Training Needs Identification and Design – QQI Level 6

The determination of both the business and learner training needs are critical components in the success of any training intervention. Knowing what outcomes are required will guide and direct how the learning should be designed, delivered and evaluated. This programme consists of 5 days of extensive insight, exploration, discussion and practice of the skills required to research, analyse and determine the training needs required to support the development of individuals and ultimately the business/community in the achievement of its goals. The programme will examine the theories that underpin best practice in all areas of training needs determination, planning and design including how to effectively understand the core gaps and needs which require training and learning intervention. Learners will be invited to engage in a process of reflection, research and exploration of theoretical models introduced through designed experiential exercises and input, which aim to give real learning of how these theories apply to their role as the trainer and the learning outcomes established.

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What's covered?

This programme will  be delivered in 5 days over a six week period.

As this programme is focused towards industry/community-based work settings, learners will have the opportunity to apply their classroom-based learning to real industry/community-based work settings. This will occur during the programme, in the intervening time between the units, and post-unit 2, to assist learners in developing their skills and completing necessary assessment requirements. All potential learners are invited to engage with the tutor in a pre-course one-to-one discussion to establish their requirements and expectations and to determine the suitability of this course to meet their specific learning and development needs.

The course structure will be as follows;

One to One pre-course initial contact with the learner

Pre-course learning via Moodle
Unit 1: Week 1     Training Days 1 & 2 (Hours: 8.30-6.00 per day)
Week 1 or 2            Online group tutorial session with the class                            1 hour
Week 2                    Online learning (accessible via Moodle)                                  30 minutes
Week 2 or 3            Tutor one-to-one session with the learner                              1 hour/learner

Unit 2: Week 4     Training Days 3 & 4 (Hours: 8.30-6.00 per day)
Week 5                    Online based group tutorial session with the class                1 hour
Week 5                    Online Learning (accessible via Moodle)                                     30 minutes

Unit 3: Week 6     Training Day 5 (Hours: 8.30-6.00 per day)
Weeks 6 or 7          2 x Tutor one-to-one session with the learner                        2 x 1 hour

Course schedules will allow the learner the opportunity to research, reflect, practice skills, and embed their learning, with further opportunity for discussion and reflection on shared learning on return to the group.  As indicated above, learners will also have separate hours of one to one interaction with one of the facilitators to discuss and embed their personal learning journey.

Who should participate?

The learner will be a full time practicing trainer or individual, in industry or community-based, who has a training requirement to their role and wishes to understand more about, and develop, their skills in the area of training delivery and evaluation.

The learner could also be a person who aspires to, or is wishing to, move into a trainer role and wants to explore and understand the theory underpinning best practice in this field while having an opportunity to put this into practice in a safe environment. It is understood that the learner will already have business/community specific competence for what their organisation requires.

What will I learn?

Participants achieve the following learning outcomes from the programme;

  • Examine the internal and external environmental factors influencing training and development requirements
  • Differentiate between the concepts of learning, training, development and education
  • Examine the impact of organisation strategy, policy, vision and mission on training and development
  • Examine the purpose of training and development in an organisational and or individual setting
  • Outline the benefits of training needs analysis at an organisation and or individual level
  • Assess a range of approaches and techniques to conduct a training needs analysis
  • Outline the stages in conducting a training needs analysis
  • Assess a range of Instructional System Design (ISD) models
  • Apply a comprehensive range of specialised skills and tools in identifying the barriers to training and attitudes to training in an organisation
  • Devise a training plan based on prioritised training needs to include a cost benefit analysis
  • Design a training intervention, that incorporates a range of design factors to include trainees, adult learning theories, motivation theories, objectives, exercises, training methods, learning aids, location and facilities
  • Develop appropriate training content and materials using a range of learning aids to include web based facilities, software, flipcharts and handouts
  • Evaluate a range of performance management approaches in the context of identifying training and development needs
  • Conduct a Training Needs Analysis(TNA) to identify training and development needs for an organisation and or individual
  • Identify TNA outcomes in terms of gaps in knowledge, skills and attitudes.

Who are the tutors?

Gina Ryan

Gina Ryan has over thirty years’ experience in people management and entrepreneurship, across the telecommunications and food industry, with a particular focus on employee engagement and development, and excellence in customer service. An experience and qualified coach, Gina is passionate about continuous professional development. Over a number of years Gina has facilitated the professional growth and development of individuals from a diverse range of backgrounds: from community leaders, academic institutions, pharma, food production to data processing, maintenance and contact centres. Gina establishes rapport and credibility with clients from the first interaction – and co-creates the environment to allow clients to affect real change in their organisation.

Clients find her facilitation style to be motivating, powerful and instrumental in finding a depth of understanding and clarity on their own issues, while at the same time maintaining control of the options they choose to follow, and the actions they design; in essence using the learning environment to custom build the skills and answers to their own specific needs. As someone who facilitates development on the basis of experiential learning, nothing is offered to the learners that Gina has not had experience of achieving success with in the workplace.

Gina holds a QQI Award in Coaching through LIT Thurles and is a member of the ICF (International Coach Federation), she has also been invited to mentor on this course. She also holds Diplomas in L&D Principles and IT and CIPD (Certification in Personnel Management Practice) through UL, and has Associate Membership of CIPD.  She was a mentor on the Certificate in Coaching Skills Course in LIT Thurles for three years

Gina has recently completed the “Diploma in Mindfulness Teacher Training and Positive Psychology (Irish Mindfulness Academy) at the Marino Institute of Education.” The establishment of Mindfulness skills as a tool to enable individuals to build resilience, agility and design options for themselves in both work and life has been evolving over the last decade in workplaces globally. Building on the bedrock of Positive Psychology Gina supports learners as they apply these concepts in their own lives to create real and sustainable benefits, on both a personal and professional level.


What are the entry requirements?

Level 5 Certificate, Leaving Certificate or equivalent qualifications and/or relevant life and work experiences.  For applicants whose first language is not English, SQT recommends a minimum English language competency of IELTS 5.5 (or equivalent) for successful completion of this programme. It is important to note that learners are not expected to have an IELTS or equivalent examination complete. Potential delegates are expected to self-assess their English language competency against the IELTS Band scores which can be found in this document.

How will I be assessed?

Those delegates wishing to pursue QQI certification will be required to complete the following;

  1. 2 X Assignment - 40% (20% each)
  2. Project - 60%

The assessment briefs will be given to the delegates during the course and final assessment must be submitted to SQT within 12 weeks of course commencement.

The grading of the QQI award is as follows:
Pass                       50-64%
Merit                    65-79%
Distinction        80-100%

 

How do we train and support you?

Building on over 40 years combined experience in human resource learning and development, the tutors utilize an experiential learning approach to their programmes.  This methodology of learning provides an opportunity for learners to engage with, experience and apply the learning in a practical way and also provides the opportunity for learners to receive feedback on their newly applied skills.  The opportunity is also provided to learners to reflect on the full learning experience and how this might be of value to them in the achievement of their learning goals.

Learners will also be introduced to SQT’s Moodle platform to facilitate and enhance Learner communications and Tutor/Learner interactions.

The following are samples of resources and activities which may be accessible via Moodle:

  • Programme related documentation and links to further learning information
  • Custom designed learning objects

To assist and continue with skills development, we facilitate via email a post learning reflective practice utilising skills practice sessions recorded during the course. This assists delegates in embedding new learning, gives further support and enables them to define any further actions required.

Programme accreditation

This course is QQI accredited at Level 6 on the National Framework of Qualifications. Delegates who successfully complete the course and pass the assessment will receive QQI certification. The course meets the requirements of Component Specification 6N3325, a QQI Minor Award.  Learners who successfully complete ‘Training Delivery and Evaluation’ (6N3326) and Training Needs Identification and Design (6N3325) will receive a QQI accredited special purpose award ‘Training and Development (6S3372).

Gina Ryan

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Training Needs Identification and Design – QQI Level 6

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