Technical Training Skills (TTS)
What is it
This competency refers to the technical training skills considered critical for any violence management trainer to possess. These competencies refer to the trainer’s ability to make use of tools, tactics and strategies to support the translation of knowledge (i.e. knowledge application) and enable delegate learning both in the classroom and transfer environment.
Why is it important?
Technical training skills are critical to ensuring a positive learning environment can be developed, monitored and sustained.
TTS1: Preparing the Learning Environment
- Trainer proactively engages in assessing training needs (at the individual and organisational level) and in the design and development of the training programme(s)
- Trainer reviews delegate information prior to the training to consider any context specific issues or special/knowledge or skill requirements
- Trainer ensures training materials, facilities and delegates are prepared well in advance of training
TTS2: Managing the Learning Environment
- Trainer obtains delegates expectations at the very start of the course and manages them throughout
- Trainer demonstrates an ability to proactively manage delegates and keep to time to enable the expected activities and workshop components/modules to be delivered and completed
- Trainer schedules in ample time for breaks, reflection, action planning and workshop evaluations
TTS3: Delivery Style
- Trainer is able to adapt their delivery style (e.g. language used, pace and speed of delivery and demonstration) to suit the composition of the group
- Trainer is flexible in their approach to delivery (e.g. ordering of content, type and amount of group work) and can successfully achieve the course objectives and outcomes in line with the needs of the learner
- Trainer appears confident in their ability (e.g. relaxed body posture, calm teaching style, clear communication style etc) to present the material and transfer information to others
TTS4: Engaging Learners
- Trainer demonstrates active listening by paraphrasing and clarifying delegate responses to support discussions and exploration of issues
- Trainer will involve all delegates by asking open questions and seeking responses to any topics or issues under discussion
- Trainer does not just give answers by is eager to support and help learners to arrive at an answer or solution to a problem by using open and probing questions to allow the delegate to think through and explore for themselves
TTS5: Monitoring and Feedback
- Trainer proactively monitors delegates (e.g. through observation, discussions, use of questioning techniques, etc.) to establish levels of learning
- Trainer appreciates the differences in delegate knowledge, skills and abilities and will utilise a range of tactics (e.g. individual and group work, mixed pairings, discussions, etc) to ensure delegate learning is facilitated and/or performance standards are achieved
- Trainer will provide both developmental and motivational feedback to support learning and development
TTS6: Managing Interpersonal and Group Dynamics
- Trainer is able to manage disruptive learners constructively by speaking with them in private, establishing the cause of their behaviour and seeking to engage them within the learning session
- Trainer is able to balance group interactions and ensuring the contributions of less vocal delegates are considered and valued
- Trainer overseas and manages delegate interactions sensitively by ensuring delegates do not lose face in front of other learners