1 Identifying options for training sessions

2 Delivering training sessions for learners

Element L6.1: Identify options for training sessions

Performance criteria

• You must be able to do the following:

• Identify the purpose of and necessary outcomes from the training session.

• Produce specific aims and objectives for the session.

• Identify different ways you could deliver the session.

• Consider the appropriate use of technology-based delivery and e-learning.

• Choose ways of delivering the session which meet the aims and objectives of the session.

• Identify the resources you need to deliver the session.

Element L6.2: Deliver training sessions for learners

Performance criteria

You must be able to do the following:

1. Ensure all learning materials are available.

2. Ensure that the method you have chosen will promote equal opportunities and access.

3. Include a range of appropriate techniques and activities throughout the session, including technology-based learning.

4. Evaluate how effective the session is against the aims and objectives.

Knowledge requirements

You need the following knowledge to perform this Unit of Competence. You will show this through the outcome of your work activities and through evaluations of your systems and processes.

You need to be able to show that you have general knowledge and understanding of the following:

The nature and role of learning sessions

1. how to produce aims and objectives for specific sessions

2. how to choose appropriate ways of delivering training in relation to the objectives of the session and learners’ needs

3. how to ensure that the way you have chosen will help individual learners achieve the necessary outcomes of the session

4. how to match the delivery method to the necessary outcomes of the session

5. how to monitor and review learners' progress in the session

6. how to evaluate the effectiveness of the session against aims and objectives

7. how to identify and evaluate changes and developments in technology and e-learning and their relevance to how the organisation delivers learning and development

Principles and concepts

8. how to identify the resources you need to deliver effective learning sessions

9. how to identify and use an appropriate place and environment for effective learning

10. how to assess which materials are the most suitable for learners

11. how to get the necessary resources to deliver the session

12. how to ensure you promote equal opportunities through the materials and methods you use

External factors influencing learning sessions

13. how to evaluate developments in education, training and qualifications which have a direct effect on the design of learning sessions

14. how to analyse and use developments in learning and new ways of delivery, including technology-based delivery and e-learning support

Standard G6 – Enable learning through presentations [LLUK Learning and Development NOS L10]

Overview

This unit is appropriate for you if your role involves:

• making effective presentations

• producing follow-up activities after presentations

The activities you are likely to be involved in:

• identifying individual needs and learning styles

• choosing appropriate presentation techniques

• structuring presentations

• adapting presentations to take account of technology-based learning

What the unit covers:

• giving presentations to groups

• producing follow-up exercises

Element L10.1: Give presentations to groups

Performance criteria

You must be able to do the following:

1. Take account of the size and different needs of the people in the group when deciding on how to deliver the presentation.

2. Present information in a tone, manner and at a speed which is appropriate to the needs and capabilities of the learner.

3. Recognise and respond to individual needs and learning styles.

4. Use visual aids which support the information you are presenting and use technologybased learning if it is available.

5. Encourage learners to ask questions and get explanations at appropriate stages in the presentation.

6. Give clear and accurate information to reinforce learning points in the presentation.

7. Reduce distractions and disruptions as much as possible.

Element L10.2: Produce follow-up exercises

Performance criteria

You must be able to do the following:

• Choose exercises and activities which will reinforce the main areas of the presentation.

• Ensure group members understand the aims and expected outcomes of the exercises and activities.

• Give clear guidance and instructions on how to take part in the exercises and activities.

• Ensure that the manner, level and speed of communication throughout the process encourages the learner to take part and understand.

• Get involved in the exercises and activities to make sure they are effective.

• Give learners positive feedback on the process and learning outcomes.

Knowledge requirements

• You need the following knowledge to perform this Unit of Competence. You will show this through the outcome of your work activities and through evaluations of your systems and processes.

• You need to be able to show that you have general knowledge and understanding of the following:

The nature and role of presentations

1. which types of learning are best achieved and supported through presentations

2. the separate areas of exercises and activities which encourage learning

3. how to choose from a range of presentation techniques

4. how to put information in order and decide whether the language you will be using is appropriate for the learners

5. how to adapt presentations and activities to support learning

6. how to identify and use different learning opportunities

7. how to structure presentations and activities

Principles and concepts

8. how to put learners at their ease and encourage them to take part

9. how to choose appropriate activities

10. which factors are likely to prevent learning and how to overcome them

11. how to check learners’ understanding and progress

12. how to choose and prepare appropriate visual aids

13. how to identify and evaluate changes and developments in technology and elearning and whether they are relevant to delivering learning and development

14. how to use appropriate forms of questioning during presentations

15. the separate areas of presentations which encourage learning

16. how to choose from a range of exercises and activities

External factors influencing the learning environment

17. how to make sure everybody acts in line with health, safety and environmental protection legislation and best practice

18. how to evaluate developments in education, training and qualifications which have a direct effect on the design of learning materials

19. how to analyse and use developments in learning and new ways of delivery, including technology-based learning

Standard G7 - Facilitate learning on-site using ILT [LLUK E-learning NOS C]

Staff carrying out this function need to identify and exploit opportunities to use ILT to support individual learners and groups of learners within the organisation. They need to work with individuals to help them use ILT autonomously to achieve their learning objectives and with groups to use ILT on site to exploit fully the benefits of group working. They also need to develop and promote the use of ILT to encourage learners to learn from each other.

This requires staff to have a generic knowledge of:

• learning theories and how they affect teaching and learning through ILT

• how to select appropriate ILT teaching methods on the basis of learning theory

• ways of learning through ILT and appropriate learning strategies

• the relationship between learners’ abilities and learning styles and the required outcomes of learning programmes delivered through ILT

• how to develop ILT plans to meet learning objectives

• how to assess learners’ levels of knowledge, skills and competence through ILT.

Staff need to be able to:

C1 Facilitate learning on-site for individuals using ILT

C2 Facilitate learning on-site for groups of learners using ILT

C3 Encourage learners on-site to learn from each other using ILT effectively

C1 Facilitate learning on-site for individuals using ILT

To do this, staff

1. identify opportunities for using ILT to support individual learners

2. agree with learners the learning objectives to be met through ILT

3. agree with learners a learning plan that enables them to achieve their learning objectives autonomously using ILT

4. make available suitable ILT materials and resources to enable learners to meet their learning objectives

5. encourage individual learners to use ILT materials and resources autonomously, providing the support they need to use them effectively

6. evaluate the effectiveness of ILT in supporting individual learning.

This requires critical understanding and essential knowledge of:

1. the range of opportunities available for using ILT to support individual learners

2. the range of opportunities available for individual learners to develop the knowledge and skills required to use ILT effectively for their own learning

3. the ILT materials and resources available

4. the importance of encouraging learners to work autonomously through ILT, and how to do so

5. the types of support individual learners may need to use ILT effectively and how to provide this support.

C2 Facilitate learning on-site for groups of learners using ILT

To do this, staff

1. identify opportunities for using ILT to support learning in groups

2. produce learning plans to encourage best use of ILT to help groups meet learning objectives

3. use ILT materials and equipment effectively to help groups of learners to develop their knowledge and skills

4. encourage effective learner participation in group activities through the use of ILT

5. manage the group learning process effectively through the use of ILT

6. evaluate the effectiveness of ILT in supporting learning in groups.

This requires critical understanding and essential knowledge of:

the range of opportunities available for using ILT to support learning in groups

the ILT materials and resources available

how to encourage learner participation and the particular contribution ILT can make to this

how learners work and learn in ILT-groups

the principles of effective ILT-group management and how to apply them.

C3 Encourage learners on-site to learn from each other using ILT effectively

To do this, staff

1. identify opportunities for using ILT to encourage learners to learn from each other

2. provide opportunities for learners to develop the knowledge and skills required to use ILT

3. effectively to learn from each other

4. encourage learners to use ILT to communicate with, and learn from, each other

5. evaluate the effectiveness of ILT in helping learners learn from each other.

This requires critical understanding and essential knowledge of:

1. the range of opportunities available for using ILT to encourage learners to learn from each other

2. the knowledge and skills learners need to use ILT effectively to learn from each other

3. how to encourage learners to use ILT to communicate with, and learn from, each other.

C*: Facilitate online¹ learning²

Staff carrying out this function need to use ILT to support individual learners and groups of

learners online. They also need to help learners learn from each other through participation

in online learning communities.

This requires staff to have a generic knowledge of:

1. learning theories and how they affect teaching and learning through ILT

2. how to select appropriate ILT teaching methods on the basis of learning theory

3. ways of learning through ILT and appropriate learning strategies

4. the relationship between learners’ abilities and learning styles and the required outcomes of

5. learning programmes delivered through ILT

6. how to develop ILT plans to meet learning objectives

7. how to assess learners’ levels of knowledge, skills and competence through ILT.

Staff need to be able to:

C*1 Facilitate online learning for individuals

C*2 Facilitate online learning for groups of learners

C*3 Support the development of online learning communities.

C*1 Facilitate online learning for individuals

To do this, staff

1. identify opportunities for supporting individual learners online

2. develop plans to provide online support to individual learners, taking account of the resources available

3. gather information online about the learners, their knowledge and skills, their learning needs, styles and objectives

4. provide learners with information about the types of online support available

5. clarify what the learner and the member of staff supporting the learner can expect from each other through an online learning contract

6. provide learners with online support, encouragement and reinforcement, whilst encouraging them to work autonomously

7. communicate effectively and promptly with learners online, using language appropriate to the learners

8. use alternative ways of supporting and communicating with online learners when necessary

9. evaluate the effectiveness of ILT in supporting individuals online.

This requires critical understanding and essential knowledge of:

1. the range of opportunities available for supporting individual learners online

2. the resources available for supporting individual learners online

3. how to gather information about learners online

4. the types of support staff can provide online, and how to provide this support

5. the importance of agreeing an online learning contract with learners, and how to do so

6. the importance of encouraging online learners to learn autonomously, and how to do so

7. tools and techniques for communicating effectively and promptly with learners online

8. alternative ways of supporting and communicating with online learners, and when to use these.

C*2 Facilitate online learning for groups of learners

To do this, staff

1. identify opportunities for supporting groups of learners online

2. develop plans to provide online support to groups of learners, taking account of the resources

3. available

4. establish the specific learning objectives and criteria for membership of each online learning

5. group,

6. establish, and monitor observance of, communication etiquette for each online learning group

7. use appropriate tools and techniques to initiate, manage and close asynchronous and

8. synchronous group discussions

9. encourage all group members to contribute appropriately to online group discussions within an

10. agreed timeframe

11. evaluate the effectiveness of ILT in supporting groups of learners online.

This requires critical understanding and essential knowledge of:

• the range of opportunities available for using ILT to support groups of learners online

• the resources available for supporting groups of learners online

• how to establish criteria for membership of online learning groups

• the importance of establishing and monitoring the observance of communication etiquette

• the range of tools and techniques available for asynchronous and synchronous group discussions, and how to use them

• the importance of encouraging all group members to contribute appropriately to online group discussions, and how to do so.

C*3 Support the development of online learning communities

To do this, staff

1. identify existing online learning communities which may be relevant to learners

2. initiate the development of online learning communities, where no relevant learning communities

3. exist

4. encourage learners to participate actively in relevant online learning communities

5. provide support for the continuous development of online learning communities

6. promote relevant learning communities, using both online and offline media

7. evaluate the effectiveness of online learning communities in helping learners meet their

8. learning objectives.

This requires critical understanding and essential knowledge of:

• the range of relevant online learning communities

• how to initiate and provide on-going support for the development of online learning communities

• how to encourage learners to participate actively in online learning communities

• the range of online and offline media available for promoting online learning communities.

Area H – Managing people to deliver services

Standard H1 – Provide Leadership for your team [MSC B5]

What is this unit about?

This unit is about providing direction to the members of your team and motivating and supporting them to achieve the objectives of the team and their personal work objectives.

Who is the unit for?

The unit is recommended for team leaders.

Skills

Listed below are the main generic skills which need to be applied in providing leadership for your team. These skills are explicit/implicit in the detailed content of the unit and are listed here as additional information.

• Communicating

• Planning

• Team building

• Leading by example

• Providing feedback

• Setting objectives

• Motivating

• Consulting

• Problem solving

• Valuing and supporting others

• Monitoring

• Managing conflict

• Decision making

• Following

Outcomes of Effective Practice

You must be able to do the following:

1. Set out and positively communicate the purpose and objectives of the team to all members.

2. Involve members in planning how the team will achieve its objectives.

3. Ensure that each member of the team has personal work objectives and understands how achieving these will contribute to achievement of the team’s objectives.

4. Encourage and support team members to achieve their personal work objectives and those of the team and provide recognition when objectives have been achieved.

5. Win, through your performance, the trust and support of the team for your leadership.

6. Steer the team successfully through difficulties and challenges, including conflict within the team.

7. Encourage and recognise creativity and innovation within the team.

8. Give team members support and advice when they need it especially during periods of setback and change.

9. Motivate team members to present their own ideas and listen to what they say.

10. Encourage team members to take the lead when they have the knowledge and expertise and show willingness to follow this lead.

11. Monitor activities and progress across the team without interfering.

Behaviours which Underpin Effective Practice

1. You create a sense of common purpose.

2. You take personal responsibility for making things happen.

3. You encourage and support others to take decisions autonomously.

4. You act within the limits of your authority.

5. You make time available to support others.

6. You show integrity, fairness and consistency in decision-making.

7. You seek to understand people’s needs and motivations.

8. You model behaviour that shows respect, helpfulness and co-operation.

Knowledge and Understanding

You need to know and understand the following:

General Knowledge and Understanding

1. Different ways of communicating effectively with members of a team.

2. How to set objectives which are SMART (Specific, Measurable, Achievable, Realistic and Time-bound).

3. How to plan the achievement of team objectives and the importance of involving team members in this process.

4. The importance of and being able to show team members how personal work objectives contribute to achievement of team objectives.

5. That different styles of leadership exist.

6. How to select and successfully apply a limited range of different methods for motivating, supporting and encouraging team members and recognising their achievements.

7. Types of difficulties and challenges that may arise, including conflict within the team, and ways of identifying and overcoming them.

8. The importance of encouraging others to take the lead and ways in which this can be achieved.

9. The benefits of and how to encourage and recognise creativity and innovation within a team.