Element 1.1 – Self Efficacy: self-efficacy provides understanding about why people decide to take action, believe that their actions will result in outcomes and believe that continuing to take action is worthwhile when things go wrong.

Element 1.2 – Learning modes: training will contain a number of different ways of teaching the learning points, for example group activity, individual reflection, concrete activity, theoretical content.

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Element 2.1 – Learning Needs Analysis: the starting point is what the trainees need to know, and the actual job to be done by the trained person.

Element 2.2 – Skills First: the aim of the TRAVORS training product is to enable delegates to acquire the skills to be able to perform their job role effectively.

Element 2.3 – Skills acquisition: the training will employ progressive approximation, with trainees moving closer and closer to the target goal behaviour.

Element 2.4 – Blended Learning: in order to make best use of different learning styles and different technologies, and to accommodate different economic organisational and geographical constraints, a mixture of learning technologies is to be used.

Element 2.5 - Pre-requisite learning: the learning design will take into account any pre-learning activity or pre-requisite learning

Element 2.6 - Number of delegates: the number of delegates will reflect the programme material, the intensity of the material and the need for facilitators to be able to monitor learners’ progression through the programme.

Element 2.7 – Consolidation: consolidation blocks have been identified as an essential ingredient in effective skills acquisition programmes. These “Blocks” provide learners with the opportunity to use their skills in the workplace and receive feedback from mentors and or managers.

Element 2.8 - Using the cohort as a resource: a good way of dealing with trainees’ stress, isolation or difficulties is to encourage the learners to form action learning sets or social learning networks

Element 2.9 – Evaluation: the evaluation process will begin before training takes place, continue throughout the delivery of the training and then look at actual behavioural changes in the learner as a result of having gone through the learning process.

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Element 3.1 – Accessibility: the training will remove as many barriers to learning as possible, both for the learners and those providing the learning. This applies at all levels of design, ranging from access to the physical learning space.

Element 3.2 – Usability: we will include a quality assurance process for the training product, including a protocol for measuring the product design against clearly defined usability acceptance criteria.

Element 3.3 - E-Learning: we expect e-learning in the Travors products to form part of a larger, blended learning solution.

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