Training for competency in any environment which requires the presentation of critical and non-critical information, must be done with both competence and confidence.  If critical information is not properly presented, the consequences may include injuries, death and/or severe regulatory penalties. Non-critical information includes precepts or building blocks that may lead to critical consequences.  In all aspects of training, information presented must be correct and complete. 

Train the Trainer (TTT) course, designed to provide instruction on all aspects of the training environment. This will prepare the instructor to identify and effectively handle the needs of the trainee, thereby enhancing information retention. The focus is on preparation and maintenance of the Instructor, environment and the trainee to enhance learning.

Objectives:

Train The Trainer Course is designed to teach participants how to:

• Describe effective communication skills/techniques as applicable to an instructional environment.
• Describe the traits to be demonstrated by an effective instructor.
• Describe instructor responsibilities related to listening and enhancing student listening.
• Describe categories of student motivation (internal and external).
• Describe techniques of student motivation.
• State the roles of the instructor and the student.
• Define the modes of instruction:
  1. Group-paced
  2. Self-paced
• Describe the characteristics of group-paced instruction and learning, to include instructor and student roles and planning issues.
• Describe the characteristics or self-paced instruction and learning, to include instructor and student roles and planning issues.
• Describe the information-processing steps.
• State the definition of learning.
• Describe how people learn.
• Describe learner differences.
• Describe the application of principles of learning.
• Describe learning objectives to include:
  1. Classification
  2. Types
  3. Elements
  4. Construction
• Describe the purposes of oral questioning in an instructional environment.
• Describe the construction of an oral question.
• Describe the types and uses of oral questions in an instructional:
  1. Factual
  2. Yes/No
  3. Leading
  4. Multiple answer
  5. Canvassing/Polling
• Describe oral questioning techniques to include:
  1. Five-step questioning technique
  2. Handling incorrect responses
  3. Calling on non-volunteers
  4. Prompting
  5. Seeking further clarification
  6. Refocusing
  7. Reverse
  8. Redirect
• State the purpose of a lesson plan.
• Describe the elements of a lesson plan.
• State the purpose of lesson plan personalization.
• Describe Lesson Plan personalization to include:
  1. Technical Data
  2. Questions
  3. Presentation enhancement notes and features
  4. Procedures for personalizing
• State the purpose for preparing self, materials, and the environment to instruct students in a group-paced course.
• Describe how to prepare self, materials, and the environment to instruct students in a group-paced course.
• State the purpose of student materials.
• Describe the Trainee Guide to include Front Matter and instruction sheets.
• State the purpose of curriculum maintenance.
• State the purposes of Instructional Media Material (IMM).
• Describe characteristics of an effective training aid.
• Describe IMM to include:
  1. Visual Aid Panel (VAP)/Chalkboard
  2. Computer-Aided Instruction (CAI)
  3. Interactive Courseware (ICW)
  4. Trainer/Simulator
  5. Document camera
  6. SMART Board
  7. Video
  8. Transparencies
  9. Easel charts
  10. Exhibits
• Describe the considerations for planning and presenting a lesson using the VAP.
• Describe techniques for using additional IMM in a group-paced course to include:
  1. Computer-Aided Instruction (CAI)
  2. Video
  3. Transparencies
  4. Easel charts
  5. Exhibits
• Describe procedures for preparing materials to instruct students in a group-paced course.
• Describe procedures for preparing the environment to instruct students in a group-paced course.
• State the purposes of instructor evaluation.
• Describe the instructor evaluation forms used in a group-paced course.
• Describe the areas to be observed while evaluating an instructor in a group-paced course.
• State the purposes of an instructor self-evaluation.
• State the purposes for evaluating performance.
• Describe the procedures for evaluating performance.
• Identify causes of poor performance.
• State the purposes of student remediation.
• Describe the procedures for student remediation.
• State the purposes of tests and testing.
• Describe the characteristics and types of knowledge tests.
• Describe the characteristics and types of performance tests.
• Describe performance test evaluation instruments/forms to include:
  1. Checklist
  2. Rating scale
  3. Combination
• Describe the connections between learning objectives and test items.
• Describe the types of knowledge test items:
  1. True/False
  2. Completion
  3. Essay
  4. Multiple-choice
  5. Matching
• Write a knowledge test item that effectively tests the objective.

Scope:

This course covers:

• Effective Communication.
• Motivation.
• Modes of Instruction.
• Principles of Learning.
• Learning Objectives.
• Questioning Techniques.
• Instructor Guide (IG) and Student Materials.
• IMM/Instructional Media Material.
• Instructor Evaluation.
• Evaluating Student Performance.
• Testing.

Duration:

5 Days

Practical Exercises:

• 1 five minute self-introduction by each candidate, 2 fifteen-minute presentations and 1 thirty-minute final presentation, all evaluated by the Instructor..

Target Audience:

All staff authorized and/or responsible for to delivering training within the company .

Test:

36 multiple-choice test is administered at the conclusion of the program. Incorrectly answered questions will be reviewed with student to ensure understanding before completion of course.

Course Materials:

All participants are issued a Training Manual (Student Guide).

Course Completion Certificate:

Program participants who successfully complete the course are issued LMCI certificate of completion.