Becoming a trainer – design of training

1. Becoming a trainer – design of training

2. Aims and objectives • Aim: to explore the design stage of the training cycle • By the end of this workshop, you should be able to: • Write learning outcomes • Identify different learning styles • Identify what type of learning is required/training approach to use after carrying out a TNA

3. The training cycle

4. Becoming a trainer – design of training • How to write learning outcomes • Difference between aims and objectives • SMART objectives • Learning styles

5. Aim • A clear statement of what you are trying to achieve through training will provide a sound basis for choosing the training methods as well as the assessment instruments. Learners will have a clear understanding of where they should be heading and you will know if they are heading there

6. Aim • An aim gives you a general idea of what you might learn and how you might benefit from a course. • However, it does not give you any details or a means of assessing whether your learning has been successful.

7. Objectives • A training objective is the specific knowledge, skills or attitudes that the learners are to gain as a result of the training activity • By defining objectives in a measurable way, you describe a desired behaviour and will later be able to offer better feedback. Attitudinal goals are not always measurable.

8. Objectives The objectives tell you what you should be able to do after the course, e.g. on completion of this course, the learner will: • Be able to identify key principles of adult learning and teaching • Be able to apply educational techniques learned to everyday teaching and supervision • Have identified their own strengths and weaknesses in teaching and supervision. There may also be more specific objectives relating to a specific unit, e.g. the learner will: • Be able to define aims and objectives • Write appropriate objectives for knowledge, skills and attitudes training • Write clear objectives for the training in which they are involved.

9. Learning Outcomes • Learning outcomes reflect the achievement of objectives • Designing your courses using learning outcomes allows your training to be a learner-centred approach • Focuses on what the learner is able to do on successful completion of the course, rather than the content of a course • Good, clear learning outcomes will also be useful when compiling information for PDPs.

10. Learning Outcomes • Learning outcomes can: • help to guide participants in their learning in that they explain what is expected of them, in turn helping them to succeed • help trainers focus on exactly what they want learners to achieve • provide a useful guide to inform managers and other potential participants about the general knowledge and understanding that a learner will possess upon completion.

11. Current adult learning theory • David Kolb and his learning cycle • Honey and Mumford and their learning styles questionnaire – are you an activist, a theorist, a pragmatist or a reflector? • VAK learning styles – do you have a visual learning style, an auditory learning style or a kinaesthetic learning style?

12. Kolb’s learning cycle

13. Learning styles • Honey and Mumford questionnaire • VAK

14. Next steps • Delivery – think about your audience (and their learning styles if you can) • Venue, time, frequency, equipment • Evaluation

15. Aims and objectives • Aim: to explore the design stage of the training cycle • By the end of this workshop, you should be able to: • Write learning outcomes • Identify different learning styles • Identify what type of learning is required/training approach to use after carrying out a TNA

16. Further reading/Resources • Designing and Delivering Training, David Simmonds, CIPD, 2003 • Training in Practice, Alison Hardingham, CIPD, 1996