Roles & Responsibilities of a Trainer
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Training cycle, boundaries, policies, procedures, regulations, legislation, Codes of Practice City & Guilds 6502-31 Level 3 Award in Education & Training
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Roles & Responsibilities of a Trainer
- 1. Induction Session 1 for West Berkshire Wellbeing trainers The roles & responsibilities of a Trainer Trusted. For Health. For Life.
- 12. Bibliography • Gravells, A. (2014). Award in Education and Training. Exeter: SAGE Publications. • Hirst, P. (1975). What is teaching? In R. S. Peters (ed.) The Philosophy of Education. London: Routledge and Kegan Paul cited by Smith, K (2018) • Smith, K (2018). What is teaching? A definition and discussion http://infed.org/mobi/what-is-teaching. Retrieved 2nd May 2018.
- 13. The roles & responsibilities of a WBW Trainer Trusted. For Health. For Life.
Hinweis der Redaktion
- Notes for presenter Introduction This presentation is designed for council officers joining the West Berkshire Wellbeing training service. The key business value proposition or unique selling point for the marketing of our training is the high quality of the training. Therefore it is essential that officers delivering training for West Berkshire Wellbeing understand all aspects of the trainer’ role. This session is an introduction to, or a refresher, to some of the statutory requirements, theory and practice that underpins effective teaching of adults. The content of this presentation is based primarily on the published work of Ann Gravells primarily and also that of Paul Hirst and Kevin E. Smith. A Bibliography will be provided at the end of the presentation. Presentation outline During this session we will take a brief look at the following: A definition of teaching The teaching cycle The roles and responsibilities of trainers in the adult learning sector Legislation, regulatory requirements and codes of practice that are relevant to West Berkshire Wellbeing trainers.
- What is teaching? ‘Being clear about what teaching is matters vitally because how teachers understand teaching very much affects what they actually do in the classroom.” (Hirst 1975). Understanding what teaching or training is or isn’t, is a vital first step to take for anyone new to training or returning to training after a long break As you might expect there are a vast amount of definitions in the literature. The following definition reflects the approach of West Berkshire Wellbeing’s training service Mark E Smith provides a “definition for starters: “Teaching is the process of attending to people’s needs, experiences and feelings, and making specific interventions to help them learn particular things. Interventions commonly take the form of questioning, listening, giving information, explaining some phenomenon, demonstrating a skill or process, testing understanding and capacity, and facilitating learning activities (such as note taking, discussion, assignment writing, simulations and practice).” (Smith 2018) Paul Hirst concurs with the importance of “considering people’s (learners) feelings, experiences and needs” as “Teaching is only teaching if people can take on what is taught.” (Hirst, 1975)
- Introducing the Teaching Cycle Identifying the needs of learners is one of the 5 stage in the teaching cycle. This cycle is a systematic process which help trainers ensure their teaching is effective, learners have a positive experience and are able to achieve their goals. Mark Smith expands on the importance of the learning cycle is “a way of checking for a change in behaviour of your learners. This change might relate to the performance of a skill, the demonstration of understanding and/or a change in behaviour and attitudes. This way, you are able to see the progress and achievement your learners are making. You will teach, and your learners will learn. However, it’s not about you, it’s about your learners and the learning which is taking place. You can teach all you like but if your learners don’t learn anything, it’s meaningless.” (Smith, 2018)
- The teaching cycle Process can start at any stage in the cycle and keep on going. However, the cycle usually starts with the identification of learner’s needs. All stages should be addressed for learning to be effective. Ann Gravells summaries the trainer’s role in using the cycle (Gravells, 2014): Identification of need Finding our what your organisation’s your client’s, your own and your potential learners’ needs are. Understanding why learners are undertaking the training and what their expectations are. Carrying out initial and diagnostic assessments of learners. Agreeing individual learning plans Ensuring learners are capable of achieving their goals. Planning and designing learning Preparing teaching & learning plans Preparing materials. Facilitation of learning Teaching and facilitating learning using a variety of approaches and resources Obtaining feedback from learners. Assessing learning Checking learners have gained the necessary skills, knowledge and understanding using formal and informal methods of assessment Evaluating learning Obtaining feedback from other Evaluation of your role and all aspects involved with the learning process Plan improvements for future training
- Role and responsibilities Being a Trainer can be quite challenging but it can be very rewarding, particularly when you see your learners’ achievements. The main role of a trainer is to teach the subject in a way which actively involves and engages your learners during every session. However it is not just about the teaching or training, you have a responsibility for the learning that takes place as a result. The teaching cycle that we discussed just now, specifies some of the responsibilities of a teacher to ensure that learning takes place as a result of your training. As a reminder these are: Identifying needs Planning learning Facilitating learning Assessing learning Evaluating learning Quality Assurance Using the teaching cycle is a quality assurance system for trainers, to ensure they are training effectively. Following the cycle ensures that you are monitoring all aspects of teaching which occurs with learners, throughout their time of training with you and your training colleagues.
- Summary of professional responsibilities of WB Wellbeing trainers At all times you should act in a professional manner and give a good impression of West Berkshire Council. These are your key responsibilities: Build effective working relationships with administrators and other trainers working in the West Berkshire Wellbeing training service. Complying with relevant regulatory requirements, legislation, policies and procedures and codes of practice. Maintaining records and confidentiality Maintaining a safe, positive and accessible learning environment for learners and others. Reflecting on your own practice and partaking in professional development Teaching and training in an inclusive, engaging and motivating way. Using a variety of assessment methods to assess progress formally and informally. Using appropriate and current technology, equipment and resources There is more detailed information about the expectations that we have for trainers in the West Berkshire Wellbeing training service on the council intranet pages.
- Boundaries There are several aspects to boundaries for West Berkshire Wellbeing trainers: Council These are the boundaries between your Wellbeing training role and other professional roles that you have within the council. Professional These include not becoming too personal or friendly with your learners, including joining them for breaks or touching a learner inappropriately. Policies & Procedures & Codes of Practice These are the policies, procedures and Codes of Practice that you are bound by as a trainer, both internal and external.
- It is important for trainers to be aware of, and comply with the relevant legislation, regulatory requirements and codes of practice. These will differ according to the context and environment in which trainers are working. Legislation Legislation relates to laws passed by Parliament, often referred to as an Act of Parliament. There is some key legislation that trainers are required to be aware of. Regulatory requirements Public bodies, corporations, agencies and organisations create regulatory requirements which must be followed if they are applicable to your training role. Codes of Practice These are usually produced by professional organisations and associations. They can be mandatory or voluntary. There are also council policies and procedures to follow. For this introductory session, we will look at some of the key pieces of legislation, regulations and codes of practice that are applicable for council staff delivering training on behalf of the Wellbeing Solutions service
- Legislation These differ according to the context and environment in which trainers are working. These are 2 key pieces of legislation: Health & Safety at Work Act (1974). Health and safety responsibilities and duties placed upon teachers, trainers and others in schools, colleges and other education establishments are derived from the Health and Safety at Work Act 1974 (HSWA). The general objectives of the HSWA are that trainers should secure the health, safety and welfare of themselves at work and protect others from the risks arising from any training activities. This includes the provision of : A safe training environment The necessary training, information, instruction and supervision. Safe handling, storage and maintenance of articles and substances. Trainers also have duties to take reasonable care of themselves and others and to co-operate with the employer in complying with their statutory duties. The Equality Act (2010) The Equality Act 2010 provides a single, consolidated source of discrimination law. It is unlawful for a trainer to discriminate against a learner or prospective learner by treating them less favourably because of their: gender , race, disability, religion or belief, sexual orientation, gender reassignment, pregnancy or maternity.
- Brief overview Regulations are often called rules and they specify mandatory requirements that must be followed by trainers. Again, different regulations will be applicable, depending on the context and environment in which a trainer is working. Council staff delivering training for West Berkshire Wellbeing are required to follow these key regulations: Manual Handling Manual Handling Operation Regulation (1992) – relates to manual handling and risks of injury. This is of particular importance when setting up training rooms or transporting training equipment to off-site training venues Data Protection The General Data Protection Regulation - GDPR (2018) is a new regulation in EU law on data protection and privacy for all individuals within the European Union. The GDPR aims primarily to give control to training clients cover their personal data.
- Internal - Organisational Policies and Procedures West Berkshire Council As a trainer for the West Berkshire Wellbeing Service you will be required to design, deliver and evaluate your training around the council’s policies and procedures. These are covered in the council’s induction materials and are available on the council intranet. Public Health & Wellbeing The Public Health team have additional policies and procedures for Wellbeing trainers. These include a complaints procedure and risk assessments when delivering training at non-council training venues. External - Professional Codes of Practice & Professional Standards SET The Society for Education and Training (SET) Code of Practice sets out the professional behaviour and conduct expected of members of SET. These were updated very recently, in April 2018. ET The Education and Training Foundation (ET) have a set of national Professional Standards for trainers. RSPH The Royal Society of Public Health (RSPH) have a Code of Conduct that members must follow when they are delivering training.
- Where to go for more information These are the key resources used to prepare this presentation. The West Berkshire Wellbeing administrator has copies of the Ann Gravells book that trainers can borrow.
- Notes for presenter Presentation summary During this session we have taken a brief look at the following: A definition of teaching The teaching cycle The roles and responsibilities of teachers in education and training Legislation, regulatory requirements and codes of practice that are relevant to teaching. Further information on your roles and responsibilities including local procedures and policies and national codes of practice are in the induction pack and on the council intranet..