Train the Trainer

Certification in Training (CIT)

NCS Z070

IRS Training Sdn Bhd

1
Upon completion of this five (5) day
course, participants should be able to:
1. Plan appropriate instructional styles to
match adult learning approaches.
2. Conduct training needs analysis (TNA)
for specific client groups using
relevant tools and techniques.
3. Design and develop a framework of
competency based training program
based on specific learning outcomes
and assessment criteria.
2
Upon completion of this five (5) day
course, participants should be able to:
4. Organize, plan and conduct
assessment to check candidate’s
competency level to the standard of
performance required in employment.
5. Deliver and facilitate an interactive
training session using the relevant
training resources for fifteen (15)
minutes.

3
 CT1: Plan Adult Learning

Activity Assessment

1.1/6 1.3/7 1.2/7 1.3/5

1.4/2-4 1.4/6 1.4/24
1.4/10 1.4/14
1.4/16 1.4/21
 CT2: Conduct TNA

Activity Assessment

2.1/1 2.1/4 2.1/2 2.2/5

2.1/14 2.1/23 2.3/8
2.2/3-4 2.2/7
2.3/2-6
 CT3: Design CBT Programs

Activity Assessment

3.1/4-7 3.2/5-6 3.1/9 3.2/2

3.5/2 3.5/5 3.2/8 3.3/5
3.5/8-9 3.5/11 3.4/3-4 3.5/18
3.5/19-20 3.5/20
CT4: Conduct CBT Programs

Activity Assessment

4.1/4-5 4.1/7-8 4.1/10-11

4.2/4 4.2/7-8
4.2/10 4.2/12-15
4.3/2
 CT5: Assess Participants’
Competence
Activity Assessment

5.1/5 5.2/4 5.1/4 5.1/7

5.4/3 5.2/10 5.2/16
5.3/8
Trainer Characteristics

1. Knowledge, Skills and

Attitude
2. Purpose of Training in an
Organisation
3. Contributions of Training
 Knowledge, Skills and
Attitude
Knowledge
- Knowledge is regarded as a collection of information

Skills
- Knowledge – Demonstration – Practice - Feedback
Attitude
- Knowledge – Skills – Modification of Attitudes – Habit
Formation

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Purpose of Training in an Organisation
Intervention

Training Gap
Training

Or
Training Need
K, S, A & H
required by the
job
Present
K, S, A & H
Of the person

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 Contributions from Training

Retraining to
Meet Changes
Career
Advancement
Improve Job
Performance

Induction of
Newcomers

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A Competent Trainer

A. Roles of Trainers
B. Changing Roles of
Training in Organisation
C. Competencies for
Trainers

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 Roles of Trainers
• Lippit and Nadler (1967)
- A learning specialist, an administrator and a
consultant.
• Chalofsky and Cerlo (1975)
- A learning specialist, Consultant, Program
Manager & Administrator.
• White (1979)
- 9 key functions
• ASTD (Baird, Schneir & Laird, 1983)
- 15 distinct roles of trainers

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 Competencies for Trainers
McLagan & Bedrick (1983)
Competencies is “the knowledge and
skills which are key to producing the
critical outputs of the training &
development field and its role”

15
 Competencies for Trainers
• Houle (1980)
1. Mastery of theoretical knowledge.
2. Capacity to solve problems.
3. Use of practical knowledge.
4. Self-enhancement.
• Gayeski (1981)
1. Management
2. Training / communication skills.
3. Design and production materials.
4. Selection and evaluation techniques.
• ASTD (McLagan & Bedrick, 1981)
- 23 competencies for training and development (pg 1.2/5)
16
ASSESSMENT
Think of the roles of training in your
organization
1. What are the roles of trainers in
the training programmes?
2. List the competencies for each role

17
Viewpoints of Adult
Learning

Viewpoints:
•Humanist
•Cognitive
•Behaviourist
•Social Learning
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ASSESSMENT
Provide examples of training courses
or parts in a training session in which
the different types of trainer’s
viewpoints in training
1. Humanistic
2. Cognitive
3. Behaviorist
4. Socialist

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3 distinct categories of learning

• Knowledge Learning

• Skills Learning

• Attitude Learning

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How Adults Learn
• Context
• Bit By Bit
• Preparation
• Practice

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Why Adults Learn
• Incentive
• Encouragement
• Acknowledgement

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 Children Vs Adult Learning
Children
• Rely on others what
needs to be learned
• Accept information at
face value
• Expect their learning to
be useful later
• Little or no experience
• Lack of knowledgeable
resources
Adults
• Decide for themselves
what need to be learned
• Validate information based
on experience
• Expect immediate
application
• Have much past
experience
• Able to serve as
knowledgeable resources
Malcolm Knowles - “Theory of Andragogy”
Adults Learning Principles

• The learning purpose

• Self Direction
• Problem-Centered
• Participation and Practice
• Individual Differences
• Knowledge of Results / Feedback
• Logical flow of learning
24
6 Adult Learning Principles

ontrol
ctive involvement
elevance
xperience
ncouragement
einforcement 25
• Needs of Adult Learners
• Barriers to Learning

What Motivates People to

Learn?
26
Learners with poor literacy skills
• Have difficulty reading handouts
• Have little confidence
• Do not take risks
• Avoid learning situations
• Develop strategies for coping
• Have difficult with language out of
context

27
 Special Needs of Adult Learners
• Poor education
• Low confidence levels
• Learning barriers
• Cultural differences
• Previous ‘bad’ experiences
• Age
• Physical disability
• Level of reading or writing skills
• Other learners
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 Learning Styles &
Instructional Styles

Learner Profiles
A summary of collected information of the
average details of the learner or client group

Learning Styles
Questionnaires
 Learning Styles

Activists Reflectors
“Be Cautious”
“I’ll try anything once” Review the experience
Have a new experience

Theorists Pragmatists
“If it is logic, it is “There is always a better
good” way. If it works, it’s
Conclude from the good”
experience Try out the experience
 V.A.K Types of Learner

A summary of collected information of the

average details of the learner

Visual Learner
Auditory Learner
Kinesthetic Learner
ASSESSMENT
How do the 6 characteristics of adult
learners influence the instructional
styles of a trainer ?
Control
Active involvement
Relevance
Experience
Encouragement
Reinforcement
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WHY TNA ?
• Clear indication of what to include in
training program
• Identify training gap
• Guidance on delivery methods
• Knowledge of Client Group
• Assists in ensuring learning transfer to
workplace
• Helps when evaluating training program
ASSESSMENT
1. List some symptoms of
performance deficiencies in
organizations
2. Think of situations which would
not respond to training

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Performance Deficiency
High staff turnover Increase in scrap
Decreased product
profitability Untidy work
Increased accident environment
rate Unsafe work
Frequent equipment practices
changeover Lack of motivation
Poor staff relations Quality problems
Machinery Grievances
downtime increased
Increased litigation
NOT Response to Training
Obsolete equipment
Lack of management policies
Little demand for product - unfashionable
Lack of support systems - resources
Changes of external factors - government
policy
Not competitive pay levels
Unclear / complex Standard Operating
guidelines
Unclear line of reporting
Training Needs Analysis (TNA)
A training needs analysis is a
systematic approach to analyzing all
the issues of the training needs.
Focus of training need:
• Organisational
• Departmental or Occupational
• Individuals
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Organisational Training Needs

Focuses on identifying where within the

organisation is needed. Training needs are analyse
against the organisational objectives and strategies.

• Mission, vision and value statement

• Discussion or interview with management & BOD
• Director’s speeches and reports
• Documents analysis
 Occupational Analysis

Attempt to identify the content of the training –

What an employee must do in order to perform
competently.

• Job analyses from the Job Description or

method study
• Focus group discussion
• Interviews with the respondent supervisor
• Analyses of operating problems
 Individual Analysis

Individual analysis determines how well each

employee is performing the tasks that make up
his or her job.

• Interview with job holders

• Analyse individual portfolio and / or
performance appraisal
• Survey questionnaires
Requirements of Client Group

Required Actual
Competencies
Minus
Performance
Equal GAP

RC - AP = GAP
Identifying Current
Competencies
Self Assessment
Phone Survey
Questionnaire
Work Sample
Superior Assessment
Workplace Observation
Focus Group Interview
Critical Incident interviews
One to one interviews
Nominal interviews 42
 SELF ASSESSMENT

ADVANTAGES DISADVANTAGES
• Ownership & Non- • Under/Over estimation
threatening of abilities
• No peer pressure • Unreliability of
• Relatively lower Evaluation
cost • Pressure if time frame
is unrealistic
 PHONE SURVEYS
ADVANTAGES DISADVANTAGES

• Consistent questions • Wrong assumptions

• Good for about clients
benchmarking • Target wrong
• Confidential results audience
 QUESTIONNAIRE

ADVANTAGES DISADVANTAGES
• Reach a large pool of • Questions need time for
people in a short time development
• Relatively inexpensive • Low return rates
• Data easily evaluated • Difficult to get the causes
& summarised of problems or possible
solutions
 WORK SAMPLE

ADVANTAGES DISADVANTAGES
• Quick Assessment of
outcomes
• Not observing
• Assessment of processes
peoples’ learning
styles • Not focusing on
team/individual
• Identifying quality,
performance
culture & language
 ASSESSMENTS FROM
SUPERIORS AND / PEERS

ADVANTAGES DISADVANTAGES
• Directly link to work • Biasness
performance - Valid • Too narrow focus on
• Holistic assessment in specific departmental
terms of 360 degree areas
views - Reliable • Difficult to assess
• Continuous peers
observations – Informal
assessments
 OBSERVATION

ADVANTAGES DISADVANTAGES
• Minimises • Require skilled
interruption of observer with process
workflow & content knowledge
• Generates real life • Collect data only
data within work setting
• Check on attitudes • ‘Spying’ connotation
with repeat
observations
 FOCUS GROUP
INTERVIEW
ADVANTAGES DISADVANTAGES
• Expert Advice • Carry a built in bias,
• Able to solve tend to see training
problems from needs from own
different perceptions perspective
• Able to explore • Non representative
different viewpoints • Partial picture
CRITICAL INCIDENT METHOD

ADVANTAGES DISADVANTAGES
• Able to track the • Difficult to wait for the
sequence of events right incident to
• Identify the identify performance
performance problems problems
accurately
 STRUCTURE ONE TO ONE
INTERVIEW
ADVANTAGES DISADVANTAGES
• Can reveal feelings • Time consuming
• Probe causes of • Difficult to analyse data
possible solutions to • Clients are self conscious
problems • Need skilfull trainer to
• Opportunity for generate data without
Trainer to represent suspicion, self-
personally to client consciousness etc.
 NOMINAL TECHNIQUE

ADVANTAGES DISADVANTAGES
• Easier to collect • Lack of subject matter
information from a experts.
small group • Lack of benchmarking
practices
• A group in the same
department has
common goals
 ASSESSMENT

List the 3 methods you will use to

identify the competencies held by the
client group related to your training
need.
Please provide reasons

53
 Training Options

On-the-job training vs Off-the-job training

•Redesign existing program

•Design a new program
•Use a consultant or internal resources.
 Advantages of
Off-the-job Training / “Off JT”

• Expert / specialised instruction

• Change of environment to facilitate learning
• Wider choice of programs
• Can be more honest - less threatening
• Minimise interruptions - can focus
• Establish new networks
• Obtain a broader perspective
 Advantages of
On-the-job Training

• Easy for transfer of knowledge to workplace

• Lower cost
• Less work disruptions
• Directly relates to work
• Save time and fast
• Able to solve problems on the job
PLANNING THE NEEDS ANALYSIS

Questions to be addressed
• Competencies required
• Learning preferences
• Organisational support
• Relationship of program to others
• Advantages of training methods
• Expected improvements
• Consequences if no training done
 Sources of Information

•Subject matter experts

•Supervisors and managers
•The intended Client group
•Customers of the group
•Documents

58
 STRATEGIES TO OBTAIN
INFORMATION

UNOBTRUSIVE OBTRUSIVE
•Observation •Questionnaire
•Print media •Key consultations
•Records, Reports •Interviews
•Work samples •Group discussion
•Skill tests
Outcome of Needs Analysis

• Determine performance deficiencies

• Establish whether it is a training need
• Determine requirements of ‘client
group’
• Collect data on client group
• Identify GAP
• Use collection methods to establish
competencies held
• Determine training option
 Competency Standard

Competency Definition
“A competency comprises the
specification of knowledge and skills
and application of that knowledge and
skill within an occupation or industry
level to the standard of performance
required in employment.”

61
 UNIT

“ Major work roles, functions

or activities for the job.” Each
unit defines a major skill area

62
 ELEMENTS

“ Make up the unit

and describe
what a person can do
(in output terms)”

63
PERFORMANCE CRITERIA

“ Describe what is required

for competent
performance.”

64
 RANGE OF VARIABLES

“ Provide the range, in which

the performance usually
occurs such as:
equipment, operating
procedures & etc.”

65
 EVIDENCE GUIDE

“ This is a useful guide for the

Assessor. It may identified:
• The critical parts of each unit,
• units which may be assessed
holistically
• required evidence.”
66
 Job Profile Chart by Skills Development
Department (SDD)
or JPK
Job Profile Chart is a graphic profile of the duties
and tasks that have perform by technicians.
Elements of Job Profile.
• Duty - Reflect major Job related function.
Represent group of related tasks
“WHAT TO DO”

•Task - Can be performed independent of other

work.
“ HOW TO DO”
67
 Task Profiles by JPK

Elements in Task Profile

 Performance standards
 Sub Tasks / steps
 Enabling requirement
 Tools / Equipment / Materials.
 References

68
 Types of Standards

1. National Industry Competency

Standards E.g. JPK (MLVK) or
DEST (ANTA), Aust
2. Cross Industry Standard
3. Enterprise Standard

69
 ASSESSMENT

Design and develop a competency standards

that relates to own workplace training
• Unit * Job Profile
• Elements * Tasks Profile
• Performance Criteria * TPO
• Range of Variables * Sub-tasks
• Evidence Guide * Tools / Equipments
/ Materials

70
 Program Structure

• A title
• Rationale / Objective
• Preamble / Benefits
• Learning Outcomes
• Assessment Criteria
• Condition Statements

71
 A Title

Descriptive, brief and

clearly describe the
program.
Avoid words such as
‘Basic’ and ‘Simple’

72
Rationale / Objective

Broad outcomes of a
training program.
Include philosophy,
type of client group.

73
Preamble / Benefits

Outlines the history of

the program.
The needs analysis
taken and the training
need identified.

74
 Learning Outcomes

“ A learning outcome is a
statement which describes any
expected change in the skills,
knowledge, or attitudes to be
achieved by a learner upon
completion of a training
program.”

75
 Assessment Criteria

“ These are statements that

describe in more detail what is
expected of a learner on
completion of a training session.
If the learner has successfully
demonstrated the assessment
criteria then the learning outcome
can be inferred”
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Upon completion of this three-day training,
participants should be able to deliver a
training
• Use a variety of resources to stimulate learning
• Use a variety of teaching strategies to meet
learners’ needs
• Provide adequate time for learner practice
• Provide constructive feedback
• Summarise key points

77
Condition Statements

“ This outline any special

conditions which must be
present for learning to take
place.”

78
 Classification of
Action Verbs
• Cognitive Domain
Knowledge – concerned with remembering and
processing information
• Pyschomotor Domain
Skills – concerned with practical activities
• Affective Domain
Attitude – concerned with attitudes and values

79
 ACTIVE VERBS
Knowledge
judge
state write classify
list recall describe
name
identify explain
combine
interpret organise
justify
select evaluate
predict
analyse contract recognise
compare
discuss Skills
Attitudes
listen align join
state apply open
accept be aware close replace
judge decide measure out
change influence remove repair
reject associate repair load
receive adapt construct manipulate
determine assemble operate
adjust

80
 ASSESSMENT

Write a learning outcome and assessment

criteria for the training program you will
develop

• Learning Outcome
• Assessment Criteria

81
 Course Structure /
Program Components

• Training Objectives /
Learning Outcomes
• Assessment Criteria
• Who should Attend
• Training Programme Outline
• Methodology
 ASSESSMENT

Complete the program structure with

reference to your designed course

83
 Learning Pathway

• Adult learning
principles
• Learning Styles
Preference
• Potential Barriers to
learning

84
Robert Gagne’s 9 Events of Instruction

1. Gain Attention
2. Inform Learners of Objectives
3. Stimulate Recall of Prior Knowledge
4. Present the material
5. Provide guidance for learning
6. Elicit performance
7. Provide Feedback
8. Assess performance
9. Enhance retention and transfer
85
 Flowchart
in Developing Module

1. Competency Standard

2. Learning Pathway

3. Module matrix

4. Sequencing

5. Writing the Materials

Sequencing Training

• Hierarchical
• Sequential
• Job Order
• Priority
• Topical
 Hierarchical
Example 1
Customer
Centric

Customer Steps in Customer

Centric Handling Centric
Concept customers Culture

Principles of Slogan & Ritual

Servicing Steps
Customer Centre in CCC
 Job Order
Bearing Technology & Maintenance
Example 1
1. Introduction to Bearing

2. Mounting & Dismounting of Bearing

3. Practical Training at different station

4. Bearing Failure Analysis

5. Plant Visit
 Job Order
Make up a hotel guest room
Example 2
1. Analyse the room layout

2. Make up the bed

2. Cleaning room and toilet

4. Update records
 Sequential Approach
Retail Operation
Example
1. Daily Operation
Part A

2. Display & Price Tagging

Attend Special 3. Customer Selling Skills

Requests Service

Part B Service
Experience
 Priority
Creative Problem Solving
Example
2. Identify the Wish / Goal / Issue

3. Idea Generation
4. Plan for Action
Techniques
1. Divergent &
Convergent Tools
 Topical
Contoh 1
Cause &
Effect
Bar Chart Histogram

7 QC
Pareto Tools Fishbone
Diagram Methods

Scattered
Pie Chart
Diagram
 ASSESSMENT
Training Sequencing

Select the relevant training

sequences and provide one
example on how you should
sequence the training programme

94
 Learning Resources

Projector Resources Non Projector Resources

LCD ‘Flipchart’
OHP Whiteboard
Video, VCD & DVD Model
Computer Chart
Slide projector Map
‘Handout’
Real thing

95
 Adding Variety to Resources

Fill in
Designs Summary

blanks Two way

Color communication
Games
Graph
Test
Photos
Quiz Contact
Details
Reprint
Articles

96
 COPYRIGHT

• Adopt material using your own words

• Cite quoted material
• Check original sources
• Copyrighted includes all media
• Ensure copyright on your work
• Check specific copyright requirement
with authority

97
 Training Resources &
Training Methods
1. Whiteboard 1. Lecture
2. LCD Projector 2. Role Play / Simulation
3. OHP 3. Experiential Games
4. Handouts 4. Group Discussion
5. TV / Video 5. Demonstration
6. Graphs / Charts 6. Management Games
7. Tape / CD 7. In-Tray / In Basket

98
Criteria in Selecting Resources
• Learning Outcomes
• Group Size
• Availability of Learning Resources
• Trainer’s expertise
• Mobility
• Training duration
• Noise level
• Cost of resources
• Participant’s literacy level
• Reusable
• Personal preference
• Size and space
99
 ASSESSMENT
Develop an Implementation Checklist of
Resources & Methods for your own
training course

1. Checklist for Training Resources

2. Checklist for Training Methods

100
Assessment Overview

What is Assessment?
The process of collecting evidence
& making judgments on whether
competency has been achieved on
the basis of a performance of a
person (as set out in a standard)

101
Assessment Overview
The Role of Assessors
Interpret the assessment criteria or
competency standards
Apply relevant assessment techniques to
gather evidence
Make a fair judgment
Apply effective interpersonal skills
Use constructive feedback and questioning
skills
Observe legal responsibilities

102
Assessment Overview

Legal Responsibilities
Familiar with legal requirements
No unsafe conditions during workplace
assessments
Do not discriminate against candidates – Sex,
age, gender, race and background

103
 Planning the Assessment

• Consider policy / organisational issues

• Identify competencies to be assessed
• Reason for assessment (purpose)
• Where & when assessment should be
conducted
• Decide on evidence gathering approach
• Design / Collate evidence gathering tools
• Identify resources required

104
 Planning the Assessment
• Sharing information about the assessment
• Pre-Assessment briefing
• Identifying evidence gathering opportunities
(Holistic approach)
• Assessment schedule
• Providing feedback
• Administration
• Reviewing the assessment

105
 ASSESSMENT
Planning Evidence Gathering
• Choose a unit of competence
• Decide on the evidence
• Classify those competencies into MUST /
SHOULD and NICE TO BE ASSESSED
• Choose evidence that is valid & reliable
• Determine the amount of time
• Determine the evidence gathering methods and
develop an Evidence Matrix

106
 Develop Assessment Tools

• Keeps the assessor on track

• Ensures consistency between

Assessments & Assessor
(Reliability)

• Focuses on important aspects

of the job, relevant to
standards (Validity)

107
 Assessment Tools

 Checklists
 Questions
 Portfolio
 Case Studies / Scenarios
 Projects
 Simulations / Role Play
 Observation Guides

108
 Checklists
 Essential for Valid & Fair assessments
 List the desired evidence in logical order
 Group check points under heading where relevant
 Think holistically
 Be creative & keep it simple
 Leave room for comments
 Columns for -
Competent , Not Yet Competent , Not Assessed
 Candidate & Assessor to sign
 Information to indicate the number of assessment
attempts

109
 ASSESSMENT
Developing Checklist

Develop a checklist to assist you with

your evidence gathering for the unit
of competency that you have chosen

110
 Written Questions

• Recognition Multiple choice

Matching pairs
True false
Multiple response

• Recall Short answer

Completion
Essay
111
 Multiple Choice
SAMPLE:
A drug injected subcutaneously goes into the:
A. skin.
B. rectum.
C. eye.
D. heart.

112
 Matching Pair Questions

SAMPLE:
Countries Town/City
Malaysia Bandar Seri Begawan
Singapore Shanghai
Thailand Hat Yai
Indonesia Kobe
Vietnam Seoul
Taiwan Taipei
China Geylang
Japan Hanoi
South Korea Bandar Aceh
Seremban
Yangon

113
 True or False Questions

SAMPLE:
Ipoh has a higher population than Johor
Bahru.

True ____ False _____

114
 Multiple Response Questions

SAMPLE:
Which of the following towns are in Selangor,
Malaysia?
(Tick 4 correct answers)
_______ Sepang
_______ Seremban
_______ Kajang
_______ Putrajaya
_______ Nilai
_______ Shah Alam
_______ Sabak Bernam

115
 Short Answer Questions

SAMPLE:
Name three districts in Johor.

1. ________________________________
2. ________________________________
3. ________________________________

116
 Completion Questions

SAMPLE:

The town of _____ located in Perlis is situated

approximately 980 km from Singapore and is
renowned for its reptile park.

117
 Essay Questions
SAMPLE:
Predict what would happen if Malaysia
increased its migrate intake from 20% to
50% per annum.
Aim to focus on six key factors. Length
approximately 1,000 words.
(20 marks)

118
 Oral Questions
• Lower order or Recall Questions -
recall factual information

• Higher order or Contingency Questions -

outline the procedures & processes they
would take in certain critical situations

• Contingency Questions generally start with -

“ What would you do if . . . ”

119
 Oral Questioning
Example of Recall Questions:
How do you communicate the key
message?
What types of evidence are you gathering?
Name 2 different styles of questioning that
you use

120
Oral Questioning
Example of Contingency Question:

What would you do if a candidate becomes

nervous during an observation and is using
an equipment in such a way that potential
dangerous situation could arise?

121
 ASSESSMENT
1. Write out a recognition written
question & answer
2. Write out a recall written question &
answer
3. Write out an oral question and answer
– low order question
4. Write out an oral question and answer
- contingency question

122
Organise & Conduct the
Assessment

Organise Resources
• Physical resources
• Human resources
• Time
• Assist other assessors
• Check that workplace is
safe, secure & suitable for
assessment 123
 Inform Relevant People
Prior to Assessment
• Candidate
• Workplace Supervisors
• Managers
• Trainers
• Subject Matter Experts
(Technical experts)
• Specialised personnel
• Others

124
 Pre-Assessment Briefing
General Information
• Reasons for having competencies &
assessment in their organisation
(Purpose)
• The structure around competencies
• What happens if deemed ‘ Competent ’
or ‘ Not Yet Competent ’
• Review / Appeals mechanism

125
 Pre-Assessment Briefing
Specific Information
• The times & dates for assessment
• What is being assessed
• What performance is expected
• How the assessment will be conducted
• How the evidence will be gathered
• How the judgement of competency
is made
• Arrange for feedback
126
 Pre Assessment Briefing

A collaborative approach.
Important for candidate to feel
involved & have ownership in
assessment process

127
 Put the Candidate at Ease
• Explain the collaborative approach
• Help the candidates be able to demonstrate
their competence
• Summarise the assessment & expectations
• Ask the candidates questions to check
understanding
• Ask the candidate if they have any questions

128
 Gather Evidence

Assessor should use the evidence gathering tools

diligently and:
• Allow sufficient time for the assessment
• Plan thoroughly so that the process flow
• Record evidence accurately & completely
• Gather additional evidence if required

129
 When to Stop an Assessment
• Any breach of safety
• Equipment breaks down
• Candidate becomes stressed or requests
that assessment be stopped
• Clear evidence of non-competence
• Chance of damage to property or equipment
• Assessment is having an effect on
production
130
 Special Needs of Candidate

• Physical or Intellectual Impairments

• Educational Barriers

• Language Problems

• Others

131
 Document the Evidence
In dispute – the evidence need to be reviewed
by another assessor.
Checklist - Leave room to make comments
Assessor – Write down comments & key
points
Provide specific & relevant feedback
Formal recording
Summary of evidence
Signed by both parties

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 Simulation: Pre-assessment
Briefing

• Conducts a pre-assessment briefing

• Share the general and specific information

to clarify understanding of the assessment
process

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 Provide Feedback

• Feedback is a two-way process

– Start consultation process with -
“ How do you think it went ? ”

• Opens up channels of communications &

candidate is likely to outline his strengths &
weaknesses

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 Provide Feedback
Assessor should -

• Concentrate on positive parts of assessment

• Be constructive about any weaknesses
• Be specific & Not vague
• Focus on actions
• Use checklists to go through the steps
logically & Provide positive feedback where
possible

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 Provide Feedback

• If Assessor was aware that there were

weaknesses, Assessor could say -
“ Do you think you did better in some areas
than others ? ”

• This question asks candidate to rank his

performance
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 Effective Listening Skills

• Make regular eye contact & Look interested

• Ask questions & Check your understanding
• Don’t interrupt candidate
• Face candidate
• Don’t rush candidate
• Ask relevant questions
• Stay on track
• Try & summarise candidate’s thoughts &
feelings
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 Developing Action Plans

After providing candidate with

information on his
performance, Assessor &
Candidate to develop an Action
Plan to achieve competence

138
 Obtain Agreement

• Obtaining agreement -
particularly important in feedback session
where further action required by Candidate

• Recommendation - Both Assessor &

Candidate to sign off on agreed Action
Plan

139
 Record, Review & Report on
Assessment

Record Results
• Accurate & complete records of
assessment very important
• Allow time at end of feedback session
- to complete necessary paperwork
• Record accurately results of
assessment

140
 Review and Report on
Assessment

Assessors should -
• Self reflect on process
• Seek feedback from Candidates
• Seek feedback from Co-Assessors
• Invite comments from other relevant people

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 Review the Assessment
The aim of the review or
evaluation is to continuously
improve the assessment
process.

This may result in:

Improve methods for gathering evidence
Improve strategies for preparing the candidate
Modify record keeping
Improve communication and interpersonal skills

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Developing a Review Strategy

What is the purpose of the review

Who are the relevant stakeholders
What criteria will form the basis of the
review
How will a review trail be created
What evidence will be collected
How will the review be recorded
What resources are needed
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 Session Planning

Benefits of a Session Plan

• Helps you to stay on track
• Provides order & flow for Learners
• Improves your confidence through better
preparation
• Achieve the learning outcomes
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 Types of Training Sesions
An A
Information vs Skills
Session Session

INTRODUCTION
BODY
CONCLUSION
145
INTRODUCTION

Interest
Need
Timing
Response
Outcome
146
 BODY – Information Session

• Present new information with interest

• Present in short bursts
• Include activities
• Have a discussion to involve them
• Ask questions
• Take frequent breaks

147
 BODY – Skills Session

Use practical approaches

Demonstrate skills session to participants
Logical structured and develop skills
throughout training session
Use training, feedback and
reinforcement

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 How to sequence content

• Most important to least

• Info. needed most often to least often
• In problem solving sequence
• Familiar to unfamiliar
• Simple to complex
• In the job sequence

149
Selecting Information

• MUST KNOW
• SHOULD KNOW
• NICE TO KNOW
150
 CONCLUSION

• Give a summary of main points

• Tell them what they learned
• Link session to later sessions
• Give Feedback

151
Slides should
emphasise . . .

Key Words
Size
Fonts
Colours

152
Slides should have
only . . .

ONE ( Bright ) Idea per

Slide

153
Sight is our most powerful sense
..
1% through taste
1.5% through touch
3.5% through smell
11% through hearing
83% through sight

154
 On Slides . . .

Lower case is easier to read

than upper case

LOWER CASE IS EASIER TO

READ THAN UPPER CASE

155
Training Methods

DEMONSTRATION

TELL
SHOW
DO
156
QUESTIONING provides:
• Feedback
• Participation
• Clarification
• Focus of key points
• Sequence
• Diagnosis of problems
• Evaluation of learners
• Information on progress
• Two-way communication
• Thought processes
157
 TYPES OF QUESTIONS
• OPEN questions
E.g:1. Outline the advantages of using this machine
2. Describe the steps that you would like to take
if this piece of machinery broke down?
3. Summarise the underlying causes of conflict
between two parties
• CLOSED questions
E.g:1. Do you have a license to drive a forklift?
2. What piece of equipment should be used next?
3. Is this amount to go on the Debit or Credit side of
the Ledger?

158
PHRASING YOUR QUESTIONS
PLAN your questions
• Relate to learning outcomes
• Write into session plan
• Mix types
• Keep wording brief and clear
• Use key words
• Ask one question at a time
• Avoid questions requiring a choice of two given
answers
• Draw on participant experience
and
BE CLEAR ON THEIR PURPOSE! 159
QUESTIONING TECHNIQUES

Ask (Pose)
Pause
Pick

160
 Focus FEEDBACK on:
• Behaviour NOT learner
• Work NOT worker
• Observations rather than inferences
• Specific observable behaviour
• Descriptions NOT judgments
• Sharing rather than giving
• Amount of useable information
• Future rather than past
• Something to praise
• Positive suggestions for improvement 161
PRESENTATION SKILLS

• Body Language
• Movement
• Gestures
• Eye contact
• Voice

162
ACTIVITIES IN TRAINING
Icebreakers
Small group work
Brainstorm
Recall
Video
Mind Maps
Handouts
Overheads
Flip charts
Questioning
Discussion
Case studies
Warm ups
Role plays
163
Advantages of Group Methods
• Greater resources
• Instant help
• Benefit from experience of others
• More stimulating
• Higher quality decisions
• Support mechanism
• Influence attitudes
• Increased fun
164
 Promoting Learning

• Active Learning
• Meaningful Learning
• Multi-Sense Learning
• First & Last impression
• Practice & Reinforcement
• Feedback
• Reward
165
Encourage Learner’s Participation

• General Strategies
• Tactics to Increase Learners’
Participation
• Tactics to Keep Learners
Talking

166
 Obstacles in Intercultural
Communication & Understanding

• Language
• Non-verbal
• Preconceptions & Stereotypes
• Tendency to Evaluate
• High Anxiety

167
 TRAINING CYCLE

Stage 1 Identify Training Needs

Stage 2 Set Objectives, Learning Outcomes and
Assessment Criteria
Stage 3 Design and develop the learning
program
Stage 4 Deliver training & conduct assessment
Stage 5 Evaluate training
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 It’s Your Turn!
1. Present a 15-minute training session.
2. Remember to submit ALL of the following
in soft copy AND hard copy:
• your presentation slides* (not more than
12 slides)
• your session plan, and
• your participant handouts.

IRS Training Sdn Bhd

169