We take great pride in our trainer recruitment and development process.
We recognize that training delivery may be the single most important factor in achieving successful training outcomes and that TTA trainer quality, and student satisfaction are critical to our success and yours. To that end, beginning with the recruitment of trainers and then on a continual basis thereafter, TTA evaluates its registered IT and business professional skills trainers utilizing the competencies proven to be the hallmark of successful instructors.
The following five "Trainer Domains" outline the competencies developed by CompTIA (The Computing Technology Industry Association) as a benchmark. The ongoing assessment of TTA's Trainers against this benchmark ensures their continued growth, development, and adherence to TTAs standard of quality. These rigors enable TTA to confidently provide clients with a 100% Performance Satisfaction Guarantee.
Domain 1: Planning Prior to the Course
Domain 2: Methods and Media for Instructional Delivery
Domain 3: Instructor Credibility and Communications
Domain 4: Group Facilitation
Domain 5: Evaluate the Training Event
Each of these five domains is further broken down into sub-domains and the skill requirements to ensure mastery of the competency in the domain.
Domain 1: Planning Prior to the Course
Sub-domain 1A: Review Learning Objectives and Match Them to Learner and Organizational Needs
Skills to: Research additional content information to address potential points of confusion or resistance. Assess learner’s current skill level and compare results with course pre-requisites. Assess organizational needs for additional learning outcomes. Analyze results of needs assessment of the learner in relation to learning objectives. Modify learning materials to meet specific needs of organization, learner or situation without compromising original course design.
Sub-domain 1B: Create an Environment Conducive to Learning
Skills to: Review pre-course communications with learners (for example: course announcement, confirmation, description or agenda, and pre-requisites and pre-course assignments.) Alter recommended site set-up according to specific learner and organizational needs. Confirm timings and logistics for course (for example: scheduled breaks, meal arrangements, labs, and activities outside of classroom). Ensure that learning-related tools and equipment required for hands-on practice are properly set-up and working, and verify that all learner exercises can be completed as intended. Establish a safe learning environment including identification of emergency evacuation procedures. Confirm with learners that the learning environment is comfortable. Prepare contingency plans for unique class events.
Domain 2: Methods and Media for Instructional Delivery
Sub-domain 2A: Select and Implement Delivery Methods
Skills to: Use delivery methods as intended by the course designers. Adapt delivery methods to meet a variety of learning styles. Engage learners through multiple delivery techniques as appropriate to the material, the learners, and the situation. Organize and introduce content in a variety of ways (for example: compare and contrast, steps in a process, advantages and disadvantages). Identify and implement learning activities that are relevant to the course objectives. Monitor learner comfort level during the use of participatory activities. Stimulate interest and enhance learner understanding through appropriate anecdotes, stories, analogies and humor. Use activities that allow learners to review and apply content at appropriate intervals.
Sub-domain 2B: Use Instructional Media
Skills to: Use a variety of media to support learning objectives and meet learner needs. Handle minor problems associated with each particular medium. Enhance, substitute or create media as appropriate.
Domain 3: Instructor Credibility and Communications
Sub-domain 3A: Demonstrate Professional Conduct and Content Expertise
Skills to: Maintain consistent behavior with all learners. Demonstrate confidence with and mastery of subject matter. Provide and elicit from learners practical examples of how knowledge and skills will transfer to their workplaces. Handle relevant learner inquiries on topics for which the instructor has limited expertise. Maintain positive atmosphere and avoid criticizing other members of the training team or the training materials.
Sub-domain 3B: Use Communication and Presentation Skills to Facilitate Learning
Skills to: Pronounce words correctly and use suitable grammar and syntax. Explain and clarify content points through inflection, emphasis and pauses. Ensure verbal and non-verbal communication is free of bias (for example: sexual, racial, religious, cultural, and age). Employ purposeful body language to enhance learning. Minimize distracting trainer behaviors (for example: playing with an object in hand, making noise with change in pocket, or nervously rocking or pacing). Use body language and other non-verbal techniques to minimize or eliminate learner disruptions. Use course overview, advanced organizers and session summaries at appropriate times to orientate learners and link key learning points.
Domain 4: Group Facilitation
Sub-domain 4A: Establish and Maintain a Learner-Centered Environment
Skills to: Open a training session in a positive way. Communicate the course plan to the learners. Communicate learner performance objectives as indicated by course design. Obtain input from the learners about their personal objectives and expectations. Reconcile any discrepancies between learning objectives and learner expectations. Establish a learning environment free of bias favoritism, and criticism that optimizes the productive participation of all the learners. Manage course flow and pace activities based on learner needs while ensuring that all learning objectives are met. Provide opportunities and assistance for learners to identify and achieve initial, intermediate and terminal objectives. Facilitate group dynamics in a positive way, including encouraging interactions that are respectful to the rights of individual learners to work with and learn from each other to attain the learning objectives while building individual learner confidence. Handle learner disruptions as discreetly as possible.
Sub-domain 4B: Use a Variety of Question Types and Techniques
Skills to: Use active listening techniques to acknowledge and understand learner contributions. Use a variety of types and levels of questions to challenge learners, involve them and monitor their progress. Use questions that lead learners from recall to application of content. Direct questions appropriately and create opportunities for learners to contribute to the discussion. Employ activities to encourage trainers to ask and answer questions themselves.
Sub-domain 4C: Address Learner Needs for Additional Explanation and Encouragement
Skills to: Interpret and confirm learners’ verbal and non-verbal communication to identify those who need clarification and feedback. Determine how and when to respond to learners’ needs for clarification and/or feedback. Provide feedback that is specific to learners’ needs. Elicit learner feedback on the adequacy of trainer responses.
Sub-domain 4D: Motivate and Reinforce Learners
Skills to: Encourage and match learner achievement to learner and organizational needs and goals. Determine and apply appropriate motivational strategies for individual learners. Plan and use a variety of reinforcement techniques during training
Domain 5: Evaluate the Training Event
Sub-domain 5A: Evaluate Learner Performance
Skills to: Monitor learner progress during training. Develop, select, and administer appropriate assessments that are in compliance with recognized and accepted measurement principles. Gather objective and subjective information that demonstrates learner knowledge acquisition and skill transfer. Compare learner achievements with learning objectives. Suggest additional training or resources to reinforce learning objectives.
Sub-domain 5B: Evaluate Trainer Performance and Delivery of Course
Skills to: Evaluate the success of the course design, including modifications made during delivery. Critique one’s own preparation for and delivery of a training event. Evaluate impact of external influences on the training event. Evaluate the effectiveness of the training to meet the learning objectives. Use evaluation results to adjust and improve one’s own performance in the next training event. Prepare a report documenting end-of-course information. Report recommended revisions and changes to existing materials and suggestions for new programs and activities as appropriate. Report any information about learning and physical environments. Submit reports to customers in accordance with contractual agreements or requests.
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