Introduction 

The training of Trainers (TOT) program provides you with deep insights into the art of training and facilitation of educational techniques as well as the know-how of developing an interactive course curriculum. Our TOT course will transform skill sets, refining them to make a confident and competent professional trainer. Attendees will explore the psychology behind the learning mechanism of adults/mature learners and take a systematic approach to deliver training sessions that meet participants' needs.

Objectives:

• Identifying the characteristics of an exceptional trainer

• Conducting short group training sessions that incorporate key training concepts

• Developing an effective training style such as Addie style, using appropriate training aids and techniques

• Understanding the key principles of effective communication 

• Explaining various methods for making lecture-based programs active

• Describing a needs analysis and why it is a necessary step in any training program

• Knowing how to write training objectives and evaluate it 

• Developing a training program structure

• Presenting information in a clear, concise, engaging manner

• Mastering the new training cycle

• How to specify training from external providers

• How to manage demands and prioritize any training request

• Understand and be able to implement a training system and understand the software available

• Be able to explain to others how training costs are arrived at

• Show to others the value of training

At the end of this course, delegates will be able to:

• Write learning objectives and be able to do specifications for internal and external use

• Know how to prioritize training and be able to convincingly explain the process to others

• Know how to identify competency gaps and measure training results from competency-based training

• Know what to look for when sourcing external suppliers and how to get the best value

• Understand the role resand possibilities of the 4 key jobs in training and be able to explain this to others

• Explain to others how training adds value and show practical examples in both the Public and Private Sectors.

Target Audience :

• Trainers

• Managers

• Executives

• Anyone  who needs to sharpen his knowledge and skills in Train the Trainer

• Trainers (from the ILO and other UN Agencies, as well as the EC and other development cooperation entities) who serve on international development projects;

• Technical specialists and project staff who engage with constituents and other stakeholders;

• Facilitators who manage learning and change processes;

• Teachers and vocational education experts seeking to introduce innovation into their curricula to contribute to the flourishing of their learners' potential and creativity;

• Human Resources managers working for ministries, public agencies, enterprises, and trade unions who need to improve their learning coordination and supervision;

• Union representatives who are responsible for human development.

Personal Impact:

• Have the correct information and process knowledge to make informed decisions

• Be able to talk with confidence on all of the 4 key areas of training

• Master the jargon and be able to become professional in your approach

• Be able to make sound decisions on which areas of training you might want to work in, in the future.

• Be more effective in your day-to-day work by mastering several training processes

• Know and be able to explain to others why some people will not respond to training

Outlines:

First Week:

DAY 1

How People Learn and What Interferes with the Learning Process

• Introduction and program objectives

• How adults learn - discussion

• Motivators to the learning process

• Learning styles - demonstration and questionnaire

• How personality plays such an important role in learning

• Reasons why people find it difficult to learn - exercise

• Medical impediments to learning (no matter how good the training is)

• Latest data on memory - and what we can do to improve it - demonstration

DAY 2

The Role and Function of Today’s Training Departments

• Group exercise - what does training do?

• The roles within training

• The new training activities map - discussion

• So who should do what in training - group exercise

• Feedback from the exercise

• Should training be a profit center and how should it demonstrate value?

• Training role in other matters - succession planning

• Business emergency procedures - exercise

DAY 3

The Two Principle Training Requirements - Competency & Performance

• Competency - The History

• How competencies are constructed - practical exercise

• How much training comes from competency requirements

• Measuring before and after results of competency-based training

• What is performance

• Types of performance-based training - group exercise

• How to measure and evaluate performance-based training

• DVD - Training in action - group feedback and review

DAY 4

The Training Cycle - 2011 and Beyond

• How training is identified - group exercise

• A new and easier approach to Training Needs Analysis

• DVD on TNA - discussion

• How to cost training - easy method - demonstration

• Keeping accurate training records - what’s needed and new software

• How to prioritize all training - group exercise

• Prioritizing training - feedback, and process needed

• How much value is in training - Case study and results

DAY 5

Getting the Best from Internal and External Training Providers

• Understanding Learning Objectives

• How to write learning objectives - group exercise

• Short cut easy way to write competency-based learning objectives

• How would you measure performance-based learning objectives - discussion

• Should high-level training results be rewarded?

• A professional evaluation tool should you need one

• Review of progress to date - your presentations

Second Week:

Day 6

• Stages of interpersonal communication

• The training steps & stages

• Overhead projector demonstration 

• Essentials of effective training

• Components of a learning

• Nurturing motivation and the incentive to learn

• Principles of adult learning

• Learning methods 

Day 7

• The learning cycle

• The learning process

• The trainer's role

• Putting self in the position of the learner

• Giving and receiving feedback

• Motivation and creating positive attitudes toward learning

• Dealing with difficult situations

• Identifying the audience

Day 8

• Overview of the ADDIE model of training

• The five stages of a development process: Analysis, Design, Development, Implementation, and Evaluation

• Performing a needs analysis

• Writing objectives

• Outlining the program

• Differences between training and presenting

• Training vs. showing the user

Day 9

• Researching and writing the program

• Testing the program & managing questions and answers

• Questioning techniques

• Clues and tips in questions

• Types of activities

• Sensory systems

• Identifying the learner's preferred sensory system

Day 10

• Psychology of adult learners and their learning mechanism

• Facilitating effective "uptake" and recall strategies in learning

• Getting buy-in

• Using humor

• Quick and easy games

• Troubleshooting games & Visual aids and presentation tips