Training Cycle Roles and Responsibilities

Describe what your fibers and responsibilities be at each stage of the preparedness cycle and explain what your boundaries are as a teacher The instruct cycle consists of four stages 1. Training engage 2. convention/Planning 3. talking to/Implementation 4. Evaluation Training need This is the initial stage of the gentility process. As a trainer/teacher I would require to reveal the needs of the educatee/ human body. This would be to visit that the direction of instruction is particular(prenominal) to their requirements. What is their role.What are they expected to do with the new knowledge. Is it being given at the correct time for their developmental needs. I would to do this by position up initial assessment. Completion of pre course questionnaire. Enrolment/information sheet. In my role of Motorcycle instructor this would have taken place in a pre course assessment ride during which a expression to face evaluation of their riding history would have taken place. All of this would detect to me their present knowledge and future acquisition requirements and enable me to structure the teach correctly.I would be restricted in this area by the need to ensure there is adequate resources to give the training identified and that it meets the constraint of costings. Design/Planning This part has to be systematic and consistent. This can be achieved by having set aims and objectives. Decide what learning method is best suited to the savant/class. Use of visual support (flip charts, power point), discussions or involvement by participation (kinaesthetic). I would ensure that the content takes the student through from unsophisticated to complex learning.Build in assessments. This will allow me to check and monitor impart of economy but overly allow a check of knowledge. As a result a lesson plan would be formulated. I would visualise the implications of costs, non only monetary but time as well. Does the bod/plan fit within the time constraints to allow the subject way out to be delivered effectively. Delivery/Implementation Establish at the start my credibleness to gain trust and confidence from the student/class. Ensure that I am fully prepared and have correct resources.Consider the student /class so that the pitch of the delivery can be gauged. This can be modify by class size, location and environment in which it is given. I would also have to consider welfare issues. I would ensure that the student/class feel free to engage in the lesson and contribute their ideas. I would not put pressure on them to give answers/thoughts. Make sure that if the breaking and pounce method is used it is done with the correct timing to gain response and not close the student down. Consider cultural differences.For showcase some cultural etiquette would preclude male to female approach, gaining eye advert although good to establish rapport to some might seem a challenge or threat to others. Evaluation Evaluation would allow me to notice that the lesson has been learned. Have the aims and objectives been met. Can or is the student/class able to flip-flop this new knowledge into their workplace or role. I would evaluate this by use of tests, exams, knowledge checks and feedback. This would highlight any further training need which in turn would be fed back into the training cycle.This aids me and also those who have initiated the training to establish, has it met the training aims/objectives (training needs). Can the design/delivery be improved. Is it cost effective. Was it effective. Conclusion As a teacher my role would be to allow and encourage student dialogue. Make sure that aims and objectives are met and are specific to their needs. Ensure that that there is a means of assessing the student knowledge. All students to have equal and appropriate advantages to learn, in a gum elastic environment. I am responsible for the development of the student in their learning cycle.This is done by continual asses sment or reassessment of some(prenominal) the student and the content/method of learning. Encouraging the broadening of student knowledge. I am bound to ensure that the balance of teacher/student birth is maintained. I must also ensure that my opinion does not impose. This allows the student to have defined direction within the learning influence so that lines of order and respect are not blurred.Ref Points Practical Teaching a guide to PTLLS & CTLLS Linda Wilson. Course Workbook. Internet.