NIOSH Train The Trainer Module One Environment

MODULE ONE
NIOSH
Train The Trainer

(TTT1)
Competency Based
Programme (CBT)
2
"When planning for a year, plant corn.

When planning for a decade, plant
trees.When planning for life, train and
educate people."
Chinese proverb: Guanzi (c.645BC)
2014 NIOSH Malaysia. All rights reserved. No part of this document

shall be reproduced without written consent of NIOSH Malaysia
3

4
• Warm-Up Session
Minds are like parachutes:

they only function when they
are open…Sir James Dewar

5
House Rules
House Rules
Start Time:
Morning Tea Break:
Lunch Break:
Afternoon Tea Break:
Finish Time:
Others:

6
Units of Competencies
Module One
 NIOSH-ENV101A Work effectively in education

and training
 NIOSH-ENV102A Foster and promote an inclusive

learning culture
 NIOSH-ENV103A Ensure a healthy and safe

learning environment

7
Module Two
 NIOSH-TAS201A Undertake organisational training

needs analysis

8
Module Three
 NIOSH-DES101A Use Training Packages to meet

client needs
 NIOSH-DEL101A Provide training through

instruction and training in work skills

9
Module Four
 NIOSH-ASS101A Plan and organise assessment
 NIOSH-ASS102A Assess competence

10
Assessments Module One

 Pre-Training Activity 1 - Appendix 2
 Pre Course Evaluation for Learners – Appendix 4
 Training Session Practical Workshop 1 – Appendix 5

11
Assessments Module Two

 Pre-Training Activity - Appendix 1
 In Training Activity – Appendix 3

12
Assessments Module Three

 Pre Training Activity 1 – Appendix 1
 In Training Activity 1 – Appendix 4

13
Assessments Module Four

 In Training Handout 1 – Appendix 3
 In Training Handout 2

14
Readings for Module One

 The
characteristics of competency based
education and training
 Thecurrent training policy framework in

Australia
 Competency based training
 Managing work and work relationships

15
Readings for Module One

 Using a client focussed approach
 Fostering and promoting an inclusive learning

culture
 Ensuring a healthy and safe learning environment

16
Readings for Module Two

 Training Needs Analysis
 Skills Audit

17
Readings for Module Three

 Designing and preparing training to suit client‟s
needs
 Helping
the client or training organisation
determine what their training needs are
 Delivering training
 What is learning?

18
Readings for Module Four

 How do you assess learners?
 Evaluating the training session

Module One:
The Training
Environment
NIOSH
Train The Trainer

(TTT1)
Competency Based
Programme (CBT)
20
Module One
NIOSH-ENV101A Work effectively in
education and training
NIOSH-ENV102A Foster and promote an

inclusive learning culture
NIOSH-ENV103A Ensure a healthy and safe

learning environment

21
Learning Outcomes
 Uses the vocabulary of the competency based
training and assessment.
 Useskey policies and features of the NIOSH

education and training system.
 Interprets
a competency, and the formula of
competency standards.

22
Learning Outcomes
 Uses
the policy & practices of inclusivity & the
development of a culture of learning.
 Usesthe policies & practices needed to ensure a

healthy and safe learning environment.

23
K.S.A.
“TRAINING...the systematic development of Skills

Knowledge & Attitudes, so that a person may
perform to the required standards.”

24
OSHA 1994: PART IV

 GENERAL DUTIES OF EMPLOYERS AND SELF-
EMPLOYED PERSONS
(SEC. 15)
“…the provision of such information, instruction,

training and supervision as is necessary to
ensure, so far as is practicable, the safety and
health at work of his employees.”

25
TRAINING ENVIRONMENT
ORGANISATION
OCCUPATIONAL MANAGEMENT
SAFETY & HEALTH Policy SYSTEM
Evaluation 1) Need Analysis

2) Quality Training
3) Indicators
1) Training Plan
Assessment 2) Session Plan
TRAIN THE TRAINER 3) Assessment Plan
PROGRAMME 4) Evidence Plan
by NIOSH
1) Body Language 1) Slide
2) Questioning Presentation
3) Emphasize 2) Assessment
Learning Outcomes Tools
4) Learning Activities 3) Activities
ADULT LEARNER LEGAL & AUTHORITY

INCLUSIVITY
26
Training Cycle
Analyze
Evaluation Design
Conduct Develop

27
Identify a suitable training package and/or set of

competencies
Analyse & determine the training levels or

qualification that need to be delivered
Analyse & determine the competency standards

for clients needs
Analyse and determine the assessment methods

28
Design training programme that meet client

requirement.
Develop training material to meet client and

competencies requirement.
Deliver and assess training to meet the clients and

competencies requirement.
Evaluate the training and assessment and provide a

report to the client.

29
Adult Learner Characteristics

Experience-
Problem-Centered Centered with
Goals Meaningful to
Adults
Encourage
Provide Feedback
Active
Towards Progress
Participation
Learning
Speeds Differ
30
CHARACTERISTICS OF EFFECTIVE COMPETENCY

BASED TRAINING & ASSESSMENT
Employers &
High skilled
individuals
workforce
as focus
Capability & Continuously

capacity improving

31
What are Quality Training

Practices?
 Documented systems for quality training and
assessment.
 Conducting internal audits.
 Document agreements with other organisations
when provide training or assessment in partnership.
 Have written procedures for recruitment, induction
and professional development of staff.

32
Quality Training Practices

 Uses
trainers and assessors with specified
competencies.
 Follows
explicit requirements for quality
assurance in assessment.
 Has a process to recognise prior learning.
 Followsspecific processes for developing,

validating and implementing learning and
assessment strategies.

33
What is a Competency Standard?
 Ineducation and training systems around the

world, competency standards are used as the
benchmarks for learning, assessment.

34
What is a Competency Standard?
 Competency standards define the learning

outcomes for training delivery and assessment, as
well as the specific knowledge, skills & application
of those to the standards of performance required
in the workplace.

35
The Formula of Competency

Standards
In developing competency standards there are
five components:
1. Unit Title
2. Elements
3. Performance
Criteria
4. Evidence
Requirement
5. Range of
Variables

36
The Attributes & Dimensions of

Competency Standards
 Knowledge and Understanding that underpin the
statement of outcome found in a unit or element.

37

A Unit of Competency
 Comprises a title, a short description of its purpose,

the accompanying elements of competency,
together with their associated performance criteria.
 It
will usually include a range of variables and an
evidence guide.

38

 TheUnit Title
The title should refer to the defined area of
competency, it should be written in output terms
and be accurate and concise.
 TheElements of Competency
Elements of competency are the basic building
blocks of the unit of competency.

39

 ThePerformance Criteria
Performance criteria are evaluation statements
which specify the required level of performance.
 TheRange of Variables Statement

A range of variables statement identifies all of the
variables that this competency may have to be
performed under.

40

 TheEvidence Guide
Best practice considers that the inclusion of an
evidence guide in the form of standards assists
with the interpretation and assessment of units in
the standards.

41
Inclusivity
Definition Concept
 The concept of
 Culturally inclusive
„intercultural
practice in training and competence‟ goes
assessment is based on further than the
the ability of trainers to concept of „cultural
function effectively in a awareness‟, where
it requires
culturally diverse society.
knowledge and
This requires a set of skills understanding of
and knowledge, identified your own and other
as „intercultural cultures.
competence.‟

42
Characteristics of an Inclusive
Training Environment
Trainers are better able to:
 Recognise differences arising from cultural
background.
 Understand their possible impact on the interaction.
 Negotiate differences to achieve a positive
outcome.

43

44
Self and Group Reflections
 Thinkof an example
where cultural difference
caused
misunderstanding and/or
conflict during a training
or assessment program
you have conducted or
in another work situation.

45
Self and Group Reflections

 How did culture/difference/diversity impact?
 How did you deal with the situation?
 How effective/ineffective was your response?
 How has your behaviour changed as a result of

becoming more aware of the impact of cultural
diversity and difference at work?

46
Occupational Safety & Health

Organisational responsibility includes providing
and maintaining:
 Safe equipment & systems of work
 A workplace in a safe & healthy condition
 Adequate facilities to protect the welfare of all
employees & clients
 Systems for informing, training and supervising all
employees enabling them to work in a safe and
healthy manner

47
Policies and Processes

These should cover:
 Hazard and risk control like fire, accidents and
emergencies
 Hygiene and Infection control
 Personal hygiene and wellbeing
 Safe waste disposal
 Environmental hygiene management
 Supervision

THANK YOU

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MODULE ONE

Train The Trainer

"When planning for a year, plant corn.

Chinese proverb: Guanzi (c.645BC)

2014 NIOSH Malaysia. All rights reserved. No part of this document

2014 NIOSH Malaysia. All rights reserved. No part of this document

Minds are like parachutes:

2014 NIOSH Malaysia. All rights reserved. No part of this document

2014 NIOSH Malaysia. All rights reserved. No part of this document

 NIOSH-ENV101A Work effectively in education

 NIOSH-ENV102A Foster and promote an inclusive

 NIOSH-ENV103A Ensure a healthy and safe

2014 NIOSH Malaysia. All rights reserved. No part of this document

 NIOSH-TAS201A Undertake organisational training

2014 NIOSH Malaysia. All rights reserved. No part of this document

 NIOSH-DES101A Use Training Packages to meet

 NIOSH-DEL101A Provide training through

2014 NIOSH Malaysia. All rights reserved. No part of this document

 NIOSH-ASS101A Plan and organise assessment

 NIOSH-ASS102A Assess competence

2014 NIOSH Malaysia. All rights reserved. No part of this document

Assessments Module One

 Pre Course Evaluation for Learners – Appendix 4

 Training Session Practical Workshop 1 – Appendix 5

2014 NIOSH Malaysia. All rights reserved. No part of this document

Assessments Module Two

 In Training Activity – Appendix 3

2014 NIOSH Malaysia. All rights reserved. No part of this document

Assessments Module Three

 Pre Training Activity 2 – Appendix 2

 In Training Activity 1 – Appendix 4

 In Training Activity 2 – Appendix 5

 In Training Activity 2 – Appendix 6

2014 NIOSH Malaysia. All rights reserved. No part of this document

Assessments Module Four

2014 NIOSH Malaysia. All rights reserved. No part of this document

Readings for Module One

 Thecurrent training policy framework in

 Competency based training

 Managing work and work relationships

2014 NIOSH Malaysia. All rights reserved. No part of this document

Readings for Module One

 Fostering and promoting an inclusive learning

 Ensuring a healthy and safe learning environment

2014 NIOSH Malaysia. All rights reserved. No part of this document

Readings for Module Two

2014 NIOSH Malaysia. All rights reserved. No part of this document

Readings for Module Three

2014 NIOSH Malaysia. All rights reserved. No part of this document

Readings for Module Four

 Evaluating the training session

2014 NIOSH Malaysia. All rights reserved. No part of this document

Train The Trainer

NIOSH-ENV102A Foster and promote an

NIOSH-ENV103A Ensure a healthy and safe

2014 NIOSH Malaysia. All rights reserved. No part of this document

 Useskey policies and features of the NIOSH

2014 NIOSH Malaysia. All rights reserved. No part of this document

 Usesthe policies & practices needed to ensure a

2014 NIOSH Malaysia. All rights reserved. No part of this document

“TRAINING...the systematic development of Skills

2014 NIOSH Malaysia. All rights reserved. No part of this document