Seminar or Course –
Number 003 -
Trainer Training: Training for Trainers Course, Leading
to Diploma - Postgraduate - in Trainer Training:
Training for Trainers, Double-Credit, 60 Credit-Hours,
accumulating to a Postgraduate Certificate, with 120
additional Credit-Hours, and a Postgraduate Diploma,
with 300 additional Credit-Hours.
Doctor of Philosophy {(PhD) {University College
London (UCL) - University of London)};
MEd Management (University of Bath);
Postgraduate (Advanced) Diploma Science Teacher
Ed. (University of Bristol);
Postgraduate Certificate in Information Systems
(University of West London, formerly Thames Valley University);
Diploma in Doctoral Research Supervision,
(University of Wolverhampton);
Teaching Certificate;
Fellow of the Institute of Management
Specialists;
Human Resources Specialist, of the Institute of
Management Specialists;
Member of the Asian Academy of Management (MAAM);
Member of the International Society of Gesture
Studies (MISGS);
Member of the Standing Council for Organisational
Symbolism (MSCOS);
Member of ResearchGate;
Executive Member of Academy of Management (AOM).
There, his contribution incorporates the judging of
competitions, review of journal articles, and guiding the
development of conference papers. He also contributes to the
Disciplines of:
Human Resources;
Organization and Management Theory;
Organization Development and Change;
Research Methods;
Conflict Management;
Organizational Behavior;
Management Consulting;
Gender & Diversity in Organizations; and
Critical Management Studies.
Professor Dr. Crawford has been an Academic in
the following UK Universities:
University of London (Royal Holloway), as
Research Tutor;
University of Greenwich (Business School), as
Senior Lecturer (Associate Professor), in Organisational
Behaviour and Human Resource Management;
University of Wolverhampton, (Wolverhampton
Business School), as Senior Lecturer (Associate Professor), in
Organisational Behaviour and Human Resource Management;
London Southbank University (Business School), as
Lecturer and Unit Leader.
His responsibilities in these roles included:
Doctoral Research Supervisor;
Admissions Tutor;
Postgraduate and Undergraduate Dissertation
Supervisor;
Programme Leader;
Personal Tutor.
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Classroom-Based Duration and Cost: |
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Classroom-Based Duration: |
10 Days |
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Classroom-Based Cost: |
£10,000.00
Per Delegate |
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Group Cost: |
Varies With Group Size |
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Group Residential Cost: |
Up To 86% Discount, Based on Numbers. |
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Online Synchronous (Video-Enhanced) Duration and
Cost |
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Online Duration: |
20
Days @ 3 Hours Per Day |
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Online Cost: |
£6,700.00 Per Delegate |
Daily Schedule:
09:30 – 16:30
The
course cost does not include living accommodation. However,
students and delegates are treated to the following:
Free Continuous snacks throughout the Event Days;
Free Hot Lunch on Event Days;
Free City Tour;
Free Stationery;
Free On-site Internet Access;
HRODC Postgraduate Training Institute’s Diploma – Postgraduate; or
Certificate of Attendance and Participation – if unsuccessful on
resit.
HRODC
Postgraduate Training Institute’s Complimentary Products include:
HRODC Postgraduate Training Institute’s Leather Conference Folder;
HRODC Postgraduate Training Institute’s Leather Conference Ring
Binder/ Writing Pad;
HRODC Postgraduate Training Institute’s Key Ring/ Chain;
HRODC Postgraduate Training Institute’s Leather Conference (Computer
– Phone) Bag – Black or Brown;
HRODC Postgraduate Training Institute’s 8GB USB Flash Memory Drive,
with Course/ Programme Material;
HRODC Postgraduate Training Institute’s Metal Pen;
HRODC Postgraduate Training Institute’s Polo Shirt.
For Whom Designed
This Diploma - Postgraduate
- Double-Credit Course is Designed for:
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Trainers;
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Training Managers;
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Human Resource Personnel;
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Managers;
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Supervisors;
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Corporate Facilitators;
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Corporate Trainers;
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Team Leaders;
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Lead Employees who need to excel at designing, developing and
delivering successful trainings;
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All others desirous of gaining the needed expertise in training and
development.
Seminar or Course –
Number 003 -
Trainer Training: Training for Trainers Course, Leading
to Diploma - Postgraduate - in Trainer Training:
Training for Trainers, Double-Credit, 60 Credit-Hours,
accumulating to a Postgraduate Certificate, with 120
additional Credit-Hours, and a Postgraduate Diploma,
with 300 additional Credit-Hours.
Calling all current and aspiring trainers, teachers, lecturers,
consultants, managers, supervisors, corporate facilitators,
corporate trainers, team leaders, lead employees who need to excel
at designing, developing and delivering successful trainings, All
others desirous of gaining the needed expertise in training and
development! This ‘Trainer Training: Training for Trainers
Course’ will enhance your career as a trainer, consultant or
educator. Like no other trainer training course, it explores the
scientific bases of training and development, focusing on learning
and memory enhancement. If your answer to at least one of the
questions below is no, then this Trainer Training Course is for
you:
·
Do you know the difference between education, training and
development?
·
Do you know what constitutes a ‘Learning Organisation’?
·
Are you aware of the fundamental principles of learning and memory?
·
Can you design an effective training programme?
·
Do you know the taxonomy of educational objectives?
·
Can you establish behavioural objectives;
·
Can you deliver an effective oral/visual presentation?
·
Can you conduct an effective training needs analysis?
·
Are you aware of the role of the internal trainer?
·
Are you conversant with Aptitude, Treatment Intervention (ATI)?
By the conclusion
of the specified learning and development activities, delegates will be
able to:
Be conversant with the theories of learning and memory crucial to
the development and implementation of training programmes;
Be aware of the taxonomy of educational objectives and translate
these into individual capability and achievements;
Determine the most appropriate way to organise training and
development courses;
Be able to equip a training room for maximum impact and
effectiveness, within organisational budget and other constraints;
Design courses that account for individual training needs and
learning curve;
Design learning objectives, mindful of what can be realistically
achieved - in terms of the experience and motivation of delegates;
Design learning experiences that will ensure that learning;
Meet the objectives - taking account of relevant factors associated
with established principles of learning;
Design appropriate delegate activities relevant to the stated
learning objectives;
Demonstrate their ability to prepare for and make effective oral
presentations;
Demonstrate their ability to conduct individual, team and
organisational training needs analysis;
Use different internal sources of information to assess;
Be equipped with the immediate and future training and development
needs;
Be capable of designing evaluation questionnaire for individual
courses, training programmes, and presenters;
Determine when training intervention is necessary;
Link organisational and subsystem business strategy to training and
development strategy;
Position the training department within organisational corporate
structure;
Design appropriate in-course evaluation;
Design appropriate assessments and assessment strategy of
award-bearing components of training programmes;
Effectively structure training courses to incorporate formal
presentations, delegate activities and evaluation;
Incorporate appropriate 'Ice-breaker' and 'Closure' activities that
will enhance the effectiveness of individual training courses;
Demonstrate exceptional leadership in the management of the learning
environment
Effectively manage commissioning relationships; and
Effectively manage a training department.
Course
Number 003 - Leading to Diploma – Postgraduate – in
Trainer Training (Double Credit), Accumulating to a Postgraduate
Diploma.
Click to download the PDF Brochure for this Course.
Course Contents, Concepts and Issues
Part
1: Education, Training and Development
Education Defined;
General Education;
Specialist Education and Special Education.
Training Defined;
Development Defined;
Behavioural Objectives:
Learner;
Participant or Delegate;
Examples of Specific Behavioural Objectives.
Education, Training and Development as Organization Development:
Organizational Development Defined
Emphasis and Concerns
Organisational Effectiveness Defined
Part
2: Learning Theory
Learning Defined;
Factors Affecting Learning:
Learning Curve:
Definition;
Factors affecting individual learning progress:
Aptitude, Treatment Intervention (ATI):
Aptitude Defined;
ATI Defined;
Views of ATI:
Universalist View;
Contingency View.
Reinforcement Theory;
Levels of Learning:
The Learning Hierarchy
Simple Recall;
Comprehension;
Application;
Problem Solving;
Synthesis.
Other Related Factors:
Kolb’s Model;
Learning Approaches;
Learning & work motivation.
Part 3: Learning & its Application to Organisations
Bases of Learning Theories;
Examples of Learning Theories;
Classical Conditioning;
Operant Conditioning;
Instrumental Conditioning;
Learning Reinforcement;
Memory Acquisition;
Retention of Memory;
Memory Retrieval;
Skill Acquisition;
Inductive Learning.
Historical Contributions to Learning Theories:
Herman Ebbinghaus (1850 -1909)
Memory;
Retention Curve;
Negative Acceleration;
Learning Curve.
Ivan Petrovich Pavlov (1849 – 1938)
Classical Conditioning (US, UR, CS, CR);
Acquisition;
Conditioning Curve;
Extinction;
Spontaneous Recovery;
Temporal Ordering.
Edward Thorndike (1874 – 1949)
Instrumental Conditioning
Reinforcer;
Law of Effect;
Law of Exercise;
Principle of Belongingness.
Clark Hull (1884-1952)
Reaction Potential;
Habit Strength;
Drive;
Incentive Motivation;
Inhibition.
Edward Tolman (1886-1959)
Latent Learning;
Cognitive Map.
B. F. Skinner
Instrumental Conditioning or Operant Conditioning;
Free Operant;
Cumulative Response Record;
Scalloped Function.
Atkinson & Shiffrin
Short – Term Memory;
Rehearsal;
Long – Term Memory.
Part 4: Role of Internal Trainer (1)
Identification of Individual and Organisational Training Needs;
Plan Training & Development Programmes;
Establish Training & Development Objectives;
Organise and Deliver Training Programme;
Liaise with External Training Consultants & Training & Educational
Organisations;
Evaluate Effectiveness of Training Programme;
Recommend External Programs;
Recommend &, or, Commission Training Consultancy;
Identify Potential Internal Training Facilitators;
Engage in Internal Training Facilitators;
Part 5: Role of Internal Trainer (2)
Evaluate effectiveness of Internal and External Training
Consultants;
Evaluate effectiveness of Specific Training Activities;
Prepare other Trainers;
Manage the Training Environment;
Motivate Delegates & Potential Delegates;
Provide Consultation Service to Managers & other Individuals;
Devise & or Influence Training Policy;
Interpret & Adhere to Training Policy;
Ensure that Training is Related to Immediate and Long Term
Organisational Strategy;
Monitor the Training Operation;
Ensure that Training Standards are Established, Enforced &
Monitored;
Ensure that Associated Administrative Functions are Effective.
Part 6: Training Interventions
Formal Training Interventions:
Attributes and Methods;
Out-door Adventure;
Computer-based Training;
Programmed Interactive Learning;
Distance Learning;
Job Rotation and Job Shadowing: Formal or Informal?;
Coaching;
Incidental Learning;
Trial and Error;
Informal Observation;
Modelling Informal Mentors.
Application and Disadvantages.
Part 7: Training Policy and Strategy
Training Policy Vs. Business Strategy;
Training Policy:
Matched with Specific Organisational Needs;
Response to Existing Organisational Ineffectiveness.
Linking Training Policy to Business Strategy:
The Element of Finite Resources;
Good Business Sense;
Enhancement of Organisational Objectives.
Other Arguments.
Education & Training for Personal Development:
Relation to Micro OD;
The Spin-off of Micro OD;
Policy: Aligned to Business Strategy;
Improved Effectiveness.
General Questions:
Contribution to Competitive Advantage or Improved Organisational
Functioning;
Training and Unemployment.
Part 8: Induction, Appraisal and Probation
Induction:
Definition;
Importance;
Formal Training;
Commitment:
Moral
Commitment;
Remunerative
Commitment;
Calculative
Commitment.
Probationary Period:
Fixed Term;
Assessment;
Confirmation.
Performance Appraisal:
Types of Performance Appraisal
Ranking Scales;
Force Ranking;
Paired Comparison;
Self Appraisal;
Paired Comparison;
Self Appraisal;
Critical Incident;
Management by Objectives;
360 Degree Feedback.
Part 9: Learning Organisation: An Introduction
Learning Opportunity;
Circumvention of Formal Communication Channels;
Effective Technology – Based Communication System;
Effective Control System;
Component Supplier – Producer Collaboration;
Effective and Swift Environmental Response;
Flexible Reward System;
Effective Boundary Management;
General Organisational Development: Macro & Micro;
Efforts to Maintain & Improve Organisational Health.
Part 10: Organisational Learning & Learning Organisation
Organisational Learning & Learning Organisation: A Distinction;
Implicit Learning & Tacit Knowledge:
Characteristics of Implicit & Tacit Knowledge.
Organisational Learning:
Organisation as Individuals;
Benefits;
Learning from One to Many or Many to One;
Social Learning;
Self Adjustment.
Individual & Organisational Learning;
Learning Organisation:
Acknowledges;
Facilitates;
Exploits.
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