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Oil & Gas Training
and Competency Development
1
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    Oil and Gas Training Courses SLB NEXT

    General Train The Trainer

    Course Objective

    • To become an effective trainer, there are a variety of important prospects that are essential to make sure that they can relay information to their trainees in an effective and creative manner.
    • It is important that trainers are taught and can demonstrate presentation and communication skills to be able to effectively relay any type of information they wish to their trainees. Therefore, this course is designed to benefit and help participants to develop, organize, and deliver effective training and to know how to assess the success of the training.
    • Participants learn how to apply different training methods for engaging participants, how to provide training materials in a structured, clearly written manner, how to deliver an interactive presentation, and how to apply the knowledge based on educational research to achieve prescribed training goals.
    The following modules shall be discussed in the course:
    • The Principles of Learning
    • Lesson Planning and Preparation
    • Instructional Methods
    • Teaching and Learning Resources
    • Assessing Learner Performance
    • Evaluating Teaching and Learning
    • Course Development
    Activities
    • Classroom with Theoretical and Practical Implementation

    Day 1
    Module 1 – Principles of Learning

    1.0 Introduction
    • Indication of the key principles of learning and the importance of creating a tangible lesson plan to increase the efficiency of delivery to the session and facilitating learning.
    1.1  Module Objectives
    • Key Components of Effective Learning
    • Factors that promote and inhibit effectively learning
    • Evaluate the impact of principles of learning for practical teaching
    1.2  What is learning and how do we learn?
    • Discuss with trainees the different learning methods they have experienced over their practical life and academic life.
    1.2.1       Acquiring relevant knowledge (Learning Method)
    1.2.2       Thinking for understanding (Learning Method)
    1.2.3       Doing (Learning Method)
    1.3  Factors affecting learners and the learning process
    • Discuss with trainees different scenarios in their academic and/or practical life in which they have felt that they were able and unable to retain knowledge.
    • Discuss the following points:
    • Motivation
    • The relationships you have had with teachers and peers
    • Access to resources and time constraints
    • Mood and situational factors
    • Prior learning in a given area 
    • How you were taught how relevant you perceive the learning to be.
    1.3.1       Principle 1: Utilize and stimulate the senses
    • Discuss with trainees what grabs their attention more in learning
    • Discuss how the combination of the five senses is effective
    1.3.2       Principle 2: Recognize the learning curve
    • Discuss the learning plateau
    1.3.3       Principle 3: Don’t abuse the attention span
    1.3.4       Principle 4: Encourage the effective use of memory
    • Understand how memory works
    • Understand how forgetting works
    • Implications for teaching and learning
    1.3.5       Principle 5: Try to motivate students in their learning
    1.3.6       Principle 6: Accommodate different learning styles
    • Discuss with the trainees the importance of differentiating between visual, auditory, and kinesthetic learning.
    • Discuss how trainers can combine different learning methods to increase learner’s retention of knowledge
    1.3.7       Principle 7: Ensure effective feedback in the learning process
    • Priority in giving feedback sooner, rather than later
    • Incorporate the positive
    • Use feedback as a two-way process
    Module 2 – Lesson Planning and Preparation
    • Indicate the importance of planning your session to increase confidence in executing the training.
    2.1 Module Objectives
    • Produce a structured lesson plan for course criteria
    • Prepare classroom arrangements and teaching facilities
    2.2 Producing a structured lesson plan
    • Learning Objectives
    • Lesson Content
    • Instructional Methods
    • Teaching and Learning Resources
    • Assessment of Learning
    • Discuss with and show learners a sample of a learning template
    • Discuss how detailed the plan should be
    2.2.1 Learning objectives
    • Performance Objectives and their effect on behavior, the condition of the learning content, the standard and/or the efficiency of the learning criteria.
    • Structuring of objectives with examples
    • Skills development
    • Learning sequence
    • Influencing attitude
    2.2.2 Lesson content
    • Discuss with trainees the importance of tangible and comprehensive training content based on the subject manner.
    2.2.3 Instructional methods
    • Discuss and indicate the differences between theoretical and practical instruction methods.
    2.2.4 What teaching and learning resources will you need?
    • Training area and resource availability
    • Learning group
    2.2.5 Assessment Train the Trainer Training Fundamentals Contents
    2.3 Evaluation of the lesson

    Day 2

    • Module 3: Instructional Methods
    •  3.0 Introduction
    • Trainees will understand the importance of executing the training content in effective and comprehensive ways for all learners. 
    3.1 Module Objectives 
    • Range of instructional methods 
    • Instructional methods for the content which shall be taught
    • Instructional methods in the trainees’ teaching role. 
    3.2 Core instructional methods
    • Lecturing and explaining 
    • Attributes of good explanation 
    • Demonstration 
    • Pre-demonstration planning
    • Carrying out the demonstration 
    • Learner practice and supervision 
    3.3 Supporting instructional methods 
    • Group Work (Cooperative Learning)
    • Questioning 
    • Discussion 
    • Case Studies 
    • Role-Play 
    3.3.1 Group work (cooperative learning)
    • How to conduct group exercises 
    • Plan out exercises 
    3.3.2 Questioning 
    • Tactics in using questions 
    • Responding to student answers 
    3.3.3 Discussion
    • Rounds
    • Buzz groups, pairs, and triads
    • Brainstorming 
    3.3.4 Case-studies
    3.3.5 Role play
    3.4 Deciding on methods
    • Will the method achieve the identified outcomes?
    • Will the method effectively facilitate the content you want and the types of learning required?
    • Will the method suit the nature of the learning group and the individuals who comprise it?
    • Will the method utilize the resources?
    • Will the method fit into the style or range of teaching skills? 
    • Are you comfortable and competent enough in using the method?
    3.5 The use of activities or learning tasks in promoting learning
    • Discuss different scenarios where trainees have seen innovative training methods
    3.6 Designing and using learning tasks 
    • The task is clearly focused on identified learning objectives. 
    • Success in the task meets or builds learning towards identified objectives. 
    • The task is as authentic as possible and realistic for the learning group. 
    • The task is clearly achievable in the time allocated. 
    • Clear and sufficient guidance on the task is provided to learners.
    3.7 Individualised instruction 
    3.8 Knowing the subject well 
    • Discuss how to refresh your knowledge towards the subject manner and how to answer questions effectively. 
    3.9 Playing the role of tutor 
    3.10 Suggestions for administering individualized instruction 
    • Practical Session: The Trainees shall be asked to produce a structured lesson plan for a class they intend to teach in the future. The duration of the session must be at least one hour. 
    • The lesson plan should clearly show:
    • The learning outcomes/lesson objectives
    • Organization and development of content 
    • Instructional methods to be used 
    • Use of teaching/learning aids and activities 
    • How learning is assessed
    Module 4: Teaching and Learning Resources (TLR)
    4.1 Module Objectives
    • Compare and contrast the range of teaching and learning resources 
    • The appropriate TLRs specific to the content and venue 
    • Use a range of TLRs to enhance your training and to facilitate your trainees’ understanding
    4.2 How do TLRs contribute to learning?
    • Discuss different TLRs which help to keep the session engaging and discuss how TLRs can be a focal point for learner response
    • 4.3 General points of consideration in using teaching and learning resources
    • Identify what you want to achieve from the TLR (e.g. emphasis, generate questions, show a process, key point summary, etc). 
    • Do not overuse TLRs. Overuse will confuse rather than promote learning. Also, too much of one type will soon lose its ability to gain attention. 
    • Check that they work in advance. This refers to TLRs that involve the use of technology, such as overhead projectors, slides, computers, multi-media, etc. 
    • Be conscious of your own positioning and body movement when teaching and training. 
    4.4.4 Videos 
    • Discuss with trainees the purpose of videos in presentations
    4.5 Preparation of facilities and training aids 
    4.5.1 Classroom/study area arrangements 
    4.5.2 Audio-visual equipment in the classroom
    • Practical Scenario: Students shall discuss and emulate a classroom setting that shall be friendly towards trainees.
    • Discuss Group Study Layouts
    • Individualized Instruction Layout
    • Laboratory/Simulation Layout
    • Students shall discuss how sometimes TLRs can be distractions and decrease the focus of learners and learn to use them effectively. 

    Day 3
    Module 5: Assessing Learner Performance 
    5.1 Module Objectives

    • Identify the criteria for good assessment 
    • Plan a scheme of assessment 
    • Identify appropriate assessment methods for specific learning outcomes 
    • Design a range of assessment items 
    • Produce a marking scheme for open-response items 
    • Identify common pitfalls in conducting the assessment.
    • 5.2 The criteria for good assessment
    • 5.2.1 Validity 
    • 5.2.2 Reliability
    • 5.3 Key terms used in the language of assessment 
    • 5.3.1 Summative assessment 
    • 5.3.2 Formative assessment 
    • 5.3.3 Assessment scheme 
    • 5.3.4 Assessment evidence 
    • 5.3.5 Assessment methods 
    • 5.3.6 Assessment items 
    • 5.4 Planning a scheme of assessment 
    • 5.4.1 Why assess? 
    • 5.4.2 What to assess? 
    • 5.4.3 How to assess? 
    • 5.4.4 How to interpret the products of assessment? 
    • 5.4.5 How to communicate assessment decisions to learners? 
    • 5.5 General principles in test construction 
    • 5.6 Types of assessment items 
    • 5.6.1 Alternate response or true-false items 
    • 5.6.2 Multiple choice items (MCQs) 
    • 5.6.3 Matching items 5.6.4 Completion type items
    • 5.6.5 Essay type items 
    • 5.6.6 Performance tests 
    • 5.7 Preparing a marking scheme for assessments  
    • 5.8 Pitfalls in assessment 
    • 5.8.1 The halo effect 
    • 5.8.2 Contrast effect 
    • 5.8.3 Assessing progress and effort rather than achievement 
    • 5.8.4 Lack of clarity with the marking scheme and the standard required 
    • 5.8.5 Discriminatory practices
    • Module 6:  Evaluating Teaching and Learning 
    6.1 Module Objectives
    • Identify different types of evaluation and evaluation data 
    • Conduct an evaluation of a module 
    • Prepare an end of course report 
    • Identify and plan self-development needs as an instructor.
    6.2 What is evaluation?
    • identify and illuminate what is actually occurring in the area or activity that is the subject of evaluation, and produce sufficient information to enable the evaluator, using agreed criteria, to make valid and useful judgments about what is being evaluated.
    6.3 What aspects of the course are to be evaluated? 
    • Appropriateness of objectives for the learning group 
    • Organization and sequencing of content 
    • Effectiveness of the instructional methods 
    • Quality of teaching and learning aids used 
    • Validity of assessment methods used 
    • The performance of students on the course.
    6.4 Types of evaluation 
    6.5 Collecting evaluation data 
    6.5.1 Sources of evaluation data 
    • Questionnaires
    • Interviews 
    • Dialogue with trainees in the session
    6.6 Responding to significant feedback from evaluation 
    6.6.1 Typical concerns or problems that emerge from course evaluations 
    6.7 Preparing end of course report 
    6.7.1 Content of report 
    6.7.2 Format of the report 
    6.8 Identifying and planning instructor’s own development 
    6.9 Reflecting on this module 

    Day 4
    Module 7: Course Development

    • Identify the processes involved in the development of a course 
    • Enumerate the different phases involved in the course development process
    7.2 What do we mean by a course?
    • Who is the course for? 
    • What are the aims and objectives? 
    • What will be the content and structure of the course? 
    • How will the course be delivered and managed? 
    • What resources are needed to support the course? 
    • How will learning be assessed? 
    • How will the course be evaluated to gauge its effectiveness?
    7.3 Developing a course 
    7.3.1 Phase 1: Preliminary study 
    7.3.2 Phase 2: Job analysis 
    7.3.3 Phase 3: Population analysis 
    7.3.4 Phase 4: Design of curriculum 
    7.3.5 Phase 5: Design of modules 
    7.3.6 Phase 6: Production and development testing 
    7.3.7 Phase 7: Validation and revision 
    7.3.8 Phase 8: Implementation 
    7.3.9 Phase 9:Evaluation
    •  Assignment: Trainees will be asked to prepare a presentation for a specific health and safety training topic of their choosing to present it on the last day for evaluation.

    • Safety Officers and Safety Supervisors who shall instruct and teach employees.
    • Safety Officers and Safety Supervisors that have previously taken Train The Trainer.
    • Training Department Employees


    • Design a training course targeted for adult learners
    • Manage the learner and the classroom environment
    • Improve communication and presentation skills
    • Apply adult learning theories
    • Prepare an effective and clear course structure
    • Prepare participant-centered learning material and activities
    • Deliver the training by using training activities for different learning needs
    • Engage with different types of learners
    • Present material in a clear and engaging manner
    • Developing specific and appropriate on-the-job and off-the-job training
    • Create clearly written instructions and assessment criteria to assess the learning
    • Address challenging participants, questions, and behavior
    • Receive and provide effective feedback
    • Create evaluation forms and develop techniques to ensure application after the course completion

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