• Plan learning programmes
• Develop training materials, and
• Facilitate a learning using a variety of methodologies.

Specific outcomes of the workshop content:

1. Plan learning programmes:

• Decide on the content of the learning event, e.g. analysing the sector, enterprise or workplace skills pan; identifying learner needs and available resources.
• Formulate the outcomes to be achieved in the learning event, e.g. in relation to the skills plan and national outcomes; and in accordance with learner needs.
• Develop a series of activities that, e.g. enable learners to achieve the intended outcomes; and uses appropriate methodology consistently.
• Create, select, and adapt learner support materials or equipment for each activity that, e.g. are appropriate to the level of learners, the purpose of the activities and the learning environment.
• Revise the activities if necessary.
• Develop or adapt assessment activities, e.g. to ensure that learners will be able to assess themselves, and/or each other, and that will enable the practitioner to assess learners difficulties and progress.
• Evaluate the learning event plan and materials by, e.g. identifying strengths and weaknesses; and building the lessons learned into future plans.
• Record the learning event plan in ways that, e.g. enable practitioners to use them in the future; and will be suitable for quality assurance purposes.

2. Develop training materials:

• Select a range of available training materials by, e.g. ensuring the training materials are relevant to the learning area; and ensuring the training materials are suitable for the target group.
• Adapt training materials by, e.g., varying the sequence of activities; editing, adding and /or removing materials; modifying language and content to meet needs of the learners; and ensuring the level of materials is suitable for the learners.
• Prepare learning aids in that, e.g. where writing or illustrations are used, these are clear and neat; concepts and information are accurate and appropriately sequenced; and learner involvement is encouraged.
• Evaluate own performance by, e.g., identifying strengths and weaknesses make plans to integrate lessons learned into future practice.

3. Facilitate learning using a variety of methodologies:

• Prepare a learning environment that is appropriate for effective learning, e.g., which is structured to ensure individual or group learning.
• Encourage dialogue between, e.g., learners and learners, and learner’s practitioner. Recap knowledge to link to previous learning.
• Clarify goals/outcomes of the learning activity by, e.g., stating the goals/outcomes clearly
• Implement the learning activities by, e.g., setting tasks and activities for individual or/and group learning; encouraging an open, interactive and participatory approach within the learning situation; monitoring the learners' progress; managing the learning activity; and creating opportunities to apply new knowledge.
• Consolidate the learning activity by, e.g., encouraging learners to provide feedback; and reinforcing learning through activities such as summarizing and reaching consensus.
• Evaluate the learning activity by, e.g., identifying the strengths and weaknesses of the following: the learners' performance in achieving the intended outcomes; the effectiveness of the different phases of the learning activity; the practitioner's role in the facilitation process; providing necessary creative/remedial measures.

Training methodology:

The 9-day programme is divided into 7-days of theory and 2-days of practical assessment.
Our methodology is based on interactive learning, i.e. learners will learn by doing. Furthermore learners will use examples from their own organisations, thus ensuring that the learning is anchored at their workplace. As with all DCT training programmes, we strive to effect actual change back at the workplace through effective and practical outcomes based training.

© 2003 DCT Consulting (Pty) Ltd: 2001/013615/07

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