Ats Ncii Common Lo12

CAPELLAN INSTITUTE OF
TECHNOLOGY INC.
Learner’s Reading Materials
COMMON COMPETENCIES MODULE
Sector: AUTOMOTIVE/LAND TRANSPORT SECTOR
Qualification Title: Automotive Servicing NC II
Unit of Competency: Common Competencies
Module Title: Common Competencies

MODULE TITTLE
12. Provide work skill instructions
Welcome Learners!
The unit of competency, “Provide work skill instructions”, is one of the
competencies of Automotive Servicing NC II, a course which comprises the knowledge,
skills and attitudes required for automotive technician to possess.
This unit describes the performance outcomes, skills and knowledge required to
conduct individual and group instruction and demonstrate work skills, using existing
learning resources in a safe and comfortable learning environment. The unit also covers
the skills and knowledge required to determine the success of both the training provided
and one's own personal training performance. It emphasizes the training as being driven
by the work process and context
LEARNING OUTCOMES:
LEARNING OUTCOMES At the
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At youofare
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to do the following
1. Organize instruction and demonstration

2. Conduct instruction and demonstration
3. Check training performance
4. Review personal training performance and finalize documentation
Document No.
Date Developed: August 2020
Automotive Date Revised: Issued
by:
Servicing NC II Developed by:ECCapellan, 2021
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LEARNING OUTCOME NO. 12
12.1 Organize instruction and demonstration
Contents
1. Identifying learners characteristics and learning needs

2. Safe learning environments
3. Instruction and demonstration objectives
4. Learning resources
5. Learning materials
Assessment Criteria
 Gather information about learner characteristics and learning needs.

 Confirm a safe learning environment.
 Gather and check instruction and demonstration objectives and seek assistance if
required.
 Access and review relevant learning resources and learning materials for suitability
and relevance, and seek assistance to interpret the contextual application.
 Organize access to necessary equipment or physical resources required for instruction
and demonstration
 Notify learners of details regarding the implementation of the learning program and/or
delivery plan
CONDITIONS
Students/trainees must be provided with the following
1. Evidence must be gathered in the workplace wherever possible. Where no workplace

is available, a simulated workplace must be provided
 Internet Connection at least 3 mbps
 LMS (Google Classroom, Moodle, etc.)
 Videocon App (Google Meet, Zoom, FB messenger Rooms)
 Courseware On Line
 Desktop/Laptop computer
Methodologies
 Online Lecture/ Demonstration
 Dual training
 Self-paced (modular)
 Distance Learning
Assessment Methods
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Learning Activities Special Instructions
Read information sheet no. 12.1-1 Read and understand the information
On Identifying learners characteristics and sheet. Follow all the step by step
learning needs instructions in the workshop manual.
Answer self-check no. 12.1-1
Compare answers to Answer Key 12.1-1

On Safe learning environments sheet. Follow all the step by step
instructions in the workshop manual.

On Instruction and demonstration objectives sheet. Follow all the step by step

On Learning resources sheet. Follow all the step by step

On Learning materials sheet. Follow all the step by step
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Information Sheet no. 12.1-1
Identifying learners characteristics and learning needs
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
 Learn identify learners character and learning needs
Visual Learners
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Learning Resources – Material
Types
Learning Resources – Material Types
Learning Resources Materials are materials that are used for teaching a course.
Below are definitions of the Material Types that can be selected during the upload process for both the
“Primary Material Type” field and the “Secondary/Other Material Type” field.
1. Animation: Successive drawings that create an illusion of movement when shown in

sequence. The animations visually and dynamically presents concepts, models, processes,
and/or phenomena in space or time. Users can control their pace and movement through the
material typically, but they cannot determine and/or influence the initial conditions or their
outcomes/results. Animations typically do not contain real people, places or things in
movement..
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2. Assessment Tool: Forms, templates, and technologies for measuring performance.
3. Assignment: Activities or lesson plans designed to enable students to learn skills and
knowledge.
4. Case Study: A narrative resource describing a complex interaction of real life factors to help
illustrate the impact and/or interactions of concepts and factors in depth.
5. Collection: A meaningful organization of learning resources such as web sites, documents,
apps, etc. that provides users an easier way to discover the materials..
6. Development Tool: Software development applications platforms for authoring technology-
based resources (e.g. web sites, learning objects, apps.).
7. Drill and Practice: Requires users to respond repeatedly to questions or stimuli presented in a
variety of sequences. Users practice on their own, at their own pace, to develop their ability to
reliably perform and demonstrate the target knowledge and skills.
8. ePortfolio: A collection of electronic materials assembled and managed by a user. These may
include text, electronic files, images, multimedia, blog entries, and links. E-portfolios are both
demonstrations of the user’s abilities and platforms for self-expression, and, if they are online,
they can be maintained dynamically over time. An e-portfolio can be seen as a type of learning
record that provides actual evidence of achievement.
9. Hybrid/Blended Course: The organization and presentation of course curriculum required to
deliver a complete course that blends online and face-to-face teaching and learning activities.
10. Illustration/Graphic: Visual concepts, models, and/or processes (that are not photographic
images) that visually present concepts, models, and/or processes that enable students to learn
skills or knowledge. These can be diagrams, illustrations, graphics or infographics in any file
format including Photoshop, Illustrator and other similar file types.
11. Learning Object Repository: A searchable database of at least 100 online resources that is
available on the Internet and whose search result displays an ordered hit list of items with a
minimum of title metadata. A webpage with a list of links is not a learning object repository.
12. Online Course: The organization and presentation of course curriculum required to deliver a
complete course fully online.
13. Online Course Module: A component or section of a course curriculum that can be presented
fully online and independent from the complete course.
14. Open Journal – Article: A journal or article in a journal that is free of cost from the end user
and has a Creative Commons, public domain, or other acceptable use license agreement.
15. Open Textbook: An online textbook offered by its author(s) with Creative Commons, public
domain, or other acceptable use license agreement allowing use of the ebook at no additional
cost.
16. Photographic Image – Instructional: Photos or images of real people, places or things that
visually presents concepts, processes and/or phenomena that enable students to learn skills or
knowledge. These can be photographs, images, or stock photography.
17. Presentation: Teaching materials (text and multimedia) that are used to present curriculum
and concepts to learners.
18. Quiz/Test: Any assessment device intended to evaluate the knowledge and/or skills of
learners.
19. Reference Material: Material with no specific instructional objectives and similar to that found
in the reference area of a library. Subject specific directories to other sites, texts, or general
information are examples.
20. Simulation: Approximates a real or imaginary experience where users’ actions affect the
outcomes of tasks they have to complete. Users determine and input initial conditions that
generate output that is different from and changed by the initial conditions.
21. Social Networking Tool: Websites and apps that allows users to communicate with others
connected in a network of self-identified user groups for the purpose of sharing information,
calls for actions, and reactions.
22. Syllabus: A document or website that outlines the requirements and expectations for
completing a course of study. Course Outlines would also be included in this.
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23. Tutorial: Users navigate through a set of scaffolded learning activities designed to meet stated
learning objectives, structured to impart specific concepts or skills, and organized sequentially
to integrate conceptual presentation, demonstration, practice and testing. Feedback on learner
performance is an essential component of a tutorial.
24. Video – Instructional: A recording of moving visual images that show real people, places and
things that enable students to learn skills or knowledge.
25. Workshop and Training Material: Materials best used in a workshop setting for the purpose of
professional development.
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Self- Check 12.1-1
Identifying learners characteristics and learning
needs
Identify and Explain the Learners characteristics.
1. _______________________________________
2. _______________________________________
3. _______________________________________
4. _______________________________________
Answer Key 12.1-2

Identifying learners characteristics and learning
needs
1. Visual Learners – prefer to see info and to visualize the relationship between ideas.
2. Auditory Learners – Prefer to hear info rather than reading it or seeing displayed
visually.
3. Reading/Writing Learners – interacting with text is more powerful for them than
hearing or seeing images.
4. Kinesthetic – Hands on, Experiential learners, best in doing.
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Safe learning environments
 Understand safe learning environment
What Is A Safe Learning Environment?
A safe learning environment is one where learners feel physically, emotionally, and socially
comfortable. They know that their needs are taken care of and that they are protected by
caring and thoughtful teachers and members of their community.
It is difficult to create a balance between a safe school and a welcoming, caring environment.
It is important to create a school climate that does not tolerate bullying, intimidation, and
terrorism. Students who are afraid often stay away from school. A safe learning environment is
focused on academic achievement, maintaining high standards, fostering positive
relationships between staff and students, and encouraging parental and community
involvement.
Resolving conflict and preventing violence are important factors in creating a safe learning
environment. Students respond to conflict by confronting it, usually in a violent manner, or
avoiding it. Neither of these responses helps them to learn how to deal with conflict in an
appropriate way. Students need to learn effective interpersonal skills to cope in group
situations (Hamby, 1999). It is important for students to know how to deescalate conflict,
manage it, and resolve it (Schargel & Smink, 2001).
Safe school planning is an ongoing, comprehensive process which should involve the entire
community. The plan should cover behavioral and property aspects of crime prevention. There
are seven basic steps in the planning process:
1. Identify your safe school planning committee members;

2. Assess data on school crime;
3. Identify school safety strategies and programs;
4. Ensure that school procedures comply with existing laws related to schools;
5. Hold a public meeting before your school adopts the plan;
6. Make the plan available for public review; and
7. Amend the plan once a year, as needed (Stephens, 2004, p. 80).
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Expected Benefits
For students to learn, they must attend school. A welcoming and accepting environment
motivates students to attend school. Research has shown that school violence also has an
impact on the community. Forty percent of boys identified as bullies had three or more
convictions by age 24 (Fight Crime, 2003, p. 5).
Impact of Safe Learning Environments
Anti-bullying and anti-aggression programs have proven to be effective in reducing

misbehavior, vandalism and general delinquency (Fight Crime, 2003). Students drop out of
school for many reasons, but violence and conflict are contributing factors to placing students
at-risk.
Keeping your classroom a safe, open, and inviting place to learn.
1. Community Build All Year Long. Routinely include strategies and activities in your lessons,
such as Save the Last Word for Me, that allow students to express their thoughts and ideas,
build relationships, and practice collaboration. This will help grow and maintain a feeling of
emotional safety in your classroom.
2. Post Student Work. When displays of essays, poems, projects, and exams dominate the
walls, there is student ownership of the room. When they look around and see their own
writing and thinking, they certainly experience a higher level of comfort than if they see store-
bought posters. That said, if informational posters are needed, ask your students to create
them.
3. Have Non-Negotiables. Along with classroom rules and procedures, students must know
non-negotiables right out of the gate. My biggest non-negotiable? Name calling. This resulted
in an immediate consequence (a call to the dean and removal from the classroom that day).
Tackle name calling head on or else kids won't feel safe to be themselves, let alone learn.
4. Admit When You Don't Know. Students appreciate when we show our humanity. Saying
"I'm not really sure. Does anyone else know or might they like to look that up for us?" is
powerful stuff.
5. Read with Your Students. The message this sends: I like to read. I don't just tell you this
and grade you on how much you read, I read side-by-side with you. You see my facial
expressions as I struggle to understand something difficult and you see when I feel emotion at
a sad or funny part. I am a reader, too.
6. Remain Calm at All Times. Once a teacher loses it with a class or student, it takes a long
time to rebuild that feeling of safety and trust within those four walls. Step right outside the
door and take a few breaths. It's worth it.
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7. Take Every Opportunity to Model Kindness. They will follow.
8. Circulate. Mingling lets you monitor their work, yes, but it also gives you a close view of any
tensions or negative energy brewing with groups or between students. Also, circulating gives
you great opportunities to overhear a student sharing an idea or question that you can use
with the whole class.
9. Address Grudges Early On. If tension is building between a couple of students, create time
and space for them to talk it out while you mediate.
10. Write with Your Students. The message this sends: I like to write. I don't just tell you this
and grade you on your writing, I write side-by-side with you. You see me struggle as I am
drafting a poem or letter, and you see me contemplate new words, cross-out old ones, and
take chances as I revise. I am a writer, too.
11. Model Vulnerability. They will appreciate this. If we are asking kids to write and talk about
times they have felt scared, alone, confused, etc., we need to be willing to do the same.
12. Follow Through with Consequences. A consequence must proceed a non-negotiable.

Students need to know there's a consequence for those serious infractions. They need
evidence to believe they are safe in each classroom.
13. Smile Often. The antiquated saying in the teaching profession is wait until Christmas to
smile. This is just plain silly. Let the children see those pearly whites often and genuinely. The
more smiles we offer to students, the more we will receive.
14. Use Every Opportunity to Model Patience. They will notice.
15. Give Kids a Chance to Problem Solve on Their Own. It's so much better when ideas and
solutions come from the student. This is a chance for us to ask rather than tell: "What might be
some things you can start doing so you complete your homework on time? How about I write
them down as you tell them to me?"
16. Laugh with your Students. The message this sends: Learning doesn't have to always be
so serious, nor do we. Sometimes, when tensions are high, like during testing or when crazy
things are happening out in the world or on campus, we need to laugh together. It's okay.
17. Offer Options. If we start an assignment with, "You will have three choices," kids may
even get excited and are often much more willing than when we say, "The assignment is... ."
By giving kids choices, we send a message that we respect their decisions.
18. Keep the Vibes Good. Students, no matter how young, know when a teacher is not
happy. Joy can be contagious, but so too can misery. Maybe a vacation, a massage, watching
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a TED Talk, or even changing the level of grade you teach will help re-kindle the flame
between you and teaching when you are in a slump.
19. Sit with Your Students. Sitting in a chair made for a child is not the most comfortable thing
for an adult. But joining a group of children at their table takes us off stage and let's us, even
just for a few moments, become a member of the group. We might ask a strategic question,
inquire about the group's project, or simply listen.
20. Art and Music Feed the Soul. (And they starve the beast.) Incorporate both of these
routinely in your lessons.
THE SAFE LEARNING ENVIRONMENTS CHECKLIST

Here is a quick list of some suggestions and tips to help you out:
1. Keep a clean and orderly classroom.
2. Allow students to be openly expressive and encouraging to others.
3. Celebrate student work in different ways.
4. Create a list of guidelines that are "law" (ex: no name-calling, bullying, etc.)
5. Stay calm and in control always.
6. Practice useful failure and turn mistakes into learning opportunities.
7. Model kindness every chance you get.
8. Move around and interact with students, and create a connection.
9. Be patient and smile.
10. Feel free to laugh with your students and be vulnerable.
11. Give kids choices on how they can do assignments.
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SAFE LEARNING ENVIRONMENT
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Self- Check 12.1-2
True or False:
__________ 1. A safe learning environment is one where learners feel physically, emotionally,
and socially comfortable.
__________ 2. It is not difficult to create a balance between a safe school and a welcoming,
caring environment.
__________ 3. A safe learning environment is focused on academic achievement, maintaining

high standards, fostering positive relationships between staff and students, and encouraging
parental and community involvement.
__________ 4. Resolving conflict and preventing violence are important factors in creating a
safe learning environment.
__________ 5.Students drop out of school for many reasons, but violence and conflict are
contributing factors to placing students at-risk.
Answer Key 12.1-2

1. True
2. False
3. True
4. True
5. True
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Instruction and demonstration objectives
 Understand instruction and demonstration objectives
Instructional Objectives
Before training is designed, instructional designers first identify the instructional

objectives of the course. Instructional objectives are measurable terms that describe
what learners will be able to do after the instruction. It is essential to have clearly
outline instructional objectives to make sure that what is taught in the courses
matches the intended outcome. The acronym S.M.A.R.T. is used to remember the
guideline for writing clear objectives.
Writing S.M.A.R.T. Objectives

To be effective, instructional objectives should be:
1. Specific. Instructional objectives should precisely describe what is expected of
a learner. For example, the learner will be able to deal with irritable customers,
which is not a specific objective. This could be made better by stating how the
learner will deal with the irritable customer.
2. Measurable. A measurable instructional objective is one that can be observed
or one that generates data points. For example, the learner will apply compassion
skills to handle irritable customers and log and report the outcome of each call by
the end of the month. The learner’s log offers data about how the customers
reacted to the technique.
3. Attainable. Learners cannot feel defeated by the intended outcomes of the
learning objectives. Instructional objectives should not ask learners to prove
themselves under unfeasible circumstances. Give learners ample time to prove
their new skills. For example, in the objective above, the learner has one month to
prove he or she is effectively exercising the new skills. This is ample time for the
learner to do so.
4. Relevant. Most learners do not care about learning things that they cannot use
right away. The information presented in the course and the outcomes should be
relevant to their personal lives or day to day work.
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5. Time-framed. Learners need a deadline for when they should achieve and
demonstrate the use of the skillset. One month is the time-frame for the objective
mentioned above. A learning objective that is not time-framed gives learners the
false impression that they have an indefinite amount of time to learn the skill and
apply it.
FUNCTION OF OBJECTIVES
Objectives perform two important functions for instructional designers, instructors, and teachers.
First, they offer a means for the instructional designer to design appropriate instruction—
specifically, to select and organize instructional activities and resources that facilitate effective
learning. The result is a highly focused unit of instruction.
Second, instructional objectives provide a framework for devising ways to evaluate student
learning. Because written tests and performance activities are the major means of measuring
student achievement, objectives should guide the design of relevant testing items and procedures.
Thus, the writing and use of instructional objectives can have a worthwhile impact on improving
both teaching and the resultant learning.
THREE OBJECTIVE DOMAINS
Objectives are typically grouped into three major categories (or domains, as they are generally
called): cognitive, psychomotor, and affective. These areas are often discussed in the literature
related to objectives. Understanding the levels within each domain is important when planning
instruction. For example, if you were designing a course that focuses on problem solving, you
would not expect to have the majority of your objectives written at the knowledge level of the
cognitive domain. You may also find that it is difficult to classify your objectives at one level of a
domain. Designers, teachers, and evaluators often disagree as to the classification of objectives,
as they may feel they fit at different levels in a domain. Often agreement is reached when we
consider both the verb and the content, or the whole objective.
1. Cognitive Domain
The domain receiving the most attention in instructional programs is the cognitive domain,
which includes objectives related to information or knowledge, naming, solving, predicting, and
other intellectual aspects of learning. Bloom, Englehart, Furst, Hill, and Krathwohl (1956)
developed a widely used taxonomy for the cognitive domain. (A taxonomy is a method of
sequential classification on different levels.) The taxonomy is organized within two major
groups: (1) simple recall of information and (2) intellectual activities. Bloom labeled the lowest
level as knowledge, and the higher mental abilities are classified into the five increasingly more
intellectual levels of comprehension, application, analysis, synthesis, and evaluation.
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2. Psychomotor Domain
The second category for grouping instructional objectives is the psychomotor domain, which
encompasses skills requiring the use and coordination of skeletal muscles, as in the physical
activities of performing, manipulating, and constructing. Although no taxonomy is universally
accepted for this domain, Heinich, Molenda, and Russell (1993) presented a taxonomy based on
the degree of coordination that is applicable to many design projects (Table 5-2). Most muscular
movements required for performing a task, whether it’s doing a somersault or using a screwdriver,
can be derived from this taxonomy.
3. Affective Domain
The third category of instructional objectives is the affective domain, which involves objectives
concerning attitudes, appreciations, values, and emotions such as enjoying, conserving, and
respecting. This area is typically believed to be very important in education and training, but it
is the area in which we have been able to do the least, particularly in writing useful instructional
objectives. Krathwohl, Bloom, and Masia (1964) organized the affective domain into five levels
(see Table 5-4). The levels of the affective domain, like those of the cognitive domain, form a
continuum for attitudinal behavior, from simple awareness and acceptance to internalization,
as attitudes become part of an individual’s practicing value system.
Bloom’s Taxonomy and Action Verbs
Bloom’s taxonomy is a hierarchical model of cognitive processes that boost learning

outcomes. They are:
1. Remembering
2. Understanding
3. Applying
4. Analyzing
5. Synthesizing
6. Evaluating
A newer version of Bloom’s taxonomy developed for 21st-century learners has

swapped synthesizing for evaluating and replaced evaluating with creating. Both are
used by instructional designers to structure curriculum instructional objectives.
Bloom’s taxonomy action verb lists are also helpful when writing instructional
objectives. For example, one list uses the verb “summarize” to describe an activity that
reinforces comprehension. A verb that describes an evaluation activity is “critique.”
Using these verb lists helps instructional designers generate measurable learning
objectives quickly while adhering to the S.M.A.R.T. guidelines.
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Here is another S.M.A.R.T. objective.
Demonstration
The term demonstration of learning refers to a wide variety of potential educational

projects, presentations, or products through which students “demonstrate” what they
have learned, usually as a way of determining whether and to what degree they have
achieved expected learning standards or learning objectives for a course or
learning experience. A demonstration of learning is typically both a learning
experience in itself and a means of evaluating academic progress and achievement.
The purpose of the demonstration phase is to show learners how to apply skills
instead of merely telling them what to do. Demonstration activities can provide a
meaningful context to general information, help learners develop mental models about
the concepts, attract the learners’ attention, and sustain their curiosity. While
demonstration activities are used to deliver the content, the learners don't need to be
passive recipients.
Demonstration activities should:
1. Demonstrate through examples what is to be learned rather than merely telling

information about what is to be learned.
2. Provide demonstrations that are consistent with the content being taught,
including examples and non-examples for kinds-of (i.e. concepts), demonstrations
for how-to (i.e. procedures), and visualizations for what-happens (i.e. processes).
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3. Include learner guidance techniques, such as directing the learner's attention to
relevant information, including and comparing multiple representations, relating
new information to previously recalled or provided information.
4. Incorporate media that are relevant to the content and used to enhance
learning.
Examples of Demonstration Instructional Activities
Let's consider two examples of demonstration activities: (1) presentations, and (2)
story-sharing. Presentation activities are used to demonstrate a process, model a
behavior or show concepts. Storytelling brings human dimension into the lesson.
Presentations
· When to use presentations: Presentations can be used to demonstrate

procedures, model human behaviors, or deliver basic information. Done effectively
and efficiently, presentations supply information in a clear, well-organized, and
logical manner.
· How presentations work: Presentations work best in a sequential structure in

which the introduction, body, and summary are presented in a way that the
sequence clarifies the subject.
· Types of presentations:
1. Slide presentations can be used to convey information. Usually, they are not
effective because the learners are not mentally engaged in the topic. One way
to increase the effectiveness of slide presentations is to put less information on
each slide so that your learners need to work to fill in the gaps, and learn
strategies to solve the problems.
2. Physical demonstrations are useful to show performing a physical

procedure, such as repairing a car, or model a human behavior, such as using
body language. The purpose of the physical demonstration is to show the right
or wrong way to interact with a three-dimensional object.
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3. Information films are a type of demonstrations activity that the documentary
films or films of that nature are used to educate, inform, and motivate learners.
They can be used to explain a subject in a definite logical order.
4. Discussions can be used to challenge learners or encourage learners to

reveal opinions or important information. The different types of activities are
debates, interviews, panel discussions, etc.
· Best practices for presentations: Horton (2006) suggests some of the best
practices for demonstration activities include:
1. Reinforcing the message with visuals.
2. Supplying examples and non-examples to clarify the topic to enable

learners to elaborate on the topic.
3. Combining presentation with the application and integration activities to

ensure that learners will not be passive so long.
Sharing Stories
· When to use stories: Stories show the human dimension of a subject by

demonstrating how it affects the life of a person. Stories give concrete instances of
the subject matter; they encourage and motivate learners to overcome difficulties
as well as stories can be used to show the importance of a topic. Using stories
increases the probability of sticking information in our memory because stories
have a framework and an internal logic, and characters that attract people’s
attention.
· How story-sharing works:
1. The instructor introduces a story by mentioning the importance of the

story. Then, the instructor states how it is related to the topic.
2. The learners listen to the instructor’s story.
3. The instructor asks the learners to share a story that is related to the
subject.
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4. The instructor recaps the main points of the story.
· Best Practices for Story-Sharing:
1. Use a short and focused story to deliver the content.
2. Use credible stories to share experiences.
3. Combine story-sharing with other activities.
In contrast to worksheets, quizzes, tests, and other more traditional approaches to

assessment, a demonstration of learning may take a wide variety of forms in schools:
· Oral presentations, speeches, or spoken-word poems
· Video documentaries, multimedia presentations, audio recordings, or podcasts
· Works of art, illustration, music, drama, dance, or performance
· Print or online publications, including websites or blogs
· Essays, poems, short stories, or plays
· Galleries of print or digital photography
· Scientific experiments, studies, and reports
· Physical products such as a models, sculptures, dioramas, musical
instruments, or robots
· Portfolios of work samples and academic accomplishments that students
collect over time
· Presentations or slideshows that provide a summary of the skills and
knowledge students have learned
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Self- Check 12.1-3
Identification
_________________1. Acronym that used to remember the guideline for writing clear
objectives.
_________________2. It is typically both a learning experience in itself and a means

of evaluating academic progress and achievement.
_________________3. The domain receiving the most attention in instructional

programs, which includes objectives related to information or knowledge, naming,
solving, predicting, and other intellectual aspects of learning.
____________________4. Presentations that can be used to convey information.
__________________5. Demonstrations that are useful to show performing a physical

procedure, such as repairing a car, or model a human behavior, such as using body
language.
Answer Key 12.1-3

1. S.M.A.R.T.
2. Demonstration
3. Cognitive
4. Slide
5. Physical
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Learning resources
 Understand learning resources
What are learning resources?

Learning resources are textbooks, videos, software, relevant reading materials,
recordings and other materials that teachers use to assist students to meet the
expectations for learning defined by provincial or local curricula. Before a learning
resource is used in a classroom, it must be evaluated and approved at either the
provincial or local level. Evaluation criteria may include curriculum fit, social
considerations, and age or developmental appropriateness. Chalk, board, duster,
charts, av-aids, educational software, library and instructional material are the
examples of learning resources. A resource center is a facility within a school, staffed
by a specialist, containing several information sources.
Library is also a learning resource because there are books in the library that helps
you learn stuff like math books and science books and lots other books.
Teaching and learning resources
The ‘teaching and learning resources’ referred to in the guidelines include any spoken,
written or visual text or activity used or conducted by schools, for example:
● novels
● films
● plays
● radio programs
● multimedia
● digital learning resources including video, audio, text, animations and images
● lectures
● speeches
● performances
Any resource – including print and non-print materials and online/open-access
resources – which supports and enhances, directly or indirectly, learning and teaching.
Typically the use of a learning resource in the classroom is subject to a process of
evaluation and approval at the school, local or national level. Evaluation criteria may
include relevance to the curriculum and expectations for learning, social
considerations, and age or developmental appropriateness.
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Self- Check 12.1-4
Learning resources
Answer the following:

1. Give an example of digital learning resources (5)
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
2. Give an example of learning resources (5)
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Answer Key 12.1-4

Learning resources
1. video, audio, text, animations and images
2. Textbooks, videos, software, relevant reading materials, recordings, charts, av-aids,

educational software, library and other instructional materials such as Novels, films,
plays, radio programs, multimedia, lectures, speeches and performances.
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Learning materials
 Understand learning materials
Instructional Materials
Instructional Materials, also known as Teaching/Learning Materials (TLM), are any

collection of materials including animate and inanimate objects and human and non-
human resources that a teacher may use in teaching and learning situations to help
achieve desired learning objectives. Instructional materials may aid a student in
concretizing a learning experience so as to make learning more exciting, interesting
and interactive. They are tools used in instructional activities, which include active
learning and assessment. The term encompasses all the materials and physical
means an instructor might use to implement instruction and facilitate students
achievement of instructional objectives.
Learning Resources Materials are materials that are used for teaching a course.
Below are definitions of the Material Types that can be selected during the upload
process for both the “Primary Material Type” field and the “Secondary/Other Material
Type” field.
1. Animation: Successive drawings that create an illusion of movement when

shown in sequence. The animations visually and dynamically presents
concepts, models, processes, and/or phenomena in space or time. Users can
control their pace and movement through the material typically, but they cannot
determine and/or influence the initial conditions or their outcomes/results.
Animations typically do not contain real people, places or things in movement..
2. Assessment Tool: Forms, templates, and technologies for measuring
performance.
3. Assignment: Activities or lesson plans designed to enable students to learn
skills and knowledge.
4. Case Study: A narrative resource describing a complex interaction of real life
factors to help illustrate the impact and/or interactions of concepts and factors
in depth.
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5. Collection: A meaningful organization of learning resources such as web sites,
documents, apps, etc. that provides users an easier way to discover the
materials..
6. Development Tool: Software development applications platforms for authoring
technology-based resources (e.g. web sites, learning objects, apps.).
7. Drill and Practice: Requires users to respond repeatedly to questions or
stimuli presented in a variety of sequences. Users practice on their own, at their
own pace, to develop their ability to reliably perform and demonstrate the target
knowledge and skills.
8. ePortfolio: A collection of electronic materials assembled and managed by a
user. These may include text, electronic files, images, multimedia, blog entries,
and links. E-portfolios are both demonstrations of the user’s abilities and
platforms for self-expression, and, if they are online, they can be maintained
dynamically over time. An e-portfolio can be seen as a type of learning record
that provides actual evidence of achievement.
9. Hybrid/Blended Course: The organization and presentation of course
curriculum required to deliver a complete course that blends online and face-to-
face teaching and learning activities.
10. Illustration/Graphic: Visual concepts, models, and/or processes (that are not
photographic images) that visually present concepts, models, and/or processes
that enable students to learn skills or knowledge. These can be diagrams,
illustrations, graphics or infographics in any file format including Photoshop,
Illustrator and other similar file types.
11. Learning Object Repository: A searchable database of at least 100 online
resources that is available on the Internet and whose search result displays an
ordered hit list of items with a minimum of title metadata. A webpage with a list
of links is not a learning object repository.
12. Online Course: The organization and presentation of course curriculum
required to deliver a complete course fully online.
13. Online Course Module: A component or section of a course curriculum that
can be presented fully online and independent from the complete course.
14. Open Journal – Article: A journal or article in a journal that is free of cost
from the end user and has a Creative Commons, public domain, or other
acceptable use license agreement.
15. Open Textbook: An online textbook offered by its author(s) with
Creative Commons, public domain, or other acceptable use license agreement
allowing use of the ebook at no additional cost.
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16. Photographic Image – Instructional: Photos or images of real people,
places or things that visually presents concepts, processes and/or phenomena
that enable students to learn skills or knowledge. These can be photographs,
images, or stock photography.
17. Presentation: Teaching materials (text and multimedia) that are used to
present curriculum and concepts to learners.
18. Quiz/Test: Any assessment device intended to evaluate the knowledge
and/or skills of learners.
19. Reference Material: Material with no specific instructional objectives
and similar to that found in the reference area of a library. Subject specific
directories to other sites, texts, or general information are examples.
20. Simulation: Approximates a real or imaginary experience where users’
actions affect the outcomes of tasks they have to complete. Users determine
and input initial conditions that generate output that is different from and
changed by the initial conditions.
21. Social Networking Tool: Websites and apps that allows users to
communicate with others connected in a network of self-identified user groups
for the purpose of sharing information, calls for actions, and reactions.
22. Syllabus: A document or website that outlines the requirements and
expectations for completing a course of study. Course Outlines would also be
included in this.
23. Tutorial: Users navigate through a set of scaffolded learning activities
designed to meet stated learning objectives, structured to impart specific
concepts or skills, and organized sequentially to integrate conceptual
presentation, demonstration, practice and testing. Feedback on learner
performance is an essential component of a tutorial.
24. Video – Instructional: A recording of moving visual images that show
real people, places and things that enable students to learn skills or knowledge.
25. Workshop and Training Material: Materials best used in a workshop
setting for the purpose of professional development.
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Self- Check 12.1-5
Learning materials
Identification:
1.________________________ Websites and apps that allows users to communicate

with others connected in a network of self-identified user groups for the purpose of
sharing information, calls for actions, and reactions.
2.______________________ A narrative resource describing a complex interaction of

real life factors to help illustrate the impact and/or interactions of concepts and factors
in depth.
3. _____________________ Any assessment device intended to evaluate the

knowledge and/or skills of learners.
4. _____________________ Activities or lesson plans designed to enable students to

learn skills and knowledge.
5. _____________________ Approximates a real or imaginary experience where

users’ actions affect the outcomes of tasks they have to complete. Users determine
and input initial conditions that generate output that is different from and changed by
the initial conditions.
Answer Key 12.1-5

Learning materials
1. Social Networking Tool

2. Case Study
3. Quiz/Test
4. Assignment
5. Simulation
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12.2 Report on the quality of processes and work outcomes
Contents
1. Learning programs
2. Delivery Techniques
3. Coaching Techniques
Assessment Criteria
 Use interpersonal skills with learners to establish a safe and comfortable learning environment.
 Follow the learning program and/or delivery plan to cover all learning objectives.
 Brief learners on any OHS procedures and requirements prior to and during training.
 Use delivery techniques to structure, pace and enhance learning
 Apply coaching techniques to assist learning
 Use communication skills to provide information, instruct learners and demonstrate relevant
work skills
 Provide opportunities for practice during instruction and through work activities
 Provide and discuss feedback on learner performance to support learning
CONDITIONS

Methodologies
 Dual training
Assessment Methods




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On Learning programs sheet. Follow all the step by step

On Delivery Techniques sheet. Follow all the step by step

On Coaching Techniques sheet. Follow all the step by step
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Learning programs
 Understand learning programs
The Learning program is conceived as a challenge-based learning methodology. It has a

flexible and transversal interdisciplinary method and targets students at primary and
secondary levels of education. It makes it possible for teachers, in all kinds of schools (regular
and vocational) and from various subjects, to embed it in their classes and use the modules
with their students. The programme is also adaptable and targets students at primary and
secondary schools and involves various subject areas including Languages, Economics,
Math, Physical Education, Environment, Arts, Philosophy, Science, and IT, among others.
A learning program also provides a trainer/assessor with details about the objectives of
training and assessment; the vocational knowledge, skills or competencies that learners are
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supported to achieve; a profile of the learners and their needs; and suggestions for
assessment methods.
The Learning Program provides a documented guide to support a cohesive and

integrated learning process for the learner. It includes:
 the competencies or other benchmarks to be achieved

 the specific learning outcomes derived from the benchmarks for each chunk
or segment of the learning program
 an overview of the content to be covered in each chunk or segment
 learning resources, learning materials and activities for each chunk or
segment
 number and duration of training sessions or classes required and overall
timelines
 delivery methods for each chunk or segment WHS issues to be addressed in
delivery
 identification of assessment points to measure learner progress
 assessment methods and tools to be used to collect evidence of
competency, where assessment is required.
Learning Program Common Purposes include:
 Skill development – using new equipment, or doing something in a new way

 People development – gaining management skills, or improving people’s
work ability in some way
 Organizational change – changing the way that work is done by people, such
as introducing new procedures, policies and standards
 Meet legal requirements – doing things the right way, such as fire
evacuations and other WHS requirements
 Modification of an existing learning program – changing a new-employee
induction program to reflect other changes in the workplace
The other thing that will influence the design of our learning program is its
specific focus. Common focuses include:
 Short courses
 Professional development program
 Community education program
 Apprenticeship/traineeship component
 Work-transition program
Learning Program in the Workplace

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A strong workplace learning program will have an impact beyond improving current
employees’ skills. Many companies are recognizing this and rolling out or improving
their learning and development (L&D) programs. A strong L&D program works for
attracting top talent – and retaining key employees. It helps reduce turnover as
employee’s upskill and advance their career by going into other roles within the
company.
You may be worried about investing in employee training, only to see them leave. But
a Goldman Sachs’ 10,000 Small Businesses program report showed that 74.2
percent of its participants that increased training for employees also increased
revenue within 18 months. So, what is good for your employees is also good for your
business.
Whether you’re just starting to build your workplace learning program or you have an
established L&D offering, there are some new trends to consider.
Micro learning
Research conducted by Microsoft showed that the average human attention span in
2013 was only eight seconds (one second shorter than a goldfish). And my bet would
be that it’s gotten even shorter in the past five years because of the inundation of
technology. So microlearning is the perfect answer for busy professionals to continue
their education.
The idea of microlearning in the workplace is to offer short lessons – often, a series of
them – to accommodate employees’ short windows of time between projects. A library
of modules (for example, videos or interactive digital content) allows employees to do
a quick lesson here and there as time permits. It empowers them to be in control of
their training.
While microlearning works well for ongoing training, it is also useful for onboarding.
You can automate some of this information by delivering via training videos or digital
modules. Set a deadline for each group of mini-sessions so new employees can start
integrating with their team immediately.
Self-driven
The days of learning only through higher education are over. There are so many
options to offer employees when it comes to an L&D program [read: apprenticeships
with senior employees, certificate programs, educational videos, learning
management system (LMS) modules, universities and colleges]. But one thing is for
sure: According to Deloitte’s “Global Human Capital Trends 2016” report, employees
at all levels expect “dynamic,” “self-directed,” “continuous” learning opportunities from
their employers.
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Everyone learns differently, and some are more motivated than others to continue
their education. So, make your L&D program as self-directed as possible. Sure, you
may have some required ongoing training that employees need to complete, but when
it comes to upskilling, empower employees to take control. This is where self-guided
modules and access to a large library – and multiple learning options – will be helpful.
Instead of dictating how employees should learn, give each level of employee a
budget to work with on a yearly basis. HR Magazine found companies that invested at
least $1,500 a year per employee on training had 24 percent higher profit margins
than companies that invested less. By giving employees a budget for continuing
education, it gives them the option of getting an advanced degree, completing a
certification program or doing some Lynda.com courses, for example.
Soft skills
According to LinkedIn’s “ 2018 Workplace learning report,” the top priority for L&D
programs in 2018 is how to train for soft skills. After all, as companies are required to
be more adaptable and innovative than ever, they value employees with strong soft
skills to keep up with the ever-evolving work environment and business landscape.
Deloitte’s “ 2017 Global Human Capital Trends” report showed that 92 percent of
executives rated soft skills as a critical priority. So, give your employees an advantage
by offering learning opportunities for skills like communication, time management,
problem-solving, teamwork, stress management and creative thinking. It’s often said
that technical skills get employees a job but soft skills help retain them.
eLearning courses offer a solid foundation for soft skills, then you could host web-
based simulations that provide more of a hands-on experience. Once your employee
has learned these soft skills, it’s important to have an open discussion with them about
how they’ve incorporated the skills into real-life situations. This way, they’re
comfortable with feedback and coaching when it comes to these newly acquired skills.
The trends in workplace learning may be different next year, but these three
movements will still be relevant to employees. So, investing the time and energy to
make improvements to your L&D program will be worthwhile to your employees – and
your business – for years to come.
What Is Learning and Development in?
Learning and development programs are crucial. It is part of the company’s talent
management strategy. The goal of learning and development is to align individual
employee goals and performance with the company’s overall mission.
Here’s how it works. The HR manager in charge of learning and development curates a
list of skills necessary to achieve the company’s mission. The manager then meets with
individual employees or teams for interviews and performance appraisal. He or she
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identifies which skills are already president and well-honed, and also where the skill gaps
are. At that point, HR can find training programs for employees to fill those gaps.
Ideally, the training will be cost-effective and well-matched to the company’s and
employees’ needs.
What Is the Difference Between Training and Learning and Development?
Learning and development might sound similar to a traditional training program. So

what’s the difference?
Good question. And it’s not just a fancy new name for an old idea. The main difference
between a training program and learning and development is that the latter is more
personalized and targeted. Whereas traditional training programs might offer classes and
seminars to an entire department at once, a learning and development program would
match training to the specific employees who need it.
Unlike a traditional training program that is focused only on skills training, the person-
centered learning and development approach may include steps that are not directly
linked to employee performance. But this approach is based on the idea that capable
people make capable workers.
For example, a learning and development program may prescribe training that improves
someone’s general performance skills. This training might include goal-setting, time
management, emotional intelligence, leadership, or something similar. They may not
lead to an immediate boost in technical performance. But they can pay off in increased
productivity in the long term.
In addition, learning and development programs seek to improve an employee’s career

trajectory, not just his or her technical skills. Not only should employees
receive training in skills that will help them achieve the company’s mission. They should
receive training in leadership and areas that align with their own values. This helps
nurture their personal and career growth. It also helps to build a collaborative relationship
between employee and employer.
What Are the Benefits of Learning and Development Programs?
Let’s talk about two of the major learning and development program benefits: Employee
retention and ROI.
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Employee Retention
When you invest in your employees and their career development, you are taking a huge
step toward better retention. Most people will work hard for you–and feel more loyal and
committed–when they see that you are investing in them. This is especially true for
younger workers. They want employers who will allow them to learn from people with
expertise in their field, and they want it to happen now.
One of the great things about learning and development programs is that it focuses on
every employee at all times. This is not a five-year plan that expects employees to wait
their turn for leadership training or advanced skill development. It is targeted,
personalized, and constant, so your employees won’t go looking for another employer
who will offer them the career development that they want.
In addition, by identifying training and developing skills that align with an employee’s
values, you are showing them how your company’s values align with theirs. Today’s
workers want to work for organizations that share their personal values. In fact, one
survey found that 50% of millennials would take a pay cut to work for a values-aligned
organization.
Supporting employees to help them understand who they are and what matters to them
most has the added benefit of encouraging them to think about the personal legacy they
want to leave. It creates commitment and engagement. This is what keeps people
around long term.
Return on Investment
The second major benefit of learning and development programs is that it has a great
ROI. Remember, these programs specifically target skills development that aligns with
the company’s mission and goals. It is much more cost-effective to train only those
employees who need a particular skill than it is to provide blanket training to an entire
department.
And like we mentioned above, learning and development programs tend to create better
employee engagement and boost morale. This often leads to increased productivity.
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What Are the Best Learning and Development Strategies?
Let’s get down to the nitty-gritty. You want to implement a learning and development
program, but how do you do it? What are the strategies you should employ?
 Focus on the technical skills your company needs. It would be a waste of time to try to
stay on top of all of the latest trends in business technology. Instead, hire experts to
provide specific training in the technical skills your employees need.
 Create personalized learning plans for each employee. These plans can incorporate any
company-wide training that is occurring, but they don’t have to. There are so many
opportunities for skill development and growth. Reward people who take the initiative to
identify areas of need in their own learning plans. This is a great way to create a culture
of learning and development.
 Offer leadership development at all levels. Leadership skills shouldn’t be limited to
managers and supervisors. Teach all of your employees to be leaders in their fields. Not
only will it nurture their career development, but it will also set them up to be successful
thought leaders in their current roles.
 Embrace “micro-learning” opportunities. Your training doesn’t have to be the multi-day,
off-site mega training that was popular in the last few decades. These are expensive and
time-consuming. You can supplement (or even replace) these formal training events with
ongoing micro learning opportunities. These often take the form of short videos, articles,
online training, or brief mentoring meetings. Many of these mico-learning opportunities
have the added benefit of being on-demand, so employees can access them at
convenient times.
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 Invest in “whole person” development. Teach your employees about your organization’s
mission and values, and let them assess whether or not those values align with their
own. Help them discover their own interests and personal career needs.
Even if your company already offers some type of training program, we recommend that
you consider adding learning and development to your tableau of HR functions. It will
improve employee retention, boost productivity, and help to accomplish company-wide
goals. What’s not to love?
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Self- Check 12.2-1
Learning programs
Common Purposes of Learning Program
1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________
5. _________________________________
Answer Key 12.2-1

Learning programs
1. Skill development
2. People development
3. Organizational change
4. Meet legal requirements
5. Modification of an existing learning program
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Delivery Techniques
 Know delivery techniques
DELIVERY TECHNIQUES
DELIVERY TECHNIQUES
1) Decide on Your Delivery Method
This is the critical first step! Will you be doing a whole group, teacher-led
lesson? Will you use cooperative learning? Is this lesson best suited for small
group instruction? Will the students be doing an inquiry lesson? Have a game
plan in mind for how you will launch the lesson, but remember to always be
flexible as needs or schedule changes arise.
2) Hook the Students into the Lesson
This is the perfect place to have some technology integration happening.

Show a great video clip to set the stage. Check background knowledge by
having the students add sticky notes to an online corkboard telling what they
already know about the topic of your lesson. Have them use student response
systems to take a pretest.
3) Give Clear Directions
Make sure all ears are tuned in as you deliver instruction. Have a verbal or
visual signal. Once you have everyone's attention, state your expectations for
the lesson. Ask the students to paraphrase the instructions you just gave
them. Have one or two students model what you are expecting them to do.
4) Question, Allow Wait Time, Use Random Selection
As you proceed through your lesson, you will want to check for
understanding. Have a system in place to randomly call on students. This
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could be in the form of popsicle sticks with the students' names on them, or
an online random name generator. I like to pose the question, provide
appropriate wait time (five seconds or more) for students to formulate an
answer, and then randomly select a student to respond. When your students
know that any one of them could be selected, they will all tend to think of an
answer.
5) Be Aware of Your Pacing, Variety and Enthusiasm
Keep the tempo of your instruction at the pace that best meets the needs of
your students. Are they confused? Slow down. Are they getting restless?
Speed things up a bit. Remember that variety is the spice to life. Add a lot of
variety to your delivery of instruction. This can be accomplished through
flexible grouping, rotating through learning centers or using various web
tools. Most importantly, be very enthusiastic about your instruction. Read
stories with voices, allow yourself to be silly, and always add humor. If you
are bored delivering your instruction, imagine how the students are feeling!
6) Use Formative Assessments for Evaluation and Reflection
Every lesson we deliver has something we want our students to "get." How
will you find out it they "got" it? One way is to ask questions that all students
must respond to with a hand signal such as thumbs up or down. Another way
is to have the students complete an exit slip before transitioning to the next
class or lesson.
And most importantly you need to reflect on the effectiveness of the delivery
of your instruction. What worked? What didn't? If you were to re-teach this
lesson, what would you keep and what would you change? Self-reflection is a
vital step in helping you become the best teacher you can be!
OTHER BEST PRACTICES FOR DELIVERY TECHNIQUES
 Establish a positive classroom environment

o Make the classroom a pleasant, friendly place
o Accept individual differences
o Learning activities should be cooperative and supportive
o Create a non-threatening learning environment
o Organize physical space; eliminate situations that my be dangerous or
disruptive
o Establish classroom rules and procedures and consistently reinforce
them
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 Begin lessons by giving clear instructions
o State desired quality of work
o Have students paraphrase directions
o Ensure that everyone is paying attention
o Ensure that all distractions have been removed
o Describe expectations, activities and evaluation procedures
o Start with a highly motivating activity
o Build lesson upon prior student knowledge
 Maintain student attention

o Use random selection in calling upon students
o Vary who you call on and how you call on them
o Ask questions before calling on a student; wait at least five seconds for a
response
o Be animated; show enthusiasm and interest
o Reinforce student efforts with praise
o Vary instructional methods
o Provide work of appropriate difficulty
o Demonstrate and model the types of responses or tasks you want
students to perform
o Provide guided practice for students; monitor responses and deliver
immediate corrective feedback
 Use appropriate pacing

o Be aware of your teaching tempo
o Watch for cues that children are becoming confused, bored or
restless; sometimes lesson have to be shortened
 Provide suitable seatwork

o Seatwork should be diagnostic and prescriptive
o Develop procedures for seeking assistance; have a “help” signal
o Develop procedures for what to do when finished
o Move around to monitor seatwork
o Vary methods of practice
 Evaluate what has taken place in your lesson

o Summarize the lesson and focus on positive gains made by students;
use surprise reinforcers as a direct result of their good behavior
o Determine if the lesson was successful; were goals accomplished?
 Make a smooth transition into next subject

o Have materials ready for next lesson
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o Maintain attention of students until you have given clear instructions for
the next activity
o Do not do tasks that can be done by students (i.e. passing out paper or
collecting assignments); use monitors
o Move around and attend to individual needs
o Provide simple, step-by-step instructions
o Utilize a freeze and listen signal, when necessary
 Develop positive teacher/student relationships

o Set a good example; be a positive role model
o Create an exciting learning environment for all students
o Reward good behavior; create special activities that children will enjoy
doing
o Correct misbehaviors; have consequences of disruptive behavior;
communicate them to children
o Handling disruptions
 Keep is short and simple (KISS)
 Use a warning system
 Defer disruptive behavior proactively (eye contact, close space
between you and student, use head/hand gestures)
 Help students be successful
 Use planned ignoring (and teach other student to also ignore)
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Self- Check 12.2-2
Delivery Techniques
Enumerate the delivery techniques
1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________
5. _________________________________
6. _________________________________
Answer Key 12.2-2

Delivery Techniques
1) Decide on Your Delivery Method

2) Hook the Students into the Lesson
3) Give Clear Directions
4) Question, Allow Wait Time, Use Random Selection
5) Be Aware of Your Pacing, Variety and Enthusiasm
6) Use Formative Assessments for Evaluation and Reflection
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Coaching Techniques
 Understand coaching techniques
Coaching Techniques
Coaching is a process that aims to improve performance and focuses on the ‘here
and now’ rather than on the distant past or future.
While there are many different models of coaching, here we are not considering the
‘coach as expert’ but, instead, the coach as a facilitator of learning.
There is a huge difference between teaching someone and helping them to learn. In
coaching, fundamentally, the coach is helping the individual to improve their own
performance: in other words, helping them to learn.
Coaching to Engage
The role of a coach is extremely valued in athletics, but for some reason
that belief rarely extends to the workplace. Managers are too often viewed as
overseers, not mentors.
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In reality, coaching is just as essential in the workplace as it is on the field or
court. Employee potential is maximized when managers put their teams in a position
to succeed, surround them with supporting talent, and help them develop new skills.
Great managers foster open, honest relationships with employees that motivate and
engage them.
1. Give employees regular, frequent feedback.
Intentionally set aside time to provide feedback on employee performance. Your

employees want to know how their performance is viewed, what they’re doing well,
and what they need to improve. Use one-on-one meetings and GOOD sessions as
regular feedback periods, and consider setting reminders in your calendar to
consistently provide feedback to each employee.
2. Create a culture of team feedback.
Contrary to popular belief, feedback shouldn’t just come from the manager. Strive to
build a culture where 360 feedback is the norm. Employees should be encouraged to
provide feedback to each other and to you, their manager. This creates an ongoing
dialogue that gives everyone a voice.
3. Push employees to their attainable limits.
Although you don’t want to overwhelm employees, you should push them to the edge
of their comfort zone. Bored employees are much more likely to disengage—they
need to be challenged to grow. Identify each employee’s experience and skillset, and
have them take on new tasks or assignments that help them expand. Be available and
willing to help when questions arise.
4. Be open to employee ideas.
Listening is an essential part of coaching employees. It opens you to different

concepts you hadn’t previously thought of, and it makes employees feel heard. When
they feel their opinion is respected and valued, they’re far more likely to be engaged
and push harder.
5. Encourage employees to learn from others.
No two employees are exactly alike. They come from different backgrounds and have
varying personalities, strengths, and weaknesses. Have them interact frequently so
they teach each other new skills or approaches. Simply connecting employees with
their peers opens new possibilities and creates a more connected workplace.
6. Ask employees for opinions.
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Employees aren’t the only ones who can learn from each other—you can too! Keep
an open mind during conversations and frequently source new ideas or tactics from
them. Again, simply asking for feedback creates an open dialogue and gives
employees a voice, making the workplace feel like a democracy instead of a
dictatorship.
7. Build confidence.
As you coach employees and provide feedback, it’s critical that you instill them with
confidence. Look for opportunities to recognize employees for strong performance and
extra effort. Acknowledging employees’ contributions boosts their confidence and sets
them up for success.
8. Don't do employees' work for them.
When you notice an assignment is proceeding slowly or heading in the wrong

direction, you might be tempted to take it into your own hands and simply complete it
yourself. This might be beneficial in the short term, but employees need to learn
through trial and error. Instead of taking the task off their hands, teach them how to
handle the situation by offering guidance.
9. Tolerate occasional failure.
Sometimes, things don’t go according to plan. Mistakes will be made and deals will
fall through – it’s just a part of work. But how you respond is what really matters. Don’t
accept failure and move on, because this can create a lower standard
for performance expectations.
At the same time, don’t crush employees for their mistakes. Instead, have them
explain what went wrong and explain how they could have executed better. Remain
positive and solution-oriented.
10. Recognize employees often.
When an employee succeeds or goes over the top, let them know that you noticed.
Even things as simple as a thank-you note, a cup of their favorite coffee drink, or a
shout-out during the next team meeting can go a long way toward securing buy-in and
building a stronger team.
11. Make a goals roadmap.
If you hope to get everyone pushing in the same direction, you need to show them
where to go. Goals are the most clear and effective way to do so. Sit down with
employees to create personal goals that help them develop and further their
careers, as well as goals that will contribute to the benchmarks of the team and the
organization as a whole.
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12. Ask what you can do to help.
Good coaches don’t just throw their players into a competition and say, “figure it out.”
They’re actively encouraging and searching for solutions to help athletes succeed. Let
your employees know they can come to you with questions or concerns. You’re there
to help them, and they should feel comfortable asking for advice and or assistance
Coaching Employees to Improve Performance
Managers and leaders are critical to the success of a business, and so are effective
coaching skills. Consistent coaching helps with employee onboarding
and retention, performance improvement, skill improvement, and knowledge transfer.
On top of these benefits, coaching others is an effective method for reinforcing and
transferring learning.
While there are many important leadership skills and competencies, coaching is
central to improving the performance of entire teams.
A coaching leadership style is proving to be much more effective with today’s

employees than the more authoritarian styles that many business leaders operate
under. Leaders who coach employees instead of commanding them are able to build a
much more talented and agile workforce, which leads to a healthy and growing
business.
Think back to your peewee soccer days

(or any team sport, really). I bet you can
think of three kinds of teams:
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1. The directionless group of kids running around aimlessly, taking frequent
breaks for cookies and juice.
2. The organized group who focused, but still had fun.
3. The hyper-focused, aggressive group.
And how do you think these teams got the way they did? The coach, of course! The
first group had a coddling coach, the second had a balanced coach, and the third
had an intense coach living out his failed soccer dreams vicariously through a group
of 6-year-olds.
Which seems like the healthiest group? Hopefully, you said the second one. But how
do you coach in such a way that produces a healthy team?
Good coaching can be easy to spot, but hard to emulate.
First, you need to meet your team members where they’re at. Coaching isn’t a one-
size-fits-all endeavor. Some people will need a lot more handholding than others,
depending on where they’re at in their job role and overall career.
So before we get to our seven coaching tips, here’s a quick look at how you can align
coaching conversations with individual employees’ needs.
How to Coach Employees at Different Levels

The best coaches don’t use the same coaching style for each individual team
member. They’re flexible enough to adapt to the situation at hand.
There are five levels of employee performance, and you’ll have to adapt your
style for each one to coach them effectively:
1. Novices
2. Doers
3. Performers
4. Masters
5. Experts
Level 1: Novice
Novices are in the “telling” stage of learning. They need to receive a lot of
instruction and constructive correction. If you’re confident in the people you’ve
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hired, then they probably won’t need to stay in this stage very long. Also, watch out for
your own micromanaging tendencies – you don’t want to hold an employee back from
moving to the next level!
Level 2: Doer
Once Novices begin to understand the task and start to perform, they transition to
the Doer stage. They haven’t yet mastered the job, so there’s still a heavy amount of
“tell” coaching going on. But they’re doing some productive work and contributing
to the team. So, there are now opportunities to encourage new behaviors, and praise
Doers for good results.
Level 3: Performer
As Doers start accomplishing a task to standards, they become Performers. Now

they’re doing real work and carrying their full share of the load. And they’re doing
the task the way it should be done. With Performers, there’s much less “tell” coaching,
if any at all. But there’s still feedback, mostly focused on recognizing good results and
improving the results that don’t meet expectations.
Level 4: Master
Some Performers may continue to grow on the job and reach the Master stage. At this
point, they can not only accomplish tasks to standards, they can do so efficiently and
effectively. Plus, they have a deep enough understanding of what should be done
that they can teach and coach others on the task. And they know enough to
actually help improve standard processes.
Level 5: Expert
Experts are valuable members of the team and may become front-line team leads.
Experts don’t need a lot of direction – they’re highly self-sufficient. If anything, they
can provide direction to others. Experts don’t necessarily require a lot of recognition
and praise to stay motivated, but that doesn’t mean they don’t want any.
Coaching Tips for Managers and Leaders

So, now that we’ve gone over the different performance levels your employees can be
at, let’s get to what you came for – the tips!
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These coaching tips will work with any of those five levels and can help you have
more mutually beneficial coaching conversations that will improve overall team
performance!
1. Ask guiding questions
Open-ended, guiding questions lead to more detailed and thoughtful answers, which
lead to more productive coaching conversations. As a manager or leader, it is critical
that you develop strong relationships with your employees. This will help you
determine if your employees are curious, have the capacity to perform and improve,
and what kind of attitude they have towards their work.
This is where communication skills and emotional intelligence really come into play.
Managers must guide conversations both by asking questions and listening, not by
giving directives. Employees learn and grow the most when they uncover the
answers themselves.
2. Recognize what’s going well
Coaching well requires a balance of criticism and praise. If your coaching

conversations are completely focused on what’s not working and what the employee
has to do to change, that’s not motivating, it’s demoralizing.
Your recognition of the things your employee is doing well can be a springboard into
how they can build from that to improve. We’re not talking about the compliment
sandwich here, though, because that coaching technique often devolves into shallow
praise that comes off as insincere.
Giving compliments that you don’t actually mean can have a worse effect than
not giving any at all, so take the time to think about specific things that are going
well, and let your employees know that you see and appreciate them!
Another aspect of this is how the employee likes to be recognized. This is a good
question to ask them from the start of your relationship – does frequent recognition
help them stay motivated, or is every once in a while sufficient? Do they prefer
recognition to be given publicly or privately? The last thing you want to do is
embarrass someone when you’re trying to be a good coach!
3. Listen and empower
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Coaching requires both encouragement and empowerment. As a manager and a
leader, your job is to build one-on-one relationships with employees that result in
improved performance.
Your employees are likely to have a lot of input, questions, and feedback. It’s
important for them to know you care enough to listen to what they have to say, so
encourage them to share their opinions.
Some employees will have no problem speaking their mind, while others will need a
LOT of encouragement before they share an opinion with you openly. Once they do
open up, be sure to respect those opinions by discussing them, rather than
dismissing them.
4. Understand their perspective
When you’re coaching employees to improve performance and

engagement, approaching things from their perspective, rather than your own, will
help enormously with seeing the changes and results you want.
Everyone has different motivations, preferences, and personalities, so if you ask

questions to help you understand where their “why” comes from and what their
preferred “how” looks like, then you can tailor your coaching conversations to align
the way they work best with the improvements you’re both aiming for.
For example, maybe you recently moved from an office plan that had lots of individual
offices to a much more open plan, and one of the reps on your sales team has shown
a drastic decrease in successful calls. If you start asking questions and find out that
this is someone who is excellent in one-on-one conversations, but rarely speaks up in
a group setting, then you can see how they’d feel like everyone is listening in on their
call, making them less confident than when they had their own space.
With that perspective in mind, you can work with them more effectively on how to get
their numbers back up.
5. Talk about next steps
Coaching conversations are meant to yield changes and results, so be sure to clearly
define and outline what needs to happen next. This will ensure you and your
employee are on the same page with expectations, and provide them with a clear
understanding of the practical steps they can take to make changes and improve.
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Also, these next steps should be mutually agreed upon – talk about what is
reasonable to expect given their workload and the complexity of the changes being
made.
6. Coach in the moment
If an employee comes to you with a question about a process or protocol, use this
opportunity to teach them something new. If you’re not able to stop what you’re doing
right away, schedule time with them as soon as possible to go over it.
Better yet, keep a weekly one-on-one meeting scheduled with each employee so
you can go over questions and issues regularly, while maintaining productivity.
Coaching employees with a goal of improving performance means making them a
priority each week!
7. Commit to continuous learning
Make a commitment to improve your own skills and competencies. If you’re not
continuously learning, why should your employees? Lead by example and your
team will follow.
Show that you are interested in their success (why wouldn’t you be?). Ask questions
about where they see their career going, or how they see their role evolving in the
company. Even if they don’t have a plan laid out yet, these questions will make them
think about their career and what they want to accomplish within the organization.
Show your employees that you don’t just want them to do better so you look
better, but that you’re actively interested in their career, accomplishments, and
professional success.
Emotional intelligence (EQ) is a critical aspect of coaching employees in a way that

builds relationships, boosts engagement, and improves performance. Managers and
leaders can see greatly improved coaching skills by taking steps to improve their EQ –
they go hand in hand!
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What are coaching styles and how do they work?
The coaching leadership style is about inspiring your team, building their confidence,
and teaching them the skills they need in order to develop and work together
successfully while ensuring they feel supported by the coaching leader along the way.
It relies on the coaching leader having good communication and social skills - as
constructive feedback is important in this leadership style - but the most successful
coach will also ask questions of their employees to encourage brainstorming and
problem-solving.
Coaching methods can be an effective way to tackle a workplace culture that feels at
best unproductive and at worst, failing. With a strong focus on goals, personal and
group development, and outcomes, the results often speak for themselves.
WHAT IS YOUR COACHING STYLE?

Coaching leaders use one or several of the different recognised coaching styles.
Some even use their own approach or model. But the most successful recognise that
tailoring their style to their team, employee, or organisational culture is the best way to
ensure good results.
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It’s also worth noting that different people respond to different management cues:
tapping into the different coaching styles will impact positively on your team's
performance and development, helping them achieve their goals.
Here, we’ll outline the pros and cons of five different types of coaching styles.
Democratic coaching
This method gives the team freedom and accountability, with the coach stepping in
only when needed to keep the process going. Individuals will feel self-empowered and
in control, and are encouraged to give input.
The result? Improved decision-making and communication, and greater cooperation.
It can take a little longer than other approaches to see the results, but when it comes
to performance coaching styles, it can be very effective, as the onus is on the team to
work together and explore solutions as a whole.
Authoritarian coaching
In this approach, the coach decides what to do and when and how to do it. All that's
required from the team is their understanding.
With little to no input, employees are at risk of feeling disenfranchised and aren't
encouraged to think for themselves, but this method instils discipline, rallies the team
together, and by setting clear goals, has a strong focus on the outcome.
It can produce good results fast and is ideal for inexperienced teams.
Holistic coaching
When it comes to life coaching styles, holistic coaching leads the way. With the belief
that everything is connected, this approach theorises that individuals are a sum of all
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their parts: in order to encourage growth in the workplace, balance needs to be
achieved in all aspects of their life.
As well as giving employees a sense of their role in your team, it can give perspective
on their place in the wider business, helping them feel more connected and showing
them how they matter.
It can shine a spotlight on personal stumbling blocks and repetitive behaviours that
might be negatively affecting work, as well as offering solutions like stress
management, and relaxation techniques.
Again, this type of coaching can take time to achieve results, and there’s the
possibility that deeper, emotional problems may be triggered.
Autocratic coaching
Rather than opening a dialogue between leader and employee, this approach tells
individuals what to do rather than asking.
The autocratic coach is in control at all times and strives for perfectionism and
excellence, while some may expect certain tasks to be done the same way every time.
As a result, employees are disciplined and committed, and have a structure in place to
succeed - though with such rigidity in place, it can feel stifling.
Vision coaching
This style encourages and empowers employees by giving them clear direction and
strategies for achieving objectives and encouraging focus.
Like a personal trainer, this approach feels like a partnership and draws on elements
of feedback, reflection, and conversation to really motivate and influence employees.
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Although intensive and short term, this approach can work well for high stress or
overwhelming workplaces that need fast results and can be especially useful when
driving teams to work on specific projects, by giving them a detailed plan.
HOW TO COACH SUCCESSFULLY
In most approaches to coaching, it pays to listen to your team, to use their creativity,
and to take their ideas on board. Employees also benefit from feeling that their leader
is present and willing to engage with them.
While some methods yield instant results, with others, you’ll be in it for the long term;
sometimes this is the best way to get the most out of your team.
It can also be helpful to choose your approach based on the type of team or employee
you have - for instance, whether they are experienced or new - and to find a method
that fits with the company culture.
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Self- Check 12.2-4
Coaching Techniques
Identify the Coaching styles
1. _____________________________
2. _____________________________
3. _____________________________
4. _____________________________
5. _____________________________
Answer Key 12.2-4

Coaching Techniques
1. Democratic coaching
2. Authoritarian coaching
3. Holistic coaching
4. Autocratic coaching
5. Vision coaching
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12.3 Organize instruction and demonstration
Contents
1. Learning measures
2. Learner progress and outcome monitoring
Assessment Criteria
 Use measures to ensure learners are acquiring and can use new technical and generic
skills and knowledge.
 Monitor learner progress and outcomes in consultation with learner.
 Review relationship between the trainer/coach and the learner and adjust to suit learner
needs.
CONDITIONS

Methodologies
 Dual training
Assessment Methods




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On Learning measures sheet. Follow all the step by step

On Learner progress and outcome monitoring sheet. Follow all the step by step
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Learning measures
 Know learning measures
Measuring Student Learning
Measuring Student Learning

Assessment & Evaluation
Assessment methods should help the instructor answer the questions, “How do I know the
required learning has taken place? What might I need to modify about the course to best
support student learning?”
Information about student learning can be assessed through both direct and indirect
measures. Direct measures may include homework, quizzes, exams, reports, essays,
research projects, case study analysis, and rubrics for oral and other performances.
Examples of indirect measures include course evaluations, student surveys, course
enrollment information, retention in the major, alumni surveys, and graduate school
placement rates.
Approaches to Measuring Student Learning

Methods of measuring student learning are often characterized as summative or formative
assessments:
 Summative assessments - tests, quizzes, and other graded course activities that are
used to measure student performance. They are cumulative and often reveal what
students have learned at the end of a unit or the end of a course. Within a course,
summative assessment includes the system for calculating individual student
grades.
 Formative assessment  - any means by which students receive input and guiding
feedback on their relative performance to help them improve. It can be provided
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face-to-face in office hours, in written comments on assignments, through rubrics,
and through emails.
Formative assessments can be used to measure student learning on a daily, ongoing basis.
These assessments reveal how and what students are learning during the course and often
inform next steps in teaching and learning. Rather than asking students if they understand
or have any questions, you can be more systematic and intentional by asking students at
the end of the class period to write the most important points or the most confusing
aspect of the lecture on index cards. Collecting and reviewing the responses provides
insight into what themes students have retained and what your next teaching steps might
be. Providing feedback on these themes to students gives them insight into their own
learning.
You can also ask students to reflect and report on their own learning. Asking students to
rate their knowledge about a topic after taking your course as compared to what they
believe they knew before taking your course is an example. 
Considerations for Measuring Student Learning

As you develop methods for assessing your students consider the following:
 Include indirect and direct assessments as well as formative and summative

assessments.
 Evaluate whether or not the assessment aligns directly with a learning outcome.
 Make sure the measurement is sustainable and reasonable in terms of time and
resources, both for the students and the instructors (e.g., grading, response time,
and methods). To estimate the time that students need to complete different
assignments, see the Rice University workload calculator.
 Considering using a mid-semester student survey, through the Center's Mid-
Semester Feedback Program.
 Use the results of the assessments to improve the course. Examples include revising
course content in terms of depth vs. breadth, realignment between goals and
teaching methods, employment of more appropriate assessment methods, or
effective incorporation of learning technologies.
Getting Started with Measuring Student Learning

At the course level, it is helpful to review course assignments and assessments by asking:
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 What are the students supposed to get out of each assessment?
 How are the assessments aligned with learning outcomes?
 What is its intrinsic value in terms of:
o Knowledge acquired?
o Skill development?
o Values clarification?
o Performance attainment?
 How are homework and problem sets related to exams?
 How are the exams related to each other?
 What other forms of assessment (besides exams) can be used as indicators of
student learning?
 If writing assignments are used, are there enough of them for students to develop
the requisite skills embedded in them?
 How is feedback on student work provided to help students improve?
 Are the assessments structured in a way to help students assess their own work and
progress?
 Does the assignment provide evidence of an outcome that was communicated? Is
the evidence direct or indirect?
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Self- Check 12.3-1
Learning measures
Explain the Methods of measuring student learning
1. Formative Assessment
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
2. Summative Assessment
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Answer Key 12.3-1

Learning measures
1. Summative assessments - tests, quizzes, and other graded course activities that are
used to measure student performance. They are cumulative and often reveal what
students have learned at the end of a unit or the end of a course. Within a course,
summative assessment includes the system for calculating individual student
grades.
2. Formative assessment  - any means by which students receive input and guiding
feedback on their relative performance to help them improve. It can be provided
face-to-face in office hours, in written comments on assignments, through rubrics,
and through emails.
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Learner progress and outcome monitoring
 Know learner progress and outcome monitoring
Students Progress
What Are the Benefits of Monitoring Student

Progress?
1. Collecting Useful Data
Carrying out regular assessments and collecting student samples of work is a useful way of
gathering informative student performance data.
This data is helpful when monitoring the progress of individual students across a range of
learning areas, as well as tracking their achievement throughout the year. The data can be
used to identify where a student is placed in relation to their personal learning goals, the other
students in the class or other targeted benchmarks. You can
collate this in a personal filing system, or why not
create a student portfolio?
A student portfolio also has the added benefit of

helping a student see their own learning journey
and enables work to be passed on to their next
teacher when the year ends. For more
information on student portfolios, read Ali’s
blog The Student Portfolio | Hints and Tips for
Teacher Handover.
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For a more broad view, you can
consolidate your whole class’s data in
one wall in your office. Color code levels
of understanding to make it easy to see
where further work is needed.
Did you know, whole

school data walls are
now commonly being
displayed in staff
rooms and offices?
These are a great visual way to inform
teachers of the academic progress of each student in the school. Information collected from
classroom assessments and work samples is displayed on these data walls, creating a whole
school approach for the responsibility of monitoring student progress.
2. Improving Teacher Instruction

One great benefit of monitoring student progress is that it allows the teacher to evaluate the
effectiveness of their own teaching. If the majority of the class is finding it difficult to
understand or demonstrate a specific objective, it may not be the ability of the students that is
the issue.
You may need to re-evaluate the delivery method

through which the concept is being taught.
To do this, it is especially important for teachers to assess their own instructional strategies to
see if they are working.
A collection of work samples and pre and post tests may indicate that there is a need for the
teacher to adjust their instructional strategies to better meet the needs of the students. At
times, the need to re-teach a specific lesson may be required.
We have a number of pre and post test resources for this very purpose, however any simple
literacy or numeracy test can be undertaken before and after teaching content. For more
information on these tests, read Holly’s blog Pre and Post Tests | Are they Beneficial in the
Classroom?
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Monitoring student progress can help teachers to make more informed instructional decisions
and change their teaching style to improve the quality of their teaching .
3. Ensuring Achievement for Every Student

Monitoring student progress on a regular basis also enables the teacher to analyze a student’s
current performance level for a specific skill.
As a result, teachers can provide students with assistance in achieving their personal
academic goals. With information from assessments and samples of work, the teacher can
work with the student to establish achievable learning goals and help each student to stay on
track. With ongoing monitoring of the students, teachers can establish an achievable and
individual rate of progress for each student, or conversely intervene when required.
We have a number of learning goals resources to

help students and teachers stay on track in a range of
key learning areas:
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Teachers can also use the information collected to provide students with
valuable feedback. With this feedback, students gain
greater personal responsibility for their own
learning and become more aware of their own
academic performance.
4. Identifying
Students At
Risk
Lastly, an important benefit of ongoing monitoring
of student progress in the classroom is that the
teacher is able to identify students at risk and
provide intervention when required. Additional
support and instruction can
be given to at-risk students
and areas that need to be
retaught or taught differently
can be identified. Monitoring
all students on a regular
basis ensures that no
student ‘slips through the
gap’. It also highlights those
students that require
extension and more
challenging tasks.
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There are so many more benefits of monitoring student
progress, we couldn’t possibly list them all!
Here are some of our favorite resources to get you going:
What is student progress monitoring?

Student progress monitoring helps teachers evaluate how effective their instruction is, either for
individual students or for the entire class. You are probably already familiar with the goals and
objectives that must be included in the Individualized Education Plan (IEP) for each child who
receives special education services.
A teacher who uses progress monitoring works with the goals in the IEP, and the state standards
for the child's grade level, to develop goals that can be measured and tracked, and that can be
used to divide what the child is expected to learn by the end of the year into shorter, measurable
steps. For example, the child may have a reading goal that is stated in terms of the number of
words per minute expected by the end of the year. Or, the child may have a math goal that is
stated as the number of problems scored correctly on tests covering the math content for the
year. Once the teacher sets the goals and begins instruction, then he or she measures the
child's progress toward meeting the goals each week. All the tests have the same level of
difficulty, so the weekly tests can reflect the child's rate of progress accurately. With each test,
the teacher compares how much the child is expected to have learned to the child's actual rate
of learning.
If the child is meeting or exceeding the expectation, the teacher continues to teach the child in
the same way. If the child's performance on the measurement does not meet the expectation,
then the teacher changes the teaching. The teacher might change the method being used, the
amount of instructional time, the grouping arrangement (for example, individual instruction
versus small-group instruction), or some other aspect of teaching. In this process, the teacher
is looking for the type and amount of instruction that will enable the child to make enough
progress toward meeting the goal. The measurements take from 1 to 5 minutes, so the child
should not have the feeling of constantly being tested. In addition, since the teacher measures
progress frequently — usually once a week — he or she can revise the instructional plan as
soon as the child needs it, rather than waiting until a test or the state assessment shows that
the child's instructional needs are not being met.
After each weekly measurement, the teacher notes your child's performance level and
compares it to previous measurements and to expected rates of learning. The teacher tracks
the measurements on a graph as a way of showing the success of both the teacher and the
student.
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Self- Check 12.3-2
True or False:
__________ 1. Teachers cannot use the information collected to provide students with
valuable feedback.
__________ 2. Carrying out regular assessments and collecting student samples of work is
a useful way of gathering informative student performance data.
__________ 3. Teachers can provide students with assistance in achieving their personal
academic goals.
__________ 4. With ongoing monitoring of the students, teachers can establish an
achievable and individual rate of progress for each student, or conversely intervene when
required.
__________ 5. A collection of work samples and pre and post tests may indicate that there
is a need for the teacher to adjust their instructional strategies to better meet the needs of
the students.
Answer Key 12.3-2

1. False
2. True
3. True
4. True
5. True
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12.4 Review personal training performance and finalize
documentation
Contents
1. Identifying areas of improvement

2. Maintaining personal skills development
Assessment Criteria
 Reflect upon personal performance in providing instruction and demonstration, and

document strategies for improvement.
 Maintain, store and secure learner records according to organizational and legal
requirements
CONDITIONS

Methodologies
 Dual training
Assessment Methods




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On Identifying areas of improvement sheet. Follow all the step by step

On Maintaining personal skills development sheet. Follow all the step by step
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Identifying areas of improvement
 Know identifying areas of improvement
14 Ways to Improve Your Grades if You’re

Underperforming
Even the brightest students can sometimes find themselves academically underperforming,
often through no fault of their own. When students find themselves in this situation, it’s often
because they’re stuck in a rut and are not sure what to do to improve. If this sounds like you,
the first step is to work out the reasons why you may be underperforming, and the next step is
to work out how to tackle the problem. If you’re not sure how to go about it, this article shows
you what you can do to form an improvement plan to help you achieve the grades you know
you’re capable of achieving.
1. Adopt a positive mental attitude

In the face of lower-than-expected grades, it’s only human to react by feeling disappointed
with oneself. When you’re frequently receiving lower grades than you’d hoped for, you may
start to feel depressed or defeated, and feel like giving up. The first step on the road to
improving your grades is to turn this negativity on its head. You need to be positive about the
situation if you’re to stand a chance of improving it. Acknowledge that your grades aren’t what
you’re aiming for, but believe that you can do something about it. Start by mentally taking
control of the situation: instead of thinking “I’m a failure”, think “I can and will do better than
this.” Don’t give up – take positive steps towards achieving the improvement you’re more than
capable of achieving.
2. Work out where you’re falling short

You need to work out which areas need targeting before you can draw up a plan of action, so
the next step is to figure out the areas in which you’re underperforming, and why. Are your
grades consistently lower than you’d like them to be across all your subjects, or is there one
particular area you’re struggling with that’s bringing down your overall performance in a
particular subject? Take a look at your grades over the last few months and look for patterns.
Has there been a general decline in academic achievement, or have your grades in certain
areas always been lower than you’d hoped? Are your grades always low in the same areas,
such as one problem subject? You’ll probably already have a vague idea of the answers to
these questions, but seeing your grades written down on paper – perhaps even in graph format
– can help you see things more clearly.
Next, think about the reasons why you’re not performing to your full academic potential in the
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areas you’ve identified. Are there external factors that may be negatively affecting your grades,
such as a family problem or worrying about a social situation at school? Are you struggling with
any particular academic skills that might be dragging you down, such as essay-writing or note-
taking? And are you studying in a way that works for you? These are all factors that could be
affecting your academic performance, so once you’ve isolated what the problem is – it could be
a combination of more than one of these issues – you’ll be able to start tackling it. If the problems
are external, you’ll need to take steps towards getting them to a point at which they no longer
adversely affect your studies; seeing a counsellor might help, for instance. If they’re academic,
read the rest of this article for some suggestions on how you can improve.
3. Talk to your teachers

Your teachers know you best, so it’s worth talking to them when you’re drawing up a plan of
action for improving your grades. Ask them where they think you need to improve, and they’ll
probably have some advice on how you can go about it. Coupled with the advice in the rest of
this article, this should allow you to tailor an action plan to your personal situation.
4. Pay more attention in class – and ask questions

If you’re prone to daydreaming in class, it’s time to start focusing on the here and now. Listen
to what the teacher is saying rather than talking with friends or allowing your mind to wander.
Don’t simply copy down what’s on the board without thinking about it; make sure you’ve
understood it, make neat notes so that you can understand them when you come back to them
(more on that later), and don’t be afraid to speak up if there’s something you don’t understand
or want clarifying. It’s much easier to ask a teacher to explain something differently than it is to
trawl through books trying to find a clearer explanation for yourself, and they won’t think less of
you for asking.
5. Start organising your life

Clutter of any kind inhibits our ability to operate efficiently, so another way of improving your
academic performance is to get organised. Keep your workspace tidy and all your notes and
textbooks organised in such a way that you know where everything is. Start thinking more about
your time management, too, as this will allow
you to prioritise your time effectively, freeing
time for problem subjects. Write yourself a daily
timetable that incorporates your school
schedule, dividing your day into slots of time and
fitting in plenty of time for studying. Allocate
extra time to subjects or topics you’ve identified
as being ones you’re struggling with; it could be
that the reason for your underperformance in
these subjects is that you’re simply not devoting
enough time to them.
Your desk can be a place for great things.
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6. Improve your note-taking skills
One of the reasons you may have identified for underperforming is that you’re not
taking good enough notes. Hurriedly scrawled notes from class can be difficult to
make sense of when you come to revise from them, or even to write an essay based on
them. It’s all too easy to misunderstand your own notes and fail to get a strong
enough grasp of the topic. It’s imperative, therefore, that you produce good notes
from each of your classes and from the books you use – notes that you can read, that
are useful, and that are logically organised. If you make notes by hand – in class, for
example – try to type them up at the end of the day, while they’re still fresh in your
mind.
7. Improve your essay-writing skills

Another common reason for academic underperformance is that the student’s essay-writing
skills aren’t sufficient for the level required to achieve top grades. This is fairly easily fixed by
improving your essay-writing technique. Good essay technique covers all aspects of essay-
writing, from the research phase to the final proofread, and even how you respond to the
feedback you get for your essays. Responding in the right way to feedback – and not taking
criticism personally – will be particularly useful if you feel you’re underperforming, as this should
give you the guidance you need to be able to improve.
8. Find the right learning style for you

If you’re academically underperforming, another possible reason could be that you haven’t
found the right learning style for you. We’re all different, and each of us has our own way of
studying that yields the best results. Perhaps you just haven’t found your most effective studying
style yet. If you’ve been trying to work on your own, for example, you might find it easier to work
with a friend or two, so that you have someone else there to motivate you.
9. Improve your memory

Many students struggle to remember all the information they need for exams, and this brings
their grades down. With so much to learn across many subjects, remembering facts, figures
and arguments is a pretty monumental task, and you need to arm yourself with some effective
memory aids to help you. You’ll find more tips on improving your memory in our article on
memory techniques for exam preparation.
10. Stop procrastinating

One of the reasons why you’re underperforming could be that you’re spending too much time
procrastinating – that is, putting off work by distracting yourself with other things, such as social
media. This is a common response to a big workload; when you have so much to do that you
don’t know where to start, the temptation is simply not to start. The problem is that in doing so,
you’re delaying the inevitable, as well as making your task worse by eating into the time when
you could be productive. If you’re guilty of procrastination – and we all are at some point or
another – take a look at our article on five reasons we procrastinate and how to stop it.
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11. Allow plenty of time for revision
If you’re achieving lower scores than you’d hoped for on timed tests or mock exams, it could be
because you’re not allowing enough time for revising for them. This may be because you know
it’s not ‘the real thing’, but practice exams are just as important as real ones. They show you
which areas you need to spend more time on, and achieving good grades in them will give you
a confidence boost. Treat them as seriously as you would a real exam, allowing yourself plenty
of time to revising for them. Better still, revise everything you learn as you go along, so that you
learn it properly first time round and have less need for revision. Also, be sure to read our articles
on effective revision techniques for science students and humanities students.
12. Make learning more fun

Sometimes students underperform because they have simply lost the motivation to learn. It’s
not surprising, when the pressure of exams and doing well at school takes away the enjoyment
of learning. It’s easy to get so focused on achieving top grades that you forget that learning can
actually be fun – and not only that, but it’s much easier to do well when you’re enjoying it. If
studying has become a chore for you, it’s time to put the fun back into learning. You could do
this by gamifying your studies, or by trying some of the ideas in our article on 15 ways to make
studying less stressful.
13. Hire a private tutor

As a last resort, if the ideas in this article haven’t worked for you, you might consider hiring a
private tutor to help you improve your grades for a particularly tricky subject. Some extra tuition
may be just what you need to help bring your grade up, as you’ll benefit from one-to-one tuition
in an environment in which you might feel more able to ask questions without the fear of
speaking up in front of your peers. If you think this would help you, speak to your parents and
suggest that they place an advert in the local paper
if they’re willing to cover the cost of private tuition
for you.
Going to a summer school, where you’re surrounded

by new friends keen to learn, can kickstart your
motivation.
14. Go on a summer school

A final option – best taken alongside the other
advice in this article, rather than instead of it – is to book yourself onto an academic summer
school. Taking part in a summer school would allow you to learn away from the pressures of
the classroom and exams, reinvigorating your love of learning and inspiring you to take a more
determined approach to your studies. What’s more, summer schools are great for helping you
get to grips with trickier subjects, so this could be a good solution to your underperforming
subjects as well. Take a look at our summer school courses to find one to help you start
improving your grades. It’s not just an option in the summer – ever-popular Easter revision
courses are a great way to get a boost shortly before your exams
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Self- Check 12.4-1
Identifying areas of improvement
Give at least five (5) Ways to Improve Your Grades if You’re Underperforming
1. __________________________________
2. __________________________________________
3. __________________________________________
4. __________________________________________
5. __________________________________________
Answer Key 12.4-1

Identifying
1. areas ofmental
Adopt a positive improvement
attitude
1. Work out where you’re falling short

2. Talk to your teachers
3. Pay more attention in class – and ask questions
4. Start organizing your life
5. Improve your note-taking skills
6. Improve your essay-writing skills
7. Find the right learning style for you
8. Improve your memory
9. Stop procrastinating
10. Allow plenty of time for revision
11. Make learning more fun
12. Hire a private tutor
13. Go on a summer school
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Maintaining personal skills development
 Know maintaining personal skills development
9 Ways to Improve Your Personal Development Skills

Personal development can contribute to your maturity, success and satisfaction. Many people
build personal development skills throughout their lives to better themselves and reach their
goals. They can do this through education, advice from a mentor, self-help and more. In this
article, we will describe some of the most important personal development skills.
What are personal development skills?

Personal development skills are qualities and abilities that help you grow both personally and
professionally. Understanding and improving these skills can help you maximize your
potential. This process is also known as self-development or personal growth.
You can use personal development skills to:
 Reach goals
 Advance in your career
 Improve your strengths and talents
 Better yourself
 Find fulfillment
Examples of personal development skills

Personal development skills can be traits or qualities you already have or ones you can gain
through education and training. People will value different personal development skills
depending on their goals, but here are some examples of skills people commonly aim to
develop:
 Communication
 Interpersonal
 Organization
 Problem-solving
 Self-confidence
 Adaptability
 Integrity
 Work ethic
 Leadership
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Communication
Communication includes your ability to speak, write and listen. With these skills, you can
understand what others are saying and feeling and also convey your own ideas and feelings.
Good communicators can speak clearly and confidently, using a tone that is positive and
appropriate for the situation.
Interpersonal
Also called people skills or social skills, interpersonal skills are the verbal and nonverbal
behaviors and reactions to interactions with other people. They affect your ability to build
relationships and make impressions on others in social situations.
Organization
Organization skills include the tidiness of your physical and digital spaces as well as your
ability to plan, schedule and prioritize. Good organization can help save time, prevent
miscommunications and improve efficiency.
Problem-solving
Problem-solving is your ability to handle challenging or surprising situations. Good problem-
solvers can stay calm when they encounter obstacles and assess all their options to find the
best solution.
Self-confidence
Self-confidence is the belief in your abilities, actions and decisions. If you have confidence in
yourself, you might be more likely to pursue ambitious goals, try new things and believe you
can succeed.
Adaptability
Adaptability is your ability to adjust quickly and easily to new things. People who handle
change well often get along with a variety of personalities and thrive in any environment. They
can remain calm in surprising situations.
Integrity
People tend to trust those who are honest and stand by their values. Integrity means doing
what is right and telling the truth, even if it is not what they want to hear. Having integrity can
lead to a good reputation and opportunities for advancement.
Work ethic
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Work ethic includes not only hard work but also reliability, responsibility, quality, determination
and discipline. People with good work ethic tend to be productive and have a positive attitude.
Leadership
Leadership is the ability to guide people. Good leaders can motivate others and help them
reach a shared goal. They build confidence and improve morale.
How to improve your personal development skills

You can enhance your personal development skills by taking classes, learning from the
people around you, gaining new talents and improving upon existing ones. Follow these
guidelines to develop yourself personally:
1. Overcome your fears. Fear can prevent you from growing and progressing. If you are
afraid of public speaking, for instance, take a class or join a group that helps people
become better public speakers. If you are afraid of taking risks, find a mentor who can
help you make good decisions and build your confidence. Grow and learn by trying
things you might not be comfortable doing. If you are shy, try starting a conversation or
introducing yourself to new people at a reception or workshop.
2. Read. Reading expands our knowledge and vocabulary and keeps us informed. It
stimulates our minds and can improve our critical thinking skills. Try setting a goal to
read at least one educational or motivational article a day, or one book a month.
3. Learn something new. Learn a new skill or topic, whether you do it yourself or sign up
for a class. You might, for instance, take courses to learn another language, a new
software program or how to write creatively. Consider watching a webinar on
professional development topics such as entrepreneurship or social media marketing.
4. Ask for feedback. Approach a family member, friend, colleague or manager, and ask
them to give you feedback on a recent project or accomplishment. Use their positive
comments as well as their constructive criticism to find ways to improve. Sometimes
you need an outside, unbiased opinion to get a different perspective.
5. Observe others. Watch and learn from the people who inspire you. This could be
someone you know, such as a supervisor, family member or public figure. Identify the
qualities you admire in them, and try to replicate those in yourself.
6. Network. By interacting with many types of people, you can learn new ideas and
understand how to communicate and work with different personality types. You can also
meet people and develop relationships that might help you in the future. Network
through industry organizations and shared interest groups, or attend conferences and
events on topics that interest you.
7. Keep a journal. Writing in a journal every day or week can help you gain self-
awareness and reflect on recent events, decisions and conversations. You might keep
a hand-written, private journal, or you might choose to share your thoughts and
experiences by blogging. Use it to set and assess goals and progress.
8. Meditate. Many people meditate to gain clarity and awareness and to reduce stress
and anxiety. Meditation can help you focus on your self-development and goals in a
healthy, positive and calm way. Even scheduling a break from work or quiet time to
yourself can help you relax and focus.
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9. Get a mentor. If you need help identifying ways to build your self-development
skills, talk to a mentor. This individual could be a manager, professor, someone you
admire or a professional personal growth mentor.
Related: How to Develop Your Skill Set to Advance Your Career

Personal development skills in the workplace
While personal development skills can benefit all parts of your life, these may be useful in the
workplace and help you advance your career:
 Be an active listener. Part of being a good communicator is paying attention to what

other people say. Concentrate on understanding what your coworkers and clients are
saying so you can remember that information and respond well. Use effective and
professional listening and communication skills in everything from phone conversations
to job interviews.
 Work well with others. Good people skills make you a valued team member. You
should be able to collaborate with and motivate others. Have the social skills to build
relationships with colleagues, clients, customers and acquaintances of all types and
backgrounds.
 Organize your time, work and materials. Plan out tasks so you can complete them
quickly and easily. Know what projects to prioritize if you are handling more than one. If
you are well-organized, you may be better able to meet your deadlines.
 Work through challenging situations. When dealing with a problem, assess your
options and determine the best solution. Know when to ask for advice or research
different scenarios. People who can think critically and work through complex problems
are more likely to make good decisions both in life and work.
 Believe in yourself. If you have confidence in your decisions, others may be more
likely to believe in you as well. This positive energy can help motivate and instill
confidence in those around you. You are better able to handle challenges and reach
goals if you approach them with confidence rather than doubt.
 Adapt to change. Be flexible so you can deal with changes in work and life easily.
Adaptable people can work well both alone and on a team, manage multiple projects,
work under a variety of conditions, accept new ideas and more. Being able to respond
well to change can also make these situations less stressful for everyone involved.
 Be truthful. Honesty is the foundation of a positive relationship with colleagues and
supervisors. Practice good ethics and stand by your values. Integrity can bring you
respect, satisfaction and a good reputation at work.
 Be committed to and passionate about your job. People with good work ethic tend
to be productive, reliable and determined to do quality work. This dedication can help
you complete tasks on time and motivate your peers.
 Guide those around you. Being a good leader requires confidence, vision and
communication. People with these natural leadership skills can help their team progress
and be productive without being controlling.
How to highlight personal development skills

List your personal development skills on your resume and when interviewing for a job to show
employers you can succeed in that position.
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1. Highlight personal development skills in your resume
Create a section in your resume titled “Skills” that includes both hard and soft skills. List only
the personal development skills that apply to that job. If you have many skill types, you might
group them by category within your resume’s skills section.
Example:
Relevant Skills
 Time management: Consistently handled upward of six projects at a time and met
100% of deadlines
 Organization: Created an efficient online filing system for a large group of clients using
color-coded folders and documents as well as tags
 Adaptability: Adjusted workflow to accommodate additional responsibilities, including
refined task scheduling and time tracking
2. Highlight personal development skills in your cover letter
Choose a couple of personal development skills that you feel are strong and most relevant to
the job. Within the body of your cover letter, describe briefly how you would apply each one to
that job’s responsibilities, or give an example of how that skill has benefited you in the past.
Example: As an effective problem-solver, I helped customers quickly troubleshoot their

programming issues. The clients I worked with reported a 92% success rate at resolving
computer problems under my guidance.
3. Highlight personal development skills during your job interview
List your strongest personal development skills when answering interview questions, such as
“What are your strengths and weaknesses?” or “What are your goals?” Describe your top
skills, your plan for further development and where you have room for improvement. You can
also use examples to show off your personal development skills.
Example: “_During a period of tension in the workplace, my interpersonal skills and ability to
form relationships helped unify our department. We became a far more cohesive and
productive team.”
These are just a few of the personal development skills that can benefit your life and your
work. Self-development is a lifelong process upon which you can continue to improve. Focus
on developing the skills that will best help you reach your goals.
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Self- Check 12.4-2
True or False:
________ 1. Personal development cannot contribute to your maturity, success and

satisfaction.
________ 2. Personal development skills are qualities and abilities that help you grow both
personally and professionally.
________ 3. Understanding and improving Personal development skills cannot help you to
maximize your potential.
________ 4. Communication includes your ability to speak, write and listen.
________ 5. Communication cannot understand what others are saying and feeling and also
convey your own ideas and feelings.
Answer Key 12.4-2

1. False
2. True
3. False
4. True
5. False
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CAPELLAN INSTITUTE OF

Sector: AUTOMOTIVE/LAND TRANSPORT SECTOR

Qualification Title: Automotive Servicing NC II

Unit of Competency: Common Competencies

Module Title: Common Competencies

12. Provide work skill instructions

1. Organize instruction and demonstration

1. Identifying learners characteristics and learning needs

 Gather information about learner characteristics and learning needs.

Students/trainees must be provided with the following

1. Evidence must be gathered in the workplace wherever possible. Where no workplace

Compare answers to Answer Key 12.1-1

Compare answers to Answer Key 12.1-2

Compare answers to Answer Key 12.1-3

Compare answers to Answer Key 12.1-3

Compare answers to Answer Key 12.1-3

1. Animation: Successive drawings that create an illusion of movement when shown in

Identify and Explain the Learners characteristics.

Answer Key 12.1-2

What Is A Safe Learning Environment?

1. Identify your safe school planning committee members;

Impact of Safe Learning Environments

Anti-bullying and anti-aggression programs have proven to be effective in reducing

Keeping your classroom a safe, open, and inviting place to learn.

12. Follow Through with Consequences. A consequence must proceed a non-negotiable.

14. Use Every Opportunity to Model Patience. They will notice.

THE SAFE LEARNING ENVIRONMENTS CHECKLIST

__________ 3. A safe learning environment is focused on academic achievement, maintaining

Answer Key 12.1-2

Before training is designed, instructional designers first identify the instructional

Writing S.M.A.R.T. Objectives

THREE OBJECTIVE DOMAINS

Bloom’s Taxonomy and Action Verbs

Bloom’s taxonomy is a hierarchical model of cognitive processes that boost learning

A newer version of Bloom’s taxonomy developed for 21st-century learners has

The term demonstration of learning refers to a wide variety of potential educational

Demonstration activities should:

1. Demonstrate through examples what is to be learned rather than merely telling

Examples of Demonstration Instructional Activities

· When to use presentations: Presentations can be used to demonstrate

· How presentations work: Presentations work best in a sequential structure in

2. Physical demonstrations are useful to show performing a physical

4. Discussions can be used to challenge learners or encourage learners to

1. Reinforcing the message with visuals.

2. Supplying examples and non-examples to clarify the topic to enable

3. Combining presentation with the application and integration activities to

· When to use stories: Stories show the human dimension of a subject by

· How story-sharing works:

1. The instructor introduces a story by mentioning the importance of the

2. The learners listen to the instructor’s story.

· Best Practices for Story-Sharing:

1. Use a short and focused story to deliver the content.

2. Use credible stories to share experiences.

3. Combine story-sharing with other activities.

In contrast to worksheets, quizzes, tests, and other more traditional approaches to

_________________2. It is typically both a learning experience in itself and a means

_________________3. The domain receiving the most attention in instructional

____________________4. Presentations that can be used to convey information.

__________________5. Demonstrations that are useful to show performing a physical

Answer Key 12.1-3

What are learning resources?

Answer the following:

Answer Key 12.1-4