TRAINER

Jared Tuoro
21st-25th Jan 2013, Nadi, Fiji

COURSE DATE & VENUE

MASTER TRAINER

Competency
A
Plan and design
learning
programmes

Criteria/Standard
1.

2.
3.
4.
5.

6.
7.
8.
B
Facilitate and
manage learning

Gene Tong, Richard Skelly

9.
10.
11.
12.
13.

14.

15.
16.

NYC
COMPETENT
EXCELLENT

Make an initial assessment of learner

experience, learning styles and needs and
identify the implications for training others
Identify appropriate and realistic resource
and facility needs
Design and develop a learning programme
with specific learning outcomes
Design assessment and evaluation tools

Create innovative and relevant tasks and

assessment activities that encourage learning
and offer feedback on progress towards
Educators competence
Design and develop training materials that
enhance learning
Identify opportunities for assessment of
learners progress and competence
Work collaboratively with colleagues to
deliver the learning programme
Develop and maintain working relationships

Adapt delivery style to meet the learning

needs and styles of individual learners
Use questioning to challenge learners
behaviours, attitudes and skills
Use questioning to raise awareness and
promote learning
Demonstrate active and empathetic listening
skills and make appropriate follow-on
responses
Structure opportunities for groups and
individuals to learn through experience e.g.
Educators practise educating
Analyse and respond to learners behaviour
and modify delivery as required
Summarise feedback and draw out learning

C
C
C

C
C
E
E
Remember what HAT you
are wearing at ALL times.

E
E
C

C
C

17.

Adopt and maintain professional behaviour

and attitudes towards learners and others

18.

Role model best educating practise

19.

Demonstrate equality of opportunity and

ethical practise
Challenge inappropriate attitudes and
behaviours.

20.

Comments/ Action
required

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Competency

C
Evaluate and
assess learning

Criteria/Standard
21.

Manage conflict and use constructively

22.

Develop learning plans that encourage

individual learning
Provide Educators with support and regular
and structured opportunities to review their
progress
Use a review process to help Educators
reflect on their performance through selfanalysis and learning from each other.
Provide positive, constructive feedback based
on objective evidence.
Agree on an action plan with Educators to
help them meet required competencies and
engage in ongoing personal development
opportunities
Demonstrate a comprehensive understanding
of a variety of topics and their application to
the game.
Deliver technical knowledge at an appropriate
level to the programme and participants
(Levelness)
Demonstrate awareness of Trainer safety role
through successful design of Rugby Safety
for Educators module.
Apply Risk management procedures before,
during and after delivery

31.

Demonstrate safe practise at all times

32.

Undertake ongoing risk assessment of venue

and participants

33.

Make recommendations for future action

34.

Manage expectations of participants and

agree on realistic outcomes

35.

Encourage long term sustainability by

allowing participants to take ownership.

36.

Always act in the best interest of the game,

IRB and individual union

23.

24.

25.
26.

27.

28.

29.

30.
D
Implement Risk
Management
procedures

NYC
COMPETENT
EXCELLENT

Comments/ Action
required

C
C

Keep practicing this.

Dont draw out the
process too long by
labouring a point. Confirm
understanding and move
on.
The quality of this
depends on what you
draw out from REVIEW

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Progress after IRB Trainer course (to be completed by Master Trainer)

GT: Good understanding of Trainer role. Has a very confident yet challenging style during
delivery. Good KSE as an Educator and clear delivery during sessions. Role Model Trainer
for IRB & NZRFU. Commitment to the course was clearly evident
Be wary of:
a) Asking questions but not probing if there are issues in the answer
b) Fishing for answer: sometimes a little more thinking will go a long way?
RS: Jared has been challenged by this course and has re-evaluated his approach to some
areas of the role. He has developed a clear understanding of the processes required to
be an iRB Trainer and is applying the processes well.
I agree with GT that you fish at times which can reduce the effectiveness of the
REVIEW process. Learn to move on if it is clear that what you are looking for is not going
to arrive!
Trainer self-reflection on the course
I have learnt a lot about Educating others. Being challenged and dealing with failures
along the way has been quite a journey.
The key areas I would take away:
a) REVIEW Being more specific with my questions
b) Outcome based approach Joining the dots to measure success at the end of
sessions
c) Practical sessions This allowed me to practice my role as TRAINER.
d) I have to be careful with my questions (Practical 3).
Status
Tick
Comments
Excellent performed beyond
competency standards. This student will
receive accreditation.
Competent performed at the minimum
standards defined by the competency
criteria. This student will receive
accreditation
Not Yet Competent performed below
the minimum standards. The course staff
will need to action plan for this student to
achieve accreditation e.g. provide written
assignment, video performance,
observation of performance etc.

TRAINER SIGNATURE

MASTER TRAINER
SIGNATURE

Jared Tuoro

Gene Tong
Richard Skelly

DATE

24th Jan 2012

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