Understanding Roles, Responsibilities and Relationships in Education and Training

People have different learning styles which are influenced by personality type, educational specialization, career choice, and current job role and tasks (Kolb, 1984). Therefore, 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 main role of organising and delivering training & development courses involves and engages my learners’ during every session in my beauty school.
I carry out further evaluation of learners’ needs on the first day of the course through an informal discussion. I believe this discussion 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, which are:
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. This involves unnoticeable activities such as maintaining trainee records, filing, printing certificates and photocopying. My role extends outside the class; I book venues, produce PowerPoint material, and attend meetings
In order to facilitate learning, I maintain a professional relationship with learners at all times, value them as individuals and support them (Gravells, 2008). In the class, beside engaging and motivating learners, I ensure a safe and supportive learning environment; for example, it is my duty to set up and discuss with learners ground rules that establish safety and promote inclusion which reduces the barriers to participation and learning (Booth and Ainscow, 2002).
I recognise the importance of monitoring and evaluating the learning as the programme progresses and the importance of providing detailed feedback. Following the evaluation and after the training is complete, I also send out a feedback follow-up email to all learners.
Beauty therapy being my specialisation is a large area which includes HR, Marketing, Information Systems, etc. which are all constantly developing and changing. It is my