The document provides guidance on choosing trainers. It discusses identifying core trainer competencies such as accountability and communication. Trainer candidates participate in a behavioral interview and presentation evaluation. Candidates are selected based on these evaluations and sent to train-the-trainer instruction. The document also covers principles of design for documents, including alignment, consistency, proximity and contrast. It provides a sample lesson plan format and discusses curriculum design, specifically subject-centered, learner-centered and problem-centered approaches.

1. Choosing Trainers

2. Identify Trainer Competencies
 Total Training Solutions has a set of core trainer competencies
along with definitions and behavioural indicators for each.
 The competencies are the foundation upon which trainer
candidates are evaluated, selected, and trained. These
competencies can be used as is, or can be customized to fit your
organization’s particular environment.

3. Commonly defined core competencies
 Accountability
 Adaptability
 Communication
 Continual Learning
 Initiative
 Integrity
 Professionalism
 Teamwork

4. Behaviour-Based Interview with HR
Trainer candidates will participate in a 45-60 minute interview with
HR. During this initial interview, candidates will respond to
behaviour-based questions that relate directly to the identified trainer
competencies.
Example :
 Describe a stressful situation at work and how you handled it.
 Describe a decision you made that was unpopular and how you
handled it.

5. Candidate Presentations
 All candidates who pass the Behaviour-Based Interview with
HR will proceed to the next phase of the interview process, the
presentation.
 The candidates will be required to present a 15-30 minutes
section of a training module to a panel of no more than four
internal interviewers.

6. Selection
Based upon the results of the Behaviour Based Interview and the
Candidate Presentations, the qualified candidates are selected and
sent on to the next phase of the process, train-the-Trainer
Instruction.

7. Designing Document

8. Alignment
 Alignment is one of the most basic and important principles of
design. It allows us to create order and organisation among
elements.

9. Consistency
Ensure that each section of the document is visually consistent
with other sections.
 Switching font style or size, which can make a document look
awkward for readers.
 Switching from bulleted lists to numbered lists
 And inconsistent spacing or indenting

10. Proximity
 The principle of proximity is fairly simple. it dictates that related
items should be visually arranged together.
 Proximity doesn’t mean that elements have to be placed together,
it means they should be visually connected in someway. This can be
by use of point size, font, colour etc

11. Contrast
Contrast plays a crucial part in the organisation of information
on a page. It will guide the reader to where they should look
first or to the most important element.
White Space
 White space helps to separate your text into disparate,
distinguishable parts.
 White space also helps to emphasize key points/parts of
your document.

12. Lesson plan

13.  A lesson plan is the guide for running a particular lesson, and
it includes the goal, how the goal will be reached and a way of
measuring how well the goal was reached.
 A well-developed lesson plan reflects the interests and needs
of students. It incorporates best practices for the educational as
well as business field.

14. Format for a lesson plan
 Title of the lesson
 Time required to complete the lesson
 List of required materials
 List of objectives, which may be behavioural objectives or
knowledge objectives
 The set that focuses students on the lesson's skills or concepts.
These include showing pictures or models, asking leading
questions, or reviewing previous lessons

15.  Independent practice that allows students to extend skills or
knowledge on their own.
 A summary, where the trainer wraps up the discussion and
answers questions.
 An evaluation component, a test for mastery of the
instructed skills or concepts.
 An analysis component the teacher uses to reflect on the
lesson itself. such as what worked and what needs
improving
 A continuity component reviews and reflects on content
from the previous lesson

16. Curriculum Design
 The term curriculum often refers specifically to a planned
sequence of instruction.
 Curriculum Design is the structure or the arrangement of the
components or elements of a curriculum.
 Teachers design a curriculum with a specific purpose in
mind. The ultimate goal is to improve student learning, but
there are other reasons to employ curriculum design as well.

17. Types of Curriculum Design
There are three basic types of curriculum design:
 Subject - centered design
 Learner - centered design
 Problem - centered design

18. Subject - Centered Curriculum Design
 A Subject - centered curriculum design revolves around a
particular subject matter or discipline. example :A subject -
centered curriculum may focus on math or biology.
 This type of curriculum design tends to focus on the subject
rather than the individual.
 The primary drawback of subject-centered curriculum
design is that it is not student-centered.

19. Learner-Centered Curriculum Design
 Learner- centered curriculum design revolves around the
learner. It takes each individual's needs, interests and goals
into consideration.
 A learner- centered curriculum is differentiated and often
gives students the opportunity to choose assignments,
learning experiences or activities. This can motivate
students and help them stay engaged in the material that
they are learning.

20. Problem-Centered Curriculum Design
 Like learner-centered curriculum design, problem-centered
curriculum design is also a form of curriculum design.
 It focuses on teaching students how to look at a problem
and come up with a solution to the problem.
 This is considered an authentic form of learning because
students are exposed to real-life issues, which helps them
develop skills that are transferable to the real world.

21. Thank You