Lead Trainer

Model Curriculum

Lead Trainer

SECTOR: SUB-SECTOR: OCCUPATION:

REF ID: NSQF LEVEL:

Management & Entrepreneurship and Professional Skills Training Lead Trainer MEP/ Q 0101, V1.0

6

Lead Trainer

Certificate CURRICULUM COMPLIANCE TO

QUALIFICATION PACK – NATIONAL OCCUPATIONAL STANDARDS

is hereby issued by the

Management & Entrepreneurship and Professional Skills Council for the

MODEL

CURRICULUM Complying to National Occupational Standards

of

Job Role/ Qualification Pack: ‘Lead Trainer’ QP No. ‘MEP/ Q0101 NSQF Level 6’

Date of Issuance: December 01, 2016 Authorised Signatory

Valid Upto: December 01, 2017

* Valid up to the next review date of the Qualification Pack Management & Entrepreneurship and Professional Skills Council

Lead Trainer

TABLE OF CONTENTS

1. Curriculum 01

2. Trainer Prerequisites 08

3. Annexure: Assessment Criteria 09

Lead Trainer

Lead Trainer CURRICULUM/SYLLABUS

This program is aimed at training candidates for the job of a “Lead Trainer”, in the “Management &

Entrepreneurship and Professional Skills” Sector/Industry and aims at building the following key competencies

amongst the learner

Program Name Lead Trainer

Qualification Pack Name & Reference ID. ID

MEP/ Q 0101

Version No. 1.0 Version Update Date As per QP

Pre-requisites to Training NA

Training Outcomes After completing this programme, participants will be able to:

Provide advanced facilitation practice

Evaluate a training program

Train trainers

Lead and coordinate training services

Undertake competency based assessment

1

Lead Trainer

This course encompasses five out of five National Occupational Standards (NOS) of “MEP/ Q 0101”

Qualification Pack issued by “Management & Entrepreneurship and Professional Skills Council”.

S. No Module Key Learning Outcomes Equipment

1 Introduction and Orientation Theory 2 hours Practical 2 hours Corresponding NOS Bridge Module

Importance of Education and Skill Development Sector

Role and responsibility of a Lead Trainer

Laptop, white board, marker, projector

2 Provide advanced facilitation practice Theory 2 hours Practical 4 hours Corresponding NOS MEP/ N9014

Reflect on own practice and experiences as a facilitator to determine and document potential improvements to delivery approaches

Participate in all opportunities to develop and enhance own training, facilitation and learning practices

Review the areas of improvement identified and seek support in the gap areas

Design learning experiences to meet learner needs using appropriate learning theories, principles, inclusive practices and delivery methods appropriate to the learning environment

Identify environmental conditions and their potential impact on training

practice

Develop learner support and adjustment plans to address the impacts and constraints identified on training practice

Research the characteristics of learners with complex needs and identify potential barriers to learning, previous learning experiences, literacy and numeracy levels, language, culture, special needs and different learning styles

Develop and adjust training strategies and customise learning materials to meet identified needs and learning outcomes and to accommodate the expected range of learning styles

Structure session to aid the achievement of learning outcomes that match the identified learner needs

Discuss learning outcomes with group and identify possible learning barriers and support required to address them

Facilitate learning in a coherent manner using appropriate methodologies in line with selected

Power point presentation, LCD projector, Computer, LCD screen, white board, marker, pointer, PPE, First Aid Kit

2

Lead Trainer

methodologies

Use a variety of facilitation techniques, approaches and activities to promote individual participation, group interaction, and the opportunity to practice and to meet learner needs and learning outcomes

Observe learner cues and feedback and review and revise own facilitation skills to maintain learning momentum

Integrate activities to develop meta-cognition skills and generic skill into facilitation and learning practices

Manage groups in a manner that maximises the strengths of group learning while recognising the needs and requirements of individual members

Modify (if necessary) facilitation of the session as contingencies arise in the learning situation, resource availability, learner needs, and time constraints

Create opportunities to monitor learner's progress against the agreed outcomes

Use formative assessment to measure learners’ achievement of the learning outcomes of the session.

Identify some common information and communication technologies that can be used as a platform and an enabler for teaching-learning practice

Identify learning material that can be delivered through ICT

Navigate through the various ICTs for self-learning

Facilitate learners in using ICTs for learning

Seek input from others about own training, facilitation and learning practices

Review own training, facilitation and learning practices to identify and document opportunities for improvement

Implement the documented improvement plan, review and adjust as required

3 Evaluate a training program Theory 3 hours Practical 5 hours Corresponding NOS MEP/ N9017

Document the aim and scope of the evaluation study and select appropriate evaluation models and methods

Identify the data and information required and how they will be sourced

Establish a project plan and timelines which identify tasks and stakeholders in the evaluation process

Select and brief staff to be involved

Establish relationships with the identified stakeholders

Identify the most appropriate technique(s) for gathering quantitative and qualitative data and

Power point presentation, LCD projector, Computer, LCD screen, white board, marker, pointer.

3

Lead Trainer

information

Develop evaluation instruments to gather data and information

Identify sources of data and information

Collect data and information and store in compliance with the record keeping and privacy policies and procedures

Identify and record potentially useful information which is not identified in the evaluation plan

Collate and process data relevant to the evaluation

Provide direction, advice and support to trainers on the scope of the evaluation study and the methods to be used

Analyse the data and information to identify the outcomes of training and their impact on workforce capability

Cross-check findings where possible by comparing with the results from different evaluation instruments

Develop conclusions about the effectiveness and efficiency of the training program, as per the evaluation aim and scope

Document areas of training that are satisfactory and those requiring improvement

Identify factors affecting performance and suggest possible enhancements or alternatives to the training program

Identify professional development needs and opportunities for trainers and assessors and make recommendations to relevant personnel

Document issues and conclusions arising from the analysis conducted

Make recommendations to stakeholders and instructional designers on areas of possible improvement

Discuss preliminary findings with stakeholders

Produce an evaluation report and distribute to all stakeholders

4 Train and assess Trainers Theory 3 hours Practical 7 hours Corresponding NOS MEP / N 9013

Ascertain skills and backgrounds of participants to identify learner and program needs

Examine relevant Qualification Packs for trainers, curriculum documents and existing competency based learning materials (CBLM) and resources for suitability

Adapt content and format of CBLMs and resources in accordance with learner and program needs, to use in learning sessions

Devise session/lesson plans that integrate activities to develop competency based assessment skills, appropriate to learner and program needs and learning styles

Power point presentation, LCD projector, Computer, LCD screen, white board, marker, pointer.

4

Lead Trainer

Plan opportunities for learners to demonstrate achievement of occupational standards

Identify training approaches that support the development of participants’ skills and knowledge in competency-based training

practices

Facilitate training in accordance with the session plans, using appropriate learning strategies and adult learning principles

Undertake formative assessment by monitoring individual learning and using appropriate tools and instruments to provide ongoing feedback and support to learners to improve their learning and performance

Establish productive relationships with learners

Acknowledge learners’ current level of knowledge and skills and use that to inform training delivery

Encourage self-directed learning by fostering learner independence

Provide guidance and mentoring support to learners and follow up progress

Prepare the assessment environment and candidates for assessment

Administer assessment instruments and tools and gather evidence as basis for decision

Make the assessment decision

Record and report on individual learner’s progress and assessment decisions

Provide feedback to the learner and appropriate authority

Collect feedback on training delivery from relevant parties

Review training practices in light of feedback received and develop an action plan to make improvements

5 Lead and coordinate training services Theory 2 Hours Practical 6 hours Corresponding NOS MEP / N 9019

Identify, access and interpret documentation relating to scope and organisational requirements for training services

Identify availability and suitability of trainers including across sites

Confirm availability of learning and training materials and physical requirements with relevant personnel within budget

Determine capacity to provide training services in accordance with scope and organisational requirements

Develop the training schedule, and discuss and agree with relevant persons

Confirm and document SSC accreditation requirements for trainers

Determine and agree communication and reporting arrangements

Use leadership skills to provide coaching and

Power point presentation, LCD projector, Computer, LCD screen, white board, marker, pointer.

5

Lead Trainer

mentoring assistance to trainers

Monitor and manage trainers’ performance and identify and address issues/irregularities in a timely and appropriate manner

Establish opportunities for professional/staff development and internal/external networking for trainers

Monitor the training schedule and address contingencies

Monitor training records and reports to meet organisational requirements

Initiate, monitor and address feedback from clients, learners and stakeholders

Implement outcomes and recommendations of internal/external evaluations of training services and document and report changes in training services operations

6 Undertake competency based assessment Theory 04 Hours Practical 8 hours Corresponding NOS MEP / N 9018

Confirm assessment plan and organisational/ ethical requirements for conducting assessment

Check that materials, physical resources and other details of the assessment plan are in place and amend assessment plan if required

Review assessment tools and instrumentsto confirm evidence requirements and criteria against which candidate is to be assessed

Explain, discuss and clarify details of the assessment plan and the assessment process with the candidates, including opportunities for assessment, reasonable adjustment, re-assessment and appeals

Explain context and purpose of assessment to candidates in line with the requirements of the relevant assessment guidelines

Apply Principles of Assessment and the Rules of Evidence in gathering assessment evidence

Use agreed assessment methods and tools to gather, organise and document evidence in a format suitable to determine competence

Incorporate reasonable adjustment during assessment to accommodate candidate needs and characteristics in line with the assessment guidelines

Examine collected evidence and make assessment decision in line with agreed assessment plan, the assessment criteria and rubrics provided by the assessment body

Use professional judgement to infer whether competence has been demonstrated, based on the available evidence and Rules of Evidence

Record assessment outcomes promptly and accurately according to assessment policies and procedures and organisational

Power point presentation, LCD projector, Computer, LCD screen, white board, marker, pointer.

6

Lead Trainer

requirements

Complete and process assessment records ethically and securely according to agreed procedure

Inform relevant parties of the assessment decision, according to confidentiality requirements and organisational procedures

Evaluate own assessment practice

Give clear and constructive feedback on the assessment outcome and process to the appropriate authority in accordance with contractual and organisational requirements

Explore ways, with the training organisation and other relevant authorities, of overcoming any candidate’s gaps in competency

Maintain confidentiality at all times when recording and reporting assessment decisions in line with organisational policy and procedures

Total 48 hrs Theory

16 Hours Practical 32 Hours

Grand Course Duration: 48 Hours (This syllabus/ curriculum has been approved by Management & Entrepreneurship and Professional Skills Council)

7

Lead Trainer

Trainer Prerequisites for Job role: “Lead Trainer” mapped to Qualification Pack: “MEP/Q 0101 Version 1.0”

Sr. No. Area Details

1 Description To deliver accredited training service, mapping to the curriculum detailed above, in

accordance with the Qualification Pack “MEP/Q0101 Version 1.0”.

2 Personal

Attributes

Aptitude for conducting training, and pre/ post work to ensure competent,

employable candidates at the end of the training. Strong communication skills,

interpersonal skills, ability to work as part of a team; a passion for quality and for

developing others; well- organised and focused, eager to learn and keep oneself

updated with the latest in the mentioned field.

3 Minimum

Educational

Qualification

s

Year 10 or equivalent standard in literacy and numeracy

4a Domain

Certification Certified for Job Role mapped to respective QP issued by the relevant SSC

4b Platform

Certification

Recommended that the Lead Trainer is certified for the Job Role: “Lead Trainer”,

mapped to the Qualification Pack: “MEP/ Q0101”. Minimum accepted score as per

MEPSC guidelines is 80%.

5 Experience As per the standards set by relevant SSC to practice in different industry sectors.

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Lead Trainer

Annexure: Assessment Criteria

Assessment Criteria for Lead Trainer

Job Role Lead Trainer

Qualification Pack MEP/Q 0101 Version 1.0

Sector Skill Council Management & Entrepreneurship and Professional Skills Council

Sr. No.

Guidelines for Assessment

1 Criteria for assessment for Qualification Pack has been created based on the NOSs and performance

criteria by MEPSC. Each Performance Criteria (PC) has been assigned marks proportional to

its importance within NOS and weightages have also been given among the NOSs accordingly.

MEPSC has laid down the proportion of marks for Skills and Theory for each PC.

2 The assessment for the theory part will be based on knowledge bank of questions created by the SSC

3 Individual assessment agencies will create unique question papers for theory part for each candidate at

each examination/training centre (as per assessment criteria below)

4 Individual assessment agencies will create unique evaluations for skill practical for every student at each

examination/training centre based on this criteria

5 To pass the Qualification Pack , every trainee should score a minimum of 90% aggregate

6 In case of successfully passing only certain number of NOS's, the trainee is eligible to take

subsequent assessment on the balance NOS's to pass the Qualification Pack

9

NOS Elements PCs Total Marks

Marks Allocation

Out Of1 Theory Marks

Practical marks

MEP/N9014

4 Provide advanced

facilitatio

n practice

1. Develop andenhance own training, facilitation and learning practices

PC1.Reflect on own practice and experiences as a facilitator to determine and document potential improvements to delivery approaches

15 5 2 3

PC2.Participate in all opportunities to develop and enhance own training, facilitation and learning practices

5 2 3

PC3.Review the areas of improvement identified and seek support in the gap areas

5 2 3

2. Prepare tofacilitate learning sessions

PC4.Design learning experiences to meet learner needs using appropriate learning theories, principles, inclusive practices and delivery methods appropriate to the learning environment

20 8 3 5

PC5.Identify environmental conditions and their potential impact on training practice

6 3 3

Lead Trainer

10

PC6.Develop learner support and adjustment plans to address the impacts and constraints identified on training practice

6 2 4

3. Prepare forlearners with complex needs

PC7.Research the characteristics of learners with complex needs and identify potential barriers to learning, previous learning experiences, literacy and numeracy levels, language, culture, special needs and different learning styles

20 8 4 4

PC8.Develop and adjust training strategies and customise learning materials to meet identified needs and learning outcomes and to accommodate the expected range of learning styles

6 3 3

PC9.Structure session to aid the achievement of learning outcomes that match the identified learner needs

6 3 3

4. Facilitate learningsessions

PC10.Discuss learning outcomes with group and identify possible learning barriers and support required to address them

20 2 0 2

PC11.Facilitate learning in a coherent manner using appropriate methodologies in line with selected methodologies

2 0 2

PC12.Use a variety of facilitation techniques, approaches and activities to promote individual participation, group interaction, and the opportunity to practice and to meet learner needs and learning outcomes

2 0 2

PC13.Observe learner cues and feedback and review and revise own facilitation skills to maintain learning momentum

2 0 2

PC14.Integrate activities to develop meta-cognition skills and generic skills into facilitation and learning practices

2 0 2

PC15.Manage groups in a manner that maximises the strengths of group learning while recognising the needs and requirements of individual members

4 2 2

PC16.Modify (if necessary) facilitation of the session as contingencies arise in the learning situation, resource availability, learner needs, and time constraints

2 2 0

PC17. Create opportunities to monitor learner's progress against the agreed outcomes

2 2 0

Lead Trainer

11

PC18. Use formative assessment to measure learners’ achievement of the learning outcomes of the session

2 2 0

5. Use informationand communication technologies(ICT) as a platform and an enabler for teaching – learning practice

PC19. Identify some common information and communication technologies that can be used as a platform and an enabler for teaching-learning practice

15 4 2 2

PC20. Identify learning material that can be delivered through ICT

4 2 2

PC21. Navigate through the various ICTs for self learning

3 1 2

PC22. Facilitate learners in using ICTs for learning

4 1 3

6. Reflect on, andimprove training facilitation and learning practices

PC23. Seek input from others about own training, facilitation and learning practices

10 3 1 2

PC24. Review own training, facilitation and learning practices to identify and document opportunities for improvement

3 1 2

PC25. Implement the documented improvement plan, review and adjust as required

4 2 2

Total 100 42 58

MEP/N9017

7 Evaluate a training

program

1. Plan and prepareevaluation

PC1. Document the aim and scope of the evaluation study and select appropriate evaluation models and methods

25 5 2 3

PC2. Identify the data and information required and how they will be sourced

5 2 3

PC3. Establish a project plan and timelines which identify tasks and stakeholders in the evaluation process

5 2 3

PC4. Select and brief staff to be involved 5 2 3

PC5. Establish relationships with the identified stakeholders

5 2 3

2. Collect and collateevaluation data and information of a training program

PC6. Identify the most appropriate technique(s) for gathering quantitative and qualitative data and information

25 2 2 0

PC7. Develop evaluation instruments to gather data and information

2 2 0

PC8. Identify sources of data and information

2 2 0

PC9. Collect data and information and store in compliance with the record keeping and privacy policies and procedures

4 2 2

Lead Trainer

12

PC10. Identify and record potentially useful information which is not identified in the evaluation plan

5 2 3

PC11. Collate and process data relevant to the evaluation

5 2 3

PC12. Provide direction, advice and support to trainers on the scope of the evaluation study and the methods to be used

5 2 3

3. Analyseevaluation data and information and make conclusions

PC13. Analyse the data and information to identify the outcomes of training and their impact on workforce capability

25 5 2 3

PC14. Cross-check findings where possible by comparing with the results from different evaluation instruments

4 2 2

PC15. Develop conclusions about the effectiveness and efficiency of the training program, as per the evaluation aim and scope

4 2 2

PC16. Document areas of training that are satisfactory and those requiring improvement

4 2 2

PC17. Identify factors affecting performance and suggest possible enhancements or alternatives to the training program

4 2 2

PC18. Identify professional development needs and opportunities for trainers and assessors and make recommendations to relevant personnel

4 2 2

4. Report on theconclusions and recommendations of the evaluation

PC19. Document issues and conclusions arising from the analysis conducted

25 6 2 4

PC20. Make recommendations to stakeholders and instructional designers on areas of possible improvement

7 2 5

PC21. Discuss preliminary findings with stakeholders Produce an evaluation report and distribute to all stakeholders

6 2 4

PC22. Produce an evaluation report and distribute to all stakeholders

6 2 4

100 44 56

MEP/N90133 Train trainers

1. Select and useappropriate CBLMs to support learning

PC1. Ascertain skills and backgrounds of participants to identify learner and program needs

20 4 2 2

PC2. Examine relevant Qualification Packs for trainers, curriculum documents and existing competency based learning materials (CBLM) and resources for suitability

4 2 2

Lead Trainer

13

PC3. Adapt content and format of CBLMs and resources in accordance with learner and program needs, to use in learning sessions

4 2 2

PC4. Devise session/lesson plans that integrate activities to develop competency based assessment skills, appropriate to learner and program needs and learning styles

4 2 2

PC5. Plan opportunities for learners to demonstrate achievement of occupational standards

4 2 2

2. Modelappropriate competency-based training practices

PC6. Identify training approaches that support the development of participants’ skills and knowledge in competency- based training practices

20 6 2 4

PC7. Facilitate training in accordance with the session plans, using appropriate learning strategies and adult learning principles

7 2 5

PC8. Undertake formative assessment by monitoring individual learning and using appropriate tools and instruments to provide ongoing feedback and support to learners to improve their learning and performance

7 2 5

3. Manage learningrelationship with adult learners

PC9. Establish productive relationships with learners

20 5 2 3

PC10. Acknowledge learners’ current level of knowledge and skills and use that to inform training delivery

5 2 3

PC11. Encourage self-directed learning by fostering learner independence

5 2 3

PC12. Provide guidance and mentoring support to learners and follow up progress

5 2 3

4. Assess learners PC13. Prepare the assessment environment and candidates for assessment

20 4 2 2

PC14. Administer assessment instruments and tools and gather evidence as basis for decision

4 2 2

PC15. Make the assessment decision 4 2 2

PC16. Record and report on individual learner’s progress and assessment decisions

4 2 2

PC17. Provide feedback to the learner and appropriate authority

4 2 2

5. Evaluate trainingpractice

PC18. Collect feedback on training delivery from relevant parties

20 10 3 7

Lead Trainer

14

PC19. Review training practices in light of feedback received and develop an action plan to make improvements

10 3 7

Total 100 40 60

MEP/N9019Lead and coordinate training services

1.Organise andarrange training services

PC1. Identify, access and interpret documentation relating to scope and organisational requirements for training services

34 6 2 4

PC2. Identify availability and suitability of trainers including across sites

7 2 5

PC3. Confirm availability of learning and training materials and physical requirements with relevant personnel within budget

7 2 5

PC4. Determine capacity to provide training services in accordance with scope and organisational requirements

7 2 5

PC5. Develop the training schedule, and discuss and agree with relevant persons

7 2 5

2.Organise and leadtraining personnel

PC6. Confirm and document SSC accreditation requirements for trainers

34 6 2 4

PC7. Determine and agree communication and reporting arrangements

6 2 4

PC8. Use leadership skills to provide coaching and mentoring assistance to trainers

7 3 4

PC9. Monitor and manage trainers’ performance and identify and address issues/irregularities in a timely and appropriate manner

7 3 4

PC10. Establish opportunities for professional/staff development and internal/external networking for trainers

8 4 4

3.Monitor trainingoperations

PC11. Monitor the training schedule and address contingencies

32 8 4 4

PC12. Monitor training records and reports to meet organisational requirements

8 3 5

PC13. Initiate, monitor and address feedback from clients, learners and stakeholders

8 3 5

PC14. Implement outcomes and recommendations of internal/external evaluations of training services and document and report changes in training services operations

8 4 4

100 38 62

MEP/N9018 1. Prepare theassessment

PC1. Confirm assessment plan and organisational/ ethical requirements for

25 5 2 3

Lead Trainer

15

Undertake competency based assessment

environment and candidates for assessment

conducting assessment

PC2. Check that materials, physical resources and other details of the assessment plan are in place and amend assessment plan if required

5 2 3

PC3. Review assessment tools and instruments to confirm evidence requirements and criteria against which candidate is to be assessed

5 2 3

PC4. Explain, discuss and clarify details of the assessment plan and the assessment process with the candidates, including opportunities for assessment, reasonable adjustment, re-assessment and appeals

5 2 3

PC5. Explain context and purpose of assessment to candidates in line with the requirements of the relevant assessment guidelines

5 2 3

2. Gather evidenceas basis for decision

PC6. Apply Principles of Assessment and the Rules of Evidence in gathering assessment evidence

25 8 2 6

PC7. Use agreed assessment methods and tools to gather, organise and document evidence in a format suitable to determine competence

9 4 5

PC8. Incorporate reasonable adjustment during assessment to accommodate candidate needs and characteristics in line with the assessment guidelines

8 4 4

3. Make theassessment decision

PC9. Examine collected evidence and make assessment decision in line with agreed assessment plan, the assessment criteria and rubrics provided by the assessment body

20 10 4 6

PC10. Use professional judgement to infer whether competence has been demonstrated, based on the available evidence and Rules of Evidence

10 4 6

4. Record and reportassessment decision

PC11. Record assessment outcomes promptly and accurately according to assessment policies and procedures and organisational requirements

15 5 2 3

PC12. Complete and process assessment records ethically and securely according to agreed procedure

5 2 3

PC13. Inform relevant parties of the assessment decision, according to confidentiality requirements and organisational procedures

5 2 3

5. Provide feedback PC14. Evaluate own assessment practice 15 3 2 1

Lead Trainer

16

to the appropriate authority

PC15. Give clear and constructive feedback on the assessment outcome and process to the appropriate authority in accordance with contractual and organisational requirements

4 2 2

PC16. Explore ways, with the training organisation and other relevant authorities, of overcoming any candidate’s gaps in competency

4 2 2

PC17. Maintain confidentiality at all times when recording and reporting assessment decisions in line with organisational policy and procedures

4 2 2

100 42 58

TOTAL 500 206 294

Lead Trainer

17