Role of Trainer

1. The training is based on curriculum

developed from the competency standards.
2. Learning is modular in its structure.
3. Training delivery is individualized and self-
paced.
4. Training is based on work that must be
performed.
5. Training materials are directly related to
the competency standards and the
curriculum modules.
6. Assessment is based in the collection of
evidence of the performance of work to
the industry required standard.
7. Training is based both on and off the job
components.
8. Allows for recognition of prior learning
(RPL).
9. Training allows for multiple entry and exit.
10. Approved training programs are nationally
accredited.
 Serves as a team member to determine what is to
be learned
 Stimulates students’ motivation
 Manages learning: a consultant rather than a
provider of information; a facilitator of the
learning.
 Diagnose and solves learning problems
 Evaluates student achievement
 Assist learners to obtain individualized rewards
 Assist each student in designing a personalized
plan of study.
 Installs confidence in the learner by providing
experiences where learners may succeed
 Serves as a model for desirable work habits,
attitudes and tasks performance in the
occupational field
 Spends more time interacting with students
on a 1:1 or small group basis
 Helps those students who really need the
help
 Accepts responsibility along with the student
for the tasks learned or not learned
 Students may select what they want to learn
and when they want to learn to learn it, within
reason
 Students learn at their own rate within program
guidelines. They may speed up, slow down,
stop or even repeat a task.
 Students may request to receive credit for what
they already know. This is done either through
pre-testing or through a review of a task list
completed at another training site.
 Students may choose how they want to learn-
individually, on a one-to-one basis, in small
groups, in large groups, or with audio-visuals.
 Students are responsible for what they learn
or when they learn it.
 Students decide when they are ready to
perform each task or demonstrate mastery
of learning to a job-like level of proficiency
before receiving credit for the task.
 Students help develop personalized
prescription for learning worked out
cooperatively and based upon what the
student already knows, his/her preference
for learning, learning style and other needs.
 Students compete against preset job
standards and not other students and are
graded on achievement of the standards or
criteria of each task.
 Students know “up front”, before instruction
begins what they are expected to know and
do to complete the program.
 Students evaluate their own progress to see
how well they are doing.
 Students move freely in the classroom,
shop, laboratory and or the training center.
 Students know they will be graded mainly
on performance, while paper and pencil
tests will be used mainly to check their
knowledge of the task.
 Students learn according to their interest,
needs and abilities – not according to
teacher timelines and expediency.