Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. My roles, responsibilities and boundaries seem to be ever changing qualities that are updated and changed constantly using the teaching/training cycle. The teaching/training cycle incorporates five key areas that I apply to my role as a teacher. The five areas are: Identifying needs and planning Designing Facilitating Assessing Evaluating
The initial “need” is set out by the company for which I work and is established each time a new employee is hired. With this need in my mind following on from a new learner assessment, I am able to design, deliver, assess and evaluate each individual learning journey. My role as defined by the company is to coordinate and deliver the new employee training program for The Corporation in the United Kingdom and Ireland. In a much broader sense, my real role is to ensure that I meet with each new employee (the learner) and develop an individual training journey which will take them to their key objective.
This key objective is to be safe to work solo in the various hospitals around the country. In terms of the teaching training cycle this means that my role is to assess each individual learner to ascertain what they already know and what they need to know. In essence to take them from “unconscious incompetence” to “conscious competence” This is, of course done by using the teaching/training cycle though the design of new materials, by delivering the training using those materials, by assessing progress and by learning from that which does not work to redesign and improve each subsequent learning journey.
It is my responsibility to ensure that every learner that joins our company is treated equally and fairly irrelevant of their background and that through the use of learning plans, lesson plans and initial learning needs assessment, are included in the teaching/training cycle. I often find that during the learning journey it becomes necessary to create bespoke training solutions to ensure that every learning style is incorporated, for instance some learners prefer the more practical hands on approach where others prefer a more academic style of learning.
I use the different communication styles as talked about by Fleming in 1987; Visual, Auditory, Reflective and Kinesthetic to achieve this goal, as well as the different learning styles detailed by Bloom’s three domains of learning. Again, this is to ensure all learners are included. In a wider sense my responsibilities are wide ranging. They include appropriate record keeping which I have developed over the last year (previous education records left something to be desired). These records include course/training attendance records, assessment records, exam results and any other learning related documentation.
I have a responsibility to both the learner and the company to ensure that these records are clear, factual and up to date. I also have a responsibility to both the learner and the company to plan and design each teaching session in a way that creates a comfortable learning environment where learners are actively encouraged to participate in their own learning process. It is important to note here, that my role as the teacher extends far beyond that of the actual material being taught as I must ensure that each location that is decide to use should present a safe learning environment.
This is often quite a challenge as some of the more practical elements of the teaching occur in hospital operating theatres where certain “housekeeping” elements are outside of my control. In these circumstances I am required to make a judgement call as to whether it would be safe to continue the lesson. This information is often not available until arriving at the teaching location and occasionally results in a rapid rethink of plans. Naturally, prior knowledge of the learning site is the key to avoid these situations.
All of these responsibilities are incorporated in a duty of care towards each individual learner and are generally impacted by local legislation and company policy. It is these company policies and areas of legislation that create definite boundaries within my role as teacher/trainer. Most of these boundaries centre on the various acts of legislation that mean that I cannot physically ask a learner to undertake something that may not be safe or, may impinge their rights as a citizen of the United Kingdom.
Issues of confidentiality are also important here and I do not discuss any learner without their express permission to do so. Beyond this from a company perspective, my role has clear boundaries about how I should act when things go wrong or if a learner is underperforming. Essentially, in my role, I am responsible for developing and delivering the training journey and then feeding back to management how an individual is progressing. I am not in a position to harass a learner for assignments or to make a learner attend training sessions.
Certain mandatory sessions have been created but it is up to an individual team manager to ensure that learners attend. These boundaries actually work to create a much fairer learning process as I am completely unbiased and able to deliver training without the fear of failure on either my or the individual learners part. Overall, the teaching/training cycle provides a way of assessing my role, responsibilities and boundaries as they relate to the training new employees. It is a constantly evolving process which allows two way feedback that helps improve each subsequent learner journey.