TPMA Certification Skills

Course duration – 3 days plus ½ Day for optional TPMA assessment

“Enable learning through presentations”

Business scenario

Training is often delivered as an afterthought sometimes by people who are excellent within their role but who may not have the necessary skills to plan and deliver effective training. Training your trainers will teach them how to get the best from each session and how to maximise the learning gain from each training session.

Who will benefit?

Anyone who delivers training using presentations, this three day course is aimed at Trainers who wish to examine the way they deliver their courses as well as those who are new to training. The learning outcomes have been assessed against national standards.

Course objectives

By the end of the course you will be able to:

• Explain how and why people learn
• Explain the difference between Androgogical and Pedagogical model
• State the key ways that adults learn
• Recognise different styles of learning and training
• Write course objectives
• Use the learning triangle to assist with lesson planning
• State the five roles of the trainer in the classroom
• Create effective course opening and closing

Course content

9 TPMA Competencies

Measure 1 Preparing for a Session

1.1 How well did the trainer review the training environment prior to the event start?
1.2 How well did the trainer prepare the training environment?
1.3 To what extent did the trainer document learner profiles prior to the event?
1.4 Did the trainer have his/her own trainer manual/guide or event plan and does it conform to best practice standards?
1.5 Did the trainer have learner materials readily available?

Measure 2 Management of the Learning Environment

2.1 How well did the trainer state clear objectives and set expectations?
2.2 How well did the trainer explain own and group responsibilities and boundaries?
2.3 To what extent did the trainer set a ‘route map’ for the session?
2.4 To what extent did the trainer build links to prior knowledge and/or ‘real world’ examples to aid learning?
2.5 To what extent did the trainer generate a relaxed learning environment?
2.6 How well did the trainer deliver content in a learning-efficient sequence?
2.7 To what extent did the trainer attempt to assess that knowledge and/or skills transfer had taken place?
2.8 How well did the trainer monitor and control progress of the session?
2.9 How well did the trainer identify and coach slower learners? Where they were present in the group
2.10 How well did the trainer manage discriminatory or disruptive behaviour? If this occurred during the session
2.11 How well did the trainer recognise achievement?

Measure 3 Effective Communication

3.1 How well did the trainer respond to learner feedback – both verbal and non-verbal?
3.2 How well did the trainer express ideas, concepts and explanations effectively?
3.3 How well did the trainer reflect the appropriate body language at all times and enthusiasm when necessary?
3.4 How well did the trainer use verbal communication effectively within the group?

Measure 4 Effective Facilitation

4.1 How well did the trainer present the materials with the tools available?
4.2 How well did the trainer address the different learning styles within the group?
4.3 How well did the trainer structure the session?
4.4 To what extent did the trainer reinforce the key points?
4.5 How well did the trainer detect learner concern and react appropriately?

Measure 5 Effective Questioning

5.1 To what extent did the trainer use effective questioning techniques to aid learning?
5.2 How well did the trainer handle questions?
5.3 Did the trainer use reflective questioning to get the learner to take more responsibility for learning?
5.4 How well did the trainer use active listening techniques?

Measure 6 Establishment & Maintenance of Credibility

6.1 To what extent did the trainer demonstrate the required level of knowledge for the group?
6.2 To what extent did the trainer project a professional, knowledgeable and confident image?
6.3 To what extent did the trainer display anti-discriminatory best practice?

Measure 7 Appropriate Use of Instructional Methods

7.1 How well did the trainer use prescribed training aids during the session?
7.2 How well did the trainer select and use training aids to aid learner’s understanding?
7.3 How well did the trainer conduct the demonstrations, individual and group exercises?
7.4 How well did the trainer set the demonstrations, individual and group exercises in context for the learners?

Measure 8 Effective Management of Practical Sessions

8.1 How well did the trainer facilitate individual and group exercises?
8.2 How well did the trainer deal effectively with groups of mixed ability?
8.3 How well did the trainer select and manage individual and group exercises that add to the learning efficiency of the training session?

Measure 9 Learner Development Assessment

9.1 To what extent did the trainer capture and assess the learners’ prior knowledge, skills and attitude?
9.2 How well did the trainer monitor and assess the progress of learners?
9.3 How well did the trainer adapt the method of instruction and/or content to the progress identified?
9.4 To what extent did the trainer assess achievement of the session’s objectives?
9.5 Identify forward planning paths and workplace relevance.

Course features

This course is highly interactive with opportunity for discussion amongst the delegates and you will be encouraged to contribute. Prior to the event you will be expected to create a short 15 min training session which will be used to form the basis of your personal training objectives during the course.