Workplace training dvanced

Most organisations realise that transferring skills between staff is crucial.

This course is designed specifically to develop the skills required to become an excellent workplace trainer or coach. For most people, the skills they develop are a highly valued tool in their management skills tool kit.

All aspects on workplace training are covered, from the initial identification of needs, through session design, to testing understanding and evaluation.

Practical guidelines and simple templates for use back at work are provided and learners have ample opportunity to work on their own projects during the course.
By the end of this course learners will be able to:

• Understand how people learn best
• Communicate effectively with trainees
• Assess specific training needs
• Plan a workplace training session
• Design support materials
• Support and train work colleagues
• Vary their style to meet individual needs
• Confidently deliver one-to-one training at work

Day 1

• Introduction
• What do we mean by workplace training? - The learners 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. Learners will also be presented with some compelling statistics supporting the massive amount of learning that goes on in organisations outside formal training events
• The stages and styles of learning - Learners 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. Using a brief questionnaire and discussion, the learners then examine how their learning and coaching styles differ and what implications this may have for us as trainers in the workplace
• Training delivery: initial assessment - Learners 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 - Learners explore the techniques and methods available to achieve the most effective training in different situations. Learners will develop a toolbox of options to apply in the various contexts they may face as workplace trainers in their organisation
• Training delivery practice - Learners now practise using the tools they have learnt during the previous session. Assessment and critique will be provided through the group and the facilitator

Day 2

• Managing the development process - Learners 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 - Learners 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; giving and receiving feedback; objectivity; pacing and leading; handling emotions and other difficult situations
• Training delivery practice - focusing on the trainee - Learners practise delivering workplace training while maintaining the most effective and appropriate style of communicating with and developing their trainee
• Coaching for improved development - Learners 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, learners practise eliciting information, opinions, feelings, goals, options and a commitment to act from their trainees. This model allows workplace trainers to give ownership of the process and decisions to the individual and so increase motivation and confidence