| This
HR management training the trainer programme takes a systematic approach.
| For instructors the
HR management programme starts with job break down into its component tasks. Each
task is then the subject of explanation, instruction and practice during the training.
| | For trainers
the HR management programme starts by examining how training needs
are identified, this will include an overview of performance review and
development systems. | | The second
step is to specify the learning objectives . Specific objectives
help when considering how to deliver the training and provide a benchmark for
performance assessment . This will result in the establishment
of personal development portfolios to underpin the learning
process and its application within the workplace. | | The
third step is learning design , preparing materials, planning
learning sessions and organising training resources and the learning environment.
| | The fourth step is learning delivery
using appropriate learning methods and learning
styles . This must provide for all participants to be actively involved
and for feedback. | | The final step is to review
and evaluate both the training sessions and participant performance.
| Throughout this HR management training the trainer
programme participants: - are given opportunity to instruct
on a one-to-one basis
- will deliver mini presentations
- will
manage mini training sessions
- are invited to share views, issues and
concerns and to create a forum for help and advice
 This
will be subject to review and feedback and will consolidate participants thinking
about HOW people learn, the importance of planning and preparation
in the learning process and will give them an insight into their own personal
communication style and also how they learn. Whether one-to-one or one-to-many
training sessions are delivered in addition to establishing needs, and planning
and preparing events the key to successful learning is communication. Participants
themselves will lead discussion groups on communication definition,
qualities, context, objectives, results, purpose, planning, structure, and language
to ensure that communications are clear, concise, unambiguous, meaningful and
relevant.
Participants will soon realise that for communications to
be effective the communicator needs to focus on individual recipient needs, engage
in two way exchanges, use questioning and active listening skills, mirroring and
perception checking techniques, etc., to eliminate barriers and misinterpretation,
and promote understanding. During participants mini presentations
and training sessions participants will subsequently be encouraged to explore
the relevance of subject knowledge, topic interest, audience enthusiasm, skill
in delivery, use of challenging methods, learning style, objectives accomplishment,
structure and preparation, and in particular the role of humour. The feedback
that is given will also include the value and use of visual aids, audience management,
staging etc. | 
