This will include their assessment of the training program that can actually be used in the work place. This will also include their assessment of the amount of learning they received from the program. Reaction criteria is usually assessed through training evaluation ratings and surveys given to the trainees immediately after training sessions or workshops. The second criteria is known as the learning criteria. The learning criteria measures the amount of learning that actually takes place by the employee.
Assessment Tool 2 – Written Questions 1. How can learning and development specialists help managers design and develop effective learning programs? In-house specialists will have experience in converting the organisational needs into learning objectives using their industry expertise and understanding of learning requirements to formulate or acquire appropriate training materials. External specialist can provide external viewpoints that are not restricted by organisational politics or emotions. They can provide expertise that is not readily available in-house and can show a demonstrated competence in the learning that is required.
In this respect, the ultimate aim is to enable learners to understand how to take responsibility for their own development. Teachers can do this by planning and preparing teaching and learning activities that take account of the needs and well-being of individual learners as well as groups of learners. Some key aspects of a role as a teacher may be: carrying out initial and/or diagnostic assessments; clear communication with your learners, other professionals and stakeholders; promoting appropriate behaviour and respect for others; identifying and meeting individual learners’ needs; being aware of the support mechanisms available; being organised; being reflective, which means learning from successes as well as mistakes. What are my responsibilities as a teacher? As a teacher, my primary responsibility is to ensure that learners are enrolled onto the correct course, in terms of meeting their needs, abilities and aspirations.
Name: TAQA L3 Unit 1 outcome 1 evidence doc Subject: Write an account to demonstrate your knowledge of your understanding of the assessment process, covering key concepts of assessment, roles of the assessor, and what regulations an assessor has to adhere to. When a learner is being recruited into a programme it is important that the TA ensures all relevant documentation is completed which should include eligibility checks and initial assessments. As TA It is my opportunity to speak with the learner to discuss in depth the units chosen, to identify learning for skills and knowledge, to explain what is required from them what development plans are needed and how I will support, coach, guide and assess the learner. It is important to discuss with the learner what needs they have and what support as TA I can give them. I would at this stage have their folder and go through all their mandatory and relevant units with them.
In the analysis stage, goals and objectives are created and outlined. An example of how this phase would be implemented reflected in my EHR training program is by identifying who the learners would be and what their needs are. For example, my training program would consist of the staff in a provider’s office. Their needs would be having access to an EHR system with unique log-ins so they are able to become familiar with the system. In the design stage, lesson plans are created to provide directions for learners to apply their knowledge and skills.
Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. The teacher’s role, responsibilities and boundaries are permanently changing, evolving and being assessed in order to give the best possible learning experience to all students. Using the teaching/training cycle can benefit your personal development if you refer to and use its principles. The first stage of the cycle is Identify needs, this begins with the initial assessment where we can determine the learners needs and the correct course for them to achieve. We use a quickscan, and VAK test which helps to determine the learner style, (Visual, Auditory and Kinaesthetic).
Tick the box of those responsibilities that relate to your role: Tick Teach/train learners – Large groups / Teach/train learners – small groups / Mark assignments and give feedback / Work with learners on a 1:1 basis / Register the learner with the awarding body / Assess the learner’s work product / Observe the learner in situ / Mark the work against national standards / Make regular appointments to support the learner to achievement / Give positive feedback / Submit assessed work for formative/summative internal assurance and standardisation / Carry out internal quality assurance / Attend training meetings and gain feedback / Be a positive role model for your learners / Task 2 U1 AC 1.1 - Now we have identified some of your roles and responsibilities, explain the teaching role and responsibilities in education and training. (Please attach any additional sheets and supporting evidence.) (Gravells 2012) Teaching is about helping someone reach their full potential, whether this is for personal or professional reasons. The role of a teacher is a widely debated subject. Some claim we should not teach we should facilitate.
c. Group work is important in the IT classroom because learners relate to their peers and, as such, can more easily understand terms explained in their “own language”. Learners bounce ideas off each other and reach conclusions and working solutions through experience and experimentation, which can be retained better than the information presented by an educator alone. Learners can also encourage each other to achieve learning outcomes. Learners bring their individual perspectives, experience and skills to bear on the learning experience. Question 2 a.
A written piece discussing models of supervision and its importance to the counselling process On entering into education about or practicing as a counsellor, an individual is committing to an ongoing process of supervision. The goal of this counselling supervision is to create a trusting environment in which developing students are able to enhance their skills and competence (Carifio & Hess, 1987; Hess, 1987; Ronnestad & Skovholt, 1993). It is a process of professional and personal development which encourages a counsellor to reach higher levels of competence. This in essence provides an environment for counsellors to discuss their work regularly with an experienced counsellor and supervisor. It is through these supervision meetings that the supervisee is able to reflect on their own practice, drawing from active counselling sessions, the practitioners own thoughts, feelings and reactions and is able to examine these and develop/adapt strategies for client work.
The question now arises is that why we in general and teachers in particular should reflect on our practice? Firstly, it is required for personal and professional growth. With the help of reflective writings we attempt to enhance our mental capabilities and improve our practice. Also, it helps us to do things right and be able to justify our actions. Reflective writings make us creative and innovative and facilitate us to consider fundamental issues in learning.