The European Journal of Social & Behavioural Sciences
Online ISSN: 2301-2218
European Publisher
Transfer of The Learning: Teacher Professional Development
Table 2: Transfer of Training Audit
TOTAL ITEM | Yes | NoX | Comment |
Has a needs assessment (organisation and individual) been undertaken? | |||
Has a return on investment plan (identification of the benefits in relation to the actual costs of the training) been developed? | |||
Will collaborative planning by key stakeholders (facilitator, participant, and manager) be a feature? | |||
Will the culture of the workplace (e.g., values, goals, setting, attitudes communication styles) be considered in planning? | |||
Does the planning centre upon roles and responsibilities of the learner, facilitator and work roles linked to before, during and after training phases? | |||
Will the planning promote participant and manager positive attitudes to learning and indicate that learning can be achieved? | |||
Does the planning promote the participant, colleagues, managers and Ministry knowledge/support for the programme and develop positive attitudes about expected outcomes? | |||
Does the planning incorporate valid content that is perceived by participant as having job utility? | |||
Does the planner/instructor know the content field and the organisation? | |||
Was selection of the facilitator based upon reputation/status? | |||
Does facilitator have the personal qualities to work with participants? | |||
Does the facilitator have skills/knowledge to build relationships, promote the learning and be a good listener? | |||
Do all instructors understand each other’s plans and content prior to commencement of course? | |||
Will there be pre-programme activities (e.g., readings) for the participant? | |||
Will the participant feel confident to learn and change performance (self-efficacy)? | |||
Has the participant volunteered for the course? | |||
Is it convenient time for the participant (hours during the day/time of year) | |||
Will the training meet the meta needs of the participant in terms of training approach? Which objective(s) will it centre on? | |||
Re-energise the participant? | |||
Provide practical ideas useful to the participant? | |||
Present ideas for later use? | |||
A forum to discuss ideas? | |||
Observation and modelling opportunities? | |||
A combination of some of these? | |||
Will the participant be motivated to learn and transfer prior to training by: | |||
Information given out about content value for work setting? | |||
The opportunity to provide input prior to planning completion? | |||
TOTAL ITEM | Yes | NoX | Comment |
Being able to relate the programme to career goals? | |||
Knowing what to expect (content, methods, outcomes)? | |||
Having a belief that effort will be worthwhile and lead to improved performance? | |||
Knowing that key people/colleagues will support | |||
Completing some introductory tasks/readings? | |||
Can expected resistances/sanctions by others to course implementation and expected outcomes be accommodated/altered? | |||
Will the training site be inviting, realistic, suitable for the learning activities, and capable of being transformed into an on the job simulation? | |||
Will the needs of the participant from different cultures be considered? | |||
Are languages differences accommodated? | |||
Will there be an emphasis upon participant centred approach or managed more by the facilitator? | |||
Is it a culture believing that individuals can readily change? | |||
Is the relative importance of colleagues Vs manager support determined? | |||
Are the different cultural values considered (Refer to Hofstede’s ideas for example)? | |||
Are interpersonal and non-verbal behaviours considered? | |||
Will the differences in technical resources be considered? | |||
Is it culture resistant to change – how will this be managed? | |||
Will the learning preferences be considered? | |||
Will the PDL knowledge, skills and attitudes be culturally acceptable? | |||
Will there be the correct balance between individual motivation to achieve and group harmony? | |||
Are the basic values, practices (etc) in the work setting different? | |||
Will a whole or analytical thinking approach be used?Will family/parent/community support be considered? | |||
Will appropriate motivation strategies be used (i.e., achievement, independence Vs contextual factors)? | |||
Does the facilitator have knowledge about the culture and appropriate skills to teach? | |||
Should the community benefits be outlined? | |||
Has facilitator role status for that culture been ascertained? | |||
Will the training emphasise the following approaches: | |||
Motivation for participant to learn content (knowledge and skills) that is valid and has job utility? | |||
Satisfaction of the learner? | |||
Facilitative, fun programme that promotes leadership and followship? | |||
Use of advance organisers? | |||
Promotion of prosocial outgoing behaviours? | |||
TOTAL ITEM | Yes | NoX | Comment |
Participation by facilitator in the activitiesTime for participant to plan tasks (etc) | |||
Practical, realistic programme linked to the job? | |||
Capability to provide for training of identical elements in learning and on-job sites as well as teaching of general principles for targeting different contexts? | |||
Practising retrieval of ideas and development of cues? | |||
Teaching via error-based learning, how to correct the errors and identify potential problematic issues to be overcome? | |||
Some choice of training techniques by participant? | |||
Strategies for dealing with differing cognitive abilities (e.g., grouping, buddies, alternative readings)? | |||
The use of different age group strengths (e.g., promotion of innovative ideas Vs use of experience)? | |||
In-depth and background learning being made available? | |||
A balance of individual, group and cooperative work – but mostly cooperative? | |||
Setting of individual goals within organisational goal setting framework? | |||
The giving of knowledge about what is to be transferred and how? | |||
Accommodating the socio-cultural context for application of ideas? | |||
The motivation of the participant during training to transfer: Participant’s ideas, experiences (etc) are part of the teaching, meaning and attitudes are related to the life of the individual and competence of participant is displayed in and out of the course? | |||
The development of the participant’s self-esteem, image and awareness? | |||
The development of personal mastery objectives (rather than just looking good to others) and seeking of feedback to improve? | |||
Will the following specific training ideas be used: | |||
A teaching cycle of theory, demonstration, practice and observation? | |||
Many examples and showing how to apply them? | |||
Role modelling of positive and negative examples? | |||
Analogies? | |||
Practice ideas over a distributed time? | |||
An emphasis on thinking how to apply? | |||
Promotion of adaptive expertise to meet the different contexts | |||
Questioning, problem solving and scenario building | |||
Over-learning? | |||
Descriptive and developmental feedback? | |||
Manageable chunks of learning? | |||
Computer based learning | |||
TOTAL ITEM | Yes | NoX | Comment |
Cooperative learning, group tutorials, peer tutoring | |||
Dynamic visuals? | |||
Hand-outs? | |||
Frequent content reviews? | |||
Practising retrieval of ideas and development of cues? | |||
Will the participant will have time, energy and ability to think about making the changes necessary to implement ideas? | |||
Will some form of certification be available? | |||
Will course notes and school resources be available to implement ideas? | |||
Will the participant have the opportunity to use ideas and integrate into practice on return to work setting? | |||
Will the participant be ready to use ideas on return to work? | |||
Will an action plan for implementation of ideas be developed? | |||
Will the participant have a belief that management of change is possible and management of environmental obstacles is possible? | |||
Feedback on the new ideas will be used to modify the approach | |||
Will participant be able to notice improvements to reinforce behaviour? | |||
Will the participant demonstrate flexibility and actually change behaviour and attitudes | |||
Will there be management /supervisor support and reinforcement of the new learning on the job? | |||
Will there be opportunities for informal sharing of new ideas in the work setting because it is considered valuable by them? | |||
Will on-going coaching from others be available | |||
Can support by participant be given to peers to use the new ideas? | |||
Will the school be able to incorporate the ideas into polices (etc) | |||
Will the colleagues positively acknowledges effort, reinforce and support on return to work? | |||
Will participant get constructive feedback from other employees? | |||
Will the participant be rewarded (e.g., salary, promotion, public recognition) for implementation of ideas? | |||
Does the participant have expectations that valued outcomes will follow implementation of ideas and that the ideas are valued by the organisation? | |||
Will the participant be able to avoid negative personal outcomes? | |||
Will the facilitator follow-through to monitor/help in the after phase (including consulting with participant and key others)? | |||
Will parent/community feedback be given to the participant? | |||
Is post-training learning/maintenance of new ideas planned and/or relapse prevention programmes to be implemented? | |||
Are there measurements of the introduced ideas and impacts? | |||
Will there be resistance by work groups and can it be overcome? | |||
Can there be avoidance of manager sanctions? |