Checking training performance
Monitoring your learner’s progress is an essential key in the success of training delivery. Not only must a trainer monitor learning they must also review their relationship with the learner to ensure that training is effective.
This section relates to a workplace in the following context...
Bianca is keen to see how Rufus and Polly are progressing with their learning, so she sets them both individual tasks from which she will measure their newly acquired skills and knowledge.
At the end of each task Bianca discusses the outcomes with her learner and asks them how they feel their learning program is progressing.
Bianca knows it is crucial to review the relationship she has with her learners regularly to make sure she is the best person to provide for their training needs.
Learners may require additional support or training from other staff members. Bianca will co-ordinate this; however, she still likes to maintain the training relationship with her learner until the program objectives have been met.
What measures can be used to gauge my learners’ progress?
Trainers require the observation skills necessary to:
Other examples you need to observe may include your learner asking another student questions regarding the training. This may prompt further investigation to understand why this is the case. Are they having comprehension or learning issues or are they merely forming friendships with fellow work colleagues?
There will be times when your learners have concerns. As a trainer you will need to observe the signs associated with concerns, this may be disruptive behaviour, asking more questions, exaggerated quietness or frowning. Discuss any issues you may have with your learner, in privacy, to maintain trust. It is best to resolve a concern than to ignore it.
Your learner will usually let you know when they are ready to take on new skills and tasks; however, there will be times when you have to use observation skills to identify this. If your learner is completing tasks in the required time frame and to the desired competency level, then it is time to stretch their skills and knowledge further. Discuss this progression with your learner and ensure you provide clear tangible objectives.
Checking the progress of your learners on a regular basis ensures they are not only learning, but can also apply their newly learnt skills and knowledge.
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This section relates to a workplace in the following context...
Bianca is keen to see how Rufus and Polly are progressing with their learning, so she sets them both individual tasks from which she will measure their newly acquired skills and knowledge.
At the end of each task Bianca discusses the outcomes with her learner and asks them how they feel their learning program is progressing.
Bianca knows it is crucial to review the relationship she has with her learners regularly to make sure she is the best person to provide for their training needs.
Learners may require additional support or training from other staff members. Bianca will co-ordinate this; however, she still likes to maintain the training relationship with her learner until the program objectives have been met.
What measures can be used to gauge my learners’ progress?
Trainers require the observation skills necessary to:
- assess their learners’ communication skills when interacting with others
- identify their learners’ concerns
- recognise their learners’ readiness to take on new skills and tasks
- monitor their learners’ progress in gaining new skills and knowledge.
Other examples you need to observe may include your learner asking another student questions regarding the training. This may prompt further investigation to understand why this is the case. Are they having comprehension or learning issues or are they merely forming friendships with fellow work colleagues?
There will be times when your learners have concerns. As a trainer you will need to observe the signs associated with concerns, this may be disruptive behaviour, asking more questions, exaggerated quietness or frowning. Discuss any issues you may have with your learner, in privacy, to maintain trust. It is best to resolve a concern than to ignore it.
Your learner will usually let you know when they are ready to take on new skills and tasks; however, there will be times when you have to use observation skills to identify this. If your learner is completing tasks in the required time frame and to the desired competency level, then it is time to stretch their skills and knowledge further. Discuss this progression with your learner and ensure you provide clear tangible objectives.
Checking the progress of your learners on a regular basis ensures they are not only learning, but can also apply their newly learnt skills and knowledge.
Site by: Affordable SEO Perth