At the end of the course, participants have understood the basics of adult learning and are able to train a group in full respect of the methods, techniques and tools for adult learning. Participants are also able to identify training needs, to design a training session and to ensure a proper follow-up of a course both for the clients (evaluation) and for the trainees (knowledge transfer). Knowing a subject is not enough to train on it. Training adults requires specific competencies. This course provides methods and tools to ensure efficient learning process. It focuses on adult learning principles, and includes all stages of the learning cycle: Training needs assessment, methods, techniques and tools to properly design and deliver a training course and training course follow-up. It is full of practical tools and techniques that include:

• Fundamentals for becoming a trainer
• Running a training course
• Delivering a training session successfully
• How to write and structure training
• Factors for effective training skills
• What makes a good trainer?
• Effective training practice and procedure
• Body language and voice projection skills
• Classroom training versus one-to-one training

At the end of the course, participants have understood the basics of adult learning and are able to train a group in full respect of the methods, techniques and tools for adult learning. Participants are also able to identify training needs, to design a training session and to ensure a proper follow-up of a course both for the clients (evaluation) and for the trainees (knowledge transfer). Knowing a subject is not enough to train on it. Training adults requires specific competencies. This course provides methods and tools to ensure efficient learning process. It focuses on adult learning principles, and includes all stages of the learning cycle: Training needs assessment, methods, techniques and tools to properly design and deliver a training course and training course follow-up. It is full of practical tools and techniques that include:

• Fundamentals for becoming a trainer
• Running a training course
• Delivering a training session successfully
• How to write and structure training
• Factors for effective training skills
• What makes a good trainer?
• Effective training practice and procedure
• Body language and voice projection skills
• Classroom training versus one-to-one training

Training & Development Managers, Training Controllers & Administrators, Training & Development Coordinators, Training Managers’ Secretaries, Training Assistants, Training Officers, HR Specialists, Generalists & Personnel, Line Managers, Capability and Development Officials, Senior Executive Capability and Development, Section Heads, Succession Planers, Talent Managers, Training Officers, Senior Training Officers, Team Leaders, Superintendents, Senior Training Administrators,  those responsible for people development, Administrators, HR trainees, and Supervisors who are involved with training and development.

This interactive Training will be highly interactive, with opportunities to advance your opinions and ideas and will include;

• Lectures
• Workshop & Work Presentation
• Case Studies and Practical Exercise
• Videos and General Discussions

Concepts of Adult Learning

• Adult learning cycle
• Adult Learning Principles
• Concept of training cycle
• Steps of training cycle
• Understanding group dynamics
• Concept & meaning of ToT
• Objectives of ToT
• Key elements of ToT
• Steps for organizing a ToT course
• Identifying your personal training style and staying true to it
• Principles / notions of adult learning
• The role of a trainer

Multiple Intelligence Theory

• Session plan and activities
• Handling learning challenges
• Motivation and enhancement

Training Need Assessment (TNA)

• Review Previous Learning
• Concept of TNA
• Importance & necessity of TNA
• Methodologies of TNA
• Different tools & techniques of TNA

Training Design & Plan Preparation

• Steps of training design (T. Cycle steps & Curriculum)
• SMART Analysis
• Statement of specific objectives
• Structuring the course contents
• Consideration to prepare an effective training plan
• Developing an action plan
• Check list for organizing a successful training program
• Necessary steps for conducting training

Delivering a Training Course

• How to start a course
• Reasons and rules for “morning recap”
• Facilitating presentations and activities
• Preparing to deliver a 10- to 15-minute training segment
• Engaging in a wide range of learning activities
• Opening exercises
• Sharing reflections on past experiences of opening exercises
• Developing an opening exercise
• Brain-Friendly lectures
• Demonstrating differences between brain-friendly and non-brain-friendly lectures
• Preparing brain-friendly lectures
• Course methods, techniques and tools
• Facilitating discussions
• Dealing with difficult situations
• Lecture alternatives
• Sharing information through the jigsaw method
• Using learning tools and applying lecture alternatives
• Extending the value of training
• Describing a variety of blended and supportive tools and activities
• Deciding when to use tools: before, during or after training for back-on-the-job application
• Using Kirkpatrick’s model and given examples to determine evaluation levels
• Considering evaluation questions
• Conducting end of course evaluation

Training Need Assessment (TNA)

• Review Previous Learning
• Concept of TNA
• Importance & necessity of TNA
• Methodologies of TNA
• Different tools & techniques of TNA

Communication & Presentation Skills & Nero Linguistic Programming (NLP)

• Coding and decoding
• Attitude and behavior analysis
• The communication process
• Message distortion
• The channel
• The receiver of the message
• One way - two way communication
• Effective communication
• Concept & types of presentation
• Presentation consideration and techniques

Supporting Transfer & Integration

• A coaching approach: training / mentoring / coaching
• Challenges and opportunities of transferring and embedding learning
• Tools, techniques and skills for supporting trainees
• Basic coaching model

Assessment

• Levels of evaluation
• Evaluation technique
• Rubrics

BTS attendance certificate will be issued to all attendees completing minimum of 75% of the total course duration.

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