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Scenario Three

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Sean

Responses

The range of responses to the previous questions will be varied, as each RTO will develop their own strategies based on the distinct needs of their client group. The suggestions listed below are only offered as possible solutions to Expert Training’s situation

  • What are the main issues facing Sean?
    • Predominantly classroom based delivery and assessment methodologies
    • Mixed ages and levels of experience amongst the group
    • Resources in need of updating
    • Depth and breadth of understanding in the group
    • Differing learning styles
    • Management of the learners
       
  • Which aspects are problematic, particularly in relation to the diverse range of learners?
    • ‘Timetabled’ approach makes it difficult to cater for those learners who may achieve learning outcomes sooner than others, or for those who take longer to achieve competence
    • Participants who have greater experience and understanding may feel frustrated that they have to ‘repeat’ learning, whilst others may struggle to keep up with the rest of the group
    • Standardised trainer notes, OHP’s and student handout material may not reflect current trends and approaches to management. Those participants who are working in the management field may find approaches to delivery and supporting notes outdated and irrelevant
    • Classroom-based teaching may not be the most effective way to encourage learning or allow for real-life application in workplace situations
    • A lecture style approach to delivery may suit some individuals but not all
    • Participants who are feeling frustrated with the content, delivery methodology or range of assessment tools; in addition to coping with varying needs of individuals within the group, may reflect their feelings through disruptive or challenging behaviours
    • Those experiencing learning difficulties will also pose problems for Sean, often becoming withdrawn, or in a worst-case scenario, fail to attend classes or withdraw from the course
       
  • What could some of the differences be between young and older learners that are causing Sean to experience difficulties in managing the group?

    Younger Learners
    • More familiar with formalized study and learning
    • Less ‘resistance’ to learning and assessment
    • High expectations in relation to standards of delivery
    • Greater acceptance of the fact that ongoing study is a natural part of working life
    • Possibly less commitment to their jobs and training
    • May work and learn at a faster pace than older learners
    • More confident with IT

     

    Older Learners
    • Fear of failure
    • Lack of formalized training/prior qualifications
    • Undeveloped study skills
    • Fear of appearing ‘dumb’ in front of peers
    • Low self esteem
    • ‘Know it all’ attitude
    • Little value in training or achievement of qualifications, particularly in relation to future career prospects
    • A need for recognition of previous skills and experience
    • May require more individual attention
    • May require more time to complete activities/projects
    • Greater commitment to learning
    • Higher levels of ‘application’
       
  • What are some of the key issues surrounding current delivery and assessment methodologies?

     

    Delivery:
    • Classroom focused
    • RTO driven
    • No ‘links’ or relevance to workplace application
    • Timetabled approach
    • Not designed to take into account individual workplace environments
    • Does not take into account the skills, knowledge and experience achieved prior to the course

     

    Assessment:
    • Predominantly theory based
    • Little or no ‘links’ or relevance to workplace application
    • Not designed to take into account individual workplace environments
    • Does not take into account the readiness of the learner to be assessed
    • Does not allow for repeated practice in a workplace setting
    • Does not allow for re-assessment or appeal
    • No formalised recognition process
       
  • What external resources are available to Expert Training that could provide solutions to some of the issues raised?
    • Management Competencies as detailed in relevant Training Packages
    • Non-endorsed supporting resources
    • Toolboxes and web based support/resources
    • Training/Assessor Networks
    • State Accrediting Bodies
    • Publications, newsletters, text books
    • ANTA support materials
    • ANTA, NTIS and other relevant Web sites

     

    Recommendations

    How can Expert Training address the issues raised whilst maintaining the integrity and standards currently provided and admired by their client group?

    • Providing a positive social environment for the training
    • Building in frequent opportunities for positive reinforcement
    • Clarity in learning materials that are up to date
    • Subject matter to be highly contextual and relevant to the workplace
    • Understand the experience, background and needs of the students
    • Consider whether some or most of the learning is already in place and ready for RPL
    • Consider introducing a range of delivery options
    • Continue classroom-based delivery for those clients who still wish to attend timetabled courses
    • Offer alternate pathways via work-based learning
    • Offer a combination of workplace learning and off-job components
    • Introduce distance or workbook supported delivery options
    • Source current supporting resource materials that can be adapted to meet Expert Training’s requirements
    • Consider on-line or web based support materials
    • Provide Professional Development for all Delivery and Assessment staff
       
    • Address Policies, Procedures and practices, particularly in relation to recognition processes, delivery and assessment
    • Develop strategies for implementation of new approaches, and ensure that all staff are informed and aware of proposed changes
  • What are the key recommendations in relation to delivery and assessment methodologies for the courses offered?

     

    Delivery:
    • Assessment to be non-threatening
    • Allowing people to complete modules rather than whole qualifications
    • Develop individual training plan templates that allow for greater involvement from both the learner and the employer in decisions made about subject choices and learning options
    • Determine time and cost effective methods for identification of individual learning needs
    • Review enrolment procedures
    • Ensure that Recognition processes are conducted prior to or on enrolment
    • Develop tools or checklists for mapping organizational requirements and individual learning needs
    • Customise or tailor learning to suit the individual needs of learners
    • Select appropriate methodologies (ie on or off job, workplace based, distance etc) according to identified needs
    • Develop workplace based ‘projects’ that contextualise and link application to learning
    • Introduce support mechanisms such as mentors, coaches or buddy systems
    • Review classroom-based delivery approaches, utilise (non-endorsed) resources available to develop new programs in line with target market and client needs
    • Review the ‘timetabled’ approach in favour of possible continuous intake or ‘subject’ based lectures/tutorials or similar

     

    Assessment
    • Introduce flexible and innovative approaches to recognition of prior learning and experience
    • Develop a range of assessment activities that are relevant to the workplace, allowing the learner to demonstrate competence in a variety of ways
    • Ensure that the learner is involved in, and aware of assessment requirements at the beginning of the learning experience
    • Ensure that the learner is able to request assessment when they feel that they are ready
    • Consider ways in which assessments can occur in the workplace, possibly involving senior managers/supervisors, peer review, or assessor-led activities
    • Provide opportunities for re-assessment or appeal
    • Involve all assessment staff in the development of assessment tools, taking into account feedback from students, employers and industry
    • Introduce mechanisms for review and validation of all assessment activities