EjSBS - The European Journal of Social & Behavioural Sciences

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?
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