methods have perhaps not succeeded, or those who simply want to enhance their existing traditional workshops.

Content:
As you might imagine, the content of this workshop is a little 'different' - for a start there is no pre-printed 'participant's manual' as such - even the facilitator only works from a mind-map diagram rather than a tutor manual, in order to 'practice what we preach'!

However, there does need to be some structure, so here's the content:

Self-Surveys
Learning Styles - Visuals, Auditories, Kinaesthetics: through a self-survey, participants discover their own preferred learning style and that of the group, and what this means in terms of workshop design and planning.
Brain Dominance - Left-brain, right brain, what do these terms mean, using a self-survey the participants determine their own brain dominance and that of the group, and what this means in terms of individual learning and workshop design and planning.
Turn on work indicators - Self survey followed by group illustration of different preferred 'modes' of creative thinking & working - how this relates to individual success in learning and the effect on group learning dynamics.

Tools:
Mind-Mapping - the use of visual illustration in a free-form (usually unstructured) manner, with the participants own preference of diagram form, shape and colour, to represent sometimes large amounts of information in conceptual form in a visual format. Much like 'brainstorming' but tailored for individual rather than group application.
Music - both listening to, and created by the group or individuals
- either as an active part of the workshop to reinforce learning,
- or simply as a background. Elevator music, Supermarkets - we know music influences moods, how can we use it positively in learning?
Video - watching pre-created material with breaks for discussion or team debates following, or create your own through recording real work events or in-workshop simulations, for later group debate or individual critique
Drama - Using teams of participants to create short acted-out scenes involving the whole learner group that relate to the content of the particular workshop, where the specific learning points are experienced in a personal but 'safe' way.
Simulations - similar to use of Drama but usually only two or three participants in private surroundings, possibly even videotaped, where participants can experiment and 'succeed' or 'fail' in a safe environment with minimal risk to self-esteem, and where more intense & personal feedback can be given by the facilitator.

Credit:
As well as our own work, we draw on the research and work of:
Ned Hermann: (creative turn-on work indicators)
Christine Ward & Jan Daly: VAK Dominance, 'Learning to Learn'

Length: One full day (in-house)
Format: Workgroup interactive
Maximum number Participants/facilitator: 20

On-Job Skill Transfer

On-Job Skill Transfer

(otherwise known as 'On-Job Instruction', or 'On-Job Coaching')

Communications
Session Planning
Task Breakdown
Coaching Model

Learning Objective:
To examine and experience communications as required in the Coaching process.  To practice breaking down a task into component parts prior to session design. To learn and  practice simple session-planning models. Learn & use a five-stage Coaching model, in a Team  environment. Optionally, demonstrate competence by individual practical evaluation.

Target Audience:
Any person wanting to coach adults in a modern work context, and make the process participative,  practical, interesting and mutually rewarding.

Content:
Communications:
Communications skills, giving clear instructions, conversation-management techniques to ensure full  information flow & feedback, practical exercises for comparison of written & verbal methods.

Task Breakdown:
Analyse a task and reduce it to its component parts, identifying which are Major Steps, identifying Key Points and organising into a logical flow prior to session planning.

Session Planning:
Practical exercises in  how to write training sessions from your Task  Breakdown,

Five Stage Coaching Model:
Determine need, explain, demonstrate, practice, feedback.

Team  Presentation:
Participants design and present a simple coaching session in small teams, group  critiqued, which tests the models and helps reinforce learning.
OPTIONAL: Individual practical evaluations. Requires extra half-day.

Length: One full day, or one-and-a-half full days
Format: Workgroup interactive
Maximum number participants/facilitator: 12

Train The Trainer

Train The Trainer

Needs Analysis
On-Job Coaching
Adult Learning
Session Planning
Front-of-room Skills
Evaluation

See also Training Design, and Workplace Assessment

Learning Objective:
To examine and compare theories of adult learning and their practical application in the work- place context. Using this as a foundation, learning how to conduct a simple Needs Analysis and  plan, deliver & evaluate learning sessions using modern techniques and practices. Practical application of learning, presentation style, methods and techniques.

Target Audience:
Any person wanting to teach adults in a modern work context, and make the process participative,  practical, interesting and mutually rewarding.

Communication in the Training context:
Simply put, if you can't communicate, you can't train, so we use destruction-type exercises to uncover the common obstacles to communication in Training, and examine & use models designed to maximise the communication process.

On-job Coaching:
Best suited for 'one-to-one', or 'one-to-small-group' transfer of practical skills, we look at Task Breakdown (reducing a process to its basic components),  identification and reinforcement of Key Points, and a five-stage Coaching model - all of which allows participants to create and perform simple, effective practical skill transfer sessions.

Adult Learning:
Basics of adult learning motivation. Why do we learn? An examination of the  different WAYS in which adults learn, and how to cater for those individual needs. Training Need Analysis (TNA), establishing Training Objectives, Design and Delivery of Learning sessions, Evaluation techniques, Practical  exercises. NZQA; how it works and what it means to you, your participants, and your Organisation.

Session Planning:
How to write training sessions from your Training Need Analysis, designing  sessions based on pragmatic adult learning theories, making training interactive via practical  participant involvement, case study and syndicate work, writing interesting manuals, gathering &  planning use of resources. Use of video training films, and Vidcam for role-play. Evaluation methods.

Presentation:
Being 'vital & alive', using visual aids, room set-up, interaction skills,  communication skills, giving clear instructions, conversation-management techniques to ensure  full information flow, practical exercises for comparison of written & verbal methods, body  language awareness. Using humour & drama to make learning memorable.

Length: Three full days
Format: Workgroup interactive
Maximum number Participants/facilitator: 12
 

Training Design

Training Design

See also Train the Trainer, and Workplace Assessment

What you will learn:
You will learn how to conduct a needs analysis so that you know why and what you are going to include in your training, how to put training sessions together in a logical and effective way, how to create assessment projects, and how to evaluate the results of your training sessions.

What you will be able to do:


What we will cover:


Who should attend:
This course is designed for anyone needing to be able to create learning events and training sessions and then evaluate them.

National Qualifications Framework (NQF) Record of Learning: To record the credits for this course on your NQF Record of Learning held by the NZQA, you will need to successfully complete the prescribed Unit Standard Assessment listed below:

Unit Standard: 11552 Design and evaluate assessment materials
Version: 4 Level: 5 Credits: 8

Length: Two full days
Format: Workgroup interactive
Optimum number Participants/facilitator: 16

Workplace Assessment

Workplace Assessment

Assessment of Learning

See also Training Design, and Train the Trainer

Unit Standard - 4098: Use standards to assess candidate performance
Unit Standard -11281: Prepare candidates for assessment

This workshop provides the required skills to assess against Unit Standards on the National Qualifications Framework (NQF), and on successfully completing the workshop and assessment, provides the necessary NQF qualification to carry out assessment activities. For anyone who needs to assess workplace competency against Unit Standards on the National Qualifications Framework, using a supplied Assessment.

Purpose
Those who wish to assess against Unit Standards need to have this skill (and the qualification) prior to doing so.

4098 -  Assessment of Learning: Use Standards to assess candidate performance, Level 4, Credits 5.
People credited with this Unit Standard are able to: prepare for and conduct assessment, and complete assessment administration.

11281 -  Prepare candidates for assessment, Level 4, Credits 3
People credited with this unit standard are able to: prepare candidates for the assessment process, and determine candidate’s readiness for assessment.

Content:


Off-course (workplace or home activity)

The preparation for, carrying out and documenting of assessment against two separate Unit Standards which together total a minimum of 4 credits, and the submission of an evidence portfolio containing all evidence relating to those assessments.

Length: Two full days
Format: Workgroup interactive
Available: in-house & customised, or public course
Optimum number Participants/facilitator: 12