ITOL Certificate in Training and Development (CTD)

The Certificate in Training and Development provides learning and development professionals with a broad range of knowledge and skills to enable them to design and deliver training sessions and courses to a high standard.

Participants will develop strong skills in the analysis of training needs, training design and training delivery in line with the organisation’s objectives.

The qualification will enable those employed in training, assessment or vocational education to gain entry into the Institute of Training and Occupational Learning as a Full Member.

Who Should Attend?

This programme follows on from the Foundation Certificate in Staff Development.  Potential candidates for the Certificate should normally complete the Foundation Certificate first. However, if they have also attended a 2 day Training Techniques course which has been designed and delivered by The Development Company or can prove that they have existing relevant experience that provides equivalent skill development then they may be accepted directly onto the CTD programme.

This programme is recommended for the following groups of people:

• Those with a full time training, or learning and development role seeking to ensure a strong knowledge and skill foundation from which to progress their career.
• Those with some experience in training and development who wish to consolidate their knowledge and skills with a relevant qualification
• Those wishing to establish a strong basis to move onto the Certificate in Psychology for Trainers and specialist Diploma.
• Those entering management roles within the learning and development profession who seek to develop the unique roles within their new domain.

A maximum of 6 attendees can be accommodated with one facilitator on this programme.

Key Learning Outcomes

By the end of this programme participants will be able to:

•  Identify learning needs at individual, occupational and organisational levels
• Design thorough training and development programmes to meet knowledge and skill development needs
• Adapt their training style to different learning styles
• Prepare and develop appropriate resources to support the learning
• Create a climate conducive to learning
• Facilitate learning in groups 
• Deliver training utilising a range of techniques to manage learning within the group 
• Carry out an evaluation on a given piece of training/development
• Implement training and development programmes efficiently and effectively
• Cost training requirements
• Monitor and maintain equal opportunities within the training function
• Evaluate and develop their own knowledge and skills within training and development

Success Criteria

In order to qualify for the award of a Certificate in Training and Development the participant must:

• Fully attend and complete the programme
• Maintain a reflective learning journal that has been assessed as satisfactory by the lead tutor
• Demonstrate training skills during the programme that have been assessed as satisfactory by the lead tutor. These will include:
• Carrying out a facilitated group learning process involving activities and the giving of feedback
• Identifying individual learning needs for a given individual and facilitating their learning through demonstration and one-to-one instruction
• Complete a written assignment relating to the programme. The precise nature of the assignment and the criteria for assessment are to be determined by the group with appropriate guidance by the tutor team. Initial assessment and feedback will be undertaken by the group, led by the tutor team, with final marking by the Programme Director.

 

Programme Duration

The programme consists of 3 x 2 day modules with agreed activities between modules and a final written assignment.

Book a place on the Certificate in Training and Development Train the Trainer Course

Certificate in Training and Development

9/10/2012 to 10/10/20126/11/2012 to 7/11/20128/01/2013 to 9/01/2013

6 days

£1650.00

VAT will be added at the current rate

Module 1 – Identifying and Managing Learning Needs

Timetable

(Each day runs from 09.00 to 17.00)

Day 1

09.00   Introductions and Course Admin

Icebreaker

Programme contract and groundrules

Discussion about the Qualifications framework

Programme objectives and agenda

How you will be assessed on this programme

The written assignment

Reflective learning journal – provision of and instruction on how to use on this programme                                            

The Training Process

The training cycle

Purpose of Training Policy

How training fits with other activities within the organisation

Activity: Identify the policy issues within a given organisation

Equal opportunities in training   

Activity: What are the diversity considerations when planning, organising and carrying out a learning event?

Activity: How can trainers affect diversity/equality on a course? 

How People Learn                                                                  

Honey and Mumford Questionnaire

Analysis of questionnaires

Introduction to the Learning Cycle                                                        

Activity: Implications of Learning Styles on how we train           

Activity: Look at learning events within your organisation and identify the learning styles most satisfied

Activity: Best ways for each learning style to learn a series of given subjects

Accelerated learning – Definition

Examples of accelerated learning techniques

Activity: Create a picture collage

17.00   End of Day 1

 

Day 2  

09.00   Identifying Learning Needs

Understanding of Organisational, Group and Individual needs

How needs become apparent

Organisational Needs

Strategic analysis (PEST; SWOT)

The business plan

Legal requirements

Activity: What are the legal requirements in your organisation?

Activity: What training needs do they generate?

Organisation-wide initiatives

Case Study: Identify the organisational needs of a given organisation

Group Needs                                                              

Critical incident method

Competencies

Job roles

Group objectives

Activity: Identify other methods

Activity: Identify the needs of a given group.

Individual Needs                                                                      

Appraisal

Self-analysis    

Self-development

Activity: Identify other methods

Preparation for Activity                                                            

Agreement of activity subjects and outcomes

Using the learning journals

17.00   End of Module 1

 

Participants to prepare and bring with them to Module 2 a live training need and materials/information to enable them to design a session to meet that need.

Module 2 – Training Design and Evaluation 

Timetable

(Each day runs from 09.00 to 17.00)

Day 1

09.00   Introduction and Review                                                          

Review of agreed activities from Module 1

Learning journal review in pairs and then main group

Introduction to Module 2

The Design Framework

The INTRO model

The introduction – process and content

Behavioural objectives revisited

The session design

Costing the training

Activity: Produce an INTRO for your live training need

Activity: In main group walk through your INTRO

Knowledge, skills and attitudes

Incorporating Learning Styles within your design

Must, Should, Could model

Using mindmaps as a design tool

Setting timings

Activity: Complete your outline design for your live training session 

Adding Detail to the Design                                                      

Handouts and support materials

Visual aids

Activity: Identify visual aids options for a given training session

Producing lesson plans (walk through example)

Activity: Produce detailed design for your live training session

Equal Opportunities

Managing diversity needs

Activity: Case Study – Identify the diversity issues

17.00   End of Day 1

 

Day 2  

09.00   Becoming Learner Centred

Trainer centred versus learner centred training

Making the training “real��? (using live examples)

Using questioning techniques

Action learning

Action planning

Activity: Make your live session more learner centred

The Evaluation Process

The Kirkpatrick model

Other evaluation models

Evaluating knowledge

Evaluating skills

Activity: In pairs identify the tools available for evaluating at each level

Activity: Apply the evaluation processes to your live design

Design Completion                  

Participants to complete their live session design

Walk throughs and how they work

Activity: In pairs, carry out a walk through on your live design

Preparation for Activity                                                            

Carry out final preparation and design and bring to the next module a fully prepared session of between 15 and 30 minutes on a subject of your own choice

Discussion about the written assignment

Agreement of activity subjects and outcomes

17.00   End of Module 2

 

Module 3 – Training Delivery and Facilitation 

Timetable

(Each day runs from 09.00 to 17.00)

Day 1

09.00   Introduction and Review                                                          

Learning journal review in pairs and then main group

Review of agreed activities from Module 2

Discussion about the written assignment

Introduction to Module 3

Feedback

Agreement of feedback rules for practise training sessions

Practise Training Sessions

Each participant to deliver a short training session of between 15 and 30 minutes to their colleagues on the course. (45 mins. Per participant allocated – to include the feedback)

A nominated colleague is to provide feedback at the end of the session

Learning Review

Completion of reflective learning journal for the day

Introduction to Facilitation

Discussion about the techniques and skills

Identification of situations when facilitation used

17.00   End of Day 1

 

Day 2  

09.00   Facilitation Preparation

In Pairs prepare a facilitated session for the other participants on the material covered on this course

Possible vehicles:         

         Quiz

Competitive game

Multi-choice questionnaire

Creative review

Role play

Case study

Facilitation Practice

Each pair to run their session

Participants to then give feedback

Managing Difficult Delegates

Group to identify how to run this as a session and then to manage it as a learner driven session

The Assignment

Completion of reflective journals for today

Individual reviews with lead tutor and review of reflective learning journals

17.00   End of course