Award in Train The Trainer - MQF/EQF Level 5

Title of the Module/Unit

 Module 2: Advanced Train the Trainer

Module/Unit Description

This Module focuses on the:

a)      describing the trainer competency framework.

b)      outline the principles of adult learning or ‘andragogy’. General characteristics of adult learners.

c)      accelerating learning and the basic principles behind multi-sensory learning through the use of all five senses.

d)     Setting of Learning Objectives consisting of Behaviour, Condition and Standard Objectives.

e)      Learning Theories – determining the various learning styles during training; adjusting training delivery to facilitate learning

f)       delivering feedback to trainees: motivational and developmental feedback.

g)      explaining group dynamics and management; dealing with difficult delegate behaviour.

h)     applying facilitation techniques in training.

 Learning Outcomes

Competences:

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a)      Design a useful training course at his/her place of work;

b)      Be responsible for the training function at his/her place of work;

c)      Monitor the effectiveness of his/her training function and improve performance through delegates’ feedback and course evaluations;

d)     Become a better trainer, also using an appropriate leadership style during training.

Knowledge:

At the end of the module/unit the learner will have been exposed to the following:

a)      Referring to a number of advanced theories which, taken together, lead to more effective delegates training;

b)      Understanding ‘active learning’ and how a person learns; this is vital to help a trainer further develop his/her skills;

c)      explaining the Active Learning Cycle;

d)     illustrating the role of the Advanced Trainer, based on the work of Robert Glaser (1990);

e)      stating how effective communication builds rapport with trainees:

f)       discussing the theory of adult learning vs children learning, as developed by Malcolm Knowles (1970), whose area of research was how to help adults learn;

g)      Characterising the Visual, Auditory and Kinaesthetic (VAK) learning preferences;

h)     Highlighting the difference in thought processes using the left as against the right side of the brain;

i)       Classifying the fundamentals of designing a training course;

j)        Describing Hopson and Loughary (1979) research on the different stages during training;

k)      explaining how people learn – the model  developed by Belbin, Downs and Perry (1981);

l)        expressing the John Heron ‘Modes of of Facilitation’ model;

m)   outlining Bloom’s learning CATEGORIES (1960);

n)     giving feedback to participants.

Skills:

Module-Specific Communication Skills

(Over and above those mentioned in Section B)

The learner will be able to: 

a)      Discuss the theories of learning in particular, active learning and those developed by Kolb, Honey and Mumford and Carl Jung;

b)      Explain how people learn, namely not just by ‘doing’, but by adding variations to what they already know and do. In this way, people would be able to handle more complex situations;

c)      Present the Active Learning Cycle to the trainees and guide them through it. This is a four-stage process involving doing an activity, reviewing their experience, learning new theories and alternative approaches and applying what they have learnt to other situations.

d)     Review how good communication builds rapport and illustrate how body language is as important as the spoken word;

e)      Discuss the ‘life stages’ of learning and explain which learning situations adults prefer;

f)       Analyse the three styles of learning (VAK);

g)      State the differences between the left brain and the right brain processor and what each side of the brain is geared for;

h)     Explain the principles involved in designing a training course and the importance of setting clear learning outcomes;

i)       Describe the role of the training facilitator.

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

The learner will be able to:

a)      Assess what role to play as a skilled group facilitator to best promote the dynamics of that group and to contribute toward the group succeeding;

b)      Identify difficult individuals within a group and assessing how to best deal with them;

c)      Propose a learning environment that promotes behaviour change;

d)     Select questioning techniques so as to keep the group engaged

e)      Identify ways of how to provide information in a clear manner which delegates can easily understand;

f)       Keep abreast with new theories and in this field of effective training through own study and research;

g)      Evaluate his/her training performance and the feedback received from the participants to keep improving his/her training capabilities and effectiveness;

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

At the end of the module/unit, the learner will be able to

a)      access online sites and portals, know what to look for and where;

b)      Develop reciprocity and cooperation amongst students through the use of break-out sessions during training;

c)      Respect diverse talents and ways of learning.