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Chris's Case Study

Name of trainee: Chris Redmile

Year completed DTLLS: 2013

Current job title: Technical Services Training Manager

Current place of employment: Powerscreen

Background information (starting point)

When starting this course I was a new teacher, my job role was technical trainer, working for Skillnet Ltd at the Scania Apprentice Programme. Being a former RAF ground technician I had a good experience in my trade but was quite new to the teaching environment.
As part of the commitment to my role I had to take either the Cert-Ed or the DTLLS qualification, so having PTLLS I decided to take the DTLLS, to advance my current training.
I initially felt that this would prove a ‘paperwork exercise’ just so I could practice teaching in an official capacity and only experience would improve my lessons.
I was quite quick to admit I was wrong.
The 16-21 year old apprentices proved a very tough audience to maintain and keep interested in some of the more theory heavy subjects.
I progressed from this role up to the programme leader and started learning to observe my subordinates in the training school.
I was put into a quite high pressure role and had to learn very quickly about the expected standards for but the dealer network and awarding bodies such as the IMI and C&G, and also for Ofsted.

Current position and details on progress

My new role does not involve any ‘paperwork’ as such as it is a private training role. I am now the International Technical Services Training Manager for a Mining/Materials Processing Equipment company and it is my role to travel around the world training people on how to maintain and repair our equipment.
The role has so far taken me to India, Argentina, Oman and Ireland so far and is an exciting role that throws new challenges my way every single session I teach, from E&D issues to the simple language barriers faced outside of the EU.
I have since developed my training into the ‘Powerscreen Training Academy’ and given my product a branding and a large outlook for the future including me training up some regional trainers throughout the world in a ‘train the trainer’ programme.

Impact of ITT

Since my ITT I am now quick to think of resolutions and new resources to try and engage my learners no matter what or where their needs lie.
I am regularly faced with issues of international formatting or IT issues in Asian countries and when this happens I have to adapt quickly and continue.
I owe much of this innovative thinking to the guidance of my tutors and the theorists they prescribed to me to research and learn from.
My teaching has come a long way since starting the course and for this I am grateful to both Lorna and Beverley, my initial attitude was quite closed minded and did not offer much to my future career as I believed many of the ideas to be irrelevant to my trade, this initial though was incorrect and misguided, the ideas of these theories and resources is just a foundation for us to work upon and I have since adapted many of them to suit my own way or working.