How To Be A Good Technical Trainer

By | October 2, 2017

Technical training has certain advantages and challenges by comparison with other types of training. This course provides participants with the key skills needed. The duration is based on a group of 4-6. Larger groups will need a longer course.

Overview
Technical training is more than being knowledgeable. A good technical trainer can achieve better results, competence and customer loyalty, than someone who is more knowledgeable but who lacks training skills. Poor technical training results in a greater requirement for support afterwards and more errors than are acceptable. This affects the costs and profitability of the organisation in the short and long-term. Technical training has different requirements to general training skills.

This practical and intensive course gives participants the key skills they need.

Who Should Attend
Anyone involved in training internal or external staff in a technical subject.

Duration
2 Days

Technical Trainer – Course Objectives

Participants will learn:

  • the stages in the training process and the difference between ‘technical’ training and other types of training
  • the components of the first stage in establishing the priority training needs
  • how to develop a basic training session and practise the key factors in delivery of a training session
  • some of the theories underpinning good training and practise other aspects of delivery.

Technical Trainer – Course Outline

‘Needs’
Analysis of needs
Barriers
Establishing priorities

Developing Training I
Setting objectives
Developing training modules
Training session structure
Training course – introduction
Training course – summary
Using visual aids

Delivery I
Style
Question & answer sessions
Handling nervousness
Last minute checks
Implementation

Underpinning Theories I
Information acquisition
How memory works
Conditioning process
Giving feedback

Develop Training II
Trainer guide/Lesson plan
Other visual aids
Concentration patterns
Methods – type and use

Delivery II
Asking questions
Participant positions
Room layout options
Environmental considerations
Group dynamics – functional behaviours
Group dynamics – dysfunctional behaviours
Problem participants
Points of polish

Underpinning Theories II
Alternative tuition approaches
Circle of competence
Evaluating training
Creating instructions

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