Delivering the trainingDelivering the training

IBSA Participant Workbook pages 26 to 41

Session 3:

At the end of this session, you should know how to:

consider delivery of the training

consider different delivery techniques

resolve conflict.

CoachingCoaching

Coaching

Training

Facilitation

Mentoring

What do all four have in common?

How might they be different?

B+V+P+C+S+OB+V+P+C+S+O

BBefore the end of this

session

V Using a verb

P Performing a task

C Under certain conditions

S To a standard

O Obtaining an outcome

DEDICTDEDICT

D Demonstrate

E Explain

D Demonstrate slowly

I Imitate

C Coach

T Test or Trial

A Trainer’s interpersonal skillsA Trainer’s interpersonal skills

Respect for the

individual

Ethical

Patient and

tolerant

Respect for

diversity

Friendly and

approachable

Passion for

learning

Sense of humour

Workplace learningWorkplace learning

Responding to incorrect answersResponding to incorrect answers

value all responses seek clarification explain respect the effort.

Group DynamicsGroup Dynamics

Types of conflictTypes of conflict

Learners

Trainers

Learners

Learners

Resolving conflictResolving conflict

Stay focused on learningFocus attention on the act, not the actor

Identify the points of conflict Allow participants to work through solutions

Ensure equitable outcomesEnsure face-saving options

TRAINING TRANSFER TRAINING TRANSFER

Eight key steps to help you transfer knowledge and skill to trainee’s

Training TransferTraining Transfer

Procedures Say how to perform and why• Update relevant policies and procedures before training begins• Use actual policy and procedural documents during training

Roles & Responsibilities Say what level of performance is required• Clarify role responsibilities and update relevant role descriptions• Link learning outcomes to role description

Aids on the job Extend the training room into the workplace• Replicate training aids on the job• Encourage employees to use on-the-job-aids

Coaching Overcomes individual barriers to skill application• Plan for and dedicate on –the-job coaching resources• Train coaches in how to coach effectively

Training Transfer (continued)Training Transfer (continued)

Targets Measurement proves people are performing• Agree and set measurable organisational and individual goals• Link program learning outcomes to organisational and individual goals• Translate goals into required on-the-job behaviours

Incentivesgive a personal reason to perform• Modify incentives to reward goal achievement and expected behaviours• Provide employee feedback frequently and using a variety of methods

Communication inform and involve all stakeholders • Communicate information to all appropriate levels of the organisation• Use a variety of communication mediums and styles

Engagement motivates participants to apply skills• Brief trainees before training on purpose and application of program• Managers and supervisors introduce training and attend sessions• Review learning after training and identify opportunities for skill application• Follow up regularly on progress of knowledge and skill application with trainee

Business Performance Pty Ltd

Approach to Training Transfer Approach to Training Transfer

Just

P.R.A.C.T.I.C.E.