Certified Professional Trainer DIPLOMA

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Course id: CPT

Duration: 12 Days

introduction

When a sector is immersed with many so-called “training experts”, the companies and the other institutions requiring training will need to feel confident that the trainer with which they want to deal possesses knowledge, values and skills necessary for their success. “ILLAFTrain of Trainers” helps to guarantee that the trainer has achieved the standards necessary for the success of the company’s professional development, and that he can offer what he claims he is able to offer.

“ILLAF Train of Trainers” offers a training course for Certified Professional Trainer in order to supplement the training market with the best trainers possessing the necessary knowledge and skills provided by this course.

• The course is characterized by the practical interest that enables the trainer to acquire the skills necessary to become a Professional Trainer with high level of visual and practical knowledge and performance.
• The model of the trainer’s merit in this course is an extension of the merit model relevant to the International Board of Standards for Training, Performance and Instruction IBSTPI
• In this course, a practical application of at least 100 techniques of the Accelerated Learning techniques is performed.
• Not only one trainer leads the course, but at least four leaders that are available throughout the course.
• The course is delivered under the supervision of professional trainers at the Middle East and North Africa level.
• Each trainee will deliver (at least) 10 presentations, in which he adopts specific methods in determining the course’s objectives, design, presentation, assessment and applying all the visual material on the ground.
• The training groups are composed of at most seven trainees, under the supervision of a leader trainer; therefore, there will be a greater focus on each trainee.
• The trainees are assessed according to the trainer assessment model composed of 20 points. These points are registered in the computer for analysis purposes, and this is performed daily for all trainees.
• The graduates of this course have the right to obtain the certified trainer membership features in ILLAFTrain and take advantage of their unique features.

• This course differs from the rest of the courses because its graduates would really become Certified Professional Trainers.

   

Prerequisites

• Reading the course’s outlines carefully to know the contents of the course accurately.
• Completing the registration form and ILLAFTrain of Trainers is entitled to accept it or not.
• A full-time commitment during the attendance of the course, in order to perform the course’s prerequisites of preparation and information retrieval.
• A commitment to read and understand the visual material composed of 100 pages before the beginning of the course, which is considered a theoretical introduction necessary to attend the course, and it is given to the trainee upon his course date as a PDF file in Adobe Acrobat (the theoretical material will be handled during the course, yet only briefly).
• The trainee must know how to use PowerPoint and the Internet.
• The new trainee must possess a laptop computer to use during the course.
• It is recommended that the trainee has attended courses in human development for not less than fourteen days (and the standards of the attended courses should correspond with the standards of ILLAFTrain courses).

The requirements to obtain the Certified Professional Trainer certificate:

• To answer the questions of a written test (the right answers should be at least 75%).
• To deliver at least 10 training presentations in front of an audience of his fellow trainees, while getting notes from the audience and written notes from the course’s leader trainers (75% minimum assessment).
• To deliver an improvised presentation (he might be required to do that at any time in the second week of the course, for 10 minutes) in front of an audience of his colleagues, where he presents a part related to the training material (from the previous content), of his choice.
• ILLAFTrain of trainers is not committed to giving any trainee a passing certificate if he does not achieve the course’s standards, and will only give him an attendance certificate for the course.

The requirements of the previous trainees’ holding an attendance certificate:

The trainees who haven’t achieved the requirements to obtain ILLAFTrain’s trainer certificate, will only receive an attendance certificate for the course, and if they were interested in completing the requirements, they can apply for the written tests to the Trainers’ Service Department, to be assessed and to reconsider his rank. In addition to delivering a half-hour presentation, a form of a previous trainer holding an attendance certificate should be taken into consideration.

Audience

This course was prepared for both new trainers and professional trainers, as well as human resources managers, learning institutions’ administrators and all those who are interested in learning, education and training. Its main objective is to prepare the trainers to become professional trainers by training them face-to-face, training them within small training groups and under the supervision of specialist trainers.

Objectives

Train of Trainers (TOT1)

At the end of this unit, each learner will be able to:

1. Apply the foundations of Accelerated Learning.
2. Apply the adult learning principles.
3. Write learning objectives.
4. Formulate training benefits.
5. Begin the course with high influence using McClelland's theory.
6. Attract the attention and interest of participants.
7. Choose the learning techniques and present them.
8. Deliver presentations.
9. Develop exercises and manage them.
10. Obtain feedback and present it during the progress of the learner in the learning process.
11. Summarize the training and enhance its transfer to practice.
12. Employ effective speaking skills.
13. Apply the non-verbal communication principles.
14. Improve the use of voice skills.
15. Improve body language skills.
16. Build familiarity with learners.
17. Distinguish between listening skills.
18. Motivate the learners.
19. Enhance participation and cooperation in learning.
20. Use the group learning activities.
21. Ask and answer questions appropriately.
22. Handle wisely the learners’ problems and other cases.
23. Deal with his tension and control it.
24. Analyze his learning style according to VARK.
25. Establish an effective relationship with learners.
26. Modify his learning style when necessary.
27. Lead the discussion in class.
28. Manage the class time effectively.

 

Essential Skills in Instructional Design (TOD1)

At the end of this unit, each learner will be able to:

1. Design the training based on the learning strategy composed of seven basic steps.
2. Use the four-phase learning cycle in design.
3. Apply the Accelerated Learning foundations to design professional courses.
4. Apply the sixteen-step design system model.
5. Distinguish between training, education and developing.
6. Analyze the learners to determine the course’s content.
7. Plan for learning design projects.
8. Collect tasks’ lists.
9. Arrange work tasks by priority.
10. Analyze the tasks to determine the course’s content.
11. Identify the restrictions affecting the course design.
12. Write the four-component learning objectives.
13. Write the course objectives based on performance.
14. Design tests and exercises in order to assess the performance.
15. Design activities before the course and after it.
16. Choose the most appropriate learning techniques.
17. Determine the organization and “flow” optimized for the content.
18. Develop the course’s materials (i.e. the learning plan, the manual).
19. Verify the accuracy of the course design.
20. Distinguish between Kirkpatrick's four assessment levels.
21. Assess the extent of the session’s effectiveness.
22. Formulate a post-training plan.
23. Apply the Adult Learning principles.
24. Work with experts.

 

Professional Skills for Speakers (TOS1)

At the end of this unit, each learner will be able to:

1. Employ effective speaking skills.
2. Meet the five needs of audience.
3. Deal with six special speaking cases.
4. Attract the audience by using seven sentences indicating their interests.
5. Improve the skills of the use of voice.
6. Improve the body skills in speech.
7. Formulate an effective introduction and conclusion.
8. Build familiarity with learners.
9. Use twelve techniques to build self-confidence for being a speaker.
10. Prepare speech by using simple steps.
11. Analyze the audience before, during and after training.
12. Motivate learners by using simple techniques.
13. Distinguish between the five most commonly used communication levels. 
14. Describe the eleven most important factors affecting the way the individual receives a message and understands it.
15. Describe the most efficient seven-factor communication model.
16. Distinguish between the three types of noise in the hall, and deal with them.
17. Describe the responsibilities of the moral speaker and listener.
18. Increase participation and cooperation among learners.
19. Apply the principles of non-verbal communication.
20. Enhance participation and cooperation in learning.
21. Divide the speech into main ideas.
22. Use the “4S,s Strategy” in developing main ideas.
23. Avoid plagiarism.

 

Learning Theories (LT)
At the end of this unit, each learner will be able to :

1. Analyze his learning style according to Kolb.
2. Modify his learning style when necessary.
3. Show the essential capabilities of each learning style.
4. Strengthen the learning styles’ skills.
5. Distinguish between Bloom’s taxonomy and others.
6. Use Bloom’s taxonomy in the cognitive domain.
7. Use Bloom’s taxonomy in the emotional domain.
8. Use Bloom’s taxonomy in the psychomotor domain.
9. Use Bloom’s taxonomy in the multiple-choice test questions.
10. Distinguish between the obstacles and limits of the current educational practices, and how to deal with them.
11. List the seven fundamental principles of Accelerated Learning.
12. Make learning more humane and more convenient for the human being.
13. Bring fun, pleasure and creativity to learning, and quickly.
14. Use the four phases of the Accelerated Learning cycle.
15. Apply the adult learning principles.
16. Increase the content application to the maximum extent possible.
17. Employ the review and summarization technique while delivering the course.
18. Enhance the ability to effectively apply new skills in work.
19. Manage the training time effectively and efficiently.
20. Deliver purposeful feedback.
21. Motivate learners.
22. Attract the learners’ attention using McClelland's theory.
23. Write the training objective.
24. Provide the learner’s benefits.
25. Display the course’s content.
26. Provide exercises.
27. Ensure good practice for the learner.
28. Deliver feedback for learners.
29. Provide summaries and reviews.

 

Market yourself as a Trainer (MYT)
At the end of this unit, each trainer will be able to:

1. Use the tools of entering the companies’ training market and mass training market.
2. Determine the geographical zone in which he wants to spread.
3. Distinguish the essential principles for planning.
4. Establish his own promotional mix.
5. Determine his training fees.
6. Write his marketing objectives.
7. Apply SOWT.
8. Create his vision and mission as a trainer.
9. Build his credibility as a trainer (before, during and after the session).
10. Promote himself before, during and after the session.
11. Establish the marketing plan for the three coming years.
12. Take advantage of social communication networks for marketing.
13. Create and document a training history that befits him.
14. Conduct the monthly and weekly assessment.
15. Build himself weekly.

 

Content

Train of Trainers (TOT1)
You will learn in this unit :

Familiarity

How to create familiarity with learners.

Nine important tips to answer the learners’ questions professionally.

Five essential techniques for efficient listening.

How to motivate learners.

How to increase the learner’s confidence and self-appreciation.

Simple techniques to increase participation and cooperation.

How to motivate the participants to ask questions.

Establishing the small group activities.

Creating a fun learning environment.

More than twenty ice-breaking techniques.

 

Learning Process

The seven foundations of Accelerated Learning.

The four-phase natural learning cycle.

The seven principles of adult learning.

The seven-step learning strategy.

Attracting the learners’ attention using McClelland's theory.

What you need to know about learning objectives.

The four components of the objectives.

Guidelines to write the learning objectives.

Techniques to provide the benefits of the learner.

How to create the connectivity phase.

A simple technique to identify the course’s content.

More than thirty presentation techniques.

More than twenty exercising techniques.

Important advice to ensure good practice for the learner.

How to provide feedback for learners.

Important guidelines in providing summaries and reviews.

 

Trainer Leader

The basic characteristics of the course’s leader.

How to reduce tension and anxiety.

The learners’ styles according to VARK and how to deal with them.

Multiple input channels.

How to ask questions.

What to do if you do not know how to answer a question.

Leading the discussion in the classroom.

More than ten tips for managing class time.

More than ten professional techniques to start the course properly.

 

Presentation

Important guidelines to build the speaker’s confidence.

The basic principles for speeches.

The non-verbal communication principles and how to benefit from them.

Nearly forty skills in speaking to learners.

The vocal diction components.

Techniques to improve your voice effect.

How to benefit from your voice speed and pauses.

Techniques to improve the effect of your body language.

How to use your appearance in front of learners.

Ten important pieces of advice for visual communication.

 

Important Training Issues

Excellent techniques for dealing with groups.

Using suggestions in learning.

Common problems that face new trainers and how to overcome them.

Using visual aids.

What you need to know about multimedia segments.

Tips to use flipcharts.

Using flyers and whiteboards.

How to create slides.

 

 

Essential Skills in Interactionnel Design (TOD1)

You will learn in this unit :

Analysis Phase

Why use the Instructional System Design.

What is the difference between training, development and education?

A sixteen-step model for the Instructional System Design.

The front-end analysis techniques.

The most important standards in learners’ analysis.

How to design learning for different learners.

When training is the solution to meeting needs, and when it is not.

Two basic techniques to discover training needs.

Key questions necessary to identify the needs.

When to analyze the needs.

The forty restrictions in project planning.

Estimating the design time.

The important factors in the selection of tasks.

Questions to be asked when analyzing tasks.

The subject’s analysis.

Four basic analysis techniques.

Preparing the tasks’ list.

The errors in writing the tasks’ list.

How to arrange the tasks according to priorities.

Twenty-four tips that should be known while interviewing the SME’s.

 

Design Phase

The most important questions asked regarding objectives and their answers.

Eleven benefits of formulating the learning objectives professionally.

The four components of the learning objective.

How to write the learning objectives rapidly and easily.

Thirteen factors that should be present in the learning objective.

How to prepare a strong design, even if you are not an expert.

A seven-step learning strategy.

Identifying the learning steps.

When are the tests performed.

The tests’ types and conditions, planning for them and designing them.

Designing the pre- and post-session activities.

 

Development Phase

Identifying the learners’ activities.

More than one hundred learning techniques that you can use.

Ten standards that help you to choose the presentation techniques.

Ten standards that help you to choose the exercising techniques.

The three factors necessary in determining the assessment techniques.

The seven steps necessary for a smooth sequence in the content.

Instructions for the preparation of the lesson.

Organizing the course.

Preparing and coordinating the lesson plan.

Twenty items that should be present in the lesson plan.

Twelve tips necessary for the preparation of the course’s manual.

How to increase cooperation among the group members.

The five steps necessary to achieve in the course.

Ten tips for increasing the content application to the fullest extent possible.

Twelve tips necessary for the flyers.

The seven principles of Adult Learning.

How to increase the level of attention.

 

Implementation Phase

Developing a management plan for training.

Eleven items necessary for the management plan.

Ten tips to enhance healthy competition.

Managing training time effectively and efficiently.

Encouraging learners to participate in work and be involved with it.

Using the review and summarization technique while delivering the course.

Enhancing the capacity to virtually practice the new skills at work.

The difference between a trainer, instructor, coach and facilitator.

The seven foundations in Accelerated Learning.

Managing the group dynamics.

The three learning factors.

 

Evaluate Phase

How to evaluate learning.

Kirkpatrick's four evaluating levels.

Distinguishing between the four evaluation types and determining when to use them.

How to measure improvement in work performance.

More than sixty items in which evaluation should be included.

Checklists to verify the course.

Many models helping you in evaluation.

 

Professional Skills for Speakers (TOS1)

You will learn in this unit :

An Introduction to Public Speaking

Why studying public speaking.

The five most commonly used communication levels.

The eleven most important factors affecting the way the individual receives a message and understands it.

The most efficient and commonly used seven-factor communication model.

The three types of noise in the class, and dealing with them.

Eight skills needed for the trainer as a critical thinker.

The thirteen common problems that have been observed during the first courses.

 

The Ethics of Trainer

Defining the trainer’s ethics and their principles.

The moral speaker’s seven responsibilities.

The moral listener’s four responsibilities.

Four guidelines for clean legal use.

Five rules to avoid plagiarism.

 

Speaking Confidently

Twelve ways to build the speaker’s confidence.

Nine guidelines to reduce tension and anxiety.

Seven simple steps for the speech preparation process.

Fifty questions to help you prepare your first speech.

 

Analyzing Your Audience

The three necessary things that you need to focus on with your audience.

How to analyze the audience before, during and after training.

The seven basic characteristics of your audience that you must analyze.

The four elements that form your audience’s psychology.

How to meet the five needs of the audience.

How to deal with six special speaking cases.

Three things to be cautious of that provoke the sensitivities of the audience.

How to do analysis after speech.

Attract the audience by using seven sentences indicating their interests.

Nine techniques to motivate the learners.

Seventeen important tips to increase the learner’s confidence and self-appreciation.

Twenty-five tips to increase participation and cooperation.

 

Delivering Your Speech

The basic principles of speech.

The principles of non-verbal communication and how to benefit from them.

Four basic techniques for speech.

The components of vocal speech.

Techniques to improve your voice effect.

How to benefit from the speed of your voice and its pauses.

Techniques to improve the effect of your body language.

How to use your appearance in front of learners.

Ten important tips for visual communication.

Using your movements and gestures in a way that enhances your message.

Nearly thirty skills of speaking to learners.

 

Organizing the Body of Your Speech

Formulating the question organized for speech.

Dividing speech into main ideas.

Using the mnemonic division.

Nine techniques to provide pleasure in the class.

“4S,s Strategy” for developing the main ideas.

Four basic models of phrases to link the speech.

How to use the topical, chronological, spatial or causal division in speech.

 

Introducing and Concluding Your Speech

Arranging the five functions for an efficient introduction.

How to establish importance for your topic.

How to establish your credibility to speak on your topic.

Fifty ice-breaking techniques.

The three components of an effective conclusion.

Well-organized steps to plan speech.

 

Learning Theories (LT)
You will learn in this unit :

Kolb’s Learning Styles

Interpreting your learning style and understanding your movement during the learning cycle.

Determining your preferred learning style.

Benefitting from Lewin, Bayjit and Guilford.

Distinguishing among the essential capabilities of each learning style.

Strengthening and developing your own learning styles’ skills.

The essential types of learning styles: Diverging, Assimilating, Converging and Accommodating.

How this helps you in solving your problems, working within a team and settling disputes.

How this helps in communicating at work and at home, and in choosing the professions.

 

Bloom’s Taxonomy

How is Bloom’s model developed?

Distinguishing among Bloom’s taxonomy.

Using Bloom’s taxonomy in the cognitive domain.

Applying Bloom’s taxonomy in the affective domain.

Using Bloom’s taxonomy in the psychomotor domain.

“Dave’s” taxonomy in the psychomotor domain.

“Simpson’s” taxonomy in the psychomotor domain.

“Harrow’s” taxonomy in the psychomotor domain.

Bloom’s taxonomy and multiple-choice test questions.

 

Accelerated Learning

Accelerated Learning: the most recent and developed technique in the training and learning world today.

The obstacles of current educational practices and their limits and how to deal with them.

The seven essential principles of Accelerated Learning.

Transforming the learner from a passive knowledge consumer to an active knowledge consumer.

Make learning more humane and more convenient for the human being.

Bringing fun, pleasure and creativity to learning, and quickly.

The four phases of the Accelerated Learning cycle.

Guidelines to achieving institutional success using Accelerated Learning.

Techniques to ensure the stability of learning and its transition to application.

 

Adult Learning

Applying the adult learning principles.

Increasing the content application to the maximum extent possible.

Encouraging learners to participate at work and be engaged in it.

Employing the review and summarization technique while delivering the course.

Enhancing the ability to effectively apply new skills to work.

Adding pleasure and thrill to work.

Devoting cohesion between the members of the group.

Managing the training time effectively and efficiently.

Delivering purposeful feedback.

Managing the group dynamics.

Paying attention to individual needs.

Enhancing healthy competition.

Increasing the attention span.

Motivating learners.

 

ILLAFTrain Learning Cycle

Learning strategy composed of seven steps.

Attracting the learners’ attention using McClelland's theory.

What you need to know about learning objectives.

Techniques to provide the learner’s benefits.

A simple technique to determine the course’s content.

More than thirty presentation techniques.

More than twenty exercising techniques.

How to deliver feedback to learners.

Guidelines for providing summaries and reviews.

 

Market yourself as a Trainer (MYT)
You will learn in this unit :

Basics

The importance of planning and its steps.

What is most important to you?

The time matrix.

The important tips to enter the public training market.

The tools of entering the companies’ training market.

Marketing the training and the promotional mix.

SOWT and the market analysis.

The three essential factors for the trainer’s success.

How to build your brand.

 

Planning

Creating your vision and mission as a trainer.

Determining the field in which you will train.

Determining the training course or courses that you will deliver.

Determining the geographical zone in which you want to spread.

How to enter the companies’ training world.

Determining your training fees.

Writing your marketing objectives.

How to promote yourself before, during and after the course.

Establishing the marketing plan for the three coming years.

 

Implementation

Establishing a policy for the relationship with trainees.

Building your credibility as a trainer (before, during and after the course).

The training contracts’ components.

The exclusive training contracts: their types, features and disadvantages.

Dealing with the training companies.

The benefits of free or associative training, and its disadvantages.

How to take advantage of social communication networks in marketing.

How to create and document a training history that befits you.

How to contribute to increasing the knowledge content of the training industry from the articles and videos on the Internet.

The certifications and certificates, including their pros and cons.

 

Evaluation

Conducting the monthly and weekly evaluation.

Modifying the plan based on the evaluation results.

Reviewing the continuous development planning so that you stay in the market.

How to build yourself weekly.