Do you have a passion for teaching but need to develop your training skills so you can improve your impact on the students, staff or employees you seek to inspire? Our Certificate of Workplace Training is ideal for managers, team leaders, skills teachers, supervisors, workplace trainers, course developers and business owners working in a variety of sectors.
The course will teach you how to deliver professional workplace training programs, develop lesson plans, and teach and undertake assessments. You will also learn how to develop and evaluate training materials for specific workplaces, prepare trainees to meet competency standards, use audio-visual equipment to deliver training, and promote training programs.
Outcomes achieved by undertaking a workplace training course include:
- Learning about communication channels
- Exploring the skills of an effective communicator
- Studying the responsibilities of a trainer to achieve effective communication
- Gaining insights into the main approaches to helping to learn – psychodynamic, phenomenological, behavioural, cognitive-behavioural and transactional analysis
- Understanding communication barriers
- Learning about trainer responsibilities beyond communication
- Exploring leadership concepts
- Studying public speaking skills and how to write a speech to communicate a learning point
- Gaining insights into how learning is influenced by the teacher, student and materials
- Understanding learning terminology and teaching strategies
- Learning about common teaching modes and teaching models
- Exploring class size
- Studying how to recognise the learners’ needs
- Gaining insights into adult, children and adolescent learners
- Understanding how to determine training requirements in the workplace
- Learning about assessing needs, gathering information and how to use that information
- Exploring how to commence training and arrange resources
- Studying planning, administration and training support programs
- Gaining insights into developing a lesson plan and determining lesson aims
- Examining the structure of a lesson plan and how to write one
- Understanding contingency planning
- Learning about the assessment and evaluation of training programs
- Exploring tests, examinations and assignments
- Studying how to do an evaluation checklist
- Gaining insights into training aids
- Understanding how to use audio-visual equipment
- Learning about visual materials – illustrations, whiteboards, charts etc.
- Gaining an understanding of handouts
- Studying one-to-one training
- Gaining insights into leadership communication
- Understanding tutorial sessions
- Learning about conversation development
- Exploring motivation, reinforcement, self-esteem and body language
- Studying trainer relationship building
- Gaining insights into motivation skills and techniques
- Understanding motivational theories
- Learning about competency and how to improve motivation
- Exploring how to promote training
- Studying persuasion and logical persuasion
- Gaining insights into how to influence opponents
- Understanding how to influence neutrals
- Learning how to handle criticism
- Exploring assessor training
- Studying Recognition of Prior Learning
- Gaining insights into assessor training
- Understanding research and interviewing skills
- Learning how to ask effective questions
What Does a Workplace Trainer Do?
If you’ve done a workplace training course, you’ve probably realised that a trainer’s job specifications may vary, and they can be given a range of different responsibilities. Some of these can include:
- Teaching – Instructing, interpreting information and essentially, broadening trainees’ horizons.
- Assessment – Assessing trainees’ progress in a standardised and unbiased way.
- Planning – Ensuring that programs are properly planned and prepared for, including developing content and syllabus.
- Curriculum development – Writing or contributing to curriculum documents.
- Trainee counselling – Being supportive of individual trainees’ needs and challenges.
- Evaluation – Analysing changing trends, evaluating programs and altering them accordingly.
- Accessibility – Keeping everyone involved and encouraging all trainees the opportunity for success.
- Facilities – Arranging training venues, developing training resources, and providing and managing access to equipment and facilities.
- Equipment – Operating, using and maintaining equipment like whiteboards, projectors, computers, printers and photocopiers.
- Financial management – preparing and managing training budgets, setting fees, and preparing and submitting tenders.
- Training staff – Arranging excursions and guest lecturers, interviewing and selecting training staff, and advising or instructing staff on their own professional development.
Characteristics of Great Trainers
“The mediocre teacher tells, the good teacher explains, the superior teacher demonstrates, and the great teacher inspires” – a phrase that’s more than relevant to teachers as well as those who have done a workplace training course. But what are some of the characteristics of educators that can inspire learners to perform at their best?
- The ability to convince learners they want to help them learn.
- An enthusiasm for learning and a desire to teach.
- The ability to organise the information that is to be taught.
- An appreciation for good instructional design and fit-for-purpose content.
- Patience, in order to wait for the learner to learn.
- The capacity to listen and ask the right questions.
- A ‘working’ knowledge of the subject being taught.
- Empathy, in order to know how the student feels.
- A focus on the learner’s development of skills.
- The ability to work towards a strategic outcome and the desired ROI.
- Tolerance and the ability to develop good personal relationships.
- Rationality, to assist with decision-making and problem-solving.
- Commitment and a desire to give your best when teaching.
- Independence in terms of showing initiative.
- The use of innovative equipment that can improve content, design and delivery options.
- Awareness of learning trends and current educational research.
- The ability to analyse and consistently improve their training methods.
- A focus on their own lifelong learning which will inspire others.
The Theory of Helping
Teachers and those who have done a workplace training course will be knowledgeable about how to assist students or colleagues through the various learning stages. They will also be focused on developing approaches that are tailored to their individual personalities and learning styles. The main approaches to helping are:
- Psychodynamic – Emphasises early childhood experiences, unconscious causes of behaviour and early childhood experiences. This approach is generally focused more on content than on process.
- Phenomenological – Emphasises process more than content, in terms of assisting learners to explore their own thoughts, behaviour and feelings to bring about change.
- Behavioural – Emphasises the environmental consequences of behaviour. It also revolves around identifying and removing dysfunctional behaviours, and the adaption and reinforcement of new, desired behaviours.
- Cognitive-behavioural – Emphasises the teaching of new ways of thinking, which involves exploring differences between behaviours and values and behaviours.
- Transactional analysis – Emphasises the relationships and lifestyle of learners, and aims to integrate thoughts, feelings and actions, especially via communication.
What is Recognition of Prior Learning?
As part of our workplace training course, you will become familiar with Recognition of Prior Learning (RPL). This is a process that acknowledges the abilities and skills learners have built up with the previous study and/or work. It includes both formal and non-formal learning, volunteering, work experience, and paid and unpaid work.
For example, working on a farm could count towards qualifications in mechanics or agriculture. If you’ve worked in an office, it could help you gain business administration qualifications. And working as a volunteer with teenagers could fast-track you into youth work qualifications.
The Australian Qualification Framework (AQF) regulates education in Australia and supports the notion that all students are entitled to have their previous experience, skills and training recognised to enhance their progression into and between qualifications.
How are skills assessed?
Skills are assessed by an RPL assessor and against industry standards. A workplace visit may also be organised so that workers can demonstrate their abilities. The assessor will consider their knowledge and skills and match them against suitable, relevant qualifications.
Learners may also be asked to:
- Perform jobs or tasks
- Explain how they do those jobs
- Provide samples of their work
- Provide references or performance appraisals
- Provide job descriptions
Create, deliver and promote workplace training courses that will harness your passion for teaching, and motivate and inspire those who are keen to learn with courses such as our Certificate of Workplace Training.