Recently, in the training field, learner-centeredness has become a norm. Therefore, this course is designed taking into consideration all the recent developments in the field of training, and covers the latest technologies and applications, the evolving role of the trainer, and how new business realities impact training, advancing new evidence-based best practices for new trainer tasks, skills, and knowledge. All practical tips, strategies and techniques provided to engage trainees and help them to get the most out of the training session are based on up to sate theory and research. The course also uses revised workplace examples, templates and worksheets with the aim of using these techniques quickly into the classroom. A variety of approaches and methods are used to make training sessions fun, engaging, relevant, and most importantly, effective. Participants become enthusiastic about the material, and view sessions as exciting challenges rather than as means to fulfill requirements.

By the end of the course, students will:

• havedeveloped insights into improving training evaluation by using Return on Expectations (ROE).
• have learned how to extend the value of training programs through transfer of learning, and develop fresh, engaging methods that incorporate state-of-the-art applications.
• Have had an awareness of affective, behavioral, and cognitive learning.
• a variety of approaches; real-life problem solving; gradual skill-building.
• Have had an awareness of how the trainer’s role has changed.
• Have learned to engage learners through any training delivery method.
• be able to employ collaboration and innovation through application
• be able to overcome the challenges trainers face in the new business environment

• Corporate trainers
• Training managers
• Learning and development
• HR managers
• Teachers and instructors

• The nature of adult learning
• The social side of learning
• Concerns about active learning
• The delivery of active learning

Steps for designing active training

Module one: Assessing training needs

• Why do assessment?
• What information should be collected?
• How can information be collected?
• What if there is no time do a proper assessment?

Module two: Developing active learning objectives

• Setting learning goals
• Selecting objectives
• Specifying objectives
• Expressing objectives
• Communication training objectives to others

Module three: Creating opening exercises

• What opening exercises accomplish
• What to keep in mind when creating opening exercises
• Ten ways to open an active online virtual training session
• Ten ways to obtain participation

Module four: Preparing brain-friendly presentations

• Five ways to gain your audience’s interest
• Five ways to maximize understanding and retention
• Five ways to involve participants during a presentation
• Five ways to reinforce presentations
• An example of a well-designed presentation

Module five: Finding alternative methods to presenting

• Demonstration
• Case study
• Guided teaching
• Group inquiry
• Information research
• Study group
• Jigsaw learning
• Learning tournament
• Applying the alternative to a common topic

Module six: Using experiential learning approaches

• Role playing
• Game and simulations
• Observation
• Mental imagery
• Writing tasks
• Action learning

Module seven: Designing active learning activities

• The three major ingredients of any design
• Basic questions about any design
• The remaining details
• Three tips for creative designs

Module eight: Sequencing active training activities

• Basic sequencing guidelines
• Applying sequencing guidelines
• The finer side of sequencing
• Experiential learning sequences

Module nine: Planning active training programs

• The macro design of an active training program

Module ten: Incorporating active leaning in all training

• Asynchronous e-learning
• Group-based e-learning
• Virtual classrooms
• Blended learning
• Social media expands active learning and development
• M-learning offers instant options

Module eleven: Beginning an active learning program

• Preparing yourself mentally
• Arranging the physical environment
• Greeting participants and establishing rapport
• Getting the best from the thirty minutes of training
• Reviewing the agenda
• Inviting feedback to the agenda

Module twelve: Gaining leadership of the group

• Setting group norms
• Controlling timing and pacing
• Increasing receptivity to your leadership
• Handling problem situations

Module thirteen: Giving presentations and leading discussions

• Knowing your group
• Organizing your presentation
• Watching your body language
• Adding visuals
• Making smooth transitions
• Facilitation lively discussion

Module fourteen: Facilitating structured activities and promoting team learning

• Structured activities
• Team leaning

Module fifteen: Concluding an active training program

• Reviewing program content
• Obtaining final questions and concerns
• Promoting self-assessment
• Focusing back-on-the-job application
• Expressing final sentiments

Module sixteen: Proving for the back-on-the-job application

• Prior to the training program
• During the training program
• At the end of the training program
• Obstacle assessment
• Peer consultation
• Self-monitoring
• Follow-up coaching and support

Module seventeen: Evaluating an active training program

• Expanding the four evaluation levels
• Designing evaluations
• Obtain feedback along the way

Module eighteen: Expanded role for training

• Onboarding
• Leading change
• Coaching managers
• Mentoring programs
• Internal consulting
• Building teams

Module nineteen: New business realities for trainers

• Doing more with less
• Globalization
• Working with multilingual workforces
• Working the C-suite
• Vendor management
• Working with subject matter experts
• We’ve reaching the end – or is it the beginning?