Training and assessing

A background to training
and learning

1
Role of a workplace trainer

To assist supported employees learn the skills

and knowledge to do their work

2
Role of the workplace
trainer in Disability
Employment Services

Provides support to employees to help the

service meet:

•strategic business objectives

•the 12 Disability Services Standards

3
Skills and abilities of
workplace trainers

• Respect for the learner

• Good communication skills

• Subject knowledge

4
It also helps to have the ability
to…

• provide clear instructions

• break larger tasks into smaller components

• demonstrate tasks clearly

5
It is essential to…

… understand the impact some disabilities

can have on the supported employee’s
capacity to retain skills and knowledge

6
What is workplace training
about?

It is about ensuring employees are equipped

with the skills and knowledge they need to
complete their work safely and to the
required standard

7
Are learning preferences
important?

It helps to have some understanding about

supported employees’ learning preferences

8
How will supported employees
learn best?
They will want to:
•know why they are being trained
•see the link between the training and the
successful completion of their work
•have input into what they are going to learn

9
How will supported employees
learn best?
They will want to:
•control the speed at which the new training
is provided
•see how the training fits with and builds on
their existing skills and knowledge
•know that the training is relevant to the
work they are doing

10
Learning styles

• Active or reflective

• Visual or verbal

• Varying amounts of information

11
Barriers to learning

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

12
Is training always the answer?

Look at the whole picture before deciding

13
What is competency?

Skill, knowledge, ability or behaviour that is

associated with performance

14
What is competency-based
training?

Provides supported employees with the

skills and knowledge to be able to perform
their work competently, to the standard
expected by the service

15
Is training usually a ‘one-off’
event or is it continuous?

16
Training and business goals

Training in any organisation needs to lead to

a change in outcomes – to assist the
organisation meet its goals

17
Identifying supported employees’

training needs

18
Why identify training needs?

To meet:
• production targets
• audit requirements
• legislation
• career and personal goals

19
Signals that training may
be required
• Quality decreasing
• Production targets not being met
• Increasing mistakes
• Complaints from customers or staff
• Conflict between employees
• Workplace injuries

20
Employability skills

• Initiative • Problem-solving
• Communication • Self-management
• Teamwork • Planning
• Technology • Learning

21
Identifying training needs

Gather information from a variety of sources

• Workplace, eg change in work

processes

• Personal, eg change in medication

22
Supervisor’s role

• Observation

• Consultation

23
Training needs and future work

• Organisational reasons, eg new work

• Individual reasons, eg developmental

responsibility

24
Training plans

Use to track progress toward satisfying an

identified skill, knowledge or behaviour gap

25
Designing training

26
You do not need to be an
expert to design good training

27
Five steps to design training

1. Analyse
2. Break into smaller components
3. Identify skills, knowledge and behaviours
in each component
4. Work out the sequence for training
5. Choose how to apply the sequence

28
Training location

Choose the venue to suit the learning needs

29
Design and delivery

Training design is the first part of the

preparation for training delivery

30
Training design hints

Make training:

• relevant
• appropriate
• tailored to individual learning preferences

31
Chaining

• Completing tasks in the right order

• Design and delivery training technique

used to learn a sequence or chain of
behaviours

32
Participation needs

Be aware of:

• behaviours
• literacy levels
• numeracy levels
• effects of medication

33
Delivering training

34
Training delivery methods

• Discussions • Games

• Demonstrations • Lectures/talks

• Excursions • Role plays

35
Delivering demonstrations

36
Feedback

Feedback should be:

• monitored
• timely
• specific
• regular

37
What are training tools?

• Physical objects that help a supported

employee learn new skills

• Use a variety

• If it stimulates learning, use it

38
Electronic training tools

• Be sure they are a benefit

• Learn to operate them

• Check they are in working order

• Have alternatives ready

39
Training and challenging
behaviour

Schedule training for times when supported

employees are receptive or ready to learn

40
Train individuals or groups?

Consider each training opportunity on its

merits then decide if it will be:
• one-on-one
• pairs
• small groups
• larger groups

41
One or more trainers?

Consider:

• added interest and value

• clear objectives

42
Cultural background and
training delivery

• Cultural background can affect training, eg

language differences

• Awareness is required

43
Assessment, evaluation
and reporting

44
What is assessment?

Assessment measures if supported

employees have the skills or knowledge
required to perform their work

45
Assessing competency

Ensure supported employees can perform a

task:
• safely
• to the standard required
• to meet legislative requirements

46
When to assess

Assessment should be continuous and

placed in normal day-to-day activities if
possible

47
Recording assessment

• Use an assessment record

• Meet organisational requirements

48
Assessment methods

• Make assessment methods fit with normal

workflow as much as possible

• Performance at the worksite should be the

primary source of evidence

49
Number of assessors

Depends on the:

• individual workplace

• tasks being assessed

50
Are assessments like exams?

Assessments should not be exams

Make assessments:
• part of the daily routine
• completed in comfortable and realistic
workplace settings

51
Why evaluate training?

To ensure that training returns value to the

business

52
 What does evaluation of
training
involve?
Training is evaluated from the:

• participant’s perspective
• trainer’s perspective

53
Recording training and
assessment outcomes

Records are needed to meet:

• organisational requirements
• workplace health and safety
• the 12 Standards
• work ethics and behaviour

54