New Train the trainer

The transmission of knowledge is one of the most beautiful things in the world.
To have knowledge is an important thing, but to pass on that knowledge is an art.

The question arises of what a good education is like, what a good trainer is like. Good education depends not only on authentic, interesting content, but also on the personality of the trainer, instructor, lecturer. That is why our training places great emphasis on competence development and on teaching and public speaking based on personal experience. A good trainer is not only convincing in his/her delivery, but is also able to make the subject enjoyable and to engage his/her audience in a realistic way.

That is why we start our training with a basic knowledge of self-awareness and psychology that helps trainers to be confident in their theoretical and practical knowledge of group facilitation, because you need to know the basics and understand the whys, without which you cannot lead groups, instruct or facilitate exercises. It is essential to know how a group works, what group dynamics are, and what makes a good training curve and theme, i.e. what makes a good scenario. As a trainer, you need to be aware of what methodologies exist. And once you know the theory, you have to put it into practice. During our training we start from the basics and go to the infinite, in search of our own individuality, to develop our unique style of trainer.

Our concept differs from other similar training in that we focus on the practical application of what we have learned. The training is creative, interactive and tailor-made, using real examples and cases. In addition, the emphasis is on developing an authentic development professional attitude based on good trainer self-awareness. In order to promote practical knowledge, participants will have several opportunities to try out what they have learned in theory. This is achieved through our participant-centred approach, as well as through feedback on the performance and development of prospective team leaders. Two thirds of the total training time is spent in practice.

Unlike many other trainer training courses, we stick to a maximum of 8 participants. This is to ensure the most ideal learning environment and optimal practice time for all our participants.

Our changing world also requires new training platforms, as many organisations now work remotely or hybrid, and therefore a significant part of the training is also delivered online. Therefore, we can complement our trainer training (if required) with the basics of delivering online training.

We offer our programme to participants who

• want to work as an internal or external trainer with an effective set of skills built on a solid foundation,
• want to better understand their own and others' behaviour and use appropriate communication tools to achieve positive change,
• are working as adult education professionals, assistant trainers, HR managers and want to learn more about training as a training modality,
• as group leaders, they want to help others develop their soft skills,
• they want a genuine and original set of skills to resolve a range of corporate and individual conflict situations effectively and in a mutually acceptable way for all parties;
• want to master techniques of conflict management, mindfulness and assertiveness to help others;
• consider it important to develop their own personality and self-awareness.

Organisational benefits expected from the development of trainers:

• Participants will understand why the transfer of their knowledge is in their own and others' interests and development, beyond the interests of the organisation, and thus increase their intrinsic motivation.
• In preparing for knowledge transfer, participants will inevitably organise and structure the information they hold and the information they have, so that existing knowledge is processed in a clearer, more structured form.
• By acquiring the skills and tools for good knowledge transfer, in-house trainers/trainers are equipped with techniques that can be used in their daily work, thus improving both their personal effectiveness and the organisational value.
• They develop their communication skills and their willingness to cooperate with all members of the organisation.
• Their training is delivered in a more effective and adaptive format, which increases the knowledge base of the prospective participants.
• An important "by-product" of the process is that areas of knowledge that have not been documented or have only been documented in a sketchy way so far will be captured (probably in a standardised form).
• By assessing and developing the participants, a long-term sustainable and manageable training system can be established, which can be scaled up to train and develop more staff in the future.

The training will result in the participant:

• Be able to design programmes to meet a wide range of customer needs;
• safely run planned programmes and manage groups;
• understand and work with the specificities of adult learning;
• have a wide range of methodological tools to facilitate effective group learning;
• develops a personal philosophy and vision for the role of group leader.

We target 5 basic pillars in the basic trainer training.

1. Trainer self-awareness - Me as a trainer (pedagogical and psychological basics)
2. Basic principles of effective trainer communication and presentation
3. Group dynamics from a trainer's perspective
4. Basics of training methodology and trainer presence
5. Training process - Training curriculum and its operational implementation

1) Trainer self-awareness - Me as a trainer

The basic objective of the module:

• To develop and complement the psychological knowledge of the trainees in order to accurately identify and understand the phenomena that occur during the training sessions and the behaviour of the participants, and to be able to react in the appropriate way.
• To be able to use the knowledge acquired in the planning and preparation of training.
• To involve the participants in the training process as much as possible, taking into account their individual characteristics.

Outline content of the module:

Role of the trainer

• Personality as a working tool for the trainer/instructor
• Awareness of trainer competences
• The role and impact of the trainer as a person on the training
• The role of the trainer and the role of the trainer
• Clarifying the difficulties arising from the specific job and trainer roles

Basic psychological knowledge

• Awareness of pedagogical and psychological principles
• Structure and dynamics of the personality
• Awareness of the characteristics of human functioning
• Self-awareness - Knowledge of the human being
• Usefulness of personality typologies in trainer work
• The impact of sympathy in training
• The role of empathy in training

People skills

• People skills
• Benefits and risks of typification in trainer work
• Appropriate approaches to different personality types
• Managing the resources of group members
• Interactions in the group

Learning styles

• The role of attentional capacity in the learning process
• Awareness of learning styles
• Learning support methods incorporated in the teaching methodology

2) Basic principles of effective trainer communication and presentation

Basic objective of the module:

• Participants will become familiar with the general rules of communication, learn how to apply them in their teaching/training work and adapt the experience and practices learned to their training.
• They will learn about their own and their peers' communication styles, their strengths and areas for improvement. They will be given tools to develop them.
• They will be able to use the different communication channels and structures more consciously in their work.
• They can effectively transfer the communication principles they have learned to their participants.
• They will be familiar with the communication tools to be used in their work as developers, trainers and consultants.

Outline content of the module:

Basics of Trainer Communication

• Rules and norms of communication in a learning group
• Rules and rules of communication, rules of the group, rules and regulations for communication
• Use of NLPs (NLPs - NLPs - NLPs in the context of NLPs)
• Using NLP tools (communication techniques using communication techniques (NLP) Verbal and non-verbal tools
• Using conscious speaker/trainer/trainer body language

Use of interactivity

• Activation of "listening" students
• Questioning techniques
• Use of conscious questioning in teaching

Basics of trainer/instructor presentation

• Choosing a presentation method that is appropriate to the content
• Using a presentation adapted to individual skills
• Preparing for the presentation
• Evaluation of presentation exercises
• Reasons for developing communication rules for training, their role, how and the importance of enforcing them in the training process.

Feedback

• Principles and rules of feedback
• Methodology of feedback
• Giving and receiving feedback
• Types and methods of feedback
• How to give feedback to which type of person
• Practising feedback methodology

3) - Group dynamics from a trainer's point of view

Basic objective of the module:

• To gain an awareness of group dynamics. The aim is for the participants to understand the rules of group functioning and to be aware of their own trainer's role in the different stages of group development.
• Recognise and deal with obstacles and resistance arising from individual differences - interests, prejudices, lack of information.

Outline content of the module:

The process of group development

• Stages of learning group development
• The developmental process of the ad hoc (learning) group
• The stages of the group's learning process
• Stages of group development
• Establishing group norms and rules
• Importance and characteristics of the stages of group development

Intra-group characteristics

• Role and functions of the group leader
• Needs assessment and alignment with expectations
• Management of group members' resources
• Group norm building techniques
• Typical group roles
• Interactions in the group

Conflict management in the group

• Detecting conflict
• Awareness of accepted conflict management methods
• Conclusions from recurring conflicts
• Understanding resistances
• Learning effective ways of dealing with resistance

4) Methods - Basics of training methodology and trainer presence

The basic objective of this module is:

• To provide participants with an overview of the colourful range of cooperative training methods.
• To experience the effectiveness of the potential of experiential learning
• Become aware of the range of tools available to the trainer to achieve the learning objectives of participants with different motivations and motivations.
• In addition to methodological principles, a key objective is to deepen the trainer's toolbox of assertive communication

Outline content of the module:

Basics of cooperative education

• Overview of cooperative learning methods
• Introduction to group learning techniques
• Use of structured experiential exercises
• Problem-focused discussion
• Techniques of workshop facilitation
• Conducting and evaluating case studies
• Learning at individual and group level
• The experiential learning model and criteria
• The benefits and effectiveness of group learning
• Developing learning motivation in a peer environment

Motivation

• The logic of motivation
• Motivational tools in training/education
• An overview of the main motivational theories and their application in training in development work and as part of the trainer's work.
• Theories of psychological learning and their implications for the design and delivery of training.
• Appropriate instructor/trainer responses to different learning styles of participants. Ways of engaging people with different learning styles.

Assertive trainer communication

• Assertiveness in the trainer's toolbox
• Characteristics of assertive communication in a training course
• The use of assertive communication techniques

5) Training process - Training curriculum and its operational implementation

Basic objective of the module:

• The participants will take a final exam based on what they have learned so far by developing a cooperative exercise of their own design, which they will present during the training
• The development of a training curriculum and thematic, as well as conscious training planning will be reviewed.

Outline content of the module:

Final exam

• Presentation of a cooperative exercise developed by the trainer. Individual feedback.

Training process

• Training dynamics.
• Understanding typical phenomena encountered during the training process and learning the most appropriate ways of responding to them.
• Training design.
• Aspects of designing the structure best suited to a given training objective.
• The basic pillars of the most effective training curve and structure
• Trainer time management
• Mechanisms of action of complex, small group, triadic-diadic and individual exercises and their implications for specific training practice.

After the training, individual coaching will be available to further process, adapt and deepen what has been learned during the training.

After the training, shadow coaching is also available on request. In this case, shadowing refers to the coach accompanying the trainer as a "shadow" during the training, with the aim of examining the trainer's skills, the group management methods used, his/her communication and training style, the atmosphere he/she creates within the group, the trainer's assignment, facilitation, and many other factors, through the eyes of an outsider. At the end of the day, the coach will provide the trainer with a summary, showing typical reactions, patterns of behaviour, stressors, etc. that are automatically "triggered" in stressful situations.

In the case of teams of trainers working together, after the training there is the possibility of team or group coaching to further analyse and address daily problems and possible trainer stuckness in an effective problem-solving way.

Supervision groups are also possible for a team of trainers within an organisation. Supervision provides a reflective space for professionals (Trainers) who work with groups, with the aim of ensuring and improving the quality of their professional attitude and performance as trainers. In this way of working, the focus is on the supervised trainer and how the supervised trainer works with his/her group.

However, there is also the opportunity for participants to develop individual, organisation-specific training themes under the guidance and support of the lead trainer and to test their effectiveness in a trial group.