BTSR guidebook ~ Training & skills self-evaluation
Strand 5: Meeting training needs through off-job training provision
Strand 5 identifies the opportunities made available to staff for off-job training to ensure whole-job competence is achieved. Off-job training & development includes participation in in-house and external courses or conferences, undertaking a qualification, open or distance learning, secondment, placement, shadowing, exchange visit, study leave and so on. Training needs should be identified through discussion with individual employees
Click below for a level
- No provision – no activity undertaken
- Base provision – ad hoc, informal activity undertaken, but not evaluated
- Medium provision – activity undertaken and evaluated
- High provision – structured activity undertaken, evaluated and impact on the business assessed
Language
Specialist terms sometimes used in connection with off-job training include:
- Instructional design: the process of conceiving and developing training interventions to meet specified learning and business needs, while observing budgetary and other constraints
- ADDIE model: a mnemonic for recalling the essential stages of an instructional design project:
- Analyse – define business and learning needs; identify constraints
- Design – articulate learning objectives; conceive an instructional approach; specify the training intervention at an overview level; propose a timed, costed project for the remaining stages
- Develop – specify the intervention in detail; create instructor manuals, media, handouts and other materials
- Implement – test and deliver the training intervention
- Evaluate – establish whether the intervention meets the business and learning needs
- These stages are recognisable in most instructional design methods. Some writers describe ADDIE as a method; it isn’t
- Macro design: The first D of ADDIE. (There are many other terms for this… too many to mention.)
