This is a starter programme for anyone beginning their career in training. Trainers first need to understand how people learn. Then, they need the skills to engage with the learners and deliver learning in ways that encourage both retention and application. This programme provides the new or inexperienced trainer with the knowledge and skills required to deliver interactive and participative classroom training, underpinned by a sound understanding of a wide range of learning theories, and helps trainers to consider strategies to manage behaviours that can impact the achievement of the session objective.

What's included in the course

  • Pre-course work
  • Evening work
  • Assessment
  • Online workshop: Managing Challenging Behaviours

What the delegates will learn

  • Considering their learners
  • Preparing for a learning event
  • Structuring the learning event
  • Facilitating the learning event
  • Employing questioning skills
  • Establishing and maintaining credibility
  • Selecting methods and media
  • Employing a balanced approach
  • Strategies for managing challenging behaviour
  • Realigning learner behaviour

Next steps

  • Training Delivery Part B - engaging with learners
  • Online Facilitation Skills
  • Facilitation Skills

Suitable for new and inexperienced trainers who wish to formalise their skills and knowledge with an internationally recognised qualification.

Delegates plan and deliver a training session that is assessed against the TAP Training Style, Activity and Structure profiles.

Session one: Consider your learners
In this session, we consider:

  • The differences between training and presenting
  • What they are, and how to overcome our learner's concerns
  • How adults learn

Session two: Training delivery style
In this session, we consider:

  • Generating a positive learning climate
  • Identifying and coaching delegates who are struggling with pace/content
  • Dealing effectively with groups of mixed ability
  • Managing the learning event efficiently
  • Using active listening techniques

Session three: Learning objectives and tests
In this session, we consider:

  • The three essential elements of a well-structured objective
  • Assessing that knowledge and/or skills transfer has taken place
  • Assessing the achievement of the learning event objectives
  • The relationship between objectives and tests

Session four: Training session structure
In this session, we consider:

  • Structuring the intervention
  • Stating clear objectives and agreeing expectations
  • Setting a route map for the session
  • Capturing and assessing the learners’ prior knowledge, skills and attitude
  • Building links to aid delegate learning
  • Delivering appropriate content in a learning-efficient sequence
  • Reinforcing the key points from the intervention
  • Monitoring and controlling progress of the group and individuals
  • Adapting the methods and/or content to the progress identified

Session five: Balancing trainer activity
In this session, we consider:

  • Praising learners, clearly and verbally, when appropriate during their learning
  • Signposting the structure and progression of the training intervention at the beginning and at appropriate points throughout
  • Balancing requests for action and training advice/opinion with learner input
  • Judging the level of demonstration of complex involved tasks required for effective learning
  • Using a variety of questioning types and techniques
  • Handling delegate questions effectively
  • Using reflective questioning to get delegates to take responsibility for learning

After the workshop live online webinar: Managing challenging behaviour
In this session, we consider:

  • Types of challenging behaviour
  • Decision making
  • General strategies
  • Behaviour realignment