Lesson 3: Determine the Learners Profile

Lesson 3 Intended Learning Outcomes

At the end of the lesson, the students will be able to:
1. Enumerate the basic question and methods for collecting
learner; and
2. Craft their own learner’s profile.

Introduction

A learner profile is basically the information relating to individual learners who are
engaged in the learning environment. For training to be effective it is important to have a clear
idea of who will be attending or taking your course. If possible, you will want to profile them to
ensure that your training is fit for purpose.

How much do you know about them? Is there a typical participant or will they all be very
different? This will not usually be at an individual level: what you are trying to do is get an
overview of the potential group as a whole to ensure the training you are planning is appropriate
for them. This will help you to organize the training content and also prepare you, and your co-
trainers, to deliver the training at the right level for your trainees.

Activity:
Direction: Below is an example of a learner’s profile form. Your task is to fill out
all the necessary details that are being asked in the form.
TRAINEE’S CHARACTERISTICS
Name of Trainee: _________________________________________
Institution: ______________________________________________

Characteristics of Learners
Language, Literacy and Average grade in: Average grade in:
Numeracy (LL&N)
English Math
a. 95 and above a. 95 and above
b. 90 to 94 b. 90 to 94
c. 85 to 89 c. 85 to 89
d. 80 to 84 d. 80 to 84
e. 75 to 79 e. 75 to 79

Cultural and language Ethnicity/culture:

background
a. Bisaya
b. Ilonggo
c. Mandaya
d. Mansaka
e. Muslim
f. Others (pls. specify) ____________

Education and general Highest Educational Attainment:

knowledge
a. High School Level
b. High School Graduate
c. College Level

Sex a. Male
b. Female

Age Your age: ____

Physical ability 1. Disabilities (if any) ___________________
2. Existing Health Conditions (Existing illness if any)
a. None
b. Asthma
c. Heart disease
d. Anemia
e. Hypertension
f. Diabetes
g. Others (pls. specify) ______________

Previous learning List down trainings related to Electrical Installation and

experience Maintenance NC II
Training Level National Certificates acquired and NC level
Completed
________________________________
________________________________
Special Courses Other courses related to Electrical Installation and
Maintenance NC II
________________________________
_______________________________
Learning style a. Visual – The visual learner takes mental pictures of
information given, so in order for this kind of learner
to retain information, oral or written, presentations of
new information must contain diagrams and
drawings, preferably in color. The visual learner can’t
concentrate with a lot of activity around him and will
focus better and learn faster in a quiet study
environment.
b. Kinesthetic – described as the students in the
classroom, who have problems sitting still and who
often bounce their legs while tapping their fingers on
the desks. They are often referred to as hyperactive
students with concentration issues.
c. Auditory – a learner who has the ability to remember
speeches and lectures in detail but has a hard time
with written text. Having to read long texts will is
pointless and will not be retained by the auditory
learner unless it is read aloud.
Other needs a. Financially challenged
b. Working student
c. Solo parent
d. Others (pls. specify) _____________________

What do you think?

1. Looking at your filled-out trainee’s characteristics, how fit are you to do the training?
Why did you say so?
________________________________________________________________________
________________________________________________________________________
______________________________________________________
 Let’s dig deeper!

BASIC QUESTION FOR DETERMINING THE LEARNER’S PROFILE

The following basic questions may be considered; however, you will want to select the
most relevant questions according to the type of training you are planning to offer.
1. How many participants should you have?
Be realistic about how many, or few, participants will make an effective training. If you
are planning to run a competency-based training, you will want to limit the number of
participants to between 20 and 25, otherwise the training sessions will become unmanageable
and too time-consuming.
2. Who are the participants?
Factors such as age range and gender mix, as well as participants' cultural, social and
ethnic background affect the training delivery. Similarly, the level of expertise of the
participants and their position in employment will be relevant. Also, there may be financial
considerations which may affect their ability to attend the training.
3. Where is the participant from?
This applies not only to their place of employment, what type of organization it is and
their position in the workplace, but also to geographical location. Long journeys to the
training venue may mean that trainees will tire earlier in the day, also the start and end times
for the training may need to take travel requirements into account. Again, there may be a
financial implication with travel costs which will deter trainees.
4. What is their experience on training?
Some people will be used to introducing themselves, participating in group work,
reading modules and performing the required task. For others this will be completely
unfamiliar and they will need explanation and reassurance.

Other considerations may also be the experience of learners such as: studying other
than in classroom, organizing their own time, note-taking skills, self-assessment skills and
ICT skills.

5. What is their experience on the training topic?

As mentioned above, training is not always a matter of introducing participants to

new ideas and concepts. It can update experienced personnel or provide professional
 theoretical basis for practical work that participants have been carrying out for many years.
Again, the level of participants’ experience will influence training design and methods of
delivery.

6. What is their motivation?

You will need to consider the benefits of the training to the trainees, both personally
and professionally. You may also want to specify who the course is intended for. A good
way to be clear about whether the course will be appropriate for intended trainees is to
define the aims and objectives of the training.

METHODS FOR COLLECTING LEARNER PROFILE DATA

 Direct Observation

This method reduces the chance that incorrect information may be gathered, but it is
not always viable (e.g Observing the person at work).

 Personal Surveys

Data could be collected using a questionnaire, or direct interviews. This method has
the advantage that many questions can be asked quickly and that high response rates are
achieved. It is generally used to collect information/data from small number of people.
You may need this to find in-depth information about the learner. However, this may not
be possible since participants could be from different places.

 Mailed/Electronic Mailed Surveys

Use a sample of people drawn from a specific mailing list or from an electronic
register. The people selected could be sent (e-mailed or mailed) a questionnaire.

 Telephone Surveys

Telephone Surveys are special cases of personal interviews. These are becoming
more widely used in some areas where more people have telephones at home.

 Trainees Profiling Tables

The following tables provide more detail for profiling of trainees taking into account
demographic, professional, motivation, learning and resource factors. You can use all or
parts of tables to make a profile of your potential trainees by thinking about the questions
in column 1, Factors, adding any others you think are relevant. Put your answers in
column 2, Profile. Then draw up a list of the implications to keep in mind when
developing your curriculum and the course materials.
 Language and Literacy Requirements

The language and literacy requirement are a very useful entry requirement to be
considered in identifying potential learners. Although there are no standards in identifying
language and literacy requirements there is a belief that a high school graduates language
and literacy level can be better than those of a second year high school student. That is
why we usually identify the potential learners’ entry requirement as high school graduate.

Application:

Task 3
NAME:
TITLE:
Develop Learners Profile
Performance Objective:
Given a writing tool/personal computer, you must develop the learners’ profile of your
potential learners/trainees for your qualification using the suggested profiling tables as
your guide.
Supplies/ Materials:
Training Regulation, pencil,
paper
Equipment:
Computer
Steps/Procedure:

1. Develop the learner’s profile for your training using learners profiling table.
2. Let your trainer/facilitator check your output.
Assessment Method:
Output

Trainees Profiling Table:

Demographic Factors

Demographic Factors Profile Implicati

ons
Number of participants
Where do they live?
Age
Gender

Trainees Profiling Table:

Professional Factors

Professional factors Profile Implications

Employing organization
Roles and responsibilities of
trainees
Professional knowledge, skills &
experience
Length of employment
Trainees’ training needs
Trainees’ knowledge of training
 Trainees Profiling Table:
Motivation Factors

Motivation Factors Profile Implications

What personal benefits will

participants get from taking the
course?
What are their expectations?
What might prevent them from
taking the course?

Trainees Profiling Table:

Learning Factors

Learning Factors Profile Implicatio

ns
Educational attainment
Previous training
Confidence about learning

Closure
Congratulations for having completed this lesson. See you in your next journey to
becoming an educator.