Work place trainer advanced

The aim of this day is to introduce participants to derivatives and how they can be used to help a company change its profile. Derivatives accounting under IFRS and US GAAP will also be covered in detail. The course will be part lecture and part workout. The business may wish to provide deal information so participants will get to see examples of the bank''s deals and the approach the bank takes to pitching for business.
Day 1

The facilitator introduces the course and states the formal objectives of the course. Participants also examine their personal objectives for the course.

• What do we mean by workplace training? - Participants develop a definition of workplace training that is relevant to their own role. They consider the appropriate boundaries, objectives and behaviours for the role, and its possible problems
• The stages and styles of learning - Participants consider the cycles of learning and how they, as trainers responsible for the development and learning of others, can both understand and use them to assess progress and plan next steps
• Training delivery - initial assessment - Participants now have the chance to practise delivering a workplace training session. This will allow an assessment and feedback that will form the basis of the future development of skills through the course
• Explanation, techniques and training methods - Participants explore the techniques and methods available to achieve the most effective training in different situations Participants will develop a toolbox of options to apply in the various contexts they may face as workplace trainers in their organisation
• Training delivery practice - Participants now practise using the tools they have learnt during the previous session. Assessment and critique will be provided through the group and the facilitator
• Managing the development process - Participants use the Situational Leadership model to explain the development process and consider appropriate styles of training to suit individuals'' development levels. They also consider how to assess development levels and apply the right style of training in the context of their work
• Essential skills for workplace training - Participants make a list of the essential skills needed for their role before focusing on those they believe they need to develop, such as: listening and questioning; observing unspoken communication such as body language, gesture, voice, health and general congruence of messages
• Training delivery practice, focusing on the trainee - Participants practise delivering workplace training while maintaining the most effective and appropriate style of communicating with and developing their trainee
• Coaching for improved development - Participants are introduced to the STEER model of the coaching process. Applying the model to their role at work they develop a structure to allow co-operative ways to spot coaching needs; tailor coaching to the needs of the individual; explain and explore relevant knowledge, skills and behaviours; encourage and support the individual; and review the individual''s progress and the coaching process.
• Counselling for self-knowledge - Using the GROW counselling model and other techniques for self-appraisal, participants practise eliciting information, opinions, feelings, goals, options and a commitment to act from their trainees

Participants review the effectiveness of the course and commit to applying their new skills in the workplace.