People have different learning styles which are influenced by personality type, educational needs, career, and current job role and tasks (Kolb, 1984). Based on this, research proposes that teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style.
My role & responsibilities as a Trainer & Assessor begins with ensuring that any qualification embarked upon matches the learner’s current job role to ensure that they will be able to generate evidence of competence in their normal work activities.
Before meeting my learners I would talk with the recruitment team to find out how they performed at the assessment day at our head office, this would give me an indication of their strengths and weaknesses. On the Enrolment day the candidates complete a basic numeracy and literature test I would evaluate these to understand their basic knowledge and skills. I would also ask the recruitment team to provide me with a copy of their CV to look at previous education and skills.
Upon meeting the learner I would complete an enrolment form and ask questions about individual learning style and needs; this help me structure the level of training and how I would deliver the training to them throughout the apprenticeship programme; this would also help me structure the workshops they should attend to help develop their learning.
I would also ask them to complete a VARK questionnaire this will also give me further insight to their learning style. I would then complete a Skills Scan with the learner and their line manager to ensure the correct framework has been selected.
I would then carry out a BKSB test to formally determine the learners Maths, English & ICT level and would use a diagnostic for any learner that did not meet the required level.
Interactive initial assessment is in line with the updated Core Curriculum and also tracks the functional skills standards. It provides a clear indication of a learner’s current English, ICT and mathematics level.
The benefits are (http://www.bksb.co.uk/Home.aspx)
•fully interactive and self-marking
•one assessment suitable for all learners
•referenced to the Core Curriculum for both literacy and numeracy
•tracks the functional skills standards in English and mathematics
•gives a clear indication of current English and mathematics levels from pre-entry to level 3
•signposts subsequent in-depth diagnostic assessments to be taken
By following all these steps this will allow me to plan and tailor lesson plans and training to each individual learner and work at a pace that will suit them and enable me to bring up to the required level for English, Maths & ICT.
I carry out further evaluation of learners’ needs on the first day of the course through a questionnaire and informal discussions. I believe this evaluation will also ease and encourage two-way communication during the training. You may notice this meets the concept of Moslow (1954) who proposes that evaluating the different needs, values, drives and priorities of people is incredibly valuable in cross-cultural communications.
Interestingly, research conducted by the Lifelong Learning UK (LLUK) shows that ‘identifying needs’ is the first step in the training cycle which is made up of 6 activities, namely:
•Identifying Needs
•Planning
•Designing
•Facilitating
•Assessing
•Evaluating
Their research suggests that despite teachers having different roles and responsibilities they share the same broad activities. Please note that the teaching and learning cycle is similar to the training cycle but uses slightly different terminology.
My role also includes designing and managing training sessions and material according to companies’ requirements, and delivering training lectures. This involves unnoticeable activities such as maintaining trainee records, filing, and photocopying. My role extends outside the class and in the Learners own work environment