Training Policy

AlGhad Training Institute Quality Management System

Training Policy

Policy Reference:

T/P/017

Version:

1 Person Responsible:

General Manager

1. Policy Statement

The purpose of this policy is to promote best training practice across all programmes provided by Al Ghad Training Institute (GTI). Training refers to the teaching and learning activities carried out by GTI to help trainees acquire and apply the knowledge, skills, abilities, and attitudes needed by a particular job, organization, or industry sector.
GTI aims to offer a purposeful, transformative, and inclusive teaching and learner experience to help trainees achieve their ambitions and career goals.
GTI will ensure that training is based on an Assess-Plan-Teach approach that starts with assessing trainees needs. Trainers will plan engaging learning experiences to develop trainees’ knowledge, understanding, skills and abilities to meet the standards expected by a particular occupation or the identified skills gaps required by the labour market.

2. Application and Delegations

This policy applies to all trainers, programme heads, and course coordinators at GTI.
It is the responsibility of all managers (General Manager, Programme Heads and course coordinators) at GTI to make sure that guidelines and associated procedures stated in this policy are followed in the training activities under their authority.
All new trainers will be notified of the requirements of this policy through staff inductions.
As a result of lesson observations and feedback from trainees, GTI will provide professional development to ensure training is of a consistent standard.

3. External Requirements

This policy and associated procedures help GTI meet the requirements of government quality assurance agencies, such as the Education and Training Quality Authority (BQA), and the Bahrain Directorate of Institutes Affairs, Bahrain Ministry of Labour and Social Development (MoLSD).
They provide assurance to industry partners and other stakeholders that GTI is a quality training provider, committed to continuous improvement of all its activities and operations.
Its explicit focus on the requirements of industry and the trainee’s needs, based on clear research and trends analysis helps GTI meet the requirements of funding bodies such as (MoLSD) and Tamkeen, as well as those of professional accreditation agencies, such as Awarding bodies).

4. What is Expected

4.1 To enable an engaging, stretching, and inclusive teaching and learning experience, trainers need to have a solid knowledge and understanding of the subject(s) they teach. As well as this, they need to know how to effectively teach that that subject and embed the relevant technical and employability skills and behaviours that trainees need to be effective in the workplace.

4.2 Whilst trainers are selected for their subject knowledge, they need also to keep up to date with their knowledge of the subject they are teaching, their knowledge of effective teaching methods, and how to teach the particular subject or topic. To ensure that these three types of knowledge inputs into a learning session, GTI has adopted a set of 10 strategies to promote high-quality teaching, learning and assessment that are used to structure professional dialogue, feedback, and development of its trainers. These are based on the High Impact Teaching Strategies (HITS) (Victoria Education Department) as shown in Figure 1 below.

4.3 Based on these strategies, GTI’s Minimum Threshold Requirements are to ensure that training is:

Based on well planned, suitably paced, and purposeful delivery.
Readiness to learn is established at the beginning of each session.
Progression of learning is continuously monitored, and adjustments made to delivery as required.
A well-managed, inclusive environment is maintained.
Learning is differentiated, so that all trainees make progress against their starting points.

5. High Impact Teaching Strategies (HITS)

Figure 1: High Impact teaching Strategies (HITS) adapted from Victoria Education Department.

5.1 Strategy 1: Setting learning outcomes

Lessons have clear learning intentions with outcomes that clarify what success looks like. Lesson outcomes indicate what trainees need to understand, and what they must be able to do. Having clear learning outcomes guides the trainer to plan learning activities and they help trainees understand what is required.

[1] Victoria Education Department. (n.d.). High Impact Teaching Strategies. Education. State of Victoria. Retrieved February 2, 2022, from https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/hits.aspx#link90

Strategy 2: Structuring lessons

A lesson structure maps the teaching and learning that occurs in class. Sound lesson structures reinforce routines and scaffold learning through specific steps and activities, optimising time on task by smooth transitions. Planned sequencing of teaching and learning activities stimulates and maintains engagement by linking lesson and unit learning. This creates a positive learning climate.

Strategy 3: Explicit teaching

When trainers adopt explicit teaching practices, they show trainees clearly what to do and how to do it. The trainer decides on the learning intentions and success criteria and makes them transparent to trainees, demonstrating them by modelling. The trainer checks for understanding, and at the end of each lesson revisits what was covered and ties it all together.

Strategy 4: Worked examples

A worked example demonstrates the steps required to complete a task or solve a problem. A scaffolded learning approach reduces a trainee’s cognitive load, so skill acquisition is easier. Typically, in this aspect, a trainer presents a worked example, explaining each step. Trainees then use the worked examples during independent practice of new problems and to review and embed new knowledge.

5.5 Strategy 5: Collaborative learning

Collaborative learning occurs when trainees work in small groups, and everyone participates in a learning task. There are many collaborative learning approaches, each uses varying forms of organisation and tasks (jig-saw, think-pair-share, for example). Collaborative learning is supported by designing meaningful tasks. It involves trainees actively participating in negotiating roles, responsibilities, and outcomes.

5.6 Strategy 6: Multiple exposures

Multiple exposures provide trainees with multiple opportunities to encounter, engage with, and elaborate on new knowledge and skills. Deep learning develops over time via multiple, spaced interactions with new knowledge and concepts. This may require spacing practice over several days, using different activities to vary the interactions trainees have with new knowledge, and applying the new knowledge in different contexts-taking the ideas from the classroom to work, for example.

5.7 Strategy 7: Questioning

Questioning is a powerful tool and effective trainers regularly use it for a range of purposes, from checking learning to extending higher order thinking skills. Effective questioning yields immediate feedback on trainee understanding, it supports informal and formative assessment and helps capture feedback on the effectiveness of teaching strategies. It also opens up opportunities for trainees to express opinions and discuss alternative points of view. It engages trainees, stimulates interest and curiosity in learning, and can create links to trainees’ lives and the world of work beyond the study programme.

5.8 Strategy 8: Feedback

Feedback informs a trainee and/or the trainer about the trainee’s performance relative to the learning goals. Effective feedback will redirect or refocus trainer and trainee actions, so the trainee can align their effort and activity with a clear outcome that leads to the achievement of his/her learning goals. The feedback can be from trainers, peers of from self-evaluation activities. The feedback can be formal or informal, it can be oral, written, formative or summative. Whatever form the feedback

takes, it will comprise specific advice so that a trainee knows how to improve their performance.

5.9 Strategy 9: Metacognitive strategies

Metacognitive strategies teach trainees to think about their thinking. When trainees become aware of the learning process, they are able to take increasing responsibility for their own learning. Metacognition extends to include managing one’s own motivation to learn. Metacognitive activities can include planning how to approach learning tasks, evaluating progress, and monitoring comprehension.

5.10 Strategy 10: Differentiated teaching

Differentiated teaching methods are used to extend the knowledge and skills of every trainee in every class, regardless of their starting point. The objective is to lift the performance of all trainees, including those who are falling behind and those ahead of year level expectations. To ensure all trainees master objectives, effective trainers plan lessons that incorporate adjustments for content, process, and product.

6. Trainer Evaluations

6.1 What is the purpose of trainer observations?

Regular trainer evaluations are carried out to ensure that training is of the required standard and consistency. As well, trainer evaluations aim to:

Enable trainers to improve progress and achievement outcomes for trainees
Assist GTI to identify areas for professional development
Help GTI prepare for self-review and completion of the DVR Self-Evaluation Form (SEF)
Allow GTI to further its goals of being a centre of training excellence and remain regionally and internationally competitive
Contribute to the Kingdom’s aspirations to enable its workforce to be globally competitive.

6.2 How long will the review last?

Reviewers normally observe for at least 20 minutes but usually around 45 minutes or longer, depending on whether it is a full review or a special focus observation.

New associate trainers are likely to be observed for extended periods on their initial deployment.

6.3 What will reviewers be looking for?

There are 3 main areas that observers will look at. Firstly, is the Preparation, planning and management of the learning environment; secondly the Teaching and Assessment; and thirdly the Trainees’ commitment, learning progress and personal development. Details for each of these are congruent with the 10 HITS strategies and found in Appendix A and reinforced in the Trainers’ Guide – F2/T/P/017).

6.4 How are the observations graded?

Where an overall grade is to be awarded for an observed lesson, the judgment will be made using the same 4-point scale as for the overall DVR review grades identified in Table 1 below (Cycle 4 Review Handbook, 2019, Part 2, pp. 14-17).

Observed strengths and recommendations for further improvement will be made after any lesson observation.

Table 1: Aspects, Criteria and Judgement Descriptions; Individual Lessons/Training Sessions Grading Rubric

6.5 Will I get told this grade at the end of an observation session?

Not usually. If the reviewer is from an external agency, such as DVR panel member, grades for individuals might not be made available, but it is likely that GTI will get a summary of feedback on the proportion of sessions observed within each category.
If the reviewer is employed by, or contracted to, GTI they will discuss with the trainer the key highlights and areas for improvement identified as a result of a lesson observation-this feedback might be at the end of a session, or a time might be made at a later stage, as agreed in negotiations with the Trainer.
For full reviews, GTI reviewers will write a report, using form, and this will include an overarching grade using the same 4-point scale as for the overall DVR review grades identified in Table 1, above. It will be shared with the trainer and GTI management within 10 working days of completing the observation. Arising from this there may be a need for a follow-up (special focus review) on an area(s) that need to be improved.
For ‘special focus reviews’ GTI reviewers will make a written summary of the key highlights and areas for improvement. Whilst no overarching grade will be given, the results of special focus reviews are also likely to be shared with the GTI management.

7. Procedures for planning and delivering a session: PR1/T/P/017

The following steps will be taken to implement this aspect of the policy.

Step

Responsible

Process

Notes

Assessment of trainees’ learning needs

Course coordinator and Trainer

Course coordinator conducts Training needs analysis at induction. Trainer ensures all sessions begin with an evaluation of existing skills and/or prior knowledge.

At induction (Day 1 of course). See Induction policy

Planning

Trainer

Planning, with clear teaching objectives and learning outcomes identified, to give trainees an appropriate sequence of learning tasks that embed and reinforce learning, with the opportunity to gain new knowledge and skills, whilst allowing time to review previous material for the purposes of successful revision and recall.
Planning should draw on the subject knowledge and subject pedagogy of the trainer and take into account industry engagement and opportunities to integrate wider themes where naturally occurring and/or relevant (this may include Bahraini cultural context and values and learner personal growth by promoting independence and curiosity).

Relate to programme (or short course) and Module/Unit learning outcomes
Use session planning template
Planning for online sessions should incorporate appropriate be adjustments, as what works in a face-to-face classroom session, may not always be suitable for online delivery.

Personalisation to match the diversity of learners

Trainer

All trainers must understand the trainees’ relative starting points, including any reasonable adjustments, which will be dependent on their entry skills and knowledge and how far they have progressed through the planned learning – this will underpin the entire process of lesson planning.
Trainers must match tasks to trainees’ needs and readiness; scaffolding and supporting to make tasks contextually relevant and accessible to all but ensuring that all trainees are stretched to succeed at the required level, whilst concurrently ensuring an equitable, inclusive, and diverse approach to practice.

Individualisation can be though using different resources, activities of varying challenge, different products such as letters, posters, reports, etc.
Mention any resources required for identified special needs learners, such as enlarged worksheets

Purposefulness

Trainer

All sessions will have a clear purpose to develop relevant knowledge, skills, and behaviours, which must be shared with trainees.
This will include developing the success criteria in the context of the session and the steps to complete the task and what is required to meet/exceed the basic expectations (challenge for progression of more able).

After the (linked) icebreaker, best practice is to extract the success criteria from discussion with trainees at the beginning of the session.

Readiness

Trainer and Trainees H&S Officer

All sessions must ensure that trainers and their trainees are appropriately prepared for and are ready to participate.
High risk practical sessions should always start with a check of any risks to health and safety, and trainers will set a positive example through their own readiness and standards (such as arriving on time).
Ensure that rules, expectations, and consequences for behaviour are explicit, clear, and consistently applied.
Trainer implements reasonable adjustments in the learning environments as seen to be required by observations, questions, and trainee feedback.

Use social media to remind trainees if they need to bring materials from home for any part of the session.
H&S officer does a check each day, as per H&S policy/form
Online sessions should include a reminder of basic etiquette and e-safety.

Delivery, classroom management & pace

Trainer

Trainers will foster a positive and inclusive learning environment of mutual respect, care, and empathy, being sensitive to individual trainee needs and creating a climate of high expectations, with levels of challenge to extend all trainees.
GTI trainers must be able to manage the delivery and learning process through skilful classroom management, modelling, and use of technology. Trainers will ensure that the pace is appropriate, to maximise productivity and minimise wasted time (e.g., starts and transitions) by providing clear, explicit instruction and by moving briskly through planned theory and practical activity and exercise work (where applicable).

Adjustments must be made when delivering online or blended delivery. For example, online delivery must be adjusted to ensure engagement remains high.
If the guided content is covered, learner centred activity to extend the early finishers must have a clear purpose, timescale for completion and success criteria.

Assessment for learning/questioning

Trainer

Trainer ensures all sessions begin with an evaluation of existing skills and/or knowledge – this may be a skill scan, exercise, or activity, it may be questioning– but it must connect new ideas to what has previously been learned (and re-activating/checking that prior knowledge).
The assessment process is continued throughout the session to appropriately gauge trainee progress and identify any misconceptions. Any sticking points are responded to by reteaching a point, or extra tuition outside the session as required.
Trainers should use questioning skilfully to both check learning and extend higher order thinking skills. Questioning must be frequent and reaching to determine how successfully core knowledge is retained and understood by the trainee.

Session template includes driving questions F1/T/P/017.
Online sessions are encouraged to use integrated tools such as posting, hands up and surveys to help with assessments as appropriate.
See Assessment and Moderation Policy T/P/005.

Feedback, progress and reflection

Trainer/Trainees

Trainees should be given opportunity to ‘showcase’ or ‘demonstrate’ new skills or knowledge throughout their planned learning.
All trainees should expect and receive meaningful, prompt, useful and actionable feedback, so that they understand how they can improve, if they have met or exceeded the success criteria and/or what they need to do to improve further.
The trainees should be able to confirm that they understand what the feedback means to them, and what they will do as a result.
Use a variety of feedback methods (self-assessment/peer/trainer). Incorporate strategies that allow the trainees to reflect on own learning progress (‘3/2/1’; ‘2 stars and a wish’, and similar activities).
Trainers will monitor the impact of feedback on improved progress. – if not, then the trainer should reflect and improve the planning and delivery accordingly. This may involve covering similar ground as a recap or considering how to reduce the effects that a learner’s disability may have on their progress.

Suggest on longer programmes, that trainees keep a training development journal, recording each session what they need to improve.

8. Procedures for trainer evaluations: PR2/T/P/017

Step

Responsible

Process

Notes

Advise trainers of process

Quality Assurance Advisor

At induction of new trainers, they will be provided with a training manual, which includes information about evaluation processes.

See Appendix A-Criteria Used to Evaluate Training and the Trainers’ Guide F2/T/P/017

Assigned Reviewers conduct lesson observations

QAT responsible for internal review cycle

Quality Assurance Advisor will make formal observations of ‘live’ sessions (i.e., face-to-face delivery) at least once annually. If there are any concerns about the training meeting at least minimum standards as outlined in the Appendix, an improvement plan with training and more frequent observations will be put in place until the required standard is reached.
The General Manager and Programme Heads will make regular ‘walk-through’ observations.
In addition, trainers can expect to be observed by reviewers appointed by quality assurance bodies (such as the Directorate of Vocational Reviews), from specialists commissioned by GTI for the purposes of audit or coaching, or by peers, as part of its commitment to continuous improvement.

See Session Observation Form F3/T/P/017

See Section 6 and Appendix A for details of criteria used and grading.

Feedback given to trainer and GM

QAT assigned Reviewer

Where an overall grade is to be awarded for an observed lesson, the judgment will be made using the same 4-point scale as for the overall DVR review grades identified in Table 1 (section 6).

Observed strengths and recommendations for further improvement will be made after any lesson observation.

Note the weighting on teaching strategies and assessment methods, above other criteria.

Performance Development Plan (PDP)

Reviewer / Trainer

The results of the review will be discussed with the trainer, and strategies for improvement will be negotiated and put into their Professional development Plan (PDP).

This PDP will also have other goals and targets as determined by GM according to survey results, strategic direction or the QIP requirements.

See PDP F1/ O/A/008

Surveys

9. Related Documents ((Rules, Guidelines, Flowcharts, Forms)

10. Key Dates

First Approved: 16 September 2022

This Version Approved: 26 December 2023

Next Review Date: December 2024 or earlier if any changes to legislation or the external environment require it.

Version	Effective Date	Description of Changes
01	26/09/2022	First approval of the policy

Approved by the General Manager, effective immediately:

Signed by General Manager: Abbas Ali Date: 26/12/2023

11. Appendix A: Criteria for Evaluating a Session

Please also refer to F2/T/P/017 Trainers’ Guide

11.1 Preparation, planning and management of the learning environment

11.1.1 Classroom environment:

The trainer ensures:

the establishment of a physical and social space that is conducive to learning
that the environment is safe and clean
the venue is set out to suit both individual and co-operative learning within the restrictions of the venue
that appropriate teaching aids and learning resources are available.

11.1.2 Lesson plan:

The Trainer plans:

relevant objectives according to levels of knowledge of learners, the needs of employers and requirements of awards (if appropriate)
for effective time management, ensuring productive learning and appropriate pace, whilst allowing for suitable prayer and refreshment breaks
differentiated activities, procedures, and methods of assessment to ensure all trainees meet the specified learning outcomes and are extended.

11.2. Teaching and Assessment:

11.2.1 Training delivery:

The Trainer:

Shares lesson objectives with trainees
Employs a variety of teaching and learning strategies and resources
Implements effective classroom management
Encourages, supports, and motivates trainees towards learning
Develops trainees’ higher order thinking skills
Caters for a diversity of learning needs and styles, providing appropriate challenge to extend every individual
Ensures relevance by connecting session outcomes to other learning, to the workplace and to life experiences.

11.2.2 Assessment and feedback:

The Trainer

Assesses achievement using a range of appropriate formative and summative techniques
Uses assessment information effectively to adapt delivery and differentiate tasks and resources, so that identified groups are actively engaged and learning
Provides constructive feedback on a regular basis, so trainees know how to improve.

11.3 Learners’ commitment, learning progress and personal development:

11.3.1 Learning and personal development.

The trainer ensures that all trainees:

Are extended from their starting points and make progress according to their abilities
Achieve the intended Learning Outcomes (LO)
Are developing 21st century skills (communication, teamwork, problem solving, initiative and enterprise, planning and organising, self-management, using technology ethically, and learning to learn).

11.3.2 Learners’ interest, engagement, and commitment.

The Trainer:

Encourages active participation by providing interesting and engaging activities that promote self-confidence
Follows attendance and punctuality regularly (which together with trainee participation, measures learners’ commitment)
Keeps trainees feeling safe, secure, and free from intimidation and threatening behaviours
Encourages trainees to learn independently and take responsibility for their own learning
Provides opportunities for trainees to work collaboratively and monitors interpersonal skill development and ability to communicate effectively with others.

GTI’s current policies are available on the website. If you are using a hard copy of this policy, please check that it is the current version before proceeding.