Content

1. Link to Framework of standards
2. Sources of evidence
3. Trainer skills and knowledge
4. Ensuring the quality of delivery of training
5. Common methods of training

1. Link to Framework of standards

The standards relating to the delivery of training solutions are at Stage 3 of the Framework of Standards for Magistrate Training and Development (standards).

Stage 3 of the Standards sets out the following as the minimum required when delivering training solutions:

• - trainer prepares for the training
• - trainer establishes rapport with learners
• - trainer promotes anti-discriminatory practice
• - trainer presents and explains information, exercises and demonstrations effectively
• - trainer facilitates group learning.

Self-assessment against the standards will help to ensure that the above are met.

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2. Sources of Evidence

When considering or reviewing the delivery of Magistrate training, and whether the standards have been met, some or all of the following may assist:

• - Comments from delegates – see JSB M&E Evaluation Guidance for more detailed information on verbal feedback

• - Discussions with other trainers – see JSB M&E Evaluation Guidance for more detailed information on interviews and focus groups
• - Training event observations – see Guidelines on the Observation of Training and JSB M&E Evaluation Guidance (hyperlink) for more detailed information on observations
• - Feedback from/to relevant people (trainers, MATC, BTDC and so on).
• - Feedback from evaluation forms

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3. Trainer skills and knowledge

To help ensure the effectiveness of training delivery, the trainer must have a good, knowledge and experience of training techniques, for example;

• - presentation skills/techniques
• - facilitation skills/techniques
• - communication skills/techniques
• - influencing skills/techniques
• - problem solving skills/techniques
• - conflict management skills/techniqueS
• - feedback skills/techniques
• - time management skills/techniques
• - evaluation skills/techniques
• - training design skills/techniques (including measurement of training objectives)
• - use of training equipment (audio, video/dvd, flipcharts, computer software, for example PowerPoint, and so on).

To maintain and improve their skills and knowledge, there must be continuous development of trainers.

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4. Ensuring the quality of delivery

Reference back to the standards illustrates that there are many factors to be considered in ensuring the quality of the delivery of training solution. Asking yourself and/or relevant others the following questions may assist:

Preparation

• 1. Does the trainer prepare for each training event?
• 2. How do I know the trainer prepares for each training event?
• 3. Does the trainer have adequate time and resources to prepare for each training event?
• 4. How does the trainer prepare for each training event?
• 5. What assistance can be given/is necessary to help the trainer prepare for each training event?

Establishing rapport

• 6. Does the trainer establish rapport with the delegates at each training event?
• 7. How do I know the trainer has established rapport with the delegates at each training event?
• 8. How does the trainer establish rapport with the delegates at each training event?
• 9. What assistance can be given/is necessary to help the trainer establish rapport with the delegates at each training event?

Promoting anti-discriminatory practice

• 10. Does the trainer promote anti-discriminatory practice at each training event?
• 11. How do I know the trainer promotes anti-discriminatory practice at each training event?
• 12. How does the trainer promote anti-discriminatory practice at each training event?
• 13. What assistance can be given/is necessary to help the trainer promote anti-discriminatory practice at each training event?

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Presenting/explaining clearly/effectively

• 14. Does the trainer present/explain clearly/effectively at each training event?
• 15. How do I know the trainer presents/explains clearly/effectively at each training event?
• 16. How does the trainer present/explain clearly/effectively at each training event?
• 17. What assistance can be given/is necessary to help the trainer present/explain clearly/effectively at each training event?

Facilitating group learning

• 18. Does the trainer facilitate group learning at each training event?
• 19. How do I know the trainer facilitates group learning at each training event?
• 20. How does the trainer facilitate group learning at each training event?
• 21. What assistance can be given/is necessary to help the trainer facilitate group learning at each training event?

You may get the answers to these questions in a number of ways, such as:

- trainer feedback (formal and/or informal)
- delegate feedback (formal and/or informal)
- other feedback (for example MATC observer)
- event observation (for example Justices’ Clerk (JC), JSB M&E team)
- Area trainers’ forums,

and they may indicate:

- if the training delivery is effective or ineffective
- the reason for this (for example the trainer is very skilled/not skilled, training materials do/do not meet the standards in Stage 2 of the Framework of Standards, successful/lack of preparation and so on)
- how the training delivery can be improved (for example extra training for the trainer, amending the training materials and so on)
- ways of evaluating the training more successfully.

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5. Common methods of training

Ideally, training should include a variety of methods, appropriate to the learning activity, to stimulate the interest of the delegates. 
There is a wide range of training methods, some of which are described below.

Small-group and syndicate work

A small group or syndicate is often a subdivision of the main group for the purpose of discussion or of a task or exercise.  The size of each group depends on the total number of delegates, the learning outcome for the task and the amount of time available.  Discussion groups may not be sustainable with fewer than four and may be unwieldy with more than seven. 
The purpose of a small group or syndicate is to achieve as much participation as possible and to enable each delegate to make a greater personal contribution than in the main group.  Small-group work, for which clear learning outcomes have been identified, can provide a very productive and effective learning environment, on condition that the tasks set are achievable in the allotted time.  The small group or syndicate should be clear about who their spokesperson is, how they are to report back and their location if not remaining in the main training room.

Brainstorming

Although not necessarily a formal ‘training’ approach, this is a creative and cost-effective method of exploring thoughts and understanding.  It requires no more than a flipchart and some flipchart pens.  Brainstorming is based on the principle that it is possible to generate more ideas collectively than the sum of the ideas that would be produced individually, as interaction enables one delegate to trigger new ideas in another.  Brainstorming works best when delegates are expressly invited to call out ‘the first thing that comes into their heads’ and their ideas are written down without analysis.  All contributions are then evaluated by the whole group or taken into smaller groups to be used as prompts or catalysts for discussion.

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Buzz groups

Buzz groups are small groups – two or three delegates – who are asked to discuss a particular topic and report back.  They are informal and it is usually enough to ask delegates to discuss the topic with the person next to them.  This is a useful method to use where it is not appropriate to break from the main group to undertake a full-scale small-group exercise and can be effectively used with larger groups to maintain concentration.  Buzz groups should be given a clear, straightforward topic to address and allowed a maximum of five minutes – or until such time as the ‘buzz’ of conversation has died down.  They are particularly effective in the early stages of a training event when delegates may still have some inhibitions.

Case studies

A case study is the presentation of a specific scenario, with relevant background information, that is analysed in detail to identify the solution.  It creates the opportunity to understand and apply principles and rules to a ‘real’ scenario.  Case studies do not usually provide clear-cut answers.  They are intended to raise questions and allow delegates to work through the decision-making process to find their preferred solutions.  They can occupy a discrete session in a training event or can be undertaken on an extended basis, being worked through as the training progresses.  Case studies are frequently used in magistrate training, for example new sentencing provisions.

Icebreakers

Icebreakers are short exercises that can be given to delegates at the start of a training event to help them to feel more at ease and to get to know each other quickly, before the main work of the training begins.  They also help the trainer to identify delegates.  Some exercises are most effective when the number is small, so that any element of reporting back to the whole group does not take up too much time.  Where there is a large group, when they break into smaller groups for certain aspects of the training, an ‘icebreaker’ can be useful to help the small group that will be working together to get to know one another.  Some icebreakers can be used to split apart those who already know each other and encourage the group to mix.

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Presentations

Presentations are probably the most instructional training method.  They should be used as a catalyst for discussion, combined with other more participative methods such as Brainstorming and Buzz groups.  One advantage of the presentation is that it can provide a guided route through complex material for a large audience.  It may also be an appropriate way to use a guest speaker.  Someone with a reputation as an expert in their field, who has a charismatic delivery style and who is able to enliven a serious topic with appropriate humour is likely to be well received.  There should be a clear presentation ‘brief’ with timings.

Plenary sessions

A plenary session is usually an introductory or closing address that is intended for all the delegates at a training event.  Plenary sessions at the start of an event give an opportunity to introduce the themes of the training.  They help both the presentation and rehearsal of knowledge, principles or rules.  Plenary sessions at the end of an event or session give opportunities for feedback of views and consolidation of training.

Pre-course reading or tasks

Providing reading or an exercise to complete before attending a training event is a useful method, particularly before ‘induction’ training, for introducing the theme or topic and identifying essential issues.  It can save time, enabling the event to start with a more advance session and it allows delegates to prepare at their own pace.  Where a case study, for example, is to be used as part of the training, it can be a good idea to provide the papers and other relevant information in advance of the event.

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Role-play

Role-play is a means of demonstrating or ‘acting out’ a scenario, whose content is relevant to a particular learning outcome, to provide a context for evaluation and discussion.  It may be scripted or unscripted.  Scripted role-play is of particular value to observers as it constitutes, in effect, a case study brought to life.  Unscripted role-play can be used to confront delegates with a situation similar to one they would probably encounter in real life.  The purpose should be to give delegates the opportunity to experience, in a safe and supported context, something they would be likely to experience in their work.  It is a method particularly suited to interpersonal events (for example chairmanship, appraiser development, mentor development).  Some delegates may have reservations about role-play: a reluctance to be in the spotlight, to perform before peers or to demonstrate what they consider to be their poor acting ability.  It may help to schedule role-play at an early point in the training so that delegates are not preoccupied by worries about this.

Feedback

This is an essential element of the learning experience.  Delegates will want to know how they have done.  Constructive feedback is objective, balanced and specific.  It is relevant not only to learning through role-play but also to other contexts where there is an element of performance.  It is important that feedback from group exercises and tasks is taken and discussed in plenary sessions.

Video role-play

Video replay is an extension of the use of role-play whereby delegates have the opportunity to watch a recording of what they did and may do so more than once if they wish.  It helps to control the pace of the action in order to focus on subtle nuances of interaction that might otherwise have been overlooked.  It lends itself particularly well to exercises centred on interpersonal and presentational skills (for example chairmanship training) and is a variation to help suit different learning styles.

Accelerated learning

Accelerated learning is a whole concept based on research about different learning techniques.  It is an approach to training which uses fun, relaxation and delegates’ multi-sensory involvement to ensure successful learning of new skills and knowledge.  For example, much magistrate training has been delivered using PowerPoint presentations and working through case studies, which is a very logical and structured process.  However, this style of learning may not suit everyone; some people respond better to the use of pictures and colours.  Research has shown that using coloured writing can improve retention by 55%.  Physical movement is also important when learning, so delegates are encouraged to move around during the training, for example to complete training exercises or look at flip charts.  Some JSB training materials incorporate these techniques, for example the Basic Chairmanship Course.

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Further information

If you would like us to provide additional support or advice on this topic, please do not hesitate to contact M&E Team .

As already described, you can also find detailed guidance in the JSB M&E Evaluation Guidance.

References

JSB M&E Evaluation Guidance (on the JSB M&E website)

Guidelines on the Observation of Training (on the JSB M&E website)

JSB Tribunals Training Handbook

Chartered Institute of Personnel and Development (www.cipd.co.uk)

The Trainer’s Pocket Book, John Townsend ISBN 1-903776-16-3

Assessing Trainer Effectiveness, Leslie Rae ISBN 0-566-07264-5

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