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Train The Trainer

Needs Analysis
On-Job Coaching
Adult Learning
Session Planning
Front-of-room Skills

See also Training Design, and Workplace Assessment

Learning Objective:
To examine and compare theories of adult learning and their practical application in the work- place context. Using this as a foundation, learning how to conduct a simple Needs Analysis and  plan, deliver & evaluate learning sessions using modern techniques and practices. Practical application of learning, presentation style, methods and techniques.

Target Audience:
Any person wanting to teach adults in a modern work context, and make the process participative,  practical, interesting and mutually rewarding.

Communication in the Training context:
Simply put, if you can't communicate, you can't train, so we use destruction-type exercises to uncover the common obstacles to communication in Training, and examine & use models designed to maximise the communication process.

On-job Coaching:
Best suited for 'one-to-one', or 'one-to-small-group' transfer of practical skills, we look at Task Breakdown (reducing a process to its basic components),  identification and reinforcement of Key Points, and a five-stage Coaching model - all of which allows participants to create and perform simple, effective practical skill transfer sessions.

Adult Learning:
Basics of adult learning motivation. Why do we learn? An examination of the  different WAYS in which adults learn, and how to cater for those individual needs. Training Need Analysis (TNA), establishing Training Objectives, Design and Delivery of Learning sessions, Evaluation techniques, Practical  exercises. NZQA; how it works and what it means to you, your participants, and your Organisation.

Session Planning:
How to write training sessions from your Training Need Analysis, designing  sessions based on pragmatic adult learning theories, making training interactive via practical  participant involvement, case study and syndicate work, writing interesting manuals, gathering &  planning use of resources. Use of video training films, and Vidcam for role-play. Evaluation methods.

Being 'vital & alive', using visual aids, room set-up, interaction skills,  communication skills, giving clear instructions, conversation-management techniques to ensure  full information flow, practical exercises for comparison of written & verbal methods, body  language awareness. Using humour & drama to make learning memorable.

Length: Three full days
Format: Workgroup interactive
Maximum number Participants/facilitator: 12