Advanced Trainer-Training, For Lecturers, Leaders, Managers, Corporate Trainers, and Consultants, Postgraduate Course, Leading To Diploma - Postgraduate - in Advanced Trainer-Training, Double-Credit, and Executive Management, Module 6, 72 Credit-Hours, accumulating to a Postgraduate Certificate, with 108 additional Credit-Hours, and a Postgraduate Diploma, with 288 additional Credit-Hours. Click To Download Brochure.

Academic and Administrative Support Personnel;

Board of Directors;

Business Angels;

Chief Executive Officers (CEOs);

Chief Executives;

Chief Financial Officers (CFOs);

Chief Secretaries;

Company Secretaries;

Computer and Information Systems Managers;

Consultants;

Consultants;

Corporate Executives;

Corporate Managers;

Corporate Trainer;

Data Encoders;

Data Entry Operators;

Departmental Heads;

Development Training Coordinators;

Divisional Heads;

Divisional Heads;

Entrepreneurs;

Executive Directors;

Executive Vice Presidents;

External Change Managers;

External Organisational Development Consultants;

Front-end Web Developers;

General Educators;

General Managers;

Higher Education Lecturers;

Further Education Lecturers;

HR Administrative Support;

Human Resource Development (HRD) Practitioners;

Human Resource Directors;

Human Resource Managers;

Human Resource Personnel;

ICT Specialists;

Induction Managers;

Information Technology Directors;

Information Technology Managers;

Internal Change Managers;

Internal Organisational Development Consultants;

Lead Employees who need to excel at designing, developing and delivering successful Training Programmes;

Learning and Development Facilitators;

Lecturers, Generally;

Management Aspirants;

Management Graduates;

Management Information Systems Directors;

Management Lecturers;

Management Trainees;

Managers;

Managing Directors;

Media Distributor;

Middle Managers;

Movie and TV Directors;

Movie Editor;

Non-Executive Directors;

Organisational Development Practitioners;

Organisational Resource Directors;

Photographers;

Production Managers;

Professional Development Managers;

Professional Trainers;

Programmer Analysts;

Recruitment and Selection Officers;

Researchers;

Retention Officers;

Role Enhancement Officials;

Scriptwriters;

Security Specialists;

Senior Human Resource Management (HRM) Officers;

Senior Managers;

Senior Project Managers;

Senior Resource Managers;

Senior Secretaries;

Senior Security Specialists;

Software Engineers;

Software Quality Assurance Analysts;

Specialist, Professional Learning;

Supervisors;

Support Specialists;

System Administrators;

Systems Analysts;

Systems Architects;

Systems Software Engineers;

Team Leaders;

Technical Specialists;

Telecommunications Specialists;

Training and Quality Assurance Coordinators;

Training Managers;

Training Specialist;

University Vice Chancellors;

Vice Presidents;

All others desirous of gaining the needed expertise in Training and Development.

He was formerly an Expatriate at:

Ministry of Education, Sokoto, Nigeria;

Ministry of Science and Technical Education, Sokoto, Nigeria;

University of Sokoto, Nigeria;

College of Education, Sokoto, Nigeria; and

Former Editor-In-Chief of ‘Sokoto Journal of Education’.

By the conclusion of the specified learning and development activities, delegates will be able to:

Demonstrate their understanding of the theories of learning and memory, crucial to the development and implementation of training programmes;

Demonstrate their awareness of the “Taxonomy of Educational Objectives” and translate them into individual capability and achievements;

Determine the most appropriate way to organise training and development courses;

Exhibit their ability to equip a Training Room for maximum 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 Audio-Visual Presentations;

Demonstrate their ability to conduct individual, team and organisational training needs analysis;

Design evaluation questionnaires for individual courses, training programmes, and presenters;

Design Behavioural Objectives, based on the depth and breadth of the contents, concepts, and issues to be addressed;

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 'Icebreaker' 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;

Effectively manage a training department.

Demonstrate a high level of competence in using Microsoft PowerPoint;

Demonstrate familiarity with the PowerPoint interface;

Open new and existing presentations;

Create and utilise a master slide;

Distinguish between the various PowerPoint views;

Rearrange slides in the slide sorter view;

View a slideshow on full screen;

Navigate through a presentation;

Add text to slides;

Change the background colour of slides;

Add and delete slides;

Change the slide layout;

Insert Images in Microsoft PowerPoint Presentations;

Add animation to a slide, in Microsoft PowerPoint Presentations;

Add transitions to a slide, in Microsoft PowerPoint Presentations;

Insert hyperlinks, in Microsoft PowerPoint Presentations;

Use action buttons, in Microsoft PowerPoint Presentations;

Use the various print options, in Microsoft PowerPoint;

Hide slides in a presentation, in Microsoft PowerPoint;

End with a blank slide, in Microsoft PowerPoint;

View in kiosk mode, in Microsoft PowerPoint;

Loop a slideshow, in Microsoft PowerPoint;

Select the appropriate background design of a presentation, in Microsoft PowerPoint;

Use effective and relevant images, animations, and transitions in a presentation, in Microsoft PowerPoint;

Create PowerPoint Scripts that portray the information that they intend to disseminate;

Transform PowerPoint Scripts into appealing PowerPoint Presentations;

Stipulate the positive and negative factors affecting  Learning;

Identify the issues that affect Memory, negatively and positively;

Correctly suggest at least 2 factors that have a positive effect on learning and knowledge retention;

Outline the bases of Learning Theories;

Provide at least two examples of Learning Theories;

Explain and exemplify Classical Conditioning;

Provide an explanation, with example, of Operant Conditioning;

Explain Instrumental Conditioning, in a simple but effective manner;

Suggest the importance of Reinforcement, to the Learning Process;

Name some factors necessary for Skill Acquisition;

Explain the concept of Inductive Learning;

Defend the importance of Learning Theories to organisational settings;

Define Learning, establishing its varied contexts;

Outline some factors that might affect learning in an organisational setting;

Define and explain the ‘Learning Curve’:

Outline the factors that are likely to affect an Individual’s Learning Progress;

Provide an accurate explanation of Aptitude, Treatment Intervention (ATI):

Define and explain the issue of Aptitude;

Provide the two prevailing views of Views of ATI:

Explain and exemplify Reinforcement Theory;

Enumerate the ‘Levels of Learning’ proposed by at least two theorists.

Enumerate the relationship between Learning & Worker Motivation;

Enumerate at least three types of Training Interventions;

Discuss the relationship between Training Policy and Organisational or Subsystem Strategy;

Explain the Micro Organisational Development Approach to Training and Development;

Provide some guidance regarding the maintenance of an effective Training and Development Strategy, amidst the organisation’s limited and dwindling resources;

Address the issue of ‘Education & Training for Personal Development’;

Establish positive arguments with respect to the Contribution that Training and Development play in an organisation’s Competitive Advantage or Improved Organisational Functioning.