SCRIBBLE PAD Train the Trainer Workshop Author: Tina Arora Date: 3 October 2009

Objectives The purpose of this workshop is to provide basic training skills to “non-trainers”, i.e , people who, as part of their work assignment, train on occasional basis. At the end of this workshop, you will be able to: Develop a training lesson geared to the learning needs of adults Make your trainings more energetic and involving Conduct the training in more professional manner Learn how to measure the effectiveness of the training delivered

The purpose of this workshop is to provide basic training skills to “non-trainers”, i.e , people who, as part of their work assignment, train on occasional basis.

At the end of this workshop, you will be able to:

Develop a training lesson geared to the learning needs of adults

Make your trainings more energetic and involving

Conduct the training in more professional manner

Learn how to measure the effectiveness of the training delivered

Schedule of lessons Training method: A variety of training methods are used in thie workshop. They include: Demonstrations Group discussions Reading Structured exercises Trainer presentations

Training method:

A variety of training methods are used in thie workshop. They include:

Demonstrations

Group discussions

Reading

Structured exercises

Trainer presentations

Characteristics of Adult Learners Adults are autonomous and self directed. Involving them in the learning process and showing how their learning will help them achieve their personal goals is a must Adults have a varied experience and they are quick in grasping things which establish a relevance in their personal lives Adults like to work with Objectives and goals clearly defined Adults are practical, focusing on aspects of lesson that is useful to them in their work

Adults are autonomous and self directed. Involving them in the learning process and showing how their learning will help them achieve their personal goals is a must

Adults have a varied experience and they are quick in grasping things which establish a relevance in their personal lives

Adults like to work with Objectives and goals clearly defined

Adults are practical, focusing on aspects of lesson that is useful to them in their work

Lesson I: Day 1 Before Commencing the Training

I. Before Commencing Training Know your audience Space Requirement Workshop Material Preparing to conduct the training Equipment and Supplies Intimation to participants

Know your audience

Space Requirement

Workshop Material

Preparing to conduct the training

Equipment and Supplies

Intimation to participants

1. Know your audience Find out details from HR in terms of joining date and background of trainees Understand the group distribution and modify training material accordingly Make sure a class size should be of not more than 15 participants Be confident to serve as a Positive Trainer Model for learners

Find out details from HR in terms of joining date and background of trainees

Understand the group distribution and modify training material accordingly

Make sure a class size should be of not more than 15 participants

Be confident to serve as a Positive Trainer Model for learners

2. Space Requirement The training room should be booked in advance and should have the following : U- shaped table arrangement to facilitate discussion with 15 chairs for trainees A Flipchart in front of the room An overhead projector A table at the side of the room for training material and supplies

The training room should be booked in advance and should have the following :

U- shaped table arrangement to facilitate discussion with 15 chairs for trainees

A Flipchart in front of the room

An overhead projector

A table at the side of the room for training material and supplies

3. Workshop Material There should be two binders – a course book for the trainees and an Instructor’s Guide for the Trainer An Instructor's Guide (covered in Lesson 2): An overview for each lesson, which includes: Schedule of training The lesson objectives The estimated time Method of instruction Learner materials Training aids Equipment and supplies Notes to instructor

There should be two binders – a course book for the

trainees and an Instructor’s Guide for the Trainer

An Instructor's Guide (covered in Lesson 2):

An overview for each lesson, which includes:

Schedule of training

The lesson objectives

The estimated time

Method of instruction

Learner materials

Training aids

Equipment and supplies

Notes to instructor

4. Equipment and Supplies Remember to arrange for the following: 16 Training binded material 1 Overhead Projector 1 Screen (as needed) 4 Board Markers 16 Name cards 12 sheets of Chart Paper 2 pairs of Scissors 1 Stapler 2 Rulers 4 boxes of sketch pens 16 writing pads

Remember to arrange for the following:

16 Training binded material

1 Overhead Projector

1 Screen (as needed)

4 Board Markers

16 Name cards

12 sheets of Chart Paper

2 pairs of Scissors

1 Stapler

2 Rulers

4 boxes of sketch pens

16 writing pads

5. Preparing to Conduct the training Familiarize yourself with the Instructor’s Guide format and content Review the instructor notes at the beginning of each lesson for special requirements for that lesson Review the Course book, paying close attention to the information where emphasis is needed Consider additional examples, drawn from your own experience, thay you can use to illustrate and clarify information during group discussions

Familiarize yourself with the Instructor’s Guide format and content

Review the instructor notes at the beginning of each lesson for special requirements for that lesson

Review the Course book, paying close attention to the information where emphasis is needed

Consider additional examples, drawn from your own experience, thay you can use to illustrate and clarify information during group discussions

6. Intimation to Participants An email intimation should be sent to all trainees, two days in advance of the training commencement. Attached below is a template:

An email intimation should be sent to all trainees, two days in advance of the training commencement.

Attached below is a template:

Recall Let’s understand your learning through a demonstration: Dolly works in the HR department of XYZ company and Molly works as a trainer in the same company in the customer services department. Dolly has recently hired a team of 10 new joinees for the CS team. Molly’s boss calls her to inform her about the same and wants to know what preliminary steps will Molly take to welcome the new joinees on board?

Let’s understand your learning through a demonstration:

Dolly works in the HR department of XYZ company and Molly works as a trainer in the same company in the customer services department. Dolly has recently hired a team of 10 new joinees for the CS team. Molly’s boss calls her to inform her about the same and wants to know what preliminary steps will Molly take to welcome the new joinees on board?

Lesson 2: Five Star Introduction

5 Star Introductions Interest: Right at the start, grab the attention of the crowd. This can be done by some kind of game, or music playing or sweets on the table Greeting and Introduction: Always greet the participants as they enter the room. Introduce yourself first and if the crowd doesn’t know each other get them to introduce Objectives: What will be covered, how it will be covered and how will they benefit from it Set Expectations: Let the group know when would you want them to participate, questions should be asked in the beginning, as and when or in the end Positive Body Language and Tone of Voice: ‘Make the first impression count’. A customer makes up his mind about a service provider in the first 5 seconds and the last 10 seconds.

Interest: Right at the start, grab the attention of the crowd. This can be done by some kind of game, or music playing or sweets on the table

Greeting and Introduction: Always greet the participants as they enter the room. Introduce yourself first and if the crowd doesn’t know each other get them to introduce

Objectives: What will be covered, how it will be covered and how will they benefit from it

Set Expectations: Let the group know when would you want them to participate, questions should be asked in the beginning, as and when or in the end

Positive Body Language and Tone of Voice: ‘Make the first impression count’. A customer makes up his mind about a service provider in the first 5 seconds and the last 10 seconds.

Lesson 3: Instructor Notes

What are Instructor Notes? Instructor Notes is a tool to facilitate mind-mapping which sets the path for your audience to follow while you are delivering the training The attached will explain the same in details the instructors notes to be used at: At the beginning of the training At the beginning of any chapter

Instructor Notes is a tool to facilitate mind-mapping which sets the path for your audience to follow while you are delivering the training

The attached will explain the same in details the instructors notes to be used at:

At the beginning of the training

At the beginning of any chapter

Recall Demonstration: Now that Molly has sent out the intimation letter to the trainees, she is all set to welcome her new batch of trainees. The new batch is a good mix of from various backgrounds. Molly is now set to begin with her introduction……….

Lesson 4: Questioning

Questioning Questioning is an invaluable technique of instruction and involving participation: Types of Questions Feedback Question: Whether or not knowledge has been acquired and understood Teaching question: Enables a lesson to be built up whilst involving the full attention of the participants through maximum activity Activity question: To regain the lost attention of a trainee, a question is pointed at him

Questioning is an invaluable technique of instruction and involving participation:

Types of Questions

Feedback Question: Whether or not knowledge has been acquired and understood

Teaching question: Enables a lesson to be built up whilst involving the full attention of the participants through maximum activity

Activity question: To regain the lost attention of a trainee, a

question is pointed at him

Questions to avoid The 50 / 50 question : the answer to which could be yes and/or no Question testing power of expression : Describe how liquid flows through a water-pump. This could be best explained by drawing on board Vague questions: If due consideration is not given to a question before asking it, it will be left unanswered by the audience. You must know the answer before asking a question Tricky questions: Questions like ‘what does a kilo of a cotton weigh’ should be avoided especially while training adults

The 50 / 50 question : the answer to which could be yes and/or no

Question testing power of expression : Describe how liquid flows through a water-pump. This could be best explained by drawing on board

Vague questions: If due consideration is not given to a question before asking it, it will be left unanswered by the audience. You must know the answer before asking a question

Tricky questions: Questions like ‘what does a kilo of a cotton weigh’ should be avoided especially while training adults

How to deal with Questions from trainees These could be categorized as: Relevant : If the questions is based on the aspect already covered then it should be passed to the group, otherwise should be answered Irrelevant: This depends on genuineness. If it indicates thirst for more knowledge it could be answered there or later. If not, the irrelevance to the learning should be pointed out Answer Not Known: Accept that you don't know the answer, create a parking lot and come back with answer later

These could be categorized as:

Relevant : If the questions is based on the aspect already covered then it should be passed to the group, otherwise should be answered

Irrelevant: This depends on genuineness. If it indicates thirst for more knowledge it could be answered there or later. If not, the irrelevance to the learning should be pointed out

Answer Not Known: Accept that you don't know the answer, create a parking lot and come back with answer later

Recall Demonstration: Molly has to cover a small topic on Basics of Stock Market. She asks questions to the group to keep them engaged and also answers queries raised. Lets practice what we just learnt.

Lesson 5: Day 2 Communication

Objectives of Good Communication To make participants understand clearly the objectives To create and maintain an atmosphere of cooperation and inter-personal relationship To increase efficiency and understanding To motivate participants to willingly participate

To make participants understand clearly the objectives

To create and maintain an atmosphere of cooperation and inter-personal relationship

To increase efficiency and understanding

To motivate participants to willingly participate

Major Handicaps Inability to properly transmit information Inadequate and stereotyped delivery Semantics (words are misunderstood) Fear, suspicion, prejudice and jealousy Perception and assumption problems Inappropriate choice of media

Inability to properly transmit information

Inadequate and stereotyped delivery

Semantics (words are misunderstood)

Fear, suspicion, prejudice and jealousy

Perception and assumption problems

Inappropriate choice of media

Overcome Barriers Develop a cordial atmosphere for free exchange of ideas Use simple, lucid language Plan communication and its channels in advance Explaining ‘why’ to everything Allowing no room for misinterpretation Listening is important

Develop a cordial atmosphere for free exchange of ideas

Use simple, lucid language

Plan communication and its channels in advance

Explaining ‘why’ to everything

Allowing no room for misinterpretation

Listening is important

Recall Demonstration: Molly has just announced a break and trainee walks upto her for a casual chat and the conversation dwells on further discussion of stock markets. Molly fosters her communication skills with her

Lesson 6: Features and Responsibility as a Speaker

Features As a speaker only limited time is available Amount of material required needs to be considered The audience has limited patience They should see the contribution of idea and fact – logical sequence ensured Language should be simple, pictorial with expressions making the words live

As a speaker only limited time is available

Amount of material required needs to be considered

The audience has limited patience

They should see the contribution of idea and fact – logical sequence ensured

Language should be simple, pictorial with expressions making the words live

Responsibility Let the thoughts govern language and not vice-versa Be absolutely sure of facts The method could be narrative, educative, supportive, discussion, etc Attention to elocution – poise, breath control, etc Rehearse if required

Let the thoughts govern language and not vice-versa

Be absolutely sure of facts

The method could be narrative, educative, supportive, discussion, etc

Attention to elocution – poise, breath control, etc

Rehearse if required

Recall Demonstration: Trainees are now back from the break and a trainee asks Molly to tell them how is Molly as a person Molly combines her communication skills and takes the stage as a speaker

Lesson 7: Presentation Aspects

A. Set the Scene Check all arrangement in advance Reach the venue before time Have a look at layout of room and where to put notes Ensure the training aids you need are working properly Try to estimate the mood of audience

Check all arrangement in advance

Reach the venue before time

Have a look at layout of room and where to put notes

Ensure the training aids you need are working properly

Try to estimate the mood of audience

B. Manage Time Start punctually Cover the material skillfully in time A little done well is better than much done badly Use pauses to let them catch up, or stop occasionally to summarize First impressions are important. Do not apologize. Speak clearly and audibly Speak to all audience and not to one corner

Start punctually

Cover the material skillfully in time

A little done well is better than much done badly

Use pauses to let them catch up, or stop occasionally to summarize

First impressions are important. Do not apologize. Speak clearly and audibly

Speak to all audience and not to one corner

C. Posture Speak from a comfortable position If something is to be read, hold the book or paper low and speak over it to the group Try not to speak too much to a chart, white board, notes While using charts, stand to one side and use a pointer Do not talk to the aids, ceiling, floor, walls or someone outside the door

Speak from a comfortable position

If something is to be read, hold the book or paper low and speak over it to the group

Try not to speak too much to a chart, white board, notes

While using charts, stand to one side and use a pointer

Do not talk to the aids, ceiling, floor, walls or someone outside the door

D. Appearance Be dressed formally on all days Men should be dressed in light formal shirts and a tie is preferred; Women should be dressed in formal shirts and pants, Indian light shaded dress with a dupatta or sarees Do not wear jewellery which distracts attention Do not appear gaudy Proper shoes to match the outfit is a must; hair should be combed and set well

Be dressed formally on all days

Men should be dressed in light formal shirts and a tie is preferred; Women should be dressed in formal shirts and pants, Indian light shaded dress with a dupatta or sarees

Do not wear jewellery which distracts attention

Do not appear gaudy

Proper shoes to match the outfit is a must; hair should be combed and set well

E. Gesture, Voice and Vocabulary Gesture should be – Natural, Spontaneous and Purposeful Tone: Should be – Controlled and Altered to convey confidence and emphasis Pauses and silence could be used effectively Use everyday language of the organization Avoid slang Use short sentences

Gesture should be – Natural, Spontaneous and Purposeful

Tone: Should be –

Controlled and Altered to convey confidence and emphasis

Pauses and silence could be used effectively

Use everyday language of the organization

Avoid slang

Use short sentences

F. Manners Display Poise, confidence, courtesy and sincerity Be yourself and do not try to put on an act Show enthusiasm, topic may be old for you but it is new for the audience Avoid too many ‘ums’ and ‘ahs’ Prowling to and fro like a caged panther Avoid maintaining awkward postures Do not juggle with the pen, board marker or jingle coins in pocket Do not fiddle with notes Avoid putting hands in pocket Establish eye contact when a question is being raised

Display Poise, confidence, courtesy and sincerity

Be yourself and do not try to put on an act

Show enthusiasm, topic may be old for you but it is new for the audience

Avoid too many ‘ums’ and ‘ahs’

Prowling to and fro like a caged panther

Avoid maintaining awkward postures

Do not juggle with the pen, board marker or jingle coins in pocket

Do not fiddle with notes

Avoid putting hands in pocket

Establish eye contact when a question is being raised

Recall Demonstration: Molly has been asked to repeat the training on a particular complex topic which entertains a lot many questions every time. Molly will not combine all the traits learnt today and tries addressing the crowd

Lesson 8: Dealing with Problem Persons

Who is a Problem Person? One who is a doubting master Not sure of himself Workaholics Lecturing type Does not understand why training Negative thinker Likes his own voice Digressing Person Silent Spectator Power seeker Non Thinker Out of Touch

One who is a doubting master

Not sure of himself

Workaholics

Lecturing type

Does not understand why training

Negative thinker

Likes his own voice

Digressing Person

Silent Spectator

Power seeker

Non Thinker

Out of Touch

How to handle each of these? Negative Thinker: This person is a pessimistic person who feels he cannot improve. He should be asked to solve and overcome the problem raised, explaining him what is going on by duly quoting examples Liker of own voice: Such a type of person would like to be heard always. He is a source of disturbance to others. He can be tackled by picking up a point raised by him and asking the audience to answer. After the comment is over, thank him for his contribution and let him know that others should also be given a chance to contribute

Negative Thinker: This person is a pessimistic person who feels he cannot improve. He should be asked to solve and overcome the problem raised, explaining him what is going on by duly quoting examples

Liker of own voice: Such a type of person would like to be heard always. He is a source of disturbance to others. He can be tackled by picking up a point raised by him and asking the audience to answer. After the comment is over, thank him for his contribution and let him know that others should also be given a chance to contribute

How to handle each of these? Digressing Person: This person always tries to divert the attention of the group or trainer to some issue not relevant to the topic. The person should be told that the issue would be discussed separately such that other’s time is not wasted or the person may be told to confine himself to the topic The Silent Spectator: The person does not involve himself either because of the shy nature or wandering thoughts or day dreaming or detouring. Such a person should be involved by asking him questions related to the topic and encouraging him to ask questions

Digressing Person: This person always tries to divert the attention of the group or trainer to some issue not relevant to the topic. The person should be told that the issue would be discussed separately such that other’s time is not wasted or the person may be told to confine himself to the topic

The Silent Spectator: The person does not involve himself either because of the shy nature or wandering thoughts or day dreaming or detouring. Such a person should be involved by asking him questions related to the topic and encouraging him to ask questions

How to handle each of these? Power Seeker: The dominating person, he would like to show his prowess to others. This person should be given extra duties that arise during the session like data collection, follow up action; etc.. Remember when you are conducting the training you are the boss Non Thinker: A bland person unconcerned with what is going on around him. This person should be asked to give a reason for his behaviour separately. He should be told specifically how he could improve by quoting examples and case studies

Power Seeker: The dominating person, he would like to show his prowess to others. This person should be given extra duties that arise during the session like data collection, follow up action; etc.. Remember when you are conducting the training you are the boss

Non Thinker: A bland person unconcerned with what is going on around him. This person should be asked to give a reason for his behaviour separately. He should be told specifically how he could improve by quoting examples and case studies

How to handle each of these? Not in touch: Such a person has no idea about the topic at all and seems completely disintegrated in training. Such a person should be given some reference material or website references and tell him that it would be nice to share his learning the next day Talking to the side: Such a person loves talking to people sitting next to them when a training is being conducted. You must directly ask the person to raise the question to you as you would be in the best position to answer any questions that he may have. The person could also be kept more involved by asking questions intermittently

Not in touch: Such a person has no idea about the topic at all and seems completely disintegrated in training. Such a person should be given some reference material or website references and tell him that it would be nice to share his learning the next day

Talking to the side: Such a person loves talking to people sitting next to them when a training is being conducted. You must directly ask the person to raise the question to you as you would be in the best position to answer any questions that he may have. The person could also be kept more involved by asking questions intermittently

Recall Demonstration: Molly is conducting a small topic and tackles each of this behavior being displayed by the class. Groups are made to identify a trainer and a role assigned to each participant to act as problem persons

Lesson 9: Words and Phrases for specific situations

Co-operating and Compromising in a Conflict “ I gather you don’t agree. What’s the reason for your objection?” “ Why won’t this work?” “ Let’s talk over this. When is a good time for you?” “ Let’s see how we can reach our mutual goal” “ It’s in our common interest to reach an agreement” “ How can I help you meet your needs?”

“ I gather you don’t agree. What’s the reason for your objection?”

“ Why won’t this work?”

“ Let’s talk over this. When is a good time for you?”

“ Let’s see how we can reach our mutual goal”

“ It’s in our common interest to reach an agreement”

“ How can I help you meet your needs?”

Giving and receiving criticism “ It’s important for our relationship that I tell you about an issue that is making it hard for me to work with you” “ I’m not blaming you for my feelings. I’m just describing how I feel” “ I am not attacking you as a person; I want to focus on your behaviors that is preventing you from moving ahead” “ That never occurred to me, but I’ll give it some thought” “ I’ll consider that and get back to you” “ Let me think over what you said and then discuss a different approach”

“ It’s important for our relationship that I tell you about an issue that is making it hard for me to work with you”

“ I’m not blaming you for my feelings. I’m just describing how I feel”

“ I am not attacking you as a person; I want to focus on your behaviors that is preventing you from moving ahead”

“ That never occurred to me, but I’ll give it some thought”

“ I’ll consider that and get back to you”

“ Let me think over what you said and then discuss a different approach”

Acknowledging errors and mistakes “ I’m sorry, I was wrong” “ I accept responsibility” “ Yes, that happened and it was a mistake” “ I don’t have an excuse. I have an explanation if you want to hear it” “ You have the right to feel the way you do” “ Here’s what I learned from the situation and what I’ll do differently in the future” “ How would you like the problem resolved” “ What do you think a fair solution would be” “ Here’s what we can do to move forward”

“ I’m sorry, I was wrong”

“ I accept responsibility”

“ Yes, that happened and it was a mistake”

“ I don’t have an excuse. I have an explanation if you want to hear it”

“ You have the right to feel the way you do”

“ Here’s what I learned from the situation and what I’ll do differently in the future”

“ How would you like the problem resolved”

“ What do you think a fair solution would be”

“ Here’s what we can do to move forward”

Recall Demonstration: The entire class is divided in groups of 2 and a situation is given to each group. The group incorporates any 2 dialogues from each of the slides discussed now to reflect their level of understanding

Lesson 10: Day 3 Using Verbal Buffers

Verbal Buffers One of the ways you can communicate more effectively and create more powerful messages is to use Verbal buffers. This will help: In easing Confrontations Creating more powerful messages Convey a sense of urgency Empathize with another view point

One of the ways you can communicate more effectively and create more powerful messages is to use Verbal buffers.

This will help:

In easing Confrontations

Creating more powerful messages

Convey a sense of urgency

Empathize with another view point

Five Techniques to use Verbal Buffers Use the person’s name – People love to be called by their names Instead of saying “No ” or “I don’t know” - use “Here’s what I can do” or “I’ll find out” Use words that ease confrontations and conflicts. “I can see why you might think that the policy is unfair. Let me explain the reasons and research that went into it’s development” / “Lets talk over it” / “Lets see what we can do to remedy the situation” Use words that convey a sense of urgency – “I’ll get right on it” / “Lets see what we can do to take care of that right now” Take another person’s perspective – “I empathize with your position, so let’s try in this way” / “I respect your ideas on the project, but here’s why we need to do it this way”

Use the person’s name – People love to be called by their names

Instead of saying “No ” or “I don’t know” - use “Here’s what I can do” or “I’ll find out”

Use words that ease confrontations and conflicts. “I can see why you might think that the policy is unfair. Let me explain the reasons and research that went into it’s development” / “Lets talk over it” / “Lets see what we can do to remedy the situation”

Use words that convey a sense of urgency – “I’ll get right on it” / “Lets see what we can do to take care of that right now”

Take another person’s perspective – “I empathize with your position, so let’s try in this way” / “I respect your ideas on the project, but here’s why we need to do it this way”

Lesson 11: Interpreting Body Language

Gestures and their meaning Resistance – “I don’t agree” Crossing arms Aggressiveness Pointing Impatience, boredom Deep sighing Reluctance to talk Hand or fingers in front of mouth Understanding Head Nodding Helplessness, pleas to be understood Hands open at chest level, palms up Seriousness / Importance Hands pushing forward Intensity of interest Leaning forward or facing speaker directly Nervousness Chewing an object Confidence and logic Rubbing hands briefly Meaning Gesture / Posture

Recall Demonstration: Molly is standing and delivering a speech when each trainee is given a role to perform from the table just covered. Molly identifies the behavior and tries tackling it with all the knowledge gained so far

Lesson 12: Evaluating Training Success

Assessing the Trainee’s success

Pre and Post Course Evaluation A Pre-Course evaluation form helps to assess the current understanding level of training subject topics The form should be in the format which allows the participants to rank their understanding in a particular topic as shown below both pre and post training: Q.1 Brief understanding on Stock markets (1 lowest and 6 highest) Pre – Training – 1 2 3 4 5 6 Post – Training - 1 2 3 4 5 6

Training Tests It is important that smaller tests of 20 marks are conducted on a daily basis to check understanding with a Final Evaluation of 100 marks conducted on the last day of the test. Initial tests of 20 marks will help the trainer to identify trainees who would need special attention Set clear thresholds for declaring a Pass in the test At the end of training celebrating success is a must through certification

It is important that smaller tests of 20 marks are conducted on a daily basis to check understanding with a Final Evaluation of 100 marks conducted on the last day of the test.

Initial tests of 20 marks will help the trainer to identify trainees who would need special attention

Set clear thresholds for declaring a Pass in the test

At the end of training celebrating success is a must through certification

Certification Template for Trainees

Assessing the Trainer’s success

Success Criteria of Training Delivered The success of the Training would depend on the following areas: Feedback from the trainees in the attached format Scores achieved by the class – define threshold OJT scores of Compliance and Quality delivered A pass in the regulatory exams as solicited by the organization

The success of the Training would depend on the following areas:

Feedback from the trainees in the attached format

Scores achieved by the class – define threshold

OJT scores of Compliance and Quality delivered

A pass in the regulatory exams as solicited by the organization

Success Criteria for Achieving ‘Train the Trainer’ Certificate Right Here ! The assessment on the last day would be conducted by a senior representative of the organization The minimum requirement for achieving the certificate is 50 points in the above assessment form Certificate Template:

The assessment on the last day would be conducted by a senior representative of the organization

The minimum requirement for achieving the certificate is 50 points in the above assessment form

Certificate Template:

Wish you All the best in your Training Endeavour ahead !