Some Trainer tips to think about when putting together a Training Program

Identify Training Needs

When putting together a training program, the overall need for training should be considered. In some cases it will be necessary to use an accredited training course and access information from the relevant Training Package, or it may be necessary to develop or research sources for training material, depending on the client needs.

If it is necessary for the training to be Nationally Recognised Training, then it is likely that the material will need to be based on the Training Package for that course.

Nationally Recognised Training also needs to be delivered by either an RTO (Registered Training Organisation) or by an organisation or individual that has partnered with an RTO to deliver Nationally Recognised Training.

Learning material is available for purchase – it is often possible to buy an entire training program ready to be delivered to learners. Industry Skills Council’s have material available for purchase on Nationally Recognised Training courses. These are usually available on a per user basis. Some private industry providers can also sell their material with an unlimited use licence which means the material can be branded with organisational details and used over and over again.

Stakeholders

Some of the relevant stakeholders that are available for consultation on training needs include;

  • Anyone in the organisation who is responsible for organising training and development for staff, including Human Resources, Line Managers and Supervisors
  • RTO’s or industry bodies
  • Industry experts
  • The actual learners

Target Learners

One of the first steps in developing a training program is to identify the target learners. Each individual learner will bring with them a set of expectations and pre-determined views on learning. Previous experience for learners can impact how they deal with the learning they are attending.

Assumptions about Learners

Learners will attend a training session for varying reasons – they may be forced to attend, they may want to attend or they may need to attend (even if they don’t want to).

Overall, the following principles apply to adult learners:

  • They need to know what they are learning and why they are learning.
  • Adult learners will always have a wealth of experience and are best suited to a learning environment where they are involved in case studies, discussions, role plays, simulated activities and other activities where they can draw on previous experience.
  • Situations where they feel they are being imposed will often be resisted, and that includes being forced to attend a training session, or being forced to accept ideas and concepts at a training session that they may not necessarily agree with. For this reason, adult learners need to be given a chance to incorporate their own experiences into a training session.
  • They need to feel valued and included.
  • They will often be attending further training as a direct result of wanting to expand their career options, change careers, learn a new skill, earn more money or improve their overall quality of life.
  • The experiences they have had in the past (which are not always good ones) can impact on how they approach the learning.
  • They will always be tuned in to WIIFM – “What’s in it for me?” Why are they there? What do they expect to achieve? How quickly will they achieve it?

LMIT provides online training and Nationally Recognised Courses in Certificate IV in Training and Assessment Online and Cert IV in TAE via Virtual E-Learning Pro.

Published by: LMIT

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