Participant manual

Learning resource

Delivering training

Covering:
● TAEDEL401 Plan, organise and deliver group-based learning
● TAEDEL401 Plan, organise and facilitate learning in the workplace
● BSBCMM401 Make a presentation
From TAE40116 Certificate IV in Training and Assessment
 Delivering Training • Participant Manual

Program introduction

This manual will help you plan, organise and

facilitate adult learning in a range of contexts

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Program focus and outcomes

Competency standards
This participant manual covers the following units of competency:
● TAEDEL401 Plan, organise and deliver group-based learning
● TAEDEL402 Plan, organise and facilitate learning in the workplace
● BSBCMM401 Make a presentation.

Program outcomes
By the end of this program, participants should be able to:
● describe the adult learning theories, styles and principles outlined in this manual,
and apply these when delivering training
● ensure a healthy and safe learning experience
● identify training and learning needs
● define clear and measurable learning outcomes (objectives)
● plan, organise and deliver the following, using communication and facilitation skills
that promote learning:
– workplace learning
– group-based learning
– a presentation as part of a group training session.
● maintain training records
● evaluate training and identify opportunities for improvement.

Your personal objective—

Write your personal objective for this program below:

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Adult learning: an
introduction

Learning is not compulsory... neither is survival.

W. Edwards Deming (1900 - 1993)

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Introduction to this section

Adult learning: an introduction

Effective trainers understand how adults learn. They use this knowledge to help them
understand why learners behave the way they do, identify learning needs, and use
strategies to ensure effective learning for all learners.
In this section we will cover the following topics:
● What is learning?
● Roles trainers play
● Adult learning theories
● Learning styles
● Stages/cycles of learning
● Principles of adult learning.

After reading this section of the manual and participating in the related learning
activities, you should be able to:
● describe the basic adult learning theories, styles and principles covered in this
manual and
● discuss how you can use these to plan, organise and deliver training that works for
all learners.

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What is learning?

Learning is a complex process and occurs throughout life:

from the time we are born until the time we die.

P. Pogson and M. Tennant (1955) in Tovey and Lawlor, p.55

Your role as a trainer is to help a learner (or group of learners) to learn. This part of
the participant manual explores the nature of learning:
● What is learning?
● How might we define or describe ‘effective learning’?

Group discussion or personal reflective activity—

A memorable learning experience

Think back to a learning experience that stands out in your memory. To do this,
consider how you would complete the following sentence:

‘I’ll never forget when I learned how to (or about)…’

1. Share memorable experiences with others in your group.

2. Consider why you think the learning was as effective as it was on this occasion.
Note the outcomes of your discussion below:

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Definitions of learning
Consider some of the definitions of learning that follow. Do any of these reflect your
personal opinions about what learning is, as based on your personal experiences?

Learning is…

The acquisition of knowledge or skills through study, experience, or being

taught.
Oxford Online Dictionary <https://www.lexico.com/definition/learning> (accessed 03.02.2020)

…the making of meaning.

McCarthy 1996, p.6

…the experience of significant changes in self-perceptions, perceptions of

others and in actions and behaviours.
Robertson in Workplace Training Category 2, Topic 1, 1995, p.9

Successful learning requires a degree of personal discomfort as old ideas and

behaviours are challenged.
Thompson in Workplace Training Category 2, Topic 1, 1995, p.9

…a change … in behavior … that is sustained … and may result from formal

and informal learning experiences and interactions
Author’s attempt to summarise key components of learning, based on various sources

Can you relate to any of the above definitions?

No matter how you prefer to define learning, it is clear that:

Learning is a dynamic, multi-faceted process

that works differently
for each individual and each learning event

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Domains of learning
There are three ‘domains’ (categories) of learning:
● Psychomotor (skills)
● Cognitive (knowledge)
● Affective (attitudes).
Source: Benjamin Bloom, 1956

In vocational education, effective learning occurs when

learners end up with the mix of skills, knowledge and attitudes needed
to perform as required at work, consistently, and with confidence

Example: Skills, knowledge and attitudes needed to operate a forklift

Operate a forklift
Some examples of required skills, knowledge and attitudes include:

Skills ● Efficient driving techniques

● Ability to identify points of balance and safe lifting positions on a range of
loads
● Ability to read instructions, procedures and signage relevant to the
operation of a forklift
example

Knowledge ● Forklift handling procedures

● Principles of stress management when handling a forklift
● Operating hazards and related defensive driving and hazard control
techniques

Attitudes ● Confidence to operate forklift in realistic working conditions

● Commitment to consistently operate the forklift as per workplace
expectations
● Initiative to actively engage in ongoing learning about forklift operations

So how do we teach skills, knowledge and attitudes?

We can explicitly teach knowledge and skills—this manual covers how to do this.
Teaching attitudes isn’t quite so easy! We can’t explicitly teach (or ‘preach’) attitudes,
but we can teach skills and knowledge such that learners will build confidence and
commitment to perform consistently at work, as they develop skills and knowledge.
Throughout this manual, we discuss numerous ‘small things’ you can do to build
learner confidence and commitment through your training.

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Roles trainers play

Your ultimate role as a workplace trainer is to help adults learn.

In the 21st century we have far more choice about how to best do this.

The 21st century trainer

The 20th century trainer was the source of learning.

The 21st century trainer is a conduit for learning.

Sinson, 2016, Private Communication

The above statement is simplistic, but it makes the point that the way trainers help
adults learn has evolved and expanded in recent years.

The 21st century trainer is the conduit for learning—

we are part of the ‘learning mix’
We are in the information age—constantly bombarded with information from
colleagues, the internet and other sources. It is no longer practical for anyone
(including trainers) to keep pace and ‘know everything about everything.’ Skilled and
confident 21st century trainers recognise this.
Today’s workplace trainers support peoples’ efforts to learn and focusing on helping
learners transfer what they learn into how they perform in their real-world contexts.
They:
● offer clarity—they help learners make sense of the bewildering amount of
information available online and from other sources, and help them learn how to
distinguish between valid and useful information, versus invalid information
● provide opportunities to learn—connect learners with the information, resources,
people and challenges they need to extend their skills and knowledge, then
support learner efforts by offering timely feedback and reassurance
● use a myriad of traditional and emerging tools, techniques and resources to
facilitate learning in a meaningful way, for each learner
● help learners recognise and acknowledge their achievements.
As we continue to examine the human instinct to learn, we improve our understanding
of how we—as trainers—can offer the best possible learning opportunities for the
people we train. These insights, combined with technological advancements that
increase our access to information and our choice of learning tools and techniques,
makes this a most exciting era for adult education and training.

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Roles trainers play

To help adults learn and ultimately build independence,

trainers play different ‘roles’ at different times
They must continuously adapt their approach
to help learners progress and ultimately perform independently

The pages that follow describe some useful roles that trainers must play at different
stages of the learners’ development. These are useful, regardless of the delivery mode
(face-to-face or online, classroom or workplace based, individual or group).
We will discuss the following roles:
● instructor
● facilitator
● coach
● mentor
● conduit.

Instructor

In instructor mode, a trainer’s role is to inform and direct

When trainers present information they are in instructor mode. To play the role of
instructor well, a trainer must be able to organise information in a logical manner, and
present information clearly and in an engaging way. Skilled presenters promote
learner interaction and engagement throughout the presentation.

Trainers should instruct when learners need information that the trainer can give
them.

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Coach

In coaching mode, a trainer’s role is to direct and guide

They work closely with the learner/s,
helping them learn through practice and feedback

Example 1—sport coaching model

In the traditional sport coaching model, trainers have the learner/s perform an activity,
then give immediate feedback. Coaches give feedback that directs the learner/s
towards a particular way of performing. By repeating the steps of ‘perform’ then
‘feedback’ then ‘perform’ again, coaches guide and direct the learner/s towards a
desired outcome.
In a workplace training context, the sport coaching model is used when a trainer gives
feedback on a learner’s performance.

Example 2—workplace coaching

The concept of ‘workplace coaching’ is becoming increasingly popular. Workplace
coaches usually—but don’t always—work one-on-one with learners.
Workplace coaches may apply a more sophisticated approach than the traditional
sporting model. They usually incorporate both coaching and facilitative strategies. For
example, workplace coaches:
1. collaborate with the learner/s to establish their training and learning needs
2. collaboratively develop a learning plan aimed at addressing these needs, and
3. work closely with the learner/s to implement the learning plan, guiding and
supporting the learner/s through the learning process and modifying the plan when
appropriate.
Workplace coaching is an effective approach for both experienced and inexperienced
learners:
● Inexperienced learners will benefit from learning the skills and knowledge needed
to do their job well.
● Workplace coaching may help experienced learners build on existing skills and
knowledge, and/or lead to increased job satisfaction.

Trainers should coach when learners are ready to try something new and need
direction and feedback.

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Facilitator

In facilitator mode, a trainer’s role is to guide and support

Learners take responsibility for their learning
and facilitators do what they can
to make the learning process as easy as possible

The word ‘façile’ is a French word meaning ‘easy.’ Similarly, the word, ‘facilitate’
means ‘to make things easier.’ When trainers are in ‘facilitator’ mode, they do what
they can to make learning easier.
In facilitator mode, a trainer guides and supports learners, rather than directing them.
The trainer introduces a learning activity, then closely monitors and contributes to
learner progress without being overly dominant. They:
● keep the learners on track
● ask questions to prompt discussion, promote discovery and build understanding
● identify learners who are having trouble grasping the material and provide support
as needed—e.g. extra reading, resources, one-on-one time, etc.
● reward and acknowledge progress so that learners recognise and feel proud of
what they have achieved; this will motivate them to continue.

Trainers should facilitate when learners have sufficient knowledge and skill to
work through a learning challenge themselves, with occasional prompts or
support—e.g. a set of challenge questions, brainstorming activity or problem-
solving scenario.

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Mentor

In mentor mode, a trainer’s role is to support, role model, and inform

Mentors help mentees help themselves

Mentors help their mentees see possibilities—a mentor may role model, share
information and insights, or offer options that will help the mentee make decisions
about their professional practice, professional development or personal development.
Mentees take advice and suggestions from mentors, but ultimately, they decide the
best course of action for them.

Mentoring is most useful when people seek external advice and support with
personal or professional challenges and aspirations. Mentoring is often offered as
a follow-up to training, to help learners further expand skills and insights, and
progress from ‘capable’ to ‘expert’.

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Conduit

In conduit mode, a trainer’s role is to establish connections—to connect

the learner with the information, tools and support they need, to learn

The ‘conduit’ role is the essence of the 21st century trainer. In this mode, we help
connect our learners with what they need to learn. This includes:
● information that will support their efforts—e.g. explanation or demonstration from
you, reference materials, videos, guest speakers, blogs or other sources of
information
● people who can support their efforts—e.g. a workplace ‘buddy’ or mentor, or
someone to follow on social media
● resources that will support their efforts—e.g. job aids, reference materials,
software, equipment or simply time
● opportunities to learn—e.g. work assignments that will help an employee extend
learning and skills.

Trainers should continuously act as conduit throughout all stages of learning,

always asking themselves, ‘What do people need to progress learning and
ultimately develop work habits that incorporate what they have learned?’
Then, make arrangements to connect them with what they need.

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Learning theories

This section of the manual describes some popular paradigms and theories of adult
learning. We’ll discuss:
● Behaviourist learning theories
● Cognitive learning theories
● Humanist learning theories
● 21st century learning and skills.

When reading this section, keep in mind…

No single theory tells us everything there is to know

about how adults learn
However, when taken as a whole
these theories give us valuable insights about how adults learn,
and how we as trainers can help them learn.

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Behaviourist learning theories

Behaviourist learning theories are built on the premise that learners are
passive participants who will respond to their environment. The desired
behaviour develops when learners are presented with ‘stimuli’ that reward
desired behaviour and/or discourage undesired behaviour.

Behavioural expectations may be defined in:

● learning outcomes
● competency standards
● job description
● standard operating procedures (SOP)
● other standard of performance relevant to your workplace.

Some examples of stimuli that promote and reward desired behaviour include:
● praise or feedback that acknowledges the desired behaviour
● pay rise
● increased status, responsibility or autonomy
● attainment of a qualification or equivalent.

Implications for training

To apply a behaviourist approach to training:
● Introduce behavioural expectations (e.g. learning outcomes) at the start of
training. Make sure objectives are clear and measurable.
● Introduce activities with stimuli to promote the desired behaviour—e.g.
– observe a learner performing a task, and provide feedback that promotes the
desired behaviour
– ask learners to memorise something and offer a prize to those who do
(remember to acknowledge effort; don’t just praise achievement).

Examples
Some examples of learning theories based on a behaviourist perspective include:
● Classical conditioning
● Operant conditioning.

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Cognitive learning theories

In very simple terms, cognitive learning theories suggest that

we learn through experience, thought, reflection and discovery

The cognitive approach focuses on our thinking (cognitive) process as we progress in

our learning—what we discover as we learn, and the conclusions we reach.
A cognitive approach to learning is based on the premise that learning results from:
● experience, about which we
● develop a perception about that experience (we think about it), which leads to
● insight and problem solving.

Implications for training

To apply a cognitive approach in your training, try the following:
● Include ‘discovery’ activities in your training
Introduce activities that allow learners to work out something for themselves (learn
through discovery). Then, debrief the activity—create an opportunity for you and
learners to share and discuss key learning points.
● Include time for reflection
Allow time for learners to reflect on their learning from time to time. This reflection
should be focused. For example, ask learners to share and/or record how they can
use what they have just learned in their own workplaces.

Examples
Some examples of learning theories based on a cognitive perspective include:
● Cognitive load theory
● Gestalt theory
● Attribution theory
● Cognitive theory of multimedia learning
● Information processing theory (discussed below).

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Information processing theory

Information processing theory is about

chunking and sequencing

Information processing theory is just one of many theories that are based on a
cognitive paradigm. This theory reflects research conducted by George Miller. Miller’s
research revealed that people retain more if:
● information is presented in small chunks of content, and
● chunks are sequenced to create a logical progression from one chunk to the next.

Implications for training

To apply the information processing theory to training:
● Present information in small chunks
This means presenting a small amount of information then give learners a short
‘brain break’ in which they have a chance to discuss, reflect on or apply the
information in some way before presenting another chunk of information
● Sequence the chunks of information in a sequence that promotes retention
As a general rule, when sequencing chunks of information, start with something
that the learners can relate to, then move on to new concepts. For example:
– Chunk 1: ‘Let’s review the three key selling features of the old software.’
– Chunk 2: ‘We can offer the same three key selling features of the new
software, plus add two new features. These are...’
● ‘Just in time’ learning
‘Just in time’ learning is a learning delivery mode that takes information processing
theory into the 21st century. ‘Just in time’ learning means delivering ‘small chunks’
of information, activities and resources to learners, via mobile devices. Learners
access these ‘small chunks’ of learning anytime and anywhere.

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Humanist learning theories

Humanism evolved from a cognitive approach to learning.

Humanist learning theories are based on the premise that

learning should be ‘learner-centred’
and develop on the ‘whole person’, not just their skills and knowledge

Implications for training

To apply a humanist perspective to your training:
● Consider your learners’ perspective:
– acknowledge existing skills and knowledge that learners already hold—
sometimes you may build from their existing knowledge base; other times you
must help them ‘un-learn’ incorrect or non-current skills or knowledge, then re-
learn skills and knowledge that reflect current ‘best practice’
– interweave the affective (attitude) and cognitive (knowledge) domains of
learning—e.g. as learners build skills and knowledge, acknowledge and
alleviate anxieties or perceptions that may pose a barrier to learning
– allow learners to exercise some control over their learning—e.g. offer two
options for how to cover a topic, and let learners choose the one they prefer.
● Consider the ‘whole person’:
– Consider both non-technical, and technical skills learners will need to thrive in
the workplace environment—e.g. if teaching how to drive a forklift, learners will
need non-technical skills such as:
 problem-solving skills to identify and respond to forklift malfunctions
 interpersonal skills to work productively with others in the workplace.
– Consider how your training fits into their life context—e.g.
 other personal or work commitments your learners must manage
 the significance of this training for your learners—for some your training
will have a large impact and for others, it will have less of an impact.

Examples
Some examples of learning theories based on a humanist perspective include:
● Hierarchy of needs
● Experiential learning
● Emotional intelligence
● Andragogy (discussed below).

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Malcolm Knowles’ assumptions about adult learners

Malcolm Knowles is credited for popularising the study of adults (versus children) as
learners.
Knowles asserted that an andragogical approach is the best way to help adults learn.
He based his assertion on a number of assumptions he made about adult learners,
arguing that adults learn best when these assumptions are acknowledged and used as
the basis for learning. The table below lists and explains Knowles’ assumptions.

Table: Malcolm Knowles—Assumptions about adult learners

Assumption Explanation

1 The need to know Adults need to know why they need to learn something before they learn it.

2 Self-concept Adults like self-direction. As people mature, they grow from being
dependent learners to being more independent. Adults like to be
responsible for their own decisions and adult learners may resent training
where they feel that someone else’s will is being imposed on them.

3 Experience Adults come into a training situation with a great deal of ‘life’ experience.
This experience should be drawn upon and used as a learning resource.

4 Readiness to learn Adults are more ready and willing to learn things that are relevant to them,
and that will help them cope effectively with real-life situations.

5 Orientation to Adult learners learn best when they can immediately apply what they have
learning learned to real-life situations. As people mature, their perspective on
learning changes from postponed application (as in school education) to
immediate application. This need for immediacy means that adult learners’
orientation to learning shifts from subject-centred learning (i.e. learning
knowledge) to problem-centred learning (i.e. finding ways to improve
performance immediately, in the ‘real world’).

6 Motivation Adults learn best when they are motivated to do so. According to
Knowles, intrinsic motivators, such as the desire for better job satisfaction,
self-esteem or quality of life, are more effective than extrinsic motivators,
such as better jobs, promotions or higher salaries (Knowles, Holton III &
Swanson, 1998, p.67)

Based on information provided in Knowles, Holton III & Swanson, 1998

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Implications for training

● Answer the ‘why’ question: Confirm benefits of learning
Time should be spent before or at the start of training to confirm that learners
understand and acknowledge the benefits of the learning.
● Be democratic and flexible
Effective trainers adapt their training to meet the needs of each new learner group.
Create a democratic learning environment in which you allow your adult learners to
make some of the decisions about the learning process.
● Tap into experience
Adult learners come to training with a collection of life experiences that should be
acknowledged, respected and valued. When training, use experiential techniques
that acknowledge and tap into these experiences, then draw on them as relevant
throughout training.
Remember that these experiences may have led to habits, biases, fears and
presuppositions that may cause adult learners to resist new ideas or alternative
ways of thinking. Effective trainers help adult learners examine their habits and
biases and open their minds to new approaches.
● Keep it real and relevant
Training content and examples must be relevant to the ‘real lives’ of adult learners.
For example, if using case study activities in training, devise activities based on
real-life events.
● Timing is everything—immediate application
Training should occur when the skills and knowledge being trained are needed in
the learner’s real life. Adult learners should apply what is learned in training to
their real life situations throughout or immediately after training. If these immediate
opportunities aren’t provided, there is a risk that:
– The skills and knowledge learned in training will be lost, giving credit to the
saying, ‘Use it or lose it’
– Learners may lose motivation.
● Adults will only learn what they’re motivated to learn
Trainers must get to know their learners and find out why they have engaged in the
training, and what will motivate them to participate fully in training.

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21st century learning and skills

Since we are preparing our learners for a 21st century workplace, it’s important to stay
informed of latest workplace trends and demands. Research into 21st century
workplaces tells us that our training must help learners build both:
1. the technical skills needed to perform at work (e.g. how to operate a forklift), plus
2. non-technical skills needed to perform at work. These include skills such as:
● agility and adaptability
● innovation and creativity
● digital literacy
● problem-solving skills
● communication skills—oral, written and multi-cultural
(and more!)
The need to build both technical and non-technical skills isn’t new, but the relative
importance of non-technical skills is becoming increasingly important for adults who
need to continuously adapt, survive and thrive in today’s constantly-evolving workforce.

More information about 21st century skills

See the following for more information:

● Enterprise skills needed for the ‘new work order’
The Foundation for Young Australians (FYA) completed their New Work Order
Research Series. They present their findings in a series of reports dating from
2015 to 2017. The link below takes you to an overview of their research and
findings: <https://www.fya.org.au/our-research/>
● Core Skills for Work developmental framework
The Core Skills for Work is a document that describes employability skills that
people need to succeed at work. It describes five levels of performance of each
core skill. Access it from: <http://hdl.voced.edu.au/10707/265735>

Both links below were accessed on 03.02.2020

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Learning styles

A learning style is like a learning preference

Learning style models suggest that:

● different adult learners have different learning styles
● learning works best if we adjust training to cater to a learner’s identified ‘style’.

However, as you read this section of the manual, keep in mind:

All models are wrong, but some are useful.

George Box

George Box’s famous quote applies to learning styles. Today’s researchers and
thought leaders in adult learning 1 remind us that there is very little (if any) research to
support the premise that we will learn best if training is customised to suit our ‘style’.

Key criticisms of learning style models:

!
● There’s a difference between how we like to learn and how we learn
best—learning style models help us identify how we like to learn, not
necessarily how we learn best
● ‘One-size-fits-all’ assessments of our learning styles don’t work—
the best learning approach for us will vary from situation to situation.

Despite these criticisms, learning style models can be useful, provided we don’t use
them to ‘label’ learners.

1See the ‘Debunkers Club’ has published: <http://www.debunker.club/learning-styles-are-not-an-effective-

guide-for-learning-design.html> (accessed 03.02.2020).

For more information, see: Learning Styles: Models, Myths and Misconceptions – and What They Mean
for Your Learning. First written in 2006, this article has been re-researched and updated. At the time of
writing, the most recent update is dated November 2019. Accessed from:
<https://www.mindtools.com/mnemlsty.html> (accessed 03.02.2020).

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The next few pages describe two popular learning style models and discuss how
trainers could re-purpose these to ensure effective learning for all. The models are:
1. Sensory learning styles
2. Honey and Mumford’s PART learning style model.

Sensory learning styles

About this model

We may be exposed to—and interact with—new ideas and concepts using various
senses. For example, we may acquire new information:
● visually (sight)
● auditorily (hearing)
● kinaesthetically (touch)
● olfactorily/gustatorily (smell/taste)
● linguistically (language).

In a training situation, we most often rely on the visual, auditory, and kinaesthetic
senses. This has led to the common term, ‘VAK’ learning styles.

Re-purposing this model for effective learning

!
Rather than applying a sensory style to a learner, use a multi-sensory
approach to training, engaging senses that are suitable for the subject
matter.

For example, if training soccer players, let learners listen to you explain a new drill
that you want to train (auditory), watch a new drill that you want to train (visual), and
try the drill (kinaesthetic).
This multi-sensory approach will lead to more effective learning and mastery than
letting ‘auditory learners’ listen to you explaining the drill, ‘visual learners’ watch the
drill, and ‘kinaesthetic learners’ try the drill.
The sequence of these activities will vary according to the learners’ preferences, their
existing skills, knowledge and perceptions of the drill, and a range of other
considerations.

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The table below lists behaviours that learners may exhibit when favouring a particular
sensory preference. Just don’t label learners as having a particular ‘style’ based on
what you hear them say and see them do.

Table: Sensory behaviours you may notice

Sense What they may say What they may do What they may need

● Speak quickly
● Have trouble
‘I can picture that’ remembering verbal
● Charts & diagrams
‘This doesn’t look right’ instructions
● Demonstrations
Visual ‘I need perspective’ ● Pay attention to how
(sight) things and people look
● Look up

● Be sensitive to the sound

of others’ voices
● Be distracted by noise

‘I can hear it!’ ● Speak with more vocal

modulation ● Verbal explanations
Auditory ‘This doesn’t sound right.’
● Repeat things to
(hearing) themselves
● Move their eyes directly
to the side

● Speak more slowly at

‘I’m getting a feel for it.’
times ● Movement to ‘gather
‘I’m getting a grasp of this thoughts’
● Be more sensitive to their
Kinaes- idea.’
and others’ comfort ● Learn through action
thetic
‘I can run with this.’
(touch) ● Move their eyes down

Use language that doesn’t

necessarily relate to a ● Be sensitive to the ● Ensure language you
particular sense, but may meanings of words use is correct and
be more logical:
● Speak with a regular, consistent
‘I appreciate your point.’ monotone pace
Linguistic ● Verbal and written
Also known as ‘I think that…’ ● Move their eyes down information
Reader/Writer
‘I must consider this.’

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Honey and Mumford’s PART learning styles

A popular model for learning styles is that developed by Peter Honey and Alan
Mumford. Honey and Mumford identify four styles of learners:
● Activists
According to the PART model, activists need trial and error and thrive in social
learning environments. Activist learners enjoy activities in which they can process
the learning externally (socially) and ‘bounce ideas off of others.’
● Reflectors
According to the PART model, reflectors need time to reflect on the material being
learned. Reflective learners prefer to process new information internally.
Reflectors may appreciate receiving learning material before training begins, to
give them time to review it and think about it. During training, they may prefer to
have some time to prepare for a group activity before launching into the activity.
● Theorists
According to the PART model, theorists need logic. Information provided must
make sense—it must be logical and consistent. Theorists often appreciate detailed
information and instructions. They may also prefer to consolidate their
understanding of a concept before jumping into related activities.
● Pragmatists
According to the PART model, pragmatists need to see and try the concepts
learned. Pragmatists may get impatient with long ‘theory’ sessions. They are keen
to just ‘try things out and see if they work.’

Re-purposing this model for effective learning

! Engage all of the PART learning styles for effective learning

For example, to train soccer players in a new drill, try all of the following (the sequence
of these activities will vary according to learner preferences, existing knowledge, skills
and perceptions of the drill, current circumstances and a range of other factors):
● Ask reflective questions about the drill and give time to think—e.g. Think of a time
when you were in a game and tried a drill like this: What did you do well? What
would work better? How useful is this drill for the position you play? (reflector)
● Demonstrate the new drill step-by-step, in the correct order, without going back.
Explain the rationale behind the process (theorist)
● Let them try the new drill in a practice session and give feedback (pragmatist)
● Let them try the drill in a game and give feedback (activist).

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Summarising adult learning styles

As a trainer you must acknowledge and respect the fact that everyone learns in their
own way, at their own pace. However, this doesn’t mean that each of us has a learning
‘style’ that works in every learning situation. Recent research suggests that learning
style models:
● are ineffective if we cater to a learner’s ‘style’ in our training, but
● offers options trainers can use to help learners engage with the subject matter in
varied ways—choose options that are suitable for the subject matter.

Stages / cycles of learning

This section of the manual describes popular models used to explain the stages people
go through when they learn something.
This manual discusses:
● the conscious competence model
● the learning cycle.

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The conscious competence model

About this model

The conscious competence model suggests that people progress through the following
four stages of competence when they are learning something:

Unconscious Incompetence ‘I don’t realise what I don’t know’

Conscious Incompetence ‘Now I realise what I don’t know’

Conscious Competence ‘With concentration, I can do it’

‘I can do it so easily,
Unconscious Competence I no longer have to think about it’

Source of the conscious competence model unknown

Implications for training

● Return to ‘conscious competence’
This is critical. You may be asked to train a work skill because you are very good
at it. You may be so good at it that you no longer need to think about it when you
perform that work skill. This makes you a great subject matter expert. To be a
great trainer, you have to again become conscious of what you are doing. This
way you’ll know what train.
● Identify what stage/s learners are at
Consider the stage at which the learner/s will most likely begin training and plan
activities based on this. Then when delivering, monitor the learners’ reactions and
adjust your approach as needed—e.g.
– If a learner appears overwhelmed, perhaps they had been at a stage of
unconscious incompetence and hadn’t realised that there was so much to
learn; now they are conscious of their incompetence, and are overwhelmed—in
this case, reassure the learner that they’ll be fine and perhaps deliver smaller
chunks of information at a time
– If a learner appears bored:
 they may be competent already—ask questions!
 they may be in a state of unconscious incompetence—they don’t realise
how much there is to learn.

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The learning cycle

What is a learning cycle?

The concept of a learning cycle suggests that learners work through a series of varied
‘stages’ as they progress through a learning experience. At each stage, learners
process or apply the learning in a different way. By completing all stages of the
learning cycle, the learning is more likely to be retained.
A learning cycle is a cycle because there is no obvious starting point. When we learn
something, we may enter into a learning experience at any stage of the cycle.

Figure: Learning cycle

In the BUY IN phase…

Learners commit to the learning. The objective of this phase is to for the learner/s to clarify the
benefits of learning. Potential barriers to learning should be identified and removed.
Relevant activities may include:
● Icebreaker and other introductory activities that help the learner/s warm up to the material to be
learned and to each other.

In the USE IT phase… In the TAKE IT IN phase…

Learners adapt and apply the Learners take in and process
BUY material to be learned.
material learned to their own ‘real
life’ situation’. Relevant activities IN Relevant activities may include:
may include: ● Skills and concepts are
USE TAKE
● Hypothetical demonstrated,
IT IT IN explained, read or
questions—e.g.
shown to learners
What if this happened...?
TRY ● Learners process
● Action plans for the workplace IT information and make
● On-the-job experience. sense of it.

In the TRY IT phase…

Learners consolidate material learned by experimenting with it or practicing it in some way.
Relevant activities may include:
● Individual or group activities aimed at recall or comprehension
● Practice runs in a safe, controlled environment—e.g. role play.

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Implications for training

● Ensure that learners progress through all stages of the learning cycle
There may or may not be opportunity to progress through all stages during the
training event. For example:
– in classroom-based training, learners may progress through the BUY IN, TAKE
IT IN and TRY IT phases, and even enter into the USE IT phase with some
realistic scenario-based activities. However, they will complete the USE IT
phase once back in the workplace, where they can incorporate what they have
learned into their routine work activities.
– in online or distance-based education, you could help learners engage in self-
directed learning activities that take them through all stages of the learning
cycle
● If you are using the learning cycle to guide how you structure training, we
recommend that you start at the BUY IN phase.

For more information about learning cycles

For more information about different learning cycle models,
research:
● David Kolb’s learning cycle
● 4MAT® learning cycle by Bernice McCarthy.

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Principles of adult learning

The ‘principles of adult learning’ is a set of insights about how adults learn best. These
insights are drawn from the learning theories and models discussed in earlier parts of
this manual, and on ongoing neuroscientific, educational and psychological research.

Use the Principles of adult learning as a ‘to do’ list

for trainers and instructional designers

There are many published lists of adult learning principles. Below is our attempt to
consolidate recent research to product our own list:

Principles of adult learning

Psychological safety
Harvard professor Amy Edmondson is a leading researcher in psychological safety.
She defines psychological safety as: “a belief that one will not be punished or
humiliated for speaking up with ideas, questions, concerns or mistakes.” Put simply,
people must feel psychologically safe if they are to fully engage in learning without fear
of humiliation, failure or causing damage that cannot be rectified.
To create psychological safety, try these ideas to get started:
● First impressions count (another adult learning principle), so:
– extend a warm welcome to learners and take steps to make them feel
comfortable from your very first encounter with them—this first encounter may
be before training, for example a pre-training email
– at the start of training, introduce a warm-up activity that helps learners ‘warm-
up’ to what they will learn, to each other, and to the learning process
– establish ground rules
● Respond to questions and comments respectfully, without judgement
● Normalise and celebrate failure as a crucial element of learning.

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Priming
Peoples’ ability to retain information in the long term increases if, before training, they
undertake an activity that uses a schema or framework that will also be used during
training. For example, introducing a memorisation activity before training makes
learners more likely to be able to memorise information given during training.

Focus—eliminate distractions
People can more easily learn and retain skills and concepts if they focus fully on what
they are learning, without distractions.
Learning is impeded when learners are distracted—for example:
● when they check phone messages during training, or
● when they notice another learner checking phone messages during training.

Context and relevance

Adults learn best when learning is relevant their real-world context. To do this:
● Cover content in a way that learners can relate to
● Introduce relevant activities and challenges in realistic conditions
● Focus on the ‘end game’—support learners through all stages of learning, from
training through to transfer to performance on the job.

Involve learners
Encourage a collaborative and democratic learning environment. For example:
● offer choices—e.g. invite learners to choose if they want to watch a demonstration
of a work activity before trying it themselves, or if they prefer to attempt the activity
without watching the demonstration.
● encourage social and collaborative learning:
– encourage learners to help each other, rather than having everyone rely solely
on you (the trainer) for guidance and support
– set up a community of practice that gives learners opportunities to learn with
and from peers.

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Practice, reflection and feedback

Adults learn best by ‘doing’. Learners need opportunities to practice and reinforce new
skills and concepts in a ‘safe’ environment where making mistakes and making
progress won’t negatively impact the learners’ self-esteem or their workplace. If
training takes place on-the-job, the first few practice opportunities should be ‘off-line’.
Recent research tells us that learning will ‘stick’ if practice is backed up with reflection
and targeted feedback. For example:
● Practice—practice a skill or process knowledge in some way
● Reflect—ask reflective questions to prompt learners to think about what they have
learned
● Targeted feedback—give specific feedback about how learners have performed.
Incorporate review activities into your training and give loads of feedback to reinforce
key learning points.

Purpose, motivation and reward

Adults’ motivation to learn increases when they have a strong sense of purpose
attached to the learning. In other words, when they understand the benefits of the
learning, to them.
Motivation also improves when learning is rewarded. Rewards may be:
● intrinsic—e.g. the trainer praises the learner with specific feedback on improved
performance or on efforts made; such feedback, in turn, creates an intrinsic
reward—a feeling of satisfaction and pride
or
● extrinsic—e.g. the learner earns a certificate.
Although different learners respond to different types of rewards, intrinsic rewards tend
to be more effective motivators of learning and performance.

Use stories
Experts give numerous reasons why stories enhance learning. Some say that stories
connect isolated facts and weave these into a narrative that is easier to remember than
isolated facts. Others say that stories help learners simulate experience. Whatever
the reasons, learners show improved retention when information is shared through
storytelling. After all, who doesn’t love a good story!

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Multi-sensory learning—use the ‘right’ sensory combinations!

Using a multi-sensory approach when introducing new skills and concepts works
because multi-sensory stimuli activate multiple regions of the brain. But research has
revealed that some sensory combinations don’t work:
● using images with spoken word enhances learning – for example, when we
present information and show a PowerPoint with an image or diagram that
supports the information provided, we activate two different regions of the brain.
With two regions at work processing information, we are more likely to understand
and memorise information better than if information is presented using only one
sense (for example, in a lecture without visual aids).
● but using written word with spoken word impedes learning – for example,
when we present information and distribute or show text-heavy material. Both
reading and listening to words require us to focus on words. We use one region of
the brain to process words, whether delivered verbally or in writing. It is very hard
for one region of the brain to process two forms of stimuli at once. This is why
written word (e.g. in a wordy PowerPoint) does not support learning when
combined with spoken word.

Cognitive load—small ‘chunks’ at a time

Cognitive load refers to the amount of working memory resources we are using at any
one time.
We use our working memory to ‘work with’ new information. Throughout training we
must offer ways for learners to process new information and send it into long-term
memory storage. This will free-up space in the working memory to absorb more new
information. If too much cognitive load is placed on us at once, our working memory
becomes ‘full’ and we are unable to absorb any new information.
To manage cognitive load:
● Organise training content into small (about 20 minute) topic ‘chunks’. Each chunk
should include some new information, as well as activities—discussions, practical
activities, opportunities to reflect on learning—that let learners process the
information and send it to long-term memory.
● Eliminate any unnecessary load—for example, extra detail on a PowerPoint slide.

Build strong neural pathways

Neural pathways are pathways (like roads) in our brain that we use to access
information that is stored in our long-term memory. The stronger our neural pathways,
the more easily we can travel along them to retrieve memories. And the more often we
travel along these pathways, the stronger they become.

! The harder you make learners work the better they’ll remember!

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Here are some ways to build strong neural pathways:

● Access existing schemas—start with what learners already know
Begin with skills and concepts that learners already understand, then build on
these by introducing new content.
● Use testing as a learning tool, and test often!
Long term memory is enhanced if we frequently challenge learners to ‘retrieve’ 2
information learned. Some retrieval activities include:
– Incorporate frequent review or ‘challenge’ activities into your training—e.g.
a quiz, a memory activity, etc.
– When testing, ask open questions rather than multiple choice questions:
• Open questions require an original response which strengthens retrieval
cues and helps to consolidate long term learning.
• Multiple choice questions require recognition memory which is a more
passive form of retrieval than asking open questions—long term learning is
not as strong with multiple choice questions.
– Interleave. Interleaving is a process where learners mix (interleave), multiple
skills or concepts while they study or practice, in order to improve their
learning. Massed practice, on the other hand, involves studying or practicing
one skill or concept thoroughly before moving to another skill or concept.
Research shows that outcomes of:
• massed practice are stronger in the short term, but weaker in the long term
• interleaved practice are weaker in the short term, but far stronger in the
long term.
● Space and sleep
Learning works best if learning events are spaced out and, ideally, separated by
sleep. These breaks allow time for learners to forget some skills and concepts
learned, meaning that they will need to work harder to retrieve these at the next
session. The harder learners work to retrieve information, the longer they’ll
remember them. Therefore:
– forgetting is a critical aspect of learning.
– intensive ‘boot-camp’-style training may produce strong outcomes in the short
term, but without ongoing learning, testing and support after training, the long-
term outcomes of such programs are compromised because they offer limited
opportunity to forget, then retrieve information.

2Based on the term, ‘retrieval-practice effect’, by Matt Brown in Brown, Roediger and McDaniel, Make It
Stick: The Science of Successful Learning, 2014.

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For more information and to stay up to date with

latest research in adult learning and performance

Ongoing research into adult learning and performance continues. Here are some
sources of information that may help you stay up-to-date with latest research and
insights:

References used to produce information about the principles of adult

learning on previous pages
Information was based on research cited in:
● Andreatta, Britt. 2019. Wired to Grow: Harness the Power of Brain Science to
Learn and Master Any Skill, 2nd edition, 7th Mind Publishing, USA.
● Brown, Roediger and McDaniel, 2014. Make It Stick: The Science of Successful
Learning. Harvard University Press, USA.
● PEN Principles, accessed from the Science of Learning Research Centre – see
details below.

Follow thought leaders on social media

Expand your social media network and follow some thought leaders in learning,
development and performance. There are too many people who are at the cutting
edge of learning and performance research to mention in this manual. Ask your TAE
trainer for some of their suggestions.

The Science of Learning Research Centre (SLRC)

The Australian Government has sponsored SLRC. SLRC’s website has highly
valuable information for anyone involved in education or training. In particular, have a
look at SLRC’s PEN Principles. These are principles of learning that incorporate
learning research undertaken by:
● Psychologists
● Educators
● Neuroscientists.
Links:
● Home page: <https://www.slrc.org.au/> (accessed 03.02.2020)
● Page that introduces the PEN Principles:
<https://www.slrc.org.au/resources/pen-principles/> (accessed 03.02.2020)

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Summary of this section

Adult learning: an introduction

This section of the manual and related training activities covered different roles you
may play as a trainer, and offered some adult learning theories, styles, stages and
principles you may use to guide you in these roles.

The following concepts were discussed:

● What is learning?
● Roles trainers play:
– Instructor
– Coach
– Facilitator
– Mentor
– Conduit
● Adult learning theories:
– Behaviourist learning theories
– Cognitive learning theories—e.g. information processing theory as one
example of a learning theory that is based on a cognitive perspective
– Humanist learning theories—e.g. Malcolm Knowles’ andragogy as one
example of a learning theory that is based on a humanist perspective
– 21st century learning and skills
● Learning styles:
– Sensory learning styles
– Learning styles by Honey and Mumford
● Stages/cycles of learning:
– Stages of learning—conscious competence model
– Learning cycle
● Principles of adult learning.

This information provides valuable knowledge and insights that will help you manage
the different needs of your learners in a variety of training and learning circumstances.

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Training needs and

objectives
The indispensable first step to getting the things
you want out of life is this: decide what you
want.
Ben Stein

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Introduction to this section

Training needs and objectives

The training cycle is shown below. This section of the manual covers the ‘identify
needs’ stage of the cycle.

Figure: The training cycle

Identify
needs

Plan &
Review
organise

Deliver

After reading this section of the manual and participating in the related learning
activities, you should be able to:
● conduct a simple training needs analysis
● consider the needs and characteristics of your learner/s to determine their learning
needs and preferences
● write ‘SMART’ learning outcomes.

The skills and knowledge gained may be applied to any type of training situation.

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First, determine delivery requirements

If the training you are to deliver is part of a broader learning program or

initiative, start by accessing existing program information

Access information already available

Before you begin identifying needs, find out what needs and delivery requirements may
already have been identified. To do this, access and read any existing information
about the training you intend to deliver. Such information may include:
● Learning program documentation—
If the sessions you plan to deliver are part of a broader learning program, a
documented learning program plan or equivalent may help you identify:
– the aim of the training and the performance benchmarks to be attained
– information about the learners
– a program outline that shows where the sessions you will deliver fit within the
broader program agenda
– other delivery requirements.

For more information about learning program plans, see information

starting on page 168.

● A work-based learning plan—

Work-based learning plans outline an agreed series of learning ‘events’ that aim to
help learners build competence on the job. Learning events may include a
combination of:
– Group training or individual coaching
– Working with a workplace ‘buddy’ or mentor
– Staged work challenges that progressively develop knowledge, skills and
attributes
– Self-paced learning such as eLearning or self-directed research.

For more information about work-based learning plans, see

information starting on page 149.

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What if there is no information available about delivery

requirements of your training?
If there is no documented information about delivery requirements, you’ll need to
identify needs ‘from scratch’.
To get started:

Start with the end in sight—

Clarify the training objectives

To clarify training objectives, identify:

● the aim—how the learner/s or their organisation will benefit from the training.

For example: the aim could be to achieve higher customer service ratings

● the performance benchmarks or standards—what learners must do on the job

or in their real world as a result of the training, if the aim of training is to be
achieved.

Some examples:
– Learners must provide customer service, following the organisation’s external
customer service procedure and relevant organisational policies
– (if training is competency-based)
Learners must attain BSBCUS301 Deliver and monitor a service to customers.
Keep the training objectives in mind as you continue to identify needs. The following
pages explain how to do this.

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Next, identify learner characteristics

and needs

It’s all about the learners!

One thing we need to be clear about…
The learners are the stars of the show

Before we start planning our training, we must first identify needs. This means
identifying:
● Training needs—what content does the target learner group need?
● Learning needs—how and when does the target learner group learn best?

Training needs—what do they need to learn?

Domains of learning: skills, knowledge, attitudes
Ultimately, the learners must be able to perform in the workplace. To do this the
learner/s will need a combination of:
● knowledge
things a person must know to perform as required in a reasonable range of working
situations—e.g. company policies and procedures that affect how they are
expected to perform
● skills
skills needed to perform at work—e.g. technology skills, manual handling skills,
communication skills, foundation skills, etc.
● attitudes
– ‘buy in’: a demonstrated commitment to perform consistently, as required, and
– the confidence to perform in realistic working conditions.

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Adult learners bring a wealth of experience to training

Your learners may already hold some of the skills, knowledge or attitudes needed to
perform in the workplace. When planning training, start with what learners already
know and can do, and build on these. Avoid training skills or concepts learners already
hold.
It’s worth taking a moment to consider what training learners really need. To do this,
conduct a training needs analysis.

Training needs analysis

We conduct a training needs analysis to identify training content:

What needs to be trained?

The figure below shows a basic model for a training needs analysis.

Figure: a training needs analysis model

Identify current Identify Identify desired

performance gap performance

Analyse the gap

and determine the best way to fill it

Training Need Non-training need

The gap can be filled by training and Maybe training isn’t what’s needed to
becomes the basis for the training content achieve the benchmarks

Combination of training and non-training needs

Both training and non-training interventions may be needed
e.g. To meet the performance benchmarks, participants may need training
and the organisation may need to purchase updated computer software.

The following table gives more information about each step of the TNA process.

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Table: Training Needs Analysis step-by-step—description and example

Step Description Example

We must first identify the

requirements for expected
performance in the workplace. To The customer service staff of a retail
1 do this, we could use relevant: organisation (the target learners) should
follow the organisation’s four-step
Identify ● competency standards process for customer service
desired ● job descriptions
performance In this case, the desired performance is
● SOP (Standard Operating the four-step process
Procedure)
● other relevant standards.

Client satisfaction data shows a 55%

Here we identify the relevant skills,
satisfaction rate with how customer
knowledge and attitudes the target
service is provided. This is very low.
group currently holds. We could:
35% of clients report that customer
● conduct a formal assessment of service staff are rude. Another 15%
2 each learner report that service staff don’t know the
Identify ● ask the learner/s organisation’s products well enough.
current ● ask others—e.g. supervisors or
performance Interviews with the target group show
colleagues that most know the four-step process,
● analyse data such as customer but don’t always follow it. Some say
complaint records they struggle to ‘think on their feet’ when
● any other appropriate strategy. helping a customer.

This step is like basic math: The GAP includes product knowledge
3 Desired performance plus the skills, confidence and
Identify gap – Current performance commitment to consistently use the
= GAP four-step process.

Training needs identified:

Analyse the gap and identify the best ● Communication, negotiation and
4 way to bridge that gap. The gap may problem-solving skills needed to
be bridged by:
Analyse implement the four-step customer
● Training—appropriate if the
gap— complaints policy
reason for the gap is because the
determine if
target group lacks the skills or ● Confidence—to be addressed in
gap reflects a:
knowledge needed to perform as training through practice and
● training required repetition.
need ● Non-training—appropriate if there
and/or is another reason for the gap Non-training need identified:
● non-training ● Increased commitment (attitude)—
need. You may identify both training and Incentive scheme implemented to
non-training needs. encourage improved customer
service skills.

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Identify foundation skill needs

Foundation skills are the language, literacy, numeracy and employability skills
people need to engage and participate successfully in work and life activities.

Sinson, Private Communication, 2020

Foundation skills include:

● Language, literacy and numeracy skills
Learning, reading, writing, oral communication and numeracy skills, and
● Employability skills
Skills such as the ability to work according to policies and procedures of a work
context, plan and organise work, work as part of a team, create and innovate, solve
problems, and use digital tools, just to name a few.

Why is it important to consider foundation skills?

Adults need certain levels of foundation skills to engage in training activities and to
perform at work. When identifying needs, it’s important to find out the extent to which
learner/s hold these skills. If you identify learners with lower skills than those needed,
you may need to select instructional strategies that will help you monitor, support and
upskill foundation skills as part of your training.

An example
The questionnaire on the next page shows how you could identify the foundation skills
learners will need to have, to perform the work activities you’ll be training.

Completing the questionnaire will help you identify the foundation skills learners will
need to ‘do the job’ that you are training. After you complete the questionnaire, you’ll
need to consider which of these foundation skills your learners already hold, and which
you must teach, as part of your training.

For more information about language, literacy and numeracy

See the participant manual for TAELLN411 Address adult language,
literacy and numeracy skills.

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Questionnaire: Using foundation skills to identify learning needs

Name of work activity to be trained

Foundation skill To perform the work activity as required: Response:

Language, literacy and numeracy skills—based on the Australian Core Skills Framework (ACSF)

Learning What goals / objectives must be met and does the

learner know what these are?
What attitude towards learning is required?

What learning strategies must learners use– e.g.

notetaking; study skills; research techniques?
Reading What types of texts must learners be able to
interpret and use—e.g. a short text with familiar
information; a graph or timetable; a long report.
Writing What types of texts must learners produce—e.g. a
short text on a familiar topic; a long report; complete
a checklist; complete a questionnaire?
Oral What types of oral interactions must learners
communication engage in—e.g. simple, informal exchanges of
information or complex, formal conversations?
Numeracy What must the learners estimate, calculate, or
measure?
Employability skills—based on the Core Skills for Work Developmental Framework (CSfW)
Navigate the What workplace policies and procedures will
world of work learners need to adhere to?
Who will learners report to?

Interact with How and with whom must learners interact, either
others verbally or in writing? How complex are these
interactions? What’s at stake with each interaction?
Get the work How will the learners use these skills to perform the work activity? ↓
done Plan and organise work—to what extent must they
organise themselves to get the work done?
Make decisions—what decisions must they make?
With whose approval?
Identify and solve problems—what problems might
arise and what is their responsibility in solving them
(e.g. do they report a problem, or should they solve
it themselves)?
Create and innovate

Use technology—what digital tools must they use?

End of questionnaire

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Identify learning needs

By identifying and then addressing learning needs,

we are promoting an inclusive learning culture

To identify learning needs, consider:

● who are the learners
● how and when do they learn best
● what support might they need to complete to successfully complete your training?
Each of these is discussed in more detail below.

Who are the learners?

It’s important to find out what you can about your learner/s. Consider:
● number of learners
Delivery approaches that are appropriate for a large group (e.g. 20+ learners) may
not be appropriate for a small group (e.g. 3-5 learners) or for an individual.
Each time you deliver a training session—even if you have delivered this session
before—you should find out how many learners you will have. You must modify
your session plan to cater to one learner, a few learners, or a large group.

● learners’ key characteristics—e.g.

– Job roles
Do all learners work in the same industry? For the same organisation? In the
same role? Are they working at all?
– Personal characteristics that they may influence learning
Factors such as age, gender, religion or cultural background may influence
your training. For example, if learner/s need to pray at regular intervals, you
must allow time for this when organising the training.
– Perceptions of the subject matter
It’s important to find out how the learners feel about the training—e.g. do they
perceive it as welcomed and important? a waste of time? frightening or
threatening?
Knowing the learner/s’ perceptions and other key characteristics helps you decide
the best way to approach the training from their perspective.

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How and when do learners learn best?

Find out how learners prefer to learn

It may be useful to find out training and learning approaches that your learners are
accustomed to, or prefer. For example:
● Delivery mode—
Delivery modes include face-to-face, online, on-the-job, or blended (a blend of
delivery modes). It may be useful to find out which delivery modes learners are
accustomed to (or prefer) then use this delivery mode, if suitable.
● Learning activities—

Training is most effective

when it includes varied learning activities that help learners:
● Get exposed to new material and the benefits of learning it
(e.g. discussion, lecture, presentation, reading, video, etc)
● Make sense of material (Q&A, self-assessment, self-reflection)
● Apply the material (practice, get feedback, reflect on learning)
● Use the material (‘what if’ scenarios, on the job application)

Some learners may show a preference for one type of activity over another. For
example:
– some people enjoy reading about new concepts, but resist practical activities
– others may label themselves as having a particular learning style (e.g. “I’m a
visual learner”), wrongly thinking to learn best, they just need an activity that
engages their preferred style (e.g. they look at a diagram—whilst such an
approach may help the learner understand a new concept, sustained learning
will not occur if all they do is look at a diagram).
Finding out preferred learning activities may help you identify the best way to approach
the learning, and possible areas for encouragement and support.

Find out when learners prefer to learn

Before training begins, find out when learners are available—try to schedule training on
days and times when learners have as few competing priorities as possible.
Competing priorities may include:
● workplace priorities—e.g. competing deadlines or other work pressures, or
● personal priorities—e.g. religious, community or family commitments that may
restrict availability for training.
Where possible, schedule training on days and times when learners can fully engage in
the training, without distraction.

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What support might the learner/s need?

When identifying needs, you may find that some—or perhaps all—learners will need
some form of support to successfully complete your training. We must do what we can
to provide that support. We could seek support for:
● learners—e.g. you or a support specialist works directly with learner/s
● us (the trainer)—e.g. a support person works with us, helping us learn how to help
our learners.
The table below lists some examples of common learner needs and describes a limited
range of support options. This is not an exhaustive list. We encourage you to research
forms of available support that meets particular needs of your learners.

Table: Supporting learners

Need identified Support options (just a few)

Emotional support Almost every learner will benefit from emotional support. Give ample
opportunities for learners to discuss and practice concepts and skills learned
in training. Then provide emotional support by giving them feedback,
guidance and sincere praise about their progress.

Language, literacy, ● Family members or close friends—family members can be useful

numeracy or other support personnel, as they know the individuals well, and can work with
foundation skill need them outside of training time
● Build foundation skill development into your training—get help from an
LLN specialist, if needed
● Offer self-directed learning opportunities to learners—
e.g. BBC Skillswise site: <bbc.co.uk/skillswise/0/>
(accessed 03.02.2020)

Physical or ● Family members or close friends—as discussed above

intellectual disability
● Specialists in the type of disability

Cultural or religious ● Modify the training to meet needs, if possible—e.g. Allow longer break
needs times to pray
● Engage cultural or religious experts to work with you and help you learn
how to best work most productively with learners from the cultural or
religious group in question

Practical support Do what you can to remove potential barriers to training—e.g.

needs
● If training will take place after hours, arrange childcare for learners with
young children
● If learners don’t own a computer and need one, arrange to let them visit
your RTO and use a computer for assignment work.

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Write learning outcomes

What is a learning outcome?

A learning outcome defines the ‘goal’ of the training

It is a statement that describes the skills, knowledge and/or attitudes
that the learner/s will be able to demonstrate as a result of training.

Why write a learning outcome?

We write learning outcomes to:
● provide concreate, measurable training goals
Without a clear learning outcome, we have no way of ensuring whether or not any
worthwhile learning has taken place.
● save instruction time
A clear learning outcome helps trainers use training time effectively by including
only activities that are relevant to the learning outcome. This also ensures more
focussed training.
● aid and reward learning
A clear learning outcome helps learners recognise progress and feel a sense of
achievement when they attain the outcome.
● measure the value of training for the organisation
A clear learning outcome helps management see the value of the training by
comparing performance against outcomes before, then after training.

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Types of learning outcomes

Program vs. session outcomes

There are two levels of learning outcomes:
● Program outcomes are the long term performance objectives of a learning
program. These describe what learners should be able to do back in the
workplace, as a result of the learning program.
● Session outcomes are the specific learning objectives for each session (each
topic) of a learning program. These describe what learners should be able to do by
the end of each session of a learning program. Achievement of session outcomes
should lead to achievement of program outcomes.
Whether writing learning outcomes for the program or for each session of a program,
the same formula for writing an effective outcome applies.

Skills, knowledge, attitudes

Learning outcomes may cover one or more of the three domains of learning:
● Skills (psychomotor domain)
The outcome defines what learners should be able to do as a result of the training
● Knowledge (cognitive domain)
The outcome defines knowledge that learners should be able to demonstrate as a
result of the training
● Attitudes (affective domain)
The outcome defines the desired commitment, confidence, and/or overall attitude
towards the training content that learners should be able to demonstrate as a result
of training.

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Characteristics of a well-written learning outcome

Well-written learning outcomes are SMART outcomes

The ‘SMART’ acronym is a popular model used to describe the characteristics of a
well-written goal. Since learning outcomes define the ‘goals’ of a training session or
program, ‘SMART’ can also be used to describe a well-written learning outcome.

Table: SMART Outcomes

SMART means the outcome should:

S Specific ● be written using specific, ‘doing’ verbs

M Measurable ● be observable or audible (we must be able ‘see it’ or ‘hear it’)

A Achievable ● be possible to attain—it must be realistic

R Relevant ● reflect a genuine need

T Time-referenced ● identify when it will be measured.

Three components of a well-written learning outcome

A well-written (SMART) learning outcome has three components:
● Performance
Do what?
What should the learner be able to do as a result of the training?
● Standards
How well?
How well should learners be able to do it? What level of performance is required?
● Conditions
Where and with what?
– Where should learners be able to demonstrate the required performance?
– What resources or support materials should/may learners use?

The table on the next page lists some ideas to help you define the required
performance, standards and conditions of a learning outcome.

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Table: Three components of a learning outcome

Component Examples

Performance Bad choice Better choices

Do what?
Understand → Explain; compare; identify; summarise
Be confident in → Acknowledge; perform
Performance must be
phrased in specific, The table on page 60 lists more examples of performance verbs for each
measurable terms of the three domains of learning: skills, knowledge and attitudes

Standards To define the required standard, consider:

How well?
● Quality
– so that the finished product is of a particular quality
– by following a particular process or procedure (in a particular
Standards must sequence)
reflect real-life ● Quantity
workplace – a particular number of times (to ensure consistency)
expectations
● Efficiency
– at a particular speed
– within a particular timeframe
● Accuracy
– with an accuracy rate of X%
– with a maximum of X errors.
Conditions To define the required conditions, consider:
Where and with what?
● Where must the ‘do what’ of the learning outcome be performed:
– in the workplace
– in a simulated workplace
Conditions must – in a training room environment
reflect the true – by the side of a busy road?
conditions in which ● With what
the outcome will be What equipment or resources is the learner expected to use:
assessed – using workplace equipment? using materials provided?
– referring to course notes, instruction manuals or other
documentation?

When writing learning outcomes: keep it real!

Required performance, standards and conditions
listed in the outcome should reflect real workplace requirements.

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How to develop a learning outcome

To develop a learning outcome, complete the two steps below:
1. Identify the required performance, standards and conditions
2. Write the final version of your learning outcome. To do this, merge the desired
performance, standards and conditions into one statement.

Example: Develop a learning outcome

Where the outcome is for learners to be able to drive a forklift

Step 1. Identify desired performance, standards and conditions

Performance
Drive a forklift
Do what?

Standards ● From the warehouse to the wharf and back again

How well?
● Within 20 minutes
● Maintaining safety of self and others
example

● Observing speed limits and designed routes

● Within one week of completing training

Conditions ● In the workplace, ‘on the job’

Where and with what?
● Carrying a 200-300-kilogram load.

Step 2. Merge the desired performance, standards and conditions into one statement

Within one week of completing training, learners should be able to safely drive a forklift on the
job, carrying a 200-300-kilogram load from the warehouse to the wharf and back again within
20 minutes, observing speed limits and designated routes.

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More examples of learning outcomes

Skill-based learning outcomes

Outcome for a single session from a learning program, or from a stand-alone session
example

By the end of the training session, learners should be able to fold a cloth napkin in 45
seconds or less, so that the finished product looks like the ‘elegant setting’ model as shown
on the ABC Catering website.

Outcome for a learning program

example

By the end of the training program, learners should be able to fold 50 cloth napkins within a
30-minute timeframe, on the job, during setup for a formal dining event, so that all 50 folded
napkins look like the ‘elegant setting’ model as shown on the ABC Catering website.

Knowledge-based outcomes

Outcome for a single session from a learning program, or from a stand-alone session
(this outcome suggests recall of information provided)
example

By the end of the training session, learners should be able to work from memory to list the
four steps of the ABC Catering policy for dealing with customer complaints, as described in
the ABC Catering Procedures Manual.

Outcome for a single session from a learning program, or from a stand-alone session
(this outcome suggests comprehension of information provided)
example

By the end of the training session, learners should be able to describe one realistic example
of how the four steps of the ABC Catering policy for dealing with customer complaints may be
applied, in the correct order, so that the complaint is resolved to the satisfaction of the client
and ABC Catering.

Outcome for a learning program

example

By the end of the training program, learners should be able to apply the four steps of the ABC
Catering policy for dealing with customer complaints on the job, in the correct order, so that
the complaint is resolved to the satisfaction of the client and ABC Catering on at least 4 out of
5 occasions.

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For future reference…

The table below lists some examples of measurable performance verbs. These may
help you write outcomes for the training you deliver in your workplace.

Table: Learning outcomes—examples of performance verbs

Domain Examples

Skills ● demonstrate ● perform

(psychomotor)
● fold (e.g. fold a napkin) ● pot (e.g. pot a plant)
● tie (e.g. tie a tie; a knot) ● wrap (e.g. wrap a present)

Knowledge ● define ● construct

(cognitive)
● list ● analyse
● name ● differentiate
● identify ● contrast
● select ● justify
● explain ● resolve
● classify ● combine
● predict ● summarise
● choose ● organise
● use ● generalise
● compute ● evaluate
● perform ● defend

Attitudes ● state ● influence

(affective)
● develop ● relate
● list ● organise
● record ● judge
● accept ● correlate
● recognise ● change
● participate ● revise

Information derived from

Bloom, Taxonomy of Educational Objectives, 1956

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Develop competency-based learning outcomes

When developing competency-based program outcomes, the same formula of
performance + standards + conditions applies, but in this case the unit/s of
competency gives us the information needed. Here’s how:

Performance comes from elements

performance
Standards come from
criteria

assessment
Conditions come from
conditions

If the program benchmark is a unit of competency

BSBCMM401 Make a presentation

Performance By the end of the program, learners should be able to:

What do we hope
1. Prepare a presentation
learners can do by the
end of the program? 2. Deliver a presentation
3. Review the presentation
Source: outcomes above are the three elements of BSBCMM401
example

Standards to the standards described in the performance criteria for each

How well? element

Conditions in a safe environment … consistent performance of typical activities

Where & with what? experienced by individuals using interpersonal communication skills
in the workplace and include access to:
● equipment, materials and business software packages for
making a presentation
● business technology
● interaction with others.

For more information about competency standards

See Appendix 1—Australia’s vocational education and training (VET)
system and competency-based training.

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Recap:
Establish training needs and
objectives—a ‘to do’ list

Tick when complete ▼

Establish training needs and objectives

1. Identify training needs ................................................................................ 

● Identify desired performance (include foundation skill / LLN requirements)

● Identify current performance
● Identify the gap
● Analyse the gap and identify:
– training needs—e.g. training outcomes
– non-training needs—e.g. external LLN support needed, new rostering system, etc.

2. Identify learning needs ............................................................................... 

● Who are the learners?

– How many learners are in the learner group (or will you train an individual)?
– What are their key characteristics?
● How and when do they learn best?
– What is the preferred learning style of the learner/s?
– When is the best time to schedule training?

3. Write SMART learning outcomes ............................................................... 

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Plan training sessions

A goal without a plan is just a wish

Antoine de Saint-Exupery (1900–1944)

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Introduction to this section

Plan training sessions

The training cycle is shown below. This section of the manual covers the ‘plan and
organise’ stage of the cycle.

Figure: The training cycle

Identify
needs

Plan &
Review
organise

Deliver

After reading this section of the manual and participating in the related learning
activities, you should be able to:
● structure training sessions for effective learning
● plan and organise a skill-based training session and a knowledge-based training
session.

The skills and knowledge gained may be applied to any type of training situation.

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Structure training for effective learning

Introduction—body—conclusion
All training should be structured as follows:

1. Introduction tell ‘em what you’re going to tell ‘em

2. Body tell ‘em
3. Conclusion. tell ‘em you told ‘em.

The above model may apply when structuring a training program, a stand-alone
training session, or a session within a program. The figure below shows how.

Figure: Structuring training

PROGRAM INTRODUCTION

Session 1 Introduction
Body
Conclusion
Learning program plan

PROGRAM BODY

Session 2 Introduction
Body
Conclusion

Session 3 Introduction
Body
Conclusion

PROGRAM CONCLUSION

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Introduction

Tell ‘em what you’re going to tell ‘em

Introduce with INTROS

Try the INTROS model when planning the introduction to your session or program:

I
Grab / stimulate the interest of the learners early.
Interest This will go a long way to remove distractions and
‘baggage’ that learners may bring to training.

1. Check that learners understand benefits of

learning—remove barriers
2. Check learner needs:

N Need ● Existing knowledge

● Personal objectives
● Individual needs (e.g. learning difficulties;
someone must leave early; physical
impairment).

Anything that affects learner comfort and helps

set expectations:

T
● Big picture timeframes
Time ● Break times
● Assessment &/or homework time
● Other ‘personal comfort’ issues: location of
toilets, drinks, etc.

R Roadmap Confirm the agenda for the program

O Outcome Share outcome/s

Confirm safety info:

S Safety ●
●
Emergency evacuation procedure
Venue-specific safety information
● Where to go for first aid if needed.

These may be covered in any order within your introduction.

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Modify INTROS to introduce a session within a training program

You may not need to cover all components of the INTROS model when introducing
each new session (each topic) within a learning program.

Your introduction to each session within a program should include (as a minimum):
● what will be learned in this session (session outcome) and
● how (agenda).
You may also include other aspects of the INTROS model, depending on the
circumstances.

To introduce a session that follows immediately from another session and will take place
example

on the same day, in the same venue…

Safety / venue information does not need to be repeated in this case, unless there is specific
safety information relevant to this session.

When training resumes on a new day

example

The introduction of the day’s first session should include a quick reminder of venue and safety
information.

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Conclusion

Tell ‘em you told ‘em

‘Sign off’ in your conclusion

To conclude your training session or program, ‘Sign OFF’:

O
Revisit the outcome
Outcome Revisit expectations for the session

1. Give feedback
This is very general feedback
(e.g. ‘Good job, everyone’)

F
2. Get feedback
Feedback ● Distribute feedback forms or online links to
forms (if end of program) or
● Ask for verbal feedback
(could give you valuable insights for the
next session, if there is one).

Confirm what happens next:

F
● (if end of program): Future training? Pay rise to
Future take place? Assessments still to be completed?
Workplace support?
● (if another session follows):
Preview next session.

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Body

Tell ‘em

Four-part structure
The four-part structure below is an effective model to structure the body of a training
session:
1. Explain/demonstrate
Here the trainer demonstrates a skill or gives information.
2. Apply
Learners must have a chance to apply new information. Here the learner/s put into
practice skills and concepts presented in part one.

For the things we have to learn before we can do them,

1

we learn by doing them.

Aristotle (384BC – 322BC)

3. Summarise
After the ‘apply’ part of the session, trainer and learners should debrief or
summarise key points learned:
– Key learning points should be revisited and summarised
– The trainer asks questions to check learner/s’ readiness for assessment.
4. Assess
The assessment component of a session may take place:
– before the conclusion of the session—in this case, the trainer assesses the
learner/s against the learning outcome (the trainer’s role must clearly change
here from that of trainer to assessor)
or
– at a later time, as part of a more holistic assessment—in this case, the trainer
should discuss how skills/knowledge gained in this session will help the
learner/s complete the assessment to take place later.
The trainer should not allow the assessment to proceed if s/he doesn’t think the
learner is ready for assessment.

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Two types of training sessions

Training may aim to develop learners’:
● skill—learners learn how to do something, or
● knowledge—learners learn about something.
Training must also build the learners’ confidence and commitment (attitudes) needed
to consistently apply what they learn, in the workplace.

Table: Structuring the body of a training session—four-step model applied

Skill-based session Knowledge-based session

Step 1— 1. Professional (silent) 1. Present information (explain):

demonstration
Explain/ ● Lecture
demonstrate 2. Step-by-step demonstration ● Video
(with explanations) ● Reading material
● Photographs/posters, etc.

Step 2— 3. Guided practice 2. Apply information:

Practice with help from the trainer,
Apply ● Discussion
as needed
● Question and answers
4. Independent practice ● Case study
Keep practicing until the learner/s ● Role play
can perform the task without help ● Debate
(learner/s should be able to perform ● Project
the task without help before moving
● Game, etc.
to assessment)

Step 3— 5. Recap key points 3. Recap key points (debrief activity)

Summarise 6. Check readiness for assessment 4. Check readiness for assessment

Step 4— 7. Assess learner/s against learning 5. Assess learner/s against learning

outcome OR discuss how this skill outcome OR discuss how this
Assess
will be assessed at a later date/time. knowledge will be assessed at a later
date/time.

SKILL-BASED SESSIONS KNOWLEDGE-BASED SESSIONS

A rhyme to help you remember structure
EAS vs. AES
Try this rhyme to help remember steps 1 & 2 of
the body of a skill-based session: If your learners already have some experience or are
comfortable with the training material, you (the trainer)
I do it normal (professional demo) may swap the order of the EXPLAIN and APPLY
I do it slow (step-by-step demo) phases (i.e. APPLY first, then EXPLAIN).
You do it with me (guided practice) This can be a powerful way to ensure an active and
engaging learning experience, provided the learners
Now off you go (independent practice) can cope with an activity before information is given.
Adapted from ANTA 1998, p. (404)2.55

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Put it all together—

Training session structure at a glance
The table below brings together information provided on previous pages. It offers a
useful model for structuring skill or knowledge training sessions.
Remember that learning is an instinctive process that doesn’t always fit a ‘model’.
Use this model as a starting point; modify it as needed to meet the particular needs of
your learner/s.

Table: Training session structure—a summary

INTRODUCTION

● Interest (stimulate learner interest; remove barriers & distractions)

● Needs (benefits of learning; learner needs)
● Time (expectations)
● Roadmap (agenda)
● Outcome (objectives)
● Safety

BODY

Skill-based session Knowledge-based session

Step 1— 1. Professional (silent) demonstration

Explain/ 2. Step-by-step demonstration (with 1. Explain or present information
demonstrate explanations)
May swap
Step 2— 3. Practice with guidance from trainer order
as needed 2. Apply information
Apply
4. Independent practice

Step 3— 5. Recap key points 3. Recap key points (debrief activity)

Summarise 6. Check readiness for assessment 4. Check readiness for assessment

Step 4— 7. Assess learner against learning 5. Assess learner against learning

outcome OR discuss how this skill outcome OR discuss how this
Assess
will be assessed at a later date/time. knowledge will be assessed at a later
date/time.

CONCLUSION

● Outcome (revisit)
● Feedback (give and get)
● Future (what happens next?)

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Plan a skill-based training session

Overview: steps to take

To organise a skill-based training session, do the following:
1. Identify needs and write the learning outcome
2. Write a task breakdown
3. Write the session plan
4. Prepare for delivery.

Each step in detail

Step 1: Identify needs and write the learning outcome

See the section of this manual called, Training needs and objectives.

Step 2: Write a task breakdown

What is a task breakdown?

A task breakdown is a documented step-by-step breakdown of the work task to be
trained. A task breakdown usually notes:
● each step required to perform the skill, listed in order of performance
● key points to note about the performance of some or all steps.

!
A documented procedure or unit of competency are equivalent to a task
breakdown—they show a step-by-step breakdown of the work task. If these
are available in your workplace, use these. If not, write a task breakdown.

Why write a task breakdown?

A documented task breakdown promotes clarity and consistency:
● it helps you train a skill more effectively:
– you’ll remember to demonstrate all steps in order, without forgetting any steps
or having to go back and repeat steps
– you’ll remember to note key points needed for the learner/s to be able to
perform the skill as required
● it increases the likelihood of consistent instruction, regardless of who delivers the
training.

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Another option—use a video as a task breakdown

One picture is worth ten thousand words.

Chinese proverb

A video may be a useful alternative to a documented task breakdown, especially if you

plan to show the task breakdown to learners, and use it as a training aid. YouTube
offers a range of “how to…” videos that you may find useful.

Research video-based task breakdowns or procedures—

Check out YouTube
<youtube.com> (accessed 03.02.2020)

Examples—Task breakdowns

T
This template is available
For your future use, you’ll find a blank template for a task breakdown in the Templates
document that we provide to support this program.

Task breakdown example 1: Send a fax

Steps Key points

1. Insert page to be faxed Text face down; top facing the back of the fax

2. Enter fax number Correct area code

3. Press start button

4. (when fax has been sent) Stamp on page one

Stamp ‘faxed’ on the document

5. File fax away in correct place. If unsure, check with manager.

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Task breakdown example 2: Fold a cloth napkin—French Napkin fold

Steps Key points

1. Lay the napkin down. ● Face down, in front of you

2. Fold the napkin in half diagonally. ● Corners should meet.

3. Position the folded napkin so that the long

side is on the left.

4. Fold the far corner of the napkin diagonally ● Crease should fall about 6cm short of the
towards you and to the right. right corner
● Newly formed point at the bottom is about 10
cm to the right of the left one.

5. Fold the right-most point towards you. ● pivot at the same place the last fold pivoted.

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Step 3: Write the session plan

Now that you have prepared a task breakdown, you’re ready to write the session plan.

The task breakdown clarifies what you will train.

The session plan clarifies how you will train the task.

Key point—

!
Assume that other trainers may need to follow your plan
The session plan must read like a recipe—it must present a step-by-step
process for training the task that is clear and detailed enough for another
trainer to follow, if needed.

What information should you include in the plan?

As a minimum, a session plan should include:
● session topic and outcome
● resources needed to deliver the session
● session content
● timing (total time plus timing of each segment of the session).

How must a session plan be formatted?

Format the plan in a way that works for you and your organisation. If you have limited
experience writing session plans, or if you are looking for new ways to structure your
session plans, the templates in this manual may give you some useful ideas.

Example—Skill-based session plan

The next page shows an example of a skill-based session plan.

T
This template is available
For your future use, you’ll find a blank template for a session plan like the one on the next
page, in the Templates document that we provide to support this program.

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Example: skill-based session plan

Session cover sheet

General information
Session title French napkin folding
Trainer name Chris Caterer
Location of training Catering-4U meeting room
Delivery date 25 June (year)
Duration of session/s 10 minutes
Is or are the session/s part
☐ Yes (details below)  No this is a stand-alone session
of a learning program?
Learning program Learning program name → N/A
information (if applicable) Session number/s → N/A
Session outcome/s By the end of this session, the learner should be able to fold a cloth
napkin into a French napkin fold:
● as described in the attached task breakdown
● in 15 seconds or less
● so that the finished product looks like the model provided.

Learner profile
Number of learners One
Key characteristics and The learner is an apprentice caterer who has been booked to help set-
relevant experience up for an upcoming formal function. The learner is new to Catering-4U.
Their existing experience with French napkin folds is unknown.
Support needs identified No support needs identified for this session. The learner may need
support on the job when they first start using this skill.

Safety
Risk Control
1 Risk of emergency arising during the session In introduction, explain emergency procedures
2 Risk that the learner will be overwhelmed Plan to progress at learners’ own pace and
(psycho-social risk) offer support on the job, if needed

Resources and preparation

Equipment and resources ● Three cloth napkins (one folded model, two unfolded)
needed to deliver the ● Task breakdown handout—French napkin fold
session/s ● Flat, working surface large enough for at least two napkins.
Preparation ● Organise resources
● Book meeting room
● Confirm training details with learner
Set up ● Organise desk and chairs so trainer and learner sit side-by-side
● Fold one of the three napkins into a French napkin Fold and place
in clear sight as an example
● Position the other two unfolded napkins nearby
continued

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Session outline

Time Activities Resources

INTRODUCTION
3 min I Explain: the French napkin fold is one of the simplest, yet most
elegant napkin folds.
N Explain: in your role with our catering company, you must be able
to fold up to 200 napkins using the French napkin within one hour
when setting up a formal dining event (e.g. wedding).
Ask questions to find out learner’s experience and preferences:
Q: Tell me what you know about French napkin folding
(adapt the session if needed, based on their response)
Q: Would you prefer I sit opposite or beside you?
T Explain: 15-minute session, no breaks; water provided; toilets
across hall.
R Share roadmap (agenda)—see below
Explain: we’ll progress at the learner’s pace
O Share outcome 1st napkin:
folded example
S Discuss and confirm understanding of:
Emergency evacuation; first aid; other venue-specific safety info
BODY
3 min Explain or 1. Silently demonstrate the French Napkin fold— Task breakdown
demonstrate follow task breakdown 2nd napkin for
2. Demonstrate & explain how to fold the French demonstration
Napkin fold—note key points on task breakdown
5 min Apply or 3. Guided practice—learner practices the French 3rd napkin for
practice Napkin fold with guidance as needed learner practice
4. Independent practice—ensure learner fold the
French Napkin fold without help
1.5 min Summarise ● Recap key points as needed
● Check readiness for assessment:
Q: How did that feel? Feel ready for assessment?
Q: How long should it take to fold one napkin?
(A: 15 sec or less)
1.5 min Assess Assess performance against learning outcome criteria 3rd napkin

CONCLUSION
1 min O Revisit outcome
F ● Give feedback on assessment and on progress made
● Invite feedback on session delivery
F Confirm next steps:
● If outcome is not achieved, arrange extra coaching or practice
● If outcome is achieved, explain details of the upcoming
function. Explain that an experienced worker will help set up
and get started—will need to fold 150 napkins in one hour.
end of example

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Step 4: Prepare for delivery

Now that you have the session plan in place, you need to prepare for delivery. This
means you must make the necessary arrangements to ensure that the session runs
safely and smoothly.
To prepare for delivery, see information starting on page 100.

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Plan a knowledge-based training

session

Overview: steps to take

To plan a knowledge-based training session, do the following:
1. Identify needs and write the learning outcome
2. Organise information to be presented
3. Develop an application (practice) activity
4. Develop an assessment activity
5. Decide on the best approach—EAS or AES
6. Write the plan
7. Prepare for delivery.
Steps 2 - 5 above may be performed in any order.

Each step in detail

Step 1: Identify needs and write the learning outcome

See the section of this manual called, Training needs and objectives.

Step 2: Organise information to be presented

This step is crucial. The better you organise the information to be presented, the better
the chances that the learner/s will retain the information.
The information processing theory of adult learning reminds us that adults will retain
information better if:
● information is presented in small ‘chunks’ and
● chunks of information are sequenced in a logical order.

The table on the next page lists various ways to chunk and sequence information.

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Table: chunk and sequence information—some options

Name Description Example

Past- Chunk 1: What happened in

Topic: Human evolution
present- the past
future Chunk 1: Brain structure of early humans
Chunk 2: What is happening
Chunk 2: Brain structure of the ‘modern’ human
now
Chunk 3: Predictions for future evolution of the
Chunk 3: What will happen in
human brain
the future.

Extremes Chunk 1: One extreme (left) Topic: New software being introduced that is
possibility being resisted by staff
Chunk 2: Opposite extreme Chunk 1: Continuing with current software—
(right) possibility advantages and disadvantages
Chunk 3: The ‘middle Chunk 2: Changing to a completely new software
ground’ system—advantages and disadvantages
Chunk 3: Updating the current software—why this is
the best choice.

Whole- Chunk 1: Big picture Topic: New software being introduced that staff
part- (overview) must learn to use (for each function)
whole
Chunk 2: Detail Chunk 1: Big picture—what the function is and how
Chunk 3: Return to big to perform it
picture Chunk 2: Detail—each step in detail, in order
Chunk 3: Return to big picture.

Wide to Chunk 1: Big picture Topic: Induction training—your role

narrow
Chunk 2: Zoom in on one Chunk 1: How the organisation works
part of big picture Chunk 2: How your department works
Chunk 3: Zoom in more. Chunk 3: Your specific role.

What- Chunk 1: What Topic: Three main benefits of our 10-step

why- customer service approach
Chunk 2: Why
How
Chunk 3: How Chunk 1: What is the 10-step customer service
approach?
Chunk 2: Why does it work?
Chunk 3: How and when do you implement it in the
workplace?

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Name Description Example

3 facts Chunk 1: First fact Topic: Three things you need to know about this
Chunk 2: Second fact piece of machinery

Chunk 3: Third fact Chunk 1: It is the most powerful machine of its kind
in the world
Chunk 2: It is fully automated and computerised
Chunk 3: It runs on a rechargeable battery.

Organise information to be presented—some tips

● Limit the amount of information presented within each chunk
If you have a lot of information to present, break it up into small chunks.

Present small ‘chunks’ of information at a time

If you want to present a 10-step process for applying make-up:
example

1. Present steps 1-5 (chunk 1)

2. Conduct a quick reflection and summary
3. Present steps 6-10 (chunk 2)
4. Review all 10 steps.

● Briefly introduce and conclude each chunk of information.

This helps learners remain focussed and track progress throughout the session.
example

‘Now that I have told you a bit about how our organisation works, let’s look more
closely at your department of the organisation’

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● Bring information to life with data and stories

Back up information provided with data and stories that reinforce your points. This
‘breathes life’ into them, as in the example below:

Information:
Research and experience suggests that if a variety of senses are stimulated during
training, trainees will retain the learning longer and more effectively.

Breathe life into the information with an example:

“An example of one of the many pieces of research into the use of the senses in
training was completed by Robert Benschofter. Benschofter looked at how stimulation
of one or more senses impacts upon short versus long-term recall. His findings
showed that:

Telling (auditory), when used alone, results in:

 70% recall 3 hours later and
example

 10% recall 3 days later.

Showing (visual), when used alone, results in:

 72% recall 3 hours later
 20% recall 3 days later

Blend of telling & showing results in:

 85% recall 3 hours later
 65% recall 3 days later.”

(Taken from Communication for the Safety Professional., Robert Kornikau and Frank
McElroy, National Safety Council: Chicago (1975), pg. 370)

● Use a multi-sensory approach

The given above reminds us that people will more likely remember information we
provide if we deliver the information using multiple senses that promote retention.
See the section of this manual that covers the Principles of Adult Learning for
details of which sensory combinations work best versus which don’t work well.

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Step 3: Develop an application (practice) activity

Many trainers make the mistake of thinking, ‘I’ve told them; therefore, they have
learned.’ They wrongly assume that clear, well-organised delivery of information is
enough for learners to retain the information. This is not the case.
To consolidate learning, learners must have a chance to process or use the information
in some way. Therefore, activities are essential.

How to select an appropriate activity

Choose an activity that is relevant to the topic and will let you measure whether or not
the learners have gained the knowledge you hoped they would
Consider the level of knowledge learners should demonstrate by the end of the session
and select activities that challenge learners at that level. The figure below shows a
modernised version of Benjamin Bloom’s levels of cognitive (knowledge) development
and lists some activities that challenge learners at each level.

Figure: Benjamin Bloom—Levels of cognitive development (modern version)

Can the learner: Training activities at this level

Use or combine concepts and ideas Any activity where learners design;
Create
to create new ones invent; compose; predict; combine

● Debate
Assess; rate; rank; modify; compare ● Identify strengths / weaknesses
Evaluate
ideas or concepts of a product or idea
● Modify existing product or idea

Recognise and analyse patterns or ● Analyse a process or system and

Analyse
trends related to a concept or idea identify patterns or trends

Use and apply knowledge; ● Role play

Apply ● Case study
experiment; manipulate
● Practical task

Summarise; translate; restate in own ● Small group discussion

Comprehend
words; discuss; explain ● Quiz—individual or in groups

List; locate; name; recite; observe; ● Memory exercise—e.g.

Recall quiz or matching activity
name; identify
● Cloze (fill-in-the-blanks exercise)

A tip: following an activity, allow time for learners to debrief and reflect on what they
have learned from the activity.

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Some important points about selecting the right level of activity for the
session
● Select a level of activity that challenges learners without overwhelming them:
– If the subject matter is very new to learners, begin with an activity that
challenges recall, then progress to a comprehension activity
– If learners easily relate to the subject matter, you may begin with an activity
that challenges comprehension or even application (you don’t always need
to begin with a recall activity, although this is a good ‘safe’ bet if you are unsure
as to how learners will respond to the material)
● Introduce progressively more complex activities, but go only as far as needed to
reflect the level of knowledge needed to perform in the workplace:
– Workplace training usually aims to get learners to the level where they can
apply knowledge in the workplace
– Some higher level training (e.g. senior management training) will demand
higher levels of knowledge such as the ability to analyse, evaluate or create
new systems or processes.

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Step 4: Develop an assessment activity

The purpose of the assessment activity is to assess whether or not learners have
achieved the learning outcomes. Assessment may test the learner/s’:
● knowledge needed to perform a work activity, and/or
● ability to apply the knowledge gained in the session to a work activity.

When is the best time to assess learners?

The easy answer to the above question is, ‘Assess learners when they are ready.’
● Assessment may take place within the body of the session, immediately
before the conclusion. In this case, the assessment activity should relate uniquely
to the learning outcome for this session.
or
● Assessment may take place later. In this case, the session outcome is assessed
holistically, as part of a broader assessment that incorporates outcomes from
multiple program sessions.
The figure below illustrates the options described above.

Figure: Timing the assessment

Option 1:
Option 2:
Assessment within Introduction
Assessment
session
1. Present at a later time
information
Introduction 2. Apply information
(practice)
3. Summarise

1. Present information Conclusion

Holistic
2. Apply Information
assessment
(practice) Introduction

3. Summarise 1. Present
information
4. Assessment 2. Apply information
(practice)
3. Summarise

Conclusion
Conclusion

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Step 5: Decide the best approach—EAS or AES

What is EAS?
The model for a knowledge based training session (summarised on page 73 of this
manual) is called an EAS model, to reflect the order of session activities:
E – Explain
A – Apply
S – Summarise.
In the EAS model, the trainer presents information first (the Explain phase) before
asking learners to process or use the information in some way (the Apply phase).
This is a safe and effective model, particularly for learners with limited background in
the training topic.

What is AES?
In the AES model, the trainer reverses the order of the ‘explain’ and ‘apply’ phases.
Here’s how AES works:
● Apply phase first
Learners complete an activity that:
– draws out their existing knowledge, or that
– prompts them to learn through ‘discovery’
● Explain phase second
In the AES model, the ‘explain’ phase follows the activity. Instead of presenting
information or lecturing, the trainer helps learners debrief the activity, usually by
facilitating a group discussion. In this discussion:
– learners share ideas and concepts learned
– the trainer helps learners consolidate learning by:
▪ Building on learner ideas, correcting any inaccuracies if needed
▪ Adding information that learners did not offer.
● Summary phase third
Summarise key learning points to take away from this session.
AES is an engaging and effective approach because learners are actively involved in
their learning from the start. They enjoy the chance to ‘learn by doing’, rather listening
to a ‘boring lecture’ that covers material they may already know.
However, AES also poses risks. Less experienced learners, or learners who lack
confidence, may feel overwhelmed.

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Step 6: Write the session plan

Refer to the general guidelines for writing session plans listed on page 76.

Examples—Knowledge-based session plans

The next few pages show two examples of knowledge-based session plans. In both
plans, learners are a group of athletes participating in a program called: Media Training
for Athletes.
● In example 1:
– assessment takes place within the session
– assessment (a quiz) tests learners’ comprehension of the information
provided
– a sample quiz is included with this example.
● In example 2:
– assessment takes place at a later time, after the conclusion of the session
– assessment tests learners’ application of the information provided, in a
simulated media interview situation.

This template is available

T For your future use, you’ll find a blank template for a knowledge-based session plan like
the ones starting on the next page, in the Templates document that we provide to support
this program.

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Knowledge-based session plan, example 1

● works towards knowledge level 2 – understanding
● assessment included in session

Session cover sheet

General information
Session title Keeping a media interview on track
Trainer name Robin Rambler
Location of training My State Institute of Sport (MSIS) – training room
Delivery date 10 March (year)
Duration of session/s 45 minutes
Is or are the session/s part
 Yes (details below) ☐ No this is a stand-alone session
of a learning program?

Learning program Learning program name → Media Training for Athletes

information (if applicable) Session number/s → Session 3 of 8
Session outcome/s By the end of this session, the learners, without referring to notes,
should be able to:
● name the three steps of the Kazam 3-part structure for answering
media questions
● give at least two examples of how to answer a question using the
Kazam 3-part structure that conveys the intended message.

Learner profile
Number of learners 12
Key characteristics and Teenage athletes from various sports who are starting to get some
relevant experience media attention in their local area. Some have media experience,
others do not. None have had previous training in media techniques.
Some are still in school, others have graduated.
Support needs identified Some learners may need oral communication support—in particular,
speaking register, pronunciation and fluency.
Four learners are of Aboriginal descent. An Aboriginal cultural
representative will attend the session and offer guidance on culturally
appropriate interview practices.

Safety
Risk Control
1 Risk of emergency arising during the session In introduction, explain emergency procedures
2 Risk that learners will be intimidated by being This session will not include any interview
interviewed (psycho-social risk) activities

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Resources and preparation

Equipment and ● Media Training for Athletes (MTA) Session 3 – Handout: Quiz
resources needed to ● MTA Session 3 – Activity cards: Kazam 3-part structure (4 sets)
deliver the session/s
● MTA Session 3 – PowerPoint (with link to interview disaster video)
● Winning lottery tickets (one per learner)
● Whiteboard or flip chart paper and pens
Preparation ● Organise resources
● Ensure training room is booked and learners are informed
Set up ● Set up PowerPoint and test video
● Place activity cards, lottery tickets and quiz handout close by for
easy access when needed
● List session outcome and agenda on whiteboard or chart paper
● Arrange seating in clusters of 3 or in U-shape

Session outline

Time Activities Resources

INTRODUCTION
5 min. I Welcome learners PowerPoint 1:
Play the 45-second interview disaster video, showing an Welcome
athlete responding poorly to media interview questions and PowerPoint 2:
consequently making a scandal in their sport even worse. video
N Debrief video and group discussion:
Ask: Have you ever been in a similar situation to the person in
the video? Get answers and discuss briefly.
Key point: This session will help you avoid situations like
those shown in the video.
Ask: In pairs, discuss a better response the athlete could have
given to the journalist’s question.
Pairs discuss answers, then report back to the big group.
See if any pairs offered a response that matches the
three-part structure. Acknowledge responses.
Ask: Has anyone heard of the Kazam three-part structure for
responding to media questions? Get responses, then
explain that this will be the focus of our session.
T Share timing and other housekeeping: PowerPoint 3:
● 45-minute session, no breaks Housekeeping
● Water at back of room; toilets across hall
R Share 1. Overview of the Kazam 3-part structure PowerPoint 4:
roadmap 2. Each part in detail Agenda
(session 3. Activity
agenda):
4. Assessment (closed book quiz)
O Share outcome PowerPoint 5:
Outcome
S Confirm recollection of emergency evacuation procedure and
provide other venue safety information as appropriate

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Time Activities Resources

BODY
1 min Explain or Introduce the Kazam 3-part structure
demonstrate ● Present an overview of Kazam 3-part structure chart paper and
on chart paper. pens
● Give one example of a response to a media
question that uses this structure.
Now look more closely at each part:
5 min Part 1—Respond to question
● Get ideas: How could we respond to a Whiteboard and
journalist’s question? Write on whiteboard. pens
● Discuss learner ideas and offer more ways to
respond to a journalist’s question, as needed.
Ensure the following options for how to respond
are covered:
– Answer the question
– Acknowledge the question and say, ‘I
don’t know’ (e.g. ‘Thank-you. I don’t know
the answer.’)
– Acknowledge the question and attempt an
answer (e.g. ‘Good question. I can’t say
for certain, but my guess is...’).
● Key point: If the question is awkward or
difficult, keep the response as brief as possible
and use the bridge (part 2) to shift the focus to
something you’d rather speak about.
5 min Part 2—Bridge
● Discuss what a ‘bridge’ is: the bridge is the PowerPoint 6:
statement used to move attention from the Definition of a
journalist’s question to something else that you bridge
would rather talk about (for example, a key
message you want to share).
● Brainstorm examples of bridges—e.g. whiteboard
– But what I can say is...
– The important thing to remember is...
– Yes, it was hard to lose, but we gained a
lot…
4 min Part 3—Key message PowerPoint 7:
● After the bridge, add a key message Definition of a key
message
● Emphasise the need to prepare key messages
ahead of time, so it can be delivered easily and
fluently.
8 min. Apply or Activity—identify parts of the Kazam three-part Activity cards
practice structure
Set up activity (3 min)
● Divide learners into teams of 3
● Explain activity:

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Time Activities Resources

– Objective is to identify examples of each
part of the Kazam 3-part structure
– Process:
• Each team will receive a set of 12
cards. Each card lists one phrase
that is an example of a response, a
bridge, or a key message.
• Teams organise the cards into three
piles: one pile of cards that show
responses, one for bridges, one for
key messages.
● Give timeframes: 5 minutes to complete
Teams complete activity (5 min)
7 min. Summarise Debrief activity Winning lottery
● Discuss responses—explain rationale for tickets for winning
responses and help learners correct any errors team
● Invite groups to reflect and share what they
have learned from completing this activity
● Distribute winning lottery tickets to
acknowledge and reward their efforts
Check readiness for assessment
Feel ready for a little quiz?
8 min. Assess Quiz Quiz handout
● Close books, then distribute quiz.
● Give 4 minutes to complete individually
● Go through answers together—each person
marks their own
● Collect quiz papers after going through
answers so you can see how well they
understood the Kazam 3-part structure.
CONCLUSION
2 min. O Revisit outcome
F ● Give feedback—outcome achieved or ‘almost there’
● Invite feedback on session delivery (remind learners that
they’ll be asked to give formal feedback at the end of the
program, but that suggestions as training progresses are
welcome)
F Confirm next steps: In the next session we’ll apply the Kazam PowerPoint 8:
3-part structure in a simulated interview situation. Thank-you
End of session plan
The quiz to be used in the assessment portion of the session, follows

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Knowledge-based session plan example 1 (assessment included), cont’d

Assessment for Knowledge-based session plan, example 1:

Quiz
Kazam 3-part structure for answering media questions

Name________________________ Date: ______________

Information about this quiz

This is a closed-book quiz. You have 3 minutes to complete it.

Instructions
In the space provided below:
1. Name each part of the Kazam 3-part structure for answering media
questions (3 points: score of 3 out of 3 required for this section)
2. List two examples of each part of the Kazam 3-part structure
(6 points: score of 5 out of 6 or higher required for this section).

Part 1: _______________________________________________________
Example 1: ____________________________________________
Example 2: ____________________________________________

Part 2: _______________________________________________________
Example 1: ____________________________________________
Example 2: ____________________________________________

Part 3: _______________________________________________________
Example 1: ____________________________________________
Example 2: ____________________________________________

end of knowledge-based session plan, example 1

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Knowledge-based session plan, example 2

● words towards knowledge level 3 – application
● assessment to occur at a later time

General information
Session title Keeping a media interview on track
Trainer name Robin Rambler
Location of training My State Institute of Sport (MSIS) – training room
Delivery date 10 March (year)
Duration of session/s 70 minutes
Is or are the session/s part
 Yes (details below) ☐ No this is a stand-alone session
of a learning program?
Learning program Learning program name → Media Training for Athletes
information (if applicable) Session number/s → Session 3 of 8
Session outcome/s By the end of this session, the learners should be able to use the
Kazam 3-part structure to respond to 3 out of 4 questions asked a
simulated interview.

Learner profile
Number of learners 12
Key characteristics and Teenage athletes from various sports who are starting to get some
relevant experience media attention in their local area. Some have media experience,
others do not. None have had previous training in media techniques.
Some are still in school, others have graduated.
Support needs identified Some learners may need oral communication support—in particular,
speaking register, pronunciation and fluency.
Four learners are of Aboriginal descent. An Aboriginal cultural
representative will attend the session and offer guidance on culturally
appropriate interview practices.

Safety
Risk Control
1 Risk of emergency arising during the session In introduction, explain emergency procedures
2 Risk that learners will be intimidated by being The first interview activity will be conducted in
interviewed (psycho-social risk) teams of 3 (where no-one is ‘on show’) where
learners can build confidence and skill, then
progress to assessment next week where they
will be interviewed on camera in a realistic
interview situation.

Resources and preparation

Equipment and ● Media Training for Athletes (MTA) Session 3 – PowerPoint (with link
resources needed to to interview disaster video)
deliver the session/s ● MTA Session 3 – Handout 1: Interview scenarios1-5
● MTA Session 3 – Handout 2: Interview questions for scenarios 1-5
Preparation ● Organise resources
● Ensure training room is booked and learners are informed

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Set up ● Set up PowerPoint and test video

● Stack all handouts at the front of the room, ready for distribution
when needed
● List session outcome and agenda on whiteboard or chart paper
● Arrange seating in clusters of 3 or in U-shape

Session outline

Time Activities Resources

INTRODUCTION
5 min I Welcome learners PowerPoint 1:
Play the 45-second interview disaster video, showing an Welcome
athlete responding poorly to media interview questions and PowerPoint 2:
consequently making a scandal in their sport even worse. video
N Debrief video and group discussion:
Ask: Have you ever been in a similar situation to the person in
the video? Get answers and discuss briefly.
Key point: This session will help you avoid situations like
those shown in the video.
Ask: In pairs, discuss a better response the athlete could have
given to the journalist’s question.
Pairs discuss answers, then report back to the big group.
See if any pairs offered a response that matches the
three-part structure. Acknowledge responses.
Ask: Has anyone heard of the Kazam three-part structure for
responding to media questions? Get responses, then
explain that this will be the focus of our session.
T Share timing and other housekeeping: PowerPoint 3:
● 70-minute session, no breaks Housekeeping
● Water at back of room; toilets across hall
R Share 1. Overview of the Kazam 3-part structure PowerPoint 4:
roadmap 2. Each part in detail Agenda
(session 3. Practice
agenda):
4. Information about assessment next week
O Share outcome PowerPoint 5:
Outcome
S Confirm recollection of emergency evacuation procedure and
provide other venue safety information as appropriate
BODY
1 min Explain or Introduce the Kazam 3-part structure
demonstrate ● Present an overview of Kazam 3-part structure chart paper and
on chart paper. pens
● Give one example of a response to a media
question that uses this structure.
Now look more closely at each part:
5 min Part 1—Respond to question
● Get ideas: How could we respond to a Whiteboard and
journalist’s question? Write on whiteboard. pens

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Time Activities Resources

● Discuss learner ideas and offer more ways to
respond to a journalist’s question, as needed.
Ensure the following options for how to
respond are covered:
– Answer the question
– Acknowledge the question and say, ‘I
don’t know’ (e.g. ‘Thank-you. I don’t know
the answer.’)
– Acknowledge the question and attempt an
answer (e.g. ‘Good question. I can’t say
for certain, but my guess is...’).
● Key point: If the question is awkward or
difficult, keep the response as brief as possible
and use the bridge (part 2) to shift the focus to
something you’d rather speak about.
5 min Part 2—Bridge
● Discuss what a ‘bridge’ is: the bridge is the PowerPoint 6:
statement used to move attention from the Definition of a
journalist’s question to something else that you bridge
would rather talk about (for example, a key
message you want to share).
● Brainstorm examples of bridges—e.g. whiteboard
– But what I can say is...
– The important thing to remember is...
– Yes, it was hard to lose, but we gained a
lot…
4 min Part 3—Key message PowerPoint 7:
● After the bridge, add a key message Definition of a key
● Emphasise the need to prepare key messages message
ahead of time, so it can be delivered easily and
fluently.
38 min. Apply or Activity—use the Kazam 3-part structure in a Handouts 1 & 2:
practice simulated media interview ● Interview
Set up activity (5 min) scenarios
● Explain purpose of the activity: to use the ● Interview
Kazam 3-part structure in a simulated interview questions
● Explain that learners will complete activity in
teams of 3 – go through roles of each learner: (optional)
– Reporter—asks up to 5 interview 3-step structure
questions (uses questions handout to get on whiteboard
ideas) (for reference)
– Interviewee—answers questions using
Kazam structure
– Observer—evaluates whether or not
Kazam structure is used effectively
● Will do 3 rounds—each team member will play
each role once
● Timeframes—10 minutes per round:
– 5 minutes for role play

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Time Activities Resources

– 3-4 minutes to discuss how well the
interviewee did
– 1-2 minutes to get ready for next round
● Organise learners into teams of 3
● Distribute the scenario and question handouts
to each team
Teams complete activity: 30 min. + 3 min regroup.
5 min. Summarise Debrief activity & summarise key points:
● Don’t use the Kazam 3-step structure to
answer every question, only questions where
you want to change the focus of the discussion
● To be convincing, it’s not just what you say—
it’s also how you say it and what you look like
when you say it.
5 min. Assess Remind learners of assessment next week—
Practical assessment: 5-minute media interview in
front of camera. Learners must apply the Kazam
structure to 3 of 4 questions asked.
CONCLUSION
2 min. O Revisit outcome
F ● Give feedback—outcome achieved or ‘almost there’
● Invite feedback on session delivery (remind learners that
they’ll be asked to give formal feedback at the end of the
program, but that suggestions as training progresses are
welcome)
F Confirm next steps: In our next session we’ll focus on non- PowerPoint 8:
verbal communication skills needed for convincing interviews. Thank-you
end of knowledge-based session plan, example 2

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Prepare for delivery: safety and other

logistics

The plan is just the beginning… now you must prepare to deliver!

This step is critical, yet we often underestimate its importance. To prepare for delivery:
● practice, practice, practice!
● consider safety: ensure a healthy and safe learning experience
● organise learning materials and visual aids
● organise venue
● consider administration
● inform learners of training details.
Each of these is discussed in detail below.

Practice, practice, practice!

Practice is…
the single most important thing to do when preparing for delivery

Practice delivery—
in front of a mirror, in front of a person, on the bus, while walking the dog—just do it!
Remember that delivery is just part of a training session. Also practice:
● how you’ll facilitate discussions and engage the learner/s
● how you’ll introduce activities
● how and when you hope to sit back and let the learner/s process information and
practice skills.

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Consider safety: Ensure healthy and safe learning

Safety First!
Trainers have a ‘duty of care’
to ensure a healthy and safe learning experience

Trainers’ work health and safety (WHS) responsibilities

To exercise their duty of care, trainers must:
● inspect the training venue and ensure that it is comfortable and safe
● learn the WHS procedures relevant to the training venue
● provide WHS information to learners and monitor safety throughout learning
● report WHS incidents if they occur.
These items are covered in more detail below.

Inspect the training venue

Trainers—or other appropriate workplace personnel—should inspect the training venue
before training begins. They must document the outcomes of the inspection using a
venue safety inspection checklist or equivalent.

Learn WHS procedures relevant to the training venue

Trainers should:
● be inducted to the training venue and/or find out:
– emergency evacuation procedures
– location of nearest first aid kit, land line telephone and fire extinguisher
– name and contact details of available first aid officer
● obtain a written list of learner names (helps track learners in an emergency).

Provide WHS information to learners and monitor safety

Consider what information you’ll need to provide to the learners:
● before training
● at the start of training and before the session commences
● throughout and after training.

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WHS information before training

To meet our duty of care, before training, we should tell learners:
● how to get to the training venue, where to park and how long learners should
allow to get there (a late learner can pose a hazard on the roads).
● what to wear. Must the learner/s wear particular clothing to ensure safety?—e.g.
if training will take place outdoors, learners should wear clothing suitable for the
conditions.
● what to bring. Must the learner/s bring a required piece of equipment for use in
training?
● what to do beforehand. Must the learner/s read background material or complete
pre-training activities to ensure a healthy and safe learning event?
● (if delivery mode is eLearning) ergonomic information about setting up the
workstation, recommended posture and guidelines for time in front of the screen.
● other? Can you think of any other information relevant to the type of training and
assessments that you conduct?

WHS information at the start of training

No matter what the training or assessment context, all learners must know:
1. emergency evacuation procedure—how to get away, where to go and who to
report to in the event of an emergency
2. first aid—where to go if first aid is needed
3. behavioural expectations and instructions—information about expected learner
behaviour. This includes:
● expectations for interactions between and among learners and others in the
environment (controls the risk of psycho-social hazards such as intimidation)
● specific instructions related to safe learning—e.g. “Keep hands off the
equipment until I [the trainer] am beside you to help”
4. instructions related to ongoing personal comfort and safety—e.g. “We will be
typing a lot today. Stop and shake your fingers and wrists every 10 minutes.”

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WHS information throughout training

Throughout training, you may need to provide new WHS information, or reinforce
information already given. For example:
● you notice that one or more learners are not complying with WHS instructions, so
you remind them of expectations
● you introduce an activity in which learners will be using a new piece of equipment;
in this case you may need to provide new WHS information relating to this
equipment
● you move to a different training venue; in this case, you must provide WHS
information relevant to that venue—e.g. emergency evacuation procedure.

WHS information at the end of training and beyond

At the end of training, you should:
● remind learners of safe work practices once back in the workplace. Safe transition
of the learning to the active workplace should be monitored by the trainer or a
supervisor of the learner.
● ensure safe egress (exit) from the training venue. Make sure learners:
– have safe passage to the parking lot, to the nearest public transport, or home
– have left the venue before you leave.

Questions for consideration—

Ensuring a healthy and safe learning experience in your
workplace

Think about the type of training you deliver. Answer the questions below:
1. In addition to the examples presented above, what other WHS information relevant
to the type of training you deliver, should you give learners?
2. What is the procedure for recording and reporting WHS issues in your workplace?
If you don’t yet know, you should find out!
If desired, list your thoughts below:

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Organise learning materials and visual aids

Questions to consider include:
● What learning materials and visual aids are available? These may include:
– training manuals, workbooks or handouts
– PowerPoint presentations
– assessment tasks
– models or props such as posters
– videos.
● Are they relevant to the learner/s and to the learning objectives?
● Are they user-friendly and written in plain English?

Relevant learning materials and visual aids may be:

● available and may be used as-is
● available but must be modified to suit the learner group
● unavailable and must be developed from scratch.

If you intend to purchase learning materials, place your order early and allow sufficient
time for delivery.

Visual aids
Remember the adult learning principle which states that multi-sensory learning helps
learners retain information better than single-sensory learning. Visual aids are an
excellent way to create a multi-sensory learning experience.

Use visual aids to:

● arouse and sustain learner interest—e.g. a thought-provoking photograph or quote
● clarify complex material—e.g. a flow chart
● increase learner retention of information presented—using visual aids to reinforce
points made verbally will significantly increase learner retention of information
● cater to a variety of learning styles.

The pages that follow list some popular visual aids and describe guidelines for both
design and use.

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Whiteboard, or chart paper

Useful to:
● document ideas shared in group discussions
● draw a diagram or flow chart of a concept being explained
● (chart paper) write key information, ideas or concepts on chart paper, then post on
the wall for constant reference throughout training.

Checklist: Tips for effective use of

chalkboards/whiteboards/chart paper

● Position so everyone can see ........................................................................... 

● Write legibly ...................................................................................................... 
● Write large enough to see—‘rule of thumb’ is
for lettering to be as large as your thumb ......................................................... 
● Use a variety of colours .................................................................................... 
– Black, blue, dark green or brown for key information
– Lighter colours to emphasise and highlight key points.

Videos—e.g. Professional or YouTube

Useful to:
● show realistic examples of how the concepts learned may be applied
● reinforce concepts previously learned
● create a break from lecture format—an alternative way to present information.

Checklist: Tips for effective use of

videos
● Preview video to confirm suitability ............................................................. 
● Test video before use .................................................................................. 
● Set volume and display ahead of time ........................................................ 
● Prepare questions/discussion topics ........................................................... 

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PowerPoint and other electronic presentations

Useful to:
● create an ‘atmosphere’ (may be achieved through the master design of all slides,
or a particular slide showing an intriguing photo or equivalent)
● clarify information with a diagram or flow chart of a concept
● summarise key information.

Checklist: Tips for effective development and use of

PowerPoint and other electronic presentations

Design
● Font size large enough to see:
– Title text—bold, about 32-40 point size .................................................. 

Example
– Supporting text—about 24-28 point size .............................................. 

Example
● High contrast for clear visibility .................................................................... 

Easiest to see Hardest to see

Light Similar font

Dark
&
on dark on light background

● Maximum of 4-6 lines per slide.................................................................... 

Title
● Point 1
● Point 2
● Point 3
● Point 4

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Checklist: Tips for effective development and use of

PowerPoint and other electronic presentations, cont’d

● When using words, key points only—no detail! ........................................... 

● Use loads of photos, flow charts and other images in your

presentation—reduce or eliminate words .................................................... 

● Guide eye from top left to bottom right ........................................................ 

Title
● Point 1

● Point 2



Use
● Position so everyone can see ..................................................................... 
● Test projection before training ..................................................................... 
● Have at least one clean, hard copy of slides
available for photocopying in case projection fails ...................................... 
● Manage the slides—don’t let the slides manage you. To do this: ............... 
– Print a copy of slides as handouts and use to guide you
– If you have a laptop, put the PowerPoint into ‘presentation’ mode
(this mode allows you to see slide outline on the laptop, while
only one slide is projected onto the screen)
● If possible, dim lights at the front of the room
to enhance quality of projection................................................................... 
● Plan for spontaneity and flexibility—remember that you are
training, not presenting. Practice jumping out of sequence, from
slide-to-slide (with presentation in ‘slide show’ format, type the number
of the slide you want to move to—e.g. ‘24’—then press ENTER) ............... 

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Handouts, manuals, workbooks

Useful for:
● reference throughout training and once training has concluded
● activity resources.

Checklist: Tips for effective development and use of

handouts, manuals, workbooks
● Plain English language ................................................................................ 
● Loads of white space—not too much clutter on the page ........................... 
● Back-up information with simple and effective illustrations ......................... 
● Ensure quality (clean) copies ...................................................................... 
● Consider when it is best to distribute handouts ........................................... 
– Before training: pre-reading
– At start of training: for reference during training
– At end of training: for reinforcement after training
● Have a table of contents if more than about 10 pages ................................ 
● Leave space for notes if used during training.............................................. 

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Venue
Ask yourself the following questions (answers to all should be ‘yes’):
● Is the venue comfortable and safe? See safety information on page 101.
● Is the venue appropriate for the type of training to be delivered?
● Is the venue easy to get to?
● Are amenities such as hygienic and operational toilets and refreshments available
and nearby?
● Does the venue have the equipment and infrastructure you’ll need—e.g.
– computer and data projector
– Wi-fi
– a suitable number of tables, desks and comfortable chairs
– whiteboard or chart paper with markers
– (if computer-based learning) required number of operational computers loaded
with relevant software
– photocopier
– other equipment?
● (if needed) Are breakout rooms available close by, for small group activities?

If the training venue is the workplace—i.e. you are delivering ‘in house’ or on-the-job
training—consider also:
● learner privacy—Is training taking place in an open-plan space such as an open
plan office or factory floor? If so, what can you do to ensure learner/s don’t feel as
though they’re on public display during training?
● workplace safety—What must you do to ensure that the organisation doesn’t suffer
as a result of the training (e.g. if training a new customer service officer, you may
want to organise a trainee badge so customers will be patient and not become
dissatisfied with the service provided).
● disruptions—Will you need to inform other workers that the learning is taking place,
and perhaps hold calls during training?

If training is to be delivered online, consider also:

● do learners have access to the devices needed to complete the program
● do learners have the internet access and bandwidth needed
● how can you ensure learners receive ongoing support as needed?

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Administration
● Training records
What training records will your organisation ask you to keep? Make sure you have
the necessary documents or access to the necessary electronic records—e.g.
attendance forms, enrolment forms, etc.
● Plan for review
How is training reviewed and evaluated in your workplace? Make sure you have
access to the necessary resources—e.g. feedback forms—online or hard copy.

Inform learners of training details

The learner/s must be told the details of the training. This may be your (the trainer’s)
responsibility, or someone else’s. In either case, you should make sure learners
receive all information needed about the training, well in advance of the training start
date. Pre-training information for learners should include (and isn’t limited to):
● time, date and duration of the training
● location of the training and how to get there
● what to expect—e.g. will the event be catered?
● how to prepare for training (including pre-work, if any)
● what to bring or wear on the day
● how to contact you (or someone else) before training, if they have questions or
requests (such as special dietary requirements).

Guest speakers
Guest speakers can be a nice way to add ‘colour and movement’ to your training. If
you intend to invite guest speakers, be sure to fully brief the speaker on:
● their role in the training
● key points to make (discuss what the speaker intends to say, so you can make
sure information they provide will reinforce—not contract—key points you want to
make in the training)
● time allocated for them to speak, well in advance of the session.

Other preparations
What else can you add to this list?

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Recap:
Plan training sessions—a ‘to do’ list

Tick when complete ▼

Plan training sessions

1 Identify needs and write the learning outcome ....................................... 

2 Develop a session plan with introduction, body and conclusion ......... 

Skill-based session Knowledge-based session

● Write a task breakdown ● Organise information to be presented
● Write the session plan ● Design and develop an application
(practice) activity
● Design and develop an assessment activity
● Decide on the best approach—EAS or AES
● Write the session plan.

3 Prepare for delivery ..................................................................................... 

● Practice, practice, practice!
● Consider safety: ensure a healthy and safe learning experience
● Organise learning materials and visual aids
● Organise venue
● Consider administration
● Inform learners of training details
● Organise guest speakers and make other preparations as needed.

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Deliver training:
principles of effective
communication and
facilitation

Think like a wise man but communicate in the

language of the people.
William Butler Yeats (1865 - 1939)

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Introduction to this section

Deliver training:
Principles of effective communication and facilitation
The training cycle is shown below. This section of the manual covers the ‘deliver’
stage of the cycle.

Figure: The training cycle

Identify
needs

Plan &
Review
organise

Deliver

After reading this section of the manual and participating in the related learning
activities, you should be able to:
1. describe the key concepts underpinning effective interpersonal communication and
discuss their application in a variety of training situations.
2. model effective communication skills in a training context, including:
● presenting information
● listening
● questioning
● giving and receiving feedback.

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Principles of effective communication

When do we communicate?
The short answer to the above question is, ‘always.’ We have very little control over
when we communicate. We are always communicating, whether we want to or not.

Humans cannot not communicate

Adaptation of Virginia Satir in Stewart and D’Angelo, 1988, p. 55.

Implications for trainers

We must be mindful of the fact that we are always sending messages to our learners,
clients and colleagues, and take steps to ensure that we are sending the messages we
want to send.
This is particularly important when you first come into contact with learners and
clients—remember that this first contact may occur long before the training event
begins. People will form lasting impressions of the training and of you—both as a
person and as a trainer—based on these early ‘messages’ that you send. Pay
attention to these messages: you won’t get a second chance to make a first
impression!

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How do we communicate?
When adults speak face-to-face, they use three modes of communication:
● words—a verbal message
● tone of voice—a non-verbal, vocal message
● facial expression, and other aspects of our body language and general
appearance—non-verbal messages.
Adaptation of Stewart and D’Angelo, 1988, p.169
Research by Albert Mehrabian suggests that when verbal and non-verbal messages
are different, the non-verbal message is perceived as the true message. The figure
below illustrates Mehrabian’s findings.

Figure: Where we look for the true message—Albert Mehrabian

7%

38%
55%

The face is the mirror of the mind, and eyes without

speaking confess the secrets of the heart.

Saint Jerome (374 AD - 419 AD), Letter

Implications for trainers

To be credible and believable, trainers must project congruent verbal and non-verbal
messages.

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Communication is a two-way process

The interpersonal communication process is always at least a two-way process. We
cannot communicate ‘to’ people without them communicating back to us.
The figure below illustrates the two-way nature of interpersonal communication.

Figure: Communication as a two-way process

message

● Tone of voice
● Body Language
● Appearance
● Words

feedback

Implications for trainers

● Pay attention to the communication taking place between you and your learners:
– the messages that you are sending
– the messages that they are sending back to you (their true thoughts and
feelings are most often conveyed through their non-verbal communication).
▪ Look for: nods of understanding; smiles; thoughtful (not confused) looks
▪ Modify the session if you see: furrowed brows; yawning; people looking at
their watch.
● Pay attention to the communication taking place among your learners. This is
essential to ensure safe learning, teamwork and lack of conflict.

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Communication filters and barriers

Our life experiences have an impact on the way we interpret the verbal and non-verbal
messages we receive from others.
The experiences and innate characteristics that make us ‘who we are’ lead us to form
attitudes, beliefs, and perceptions of the world around us. These attitudes, beliefs and
perceptions act as ‘filters’ to incoming messages—that is, they affect the way we
interpret and respond to messages we receive from others.

The figure below illustrates the idea of communication ‘filters’.

Figure: Communication filters and how they work

Incoming message passes through filters

message

● Tone of voice
● Body Language
● Appearance
● Words

feedback

Incoming feedback (responding message) passes through filters

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As a result of this ‘filtration’ process, we may interpret a message:

● as intended by the sender
or
● differently to what the sender intended—in this case, our filters have become
barriers to effective communication.

Example
Consider how the people described below would interpret and react to the statement,
‘Let’s go for a swim!’:
1. An Olympic swimmer who has just returned from a four-hour practice.
2. A young child who is learning how to swim and loves swimming!
3. An adult who almost drowned as a child and has a debilitating fear of the water.

Discussion or personal reflection on your own time—

Our ‘filters’

Use the space below to note as many examples of communication filters that you can
think of. We’ve listed two examples below to get you started:
● foundation skill levels
● culture

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Tips for presenting information clearly

Effective trainers present clear information. Below are some ways to do this:

Preparation ● Consider who you are presenting to:

use language and a presentation style that is appropriate for your learner/s.
● Tailor every presentation you deliver, to ensure it suits each unique learner
group.

Visual ● Project a credible and professional appearance

● Use clear, simple and relevant visual aids to reinforce key points
● Use posture, gestures, facial expression, and other forms of visual
communication to reinforce your message

Verbal ● Present the big picture first, before getting into the detail, then return to the
big picture again at the end of the presentation
● Use clear, ‘plain English’ language
● Use similes that the learner/s can relate to (e.g. ‘Doing this is like…’)
● Limit use of jargon or abbreviations—where used, explain the meaning of
each term.

Vocal ● Project clearly, with appropriate pace and volume. This is important, even in
informal learning situations.
● Maintain interest and highlight key points by varying the pitch, pace and
emphasis (tone) of your voice throughout the presentation.
● Use silence: the most effective presentations feature a blend of information
and silence (pauses) to allow learners to process and reflect on the
information.

Throughout Seek verbal and non-verbal feedback throughout the presentation—e.g.

this process
● frequently ask open questions to maintain interest and confirm understanding
● pay attention to non-verbal feedback and adjust your delivery as
appropriate—e.g. if you see puzzled looks, pause, invite questions, and/or
explain your point in another way.

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Effective listening skills

The world is divided into two types of people:

Those who love to talk, and those who hate to listen.

James Thorpe

If you remember nothing else from this program, remember this…

Effective trainers listen first!

They walk a mile in the shoes of their learners
then approach the training from the learners’ perspective.

This means:
● putting the learners first
● listening before telling
● approaching the learning from their perspective.
As a trainer you must listen carefully and skilfully to your learners. By doing so, you get
valuable feedback that tells you:
● how the learners are relating and responding to the training material
● any challenges they may be experiencing.

Effective listening

It is the province of knowledge to speak

and it is the privilege of wisdom to listen.

Oliver Wendell Holmes

Put simply, effective listening means doing two things:

1. Truly listening to what the learner is trying to say—this means paying attention to
both verbal and non-verbal messages
2. Be seen to be listening—give the learner verbal and non-verbal signals to indicate
that you are listening and are interested in what they have to say.

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Questioning skills

The more skilled you are at asking questions (and then listening to the answers), the
more easily you’ll be able to manage training effectively.

Uses for questions in a training situation

Skilled trainers use questions:
● to generate and maintain interest in the subject matter
● to find out the learners’ existing knowledge and experience in a training topic
● to find out specific learning needs or preferences a learner may have
● to stimulate discussion
● to check the learners’ recall or comprehension of material
● to manage a conflict or inappropriate behaviour
● and much more!

Types of questions
How we phrase our questions will determine the amount and quality of information we
receive from the person/s we are speaking with. The type of question you should ask
will depend on the situation and the type of information you are looking for.

Open vs. closed questions

Open question Closed question

Definition An open question is a question that A closed question is a question that

invites comment. invites a one-word answer, such as
‘yes’ or ‘no’.

Example ‘What are your thoughts about …?’ ‘Which button do you press to turn on
the machine?’

Tips for use Use open questions: Use closed questions when:
 when you want to hear feelings /  there is only one acceptable
ideas / opinions answer to the question
 when you want to stimulate  you don’t want to spend too much
discussion time on this subject.
 for more detailed responses.

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Direct vs. indirect questions

When training a group of learners, consider how you direct your questions:

Direct question Indirect question

Definition A direct question is a question posed to An indirect question is a question posed

a particular person. to the group in general, rather than to a
particular person.
Variations:
a. Name person then pose question
b. Pose question then name person
you want to answer it.

Example ‘Jenny, what are your thoughts about ‘Does anyone have any thoughts
…?’ about…?’

Tips for use Use direct questions when you want to: Use indirect questions:
 hear the opinion of a particular  in the early stages of working with
person your group, if you don’t know the
group members very well—a direct
 engage a particular person and
question may embarrass someone
encourage him/her to enter into the
by putting him/her on the spot.
discussion
 when you don’t mind who responds.
 check a particular person’s
comprehension
 deter an ‘overly enthusiastic’
learner from answering every
question, so that others have a
chance to speak. By directing your
question to a specific individual,
there is a better chance that the
dominant person will remain silent.

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Beware of leading questions

What is a leading A leading question is a question asked in such a way that the answer is
question? contained within the question.

Why might it be The person being questioned only has to agree with what you have said, rather
bad? than coming up with the answer him/herself.
Furthermore, the person may feel that you are not truly giving him or her a
chance to speak and offer his or her own opinion.

Example Q: ‘Mary, would you agree that the best way to get from point A to point C is
to go through point B?’
A: ‘Uh… yes?’

Alternative Q: ‘Mary, can you tell me the best way to get from point A to point C?’
A: ‘The best way to get from point A to point C is to go through point B.’

A leading question Leading questions may be used to re-state a point before moving on—e.g.
is sometimes okay ‘Would we all agree that our XYZ software has the potential to cut your
workload in half? Okay, so let’s see how it works…’

Avoid multi-barrelled questions

What is a multi- A multi-barrelled question is the term given to a series of questions posed at
barrelled question? once.

Why is it bad? The person you ask will become overwhelmed by the volume of information
being asked for and will not be able to specifically address all your queries.

Example Q: ‘Mikael, tell me the best way to get from point A to point C, then tell me
where you would go to find out about the road conditions when travelling
from point A and comment about the advantages of going from point A to
point C following the route that you recommend, but also give a
contingency route for getting to point C if your first choice isn’t possible?’
A: ‘Huh?’

Alternative Q: ‘Mikael, what is the best way to get from point A to point C?’
A: ‘The best way to get from point A to point C is to go through point B.’
Q: ‘Great. How can you find out about the road conditions the day you want
to travel from point A to point C?’
A: ‘I’d listen to the radio.’
Q: ‘Terrific. What if you find out that the road which goes through point B is
blocked? Is there an alternative route you could take?’ … etc.

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Give and receive feedback

A reminder… we give feedback:

● verbally—what we say to the learners (or what we write)
● non-verbally—gestures, facial expression, eye contact.

Furthermore, feedback given by learners and by trainers may be:

● voluntary (e.g. a learner tells a trainer something) or
● involuntary (e.g. a trainer reacts with a look of surprise when a learner asks a
question).

We must be mindful of the feedback that we give to learners, ensuring that our verbal
and non-verbal messages are congruent, and intended.

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Constructive feedback
Feedback should be constructive.

Constructive Feedback—a ‘plain English’ definition

Constructive feedback is any feedback that helps to build (construct)
the skill and/or knowledge of the learner/s

To give constructive feedback, trainers must do two things:

1. Acknowledge things done well

It is essential to let the learner/s know what they are doing well and encourage to
keep performing in the same manner. If trainers do not point out what learners are
doing well, there is a risk that the learner/s will:
● ‘throw out the baby with the bath water’ and change everything about what
they are doing—the good as well as the bad—in their attempts to improve
performance
● become discouraged, feeling that they aren’t doing anything right. By pointing
out what learners are doing well, trainers can encourage and motivate learners
to continue building their skills and knowledge.

2. Identify opportunities for improvement and give suggestions for how to make
those improvements
Learners must be made aware of opportunities to improve performance:
● Sometimes trainers must point out errors in performance
● Other times learners can self-assess and identify opportunities to improve.
In either case, what they need from you—the trainer—are suggestions for how to
make the desired improvements.

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Structure constructive feedback

Below are two popular models for structuring feedback:

● Feedback sandwich
The feedback sandwich means that feedback pointing out opportunities for
improvement is ‘sandwiched’ between two ‘slices’ of praise.

Feedback Sandwich
example

(bread): I was impressed by how quickly and easily you were able to do that.
(filling): The only part where you seemed to struggle was when you…
(bread): In the end, you managed well and finished the task within required timeframes.

● Staircase
The staircase approach means that feedback begins by consolidating what the
learner has done well. Then, the ‘step up’ is offered—a suggestion for how to
improve performance.

Staircase
example

Well done. Your report is divided into clear sections. This makes it easy to work through.
To make it even better, I suggest adding a contents page just behind the cover page. This
will make it easier for people to understand how the report is structured.

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Guidelines for giving constructive feedback

Follow the guidelines below when giving feedback to learners about their progress
during training:

● Choose an appropriate time and place

– Do not give feedback if the learner is visibly upset
– It is usually best to give feedback individually and privately, rather than in a
group.

● Be specific
Give specific examples of what you saw or heard, and specific examples of
suggestions for improvement where appropriate.

Say
You did a great job—you completed this report on time and the style of the report

 complies with the style guide. I was especially impressed by your executive
example

summary. You worded it in Plain English and listed the most impactful outcomes
of the project. Good work.

Don’t say
 You did a great job.

● Separate the learner from the feedback

Comment on what you saw or heard. Do not make comments about the person!

Say
 I have received four out of the ten tasks.
example

Don’t say
 You’re very slow; you only completed four tasks.

● Follow the KISS Principle—keep it simple!

– Limit your feedback to one or two suggestions that you feel will bring about the
biggest improvement at this time.
– Don’t give too much feedback. Too much information will overwhelm the
learner and render the feedback ineffective.

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● Use appropriate language

– Use terms and examples that the learner will understand and relate to
– Don’t swear or use offensive language.

● Focus on what to do to improve performance (not what not to do)

– Suggest what you want the learner to do
– Don’t tell them not to do what they’re doing. They probably know this. Instead,
give a suggestion for what to try instead.

To a child running on a slippery pool deck…

example

Say
 Walk!
Don’t say
 Don’t run!

● Encourage, don’t mislead

– Be encouraging: Point out what the learner is doing well and offer suggestions
for improvement. Don’t focus only on suggestions for improvement or the
learner may become frustrated.
– Be honest: Don’t tell a learner that they are doing well if they are not.
Learners often recognise when you are not telling them the truth and may
distrust any future feedback that you give. Alternatively, if the learner believes
your feedback, they will wrongly think that they are performing as required—
this may cause long term problems, for example if the learner performs a task
incorrectly on the job and causes damage or injury.

● Start by giving feedback about a suggestion already made

Comment first about something that you have already asked the learner to focus
on, before giving feedback about another aspect of his/her performance.

Say

 Much better, I could see that you were applying what I suggested. Keep doing
that. I’d now like you to try it again. This time when you do it, try also to…
example

Don’t start feedback with…

 Next time you do it, try to (new focus)…

(without commenting on what you previously asked them to focus on)

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● Pay attention to your non-verbal messages when giving feedback!

If you want the learner to believe you, make sure your non-verbal messages (body
language and tone of voice) reinforce your verbal message (words).

When you say, ‘good job’…

DO

 Look the learner in the eye; speak with speak with an enthusiastic look and tone.
Convey excitement about the learner’s achievement.
example

 Don’t
Look away from the learner or speak with a disinterested tone.
The learner will not believe your words because your non-verbal messages
suggest the opposite to the verbal message. People most likely will believe the
non-verbal message over the verbal message!

Receive feedback
As trainers, we must remain open-minded and receptive to feedback that people offer
us about our training skills.

When receiving feedback:

● be receptive—be willing to listen
● be open-minded—be willing to consider suggestions made
● say ‘thank-you’ after the feedback has been offered—do not attempt to justify or
defend your actions when the feedback is being given. Say ‘thank-you’. You may
reflect on the feedback later, and make your decisions at that time about whether
to accept or reject the feedback.

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Recap:
Use effective communication skills—a
‘to do’ list

Tick when complete ▼

Remember the principles of effective communication

● We cannot not communicate ...................................................................... 

Be mindful that we are always communicating, whether we want to or not
● Be clear and consistent: send congruent messages .............................. 
With words, tone of voice, facial expression and other body language
● Take advantage of two-way communication ............................................. 
Gauge learner progress by paying attention to verbal and non-verbal cues
from and between your learners
● Be mindful of our ‘filters’ ............................................................................. 
Check to ensure that learners have understood your ‘message’ as intended.

Use a variety of communication techniques

● Present information in small chunks, use plain English

and speak with an engaging tone................................................................... 
● Listen actively............................................................................................... 
● Use questioning techniques effectively
to identify existing knowledge, check understanding, generate discussion,
help learners ‘discover’ key points or manage difficult behaviour .................. 
● Give clear, constructive feedback throughout training ............................... 
● Be receptive to feedback
Actively invite it and say ‘thank you’ when you receive it ............................... 

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Plan, organise and facilitate

learning in the workplace

People forget how fast you did a job—

but they remember how well you did it.
Howard Newton

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Introduction to this section

Plan, organise and facilitate learning in the workplace

This section builds on the ‘fundamentals’ of planning and delivering training covered in
previous sections of this manual.
In this section we discuss how to apply these fundamentals to workplace learning
situations. We also cover how to develop an individualised workplace learning plan.

After reading this section of the manual and participating in the related learning
activities, you should be able to:
● define workplace learning and describe the key differences between workplace and
classroom-based learning
● develop a workplace learning plan for an individual that reflects sound adult
learning theories and ensures safe and effective learning without negatively
impacting on the workplace or the learner
● identify issues to consider when planning and facilitating workplace learning.

The skills and knowledge gained in this section should enable you to effectively plan,
organise and facilitate workplace learning in your industry.

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What is workplace learning?

Workplace learning is learning that occurs in the workplace.

Work activities are used as the basis for learning.

Key characteristics of workplace learning

Workplace learning:
● occurs in the workplace and includes (but isn’t limited to) on-the-job learning
● focuses on a particular role in a particular workplace
● usually requires support by people in the workplace—e.g. a supervisor or more
experienced employee may be asked to act as a role model, coach and/or mentor
● may impact others in the workplace, such as customers, co-workers or
supervisors—e.g. a trainee customer service representative in a fast food outlet will
likely serve customers at a slower rate than more experienced employees.
Therefore, when a trainee is serving, other employees may need to serve a greater
number of customers and customers may need to be more patient and tolerant of
the trainee.

Workplace learning may be as extensive as a four-year apprenticeship program, or as

narrow in focus as a single meeting.

Situations that could warrant workplace learning

Situations that could warrant workplace learning include:
● the nature of the training requires access to equipment that is only found in the
workplace
● the task/s to be learned can best be learned ‘on-the-job’ without negatively
impacting on the workplace, and the costs of sending a learner ‘off site’ for training
cannot be justified
● the tasks to be learned aren’t offered in a course—for example, there are few
courses on how to be a fruit picker.

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What organisations are involved in workplace learning?

Workplace learning may be developed by an organisation for employees of that
organisation, and be conducted entirely ‘in house.’ In this case, no other organisations
would be involved.
Alternatively, external organisations may be involved. Below are some possible
examples of external organisations that may be involved in workplace learning:

● Australian Apprenticeships scheme and Registered Training Organisations

(RTOs) that implement it
Australian Apprenticeships is a scheme operated by the Australian Government. It
encompasses apprenticeships and traineeships, and offers individuals a chance to
combine time at work with training. It can be full-time, part time or school-based.
Australian Apprenticeship programs lead to nationally-recognised qualifications.
Based on information at: <australianapprenticeships.gov.au> (accessed 03.02.2020)
An employee participating in an apprenticeship program is likely a student of TAFE
or another RTO licensed to run Australian Apprenticeships scheme programs.
This external organisation should be involved in any workplace learning that the
employee learner undertakes.

● Other Registered Training Organisations

Registered Training Organisations (RTOs) offer training and assessment in
nationally recognised qualifications. Sometimes RTO representatives develop
workplace learning pathways for employees in collaboration with workplace
representatives and are responsible for implementing these pathways, or
overseeing their implementation in the client’s workplace.

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Select a workplace learning pathway

When deciding whether or not a workplace learning pathway is the best option to
achieve the learning goals, consider:
1. safety
2. effectiveness and cost effectiveness
3. Industrial Relations and other relevant legislation as applicable
4. contractual requirements and responsibilities for learning at work.

1. Safety
For work-based learning to occur, we must ensure that we can modify workplace
routines to allow healthy and safe learning, including:
● learner safety
– Physical safety is important: the learner should not be asked to perform a
potentially dangerous task in the workplace before s/he has had enough
practice in a non-working environment to ensure readiness to operate in the
actual workplace. Does the workplace have the resources needed to
ensure safe learning, particularly in the early phases of the learning
process?
– Emotional safety of the learner is also important: if a work-based learning
approach is selected, can steps be taken to ensure that the learner isn’t
unnecessarily ‘put on display’ while learning, particularly in the early
stages? The learner needs support, as well as an emotionally safe
environment in which to practice skills and apply knowledge learned.
● safety of others in the workplace
If a work-based learning approach is implemented, can the safety of others in
the workplace be ensured?
● organisational safety
If a work-based learning approach is implemented, can productivity and
profitability of the organisation be maintained? For example, can steps be
taken to ensure that the employee learner does not damage equipment or
damage the reputation of the organisation in front of clients and customers?

For more information about how to ensure healthy and safe learning, see information
starting on page 101.

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2. Effectiveness and cost effectiveness

Workplace learning appears to be a cost-effective process, as learning can take
place without having to invest in off-site training. However, the hidden costs of
workplace learning must be considered. For example:
● what are the demands on others in the workplace
● what is the potential for damage to the workplace—see information above
about organisational safety
● what distractions may present themselves if training occurs at work, and what
is the impact of these distractions?

3. Industrial Relations and other legislation

Industrial Relations (IR) guidelines and other relevant legislation must also be
considered when planning workplace learning. For example:
● is it against IR rules to ask a supervisor to help train an employee in the
workplace if no additional payment is offered the supervisor
● can you ask a learner to come to work outside of working hours to participate
in training?
Workplace learning events must comply with union rules and other relevant
legislation or regulations that may apply.

4. Contractual requirements and responsibilities

Some work-based learning programs may need to address contractual
requirements. Areas in which these commonly exist include traineeships and
apprenticeships, and training programs which utilise government funding.
A common requirement of contracts under which funding is made available for
work-based learning is that the learning must be monitored, and regular progress
reports submitted.

Traineeships and apprenticeships

Traineeships and apprenticeships operate under training contracts. These are
legally binding agreements between the employer and trainee / apprentice which
outlines the employer’s obligation to:
● employ and train the trainee / apprentice
● provide the relevant wages and conditions
● ensure that the trainee / apprentice receives adequate facilities and
supervision necessary to complete the training

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The training contract is accompanied by a training plan which details the training
that must be delivered by both the employer for on-the-job training and a
registered training organisation (RTO) for off-the-job training.
The training plan is negotiated by the employer and the trainee / apprentice
together with their RTO of choice. It must be submitted to the state or territory
training authority in conjunction with the training contract at the commencement of
the traineeship / apprenticeship.
A work-based learning plan for a trainee or apprentice would typically address
requirements from the on-the-job component of the training plan.
Information about contractual requirements and responsibilities for learning at work
provided courtesy of Trott, 2010

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Plan and organise workplace learning

Collaboration
Workplace learning is a collaborative effort throughout all stages of planning, delivery
and review. Everyone who will be involved in, or affected by, the workplace learning
should be consulted at appropriate stages of development. For example:
● supervisors of the learner must be informed of the learning; they must be able to
organise working rosters to accommodate the learning
● replacement staff may need to be consulted
● if an experienced employee will be asked to assist the learner in the workplace,
s/he must be consulted to confirm willingness / availability to help, and preferences
for how to do this
● if the workplace is governed by a union, the union may need to be consulted
● if the workplace learning is part of an apprenticeship program, the organisation
responsible for the apprenticeship must be consulted.

Plan and organise workplace learning: steps to take

● Step 1: Identify needs and confirm objectives
● Step 2: Develop an individualised workplace learning plan
● Step 3: Document the individualised workplace learning plan
● Step 4: Prepare for each session with the learner

We describe each step in detail, below.

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Step 1: Identify needs and confirm objectives

General principles of this step are discussed in the section of this manual called,
Training needs and objectives.

Identify needs
Workplace learning is usually—but not always—planned for individuals, rather than
groups of learners. Identifying needs is particularly important in this case because the
learning must specifically address the characteristics and preferences of the learner.

Before you can start developing

a workplace learning plan for an individual...
...collaborate with the learner and other stakeholders to identify
what the learner must learn and how they prefer to learn

The table on the next page lists issues relating to the individual learning that must be
confirmed before planning can begin.

Discussion or personal reflection on your own time—

What do you need to know before developing a
workplace learning plan for an individual?

Before developing a workplace learning plan for a particular individual, what would you
need to find out about that individual and the context to ensure that the learning plan
you develop is appropriate for that person?
The table on the next page lists some suggestions to get you started.

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Table: Individual learning—Identifying needs

Stakeholders:
Issues to be discussed / confirmed
People who may be consulted

Reason for individual learning—e.g. ● Learner

● compliance reasons? ● Supervisor
● urgent need to apply learning ● Human Resources personnel
● personal development, etc. ● Union representative.

Learning goals and outcomes—e.g. ● Learner

● program aims (overall goal) ● Supervisor
● learning outcomes (determine content). ● Human Resources personnel

Preferred learning processes and techniques—e.g. ● Learner

● face to face ● Supervisor
● self-paced/distance, etc. ● Human Resources personnel

Evaluation processes—e.g. ● Learner

● how and when will progress be measured ● Supervisor
● how will the outcomes be assessed? ● Human Resources personnel

Equity or additional support needs—e.g. ● Learner

● English language, literacy or numeracy support ● Supervisor
● ethnic support services ● Human Resources personnel
● interpreting or counselling services ● Union representative.
● community support

Organisational support available—e.g. ● Learner

● a workplace supervisor available to help with application of ● Supervisor
learning ● Human Resources personnel
● relief from workplace duties to enable time to consolidate ● Union representative.
learning, etc.

Learner characteristics, preferences and availability—e.g. ● Learner

● current level of skills/knowledge/attitudes ● Supervisor (re availability)
● professional background
● level of language, literacy and numeracy (LL&N)
● preferred learning styles
● learner availability
● other key characteristics that may impact on the learning
plan (e.g. comfort levels with technology).

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Step 2: Develop an individualised workplace learning

plan

A workplace learning plan documents

the workplace learning pathway (i.e. the learning process)
plus organisational arrangements

Learning methods that form part of a workplace learning plan may include a mixture of:
● workplace observation—e.g. learner observes workplace routines to learn about
their role
● independent learning—e.g. reading or independent practice
● off-the-job training or practice, with guidance from the trainer
● on-the-job application, independently.

Get started: Analyse workplace routines and develop a

workplace learning pathway
The first step in developing an individualised workplace learning plan is to analyse
workplace routines and identify ways to adapt these routines to create opportunities for
safe and effective on-the-job learning.
When analysing workplace routines, consider:
● safety—if the workplace learning pathway is entirely ‘on the job’ learning, can a
safe learning experience be ensured? If not, alternative options are to:
– start training in a safe, ‘off-the-job’ situation, or
– modify the workplace routines so that safety is ensured (e.g. roster on an extra
employee with experience who can ‘buddy up’ with the learner)
● impact on workplace routines and productivity—will the learner seriously
disrupt work routines or productivity if they learn on-the-job? If so, start training in
a safe, ‘off-the-job’ environment and let the learner practice off-the-job before
progressing to on-the-job application.

An example: analyse workplace routines

Following is a case study example that shows how workplace routines were analysed
and modified to allow work-based learning to occur. In the example, the workplace is
Here-2-Help Hospital.

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Case study example: Here-2-Help Hospital

Analysis of workplace routines leading to a workplace
learning pathway

Learning needs
In Here-2-Help hospital, trainee nurses must learn to administer injections to patients.
Implications of workplace learning
● Safety is a huge issue: inexperienced trainee nurses could use poor injection techniques
causing pain and injury to the patient. Therefore, initial training should begin ‘off the job’.
● The trainee nurses will need close, constant supervision for the first few times on-the-job.
Therefore, individual, rather than group-based training is preferable.
Analyse workplace routines
Morning rounds are completed at 8:00am each morning. During these rounds, nurses
administer routine medication, including injections. This is an opportunity to learn on-the-job.
Modify workplace routines
To ensure healthy and safe work-based learning, workplace routines will be modified as follows:
● The trainer will roster herself on duty on designated training days and make herself
available to work with the trainee nurse (the learner)
● An experienced nurse will be assigned as a mentor/role model for the learner
● The schedule of rounds will be modified in the following ways:
example

– Trainer and learner will act as a team, making rounds together

– The schedule will be modified so that trainer and learner will only visit those patients
needing an injection and other nurses can visit patients needing other forms of
medication (e.g. pills). This way the learner will get many practice opportunities.
Work-based learning pathway
Analysis and modifications described above led to the following workplace learning pathway:

Phase 1: Learner to accompany an experienced nurse on rounds and observe methods

Observe of giving injections.

Phase 2: In a small meeting room, the learner to be trained in the correct injection
Practice technique using syringe filled with water and injecting into an orange. Learner
practices independently for 3 days afterwards.

Phase 3: The learner will accompany the trainer on rounds. The learner will give
Apply injections under close supervision, with guidance (every day for 3 days).

Phase 4: (assessment phase/signal for closure of learning): The trainer will accompany
Integrate the learner on rounds. The learner will give injections under close supervision
but without help. Learning will be concluded and ‘closed’ when the learner
administers all injections independently for 3 consecutive days of rounds.

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Organise workplace learning

Workplace learning plans include organisational arrangements. Organisational issues
that are particularly important when developing a workplace learning plan include:
● safety, impact on the workplace and effectiveness/cost effectiveness
See information starting on page 139 for detailed discussion of these issues.
● how and by whom will progress will be monitored and documented?
Are there formal assessment points throughout the workplace learning whose
results must be documented?
If an external organisation is involved (for example if the learner is working under
apprenticeship arrangements), there may be specific requirements for monitoring
progress, assessing competence and maintaining records of this.
● who must be informed?
People who must be informed of the workplace learning may include clients (e.g.
customers of a retail outlet), co-workers, supervisors, RTO personnel, and anyone
else who is affected by the learning.
● who must be involved?
Often work-based learning requires support from a range of people. We should
identify and consult with relevant support personnel as early as possible. These
may include:
● peers ● family members
● supervisors ● experienced employees
● clients ● subject-matter-experts
● LLN specialists ● others?

!
Consider the needs of people needed to support the workplace
learning. Do what you can to support them so that they are willing and
able to provide this support.

Experienced employees are often asked to work with learners as a role model and/or
mentor. If the same experienced employee is always asked to do this without receiving any
support or reward for doing so, they may become resentful.
You could:
example

● identify more than one experienced employee who could help new staff, and divide these
‘mentoring’ duties equally among the experienced employees
● give the experienced employee a bonus or pay rise
● relieve the experienced employee from some of their routine duties, to give them time to
work with the learner.

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Organise individual learning

What else must you consider when planning and facilitating

individual, rather than group learning?

Workplace learning is often—but not always—planned and facilitated as individual,

rather than group training. Below are some additional organisational issues to consider
when workplace learning is one-on-one:

● What will the boundaries of the learning relationship be?

This step is particularly important. Successful workplace learning relationships are
based on clearly-defined boundaries that respect the needs of the trainer, the
learner, and of other personnel. Consider:
– roles and responsibilities of the trainer
– roles and responsibilities of the learner
– how and when the trainer and learner may contact each other—e.g.
▪ time of day or night
▪ at home, or just at work?
– confidentiality
– how others might be involved
– organisational (employer) expectations
– reporting requirements—e.g. it should be made clear up front if the outcomes
of learning will be reported to the learner’s employer.

● How will we know when it’s time to conclude the learning relationship?
Possible tools and signals to indicate ‘closure’ include:
– self-assessment by the learner
– when the learner attains a competent result in an assessment
– when the learner shows that they are ready for summative assessment
– when the learner demonstrates a particular level of independence, either in
learning or performance
– when the learner shows that they are ready to continue learning through other
means or modes
– when prescribed time period has passed.

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Step 3: Document the individualised workplace

learning plan

Information to include
Workplace learning plans should include the following information:
● Name of learner
● Information about the learner’s learning style, characteristics and the context for
learning
● Learning goals and performance benchmarks
● Activities and processes which together will achieve the benchmarks:
– Work-based learning pathway (job tasks or activities to be included in the
learning process, in an appropriate sequence)
– Workplace personnel who will support the learning (e.g. an experienced co-
worker or supervisor)
– Assessment points.
● Safety issues
● Organisational arrangements, for example:
– boundaries and expectations of the relationship between trainer and learner
– list of people to be informed of the learning (e.g. supervisor, co-workers,
Human Resources department of the organisation, etc.)
– resources needed
– (if applicable) additional support needed (e.g. LLN support)
– record-keeping and other administrative requirements.
● (optional) Capacity to record the learning process and results—e.g.
– notes about learner progress once the learning plan is implemented
– results of the learning, once complete.
If the learning plan template includes space to note progress and results, then the
workplace learning plan document may also be used as a record of the learning.

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Case study example: Here-2-Help Hospital

Individualised workplace learning plan and record

There are many ways to document an individualised workplace learning plan. One
example follows. This example includes space to note learner progress and results.
Therefore, it may be used as both a plan and a record of the learning.

The example shown is presented as though the learning has been successfully
completed. Information shown using font that looks like this would be added as the
learning progresses. It would not be included in the original plan.
This document could be kept on file as a record of the learning.

This template is available

T For your future use, you’ll find a blank template for an individualised workplace learning
plan like the one on the next page, in the Templates document that we provide to support
this program.

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Example: Individualised workplace learning plan and record

General information
Learner Jane Doe
Trainer Florence Nightingale
Workplace Here-2-Help Hospital
Reason for learning Requirement for ABC Training House nurse apprenticeship program and
regulatory requirement
Program Outcome Learner should be able to routinely do the following as part of morning rounds:
(goal) ● Attend to general patient needs
● Administer injections according to Here-2-Help’s Injection Basics booklet
and with empathy to all patients requiring injections without guidance
from supervisor
● Accurately record and report injections administered.
Learner information
Job title Nurse trainee
Key duties Under indirect supervision:
● deliver drinks and meals to patients as required
● complete morning and afternoon patient rounds on the ward: administer
injections, change bed linen and ensure patient comfort
● administer general patient care, following shift supervisor’s instructions
Key ● 23 years old, in 2nd year ABC Training House nursing program
characteristics ● Completing 1 year of on-the-job experience
● Australian Citizen: immigrated from Philippines 3 years ago
Learning Able to access information about job duties from others
Reading Struggles with medical terminology and vocabulary needed to
interpret requirements for injections on patient charts
Language, Writing Able to write simple notes about injections administered—needs
Literacy and to develop English language medical terminology and vocabulary
Numeracy to do this accurately
Oral Able to converse with patients and other staff, and understand
Communication instructions
Numeracy Able to measure amounts needed for injection
LLN support Specialist support not needed. We will cover English-language medical terminology
needs related to administering injections—writing and reading. Otherwise, okay.
Health issues None
Learning
Practical learning preferred; dislikes reading too much.
preferences
Availability for ● Works 3 days per week: Monday-Wednesday
training ● Must do morning and afternoon rounds. Some flexibility in middle of the day.
Continued

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Example: Individualised workplace learning plan and record, cont’d

Logistics

Resources ● Information booklet: Basics of Administering Injections

What venue, equipment and reference ● 4 oranges for first practice
materials are needed?
● Syringes plus required medications
● Logbook.

Safety issues ● Patient safety and comfort are critical. Learner to be

closely supervised throughout initial on-the-job learning
What must you consider, to ensure a
activities.
healthy and safe learning experience?
Consider safety of the learner, the ● Hypodermic needle is sharp and may cause injury
workplace, and clients.
● Medications potentially harmful if administered incorrectly.
Close supervision required.

Personnel to support the plan ● Florence Nightingale: head trainer, responsible for
overseeing learning program and conducting 1:1 coaching
Who has direct involvement in either
approving or implementing the ● John Johnson: experienced nurse to act as mentor to
workplace learning? learner throughout the learning.
● Bossy Bob: ward supervisor, needs to adjust schedule of
rounds so that learner visits at least 5 patients needing
injections per round, per day.

Personnel to be informed ● Patients visited by learner: learner to be introduced to

each patient as a ‘trainee’ prior to each injection. Learner
Who else should be informed of the
to wear ‘trainee’ badge.
learning? – e.g. Clients? Other staff?

Administration and record-keeping ● Learner to maintain logbook of workplace learning

activities. Each daily log entry to be completed by learner
What records will you keep about this
and verified on the same day by trainer.
learning?
● Final results of learning to be documented in learner’s
employee file and sent to ABC Training House.

Other logistics Morning rounds to be used as the basis for the learning:
● Schedules to be allocated so that learner visits patients
who need medication administered via injection. Learner
should have at least 5 opportunities per set of rounds to
administer injections.
● Trainer to be assigned ‘rounds’ duty and accompany
learner on rounds.

Continued

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Example: Individualised workplace learning plan and record, cont’d

Workplace learning pathway and record of achievement

Description Dates/s & Location Outcome Activities & assessment People Date
Times By the end of this stage of learning, the learner should be able to: responsible achieved

1 Workplace 1 hour/day for Here-2-Help 1 Describe technique for administering Learner to accompany John Johnson, 30 April
observation 2 days Hospital, Ward injections according to the Injection Basics experienced nurse on morning experienced (year)
3 booklet, without referring to notes rounds and observe nurse JJ
29-30 April
administration of injections.
8:00am – 2 Explain how to record and report injections
9:00am administered Informal Q&A following each
observed round.
Learner completes logbook.

2 1:1 45 minutes Here-2-Help 1 Inject an orange according to technique Demonstrate and practice correct Florence 01 May
coaching Hospital, described in the Injection Basics booklet, injection technique, using an Nightingale (year)
30 May, 1:00-
session, off meeting room using a syringe filled with water, without orange and syringe filled with F.N.
1:45pm
the job 1 help. water Had trouble
2 Describe strategies to maintain physical Discuss emotional and physical with names
and emotional patient safety when considerations for patients and spelling
administering injections of
Practical assessment—learner to medications
administer injection according to (see notes)
outcome 1.
Learner completes logbook

When you first write your plan, this column will be left blank. People responsible for the workplace
learning (e.g. trainer, experienced employee, etc) complete this column as learning progresses.

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Example: Individualised workplace learning plan and record, cont’d

Description Dates/s & Location Outcome Activities & assessment People Date
Times By the end of this stage of learning, the learner should be able to: responsible achieved

3 Workplace 1 hour/day for Here-2-Help Administer injections safely and according to Learner to be assigned own Florence 08 May
Application 3 consecutive Hospital, Ward the Injection Basics booklet, to at least 95% of rounds for 3 consecutive days. Nightingale (year)
(closely days 3 patients (i.e. 14 out of 15 over 3 days of rounds) Trainer to accompany learner and F.N.
supervised) with little or no help from their supervisor. closely observe the learner
6-8 May, 8:00- Terrific
administering injections.
9:00am
Learner completes logbook

4 Workplace 1 hour/day for Here-2-Help As part of 3 consecutive morning rounds: Learner to be assigned own Florence 15 May
Integration 3 consecutive Hospital, Ward rounds for 3 consecutive days. Nightingale or (year)
● Attend to general patient needs
days 3 Trainer or experienced nurse to John Johnson F.N.
● Administer 100% of injections according to observe the learner administering (TBC)
13-15 May See notes
the Injection Basics booklet and with injections from a safe distance
empathy, to patients needing injections, and check completion of charts.
without guidance from supervisor
Learner completes logbook.
● Accurately record and report all injections
This workplace learning will be
administered.
complete if learner performance
according to outcomes for this
phase.

Results

Outcomes achieved   Outcomes not achieved 

Result verified by (NAME) ► Florence Nightingale Signature ► On (date) ► 15 May (year)

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Example: Individualised workplace learning plan and record, cont’d

Notes about progress and results

Date Written by Notes

30 April (year) John Johnson Jane seemed enthusiastic about the learning and asked loads of questions. Phase 1 complete.
01 May (year) Florence Nightingale Jane easily mastered the technique of administering injections using an orange. She had trouble
spelling the names of the injections when recording the details of the injection on patient charts. I
showed her where the names of each medication were written on the packaging, so she could
copy from that. She also had trouble interpreting and writing some of the abbreviations we use at
Here-2-Help when completing patient charts. I’ll work with her on this in phase 3.
02 May (year) Florence Nightingale I typed a glossary list of the terms she didn’t understand yesterday and explained what each
acronym stood for, and what each term meant.
I emailed it to Jane and asked her to study it this week, before we meet next week.
08 May (year) Florence Nightingale Phase 3 went well. By the third day, Jane appeared confident and accurately completed all
charts. We actively spoke about the terms and acronyms on the glossary list and by the end of the
third day Jane was using the terms more fluently, both in conversation with me, and when she
completed charts.
15 May (year) Florence Nightingale Jane easily attained program outcomes and is now ready to be assigned morning rounds without
the need for supervision.
End of workplace learning plan and record

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Step 4: Prepare for each session with the learner

Trainers must prepare for each meeting or session with the learner
by making notes or preparing a detailed session plan

When preparing for each workplace session, consider:

● the resources that will be needed and take steps to ensure that these are available
on the day
● the impact of the session on the workplace and take steps to ensure that impact on
the workplace is not disruptive or harmful.

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Case study example: Here-2-Help Hospital—

Session plan

In the Here-2-Help Hospital case study, Florence (the trainer) decides to write a
session plan in preparation for phase 2 of Jane Doe’s workplace learning.

● Phase 1: Workplace observation

● Phase 2: 1:1 coaching session, off-the-job
● Phase 3: Workplace application
● Phase 4: Workplace integration.

Florence will write a detailed session plan for this 1:1 session

Detailed session plans are not needed

for the other phases of this learning pathway

Florence’s session plan begins on the next page.

A few points to remember when preparing sessions for an individual learner:

● Plan the session to reflect the learner’s preferred learning styles
● Build some flexibility into your plan; be prepared to adapt delivery to suit the
learner.

For more information on writing session plans

See the section of this manual called, Plan training sessions.

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Case study example: Here-2-Help Hospital, session plan

Session Plan for an individual: Administering an injection

Session title Administering an injection Total time 45 minutes

Outcome By the end of this session, the learner should be able to:
● demonstrate the technique for administering injections listed in the Basics of
Administering Injections information booklet, using a syringe filled with water and
injecting into an orange or equivalent
● discuss issues of patient safety—physical and emotional—related to
administering injections.
Resources ● 1 x private meeting room
● 2 x syringes
● 2 x medicine containers containing water (to replicate medication)
● extra water nearby
● 2 x large navel oranges or (if available) 1 x simulated arm
● 2 x copy of Basics of Administering Injections information booklet, for reference
● 1 x bottle of sterilisation gel
● 1 x box of rubber gloves (with at least 6 pairs of gloves in it)
Preparation ● Organise resources
● Ensure learner availability to attend session; get approval from shift supervisor.

Time Activities
INTRODUCTION
8 min. I Give statistic: Full-time nurses administer an average of 45 injections per week
N Explain need for this session: you will need to administer numerous medications.
Ask: You’ve observed John Johnson, experienced nurse, administer injections—what
did you notice about what he did and how he did it? Discuss as needed.
Emphasise need to be technically accurate, as well as emotionally supportive
while administering injections. Spend some time here.
Ask: Have you ever administered an injection? How do you feel about doing it now?
T Cover housekeeping: 60 minute session, no breaks; water and toilets across hall.
R Discuss agenda and negotiate as needed. Proposed agenda:
1. Will look through Basics of Administering Injections information booklet and have
brief discussion of WHS issues
2. Demonstrate correct injection procedure step-by-step
3. Practice and feedback
4. (if ready) Assess against learning outcome for this session.
O Share outcome
S Sharp syringes (be careful of the ‘sharp’ at all times); wear rubber gloves at all times
continued

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Case study example: Here-2-Help Hospital, session plan, cont’d

Time Activities
BODY
10 min. Discuss task Go through Basics of Administering Injections information booklet. Key
points to discuss:
● Injection procedure (pages 2 – 3)
● Maintaining patient comfort and well-being (page 4).
● Administration/record keeping (page 5)
● Safety issues and reporting incidents (page 6).

8 min. Demonstrate 1. Demonstrate injection procedure step-by-step:

● While demonstrating, explain key points as per pages 2-3 of
Basics of Administering Injections information booklet.
● Get learner response to demonstration. Answer questions as
needed.

12 min. Practice 2. Guided practice: Allow learner to practice injection procedure

from start to finish, a few times as needed. Give guidance and
feedback as necessary.
3. Independent practice: Ensure learner can do it without help.

2 min Summarise Ask: How did you feel about that? Feel ready for assessment?
Summarise this key point for administering injection: Successful
injections require: 1) Using the right technique; 2) Showing empathy and
3) Accurate recording of the injection administered. Today we are
focusing on using the right technique.

3 min. Assess Assess performance against learning outcome criteria

CONCLUSION
O Revisit outcome
2 min. F ● Give feedback—congratulations or ‘almost there’, depending on outcome
● Get feedback—Ask: How was that from your perspective?

F Next steps:
● If outcome achieved, learner is ready to move to phase 3 (workplace application)
● If outcome not achieved, another 1:1 session must be scheduled, or additional
practice and re-assessment is needed before moving to phase 3.

end of sample session plan

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Facilitate learning in the workplace

Skills needed to facilitate workplace learning

Facilitation skills are discussed in the section of this manual called,

Delivering training: principles of effective communication and facilitation.

In addition, when facilitating workplace learning for an individual:

● flexibility is crucial: Monitor progress and adjust the plan as necessary

Start with a plan—this is essential to focus and direct the learning—but be
prepared to adjust the plan to accommodate the learner’s needs and progress.

!
Document learner progress! Keep written records of:
● the learner’s progress and achievements
● adjustments made to the learning plan as learning progresses.

● your role as a co-ordinator (or ‘conduit’) is vital

As a trainer responsible for workplace learning, a large part of your role is to co-
ordinate implementation of the learning plan by liaising as needed with all people
involved in—or affected by—the learning.

In the case study example of workplace learning at Here-2-Help Hospital

People to be informed include:

● the learner (Jane Doe)—initial consultation, learning pathway approval,
implementation and review
example

● the experienced employee—John Johnson must be briefed on his role

● the shift supervisor—Bossy Bob must be briefed on the learning plan. He must
adjust the roster for morning rounds to give the learner opportunities to administer
injections under supervision of the experienced employee or the trainer.
● the Registered Training Organisation—ABC Training House must be informed of
Jane’s progress.

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● maintain a professional relationship and ensure clear closure

By its nature, individual learning requires a close relationship between trainer and
learner. This relationship may continue on a personal level after training has
concluded (i.e. the trainer and learner become friends).

The professional learning relationship must not become blurred with any personal
friendships between the trainer and learner. Ensure that both you and the learner:
– respect the boundaries of the relationship that was established at the start of
learning
– mutually agree when it is time to close the learning. We recommend a
celebration of some sort close on a positive note.

Record and review workplace learning

This topic is discussed in the section of this manual called, Reviewing and
record keeping.

Examples of completed learning records

For examples that show how you may record progress and outcomes of workplace
learning, go to:
● the Here-2-Help Hospital case study example of a learning plan and record,
starting on page 151. In this example, the workplace plan and record are part of
the same template.
● the section of this manual called, Reviewing and record-keeping. This section
contains an example of a stand-alone record of workplace learning is separate
from the learning plan.

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Recap:
Plan, organise and facilitate learning in
the workplace—a ‘to do’ list

Tick when complete ▼

Plan and organise learning in the workplace

1. Identify needs and confirm objectives ..................................................... 

2. Develop a workplace learning plan........................................................... 

● Analyse workplace routines and develop a safe workplace learning pathway
● Organise workplace learning
● Customise the learning plan for each individual learner and organise accordingly.

3. Document the workplace learning plan.................................................... 

4. Prepare for each workplace learning session ......................................... 

● Coordinate with others in the workplace as needed
● Prepare detailed session plans where applicable.

Facilitate learning in the workplace

● Monitor learning and document progress...................................................... 

● Be flexible: modify the learning plan as needed .......................................... 

● Maintain a professional relationship .......................................................... 

● Ensure clear closure of the learning ............................................................ 

Review the workplace learning event

● Record the results of the learning and store records securely, as per
company procedure ....................................................................................... 

● Evaluate the effectiveness of the learning and identify improvements

for next time ................................................................................................... 

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Plan, organise and deliver

group-based learning

Learning how to learn is life’s most important

skill.
Tony Buzan

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Introduction to this section

Plan, organise and deliver group-based learning

This section builds on the ‘fundamentals’ of planning and delivering training covered in
previous sections of this manual.
In this section we discuss how to apply these fundamentals to group learning
situations.

After reading this section of the manual and participating in the related learning
activities, you should be able to:
● define group-based learning and describe the key differences between individual
and group learning
● plan and organise group-based learning, following a documented learning plan
● apply the principles of effective communication when facilitating group-based
learning
● manage group dynamics and the diverse needs of learners within the group
● manage inappropriate behaviour.

The skills and knowledge gained in this section should enable you to effectively plan,
organise and facilitate group-based learning in your workplace.

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What is group-based learning?

Group-based learning is learning that is delivered

to learner groups, rather than individuals

Key characteristics of group-based learning

Group-based learning:
● is often classroom-based, but isn’t always so
● is social—learners learn from each other, as well as from the trainer
● may involve a group of learners who come from the same organisation or from
different organisations
● size of learner groups may vary from very few (e.g. 4) to many (e.g. 50).

Situations that could warrant group vs. individual learning

Situations that could warrant group-based learning include:
● You are looking for a cost-effective means of learning something—often signing up
for a group-based program is a good way to achieve this, as the costs of training
are distributed among the learners
● The learning objectives include teamwork and it is most effective to get the team
together for training
● The same knowledge and skills are needed by a group of people.

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Plan & organise group-based learning

Collaboration
Group-based learning is a collaborative effort between the trainer and the client (the
client organisation, learners and/or other stakeholders).

Plan and organise group-based learning: a step-by-step

process
● Step 1: Identify needs and confirm objectives
● Step 2: Write session plans
● Step 3: Prepare for delivery.
A detailed explanation of each step begins below.

Step 1: Identify needs and confirm objectives

This topic is introduced in the section of this manual called, Training

needs and objectives.
Below is additional information specific to identifying needs in a group-
based training situation.

Start by accessing learning program documentation

In a group-based learning situation, learning program documentation may be available.
If it is, this documentation should clarify the training delivery requirements. An example
of learning program documentation (a learning program plan) begins on the next page.

Other questions
Once you have reviewed the learning program documentation, you may have more
questions about the delivery requirements—e.g.
● number of learners in the group you will be training
● existing skills/knowledge of learner group
● other key characteristics of the learners—e.g. language, literacy and numeracy
levels, learners’ motivation to attend training; industry background, etc.
● training environment and available equipment
● available resources.

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Case study example—

A Fine Mine: Learning Program Documentation

Learning program plan part 1: General Program Information

General information
Program name Workplace Training Fundamentals
RTO My RTO Incorporated
Client ‘A Fine Mine’ Mining Company (AFMMC)
Program aim For learners to be able to train contract builders and site managers
safely, efficiently and effectively on site
Qualification TAESS00014 Enterprise Trainer – Presenting Skill Set
Competency standards ● TAEDEL301 Provide work skill instruction
● BSBCMM401 Make a presentation
Program outcomes By the end of this program learners should be able to:
● Plan and organise a presentation or work skill instruction
● Deliver a presentation or work skill instruction
● Check training performance
● Review presentation and personal training performance
● Finalise documentation.
Delivery and assessment information
Prerequisites Nil
Delivery mode Face-to-face
Program duration (total) 3 x 8-hour days
Assessment During 1. Plan and deliver one 30-minute training session
training (on day 3 of training)
In workplace 2. Knowledge questions
(after training) 3. Plan & deliver two 20-30-minute training sessions
Learner information
Number of learners Eight (8)
Target learner group New on-site training supervisors:
(profile) ● LL&N skills satisfactory for tasks being trained
● Some learners have conducted training before; none have received
training in ‘how to train’
● 6 males, 2 females
● Age range: 24-55.
Special needs None identified

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Safety and other logistics

Venue and equipment ● Training room equipped with: whiteboard, flip chart paper,
required computer and data projector for PowerPoint
● Day 2 only: 2 additional breakout rooms needed for small group
activities.
Learning materials and ● Pre-program information handout for learners (pdf)
other resources required ● Workplace Training Fundamentals workbook:
owned by My RTO Incorporated (hard copy)
● Assessment tasks (handout): owned by My RTO Inc. (pdf and hard
copy)
● Handout: ‘Getting to know you’ (hard copy)
Pre-program information ● Pre-program information to be emailed to learners one week prior
or pre-work to start of training.
● No pre-work required.
Program administration The following forms are to be made available to trainer:
● Attendance form (one copy)
● Feedback forms (one / learner)
● Venue safety inspection checklist (one / training day)
● Assessment record for day 3 assessment.
Trainer to submit all completed forms to My RTO Incorporated training
manager within 24 hours of training completion.
People to be informed John Smith—HR manager of AFMMC.
Mary Johnson—Training manager My RTO Incorporated.
Safety issues ● Trainer to be inducted to venue
● Emergency evacuation procedures posted on training room door—
trainer to review pre-training

WHS information for learners:

● Emergency evacuation procedures
● Where to go if first aid needed (reception)
● General room safety (e.g. store bags safely under desks)
● Ground rules (to be agreed upon by learner group)
Other logistics ● Email-based support to be provided following training, as learners
complete workplace assessments. Trainer to inform learners.
continued

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Case study: A Fine Mine, Learning Program Documentation, cont’d

Part 2: Program outline

Learning outcomes—By the end of the

Session Title Time Content and activities Resources
session, learners should be able to:
DAY 1
Introduction 45 min Describe program structure and ● Welcome ● WTB Workbook
assessment requirements ● Housekeeping—WHS, venue information, session times, ● ‘Get to know you’
break and mealtimes, attendance form activity handout
● Warm-up activity and personal objectives ● Assessment
● Program agenda handout
1 How adults 2 hrs Define the following and explain how ● What is learning: ● WTB Workbook
learn trainers may use each to provide effective – Activity: Memorable learning experience
work skill instruction: – Discussion: Domains and definitions of learning
● Domains of learning ● Principles of adult learning:
● Principles of adult learning – Discussion: What are the principles?
● VAK and PART learning styles – Activity: Principles of adult learning
● Stages of learning. ● Learning styles:
– Discussion: Recent research about learning styles
– Activity: Identify different ways to teach a work skill
2 Identify 45 min Identify training and learning needs of ● Training needs analysis: steps to take
needs their learners ● How to complete steps
Formative 20 min Recap key concepts learned in sessions Review activity—‘quiz’: Learners work in small group teams to Handout: List of
assessment 1 and 2 review key concepts from sessions 1 & 2 questions
(informal)
3 Write 30 min … write a SMART learning outcome that ● What is a learning outcome (LO)? ● WTB Workbook
learning contains performance, standards and ● Characteristics of well-written LOs
outcomes conditions ● 3 components of a LO
and so on for the rest of the program

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Step 2: Write session plans

Learning program documentation will show the ‘big picture’

—an overview/agenda—of a learning plan for a group
You may need to write detailed plans
for each session (each ‘topic’) of the program.

An example: session plan for a group

A sample of a detailed session plan that may be developed for group-
based learning is on the next page.

For more information on writing session plans

See the section of this manual called, Plan training sessions.

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Example: Session Plan for a Group

Session 3 of A Fine Mine’s Workplace Training Fundamentals Program

Program Workplace Training Fundamentals (8-session program)

Session title Session 3: Writing Learning Outcomes Total time 30 minutes

Outcome By the end of this training session, learners should be able to write a SMART learning
outcome that identifies the required performance, standards and conditions.

Resources ● Chart paper or whiteboard and pens

● Workplace Training Fundamentals workbook (pages 36 to 38)

Time Activities Resources

INTRODUCTION
3 min. I Introduce writing learning outcomes as the first step in planning a
training session. Ask learners why the outcome is so important?
Answers should include: outcomes give a clear focus to the session,
helps us measure if we achieved learning objectives at the end, etc.
N Ask: Has anyone ever set goals before? Get responses.
Explain: Writing learning outcomes is like goal setting.
T 30-minute session
(other housekeeping was covered in earlier sessions)
R Share 1. What is a learning outcome? Write on
agenda: 2. Characteristics of a well-written learning outcome. whiteboard
3. Three components of a learning outcome
4. Practice writing a learning outcome for the
sessions you’ll deliver tomorrow.
5. Assessment (homework): write a learning
outcome for the session you’ll deliver in class.
O Share outcome for this session (when doing so, model an example Verbally.
of a well-written outcome for this session)
S No safety info specifically relevant to this session.
BODY
10 min. Explain 1. What is a learning outcome?
Clarify that a learning outcome describes what Workbook p.36
learners should be able to do by the end of the
session, if the session has been successful

continued

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Example: Session plan for a group, cont’d

Time Activities Resources

BODY, cont’d

2. Characteristics of a well-written learning Workbook p.37

outcome
● Write the following on the whiteboard:
whiteboard
S
M
A
R
T
● Ask if anyone recognises this acronym and
what it means? Let people tell you what they
know and fill in gaps in knowledge as
needed. Answers:
S Specific
M Measurable
A Achievable
R Relevant
T Time referenced
The SMART acronym defines the characteristics
of a well-written goal. It can also be applied to
learning outcomes.

3. 3 components of a well-written learning Workbook, p.37

outcome
Introduce 3 components (listed below) and discuss
Write 3
key points about each:
components on
● Performance—What should the learner be
whiteboard
able to do? Key point: Performance named
in the outcome must be specific and
measurable (no ‘know’ or ‘be familiar with’)
● Standards—How well should the learner be
able to do it? Discuss and list things to
consider here. May include:
– How many times must it be done?
– How quickly/efficiently?
– How well?
– Following what process?
– What should the ‘final product’ look like?
● Conditions—Where and with what? —e.g.
– In what environment?
– With what?
continued

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Example: Session plan for a group, cont’d

Time Activities Resources

BODY, cont’d

13 min. Apply Activity 1 (trainer-led, entire learner group): Whiteboard

● Construct a learning outcome as a group.

Activity 2 (individual activity): Workbook:

Activity page—
● Practice writing the learning outcome for the
p.38
session learner will deliver tomorrow.
● Give individual feedback as needed.

2 min. Summarise Summarise key points learned:

● Recap SMART
● Recap 3 components of a learning outcome.

1 min. Assess Remind learners of homework—Write a learning

outcome for the session you’ll deliver tomorrow.
Looking for 3 components and SMART characteristics.

CONCLUSION

1 min. O Revisit outcome

F Give feedback that reflects learner progress and achievements—

e.g. “congratulations” or “almost there” or “well done on X, just need
to add more information about Y”

F Next steps: We’ll look at how to develop our session plans based on
the outcomes we’ve written.

end of sample session plan

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Step 3: Prepare for delivery (organise training)

The learning program documentation

should list required resources and organisational arrangements

Issues to consider when preparing for group-based

delivery
For general guidelines about organising training, see information starting on page 79.
In addition to these guidelines, when organising group-based delivery, consider:
1. number of learners in the learner group
2. key characteristics of the learner group and requirements for support, if any
3. assessment requirements and impact on the training
4. available learning materials and visual aids
5. training venue
6. seating plan
These issues are discussed in detail below.

Number of learners in the learner group

Learning approaches that are appropriate for a large group (e.g. 20+ learners) may not
be appropriate for a small group (e.g. 3-5 learners).
Each time you deliver a training session—even if you have delivered this session
numerous times before—you should find out how many learners are in the learner
group. You may need to modify your session plan to cater to fewer or more learners
than your session plan has been designed for.

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Key characteristics of the learner group

Ideally, you identified key characteristics and needs of the learner group before you
prepared your session plans. Now it’s time to use what you know about the learners as
you prepare for delivery.
Questions to consider:
● Do any learners have special needs that require some sort of support? If so,
make arrangements to ensure adequate support will be available—e.g.
– a learner with a language, literacy or numeracy (LL&N) need that may need
support (or support materials) from you or from an LLN specialist
– a learner who cannot attend all sessions, or who must leave early or arrive late
may need you to re-arrange the schedule, so they are present for key activities
– a learner with an intellectual disability may need support from you or from a
specialist in that disability
– a learner with a physical disability may need wheelchair access or specialised
equipment to successfully engage in training.

● Why are the learners participating in the training? What steps can you take to
ensure that training:
– acknowledges and builds on the learners’ experience and skills, and
– is relevant to them.

!
Identify needs before and at the start of training
Spend time before and at the start of training to establish the learning
needs and motivation of individuals within the learner group.

Assessment requirements
When organising training, consider:
● how will the learning outcomes be assessed
● how will you contribute to the learners’ assessment—e.g.
– are you expected to brief learners on the assessment process and
requirements
– are you expected to administer any assessment tasks during training time
– must you keep any records of assessment and do you have the necessary
assessment documentation
– to whom will you be asked to submit assessment results?

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Available learning materials and visual aids

For more information about learning materials and visual aids, see information starting
on page 104.

The training venue

For more information about the training venue, see information starting on page 109.

Seating plan
If training is to be delivered face-to-face, consider how room set-up may impact on how
you facilitate the session.
Sometimes the seating plan is set and may not be changed. In this case, it would be
useful to know what the seating plan is.
Other times, you may request a preferred seating plan. Options to consider include:
● U-shape
● Café style
● Rows
● Reverse U-shape.
Examples of each are shown below.

U-Shape

Suitable for training situations

where attention should be
focused on the trainer or the
centre of the room.

Trainer

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Café Style

Suitable for training situations

where there will be frequent
small group activities or
discussions.

Trainer

Rows
walkway

Suitable for training situations where:

● attention should be directed at the
front of the room or at a personal
workstation (e.g. a computer)
● there may be partner activities.
Trainer

Reverse U-Shape

Suitable for computer-based training

situations where learners are working at
their own pace and the trainer must
monitor progress and give feedback as
needed.

Trainer

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Facilitate group-based learning

Skills needed to facilitate group-based learning

Basic facilitation skills are discussed in the section of this manual called,
Delivering training: principles of effective communication and facilitation.

The next few pages expand on these ‘basics’ and discuss issues that relate specifically
to facilitating group-based learning.

!
The golden rule… listen first, and keep listening!
Pay attention to learner responses and progress, and be prepared to
modify your training delivery as needed to meet their needs
Detailed plans are essential for effective group-based learning, but so is
the ability to modify those plans to better suit the needs presented by each
new (and unique) group of learners.

‘Tips and tricks’ for effective group facilitation

The pages that follow offer some strategies for effective group facilitation. The
following topics are covered:
1. Manage group dynamics
2. Meet the varied needs of learners within a group
3. Deal effectively with difficult behaviour.

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Maintain positive group dynamics

Below are some ‘dos and don’ts’ for managing group dynamics effectively in a group
learning situation.

Table: Manage group dynamics

Do Don’t

● Take the time at the start of training to ● At the start of training, launch straight into
introduce/warm-up the learners to you (the training content without an appropriate
trainer), each other, and the training content. warm-up or icebreaker activity.

● Maintain positive eye contact with everyone ● Make eye contact more with some learners
in the training group throughout training. than with others.

● Direct questions at different learners ● Direct questions at the same learners all the
throughout training. time.

● Encourage group involvement in discussions ● Always directly answer a learner’s question

by redirecting learner questions to the yourself, without asking other learners what
group—e.g. ‘That’s an interesting question, they think (this is sometimes okay, but if
John… does anyone have any thoughts on always done, it will exclude other learners).
that?’

● Present information in an interactive way— ● Present information without occasionally

e.g. throughout presentations, pose asking for learner input/feedback.
questions and facilitate mini-discussions.
Remember that you are facilitating learning,
not presenting.

● When asking for learner input, take the time ● Ask for learner input, then not give
to listen to and acknowledge learner time/opportunity to hear that input—e.g. A
contributions. trainer who says: ‘Who has some ideas
about this?’ (then interrupts or speaks over
learners when they volunteer ideas).

● Say ‘thank-you’ each time a learner offers ● Make a learner feel as though a question
information or asks a question. asked, or suggestion made is foolish, or
embarrass a learner in any other way.

What else can you add to the above list? Note your ideas below:

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Meet the varied needs of learners within a group

In a group-based learning situation, trainers must manage the varied needs of
individuals within the group, as well as the needs of the group, overall. This is one of
the biggest challenges faced by trainers of group-based learning.

To effectively manage the varied needs in a learner group,

you must first find out what these various needs are

Are the differences in:

● levels of existing knowledge and skill? In this case, differences lie in what or how
much the learners are ready to learn or need to learn
● learning preferences? In this case, differences lie in how they learn best.

Manage different levels of knowledge and skill within a learner

group
If there are different levels of knowledge and skill in the group, try these strategies:
● Plan regular individual or small group activities that allow you to roam around and
discuss specific learning goals and needs with individual learners—this way you
can work with each learner at their level
● For small group activities, group learners strategically:
– Option one—mixed groups:
Group more experienced learners with less experienced learners
This option can work well when everyone in the group must work towards the
same learning outcomes and you have a mix of experienced and
inexperienced learners in the group. The experienced learners get value from
the experience as they must review and consolidate what they already know so
that they can help others—the best way to learn something is to teach it! The
less experienced learners benefit from the experience of the more experienced
learners.
– Option two—‘like’ groups:
Group learners with similar levels of experience together
This option can work well if there is opportunity to learn at two different levels.
In this case, the more experienced group might probe more deeply into the
material being learned, perhaps considering its value in their workplaces, while
the less experienced group focuses on gaining preliminary understanding of
the concepts being learned. In this way, all learners are challenged to their
level of ability.

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● In large group discussions, draw on learners’ experience. For example, if a learner

asks a question, invite other learners to offer responses and start a discussion from
there:
– If you know that a learner has specific expertise in the concept being asked
about, invite that person to respond
– If you are unsure which learners may have something to offer, extend an open
invitation to anyone, to respond
– Plan regular individual or small group activities that allow you to roam around
and discuss specific learning goals and needs with individual learners—this
way you can work with each learner at their level
● Set up ‘extension’ activities for optional completion. For example:
– when designing reflective questions, add one or two questions for ‘early
finishers’ to consider.
– when setting up a scenario-based activity, add complication to the scenario
that ‘early finishers’ may discuss or deal with.

Manage different learning preferences within a learner group

Even the most dedicated of learners will dis-engage if your delivery becomes repetitive
and predictable. To ensure that learners stay engaged and manage different learning
preferences within a group, try these strategies:
● Vary your delivery strategies and activities as a matter of routine.
● Offer a choice of ways to complete an activity—binary choice works best.
For example:
– invite learners to either complete an activity on their own or work with a partner
– invite learners to review material previously covered by drawing images that
represent what they learned, or list what they learned
● Invite the group to vote on how they want to cover a topic (in this case go with the
majority vote). Only offer choices that you know will maintain learner safety and
will achieve the desired outcomes. For example:
– invite the group to decide if they want a demonstration before they try a new
skill, or simply to try the skill (if feasible, let those who just want to ‘give it a go’
to get started, and invite those who want a demonstration to join you so you
can demonstrate the skill)
– when participants must complete a long activity, invite them to choose when
they will take their break (e.g. if participants work on a team activity scheduled
between 2:00 and 3:30pm including a 15 minute break, invite participants to
take their break at any time, provided they are back in the room with the
activity completed by 3:30pm).

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Manage difficult behaviour

There is no such thing as a difficult learner, only difficult behaviour.

What is difficult behaviour?

In this manual, we have defined difficult behaviour as any behaviour by a learner that
impedes safety, comfort or progress—their own or other learners’.
Difficult behaviour may be the result of an uncooperative learner, but it may also come
from a learner who is too enthusiastic or helpful.

Examples of difficult behaviour include a learner who:

● is overly helpful and jumps in to help other learners before they have had a chance
to work things out for themselves
● is overly talkative
● rambles
● is argumentative
● is inarticulate
● asks for the trainer’s opinion, rather than developing his/her own opinions
● engages in side-conversations
● refuses to acknowledge other points of view
● has a personality clash with the trainer or another learner
● makes factually incorrect statements throughout training
● won’t talk
● does not engage or participate in group discussions or other learning activities
● actively seeks to disrupt or sabotage the training by making statements that
challenge or undermine the integrity of the training.

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Prevent difficult behaviour before it occurs

Prevention is better than cure

Desiderius Erasmus, Philosopher, 1466 - 1536

The best way to manage difficult behaviour

is to prevent it from happening

Below are a few suggestions to prevent difficult behaviour before it occurs:

● Listen first—conduct an engaging warm-up activity
At the start of training, ask learners to speak with each other about their reasons
for attending training, their expectations and their requests for the training.
Conduct this activity in a non-threatening way. For example, if training is face-to-
face, invite them to speak in pairs or small groups rather than asking them to
‘present’ to the class.

!
If you want them to listen to you, you must first show them that
you are willing to listen to them. By listening first, you show learners
that you are interested in them. You are more likely to put them at ease
with you, with each other and with the training. In this case learners will
be less likely to engage in disruptive behaviour.

● Negotiate clear ground rules (‘code of conduct’) at the start of training

Ground rules are behavioural expectations for training. To be most effective, don’t
impose ground rules. Instead, help learners to establish and agree to their own set
of ground rules. To do this you could:
– show a list of ground rules, then invite learners to work in small groups to
review and remove, add to, or modify the rules until all are happy
– allow learners create their own ground rules from scratch.
Introduce ground rules in an inviting way. For example, you could:
– Ask them to define a ‘code of conduct’ for training
– Invite them to list on chart paper (or equivalent) the ‘requests’ they have of you
(the trainer) and of each other
– Pose a challenge—say something like, “I need to know you’ll be comfortable
enough with me and with each other, so that you will take a risk, step outside
your comfort zone and try something new. How can we make this happen?
How will we agree to work with each other?”

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● Welcome the elephant

You may have heard the expression, the ‘elephant in the room’. When used in a
training context, the elephant symbolises an issue that has the potential to
sabotage the training. Some examples of ‘elephants’ in training include:
– workplace pressures or personal circumstances that make it hard for learners
to focus on training activities—e.g. this is a busy time of year for learners
– composition of the learner group—e.g. if senior management is in the same
learner group as the people they manage, all learners may feel uncomfortable
asking questions and making mistakes for fear of embarrassing themselves
– learner anxiety about the training topic—e.g. if you are delivering presentation
skills training, some learners who fear public speaking may resist activities.

Welcome the elephant

Scenario
You are delivering training to group of area managers from a local Council. Two weeks ago,
when someone from the Human Resources department of the Council briefed you on this
program, they told you that:
● these managers had already written performance standards for the teams they lead
● they need you to teach them how to use these standards to assess performance of their
staff and identify professional development opportunities for staff members.
While introducing the program, you notice that learners appear resentful and agitated. No-one
is offering suggestions or comments.

1 You say:
Introduce “Speak to the person beside you and answer this question: what needs to
the happen on this program, or outside of it, for this program to work?”
example

elephant Learners start speaking among themselves. You roam around and listen to key
points made. You hear things like:
This is ridiculous. We are under pressure from our teams to assess them
because senior management told them they would get a pay rise if assessed as
competent. But the human resources (HR) department has told us not to assess
anyone until a vacancy opens up in a higher-level position that attracts the pay
rise. So, we’re getting pressure to do one thing from management and to do
another thing from our teams. We feel stuck in the middle.
We were told to write performance standards, but no-one has shown us how to
do this and no-one has reviewed our work. So, we don’t know if we’re on the
right track, and now they expect us to assess against these standards!
We’re exhausted—we weren’t allocated any time to write these performance
standards. We have been working overtime to get this job done. We feel like HR
is making us do their job for them.
We’re concerned that assessment results will be used to let staff go. We’ve
heard rumours.

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2 You repeat some of the comments you have heard, to the large group and notice
Welcome nods around the room.
the
Upon further questioning, you learn that most learners are willing to undertake
elephant—
this project but have questions about how it will be implemented.
make it
friendly You write this title on the whiteboard: “Questions and requests for HR”.
You write ideas you hear on the whiteboard and seek input from learners to
accurately articulate their questions and concerns.
Learners start to contribute actively with additions and modifications. You end up
with a list of four major queries to raise with the HR team.
You ask learners for their commitment to participate actively in all program
activities, if you promise to advise the HR team of the group’s queries. Learners
agree to this.
Using your phone, you take a photo of the four queries.
When a member of the HR team arrives at morning tea, you show them the list of
issues on the whiteboard. You tell them that you will email your photo of these
issues.
At lunchtime, you email the HR representative the photo with the group’s queries.
You let learners know when you have done this. Learners see that you (and HR)
have heard them.
They engage in the program, knowing that HR has been advised of their queries
and concerns.

How to manage difficult behaviour when it happens

Despite our best efforts to prevent it, learners may occasionally behave badly.
Unfortunately, there is no ‘miracle cure’ that will rectify the situation every time, but you
are more likely to succeed if you respond by applying these broad principles:
1. Pause first: find out the true reason for the behaviour—
Look and listen. Don’t make assumptions! To choose the best way to respond to
the difficult behaviour you must first uncover its root cause. To do this:
● observe the learner—facial expression and body language may offer clues
● (privately) describe to the learner, what you have observed them do or say,
then ask open, non-judgemental questions and listen carefully to the answers.
2. Acknowledge—Acknowledge the learner’s situation and empathise as
appropriate.
3. Do something—Take steps to resolve the issue. Ideally, you can negotiate a
solution with the learner, not impose one.
See an example of this process on the next page.

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Manage difficult behaviour

The scenario
Madé is in the first two hours of her two-day training program on effective teamwork. Learners
are 10 members of the same work team and includes their manager, Antonio.

What Madé notices

Madé notices that Antonio appears restless and agitated. He is looking down, not engaging in
any group discussions. He frequently looks at his mobile phone and typing what Madé assumes
are text messages. Other learners are starting to notice.
Madé is concerned that others will follow Antonio’s lead and disengage from training.

What Madé does

Madé sets up an unplanned small group discussion about the material learned so far. As the
discussion gets started, Madé moves around the room until she is beside Antonio. Madé
discretely says, “I notice you’re using your phone a lot. Others are noticing also. How are you?”
example

What Madé finds out: reason for the behaviour

Antonio appreciates Madé’s respectful and open-minded question. He confides in Madé, telling
her about a text he noticed just before training began, when he went to switch off his phone.
The text stated that Antonio had to attend an urgent meeting with Senior Management that night
to discuss a ‘serious issue’ concerning three members of his team. Since then, he has been
sending and receiving more texts, trying to get more information.

The acknowledgement
Madé and Antonio agree that Antonio’s concern over tonight’s meeting is stressful and
distracting him from the training. Antonio also acknowledges that if he doesn’t seem focussed
on the training, his team may also become distracted.

The solution
Madé and Antonio agree that if Antonio is to continue with the training, he must participate more
actively. They agree that Antonio will leave the room for about 10 minutes to make phone calls
and find out more about the situation. Antonio is confident that once he has been fully advised
of the situation and the reason for the meeting, he’ll be able to ‘put it to rest’ until the evening
and participate more actively in the training throughout the day. Antonio thanks Madé for
respectfully drawing attention to how his phone use was distracting others, as well as him.

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Recap:
Plan, organise and deliver group-based
learning—a ‘to do’ list

Tick when complete ▼

Plan and organise group-based learning

1. Identify needs and confirm objectives ...................................................... 
● Get information from available learning program documentation
● Obtain other information about the program as required
2. Prepare detailed session plans .................................................................. 
3. Prepare for delivery ..................................................................................... 
● Safety first!
● Consider the number of learners and ensure an appropriate delivery approach
● Consider the key characteristics of the learner group:
obtain additional information about special needs of specific learners and
modify the delivery approach as required to address these needs.
● Consider assessment requirements: what do you need to do to ensure learners
are ready for assessment by the end of training?
● Prepare the learning materials and visual aids: Are they available?
– If so, can you purchase or obtain them and use as-is or do they need to be customised
for the learner group?
– If not, do you need to develop from scratch?
● Check the training venue: is it safe, comfortable, accessible
and appropriate for type of learning?
● Consider room set-up: Seating plan and general physical layout.

Facilitate group-based learning

● Manage group dynamics to ensure inclusive, productive learning for all .... 
● Meet the varying needs of individuals within the learner group ................. 
● Manage inappropriate behaviour effectively ............................................... 
Review group-based learning
● Record the results of the learning and store records securely, as per
company procedure ....................................................................................... 
● Evaluate the effectiveness of the learning and identify improvements
for next time ................................................................................................... 

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Reviewing and record-

keeping

The unexamined life is not worth living.

Socrates (469BC – 399BC)

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Introduction to this section

Reviewing and record keeping

The training cycle is shown below. This section of the manual covers the ‘review’ stage
of the cycle.

Figure: The training cycle

Identify
needs

Plan &
Review
organise

Deliver

After reading this section of the manual and participating in the related learning
activities, you should be able to:
● identify information about the training that should be recorded and discuss ways to
record the information
● explain the benefits of keeping secure and confidential training records and identify
strategies to do this
● describe aspects of training that could be evaluated.
The skills and knowledge gained in this section should enable you to record and
evaluate any type of training.

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Record training information

What are training records?

Training records are records of training that has taken place, or that is scheduled to
take place. They are kept by the training organisation.

Why keep training records?

There are many reasons why we keep training records. Below are just a few:
● It is a regulatory requirement: all registered training organisations (RTOs) must
maintain secure records of all training and assessment activities they undertake
● Learners want to check their results
● A new trainer wants to find out how many learners have completed training in a
certain skill
● The finance department needs to quote some figures about the cost of training
● The training manager must include in a report, the number of people enrolling in a
program
● A supervisor needs to know which learners have attended training sessions
● Employees’ training records may be used as data for a performance review, or to
identify future learning or professional development opportunities
● The organisation wants to measure the cost effectiveness of the training by
comparing pre and post-training performance.

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What information should be recorded?

A tip:
Decide what records to keep before training begins!

! Before you can decide what information to record about the training,
you first must know how the records will be used

For example, do you (or does your organisation) want to:

● record training participation
In this case, records should include the ‘basics’ such as:
– learning goals/outcomes
– time, date, location, length of training
– learner information (name, plus other information relevant to the training)
– attendance.
● record learner progress and achievements
These sorts of records are essential in competency-based training, where learners
are likely working towards a statement of attainment or qualification. You may
record:
– assessment results
– details about progress the learner/s are making towards assessment
(such information may be used to identify individuals who may need support).
● identify opportunities to improve the training?
In this case, records should include feedback from the learners, the trainer, and (if
applicable and practical) the learners’ workplace supervisors. Here, consider:
– how you will capture the feedback (e.g. feedback form) and
– how you will collate and analyse the feedback.
You could also capture data about completion rates—e.g. if your training includes a
formal assessment component, record the proportion of learners who successfully
complete the assessment. This data also gives insight as to the quality of the
program content delivery, and may uncover and opportunities to improve.
● identify required improvements to learning resources?
In this case, seek feedback about the clarity and usefulness of the learning
resources.
● base pay rises and promotions on training results?
In this case, plan a formal assessment to measure learning. Record assessment
results and use this data to guide decisions about pay rises and promotions.

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● measure return-on-investment (ROI)?

In this case record all costs associated with program development, implementation
and review. Then compare these costs with the benefits gained from the training.
● use training data to inform decisions about scheduling future programs?
In this case record the number of registrations for all training scheduled within a
given time frame (e.g. 12 months). Use this information to predict future
enrolments and schedule future training to meet a realistic market demand.

Discussion or personal reflection on your own time—

Training records in your organisation

Consider the following:

1. Why are training records kept in your organisation?
2. What information is recorded?

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How does your organisation secure learning records?

Security is critical
Steps must be taken to secure training records. This means:
● records are backed up
● only those who should be able access them, can access them.

There are a number of ways to do this, depending on the type of record-keeping

system you have. Possibilities include:
● hard copy records
Lock the file cabinet containing the records and keep the key in a safe place that
can only be accessed by authorised personnel
● electronic records
Throughout the past few years, record-keeping software systems have become
increasingly sophisticated and secure. Passwords and other types of encryption
enable records to remain confidential.

Who should have access to training records?

Every organisation has policies/procedures/guidelines which specify who may access
training records. Some people who may need access to records include:
● learners—should have access to their own records, but not to the records of other
learners
● the trainer
● other trainers
● assessors
● managers/supervisors/business owners
● government regulatory bodies
● administration or human resources personnel.

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The trainer’s role in record-keeping

Trainers must create and maintain training records

as required by the organisation they work for

Trainers may be asked to keep records of:

● the learning event—e.g. attendance forms.
● progress and completion of learning. Here, consider recording details of:
– initial consultation with the learner/s (where applicable)
– the learners’ (and other stakeholders’) signed approval of the learning plan,
prior to implementation (where applicable)
– implementation and completion of each phase of the learning plan
– formal assessment results
– closure of the learning event.
● feedback and other data that assist with evaluation of learning. Here, consider:
– learner feedback
– trainer feedback
– feedback from other stakeholders as needed.
● improvements made to the learning process and relevant resources. Your
organisation should have a version control process in place to ensure that the
latest versions of learning plans and resources are used for each learning event. If
learning resources are updated or improved in any way, there should be a record
of having gone from ‘version 1’ to ‘version 2’.

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Examples of learning records

The next few pages show some simple examples of learning records:

1. Example 1 – Stand-alone record of workplace learning

Standalone record of workplace learning shows a simple way to record the final
results for an individual work-based learning event

2. Example 2 – attendance record for a group training session

This example shows a simple way to record session attendance. This template
also has space for the trainer to make notes about the session, for example, notes
about learner progress.

T
These templates are available
For your future use, you’ll find blank templates of examples 1 and 2 in the templates
document that we provide to support this program.

3. Example 3 – Training program attendance and results

This example shows a simple way to record the final results of a group learning
program, including attendance and assessment results.

You may modify these templates to suit your circumstances.

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Learning Record—example 1

Record of workplace learning for an individual (Here-2-Help Hospital)

Example 1a—Integrated workplace learning plan and record
You may record details of the workplace learning on the same document you use to
plan the learning. See the example starting on page 151.

Example 1b—Stand-alone record of workplace learning

Information about the learning event
Organisation Here-2-Help Hospital
Learner Jane Doe
Trainer Florence Nightingale
Learning goal To be able to consistently administer injections safely and accurately,
without supervision, as part of morning and afternoon rounds.
Competency standards N/A
Training date/s/times from: 29 April (year) to: 08 May (year)

Results
Outcome
Learning outcomes achieved? Verified by Date
Yes No
1 ● Describe the technique for administering injections 
according to Basics of Administering Injections info 30
John
handout, without referring to notes April
Johnson
(year)
● Discuss records of injections to be kept 
2 ● Demonstrate correct technique for administering 
injections using a syringe filled with water and injecting 30
Florence
into an orange Nightingale
April
(year)
● Discuss issues of patient safety—physical and emotional. 
3 As part of hospital rounds and under close supervision, safely  03
Florence
administer injections to at least 95% of patients needing one. May
Nightingale
(year)
4 As part of hospital rounds with minimal supervision: 
● administer injections accurately and with empathy to all 08
Florence
patients, without needing help from the supervisor Nightingale
May
● complete relevant patient charge and records to (year)

accurately document injections given.

Comments
Jane has made terrific progress. She overcame her fear of blood and no longer feints when
giving injections. Jane is now fully authorised to administer injections without direct
supervision. She will need to attend refresher training in 12 months. Good luck, Jane!

Trainer/assessor Learner
signature signature

Date signed 08 May (year) Date signed 08 May (year)

end of example

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Learning Record—example 2

Training session attendance record

(attendance record for a single training session)

Session information

RTO My RTO Incorporated

Client ‘A Fine Mine’ Mining Company (AFMMC)

Program name Workplace Training Basics

Session title Session 3: How to write SMART learning outcomes

Session date 20 July (year)

Trainer name Fred Facilitator

Attendance

Participant name Signature

1 Joe Bloggs Joe Bloggs

2 Frances Francish Frances Francish

3 Marge Simpson Marge Simpson

4 Merek Merkle Merek Merkle

5 Anastasia Fabulosa Anastasia Fabulosa

6 Radek Radical Radek Radical

7 Chris Chrisvenson Chris Chrisvenson

8 Barté Bergamot Barté Bergamot

Trainer notes

All learners were able to complete session activities. Joe Bloggs needed some help with the
‘write a learning outcome’ activity. We worked on a learning outcome together, using an
example that he could relate to. After that, he was able to write a learning outcome without
help.

Trainer/assessor signature Fred Facilitator Date signed 01 August (year)

end of example

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Learning Record—example 3

Training program attendance and results

Program information

RTO My RTO Incorporated

Client ‘A Fine Mine’ Mining Company (AFMMC)

Program name Workplace Training Basics

Competency standards TAESS00014 Enterprise Trainer – Presenting Skill Set:

● TAEDEL301 Provide work skill instruction
● BSBCMM401 Make a presentation.

Trainer name Fred Facilitator

Learning goal To achieve competence in competency standards named

above

Training date/s/times Duration 3 days

Dates 7-9 July (year) times: 9:00am – 5:00pm

Assessment information During training 1. Plan and deliver one 30-minute training
session (on day 3 of training)

In workplace 2. Knowledge questions

(after training) 3. Plan & deliver two 20-30-minute training
sessions

Attendance and assessment records

Participant name Attendance Competency attained?

Day 1 Day 2 Day 3 Yes No Date
Marge Simpson     20 July (year)

Lenny Henry     23 July (year)

01 August
Joe Bloggs  A A 
(year)

Comments

Joe Bloggs had to discontinue training due to a request from his supervisor to return to
work. He will try to sign up for the program starting next month—04 September.

Trainer/assessor signature Fred Facilitator Date signed 01 August (year)

end of example

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Evaluate training

What is evaluation?

Evaluation is a systematic, cyclic process

that aims to ensure ongoing quality learning experiences
for all stakeholders, now and in the future

Evaluation processes vary. Here is a step-by-step example:

1. Gather data and information about a learning event, from a range of stakeholders
2. Analyse the data and information to identify:
● strengths of the learning event
● opportunities for improvement
3. Implement improvements identified.

Evaluation is a continuous process, as the figure below shows.

Figure: Evaluation

RTOs may use to evaluate its training processes, systems and curriculum. Trainers
may use to evaluate their personal effectiveness.

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Why evaluate training?

We evaluate training to:
● meet regulatory requirements
The Standards for Registered Training Organisations (RTOs) 2015 describe how
Registered Training Organisations (RTOs) must operate on a day-to-day basis.
These standards require RTOs to continuously monitor, evaluate and improve the
quality of training and assessment services provided.
● justify training
Training may be evaluated as a means of justifying it. For example, a manager will
likely approve future deliveries of a training program if evaluation results show that
the training positively affects employee productivity.
● ensure that our training is ‘keeping up with the times’
We (and others) should regularly evaluate training approaches, plans and
resources to ensure that training content and materials remain up-to-date with
changes in the industry or workplace.
● improve training
Evaluation works to identify strengths and weaknesses in the training content,
materials and/or presentation. This helps to identify improvements that will
increase the effectiveness of training.

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What aspects of training might we evaluate?

We may evaluate:
● learning process and delivery mode
– Was the pace too rushed, too slow, or, just right?
– Sequence: were topics covered in a logical order?
– Delivery mode: was the training approach (face-to-face, group, distance, work-
based, online, blended, etc.) appropriate the learners and the training content?
– Timing and scheduling:
 Were sessions too long? too short? just right?
 Was training scheduled at an appropriate time of day? of the week? of the
year?
 Did participants have sufficient time to complete training and assessment
activities?
● training venue
Was the venue accessible, comfortable, adequately equipped and safe?
● resources and materials
Were the resources legible, clearly worded, relevant to the learning and
appropriate for the learners?
● trainer effectiveness
– Was the trainer well prepared and knowledgeable?
– Did the trainer demonstrate effective communication and facilitation skills?
– Did the trainer respond to individual learner needs and support learners to
attain outcomes?
● assessment results
Did the results of training suggest that the training was effective? For example, if 9
out of 10 learners were found ‘competent’ when assessed at the end of training,
this suggests that either:
– the training was effective, or
– the assessment was too easy (we would need to validate the assessment
processes and decisions to verify the reasons for the result).
● cost vs. benefit
Did the benefits of the training outweigh the costs?

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What information or data might we gather?

We might gather:
● learner feedback
– Learners may be asked to give feedback verbally or in writing (if given verbally,
the feedback should be recorded for reference later on)
– A feedback form (hard copy or online versions of feedback forms are a
common, inexpensive and useful source of information).
● trainer feedback
Trainers can provide useful feedback about aspects of the program that works
easily and aspects that could be improved. Trainers should also self-reflect on
their performance, to identify strengths of their facilitation skills, and opportunities
to improve.
● 3rd party feedback
A third party (someone from within our outside the organisation) could:
– observe training and offer feedback
– review the training delivery and materials, and offer feedback
● data
Data such as program completion rates or assessment completion rates can also
be helpful indicators when evaluating the success of training.
● evidence of workplace performance
A useful measure of training’s success is whether or not the learners improve their
performance on the job, as a result of the training. If you want to gather data of
workplace performance, we suggest planning ahead:
– Assess performance on the job before training, then
– Assess again after training (allow sufficient time after training, before you
assess on-the-job performance—e.g. one month).

Examples of learner feedback forms

These templates are available

For your future use, you’ll find blank versions of the following feedback forms in the

T Templates document that we provide to support this program.

● Feedback form: Group-based learning
● Feedback form: Workplace learning for an individual.

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Review personal performance

Identify strengths of your training, and opportunities for improvement
As trainers, we remain committed to the concept of ‘life-long learning’, and must remain
open to the possibility that there is always something we could do to make our training
‘even better’.
Once we have captured feedback or other data to inform the effectiveness of our
training, we should reflect on this data and identify:
● strengths of our personal performance as a trainer—identify training approaches
and strategies we are currently using that work
● opportunities to improve—identify training approaches, activities and strategies that
could have been better
● ways to improve—determine ways to make the identified improvements.

We never stop learning!

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Program Summary
Having read this manual and participated in related learning activities, you should now
have the skills and knowledge needed to:
● Plan, organise and deliver group-based learning
● Plan, organise and facilitate learning in the workplace
● Make a presentation.

Summary of key learning

This activity may be completed at the conclusion of training, or as an individual
reflective activity after training concludes
Use the space below to note three (3) key points you will take away from this program:

A parting thought…

As you teach, you learn.

Jewish proverb

As you start to use the skills and knowledge gained on this program, your learning will
progress. Enjoy the ride!

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Australia’s vocational education and

training (VET) system and competency-
based training

Australia’s VET system uses a competency-based approach to

training and assessment
VET stands for vocational education and training. Vocational education and training
is the term used for training that helps a learner develop skills and knowledge required
for a specific workplace role.

What does it mean to be competent?

In the Standards for Registered Training Organisations (RTOs) 2015, ‘competency’ is
defined as:

… the consistent application of knowledge and skill to the standard of

performance required in the workplace. It embodies the ability to transfer and
apply skills and knowledge to new situations and environments.

Standards for Registered Training Organisations (RTOs) 2015, Glossary

What are competency standards?

Competency standards are documents that define workplace performance
requirements. In the Australian VET sector, competency standards are formatted as
units of competence.

The aim of competency-based training

is for learners to develop skills and knowledge needed
to perform in the workplace
as per the requirements listed in the relevant units of competence.

Competency standards are found in large ‘books’ (for lack of a better term) called
training packages. There is one training package for each industry in Australia. The
training package for each industry contains all the units of competence available that
make up all nationally-recognised qualifications in that industry.

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Qualifications and competency standards

A nationally-recognised qualification such as TAE40116 Certificate IV in Training and
Assessment comprises a number of units of competency. The figure below illustrates
the relationship between units of competency and qualifications:

Unit 1
Qualification
Unit 2

Unit 3

Each qualification is assigned a level, from 1 – 10. Qualification levels are determined
based on the complexity of skills and knowledge required for each qualification. For
example, a Certificate I qualification covers far more basic skills than a Certificate IV
qualification.

Australian Qualifications Framework

The Australian Qualifications Framework (AQF) is

document that describes the levels of skills, knowledge
and performance required for each of the 10 levels of
qualification. The AQF applies to all nationally-
recognised qualifications, across all industries.
Writers of nationally-recognised qualifications for each
industry use the AQF to guide them as they write the
units of competency that make up the qualifications
required for their industry.

More information about the AQF

Visit the Australian Qualifications Framework website: <aqf.edu.au>
(accessed 03.02.2020). From this site you can:
● read about the 10 levels of qualifications
● download a pdf copy of the AQF document.

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The National VET Register

The National VET Register is a website from which you can read and download:
● all training packages, qualifications and units of competency for all industries
● information about registered training organisations and the qualifications they offer.

Use the National VET Register to research training packages and competency
standards available in your industry.

How to access and use the National VET Register

1. In your internet browser, go to: <training.gov.au>
2. You will arrive at a landing page that asks you to choose:
● Apprenticeships and traineeships,
● Course and training providers, or
● The National VET Register.
Click on National VET Register. This will take you to the
training.gov.au home page.
3. Click on the search tab.
4. Click on search for training components.
5. In the ‘title or code’ box, type what you know of the title or code
of the training package or unit of competency you are looking for
Hint: If you don’t know the exact title, type a key word (e.g. ‘safe’ if you are
looking for units of competency that focus on safe work practices).

6. In the ‘type’ box, tick () training packages, or units of

competency, depending on what you are looking for.
7. Hit enter.
Information accessed 03.02.2020

end of document

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