Train the Trainer Level 3
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Train the Trainer Course | Level 3 | | Practice File and Reflective Log | | Samuel Olaolu Olaleye Hilt Support Limited Earlham Grove E7 9AR Mobile Telephone: 07723052623 | 8/23/2011 | |
TABLE OF CONTENT | | Page | 1 | Content | 1 | 2 | Practice File | 2 | 3 | Reflective Log | 9 | 4 | Continuous Professional Development | 13 | 5 | Appendix – Case Study | 14 | 6 | Bibliography | 15 |
PRACTICE FILE 1. Understanding How to Identify Business / Organisation and Individual Training / Learning Needs
2.1. Training Needs Analysis
A Training Needs Analysis (TNA) is a review of learning and development requirements for staff, volunteers and trustees within in an organisation. In carrying out the TNA I will consider the skills, knowledge and behaviours that member of my organisation need, and how to develop them effectively.
A learning need is when a gap is identified between the present level of performance and the required level of performance. This ‘required level of performance’ can be of two types; where performance has falling below or not yet reached a satisfactory standard, or where a new standard of performance is required.
Learning needs are often defined at one of three levels: * An organisational need as a result of new legislative requirement, technological development or major restructuring. * A group or job need as a result of changing requirement or new specifications. * An individual need due to sub-standard performance or when starting a new job, a transfer, promotion or secondment requiring new skills.
Figure 1: Learning Need Analysis Process
Team or Individual Needs
Team or Individual Needs
Job or Function Needs
Job or Function Needs
Organisational Needs
Organisational Needs
Legislation Needs
Legislation Needs
Collection of Diverse Data
Train the Trainer Course | Level 3 | | Practice File and Reflective Log | | Samuel Olaolu Olaleye Hilt Support Limited Earlham Grove E7 9AR Mobile Telephone: 07723052623 | 8/23/2011 | |
TABLE OF CONTENT | | Page | 1 | Content | 1 | 2 | Practice File | 2 | 3 | Reflective Log | 9 | 4 | Continuous Professional Development | 13 | 5 | Appendix – Case Study | 14 | 6 | Bibliography | 15 |
PRACTICE FILE 1. Understanding How to Identify Business / Organisation and Individual Training / Learning Needs
2.1. Training Needs Analysis
A Training Needs Analysis (TNA) is a review of learning and development requirements for staff, volunteers and trustees within in an organisation. In carrying out the TNA I will consider the skills, knowledge and behaviours that member of my organisation need, and how to develop them effectively.
A learning need is when a gap is identified between the present level of performance and the required level of performance. This ‘required level of performance’ can be of two types; where performance has falling below or not yet reached a satisfactory standard, or where a new standard of performance is required.
Learning needs are often defined at one of three levels: * An organisational need as a result of new legislative requirement, technological development or major restructuring. * A group or job need as a result of changing requirement or new specifications. * An individual need due to sub-standard performance or when starting a new job, a transfer, promotion or secondment requiring new skills.
Figure 1: Learning Need Analysis Process
Team or Individual Needs
Team or Individual Needs
Job or Function Needs
Job or Function Needs
Organisational Needs
Organisational Needs
Legislation Needs
Legislation Needs
Collection of Diverse Data
Bibliography: 1. Crooks, T. (2001). The Validity of Formative Assessments. British Educational Research Association Annual Conference, University of Leeds, September 13-15 2001. http://www.leeds.ac.uk/educol/documents/00001862.htm 2. Emerson E (1995) Challenging Behaviour: Analysis and Intervention in People with Severe Intellectual Disabilities Cambridge University Press. Cambridge. ISBN 052140665X. 3. Freire P. Pedagogy of the oppressed. New York: The Seabury Press, 1968. 4. Hayden P. The learner 's pocketbook. Management Pocketbooks, 1998. 5. Henry S. Roane, Joel E. Ringdahl, Timothy R. Vollmer, Ernest L. Whitmarsh and Bethany A. Marcus (2007). A Preliminary Description of the Occurrence of Proto-injurious Behavior in Typically Developing Children. Journal of Early and Intensive Behavioural Intervention, 3(4), 334–473 6. Huhta, Ari (2010). "Diagnostic and Formative Assessment". In Spolsky, Bernard and Hult, Francis M. The Handbook of Educational Linguistics. Oxford, UK: Blackwell. pp. 469-482. 7. Knowles MS et al. The adult learner, 5th Ed. Gulf Publishing Company, 1998. 8. Reid (1994) Gibbs Reflective Cycle. www.devon.gov.uk/reflectivepractice.pdf 9. Shepard, Lorrie A. (2005). Formative assessment: Caveat emptor. ETS Invitational Conference. The Future of Assessment: Shaping Teaching and Learning, New York, October 10-11, 2005. http://www.cpre.org/ccii/images/stories/ccii_pdfs/shepard%20formative%20assessment%20caveat%20emptor.pdf. Retrieved 25 August 2011 10. Spiller, M (February 10, 2007). Learning by Example Most Effective for Retention. www.MelanieSpiller.com