Training and Assessing Workbook - Train the Trainer toolkit
Section 1: Training
- 1.1 Advisory/support groups for trainers of supported employees
- 1.2 Assistive technology
- 1.3 Session plan - example
- 1.4 Training checklist
- 1.5 Training notebook - example layout
- 1.6 Training plan
- 1.7 Computer-based training
Contact the peak disability group in your state or region to request information about support services or networks for supervisors working with supported employees. It may also be useful to contact the peak bodies that provide assistance for people with specific disabilities.
This Australian Government website provides access to online services and information for community organisations, communities and individuals. It links to information and services provided by all levels of government as well as the non-government sector.
Assistive technology refers to equipment designed to help people access computer-based technology. Some examples of assistive technology are:
- speech synthesisers that convert text into speech
- screen-reading software that provides full access to information on the screen to people who are visually impaired or have literacy problems
- Braille translation programs that can convert computer text files into Braille
- screen magnifiers that can enlarge text and graphics on the computer screen up to 16 times its normal size for employees with low vision.
There are many sources of assistive technology. Computer specialist stores and support organisations will be able to give you advice. You may like to investigate some of the available equipment and programs by searching internet sites.
The website http://pre2005.flexiblelearning.net.au/accessequity/downloads/R012R.pdf has a copy of a report from the Australian Flexible Learning Group that provides information and advice on the use of assistive technology for online delivery of training to learners with disability. The paper is written for trainers and staff who are responsible for developing specifications for hardware and software for online delivery or use of computers in flexible delivery. It also provides clear summaries for some of the equipment and programs available.
The following website for the University of Toronto, Canada is one example of the many websites that provide information and advice about adaptive technology: http://www.utoronto.ca/atrc/reference/tech/techgloss.html. The website provides information about:
- alternative keyboards
- alternative mouse access
- Braille embossers
- CCTVs (Closed Circuit Television)
- Haptic devices
- neural interfaces
- OCR (Optical Character Recognition/scanning)
- portable notetaker
- refreshable Braille displays
- screen magnification
- screen reading
- voice output communication aids
- voice recognition
- word prediction.
It also links to the Special Needs Opportunity Windows (SNOW) Project that offers online resources and a list of adaptive technologies classified by disability: http://snow.utoronto.ca/resources/technology/techadap.html#disspec
The Tiresias website (http://www.tiresias.org/equipment/mathemat.htm) has information on assistive devices for people with visual impairment. Guidelines on accessibility issues for all types of disabilities are also on this site.
Session plans are used by trainers to help prepare for training by working logically through the time available, learning outcomes and resources available. While many team leaders in Disability Employment Services may not wish to complete a session plan like the one shown below, it is worth taking some time to review the time, learning outcomes, preferred learning techniques and resources before starting a training session.
The session aims to:
- introduce supported employees to the safe use of fabric-cutting equipment
- increase the supported employees' understanding of the personal safety equipment required when using the cutting equipment
- provide an opportunity for supported employees to practise wearing the personal safety equipment.
Materials and equipment required are:
- personal safety equipment for each supported employee
- copies of photographs of safe practice when using the equipment.
|2 minutes||Introduction to the safety equipment to be used with the cutting machine – what it is for and how we will use it||Supervisor introduces topic and outlines the reason for training Group discussion and questions||Photographs|
|5 minutes||Demonstrate how to wear personal safety equipment||Supervisor|
|5 minutes||Supported employees practise correct use of safety equipment||Supported employees put on safety equipment correctly||Personal safety equipment|
|5 minutes||Assessment – safety equipment||Supervisor to check supported employees' ability to wear the personal safety equipment||Personal safety equipment|
|2 minutes||Demonstrate how to wear personal safety equipment||Repeat demonstration if necessary||Personal safety equipment|
|3 minutes||Assessment – safety equipment||Supervisor to check supported employees' ability to wear the personal safety equipment||Personal safety equipment|
|10 minutes||Update training records||Supervisor to record supported employees' assessment regarding use of safety equipment for the cutting machine||Individual supported employees' training records|
Use the list below as a quick check for training sessions. While the list is not comprehensive it can provide you with a reminder about key features and considerations when training supported employees.
|1||Do you know why you are training? Could you write/provide a statement of objectives?|
|2||Have you identified specific and measurable objectives for the training session or each part of the training session?|
|3||Are there logical links between your training objectives and the training session content?|
|4||Have you allowed enough time?|
|5||Is the content appropriate for the supported employees?|
|6||Can you clearly explain how the content is useful/needed for the supported employees?|
|7||Can you demonstrate what you need the supported employees to learn?|
|8||Can you avoid too much talking at any one time? Is there time for the supported employees to ask questions and talk about the training content?|
|9||Have you allowed for supported employees to have an active part in the training session?|
|10||Have you considered the supported employees' preferred learning styles?|
|11||Have you considered any training tools to assist your session?|
|12||Do you know how you are going to assess the training?|
|13||Have you thought about how you will evaluate the training?|
|14||Have you allowed enough time to complete the training records?|
|Task||Align labels correctly on dog food cans.|
|Training provided||I demonstrated how to glue a label correctly|
|Result||Jim demonstrated he could complete the task and applied six labels correctly|
Name of supported employee: __________________________________________
Date plan was developed: _____/_____/_____
|Desired outcome||Strategy||Timeframe||Responsibility for action|
Evaluation strategy/ies: _______________________________________________
Competency achieved Competency not yet achieved
Computer-based training is the delivery of learning and training using computers, the Internet or intranet. While computer-based learning is sometimes used as the main method to deliver training, supported employees will need a combined approach.
It is worth spending some time looking at the software programs and Internet sites that are available for computer-based programs and that may assist in developing training for supported employees.
Computer-based learning should be seen as another method for reinforcing face-to-face training provided to supported employees. It can offer flexible and accessible learning that can be utilised by the supported employees to suit their ability and by the Disability Employment Service to suit its timeframes and staff availability.
Because computer-based learning can be interactive it has the capacity to actively involve the supported employee.
As with any training, the content of a computer-based learning program needs to be appropriate to the learners. Software programs that are designed specifically for learners with disability must have a good combination of content and support. Check any programs to ensure they have the content required, the instructions are clear and precise and that the sequence of the program is logical and not more complicated than the learning requires.
Any programs that will assist supported employees perform more effectively in their workplace should be considered. For example programs that will assist with literacy and numeracy, workplace communication or personal hygiene may be useful.
Technology to assist supported employees use computers is continually being developed. Speech recognition programs, screen enlargers, graphic pads, speech-to-text and infra red pointers are just some examples of the equipment that is available. As the technology is being developed so rapidly, it is worth talking to the computer experts at your workplace, computer suppliers or support agencies for people with disability (for example, Vision Australia) to find out which equipment will best suit the supported employee you are training.