Transcript Becoming a trainer_design

Becoming a trainer – design
of training
Aims and objectives
• Aim: to explore the design stage of the
training cycle
• By the end of this workshop, you should
be able to:
– Write learning outcomes
– Identify different learning styles
– Identify what type of learning is
required/training approach to use after
carrying out a TNA
The training cycle
Evaluate
Needs
analysis
Deliver
Design
Becoming a trainer – design of
training
• How to write learning outcomes
• Difference between aims and objectives
• SMART objectives
• Learning styles
Aim
• A clear statement of what you are trying to achieve
through training will provide a sound basis for
choosing the training methods as well as the
assessment instruments. Learners will have a clear
understanding of where they should be heading and
you will know if they are heading there
Aim
• An aim gives you a general idea of what
you might learn and how you might
benefit from a course.
• However, it does not give you any
details or a means of assessing whether
your learning has been successful.
Objectives
• A training objective is the specific
knowledge, skills or attitudes that the
learners are to gain as a result of the
training activity
• By defining objectives in a measurable
way, you describe a desired behaviour
and will later be able to offer better
feedback. Attitudinal goals are not
always measurable.
Objectives
The objectives tell you what you should be able to do after the course, e.g. on completion
of this course, the learner will:
•
Be able to identify key principles of adult learning and teaching
•
Be able to apply educational techniques learned to everyday teaching and
supervision
•
Have identified their own strengths and weaknesses in teaching and supervision.
There may also be more specific objectives relating to a specific unit, e.g. the learner will:
•
Be able to define aims and objectives
•
Write appropriate objectives for knowledge, skills and attitudes training
•
Write clear objectives for the training in which they are involved.
Learning Outcomes
• Learning outcomes reflect the achievement of
objectives
• Designing your courses using learning outcomes
allows your training to be a learner-centred approach
• Focuses on what the learner is able to do on
successful completion of the course, rather than the
content of a course
• Good, clear learning outcomes will also be useful
when compiling information for PDPs.
Learning Outcomes
Learning outcomes can:
• help to guide participants in their learning in that they
explain what is expected of them, in turn helping them to
succeed
• help trainers focus on exactly what they want learners to
achieve
• provide a useful guide to inform managers and other
potential participants about the general knowledge and
understanding that a learner will possess upon
completion.
Current adult learning theory
• David Kolb and his learning cycle
• Honey and Mumford and their learning styles
questionnaire – are you an activist, a theorist, a
pragmatist or a reflector?
• VAK learning styles – do you have a visual learning
style, an auditory learning style or a kinaesthetic learning
style?
Kolb’s learning cycle
Learning styles
• Honey and Mumford questionnaire
• VAK
Next steps
• Delivery – think about your audience
(and their learning styles if you can)
• Venue, time, frequency, equipment
• Evaluation
Aims and objectives
• Aim: to explore the design stage of the
training cycle
• By the end of this workshop, you should
be able to:
– Write learning outcomes
– Identify different learning styles
– Identify what type of learning is
required/training approach to use after
carrying out a TNA
Further reading/Resources
• Designing and Delivering Training,
David Simmonds, CIPD, 2003
• Training in Practice, Alison Hardingham,
CIPD, 1996