TRAIN THE TRAINER US 117871 Credits 10 ETDP SETA Accredited - TRAINYOUCAN CC
ACTIVITY/ASSIGNMENT SUMMARY
Activity / Learner (you) to complete(Sign next to each activity number as you complete it. This will help you to control what you have done and still must do.) / TRAINYOUCAN Assessor to complete
(Learners sometime remove/exclude activities in their files. Use this checklist below to confirm all the activities was 100% completed before you start with the assessment process.)
1.All the activities must be completed from 1 to 17. (No facilitator or assessor can change this)
2.Use either dividers or “sticky notes” to indicate the start of each question. Remember to staple your “sticky notes” to the pages.
3.No pages or part of this workbook may be removed. This workbook should be completed from start to end, checked by the learner before handing in, including all signatures from the learner. The assessor will not continue with your workbook if you have missing/half completed/incomplete signatures/missing attachments. (ETQA is very strict and will not pass your POE if one signature is missing)
1.1
1.2
1.3
1.4
2
3
4.1
4.2
4.3
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10
11.1
11.2
12.1
12.2
12.3
12.4
12.5
Portfolio Activity 1
1.1. Describe any process that you will follow to analyse the needs of learners according to a stakeholders objectives. (For example the employer or the manager/supervisor)-The GAP analysis.
This is the process where a business can use training to move from its current state (where they are now) to a future desired state (where they want to be). By knowing what the gaps are the business can create an action plan to move them forward and fill the gaps in performance.
Discussions with Stakeholder:- Confirm what it is that they wish to achieve through the training - Confirm their budget- Confirm the size of the group- Confirm whether there is any timeline attached- Do they wish to have follow up training
1.2. Also indicating how you will cater for the needs of the learners in the process.
(Explain the process and provide an example where you applied this in the past)
Your answer should include:
a) What information is required from the stakeholder.
b) What questions should be directed to the stakeholder to obtain/confirm their needs & objectives.
c) Methods/examples of obtaining learner needs. (For example a questionnaire – attach a sample)
d) Examples of the above completed for at least one project/customer.
Answer: Cater for Learner needs
- Issue learners with a short questionnaire to identify any specific needs or requests i.e. Dieatary needs, Are their anyone with disabilities, etc.
- Use various training material (written, audio and visual) to accommodate learners learning methods such as Video clips.
- Identify the learners objectives by asking questions such as Why are you doing this training?
- Know learners existing skill and job description such as what relevant previous training have they done pertaining to their work?
- Issue management with a Venue checklist which provide information on the total learners attending, is the venue ideally equipped, etc.
1.3. List at least 5 different barriers with examples on how it will affect the learning of the learner and how you can overcome this barrier during facilitation.
- language barrier can be overcome by speaking slowly, asking questions and ensuring that the learner make notes of important points
- cultural barriers can be minimized by reading up on the learners culture, promote tolerance in class and and appreciation for different cultures.
- people with disabilities may feel more welcomed and catered for if their needs are met such as bathroom facilities which are fully equipped for them
- choosing a venue close to public transport may reduce absenteeism and increase number of learners attending training.
1.4 Why is it important to include the key stakeholders in your planning stage?
Stakeholders are the group of people affected by the business or its objectives. It is important to include stakeholders (management, learners, the trainer, etc.) as they often support the businesses in it achieving important goals. They are often also the people who would ensure that they do their best in making sure the business achieve these goals.
WHAT IS THE GAP ANALYSIS
The GAP analysis.
This is the process where a business look at its current state (where they are now) to a future desired state (where they want to be). By knowing what the gaps are between the two the business can create an action plan to move them forward and fill the gaps in achieving its objectives. Failure to identify the gap between the current state and the future state could lead to the organization performing below its potential. Doing a learning needs analysis will determine:
- what skills, resources and knowledge staff already have
- current challenges
- provide information on learners group
- Establish the course that will be offered
- Establish the cost of the training
DESIRED STATE
Questionnaire for the Employer
. / Contact DetailsCell: 073 3553220
Email:
Company Name: / SITESAFE (PTY) LTD / Date completed: / 08/11/2016
Contact Person: / Delores Koetzee / Telephone No: / 0733553220
Email Address: / / Completed by: / Delores Koetzee
Comments
a. Legal requirements
- Ensure what legislation is relevant to the training required
- Are employers aware of legislation pertaining to their departments
b. Company targets
- What is it that the client wish to achieve?
- By when would the client wish to have training completed?
- How many learners do they wish to train?
c. Job descriptions
- Do you have a job description for these functions?
d. New projects or targets
- Do you have any new systems you wish to introduce?
- Do you wish to start a division?
e. Feedback from management or supervisors
- What was outcome of previous GAP analysis done?
- What would your department like to achieve through current training request?
f. Survey’s
- When last were surveys done?
- What was the outcome?
- What have you done to accommodate the results of the survey?
CURRENT STATE
Questionnaire for the Employee
.Your Logo / Contact Details
Cell: 0842137826
Email:
Company Name: / SITESAFE (PTY) ltd. / Date completed:
Job Title: / General Manager / Person Interviewed:
Comments
Legal Requirements
- What legislation is relevant to your work?
- Is this a legal appointment?
Job Description
- What is your job description?
- Is this relevant to the work you do?
Previous Experience
- What have you done previously and for how long?
- Do you enjoy what you do?
Safety Requirements
- What safety systems are in place?
- Do you feel safe and your work environment?
Other Needs
- What other needs do you have but aren’t met?
- What support do you need?
Take the group of people you had in step 3 above and identify any type of special need or disability from the list below. Now explain in a short paragraph what you can do or how you will change the facilitation to assist this person during the training course.
This is how you should treat Epilepsy:
People suffering from epilepsy may often sustain serious injury during an epileptic fit. As a facilitator it is important to oversee the safety of your learners which include someone having an epileptic fit. The following should be considered:
1. remove objects which may cause any harm or damage eg. Chair, desk, glass
2. lay on the person on their side and clear mouthway (not with fingers) using an object which will not course any injury to the person ie. A wallet
3. try to calm down the rest of the class whilst attending to the person
4. take control of situation through staying calm
Physical Disabilities: (wheelchair)
Keep the following in mind:
1. Access to the building, make sure a ramp is available to enter the building
2. Consider parking bays where the person may exit the vehicle with ease
3. Are their sufficient toilet facilities and are they properly equipped and sized
4. Consider the ergonomics of the training venue i.e the height of the desk
Physical Disabilities: (visually impaired)
Ensure that you accommodate their needs by;
- Walking with them to their seat/desk and explain the environment to them
- Make sure you “show” them where the needed facilities are i.e. toilet/tea and coffee/smoking area etc.
- Ensure that you treat them fairly and make them part of the group
List of possible “learning barriers”
Societal barriers:
a) language (eg. A Xhosa speaking person with little English vocabulary attending a training session presented in English)
b)New people in an area or workplace may be seen as a threat by others and therefore may be excluded from new opportunities
c) Cultural difference (eg. Women from other cultures do not interact with men)
Systematic barriers (barriers based on systems in place)
a) Overcrowded classrooms
b) Inadequate facilities (not addressing the needs of learners)
c) Poor teaching methods
Practical and personal barriers:
a)Transport
b)Time management
c)Caring responsibilities/Childcare
Emotional barriers:
- Low self esteem
- Lack of confidence
- Negative previous experience of learning
Workplace:
- Shift work
- Time off
1.4 Why is it important to include the key stakeholders in your planning stage?
Learners / To ensure their commitment to learning.
Trainers / Ensure they are prepared and equipped.
Colleagues / Ensure you have their support.
Supervisors / Ensure their support.
Management / Ensure the input and buy in of management.
Occupation Health and Safety Representatives / SHE rep provide input where necessary.
Quality Assurance Staff / To ensure that training provided is of good standard.
SDF / Communicate with relevant SETA.
Human Resources Management / HR confirms the number of learners and that the right people are sent for training.
Directors / Directors to be aware of training scheduled, the purpose and the desired outcomes.
Portfolio Activity 2
2. Create your own Training Plan and indicating how you will plan the resources, location and personnel to delivery a learning programme.This should be presented in a table form & include how, when, where & what recourses is required. The template should be completed on any skills programme to show that it’s practical and operational.
Ensure that you include the following evidence in your response.
Is the following indicated on the plan:
a)Resources required
b)Location
c)Personnel or stakeholders involved.
d)Equipment
e)Delivery method
f)Date and time and
g)Instructions
TRAINING PLAN
Project Name: / First Aid training for beginnersDate: / 07/11/2016 / Due date: / 10/11/2016
Completed by: / Pedro Koetzee
Special instruction: / Learners attending do not have a background in health.
Checklist / √ X / Comments/Recommendation
WHAT
Name of training: First Aid training for beginners / Try not to use any jargon as learners are new to the field.What material are needed / Provide material such as a dummy and a doll for CPR training.
WHEN
Confirm training start and finish dates / Choose a time which will accommodate the learners especially those traveling with public transport eg. 08h30-15h30Confirm time of the month/year/week best suited
WHERE
Where will the training take place and will an inside or outside venue be considered / Keep the distance of the venue in mind from public transport points.If inside, is there airconditioning or at least sufficient fresh air flow / If training is outside, keep the weather in mind.
Consider access to public transport
HOW
How many learners are attending training / The venue should be of the correct size and properly equipped.How will the training be offered (eg use of learning material) / IS it necessary for n overhead projector?
What training methods are required
Portfolio Activity 3
3. How will you will incorporate the 7 learning preferences into a learning style for a programme you want to deliver in the future.Ensure that you include the following evidence in your response.
a)Learning objectives are met.
b)Learning outcomes are covered.
c)Learning programme include 7 learning preferences.
d)Learning material include where required: notices, diagrams, worksheets, audio and visual aids and models.
The seven learning preferences:
Examples:
Hearing
Help learners to organize their listening by highlighting the objectives of the training session and important points
1.Use of audio aids/call listening
2.Refer to real life examples
3.Engagement from group
4.Use of listening activies
Love and Motivation for learning
People learn better once they develop a “want”. To do that;
5.Encourage learners to participate
6.Find out what their goals are
7.Incorporate Humor into the training session
Seeing
People learn differently and using visual and audio material increases their chance of learning
Use videos and slide shows
8.Use summary cards
9.Use flipchart to draw diagrams
Ask learners to come in front and also use the board to demonstrate what they have learnt
Speaking
Discussing a topic promotes the processing of information. Some of these methods include:
10.Group discussions
11.Allow learners to partner up (eg. Strong learner with slow learner)
12.Go-around in class
13.Activities such as games
14.Ice breakers
Questioning
Pair up learners to write a list of questions regarding the module
15.Ask questions
16.Ask learners to come to the front and write their question on the white board
17.Have an activity which includes questions around the module that is being delivered
18.Incorporate quizz games/competitions
Writing
People are more likely to remember something once it’s written down.
19.Ensure learners are write down notes
20.Use flipchart
21.Ask learners to highlight important points
22.Provide learners with writing material
23.Draw diagram
Doing
Once learners are asked to do something, they are given an opportunity to acquire knowledge and skills. This can be done through;
24.Asking learners to give examples of content being presented
25.Allow learners to recap
26.Activities such as role play encourages skills development
Portfolio Activity 4
4.1. Explain why it is important for the facilitator to know how much the learners know about the topic. Give examples on how the facilitator can determine this – leaner should include at least 3 examples on his/her answer.The facilitator should know how much the learner knows about the topic, because…….
- it helps with your planning
- may identify learners prior knowledge
- information gathered may also address inaccuracies ahead of time
- learning may continue smoothly once inaccuracies are out of the way
Examples the facilitator can use include:
- encourage a discussion of the topic
- encourage a debate of the subject
Others to consider are:
- The use of Ice-breakers:
- Use an assessment based icebreaker to assess the knowledge of the learner on a particular topic
Example: Provide a sentence and ask learners to complete the sentence
“My biggest frustration in training is______. “
Example 2:
Use of Pre-assessments
- Use a short questionnaire which is relevant to the training topic
Example 3:
Games or role-plays:
- Encourage learners to do a presentation on a specific topic
Name: Delores Koetzee ID Number: 6809250281084
Remember to sign all printed pages in blue pen to confirm authenticity. (POE1 Pages Pages Pages Pages Pages Pages Pages Pages Pages Pages Pages Pages)
TRAIN THE TRAINER US 117871 Credits 10 ETDP SETA Accredited - TRAINYOUCAN CC
4.2. Describe the variety of facilitation methodologies that can be used, indicating their essential approach and purpose, and how it will apply to the learners needs.This must be presented in a table form, clearly indicating the essential approached, purpose and how it will apply to the leaner
Some examples of facilitation methods:
- Demonstration
- Observation
- Games
- Role Plays
- Project
Facilitation method / Essential approached / Purpose / How it will apply to the learner / Learning environment / Does it contribute to OBE Learning?
Observation / In the classroom or workplace. / Explanation of detailed or technical learning. / Practical learning / Classroom or Workplace / Yes
Games / In classroom / Encourage a fun way of learning new things / Practical learning / In classroom / No
Role Plays / In classroom or workplace / Ensures learner gets idea of what lies ahead / Practical learning / In classroom or workplace / No
Demonstration / In classroom or workplace / Mirror to learner of what is required / Practical learning / In classroom or workplace / Yes
Project Hand-ins / In classroom / To identify learners level of competancy / Practical and theoretical / Classroom / Yes
4.3 Explain or give examples how the facilitator can promote learner involvement and contribution towards the learning outcomes in the class.
Examples:
Addressing the needs of individual learners:
- Refer to financial rewards available
- Highlight opportunities available
Using different questioning techniques:
- Use of Open ended questions to encourage learner to share information
- Use closed ended questions to confirm whether learners are on the same page
- Use “funnel” questions to force learners to think in the direction you wish them to think