Course to new trainers on how to be a professional trainer .

1. CERTIFIED
PROFESSIONAL TRAINER
Ahmed El Sayed
Business Consultant

2. FIELD AND ACADEMIC TRAINIGS
Professional certificate in teaching English as a foreign language (TEFL) from AUL
(American university in London) through MASTIS Cairo.
High Diploma in Business Management from Cambridge Training College, legalized from
the British Council Cairo.
Human Resources Management diploma from Loughborough international training com-
pany , Legalized from the ministry of foreign affairs , Egypt.
High diploma in Business Management from ASET awarding body legalized from the Brit-
ish council.
Professional Diploma in Child Psychology from ASET awarding body legalized from the
British Council.
Educational Management Diploma from Loughborough International training company.
legalized from the Ministry of foreign affairs , Egypt.
Attained many training workshops and soft skills courses in many reputable training com-
panies.
‫التدريبي‬ ‫البرنامج‬ ‫هذا‬ ‫في‬ ‫اخدمكم‬ ‫يسعدني‬ ‫و‬ ‫بنفسي‬ ‫اعرفكم‬ ‫يسعدني‬
‫السيد‬ ‫احمد‬

3. •‫عملت‬‫كمدرس‬‫لغة‬‫انجليزية‬‫من‬٢٠٠٠‫و‬‫حتي‬٢٠٠٣
•‫عملت‬‫كمحاضر‬‫تنمية‬‫بشرية‬‫و‬‫بعد‬‫ذلك‬‫مدير‬‫تدريب‬‫في‬‫شركة‬‫برايت‬‫مايندز‬‫للتطوير‬‫و‬‫بعد‬‫ها‬‫مدير‬‫عام‬
‫حتي‬٢٠١٣
•‫عملت‬‫بمنصب‬‫مدير‬‫عام‬‫و‬‫العضو‬‫المنتدب‬‫لشركة‬‫تشنج‬‫الدولية‬‫لالستشارات‬‫و‬‫التدريب‬‫حتي‬٢٠١٧
•‫اعمل‬‫االن‬‫كمدرب‬‫دولي‬‫في‬‫العديد‬‫من‬‫شركات‬‫التدريب‬‫المرموقة‬
•‫اعمل‬‫كمستشار‬‫اداري‬‫و‬‫تسويقي‬‫في‬‫العديد‬‫من‬‫الشركات‬‫داخل‬‫و‬‫خارج‬‫مصر‬
Professional Experience

4. ‫الهند‬ ‫في‬ ‫شركات‬ ‫في‬ ‫إدارية‬ ‫استشارات‬

5. ‫دبي‬ ‫في‬ ‫التدريب‬ ‫مجال‬ ‫في‬ ‫شراكات‬

6. ‫الهند‬ ‫في‬ ‫التدريب‬ ‫مجال‬ ‫في‬ ‫شراكات‬

7. ‫السودانية‬ ‫المصارف‬ ‫نقابة‬ ‫تدريب‬

8. ‫مصر‬ ‫لوجستيك‬ ‫شركة‬ ‫تدريب‬

9. ‫و‬ ‫ايكو‬ ‫شركة‬ ‫تدريب‬‫و‬‫العالمية‬ ‫وايد‬ ‫رلد‬

10. ‫الشركات‬ ‫من‬ ‫العديد‬ ‫في‬ ‫التدريبية‬ ‫البرامج‬ ‫من‬ ‫العديد‬ ‫دربت‬ ‫كما‬.

11. Different names of the Course
‫التدريبي‬ ‫للبرنامج‬ ‫مختلفة‬ ‫اسماء‬
• TOT ( Training Of Trainers )
• CPT ( Certified Professional Trainer )
• PCT ( Professional Certified Trainer )
• Corporate Trainer
• Training and Development .

12. Who should take this training ?
‫؟‬ ‫البرنامج‬ ‫هذا‬ ‫لمن‬
•Top Managers , Managers , Middle Managers , and
Supervisors , Team Leader …etc

13. • Human Resources

14. • Freelance Trainers Or Corporate Trainers

15. • Business Consultants

16. • Any one whose work related to dealing and handling
people ,delivering experiences or teaching them
something.
• ‫معينة‬ ‫خبرة‬ ‫لهم‬ ‫ينقل‬ ‫محتاج‬ ‫و‬ ‫اشخاص‬ ‫مع‬ ‫يتعامل‬ ‫ان‬ ‫عملة‬ ‫في‬ ‫محتاج‬ ‫شخص‬ ‫آي‬
‫شيء‬ ‫يعلمهم‬ ‫او‬

17. ‫البرنامج‬ ‫مكونات‬
•‫من‬ ‫مكون‬ ‫البرنامج‬٥‫أجزاء‬
•
•١)‫المحترف‬ ‫للمدرب‬ ‫األساسية‬ ‫المهارات‬.Essential Skills
•٢)‫الكبار‬ ‫تعليم‬ ‫فهم‬Understanding Adult Learning
•٣)‫الحقائب‬ ‫اعداد‬ ‫و‬ ‫التدريب‬ ‫عملية‬Developing training sessions
•٤)‫التدريب‬ ‫في‬ ‫األنشطة‬ ‫و‬ ‫األلعاب‬ ‫استخدام‬Games and Activities
•٥)‫التقييم‬ ‫و‬ ‫االستراحات‬ ‫و‬ ‫التدريب‬ ‫إأدوات‬Training Tools and aids ,
Breaks and Evaluations
•‫الشرح‬ ‫لغة‬:‫اإلنجليزية‬ ‫مع‬ ‫العربية‬ ‫اللغة‬.

18. 1) Essential Skills ‫المحترف‬ ‫للمدرب‬ ‫األساسية‬ ‫المهارات‬
•Being genuine and authentic .
•Communication skills
•Presentation skills
•Humble and modest .
•Time management skills.

19. Being Genuine ‫طبيعتك‬ ‫علي‬ ‫خليك‬
•Genuine is being real, being you,
and not pretending to be someone
or something else.
•Being genuine, or authentic,
means that we are who we are
during training, just as we are in
other areas of our life and work.

20. Being Genuine. ‫بعض‬ ‫مع‬ ‫مثال‬ ‫ناخد‬.
• Ramy is a serious ‫جاد‬ , introverted ‫منطوي‬ individual, but he
has heard that training has to be fun in order for trainees
to enjoy their experience. In order to develop his fun side,
Mark is adding jokes ‫نكت‬ and comedy ‫كوميديا‬ to his
training material.
•Right Or Wrong

21. Being Genuine
• Tony forgot to photocopy the handouts for his session. He
thought about making up an excuse ‫عذر‬ and saying that
the photocopier was broken ‫معطلة‬ ‫التصوير‬ ‫,آلة‬ but then
decided to be honest ‫امين‬ and say that he had forgotten to
copy the handouts.
•Right Or Wrong

22. Communication Skills ‫االتصال‬ ‫مهارات‬.

23. ‫تعريف‬‫االتصال‬ Communication definition
It is the passing of a (message) from the
sender to the receiver

24. Communication Goals for TRAINERS
•Get and Give information .
•Persuade ‫األقناع‬.
•Get action
•Change Behavior

25. Good Communicators are
•Successful at work
•Successful at life
•Successful Trainers
•Lovely people

26. So,
•Would you like to be good
Communicator ??

27. Bravo , A good communicator
• Gives full attention to Trainees while
they are talking to you.

28. •Encourages other people to talk,
and ask appropriate questions.
• ‫األسئلة‬ ‫اسآل‬ ‫و‬ ‫التحدث‬ ‫علي‬ ‫اآلخرين‬ ‫شجع‬
‫المناسبة‬.

29. Treat people fairly and let others
know how you want to be treated.
‫آن‬ ‫تحب‬ ‫كيف‬ ‫الناس‬ ‫عرف‬ ‫و‬ ‫بعدالة‬ ‫الناس‬ ‫عامل‬
‫عامل‬ُ‫ت‬

30. Value teamwork and know how to
build cooperation ‫تعاون‬.

31. Show respect for people’s ideas and
feelings, even when you disagree
with them.
‫آن‬ ‫و‬ ‫حتي‬ ‫مشاعرهم‬ ‫و‬ ‫اآلخرين‬ ‫أفكار‬ ‫احترم‬
‫معهم‬ ‫اختلفت‬

32. Accept differences and conflict as a
normal part of any Training
environment.
‫من‬ ‫طبيعي‬ ‫كجزء‬ ‫الصراعات‬ ‫و‬ ‫االختالفات‬ ‫تقبل‬
‫التدريب‬ ‫بيئة‬.

33. Be open to negative feedback

34. Avoid ‫تجنب‬ making judgments
‫احكام‬ about trainees
“He/she is always that ….............

35. Follow through on your
commitments.
‫التزاماتك‬ ‫و‬ ‫عودك‬ ‫و‬ ‫نفذ‬

36. Be able to train people you have
difficulties with without becoming
negative yourself.

37. Barriers to Communication

38. Speaker’s Body
Language
Speaker’s
Words
Speaker’s
Expressions
Speaker
Barriers:
Past Experiences
Education
Assumptions
Emotional State
Distractions
Inattention
Cultural differences
Listener
Interpretation of
Meaning
Listener
Speaker’s Tone of
Voice

39. In communication
It is all about
ATTITUDE

41. You have to
see the
complete
picture

42. You choose how you see life
It is the same life , the same things
People choose to be happy or sad

43. Presentation Skills
•P=
•A=
•F=
•E =
•O=

44. Being Humble
• Humility is about understanding that the trainees that you
serve can teach as much or more than what you can
teach them.
• The humble trainer wants to serve their client.
• They are comfortable with the knowledge that they have
done the best work they could do, and that they have
served their client well.

45. Time management

46. Summary
• Being genuine is the most effective way to reach
our trainees.
• Communication includes much more than what
we say; our body language and the quality of our
voice have a lot to do with what people will learn
from us.
• Use PAFEO to organize your presentation.
• Being humble means serving the needs of our
participants instead of our own agenda.
• Manage your time , make use of it and achieve
your goals.

47. Review Questions
1. Good communicators do more than speak well. What other
techniques do they use in order to enhance their message?
2. What do the initials PAFEO mean?
3. ________________ is an aspect of serving the people I
train, rather than simply delivering content.
4. Describe what it means to be a genuine trainer.

48. Module 2: UnderstandingAdult Learning
In this Module, we will:
• Explore the principles of adult learning
• Discuss the learning cycle
• Learn how to apply different learning
methods
• Learn how to establish a learning climate
• Discuss ways to deal with difficult trainees

49. Principles ofAdult Learning
• We learn to do by doing.
• We have five senses.
• We learn when we are ready to learn.
• We make connections.
• We learn one thing at a time.
• We learn more rapidly when results are satisfying to us.
• We need to understand what we learn.
• We develop skill through practice.
• We differ from one another in abilities and background.
• Choose four of these principles and brainstorm how you
might incorporate each into a time management workshop.

50. Principles ofAdult Learning

51. Learning Methods
•Lecturing is not the way most people
prefer to learn. We learn best by doing.
•Reuse a good design.
•Research published designs that you
can modify to suit your training needs.
•Network and read.

52. Learning Methods
• Demonstration
• Case Study
• Guided Teaching
• Study Group
• Role Play
• Games and Simulations
• E-Learning

53. Establishing a Learning Climate
• Warmth and professionalism
• Color and sound
• Define the expectations
• Establish clear goals
• Use motivation and rewards
• Some things have to be unlearned
• Use group dynamics

54. Dealing with the Difficult
• Since training involves people, it makes sense to prepare
for behavior that can derail your training plan.
• The behaviors often are the result of frustration, boredom,
or personality characteristics that are well beyond your
scope of delivering training.

55. Dealing with the Difficult
• Not every disruptive behavior will be present in every course
that you deliver.
• It is the behavior that is disruptive, not the person. Don’t make
it personal to them, and don’t take their poor behavior
personally yourself.
• In dealing with unwanted behaviors, you must consider why the
participant is behaving in this way as you also decide how you
will respond.

56. Dealing with the Difficult
Common types of difficult behavior:
•Jester
•Cynic
•Indifferent
•Talker
•Whisperer

57. Summary
• Adults come to training with knowledge and a
preferred style of learning new information.
• Four-step learning cycle of behaviors and
events.
• Introduced several learning methods that can
be applied to a training session, including case
studies, role plays, online learning, and games.
• Discussed how to establish a learning climate.
• Five difficult behaviors: jester, cynic, indifferent,
talker, whisperer.

58. Review Questions
1. What are the four steps to the learning cycle?
2. Describe two methods you might use to
conduct a workshop in first aid, and explain
why you would use them over other methods.
3. What are five behaviors that can disrupt a
training session?
4. How can you use group dynamics to establish
a learning climate?
5. What are two important factors when it comes
to dealing with difficult behavior?

59. Training ‫التدريب‬
‫الجزء‬ ‫هذا‬ ‫في‬ ‫نتعلم‬ ‫ها‬
•Identify your trainees ‫المتدربين‬ ‫علي‬ ‫التعرف‬
•Conduct a needs analysis ‫تحليل‬ ‫عمل‬
‫تدريبية‬ ‫احتياجات‬
•Write learning objectives ‫التعلم‬ ‫اهداف‬ ‫كتابة‬
•Research, write, and test a program
‫التدريبي‬ ‫البرنامج‬ ‫اختبار‬ ‫و‬ ‫عمل‬ ‫و‬ ‫البحث‬ ‫مهارات‬

60. Identifying YourAudience
•Who needs this training?
•Why do they need this training?
•What do they already know?
•What do they need to know?

61. Knowledge in the training time ?

62. Training needs analysis
‫التدريبية‬ ‫االحتياجات‬ ‫تحليل‬

63. To Conduct Effective TNA , You have
to identify ‫تدريبية‬ ‫احتياجات‬ ‫لتحليل‬ ‫تصل‬ ‫لكي‬
‫تعرف‬ ‫آن‬ ‫يجب‬ ‫فعال‬
•The objectives of the
organization
•‫المؤسسة‬ ‫أهداف‬

64. • Gaps between what employees currently know and what
they need to learn
• ‫الفجوات‬‫في‬ ‫المتدربين‬ ‫او‬ ‫الموظفين‬ ‫يعرفه‬ ‫ما‬ ‫بين‬
• ‫يتعلموه‬ ‫ان‬ ‫يحتاجون‬ ‫ما‬ ‫و‬ ‫الحالي‬ ‫الوقت‬
•

65. • Training that is required ‫المطلوب‬ ‫التدريب‬.
• Training that would be nice to have ‫اإلضافي‬ ‫التدريب‬(‫توفر‬ ‫عند‬
‫الوقت‬)
• When training may not be needed, or is not the right
approach ‫للمشكلة‬ ‫حال‬ ‫ليس‬ ‫التدريب‬ ‫يكون‬ ‫عندما‬

66. ‫التدريب‬ ‫احتياجات‬ ‫تحليل‬ ‫طريقة‬
ICE

67. • Isolate the problem. ‫المشكلة‬ ‫اعزل‬.
• Consult with appropriate stakeholders and assess the
effect the problem is having on the organization. ‫استشير‬
‫المؤسسة‬ ‫علي‬ ‫المشكلة‬ ‫تأثير‬ ‫لمعرفة‬ ‫المسئولين‬
• Evaluate options and set up an action plan that meets
organizational needs, and assemble the support that you
need. ‫و‬ ‫المؤسسة‬ ‫احتياجات‬ ‫تفي‬ ‫عمل‬ ‫خطة‬ ‫اصنع‬ ‫و‬ ‫المطروحة‬ ‫االختيارات‬ ‫قيم‬
‫المطلوب‬ ‫الدعم‬ ‫بتجميع‬ ‫قم‬

68. The Employees have problems in
KSA
Knowledge
Skill
Attitude

69. •‫المؤسسة‬ ‫اهداف‬
•‫ال‬ ‫فجوات‬ ‫تحديد‬KSA
•‫المسئولين‬ ‫استشير‬
• ‫حدد‬‫الحلول‬ ‫من‬ ‫غيرة‬ ‫او‬ ‫تدريب‬ ‫كانت‬ ‫سواء‬ ‫عملك‬ ‫خطة‬

70. ‫عملية‬ ‫حالة‬(١)Case Study.
•‫الموضوع‬ ‫هذا‬ ‫في‬ ‫استشارتك‬ ‫طلبت‬ ‫تدريب‬ ‫شركة‬
•‫عندها‬ ‫الشركة‬ ‫هذه‬١٠‫منهم‬ ‫المطلوبة‬ ‫األهداف‬ ‫يحققوا‬ ‫ال‬ ‫و‬ ‫البيع‬ ‫قسم‬ ‫في‬ ‫افراد‬
•‫المشكلة‬ ‫لحل‬ ‫خطواتك‬ ‫ما‬.

71. ‫عملية‬ ‫حالة‬(٢)Case Study.
•‫المشكلة‬ ‫هذه‬ ‫لحل‬ ‫طلبتك‬ ‫خاص‬ ‫مستشفى‬
•‫؟‬ ‫منهم‬ ‫مال‬ ‫آلخذ‬ ‫المرضي‬ ‫بأحراج‬ ‫يقومون‬ ‫العمال‬ ‫و‬ ‫الممرضات‬

72. ‫عملية‬ ‫حالة‬(٣)Case Study.
•‫مو‬ ‫من‬ ‫العمالء‬ ‫من‬ ‫كثير‬ ‫شكاوي‬ ‫من‬ ‫تعاني‬ ‫بالتجزئة‬ ‫غذائية‬ ‫مواد‬ ‫بيع‬ ‫شركة‬‫ظفين‬
‫الكاشير‬.

73. Writing Objectives ‫التدريب‬ ‫اهداف‬ ‫صياغة‬.
Specific .
Measurable
Achievable
Relevant
Timed

74. ‫تكون‬ ‫ان‬ ‫يجب‬ ‫األهداف‬ ‫كتابة‬ ‫طريقة‬
SMART
‫مثال‬:‫افضل‬ ‫المتدربين‬ ‫سيكون‬ ‫التدريب‬ ‫بعد‬
‫؟‬ ‫الهدف‬ ‫هذا‬ ‫في‬ ‫رأيك‬ ‫ما‬

75. ‫صحيح‬ ‫بشكل‬ ‫التدريبي‬ ‫الهدف‬ ‫كتابة‬ ‫طريقة‬
•‫مثال‬:‫البيع‬ ‫مهارات‬ ‫كورس‬ ‫علي‬ ‫التدريب‬ ‫بعد‬Selling Skills
•‫بنسبة‬ ‫شهريا‬ ‫يحققها‬ ‫التي‬ ‫المبيعات‬ ‫زيادة‬ ‫علي‬ ‫قادر‬ ‫المتدرب‬ ‫سيكون‬١٠٪

76. ‫صحيح‬ ‫بشكل‬ ‫التدريبي‬ ‫الهدف‬ ‫كتابة‬ ‫طريقة‬
•‫مثال‬:‫المشكالت‬ ‫حل‬ ‫كورس‬ ‫علي‬ ‫التدريب‬ ‫بعد‬Problem Solving
•‫بنسبة‬ ‫لإلدارة‬ ‫تصل‬ ‫التي‬ ‫المشاكل‬ ‫تقليل‬ ‫علي‬ ‫قادر‬ ‫المتدرب‬ ‫سيكون‬٥٠٪

77. ‫صحيح‬ ‫بشكل‬ ‫التدريبي‬ ‫الهدف‬ ‫كتابة‬ ‫طريقة‬
•‫مثال‬:‫كورس‬ ‫علي‬ ‫التدريب‬ ‫بعد‬‫البشرية‬ ‫الموارد‬
•‫ب‬ ‫و‬ ‫المختلفة‬ ‫للوظائف‬ ‫توصيف‬ ‫و‬ ‫تحليل‬ ‫عمل‬ ‫علي‬ ‫قادر‬ ‫المتدرب‬ ‫سيكون‬‫نظام‬ ‫ناء‬
‫األداء‬ ‫لتقيم‬

78. Outlining the Program
•Learning Objectives
•Target Audience
•Prerequisites
•Methodology
•Time Frame
•Materials

79. ‫البيع‬ ‫مهارات‬ ‫لكورس‬ ‫برنامج‬ ‫محتوي‬ ‫لعمل‬ ‫مثال‬Selling Skills
• 1) learning objectives ١)‫التدريب‬ ‫اهداف‬.
•
• By the end of the training , the trainees will be able to
increase the sales 10 %
• ‫بمقدار‬ ‫مبيعاته‬ ‫زيادة‬ ‫علي‬ ‫قادر‬ ‫المتدرب‬ ‫سيكون‬ ‫التدريب‬ ‫بنهاية‬١٠٪

80. •٢)‫المستهدفة‬ ‫الفئة‬Target Audience.
•Sales people
•‫بالشركة‬ ‫البيع‬ ‫فريق‬

81. • Prerequisites ‫للمتدربين‬ ‫المسبقة‬ ‫المتطلبات‬
١)‫كاملة‬ ‫بدراية‬ ‫يكونوا‬ ‫ان‬ ‫المتدربين‬ ‫علي‬ ‫يجب‬
‫المنتج‬ ‫عن‬ ‫بمعلومات‬
‫و‬٢)‫التسويق‬ ‫عن‬ ‫مقدمة‬

82. Methodology ‫التدريب‬ ‫طريقة‬.
‫بالعرض‬ ‫التعليمية‬ ‫المادة‬ ‫شرح‬ ‫سيتم‬demonstration‫البيع‬ ‫علي‬ ‫التدريب‬ ‫سيتم‬ ‫و‬
‫باستخدام‬Role Play‫األدوار‬ ‫لعب‬

83. ‫الوقت‬Time Frame.
•‫محاضرات‬ ‫اربع‬ ‫علي‬ ‫التدريب‬ ‫سيتم‬
•‫المحاضرة‬ ‫مدة‬٤‫ساعات‬

84. ‫العلمية‬ ‫المادة‬Materials.
•‫العرض‬ ‫بها‬ ‫أسطوانة‬ ‫و‬ ‫كتيب‬ ‫علي‬ ‫متدرب‬ ‫كل‬ ‫حصول‬ ‫يتم‬ ‫سوف‬PowerPoint
•***********

85. ‫العلمية‬ ‫المادة‬ ‫تحديد‬ ‫عند‬Writing your program.
•Keep the quantity of content at a moderate
level.
•
• ‫معقول‬ ‫مستوي‬ ‫في‬ ‫المحتوي‬ ‫كمية‬ ‫تكون‬ ‫آن‬ ‫يجب‬(‫لقدرة‬
‫التدريب‬ ‫وقت‬ ‫و‬ ‫المتدربين‬)

86. • Use appropriate resource of information
• ‫للمعلومات‬ ‫بها‬ ‫موثوق‬ ‫مصادر‬ ‫أستخدم‬
• Fact Vs Opinion
• Is important for creative thinking and effective
learning .

87. • Use relevant information
• ‫التدريب‬ ‫بمحتوي‬ ‫عالقة‬ ‫لها‬ ‫معلومات‬ ‫استخدم‬

88. •Use practical and updated information not outdated or a
part of a fad
•‫من‬ ‫ليست‬ ‫قديمة‬ ‫معلومات‬ ‫تعليم‬ ‫من‬ ‫أحذر‬ ‫و‬ ‫عصرية‬ ‫و‬ ‫عملية‬ ‫معلومات‬ ‫استخدم‬‫اسبة‬
‫الحالي‬ ‫للوقت‬.

89. •Carefully consider supporting materials
•(student guides, handouts, slides).
•‫التدريب‬ ‫في‬ ‫معينة‬ ‫أدوات‬ ‫استخدم‬
•‫توصي‬ ‫و‬ ‫التدريب‬ ‫في‬ ‫يساعدك‬ ‫ما‬ ‫كل‬ ‫او‬ ‫تقديمي‬ ‫عرض‬ ‫او‬ ‫كتاب‬‫ل‬
‫المعلومة‬.

90. Testing the Program
• ‫التدريب‬ ‫مجال‬ ‫في‬ ‫خبراء‬ ‫علي‬ ‫اعرضه‬
• ‫الكاميرا‬ ‫امام‬ ‫بعرضه‬ ‫قم‬
• ‫األقارب‬ ‫من‬ ‫مجموعة‬ ‫امام‬ ‫بعرضه‬ ‫قم‬

91. Summary
• Identify target audience to complete a needs
analysis.
• Objective statements can focus a session plan.
• Session plan should contain learning objectives,
target audience, prerequisites, methodology, time
frame, and materials.
• When writing program, keep the quantity of content at
a moderate level and use appropriate resources.
• Carefully consider supporting materials (student
guides, handouts, slides).
• Should test a program before rolling it out.

92. •Training Tips

93. VisualAndAudioAids
• Lights

94. • Projectors

95. • Flip Charts

96. • TV/Computer Monitors

97. • Posters

98. • Color

99. • Sound

100. VisualAids
• Light colors are hard to see. Try to use black
or blue fonts.
• Sans-serif fonts like Arial are easier to read.
Script and serif fonts are harder to read.
• Text size 12 is too small to read.
• Text size 24 or larger is ideal.
• Make sure pictures and animations aren't’t
distracting.

101. Presentation Tips
• Your participants will forgive many things, but lack of
preparation is not one of them.
• Make sure that you know your material well .
• ‫لك‬ ‫يغفرون‬ ‫سوف‬ ‫التدريب‬ ‫في‬ ‫المشاركين‬‫آي‬‫لكن‬ ‫و‬ ‫شيء‬‫يغف‬ ‫لن‬ ‫التحضير‬ ‫عدم‬‫ر‬
• ‫جدا‬ ‫جيدا‬ ‫مادتك‬ ‫بتحضير‬ ‫قم‬ ‫لذلك‬

102. • Prepare for an emergency. ‫للطوارئ‬ ‫اإلمكان‬ ‫قدر‬ ‫علي‬ ‫جاهز‬ ‫كن‬
• Remember food and drinks. ‫الشرب‬ ‫و‬ ‫االكل‬ ‫تذكر‬

103. Managing Questions andAnswers
When you are creating questions:
•Keep them short.

104. • Make sure questions are distributed evenly
throughout the group.
• ‫علي‬ ‫الصعوبة‬ ‫مستوي‬ ‫نفس‬ ‫و‬ ‫الكمية‬ ‫بنفس‬ ‫اسئلتك‬ ‫وزع‬
‫بالتساوي‬ ‫الحاضرين‬

105. • Avoid vague questions; questions need to relate to the training.
• ‫بالتدريب‬ ‫صلة‬ ‫ذات‬ ‫تكون‬ ‫ان‬ ‫يجب‬ ‫اسئلتك‬ ‫كل‬ ‫الغامضة‬ ‫األسئلة‬ ‫تجنب‬
• Avoid questions that could lead to confession that will make
your participants uncomfortable.
• ‫تجنب‬‫آي‬‫بعدها‬ ‫الراحة‬ ‫بعدم‬ ‫يشعرون‬ ‫قد‬ ‫و‬ ‫بشيء‬ ‫يدلو‬ ‫المشاركين‬ ‫تجعل‬ ‫قد‬ ‫اسئلة‬

106. Common types of questions:
‫استخدامها‬ ‫و‬ ‫الشائعة‬ ‫األسئلة‬ ‫أنواع‬

107. • Open questions
• ‫المفتوحة‬ ‫األسئلة‬
• ‫مثل‬ ‫استفهام‬ ‫أدوات‬ ‫فيها‬ ‫نستخدم‬‫متي‬ ‫و‬ ‫آين‬ ‫و‬ ‫لماذا‬‫للمسئول‬ ‫اإلجابة‬ ‫نترك‬ ‫و‬
• ‫تستخدم‬ ‫مباشرة‬ ‫أسئلة‬‫نقاش‬ ‫لفتح‬‫المعلومات‬ ‫لمعرفة‬ ‫و‬
• ‫مثال‬
•
• ‫؟‬ ‫المتدربين‬ ‫احد‬ ‫مع‬ ‫مشكلة‬ ‫وقوع‬ ‫حالة‬ ‫في‬ ‫تفعل‬ ‫ماذا‬

108. • Closed questions
•‫مغلقة‬ ‫أسئلة‬
•‫اإلجابة‬ ‫منها‬ ‫يختار‬ ‫للمسئول‬ ‫محددة‬ ‫اختيارات‬ ‫فيها‬ ‫نضع‬ ‫أسئلة‬
•‫ت‬ ‫لمعرفة‬ ‫او‬ ‫الوقت‬ ‫علي‬ ‫للحفاظ‬ ‫نقاش‬ ‫فتح‬ ‫دون‬ ‫معينة‬ ‫إجابة‬ ‫لمعرفة‬ ‫مفيدة‬‫حصيل‬
‫عدمها‬ ‫من‬ ‫المعلومة‬.
•‫مثال‬
•‫من‬ ‫للمدرب‬ ‫تقيمك‬ ‫ما‬ ‫؟‬ ‫الدرس‬ ‫فهمت‬ ‫هل‬١‫الي‬١٠‫؟‬

109. • Leading questions
• ‫معينة‬ ‫إلجابة‬ ‫المسئول‬ ‫توجه‬ ‫أسئلة‬
• ‫مثال‬
• ‫سعيدة؟‬ ‫حياة‬ ‫لتعيش‬ ‫التواصل‬ ‫في‬ ‫جيد‬ ‫تكون‬ ‫آن‬ ‫تريد‬ ‫هل‬
• ‫؟‬ ‫الرائعة‬ ‫االغنية‬ ‫هذه‬ ‫اعجبتك‬ ‫هل‬

110. • Loaded questions ( presupposition ‫مسبق‬ ‫)افتراض‬
•‫ذكية‬ ‫بطريقة‬ ‫معلومة‬ ‫علي‬ ‫للحصول‬ ‫مباشرة‬ ‫غير‬ ‫أسئلة‬(‫المسئ‬ ‫تعطي‬ ‫وال‬‫وقت‬ ‫ول‬
‫للمراوغة‬)
•‫مثال‬:‫ما‬ ‫شخص‬ ‫من‬ ‫تعرف‬ ‫آن‬ ‫تريد‬ ‫كنت‬ ‫آن‬‫آذا‬‫؟‬ ‫ال‬ ‫آم‬ ‫سيارة‬ ‫يمتلك‬ ‫كان‬
•‫السؤال‬ ‫يكون‬:‫؟‬ ‫سيارتك‬ ‫لون‬ ‫ما‬‫آي‬‫؟‬ ‫للسيارة‬ ‫امتالكه‬ ‫نستنج‬ ‫سوف‬ ‫لون‬

111. Managing Questions andAnswers
Responding to Answers ‫األسئلة‬ ‫مع‬ ‫التجاوب‬
• Acknowledge every contribution that a participant
makes.
• ‫المتدربين‬ ‫من‬ ‫مشاركة‬ ‫كل‬ ‫شجع‬

112. • Respond to answers immediately, even though you may
have to defer the answer.
• ‫اإلجابة‬ ‫تغير‬ ‫ها‬ ‫لو‬ ‫حتي‬ ‫الحال‬ ‫في‬ ‫اإلجابات‬ ‫مع‬ ‫.تجاوب‬

113. • Congratulate correct answers professionally. Be careful to
be positive and not condescending.
• ‫الصحيحة‬ ‫اجابتهم‬ ‫علي‬ ‫المشاركين‬ ‫هنئ‬
• ‫محبط‬ ‫تكن‬ ‫وال‬ ‫إيجابي‬ ‫كن‬ ‫دائما‬

114. • Correct misperceptions and wrong answers as they occur.
• ‫المشاركين‬ ‫عند‬ ‫الخاطئ‬ ‫الفهم‬ ‫و‬ ‫الخاطئة‬ ‫اإلجابات‬ ‫صحح‬

115. • Point out the merits even in wrong answers.
•‫الخاطئة‬ ‫اإلجابات‬ ‫في‬ ‫حتي‬ ‫المزايا‬ ‫اظهر‬

116. Scheduling Breaks
• There are some great introductory exercises which can
allow stragglers ‫متلكئ‬ to join in as they arrive.
• For Example
• Stretching Exercise
•
• Find ten things in common between
• you and your colleague .

117. • If you have an activity that involves reading, writing, or
study tasks, arranging them before a break can be a good
strategy.

118. • In order to be fair to participants, always make sure that
you give them an adequate amount of time for a break.

119. Scheduling Breaks
• If you happen to be providing training in a conference
centre or training school and there are several sessions
going on at one time, it may not be effective to have all
rooms break at the same time.
• Using washrooms can slow
• down a break if you have lots of
• people and not enough bathroom stalls.

120. Evaluations ‫التقييم‬.
Evaluating learning is a key component. ‫عنصر‬ ‫التقييم‬
‫التعليم‬ ‫عناصر‬ ‫من‬ ‫جدا‬ ‫هام‬
• A trainer must evaluate the learning in order to
know whether the objectives ‫آالهداف‬ have been
met.
• ‫؟‬ ‫ال‬ ‫آم‬ ‫التدريب‬ ‫اهداف‬ ‫حققنا‬ ‫هل‬ ‫يظهر‬ ‫التقييم‬

121. • Evaluation is essential to demonstrate that an
organization is using their training resources
appropriately.
• ‫؟‬ ‫فعالة‬ ‫بطريقة‬ ‫ميزانيتها‬ ‫و‬ ‫مواردها‬ ‫المؤسسة‬ ‫تستغل‬ ‫هل‬

122. • Trainees need to know that they will be able to transfer
the learning back to their jobs effectively.
• ‫بفاعلية‬ ‫لوظيفتهم‬ ‫تعلموه‬ ‫ما‬ ‫لنقل‬ ‫قدرتهم‬ ‫لمعرفة‬ ‫يحتاجوا‬ ‫المتدربين‬

123. • A trainer needs to know if they have provided appropriate
and meaningful experiences and material.
• ‫للمتدربين‬ ‫معني‬ ‫ذو‬ ‫و‬ ‫مناسبة‬ ‫خبرات‬ ‫قدم‬ ‫ما‬ ‫إذا‬ ‫لمعرفة‬ ‫يحتاج‬ ‫المدرب‬

124. Evaluations
Many trainers use Donald Kirkpatrick’s four levels of evaluation:

125. •Reaction: The way trainees react to training
•Learning: Knowledge, skills, and attitudes
(KSAs) that trainees gain from the training
•Behavior: How the new KSAs are applied on
the job
•Results: The impact that the change in KSAs
have on the organization

126. Evaluations
•Use a form
•Simple is best
•Keep it positive
•Encourage additional comments

127. Workshop Title: _____________________ Date: _____________________ Workshop Instructor: _____________________
Please rate the following items on a scale of one to ten, with one being abysmal, five being acceptable, and ten being perfect.
WORKSHOP ROOM 1 2 3 4 5 6 7 8 9 10
Comments:
WORKSHOP FACILITIES 1 2 3 4 5 6 7 8 9 10
Comments:
INSTRUCTOR KNOWLEDGE 1 2 3 4 5 6 7 8 9 10
Comments:
INTERACTIVITY OF WORKSHOP 1 2 3 4 5 6 7 8 9 10
Comments:
Would you recommend this course to others? Why or why not?
Other thoughts you would like to share?
Evaluation Form

128. Reasons You Need To Be
Using Game-Based Training

129. 1) GAMES ARE ENGAGING .
• It's quite evident that people are more likely to gain the
skills and knowledge they need to succeed when they're
interested in learning.