Support staff workplace responsibilities -Trainer's guide
This guide is designed to give you some hints and tips in delivering the learning program – Support staff workplace responsibilities. The guide provides an outline of the resource, the areas it covers, support material and your role in using the resource.
This resource has been developed to be used either as an independent learning program or as part of a larger training program. The program focuses on issues relating to workplace communication and cultural change that are topical and were identified by people in your industry. The issues are covered under:
|Misuse of position||√||√||√||√||√||√|
|Breach of trust||√|
|Close personal relationships||√|
|Effective working relationships||√|
|Occupational health and safety||√|
|Duty of care||√||√||√|
An integral part of this resource is 10 scenario-based information for PowerPoint® presentations that cover the areas outlined above. The PowerPoint® presentations aim to create engaging and realistic scenarios of workplace incidents and encourage discussion and reflection.
The information for PowerPoint® presentations are short in duration (two to three minutes) and are designed to be:
- inclusive (reflecting diversity)
Information for each PowerPoint® presentation addresses a different workplace scenario. Many scenarios share similar issues and may overlap to some degree. The common themes of workplace communication and cultural change are reinforced throughout the entire program. The scenarios have been developed for you to use as triggers to encourage your support staff to discuss these workplace issues.
A diagram outlining The Support staff workplace responsibilities Resouce structure is included above. In the resource each scenario provides you with:
- suggested key points
- audio-visual information for PowerPoint® slides that present a workplace story
- opportunities/resources to prepare for the scenario or to extend it and/or research it further
- focus and exploration questions to discuss the scenario, encourage expression of thoughts and feelings, reflect on real practice, look at what actually happened and what learners would do differently
- debrief questions that encourage learners to reflect on the experience and their learning and identify how their insights could be applied to other situations.
You will need to decide which debrief methods you use. Suggested methods include a learning journal, mind-map, general brainstorm and self-reflection questions.
Your role as a trainer is to guide learners in their learning. You need to provide a safe and secure learning environment where learners feel that they are respected and their input is valued. You need to plan the development of the learning program, including its learning outcomes and what you want to achieve within a given timeframe.
An effective trainer will:
- have positive intent and be objective
- be prepared
- know the topic
- listen to learners' needs
- involve the learners
- encourage open discussion
- seek and give feedback
- be flexible
- respect individual differences.
A useful resource to help you facilitate training is 'Training & Assessing', a resource package to assist the training of supported employees in Disability Business Services. It includes a manual (print version and electronic/e-book version), PowerPoint®, a toolkit with sample sheets and checklists, and a Trainer's Guide.
- You probably need about 20 to 30 minutes to cover each scenario.
The format may look something like this.
- Introduce the session (two to three minutes).
- Show the slides (two to three minutes).
- Generate discussion using focus questions (10 minutes).
- Debrief the activity (five to seven minutes).
- Make sure you have all the relevant equipment for the scenarios. Test the equipment to see it works and how to use it effectively (volume, lighting, obstacles). Don't forget occupational health and safety – make sure cords are safely secured and so on.
- You need to be prepared and set the scene for the scenarios.
- Create a relaxed comfortable environment.
- Read over the suggested key points associated with the scenario.
- Be familiar with the scenario.
- Select possible debrief method and questions.
- Work out how you will use the scenarios. For example, you could use them to work one-to-one or with a small group of people in a formal training context, or use them informally over lunch or afternoon tea.
- Think about looking at two scenarios and then comparing them. It is better not to watch more than two scenarios one after the other, as the learners may become confused and the effectiveness of the scenarios will be undermined.
- Locate your organisation's policies and procedures that address each area.
- Invite a guest speaker to discuss the issues identified, for example a representative from a Disability Advocacy Service or a union representative.
- Organise how you will deliver the scenarios. You could look at one scenario at a time or use more than one.
- Invite learners to share their experiences, ensuring everyone is given the opportunity to speak.
- Encourage open and honest discussion.
- Decide how you will debrief the activity – this can be done individually and then shared with the group or can be a group activity.
- Offer future directions in terms of training or resources that learners can follow.
- Thank everyone for their participation and invite any evaluative comments for future sessions.