Module 7 · Delivery
Delivering a Session
What does the shape of a well-run session actually look like?
7 min read
The delivery process is six steps, and the ones people cut under time pressure — the introduction and the debrief — are the ones carrying the load. This module also covers learning styles, the internal and external barriers your learners bring, and reasonable adjustment.
What you'll take away
- Six steps: prepare, introduce, overview, content, debrief, questions.
- The introduction is where vision and expectation get set — never skip it.
- Barriers are internal and external, and most are invisible until asked about.
- Reasonable adjustment changes the method. It never lowers the benchmark.
The training delivery process
- 1
Plan and prepare
Site, equipment, documents, hazards, and your own P.O.O.H.
- 2
Introduction
Vision and expectation. This is module 2 applied — and it is the step that gets cut when the day is running late, at the cost of everything after it.
- 3
Overview
Where we are going and how the pieces connect. The map before the terrain.
- 4
Content
P.O.O.H., delivered through coach → mentor → facilitate → train.
- 5
Debrief and revision
Where practice becomes capability. Skipping the debrief means the session produced experience but not learning.
- 6
Questions and feedback
Both directions. Theirs on the content, yours on their performance.
Learning styles
In practice you deliver to all four in the same session, because you have all four in the room and rarely know in advance who is which.
- Visual
- Diagrams, demonstration, seeing it done.
- Auditory
- Explanation, discussion, talking it through.
- Kinesthetic
- Hands on the controls. Often the majority in operational training.
- Reading
- Procedures, notes, written reference.
The barriers learners bring
Most of these are invisible unless you create a way for them to surface — which is another reason the coach step comes first. A learner who cannot read the procedure will usually let you believe they can, for as long as you let them.
- Internal
- Language, literacy and numeracy; education level; personal motivation; emotional health; psychological health.
- External
- Environment; safety; comfort; health and wellbeing; communication.
Reasonable adjustment
Reasonable adjustment means modifying or changing non-endorsed components so a learner can demonstrate competence — the delivery method, the format, the timing, the support available.
What it never means is lowering the standard. The adjusted assessment must still meet the benchmark. If an adjustment would mean the learner no longer demonstrates the unit's requirements, it isn't a reasonable adjustment; it is a different qualification.
Adjust the road, never the destination. The benchmark is the one thing that doesn't move.