The document outlines a training of trainers course that took place from November 2009 to June 2010 at the Malaysian Maritime Academy. The course was based on the IMO Model Course 6.09 and covered topics like educational psychology, learning theories, STCW requirements, and developing a training portfolio. Ten individuals participated in the first cohort, including captains and instructors, and were facilitated by Capt. Mazlan, Mr. Lau, Mr. Chua, and Kalyan over the course of the sessions.
The STCW Basic Safety Training consists of four courses covering personal safety, survival, medical emergencies, and firefighting. The courses are designed to satisfy the safety requirements for any mariner on any size of vessel. The training was established by the International Maritime Organization in 1978 and has since been revised several times to improve safety standards worldwide for professional mariners. The entire Basic Safety Training can typically be completed over four days and is required for anyone sailing outside of certain boundary lines or on vessels over 200 gross tons.
The document outlines a training of trainers course that took place from November 2009 to June 2010 at the Malaysian Maritime Academy. The course was based on the IMO Model Course 6.09 and covered topics like planning an effective teaching environment, designing effective courses, factors affecting student learning, effective delivery techniques, organizing lectures, elements of delivery, and active learning. The course had 10 sessions and was facilitated by Capt. Mazlan, Mr. Lau, Mr. Chua, and Kalyan for the first cohort which included 10 participants.
The document outlines a training of trainers course held at the Malaysian Maritime Academy from November 2009 to June 2010. The course was based on IMO Model Course 6.09 and discussed how Malaysia implemented the international standards for maritime training and certification, STCW 78, through its domestic legislation. It also reviewed the various sections of STCW 78 which establish competence standards for ship officers, engineers, and other crew.
The document discusses the International Maritime Organization (IMO), an agency of the United Nations that regulates international shipping. It outlines that the IMO was established in 1948 to improve vessel safety and prevent marine pollution. The IMO adopts international conventions covering issues like safety of life at sea, training of seafarers, and prevention of pollution from ships. Member states are required to adopt these conventions into their own laws. The document focuses on key IMO conventions regarding safety (SOLAS) and prevention of pollution (MARPOL).
This document summarizes an ETM 4th Project Meeting held in Plovdiv, Bulgaria on October 6-7th, 2011. It discusses mentored learning, the role of mentors in e-learning, mentor responsibilities, and the design and implementation of a training program. Specifically, it outlines a "Train the Trainer" program to teach mentors about mentored learning, asynchronous/synchronous platforms, managing users and courses, and scenario practice. It also describes the mentor audit process, testing mentor knowledge, and delivering mentored learning.
A complete presentation on 'Train the Trainer' including various aspects of preparing a Trainer to deliver effective training, certification criteria for the trainer and certificate templates for both trainees and trainer.
The document outlines a training of trainers course that took place from November 2009 to June 2010 at the Malaysian Maritime Academy. The course was based on the IMO Model Course 6.09 and covered topics like educational psychology, learning theories, STCW requirements, and developing a training portfolio. Ten individuals participated in the first cohort, including captains and instructors, and were facilitated by Capt. Mazlan, Mr. Lau, Mr. Chua, and Kalyan over the course of the sessions.
The STCW Basic Safety Training consists of four courses covering personal safety, survival, medical emergencies, and firefighting. The courses are designed to satisfy the safety requirements for any mariner on any size of vessel. The training was established by the International Maritime Organization in 1978 and has since been revised several times to improve safety standards worldwide for professional mariners. The entire Basic Safety Training can typically be completed over four days and is required for anyone sailing outside of certain boundary lines or on vessels over 200 gross tons.
The document outlines a training of trainers course that took place from November 2009 to June 2010 at the Malaysian Maritime Academy. The course was based on the IMO Model Course 6.09 and covered topics like planning an effective teaching environment, designing effective courses, factors affecting student learning, effective delivery techniques, organizing lectures, elements of delivery, and active learning. The course had 10 sessions and was facilitated by Capt. Mazlan, Mr. Lau, Mr. Chua, and Kalyan for the first cohort which included 10 participants.
The document outlines a training of trainers course held at the Malaysian Maritime Academy from November 2009 to June 2010. The course was based on IMO Model Course 6.09 and discussed how Malaysia implemented the international standards for maritime training and certification, STCW 78, through its domestic legislation. It also reviewed the various sections of STCW 78 which establish competence standards for ship officers, engineers, and other crew.
The document discusses the International Maritime Organization (IMO), an agency of the United Nations that regulates international shipping. It outlines that the IMO was established in 1948 to improve vessel safety and prevent marine pollution. The IMO adopts international conventions covering issues like safety of life at sea, training of seafarers, and prevention of pollution from ships. Member states are required to adopt these conventions into their own laws. The document focuses on key IMO conventions regarding safety (SOLAS) and prevention of pollution (MARPOL).
This document summarizes an ETM 4th Project Meeting held in Plovdiv, Bulgaria on October 6-7th, 2011. It discusses mentored learning, the role of mentors in e-learning, mentor responsibilities, and the design and implementation of a training program. Specifically, it outlines a "Train the Trainer" program to teach mentors about mentored learning, asynchronous/synchronous platforms, managing users and courses, and scenario practice. It also describes the mentor audit process, testing mentor knowledge, and delivering mentored learning.
A complete presentation on 'Train the Trainer' including various aspects of preparing a Trainer to deliver effective training, certification criteria for the trainer and certificate templates for both trainees and trainer.
This document provides information and instructions for trainers on how to lead a PreciseTM training course. It covers conducting the course introduction, leading topic discussions, concluding the course, and course evaluations. The introduction section discusses introducing prerequisites, audience, instructors, and the course schedule. The topic discussion section provides guidance on presenting instructional materials and improvising. The conclusion section addresses bringing the course to an end and evaluating success.
Being a learning organization, we are addressing the training and development needs of our employees on regular basis. Majority of trainings are being conducted in house by our own employees.
For all of in house trainers, it is imperative to understand that training is more than just presentations. So to make in house trainers more effective, the need for Train the trainer was felt.
So i have prepared this module keeping above points in mind for our in house trainers.
Is an intensive, hands-on workshop that will instruct individuals in the use of practical techniques for creative training delivery.
Participants will know what is Training and Development.
Participants will know the difference between Training and Education.
Participants will learn benefits of Training.
Participants will learn how to perform “Training Needs Assessments”
Participants will learn how to Design Training Needs Assessment Surveys.
Participants will learn how to handle requests for Training Requirements Analysis
Participants will learn what are the Misconceptions about Training.
Participants will learn about Training Delivery Methods.
Participants will learn about Determining Training Delivery Methods .
Participants will learn about Evaluating Training and Results.
Participants will learn about Guidelines for Evaluating the Effectiveness of Training.
Participants will learn about Total Quality Management (Training and Human Resources Development )
Participants will learn about Examples of Quality Management Training.
Participants will learn about using Ice Breakers in Training
Participants will learn how to facilitate discussions, direct activities, manage the training session and acquire many other skills to help them train effectively.
They will have an opportunity to practice Training.
They will leave with new ideas on how to "spice up" training as well as reinforce the skills that will make them feel masterful in training others..
This document outlines the agenda and key points for a "Train the Trainer" seminar. The seminar will cover:
1. Preparation, including understanding adult learning styles, the differences between teachers and instructors, creating checklists and lesson plans, and motivating audiences.
2. Training delivery, including gaining attention, setting aims and objectives, explaining content, facilitating discussions, and demonstrating techniques.
3. Best practices such as using multimedia, facilitating discussions, summarizing, and checking for understanding.
The goal is to equip participants to effectively plan, deliver, and facilitate their own training sessions.
There is a wide range of specific skills needed to undertake one-to-one coaching, team building, facilitating, counseling, besides being an interventionist and change agent, explained here is the Skills of an Effective Trainer, as a part of lesson “Effective Hr training and Development Strategy”, brought to you by Welingkar’s Distance Learning Division.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/effectivehrtrainingslides
Join us on Facebook: http://www.facebook.com/welearnindia
Read our latest blog at: http://welearnindia.wordpress.com
Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP
Train The Trainer Power Point Presentationpreethi_madhan
This document provides guidance on various aspects of designing and delivering effective training, including needs assessment, objectives, content development, delivery methods, and evaluation. It discusses qualities of a good trainer, such as subject matter expertise, presentation skills, and the ability to engage trainees. Key steps in the training process are identified, such as analyzing training needs, designing the content and structure, developing materials, implementing the training, and evaluating outcomes. Factors that influence training design decisions are also addressed, such as the training goals, skills required, and learners' readiness.
Megatrends are strong global forces affecting everything and all life on our planet. By viewing the world from a distance and over several centuries, there are 8 global forces of change that stand out. They are: Population boom; Rapid urbanization; Ferocious consumption; Technology rush; Digital transformation; Global connectedness; Environmental degradation and Wealth inequality.
The Online College Labor Market: Where the Jobs Are More than 80 percent of job openings for workers with a bachelor’s degree or higher are posted online. This report analyzes the demand for college talent in the job market by examining online job advertisements for college degree-holders by education, occupations, and industries.
This document provides information and instructions for trainers on how to lead a PreciseTM training course. It covers conducting the course introduction, leading topic discussions, concluding the course, and course evaluations. The introduction section discusses introducing prerequisites, audience, instructors, and the course schedule. The topic discussion section provides guidance on presenting instructional materials and improvising. The conclusion section addresses bringing the course to an end and evaluating success.
Being a learning organization, we are addressing the training and development needs of our employees on regular basis. Majority of trainings are being conducted in house by our own employees.
For all of in house trainers, it is imperative to understand that training is more than just presentations. So to make in house trainers more effective, the need for Train the trainer was felt.
So i have prepared this module keeping above points in mind for our in house trainers.
Is an intensive, hands-on workshop that will instruct individuals in the use of practical techniques for creative training delivery.
Participants will know what is Training and Development.
Participants will know the difference between Training and Education.
Participants will learn benefits of Training.
Participants will learn how to perform “Training Needs Assessments”
Participants will learn how to Design Training Needs Assessment Surveys.
Participants will learn how to handle requests for Training Requirements Analysis
Participants will learn what are the Misconceptions about Training.
Participants will learn about Training Delivery Methods.
Participants will learn about Determining Training Delivery Methods .
Participants will learn about Evaluating Training and Results.
Participants will learn about Guidelines for Evaluating the Effectiveness of Training.
Participants will learn about Total Quality Management (Training and Human Resources Development )
Participants will learn about Examples of Quality Management Training.
Participants will learn about using Ice Breakers in Training
Participants will learn how to facilitate discussions, direct activities, manage the training session and acquire many other skills to help them train effectively.
They will have an opportunity to practice Training.
They will leave with new ideas on how to "spice up" training as well as reinforce the skills that will make them feel masterful in training others..
This document outlines the agenda and key points for a "Train the Trainer" seminar. The seminar will cover:
1. Preparation, including understanding adult learning styles, the differences between teachers and instructors, creating checklists and lesson plans, and motivating audiences.
2. Training delivery, including gaining attention, setting aims and objectives, explaining content, facilitating discussions, and demonstrating techniques.
3. Best practices such as using multimedia, facilitating discussions, summarizing, and checking for understanding.
The goal is to equip participants to effectively plan, deliver, and facilitate their own training sessions.
There is a wide range of specific skills needed to undertake one-to-one coaching, team building, facilitating, counseling, besides being an interventionist and change agent, explained here is the Skills of an Effective Trainer, as a part of lesson “Effective Hr training and Development Strategy”, brought to you by Welingkar’s Distance Learning Division.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/effectivehrtrainingslides
Join us on Facebook: http://www.facebook.com/welearnindia
Read our latest blog at: http://welearnindia.wordpress.com
Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP
Train The Trainer Power Point Presentationpreethi_madhan
This document provides guidance on various aspects of designing and delivering effective training, including needs assessment, objectives, content development, delivery methods, and evaluation. It discusses qualities of a good trainer, such as subject matter expertise, presentation skills, and the ability to engage trainees. Key steps in the training process are identified, such as analyzing training needs, designing the content and structure, developing materials, implementing the training, and evaluating outcomes. Factors that influence training design decisions are also addressed, such as the training goals, skills required, and learners' readiness.
Megatrends are strong global forces affecting everything and all life on our planet. By viewing the world from a distance and over several centuries, there are 8 global forces of change that stand out. They are: Population boom; Rapid urbanization; Ferocious consumption; Technology rush; Digital transformation; Global connectedness; Environmental degradation and Wealth inequality.
The Online College Labor Market: Where the Jobs Are More than 80 percent of job openings for workers with a bachelor’s degree or higher are posted online. This report analyzes the demand for college talent in the job market by examining online job advertisements for college degree-holders by education, occupations, and industries.