TRAIN THE TRAINER
It is so important for us to share what we know with others. While we all have skills and knowledge in a certain area or subject, we don’t always how to transfer this to someone in a way where learning will take place. Training is a skill in itself, so through this course, you’ll become a recognised trainer in a fun and creative way while also learning the basics of skills development in South Africa.
PURPOSE OF TRAIN THE TRAINER OR FACILITATOR COURSE
Train the trainer will provide recognition for those who facilitate, trainer or intend to facilitate learning using a variety of given methodologies. Formal recognition will enhance their employability and also provide a means to identify competent learning facilitators.
WHO SHOULD ATTEND?
Train the Trainer is aimed at individuals who are or will be involved in facilitating learning programmes. These individuals may include line managers, HR managers, supervisors, coaches and any practitioners involved in teaching, training, education and facilitation.
People credited with this unit standard are able to:
1.Plan and prepare for facilitation and training
2.Facilitate and train learning; and
3.Evaluate learning and facilitation.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The credit calculation is based on the assumption that learners are already competent in the learning area in which they will provide training.
TRAIN THE TRAINER COURSE WILL ENABLE YOU TO
1. Practitioners are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will have internalised the “rules” or principles, which inform what they do, and will not longer be operating consciously with such rules.
2. The specific outcomes should be performed in line with an established approach for facilitating and training learning using a variety of methodologies. At this level practitioners should be able to describe two alternative facilitation and training methodologies, to explain how their performance would differ when using the different methodologies, and to justify their choice of methodology.
3. At this level, practitioners should be able to relate knowledge beyond their occupational and ETD competences to the performance of the ETD competence described in this standard.