Sport, Fitness and Recreation
Sport, Fitness and Recreation
SISXRES002
Educate User Groups
Learning Resource
-1054103937000
257937025209500
1580515146939000
Table of Contents TOC o "1-3" u Topic 1 Develop Educational Strategies PAGEREF _Toc447203723 h 2
Identify Specific Issues Relating to the use of Facilities and Activity Resources by User Groups PAGEREF _Toc447203724 h 2
Playgrounds PAGEREF _Toc447203725 h 2
Free Height of Fall PAGEREF _Toc447203726 h 2
Fall Zone PAGEREF _Toc447203727 h 2
Under-Surfacing PAGEREF _Toc447203728 h 3
Guardrails And Barriers PAGEREF _Toc447203729 h 3
Entrapment & Pinch Points PAGEREF _Toc447203730 h 3
Age Appropriate Activities PAGEREF _Toc447203731 h 3
Trip Hazards PAGEREF _Toc447203732 h 3
Protrusions and Catch Points PAGEREF _Toc447203733 h 3
Shade PAGEREF _Toc447203734 h 4
Supervision PAGEREF _Toc447203735 h 4
Equipment Not Recommended PAGEREF _Toc447203736 h 4
Elderly People PAGEREF _Toc447203737 h 4
Non-English Speaking People PAGEREF _Toc447203738 h 4
Suggest Alternative Strategies to Address Issues in Consultation with Staff, as Appropriate and Develop Educational Programs and/or Resources to Address Issues PAGEREF _Toc447203739 h 5
Contribute to the Production of Educational Material PAGEREF _Toc447203740 h 5
Talking with your Participants PAGEREF _Toc447203741 h 5
Using Print Materials PAGEREF _Toc447203742 h 5
Creating your own Print Materials PAGEREF _Toc447203743 h 6
Using Audio and Visual Material PAGEREF _Toc447203744 h 6
Using Video/DVD PAGEREF _Toc447203745 h 7
In the Classroom PAGEREF _Toc447203746 h 7
Using Powerpoint Presentations/Overheads PAGEREF _Toc447203747 h 7
Communicating with Non-English Speaking Participants PAGEREF _Toc447203748 h 8
Assess and Select Strategies for Presenting Educational Programs PAGEREF _Toc447203749 h 8
Selecting Your Approach PAGEREF _Toc447203750 h 8
Strategies for Presenting Information PAGEREF _Toc447203751 h 9
Topic 2 - Plan and conduct educational programs PAGEREF _Toc447203752 h 10
Plan Educational Programs According to the Needs of the Target User Group PAGEREF _Toc447203753 h 10
Steps in Designing and Developing Learning Programs PAGEREF _Toc447203754 h 11
Refining Learning Objectives PAGEREF _Toc447203755 h 11
Session Plans PAGEREF _Toc447203756 h 12
Develop and Document Session Plans PAGEREF _Toc447203757 h 12
Timelines and Duration PAGEREF _Toc447203758 h 12
Identify and Organise Required Equipment and other Resources13
Facilities, Technology and Equipment13
Resources and Facilities Checklist PAGEREF _Toc447203761 h 14
Liaise with User Groups to Promote Educational Programs and/or Resources14
Informing Users of the Training Session14
How Best to get the Message Across PAGEREF _Toc447203764 h 14
Implement Programs and Resources to User Groups15
What You Need To Explain About Your Delivery15
Using diversity PAGEREF _Toc447203767 h 15
Topic 3 - Evaluate programs16
Seek, Acknowledge and Analyse Feedback from User Groups on Effectiveness of Programs16
Why is Feedback Important?16
Accepting Negative Feedback16
Who Gives Feedback?17
Methods of Feedback17
Evaluate Components of Program and/or Resources According to Evaluation Criteria, and Record Outcomes17
Make Recommendations for Future Improvement18
Final Approval18
Review Own Performance and Identify Potential Improvements19
Record, Update and File Documentation, Schedules and Costings20
External and Internal Records20
Ensure Records of Program Schedules and Costings Are Up-To-Date and Accurate PAGEREF _Toc447203780 h 21
Summary21
References21
Course IntroductionAbout this GuideThis learner guide covers one unit of competency that is part of the Sport, Fitness and Recreation Training Package:
SISXRES002 - Educate user groups
This unit describes the performance outcomes, skills and knowledge required to identify and address issues in the use of facilities and activity resources. It requires the ability to develop resources or education for target user groups.
This unit applies to those working as program staff with supervisory responsibilities in a range of locations or with a range of user groups in aquatic programs, sport programs or recreation leisure centres, including gyms. They work autonomously and according to relevant legislation and organisational policies and procedures.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
About this ResourceThis resource brings together information to develop your knowledge about this unit. The information is designed to reflect the requirements of the unit and uses headings to makes it easier to follow.
Read through this resource to develop your knowledge in preparation for your assessment. You will be required to complete the assessment tools that are included in your program. At the back of the resource are a list of references you may find useful to review.
As a participant it is important to extend your learning and to search out text books, internet sites, talk to people at work and read newspaper articles and journals which can provide additional learning material.
Your trainer may include additional information and provide activities. Slide presentations and assessments in class to support your learning.
Topic 1 Develop Educational StrategiesIdentify Specific Issues Relating to the use of Facilities and Activity Resources by User GroupsIn all activity areas, there will be problems that can be faced by users of the facilities. There are many types of user groups that you could be involved with in your community activity. User groups may include:
Children
Regular or occasional users
Spectators
Different age groups
Different cultural and linguistic backgrounds
Each will have their own set of problems relating to the activity or venue for example:
PlaygroundsMany community centres, public pools, spas etc. have playgrounds where children can play away from or in the water. There are many pools that offer slides and water activities that are not part of the swimming pool but a separate area.
By planning and designing playgrounds, with regular upkeep to them, the majority of playground injuries can be avoided as well as the severity of these injuries.
It must be noted, the Australian Standards for playgrounds acknowledge the need for children to have the opportunities to understand and experience challenges and risk in a playground environment. The standards emphasise the elimination of hazards that are most likely to present themselves in a playground environment and cause severe life-threatening injuries. Please note, the Australian Standards for playgrounds do not promote playgrounds free of risk.
Free Height of FallThe space between a hanging point and platforms or any place where one can fall from a height are referred to as free height of fall. Examples of these include water slides and monkey bars.
It is recommended the maximum free height of fall is 2.2 metres for any upper body equipment, 2.5 metres in education or public locations and 1.5 metres in supervised early childhood situations.
Fall ZoneThe fall zone is the area beneath and around the playground equipment where a child might land if they fall. The Australian Standards specify the dimensions for fall zones dependent upon the height of the equipment and its use. For example, equipment that involves movement requires more space.
Under-SurfacingFor any equipment that has a free height of fall more than 0.5m, Australian Standards recommend that the fall zone under-surfacing must meet certain minimum impact attenuating requirements. There are two main types of materials that comply:
Loose-fill: suitable sand or mulch that is well drained, regularly checked, and raked/aerated to avoid compaction and replenished as required to maintain minimum depth. Kidsafe WA recommends a minimum depth of 300mm to allow for displacement during typical use.
Synthetic/rubber: wet pour rubber or synthetic grass can also be used. Surfaces should be free of trip hazards and checked periodically to ensure there is no deterioration (e.g. sub surface bumps or dips). You should also ask for a certificate of compliance with Australian Standards.
Guardrails And BarriersGuardrails with vertical rails or solid barriers must be installed on platforms more than 0.5m above the ground to prevent children from falling.
Entrapment & Pinch PointsThere must be no gaps that a child could become trapped in, especially by the head, neck or chest. Gaps that might trap limbs, hands, fingers, hair and clothing should also be avoided.
You will also need to make sure that there are no moving parts that might crush or pinch a child and you will need to make sure that all timber is smooth and does not create the possibility of splinters or cuts.
Age Appropriate ActivitiesAge appropiate activities are important and every playground must incorporate different grades of challenges and risks suited for children of different ages. It must be noted children of the same and even different age are going to be diverse in their physical abilties. Clearly visable signage should be present at the site which provides outlines on the appropriate age group use of the equipment.
Trip HazardsPaths and walkways should be clear and free from clutter and activities so that children and other users have a safe place to walk. Any edging could cause a trip hazard should be avoided and concrete footings should be below any surfacing material.
Protrusions and Catch PointsPlayground equipment should not contain any bolts, nails, screws or other elements that might cut, pierce or bruise; or act as a hook to entangle children's clothing or hair. Similarly, ensure any ropes are secured top and bottom so they cannot form a loop or noose.
ShadeProviding good shade at your playground will ensure that the children and families that visit will be protected from the sun. It will also improve the general amenity and encourage use.
SupervisionA great way to encourage supervision of children at your playground is by making sure adults are comfortable in the area while their children play. This means providing amenities such as:
Seating
Water
Shade
Toilets
Safe access/pathways to or parking at the playground
Equipment Not RecommendedSome equipment can be dangerous in their design and have the potential to cause severe injuries or even death. The follwing equipment is not recommended and should be got rid of instantly:
Plank swings
Roundabouts
Climbing rockets
Boat Swings
Old machinery (eg; tractors)
Research shows the popular equipment such as monkey bars are responsible for a large percentage of fracture injuries in children. They should meet the Australian Standards with fall zone and free height of fall.
Elderly PeopleElderly people may have issues with stairs into buildings or into the stands if they are a spectator. They may also feel intimidated if there is a great deal of young people running around the venues. Security is very important for older people, so they feel safe in the environment.
Non-English Speaking PeoplePeople who struggle with the English language may feel intimidated in a venue where everything is written and spoken in English. They may have spiritual requirements that mean they have set times for prayer, etc.
These things should be accommodated for so that people feel comfortable and safe in the environment the activity is being held in.
Suggest Alternative Strategies to Address Issues in Consultation with Staff, as Appropriate and Develop Educational Programs and/or Resources to Address IssuesSafety around the venue is highly important and should be considered before running any program. If there is a problem with gangs or drugs in the area there needs to be security in place and even some educational programs that could assist in combatting these problems. Programs could include:
Drug education
Healthy living
Talks by the police or other agencies that could combat and educate people about the realities of drug and gang participation
Programs that could include how people can protect themselves
Programs on safe use of facilities
Programs to assist people with their English language and literacy
There will be a different set of issues with each type of facility that you use, and educational programs are an interesting way to both combat problems and have the community come together as one.
Contribute to the Production of Educational MaterialTalking with your ParticipantsGood communication with your participants is the cornerstone of effective participant education. When you are designing or producing materials to use in an educational setting, you should:
First survey or talk to prospective participants about what they feel is important and how they would like it presented.
Consider the facilities you have at your disposal. There is no good designing a video if you have nowhere to show it. It is no good designing a learn to swim program if you do not have a swimming pool.
Always ensure you do your research first, so you dont run into problems later.
Using Print MaterialsParticipants will quickly forget much of what has been said to them in a classroom situation. To overcome this problem, give them written material to take away with them so they can read it later.
When choosing printed materials, consider the following:
Font styles and sizes. Choose materials with font sizes large enough for people with visual impairments to adequately see and read the information. Avoid materials with busy font styles, all capital letters or italics
Use of illustrations and images. Use illustrations to complement textual descriptions. This helps people gain a clearer idea of what they need to know
Use of colour. Choose materials with colours that have good contrast and are easy on the eyes. Dark text on light backgrounds (black on white) is easier to read than light text on dark backgrounds (white on black)
Tone and clarity. Use materials that present information in a clear and understandable manner using a pleasant, friendly and respectful tone
Literacy Levels. Ensure literacy levels are not complex to cater for people with low literacy levels
Creating your own Print MaterialsWhen creating your own education materials, you should have one goalto make the information easy to understand. The following tips will help make your materials more effective:
Keep your sentences short, but not choppy
Use personal pronouns (you, your) to make your participants understand how the information applies to them
Use bold print to emphasize important terms and information
Use bullet points for important list items
Use active verbs to illustrate the effect
Avoid using technical terms and language
Using Audio and Visual MaterialAudio/visual reinforcement Points to remember
Overhead projections Dont read from them.
Let them jog your memory for points to cover.
PowerPoint presentation Dont forget that PowerPoint is an aid and participants will get bored if the whole session is conducted this way.
Whiteboard and flip chart paper Use coloured pens to add variety and emphasis.
Ensure pens are full.
Ensure your writing is large enough for participants to see from the back of the room.
CDs Use only if very relevant.
Videos The video should supplement your training not take its place. Decide how many videos are appropriate and how long each should take.
Technology How will your participant access a computer?
At training
At home
At work
Provide practical exercises to encourage learning.
Smart phones, apps
YouTube clips
Equipment Use workplace standard equipment.
Activities, Case studies and
Role Plays Choose activities to suit training outcome, group characteristics and size.
Using Video/DVDIn the ClassroomA video/DVD is often more effective than traditional education methods in increasing short-term retention of information.
It should be used, however, as a supplemental part of your education process. Even the most well produced videos will not be effective educational tools if your participants do not have the opportunity to discuss the content with you and ask questions.
Educational videos feature real people talking openly about real situations. This helps viewers to relate to the people in the videos and have a better understanding of the material presented. Most people learn more from real life examples than from stories made up to make a point.
Using PowerPoint Presentations/OverheadsPowerPoint presentations are a great tool to use in a classroom setting however, they can be a problem. Below are 2 examples one good and one bad of a presentation on how to make coffee. Your task will be to explain why they are good and bad.
This is an example of a bad PowerPoint slide:
HOW TO MAKE COFFEE
Before making coffee, ensure the urn is switched on and the water has reached boiling point
Take a cup or mug from the cupboard and put a teaspoonful of coffee in the bottom of the cup or mug
Hold the cup by the handle and place under the spout of the urn
Depress handle of the spout so that water enters the cup on top of the coffee
When cup is filled, carefully remove from urn and place on counter
Place 1 teaspoonful of sugar and a dollop of milk in the cup
Stir with a teaspoon
This is an example of a good PowerPoint slide:
HOW TO MAKE COFFEE
Check urn is on and water boiled
Get cup or mug, add coffee
Fill cup with hot water
Add sugar and milk
Stir
You can see that the good example is clear and not too busy. The more words you put on a slide the less people will take notice.
Communicating with Non-English Speaking ParticipantsYour participants may speak English but not read it well, especially if the information is new or complex. If your participants do not read English well, but read in their native language, you should use translated materials. If they cannot read their own language well, try alternative teaching methods such as translated videos and/or one-to-one training.
Even though your participants may read English, they still may prefer learning in their native language. Participants who are not comfortable with English may be less likely to read the material, even if it is important. Some questions that could be asked of a prospective participant are:
Do you get your information from English newspapers or non-English newspapers?
Do you "think" in English?
When you read or hear something in English, do you understand it in English, or do you translate it in your mind into another language?
Can you understand complex or technical information in English, or would you rather read and talk about it in your native language?
Gauging your participants' needs will improve theirs and your level of understanding about how best to not only train them but what they feel they need training in.
Assess and Select Strategies for Presenting Educational ProgramsSelecting the correct or most appropriate strategy will be very important. You may be training adults, teenagers or even children and each group will require a different strategy to get the message across.
Selecting Your ApproachThe approach you select and amount of time you allocate to present this information will be determined primarily by the composition of the group and the individual experience of the course participants.
Are they children or adults?
How many individuals need to be trained?
Do they have disabilities?
What is their experience in the subject?
What is the gender, age, and education distribution of the group?
All these variables are important to consider when determining the approach and amount of time needed to equip the course participants. Another important consideration is whether or not the participant is expecting to receive credit or accreditation for course participation. If so, the amount of contact hours will be determined by your institutional requirements in this area and specific content will need to be customized to meet this time requirement.
Another consideration to make is the specific needs represented by individuals who will compose the audience. For example,
What specific strengths and experiences do individual course participants bring to the learning environment that you could draw upon and consider as you design the training?
Do participants have specific expectations that need to be met?
Are there specific obstacles or challenges that participants are going to experience as they attempt to apply the information you give them?
This is critical information to consider as you design the learning experience, and should be gathered in a variety of ways including direct discussion with participants; past observations; dialogue with larger groups of stakeholders; formal needs assessment; and more in-depth assessment of the current environment in which course participants will need to operate.
In summary, it is important to understand your course participants needs in order to customize a learning experience that addresses not only time and course credit considerations, but also the specific content that you will need to focus on and the additional resources and references to support the learning experience.
Strategies for Presenting InformationCommunication is combined with receptive and expressive elements with 70 per cent of effective communicaiton being receptive and the other 30 per cent being expressive. It is interesting to note, body language makes up over half of what people hear, therfore playing a key role in communicaton. Tone of voice and accent also play a small role in effective communication.
Below is a list of effective body language that aids in authentic and open conversation:
Eye contact: Maintaining strong eye contact shows the other person you are paying attention and interested in what they are speaking about. It also helps in building trust and rapport of the other person. Please keep in mind of cultural or disability related exceptions and keep an eye out of signs of discomfort. Change your approach if this happens.
Facial expression: Facial expressions supports effective and open communication. Be mindful that if you are new to a role or position, any nervousness may be relfected in your facical expressions. Please note some facial expressions may be misinterpreted- being nervous is an example of this.
Posture: Posture is extremely important. An at ease posture shows interest however a posture that is tight and intense may be perceived as threating or not interested.
Movement: Distracting body movements can take away from any effective communicaition. Fiddling with ojects and constantly changing eye contact can be distracting and show you are not interested or nervous. Be mindful in your movements.
Voice: Voice plays a important role in effective communication and can often be misinterpreted. Sincerity in a persons voice is more powerful than the words they speak. A voice tone that is too loud or demanding can come across as being patronizing or frightening. This then voids any effective communicaiton. The tone of voice you use should match the intent of your words. It must be noted voice tone may need to be altered when speaking to different people.
Words: Words are the last piece that contribute to effective communication. For effective communciation, you must remove any hard to interpret language or jargon from discussion with a learner. You must make sure all participants understand all language, including any specific language that is not used daily. Clarification is key for understanding so make sure participants are aware that it is okay to ask for clarification. Complicated concepts may be better understood with the aid of audio visial elements.
Topic 2 - Plan and conduct educational programsPlan Educational Programs According to the Needs of the Target User GroupThere are some skills that you will need in order to design a learning program for your user group. Lets look at some of the competencies you will need, to create the best learning program.
Communication Skills
Listen
Negotiate
Collaborate
Question
Articulate
Problem solving skills
Planning and organisational skills
Identify task to be complete
Set timelines
Measure progress
Technical literacy
Terminology
Writing
Read and Interpret information
Research skills
Gather and interpret information relevant to the learning program
Interpret and analyse information and documents
Creativity- Design thinking skills
You need all these skills in designing learning programs.
You must be able to perform analytical and research tasks such as defining the parameters of the learning program in consultation with your client, and designing the programs structure. You need effective interpersonal and communication skills to gather information from clients and determine their needs. In some instances you will need to use negotiation skills, for example when negotiating the program with the client and to articulating its benefits. In addition, as the designer of effective learning programs that meet individual needs, you need to be innovative and creative and be able to reflect upon and review your designs. A good designer will ensure their work is not becoming stale and that it suits the requirements of the clients brief.
In order to deliver effective training, you must have a clear understanding of what outcomes are required. You must verify these outcomes or training objectives through consultation and confirm what standards must be met, such as:
Company performance criteria
Industry competency standards
National competency standards
Assessment activities should also be refined in accordance with the learning program requirements and the specific needs of individual learners.
The learning objective lies at the heart of all training. It is critical to make certain it is correct and specific to individuals.
Learning objectives may relate to:
Competencies to be achieved by learners
Learning outcomes
Individual or group objectives
Generic or technical skills
Steps in Designing and Developing Learning ProgramsYou will need to develop learning programs that meet the identified benchmarks, are logical yet innovative, and engage the learners. To do this you need to:
Define the parameters of the learning program in consultation with the client
Generate and select appropriate options for designing the learning program
Develop the learning program content
Design the structure of the learning program
Review the learning program
Gain approval from appropriate personnel
Refining Learning ObjectivesThe learning objectives are the goals of training or the training outcome. The learning outcomes should be SMART:
The learning outcomes must be task-related. Match outcomes to the specific program requirements as well as to the specific needs of individual participants. It is written as a competency statement with three parts.
The action to be carried out by the learners.
The standards by which their actions will be measured.
The conditions under which the action must be carried out
Use action words throughout. Action words state clearly what the learner has to do. An example of a simple learning objective might be: At the end of this training session, the participant will be able to perform CPR on a child.
The key to developing learning objectives is to be specific. Make certain the learner knows exactly what is required.
Session Plans
Session Plans are the blueprint of how the training will occur in a particular session. The Session Plan, in turn, feeds into the Training Delivery Plan, which is covered in the next Element. The Session Plan is derived from the analysis phase of development, when the:
Learners' needs, characteristics and objectives were determined
Learning context was established
Constraints and risks were identified
Ideas for managing delivery were generated
Learning resources, materials and activities were identified and selected
All of these factors feed into a practical working document - the Session Plan.
Develop and Document Session PlansA session plan may include:
Introduction
Outline of objectives and content to be addressed
Ice-breakers to be used
Delivery methods for each part of the session
Plan of learning activities to be used within the session
Timelines and duration for each learning activity
Formative assessment points or opportunities
Learning materials required
Summary, overview or wrap up
Timelines and DurationThis may be influenced by a number of factors and you may have to balance the competing requirements of the:
Organisation
Budget
Available resources
Needs of participants
Training objectives
A large program with a lot of information and skills to be demonstrated may need multiple sessions delivered over a series of days, or weeks, or even months. Some training however, is best delivered in short sharp sessions.
Usually a time frame for training is described in terms of number of hours. Where the training is to be conducted at the workplace and on the job, restrictions may be placed on the number of hours available.
The timing in the Session Plan needs to be developed around:
Different learning styles
Time of day
Participant needs
Management needs
Develop timing for each part of your training, including:
Introduction
Each content session
Conclusion
This information is then entered into the Session Plan.
Identify and Organise Required Equipment and other ResourcesYou can access many different training resources to help deliver your training session. It is important that you identify the resources and the facilities needed in the Session Plan, and document these requirements in the Delivery Plan. Always trial your resources first to ensure they are effective training tools and confirm they will be available when you need them. You must consider facilities, technology and equipment when you plan your resources. These are described below.
Facilities, Technology and EquipmentFacilities:
Will the workplace be available for training at the designated time?
Will the lanes be sectioned off?
How will a designated training room be accessed?
Does the training room have sufficient seating and bench surface to accommodate the size of the group?
What type of seating and bench space is required?
Are there enough kick boards for each participant?
Will each participant need a lot of desk space?
Are the chairs comfortable?
Is the lighting sufficient?
Can the temperature be regulated?
Technology and equipment:
Is there an overhead projector?
Is video equipment available and easy to use?
Is there any audio equipment?
Is there a data projector?
Is all the needed software installed?
If a network, are login names and passwords set up?
Can a printer be accessed?
Resources and Facilities ChecklistItem Checked
Room/pool booking (if required) Documents printed/available PowerPoint presentations ready Desks/chairs/workstations ready Software installed Network names set up Setup of data projector and video checked Attendance role Liaise with User Groups to Promote Educational Programs and/or ResourcesMost staff members who attend training want to know what is in it for them. So consider the following as a way to gain their interest and attention.
Participating in the training session could mean:
Increased skill level
More social interests
Increased fitness level
Better health
Promotion
Informing Users of the Training SessionYou should be liaising with users to advertise or promote your program. This could be parents if you are running a water safety program for children, staff if you are running a PD session for lifeguards. Just make sure that you promote your program effectively. It would do no good to do all the work involved in setting up a training program only have no-one turn up.
How best to get the Message AcrossThere are steps to planning and promoting a training program for a client group which are listed below;
Establish the client group
Document the request or problem
Detail the knowledge and skills required to perform the standard
Find out the current competencies of the group
Identify the gap between required competencies and the learner(s) current competencies
Decide if there is a non-training alternative
Decide on the most appropriate training program
Research existing resources and courses
Gather everything together
Promote the training program
The best way to present information about the training sessions will be determined by the size of your business and amount of trainees. You can either do this electronically (SMS, email, mobile phone), verbally or in written form. Examples include:
Information sessions about highlights, benefits, costs and outcomes.
Reminder SMS messages to participants
Advertisements
Flyers on notice boards
If you promote the training session verbally, it is recommened you follow up the session with an email or SMS. This way you have a copy of records of those who have been informed as well as everyone having their own copy to refer to.
Implement Programs and Resources to User GroupsYour Program Delivery Plan will list the materials, resources and activities to be used in the program. At the beginning of the session, when you discuss and clarify the assessment criteria, you should take time also to explain how you will work through the session.
What You Need To Explain About Your Delivery
The following will outline how materials, resources and activities will be used:
Materials
Explain the layout of work books
When session are broken down into sections, clarify how the material links to those sections.
Give direction as to how any loose sheets may be numbered.
Resources
Explain the use any overhead projections, flip charts, audio visuals and digital learning.
Give details that overheads are a bullet point summary of a particular concept and that more detailed information is available in the supporting work books or material.
Activities
Explain sessions won't be just chalk and talk (written work only)
Promote the fun learning activities.
Explaination of the use of case studies
Inform the group of the informal rules for group work, such as allowing everyone in the group to have an opinion and contribute.
Explain that the tasks will be within their capability and guidelines will be given for all activities
Using diversityPeople from different cultures have enriched our society with the introduction of new tastes, new experiences and new thinking - the training environment is no different.
Thus the learning experience can be enhanced if the trainer identifies ways to share individual differences with the group. The diversity that may exist in the learning group may include:
Age
Gender
Culture
Ethnicity
Disability
Religion
Education
Attitudes and reasons for learning
Topic 3 - Evaluate programsSeek, Acknowledge and Analyse Feedback from User Groups on Effectiveness of ProgramsWhy is Feedback Important?It is important that your work performance is monitored and that you receive feedback which is constructive and encourages you to strive for improvement.
Types of feedback can be:
Positive feedback indicates that tasks were carried out well. It acknowledges personal efforts and the good cooperation among team members. It encourages all members to continue to strive for excellence
Negative Feedback Informs team members that tasks were not completed well. It analyses the reason for the problems encountered and proposed ideas for improvement
Constructive feedback encourages and acknowledges good job performance. It also suggests areas for improvement and strategies for achieving this improvement
Hardly anyone likes asking for comments on their work, but the process is critical to career development and good results. Acceptance of feedback enables you to improve and learn from past mistakes. It also enables to how you to see yourself from the perspective of your colleagues. You should also encourage your manager to give you feedback, so that you know what tasks you are doing really well and what tasks you are not so great at doing.
Accepting Negative FeedbackNegative feedback can be a little difficult to accept however it is extremely useful for career development and self-improvement. Accepting any negative feedback gracefully shows the skill of leadership. It should be noted, not everyone knows how to accept negative feedback as well as give it tactfully.
The following recommendations will aid when being given negative feedback:
Do not interrupt or justify when being given negative feedback.
Leave all questions you have for discussion at the end of the feedback.
Remember to ask any questions to help improve and see where you went wrong.
Recognise what is true, however, dont immediately change your position. Take the time to think and then come back to the person to discuss why you think you had good reason for your actions.
Remember, feedback doesnt always have to be negative. Start by looking for occasions when you can get positive feedback and remember to plan carefully for the occasions when you have to get negative feedback and make the negative more constructive. Try some of the ideas above and see what happens.
Who Gives Feedback?There are many different people in your organisations that you can get feedback from, and whose feedback can be positive and negative, it is how you choose to except and learn from them that is important.
Feedback may be given by:
Your supervisor or manager
Other management staff
Team leader
Team member
Clients and/or customers
YOU of course
Methods of FeedbackFeedback on performance may be formal or informal.
Formal performance appraisals can occur regularary. The first usually happens three months after a person starts a job then every six or twelve months after. Appraisals allow for formal method of feedback which can lead to modification of a job description, further training and re-evaluation of performance
Feedback from supervisor and colleagues. This is mainly in the form of informal comments on a job well done or suggestions of how to complete a task
Feedback from clients/users giving positive or negative comment and praise or criticism for good or bad service or training
Personal reflection. This involves thinking about what you have done and how you can improve on it next time
Routine organisational methods for monitoring service. These include clients/users complaints or satisfaction form, and surveys that are completed at the end of a task or training
Evaluate Components of Program and/or Resources According to Evaluation Criteria, and Record OutcomesEvaluating your session is equally as important as running the session. You need to know what has worked, what hasnt and what needs to be improved on. You may evaluate your program from several perspectives including:
Aims and objectives of session
Participant satisfaction
Suitability and safety of facilities and equipment
Structure and content of the session
Personal performance
Your organisation will have procedures in place to assist you in conducting your activity sessions, and there will be at least one form to use to evaluate the outcomes of the program. These procedures and performances will guide you through this evaluation of your program but will basically be asking a few simple questions.
What were the goals and objective of the program?
Did the outcomes meet the proposed goals and objectives?
Were participants satisfied with the outcome, training, trainer and process?
What changes can be made?
Another way to improve the service is to use feedback from clients regarding the facilitators. Some organisations give evaluation sheets to all participants at the end of a program asking for the clients views on how the facilitator conducted the sessions. They might also ask about the venue and equipment to determine whether they are providing the desired resources and people and to pick up on any interpersonal issues that need to be addressed within the organisation.
You might be surveyed also on the effectiveness of the processes as well as delivery and given the opportunity to discuss issues that arose such as: if there was any dissatisfaction, was it resolved. Facilitator comments on these questionnaires are used to determine how to improve the delivery of group sessions. Seeking feedback from facilitators, especially when the same type of group is run by several facilitators can be useful in determining if the training environment suitably designed to meet the requirements of the training program and if the resources used were adequate in supporting the learning materials and/or equipment that was used in the program.
Some organisations also have an anonymous feedback system to allow participants to bring forward issues and concerns that have arisen during service delivery of any kind, including the group sessions. This way any reticence from clients about offending their practitioner or group facilitator is eliminated and issues can be looked at holistically with no personal bias involved.
Make Recommendations for Future ImprovementAfter participating in the review process, there may be a few recommendations given. From here, appropritate personnel regulate what needs to be adjusted within the program to reflect the outcomes of the review. It must be noted all recommendations must be analysed to see whether the possible changes would improve the programs and factor in the time and cost required to alter the program.
Final ApprovalOnce adjustments are made, the designer needs to gain final approval for the learning program from the appropriate personnel. Depending on your environment, this may be a:
Program manager
Head of department
Senior teacher
Apprenticeship or traineeship supervisor
Training coordinator, manager
Human resource manager
Reviewing the program at the end of each course can also allow you time to gather feedback from participants and enable you to evaluate the program and make adjustments to improve the outcomes and delivery of the program.
There is always room for improvement and each group will give you different feedback and ways to improve. Do not take constructive feedback as a negative. Feedback is a chance to improve.
Review Own Performance and Identify Potential ImprovementsAs a trainer you work in a variety of work conditions and contexts and need to evaluate your personal performance regularly.
Once performance is evaluated, areas for attention can be identified, and improvement can be sought through extra training and/or advice from supervisors or other trainers.
There are two questions that relate to the evaluation of your personal performance:
How effective am I? Effectiveness is commonly referred to as 'doing the right things'. Ask yourself throughout the day: Is there a different way of doing things that might be more effective for learners?
How efficient am I? Efficiency is referred to as 'doing things right'. It involves getting the greatest outcome from the least amount of energy
If you look back over the training program:
Did you do the best job you could?
What are your strengths?
What are your weaknesses?
How can you improve for the next program?
A tool commonly used to evaluate your strengths and weaknesses is a SWOT Analysis.
Success in any endeavour involves maximising the use of your talents and minimising the effect of any limitations. A SWOT analysis is a useful technique that helps you to identify your strengths and weaknesses. It also analyses the opportunities and threats that arise from them. Identifying your strengths can help you discover unseen opportunities, whilst managing your weaknesses can help to reduce any threats to your personal development.
The SWOT analysis is a simple yet powerful tool, best approached with an open mind and the use of expansive thinking and brainstorming. You may even get family, friends and colleagues to contribute ideas.
Performing this analysis can provide crucial information. It can point out what needs to be done and put perceived flaws into perspective. Look at your strengths to see if these can open up any opportunities. Then consider your weaknesses and what opportunities you could open up by reducing or eliminating them.
Strengths Weaknesses
Opportunities What are my strengths and how can they help me grasp opportunities for improvement? What are my weaknesses and how can I address them to ensure they do not impact on my opportunities for improvement?
Threats What are my strengths and how can I use them to eliminate the threats to improvement? What are my weaknesses and how can I address them so threats do not become reality?
Once you have recorded your strengths and weaknesses you will be able to develop an action plan for improvement both personally and in your workplace.
Record, Update and File Documentation, Schedules and CostingsThroughout the training delivery all records should be constantly maintained as they form the foundation for evaluations. With accredited training, it is a mandatory requirement and is required to meet the Australian standard.
External and Internal RecordsExternal records may be required to prove a persons ability in a subject, skill and or knowledge. Accredited training programs require these external records to be maintained for approximately 30 years.
External records:
Competency record books (work evidence books)
Records of RPL or RCC
Training Plan and Schedule
Registration forms
Government registration forms
Certificates (issued or provided)
Training and Assessment Log
Purchase orders
Invoices
Correspondence records
Contact details
Internal records must be maintained and kept by the human resources department of an organisation. Internal records show a persons capability as well showing where staff performance reveals insufficient training and under performance. They are also used for a record of participation and attendance.
Internal records:
Records of participation in training
Training Plan
Assessment records
Training Needs Analysis (Individual)
Objectives
Cost of training
PD Plan
Ensure Records of Program Schedules and Costings are Up-To-Date and Accurate
At all times you must ensure that:
Program schedules or timetables are up to date
Rooms are booked well in advance
Resources are ready when required
Promotions are commenced in time for full participation in the group
Budgets or costings for each group are submitted (if required)
Receipts are provided to relevant person
Relevant staff/stakeholders are notified of program dates
Summaries are completed at the end of each program
Assessments have been marked and certificates issued (where required)
Relevant authorities notified of competency (where required)
Program details are refined after each program
All records are kept in a secure place and are up-to-date at all times
All the above are extremely important for on-going record keeping and compliance with both organisation policies and regulations/legislation.
SummaryNow that you have completed this unit, you should have the ability to educate user groups.
If you have any questions about this resource, please ask your trainer. They will be only too happy to assist you when required.
References"Audio Visual Resources - Fortress Learning." Fortress Learning. N.p., n.d. Web. 24 Feb. 2016 <http://fortresslearning.com.au/cert-iv-content/deliver/audio-visual-resources/>.
"Business-services-2012-2013.wikispaces.com." Wiki Spaces. N.p., n.d. Web. 23 Feb. 2016 <http://business-services-2012-2013.wikispaces.com/file/view/Feedback.docx>.
Playground safety: Playground hazards - Kidsafe Western Australia. Kidsafe Western Australia. N.p., n.d. Wed. 23 Feb. 2016 http://www.kidsafewa.com.au/playgroundhazards.html"Promoting the Training Session - RMIT University." RMIT University. N.p., n.d. Web. 23 Feb. 2016 https://www.dlsweb.rmit.edu.au/toolbox/retail/toolbox/unit_is/concepts/isc0304.h"Section Heading - TAA Teacher Training." TAA Teacher Training. N.p., n.d. Web. 23 Feb. 2016 <http://taateachertraining.sydneyinstitute.wikispaces.net/file/view/DESIGN+%26+DE>
"Selecting Your Approach - An Education and Training Guide." Achieving Equal Employment Opportunities for People with Disabilities through Legislation; International Labour Organization. N.p., n.d. Web. 23 Feb. 2016 http://disability-employment-legislation.itcilo.org/pages/b_mod1selecting.html
Assessment Tasks
This document contains information about the Assessment Tasks you need to complete in order to achieve competency in a unit or cluster of units.
Content:
Assessment Agreement (your assessor will need a signed copy before assessment)
Assessment Summary Sheet (requires student signature at the completion of all assessment tasks)
Assessment Tasks
ASSESSMENT AGREEMENT
Qualification SIS31015 - Certificate III in Aquatics and Community Recreation
Unit/s of competency SISXRES002 - Educate user groups
Student name Student ID Assessor name Task Assessment method Description Date of assessment
1 Knowledge Questions Knowledge questions 2.1 Practical Develop educational strategies 2.2 Practical Plan and conduct educational programs / resources 2.3 Practical Evaluate educational programs / resources Student to answer questions Yes or No Yes/No
Has the purpose and the consequences of the assessment been explained including the process for appeals? Do you understand what evidence is to be collected? Have you discussed any individual requirements needed during assessment? Student Declaration
I understand the assessment process and declare that all work submitted will be my own. I have received the Student Handbook and understand the rights and responsibilities of students. I understand that a copy of my work may be kept by my lecturer for the purposes of review where required. I understand that my assessor may authenticate the work I have submitted.
Name Signature Date
Student Assessor
ASSESSMENT SUMMARY
Qualification SIS31015 - Certificate III in Aquatics and Community Recreation
Unit/s of competency SISXRES002 - Educate user groups
Student name Student ID Assessor name Assessment
task number Describe the task
eg knowledge question, practical task, portfolio of evidence, third party report Date assessed Result
(satisfactoryor not yet satisfactory)
1 Knowledge questions S NS
2.1 Develop educational strategies S NS
2.2 Plan and conduct educational programs / resources S NS
2.3 Evaluate educational programs / resources S NS
Feedback to student:
FINAL ASSESSMENT RESULT
To be assessed as competent in the unit, every assessment task must be completed to a satisfactory standard.
CompetentResult Code: CO Not Yet Competent Result Code: DC (Discontinued) R (Re-enrol) H (Hold)
I have received feedback and had the appeals process explained. Student signature: I have given feedback and explained the appeals process. Assessor signature: Assessor to make notes on any reasonable adjustment made during this assessment
KNOWLEDGE QUESTIONS
Qualification SIS31015 - Certificate III in Aquatics and Community Recreation
Unit/s of competency SISXRES002 - Educate user groups
Assessment task number 1
INSTRUCTIONS TO STUDENT
You are required to answer the following questions. This assessment is designed to confirm that you have gained the knowledge to educate user groups.
To be assessed satisfactory in each assessment task, each question must be correctly completed.
To be assessed as competent in the unit all assessment tasks must be completed to a satisfactory standard.
Evidence may be gathered as written answers or oral responses. This assessment will take place in a class room over a 2 hour period.
KNOWLEDGE QUESTIONS TO BE ASSESSED
Why is it important to educate the public on the use of resources (venue / equipment)?
You are a gym instructor at a local gym. A new piece of equipment has just been purchased for members to utilise. Describe two ways you could educate gym members on how to safely use the new piece of equipment.
You are required to present to a group of people the programs and services at your Centre. You have been told that English is a second language to some of the people in your group. List multimedia and audio-visual equipment that you could use to ensure that your presentation is clear to the group.
How do the following Policy / procedures relate to the developing of educational programs and resources
Work, Health Safety policy
Brochure distribution
List components of an educational program
When maintaining records why would it be important to ensure that all records of program schedules and costings are up-to-date and accurate.
Why is it important to consider the production and circulation of materials when planning to conduct a public education program?
Suggest why you should always evaluate an educational program
Give an example of a formal and informal evaluation technique.
You have been given a budget to develop your educational program and resources. Explain how you stay within the budget given.
The students performance was Satisfactory Not Satisfactory
Assessor/observer signature Date
PRACTICAL TASKS
Qualification SIS31015 - Certificate III in Aquatics and Community Recreation
Unit/s of competency SISXRES002 - Educate user groups
Assessment task 2
INSTRUCTIONS TO STUDENT
You are required to complete the following Practical Tasks. These assessment tasks are designed to confirm that you are able to perform the skills to educate user groups.
Location: Practical demonstration of the following task will be conducted in the workplace or a simulated environment
Venues can include but not limited to:
Broome: Broome Recreation and Aquatic Centre / PCYC Broome / Life and soul / Broome Senior high School
Karratha: Leisureplex / Life and soul / Karratha Senior High
Newman: Newman Recreation Centre / Newman Aquatic Centre / Newman Senior High School
If scenarios water based they will be conducted at the local Aquatic centre.
Equipment/Resources: You will have access to all necessary equipment for the assessment tasks. This may include:
-Relevant organisational policies and procedures
-Specific equipment and resources required for the activity
PRACTICAL TASKS TO BE ASSESSED
Task 2.1 - Develop educational strategies
In groups of 4/5 you are required to observe and review educational material at your local recreational / fitness Centre. Identify and address issues or gaps for 3 separate educational programs and enter your findings in the tables provided. You have 2 weeks to complete this task.
Your Centre may have educational programs in place for the following to review or you can choose your own.
Watch around water
Educating user groups on where to swim at the pool
Aquatic Centre rules
Gym use of equipment
Gym code of conduct
Bookings of classes
Crche information
Program / services at the Centre
Issue 1
Educational message
User group
Current educational program and / or resourcesIssue
Alternative strategies to address issues
Issue 2
Educational message
User group
Current educational program and / or resourcesIssue
Alternative strategies to address issues
Issue 3
Educational message
User group
Current educational program and / or resourcesIssue
Alternative strategies to address issues
Task 2.2a Plan and conduct educational programs / resources
There will be some upcoming changes / addition to your facility or activity which will be provided by your lecturer/ teacher. In your group of 4/5 you are required to identify and address one issue that could arise as a result of these. Think of ways you can educate the user group. Develop information resources such as poster, flyers etc. for your program. You will then present these to your class. You will have 2 weeks to prepare for the presentation. Presentation to be approx. 5min in length.
Provide details of your educational program / resources below. .
Overview of upcoming changes / additions to your facility / activity
Overview of issue
User groups
How are you going to educate the user group to address the issue?
Resources required and approx. costing associated with conducting the program / resource
Task 2.2b Plan and conduct educational programs / resources
You are required to develop an exercise information sheet for an upcoming gym session over a 2 week period. You will need to include pictures / diagrams and teaching points for each of the exercise. You will present this to your participants while delivering the hour session. A copy of your program must be handed in to your lecturer/ teacher.
Task 2.3 Evaluate educational programs / resources
Meet with the client and gather feedback on the effectiveness of your exercise information sheet and instruction. Record outcomes below.
Feedback from user groups
Was the program and resource successful? Explain your answer.
List any future improvement to program / resources if required
Self-evaluation of your performance. List any future improvement to your role if required.
The students performance was Satisfactory Not Satisfactory
Assessor/observer signature Date
