FETAC Level 6 Train the Trainer

Course details

The aim of the programme is to enhance the existing skills, knowledge and behaviours of learners relating to the design, delivery and evaluation of training programmes in accordance with international best practice in adult learning.

Objectives

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

• Understand different learning styles and prepare accordingly
• Evaluate different approaches to training
• Work effectively with a range of learner groups
• Design, deliver and evaluate a training programme effectively.
• Develop and implement appropriate assessment methods
• Assess their ‘comfort zone’ when delivering training and the impact it has on learners.

Units (tailored in accordance to duration and company requirements)

• Unit 1 Theories of Training & Adult Learning
• Unit 2 The Role of The Trainer
• Unit 3 Training Needs Analysis and Programme Design
• Unit 4 Preparing for Delivery (one to one, group or both as required by learners)
• Unit 5 Delivery & Assessment (one to one, group or both as required by learners)
• Unit 6 Evaluation of Training

Sample Training Schedule

This draft schedule for day one demonstrates how Michael embraces best practice in relation to adult learning (content edited in accordance with course duration selected):

Day 1(Sample)

ActivityObjectives

Welcome & Introductions

Flipchart Rotation*

Stakeholders list

• What contributes to effective training
• What words describe a good trainer
• What different ways do Adults learn?

Facilitated Group Discussion

• Using the outputs from the Flipchart Rotation exercise discuss, elaborate and evaluate points made and highlight points that need to be addressed particular in relation to learning styles

BREAK

• 15 min break – Tea/Coffee

VIPP Card Exercise** & Group Discussion

• What different ways can we train?
• Understand the Training Cycle & Adult Learning Cycle

Formal Input

• Develop Training Objectives

LUNCH

Formal Input

• Demonstrations (The DIP Method) Key steps and processes

Group Discussion

• Put the theory into context with practical application

Role Play

• Facilitating groups

Facilitation Session

• Key learning points achieved

BREAK

Lego exercise & group discussion

• Develop empathy with learners, recognise barriers to learning, interrupt basic body language

Group Facilitation: Applying the theory

• Develop a template for giving demonstrations in line with company procedures

Key Tools & Techniques in Training

• Facilitated session on various tools and techniques employed by trainers

Close

Review, evaluation & Thank participants for their input

• Flipchart Rotation allows participants (in small groups) to add their comments/suggestions on each flipchart by rotating to the next flipchart every 5-6 minutes.
• *Visualisation In Participatory Process (VIPP) involves participants writing on a DL size coloured card which are clustered and stuck to flipchart (using 3M mount spray – creating post-it effect).

Methodology

MCX embraces best practice in relation to adult learning. MCX employs modern training techniques to ensure focus, balanced interaction and action orientation. Michael is particularly noted for his ability to retain learners’ interest in an informal, respectful and light hearted manner while simultaneously ensuring beneficial and relevant learning is achieved for each participant.

The programme commences with contracting with participants to facilitate the trainer to tailor the programme in response to specific participant/company requirements and needs. The degree of focus on particular aspects of the programme is determined during the participant contracting process and is agreed with the participants. This contract is reviewed at the start of the last day to ensure all participants achieved the desired learning.

The training is highly participatory, action orientated and with an emphasis on facilitated group discussion and role plays to ensure the learning remains relevant to the learners and eases the transfer of learning to the workplace

MCX applies the 80/20 rule whereby ~80% of the course material will be achieved drawing on participants prior knowledge, experience and expertise with the ~20% gap in knowledge and skills being provided by the trainer.

Michael’s unique style of training relies heavily on a range of learning tools and techniques that guarantees real learning, enjoyment and highly motivated learners.

Each day session will commence and conclude with a review of learning achieved to date.

The method of assessment is focused on providing learners with an opportunity to celebrate their learning and as a result is straight forward and honest without any obscurity.

In addition to completing the programme evaluation sheet provided by Skillnet participants are facilitated in a workshop format to identify what aspects of the programme they would like to see more of and less of. This feedback is reviewed and each programme modified accordingly in accordance with MCX’s polices for evaluation and continuous improvement.

Key Performance Indicators

The following KPIs are not listed in order of priority and are subject to input/modification:

Indicator

Criteria

• Group Focus

Was the group focused throughout workshop? Duration that tangents were entertained? Did the facilitator keep focus while encouraging participation and stimulating discussion?

• Participation

Was there a high level of participation? Was there balanced participation? Did the facilitator ‘gate keep’ ensuring all contributions were heard and understood? Did the facilitator clarify and summarise detailed points to ensure understanding?

• Action Orientation

Were the objectives achieved? Was a critical analysis achieved? Were the objectives meaningful, achievable and realistic?

• Time

Did the workshop commence and conclude on time? Was the workshop plan generally adhered to?

• Evaluation

Did the learners find the process beneficial, worthwhile and rewarding? Will the learning be transferring to the workplace?

• Assessment

Was the assessment clearly detailed and was ongoing trainer support provided.

Assessment

The following is the standard method of assessment but this can be adapted to match the learning requirements of the group.

Skills Demonstration 50%

On the last day of the programme participants deliver two skill demonstrations to fulfil FETAC assessment criteria. These consist of a five minute formal presentation and a ten minute facilitated session. Participants need no prior knowledge of either methods of training prior to the programme and the skills, knowledge and attitudes required to deliver these skill demonstrations will be provided during the programme including providing participants with an opportunity to practice facilitating trainers.

In certain instances, to ensure the relevance of the training to the workplace, learners who deliver in-house one to one training in a manufacturing environment can have an option to deliver a one to one skill demonstration in place of either of the above mentioned skill demonstrations.

Assignment

Participants are requested to submit a training needs analysis and programme plan based on a course of their choice. The skills, knowledge and attitudes required to prepare this assignment is provided during the programme and in addition participants will get the opportunity to commence (though not complete) all aspects of the assignment during course time thus ensuring a 100% completion rate.

As a FETAC QA Centre, MCX provides reasonable accommodation to learners with special learning requirements in accordance with quality assurance policies agreed with FETAC.

The assignment is posted two weeks after the last day of the programme.

Note that the Trainer is available by mobile and email to learners, day or night, weekday or weekend should they require support with preparations for their skill demonstrations and their written assignments.

MCX Lifelong Guarantee

MCX provides a lifelong support to participants who have issues relating to the implementation of best practice in supervisory management in the workplace.