One-to-one-training



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MANUAL

one-to-one-training



Perform one-to-one training on the job

Unit Standard 117877

NQF Level 3

Credits: 4

Compiled by:

Ben Quail

Rev.1 – September 08

Moderated by:



Learner Name:

Learner Number:


Table of Contents


UNIT 1: PREPARING FOR ONE-TO-ONE TRAINING 7

UNIT 2: CONDUCTING THE TRAINING 25

UNIT 3: MONITORING PROGRESS 35

UNIT 4: REVIEWING THE TRAINING 41

ANNEXURE 1: RESOURCES 48

ANNEXURE 2: ICONS 49


ANNEXURE 3: US 117877 50

ANNEXURE 4: GLOSSARY 56


Figures and tables

Figure 1: Learning styles 15

Figure 2: The learning pyramid 30

Figure 3: Different types of demonstrations 31

Figure 4: Communication is verbal and non-verbal 33

Figure 5: Examples of practical exercises 34



Table 1: Learner barriers and particular needs 21

Table 2: Review checklist 44


Module overview

Introduction

Training is a valuable part of any company’s life. The successful implementation of training exercises will increase productivity and performance amongst staff. The aim of this manual is to guide you through the training process and give you the tools needed to be an effective trainer. This manual is coupled with a workbook that you should complete and a final exam you will be required to pass.

You should also study Unit Standard US113909, which is a course about coaching in the workplace. These courses are very closely related and overlap at various points.

Learning outcomes

After working through this module, you will be able to:


  • Review individual task performance in relation to performance requirements. 


  • Identify individual learning needs in relation to the review of task performance, intended learning outcomes and stakeholder objectives. 

  • Establish the structure of the training plan in co-operation with relevant stakeholders and experts. Ensure that preparation caters for the needs and responsibilities of stakeholders, possible learning barriers, different learning styles and special needs of learners.

  • Arrange resources, locations, and personnel to suit intended delivery. 

  • Arrange the learning environment to meet organisational and legislative requirements for safety and accessibility. 

  • Confirm review criteria with relevant personnel. 

  • Advise the learner of intended learning outcomes, sequence of activities, job applicability, and the assessment process, where applicable. Provide opportunities for the learner to contribute to and enquire about the process. 

  • Ensure that the training sessions enable the learner to understand the broader context and importance of the task. The sessions contribute towards the principle of life-long learning within a positive learning environment. 

  • Include appropriate and effective explanations, demonstrations, practice and review to enable outcomes-directed learning to take place. Direct the learner towards helpful resources as required to promote understanding and learning transfer. 

  • Ensure that the language medium and level is appropriate to the learner and demands of the task, and is consistent with industry usage.
  • Ensure that the demonstrated steps and explanation sequence meets learner needs in terms of pace and logic of structure. 


  • Provide sufficient opportunities for practice to ensure learner competence is achieved in terms of the defined outcomes. 

  • Carry out training according to the plan.

  • Ensure that the training approach provides opportunities to monitor learner’s progress and understanding of the task. Where necessary, modify the training approach to ensure the learner’s needs are addressed. 

  • Monitor performance in terms of agreed performance outcomes.

  • Compare specific examples of performance for compliance with agreed performance outcomes and criteria.

  • Provide feedback which is constructive and relevant to the task, to the learner and to the intended performance outcomes. Where required, feedback helps the learner to identify weaknesses and determine steps to address such weaknesses.

  • Ensure that reports meet organisational quality assurance requirements in terms of content, format and distribution.

  • Ensure that recommendations regarding learner’s readiness for formal assessment are consistent with findings of the learner’s progress and are made in line with organisational policies and procedures.

  • Ensure that the review reveals strengths and weaknesses of the planning, preparation, implementation and feedback components of the training.

  • Seek stakeholder feedback on the impact of the training and analyse the feedback against review criteria.

  • Ensure that the review includes useful recommendations for improvement in future planning and training. 

US specific outcomes

The following specific outcomes are covered in this module:



  • SO1: Prepare for one-to-one training on the job.
  • SO2: Conduct training sessions.

  • SO3: Monitor and report on learner progress.

  • SO4: Review training.




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