‘‘The ability to learn faster than your competitors may be the only sustainable competitive advantage,’’ Arie De Geus, author and consultant.

Introduction

Like trainees, training specialists are not a homogenous group. The training force in an organization has grown to include subject-matter experts, in-house facilitators, retired specialists, and contract providers.

Training specialists may have specialized skills in one or more of the many facets of training design and delivery; however, they are also generalists, capable of organizing training in partnership with others to ensure a good match between need and delivery.

Learning organization is one that recognizes the desire of people to learn and grow and provides them with that opportunity to enhance the future of the organization. These principles translate into the following three key practices that enable an organization to promote and support continuous learning:

  • The ability to learn from each other
  • The ability to learn from personal experience
  • The ability to learn from the system (that is, organization successes and failures)

FIRST PERSPECTIVE

Teaching

  • Motivation: Why people learn?
  • Instruction: How people learn?
  • Context: How the part fits the big picture?
  • Explanation: step by step, digestible small chunks.
  • Practice: demonstrate, practice with supervision, solo
  • Evaluate: verify learning

SECOND PERSPECTIVE

Empowered Learners

  • Co-design
  • Customize
  • Have Identity
  • Manipulate

COURSE OUTLINES

PART I

Introduction to learning

The training cycle:

  • Learning exercise & learning cycle
  • Left & right brains

Being an instructor

  • Planning
  • Psychology of learning
  • Learning characteristics
  • Learning concepts
  • Learning generalizations
  • Learning laws
  • Learning rules

PART II 

Before The Training

Training objectives & roles:

  • Defining the training framework
  • Identifying participants
  • Designing & conducting needs assessments: strategies & tools
  • Developing learning objectives -workshop / session
  • Defining the role of the trainer & trainees

Training Material:

  • Identify and assess existing materials
  • Adapting materials
  • Identifying appropriate training techniques

Training Venue & Logistics:

  • Determining & selecting training venue
  • Physical room arrangement
  • Reviewing and evaluating the training logistics & support 

PART III 

DURING THE TRAINING

Train the Trainers:

  • Identifying differences between training  
  • Applying learning principles
  • Using appropriate training techniques
  • Trainer positioning
  • Tips on looks and standing
  • Tips on successful trainers
  • Tips on things to avoid

Training environment:

  • Creating positive learning environment
  • Creating energy in the training room
  • Dynamic attention getters/energizers
  • Increasing audience buy-inandparticipation
  • Dealing with difficult participants

Reinforcement & Achievement:

  • Revisiting & Reinforcing Content objectives
  • Verifying achievement of learning 

PART IV 

AFTER THE TRAINING

  • Selecting training and evaluation methods
  • Assessing and summarizing training experiences
  • Assessing impact of training event
  • Reporting evaluation results
  • Applying outcomes of evaluation and review.

Material

The Trainer’s Tool Kit Second Edition by Charney and Kathy Conway, American Management Association

Certification

CIPT certificate is accredited from Missouri State University, Management Development Institute MDI and Institute of Professional Managers IPM

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