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INSTRUCTIONAL SKILLS BGN101

Duration (approx) 100 hours
Qualification Statement of Attainment

Do you have a passion for teaching?

An effective trainer is a valuable resource to any institution, company, or school. If you have the passion, make sure you have the right training behind you. This course will give you a solid framework from which to develop your skills as a trainer, with the added benefit of being able to study from home, at your own pace.

 

Courses can be started anytime from anywhere in the world!

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Train the trainer?

 
The jobs that people do at work keep changing -and employees continually need to be taught how to do new things.
Being able to teach workers effectively and quickly; will improve the productivity and profitability of any workplace -small or large.  Sometimes this "training" job is outsourced; but more often than not, it is left to a supervisor, manager, or even a business owner.  To be effective at workplace training though, does involve an understanding of how people learn in a work situation - and how to teach them properly.
 
Learning to train staff is a critical part of effective management -no matter how small or large the organisation you are responsible for. 
 
 
The more you know, the better you can train people; and this course both includes and goes well beyond any typical "Train the Trainer" course. 

It is appropriate for people teaching at a vocational level, or involved in supervising and instructing staff in a workplace situation.

Who Should Do this Course?

  • Supervisors and team leaders
  • Managers and Business owners
  • Skills Teachers or Workplace Trainers

Lesson Structure

There are 11 lessons in this course:

  1. Introduction to Training
    • Communication channels
    • Skills for an effective communicator
    • Responsibilities of a trainer to achieve effective communication
    • Main approaches to helping learning; psychodynamic, phenomenological, behavioural, cognitive-behavioural and transactional analysis
    • Understanding communication barriers
    • Trainer responsibilities beyond communication
    • Leadership concepts
    • Public speaking skills
    • Causes of confusion
    • Writing a speech to communicate a learning point
  2. Understanding Learning
    • What is learning
    • How learning is influenced by the teacher, student and materials
    • Learning terminology
    • Teaching strategies
    • Common teaching modes
    • Class size
    • Teaching models
    • Questioning
    • Recognising the learners needs
    • Adult learners
    • children/adolescent learners
  3. Determining Training Requirements in The Workplace
    • Assessing Needs
    • How to gather information
    • How to use the information you gather
  4. Commencing Training
    • Arranging resources
    • Administration
    • Planning
    • Training program support
  5. Developing a Lesson Plan
    • Lesson aims
    • Structure of a lesson plan
    • Contingency planning
    • Writing a lesson plan
  6. Assessment and Evaluation of Training Programs
    • Assessment
    • Tests and examinations
    • Assignments
    • Evaluation of training programs
    • Evaluation checklist
  7. Training Aids
    • Overview
    • Using audio visual equipment
    • Visual materials; illustrations, whiteboard, charts etc
    • Audio materials
    • Handouts
  8. One-To-One Training
    • Leadership communication
    • Tutorial sessions
    • Conversation development
    • Motivation for learning
    • Self esteem
    • Reinforcement
    • Trainer relationship building
    • Body language
  9. Motivation Skills and Techniques
    • What is motivation
    • Motivational theories
    • Improving motivation
    • Competency
  10. Promoting Training
    • Overview
    • Persuasion
    • Influencing opponents
    • Influencing neutrals
    • Handling criticism
    • Logical persuasion
  11. Assessor Training
    • Recognition of Prior learning
    • Evidence
    • Assessor training
    • Research skills
    • Interviewing skills
    • Asking effective questions

Each lesson culminates in an assignment which is submitted to the school, marked by the school's tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.

Aims

  • Analyse the communication effectiveness within a training environment.
  • Explain characteristics which influence the effectiveness of education, including aspects of both learning and teaching.
  • Define training requirements for a specified workplace.
  • Prepare for commencement of a training session.
  • Develop a lesson plan for training a small group (less than twelve).
  • Develop skills in the assessment and evaluation of training programs.
  • Demonstrate the use of audio-visual equipment for lesson presentation.
  • Demonstrate the instruction of a learner in a one-to-one situations.
  • Determine the use of simple motivational skills in a training environment.
  • To promote training and monitor the result of promotion.
  • Prepare trainees to meet the requirements of the competency standards for assessors.

What You Will Do

  • Identify interactions that can occur between teacher and learner in a case study.
  • Compare adult learning characteristics with child learning characteristics.
  • Diagnose in 4 case studies, common barriers for learning, including;
    • Class Disruptions
    • Concentration
    • Motivation
    • Fear of Complexity
  • Investigate how different training programs are promoted through newspapers, magazines, brochures, handbooks, trade show displays, radio advertising etc.
  • Consider the effectiveness of different promotions you discover.
  • Describe an appropriate procedure for the notification of trainees of a forthcoming (hypothetical) training session. This training session can be on a topic selected by you
  • Identify eight different methods which may be used for promoting training courses for a training provider who you are familiar with. These may be methods which are already being used, or they may be methods which you think may be worth trying.
  • Collect information on assessment procedures.
    • Look at assessment procedures in several courses.
    • Talk to a number of teachers/trainers about how they assess their students/trainees.
    • Look at school handbooks to see if they list assessment methods for the different courses they cover.
    • Talk to people who have done courses recently. How where they assessed? Would they have preferred to have been assessed in a different manner? If so, how?
  • Make a short audio recording giving instruction on a subject you feel comfortable about, for example, discussing vehicle performance, a discussion on bird breeding, the use of natural remedies, etc.

DUTIES OF A TRAINER

A trainer or teacher may be given many different responsibilities. Not trainers have the same job specifications.

Duties and responsibilities which might be required of a trainer are listed below: 

  • Attitude   A positive attitude towards defined tasks and towards the trainees.
  • Teaching   Instruct, interpret information and in general, broaden the trainees horizons.
  •  Assessment   Assess trainees progress in an unbiased and standardised way.
  •  Enthusiasm   Ability to enthuse the trainees in whatever they are doing.
  •  Planning   This is a major importance. The trainer is responsible to see that programs are properly planned and prepared for. The trainer should not necessarily do the planning, but should always ensure that it is done. Broad planning should develop content and syllabus. Specific planning and preparation is required for each training session. Make time to brief any guest (or visiting) trainers.

Recommend new training needs as they are identified. Suggest ways of meeting such needs. 

  • Curriculum Development
    • Contributing to, or writing curriculum documents.
    • Serving on curriculum development committees.
  • Trainee Counselling
    • The trainer should be sensitive to individual problems and feelings; and should be supportive of the individual in need.
  •  Evaluation
    • The success or failure of programs needs to be evaluated appropriate changes made in planning. Analyse changing needs and trends, then alter the program accordingly.
  •  Accessibility
    • Opportunity for success should be open to all trainees.
    • The good trainer tries to get and keep everyone involved.
    • Trainees should be organised for the best possible level of accomplishment (e.g. beginners and advanced participants really do not mix usually).
  • Facilities
    • Develop training resources (eg. visual aids, handouts etc).
    • Manage and provide access to available facilities and equipment. This is sometimes restricted by money available, but the trainer should always do the best with whatever resources at his/her disposal.
    • Arrange training venues.  
  • Equipment
    • Be able to operate, use and maintain equipment (eg. projectors, whiteboards, computers, photocopiers, printers etc) 
  • Financial Management
    • Prepare and manage training budgets.
    • Set fees, prepare and submit tenders.
  • Training Staff
    • Arrange guest lecturers, excursions (with talks) etc.
    • Interview and select training staff.
    • Advise or instruct staff on their own professional development.

Characteristics of a Teacher:

  • the ability to convince students he/she wants to help them learn
  • enthusiasm for learning/desire to teach
  • ability to organise information to be taught
  • patience to wait for the learner to learn
  • needs to have a working knowledge of the subject being taught
  • empathy - to know how the student feels
  • tolerance - ability to develop good personal relationships
  • rationality - for problem solving and decision making
  • commitment - to give best when teaching
  • independence - initiative. 

 

The Theory of "Helping"

A teacher/tutor basically helps the student/trainee through the learning stages. The trainer will however develop approaches suitable for their personalities and personal theories.

The main approaches to helping are:

  1. Psychodynamic - emphasises unconscious causes of behaviour and early childhood experiences; is focuses more on content rather than on process.
  2. Phenomenological - emphasises process more than content and stresses the helping relationship as a vehicle for change. This provides a situation whereby trainees explore their own feelings, thoughts and behaviour in order to change behaviour or insight. This approach focuses on present, not past.
  3. Behavioural - emphasises environmental consequences of behaviour. It concentrates on the identification and removal of existing bad (dysfunctional) behaviours and the planning, adaptation and reinforcement of new desired behaviours.
  4. Cognitive-behavioural - concerned with teaching new ways of thinking entailing exploring differences between values and behaviours. This approach focuses on the present.
  5. Transactional analysis - focuses on relationships (communication) and lifestyle of clients, and aims at an integration of feelings, thoughts and actions.

 
 

 

 

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Meet some of our academics

Rosemary Davies (General)Rosemary has over 30 years of working in jobs ranging from Writer, Consultant, Broadcaster and, Business owner, to Teacher and landscape designer. She has worked for ACS since 2008
Jade SciasciaBiologist, Business Coordinator, Government Environmental Dept, Secondary School teacher (Biology); Recruitment Consultant, Senior Supervisor in Youth Welfare, Horse Riding Instructor (part-completed) and Boarding Kennel Manager. Jade has a B.Sc.Biol, Dip.Professional Education, Cert IV TESOL, Cert Food Hygiene.
Lyn Quirk M.Ed.,Dip.Med.,Dip.SportsOver 35 years as Health Club Manager, Fitness Professional, Teacher, Coach and Business manager in health, fitness and leisure industries. As business owner and former department head for TAFE, she brings a wealth of skills and experience to her role as a tutor for ACS.M.Prof.Ed.; Adv.Dip.Compl.Med (Naturopathy); Adv.Dip.Sports Therapy
Kate Gibson B.Soc.Sc.15+ years experience in HR, marketing, education & project management. Kate has traveled and worked in a variety of locations including London, New Zealand and Australia.


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