Instructional Skills

You may have much knowledge to impart, but if you lack the skill to impart your thoughts effectively, your instructing will fall on deaf ears. This course will teach you the tips and tricks needed to make you a sought after instructor.

Course CodeBGN101
Fee CodeS3
Duration (approx)100 hours
QualificationStatement of Attainment

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Learn to train staff to be better workers!

This course covers everything in a typical "train the trainer" course, and a whole lot more. It is a valuable study program that will benefit anyone who is challenged with teaching people to do things for work.

In today's rapidly changing world, work tasks keep changing, and both managers and supervisors need to be continually retraining their staff to perform new or modified jobs.

Learning new things and adapting to new ways of doing things is here to stay; and that makes a course like this an integral part of learning how to manage or supervise people in any workplace.


Lesson Structure

There are 11 lessons in this course:

  1. Introduction to Training
    • Communication channels
    • Skills for an effective communicator
    • Responsibilities of a trainer to achieve effective communication
    • Main approaches to helping learning; psychodynamic, phenomenological, behavioural, cognitive-behavioural and transactional analysis
    • Understanding communication barriers
    • Trainer responsibilities beyond communication
    • Leadership concepts
    • Public speaking skills
    • Causes of confusion
    • Writing a speach to communicate a learning point
  2. Understanding Learning
    • What is learning
    • How learning is influenced by the teacher, student and materials
    • Learning terminology
    • Teaching strategies
    • Common teaching modes
    • Class size
    • Teaching models
    • Questioning
    • Recognising the learners needs
    • Adult learners
    • children/adolescent learners
  3. Determining Training Requirements in The Workplace
    • Assessing Needs
    • How to gather information
    • How to use the information you gather
  4. Commencing Training
    • Arranging resources
    • Administration
    • Planning
    • Training program support
  5. Developing a Lesson Plan
    • Lesson aims
    • Structure of a lesson plan
    • Contingency planning
    • Writing a lesson plan
  6. Assessment and Evaluation of Training Programs
    • Assessment
    • Tests and examinations
    • Assignments
    • Evaluation of training programs
    • Evaluation checklist
  7. Training Aids
    • Overview
    • Using audio visual equiment
    • Visual materials; illustrations, whiteboard, charts etc
    • Audio materials
    • Handouts
  8. One-To-One Training
    • Leadership communication
    • Tutorial sessions
    • Conversation development
    • Motivation for learning
    • Self esteem
    • Reinforcement
    • Trainer relationship building
    • Body language
  9. Motivation Skills and Techniques
    • What is motivation
    • Motivational theories
    • Improving motivation
    • Competency
  10. Promoting Training
    • Overview
    • Persuasion
    • Influencuing opponents
    • Influencing neutrals
    • Handling criticism
    • Logical persuasion
  11. Assessor Training
    • Recognition of Prior learning
    • Evidence
    • Assessor training
    • Research skills
    • Interviewing skills
    • Asking effective questions

Each lesson culminates in an assignment which is submitted to the school, marked by the school's tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.


  • Analyse the communication effectiveness within a training environment.
  • Explain characteristics which influence the effectiveness of education, including aspects of both learning and teaching.
  • Define training requirements for a specified workplace.
  • Prepare for commencement of a training session.
  • Develop a lesson plan for training a small group (less than twelve).
  • Develop skills in the assessment and evaluation of training programs.
  • Demonstrate the use of audio-visual equipment for lesson presentation.
  • Demonstrate the instruction of a learner in a one-to-one situations.
  • Determine the use of simple motivational skills in a training environment.
  • To promote training and monitor the result of promotion.
  • Prepare trainees to meet the requirements of the competency standards for assessors.

Study this course to become a more effective trainer

Effective teaching can only take place when the trainer/teacher/instructor is confident in their own knowledge and skills; understands the needs of the learner; can establish when real learning is taking place; and can recognise when there are barriers to effective communication and learning. 

Firstly we should consider the personal traits and characteristics of a trainer/teacher:

  • the ability to convince students he/she wants to help them learn
  • politeness is very importance – trainers should always say please when asking a questions and thank the learners for their responses.
  • enthusiasm for learning/desire to teach
  • adopting a positive attitude towards defined tasks and towards the trainees.
  • classic teaching skills - instruct, interpret information and in general, broaden the trainees horizons.
  • ability to organise information to be taught
  • patience to wait for the learner to understand concepts (learn)
  • needs to have an excellent working knowledge of the subject being taught
  • empathy - to know how the student feels
  • tolerance - ability to develop good personal relationships
  • rationality for problem solving and decision making
  • commitment - to give best when teaching
  • independence and the ability to use initiative.

On the most basic level, we understand the role of the teacher is to help the student/trainee through the learning stages (this will come later in the module). In order to communicate what is to be learned, the trainer will however develop approaches suitable for their personalities and theories of learning.

The main approaches to helping learning are:

1. Psychodynamic - emphasises unconscious causes of behaviour and early childhood experiences; is focuses more on content rather than on process.

2. Phenomenological - emphasises process more than content and stresses the helping relationship as a vehicle for change. This provides a situation whereby trainees explore their own feelings, thoughts and behaviour in order to change behaviour or insight. This approach focuses on present, not past. 

3. Behavioural - emphasises environmental consequences of behaviour. It concentrates on the identification and removal of existing bad (dysfunctional) behaviours and the planning, adaptation and reinforcement of new desired behaviours.

4. Cognitive-behavioural - concerned with teaching new ways of thinking entailing exploring differences between values and behaviours. This approach focuses on the present.

5. Transactional analysis - focuses on relationships (communication) and lifestyle of clients, and aims at an integration of feelings, thoughts and actions.

At the base of all of these approaches is positive communicative practice.



Graduates have an understanding and awareness of how to train people to perform their job better in the workplace.

When you train employees properly, they then perform better; and that increases productivity and reduces waste.

Anyone who gives instructions to subordinates in a workplace; from the highest levels of management, to the lowest; can benefit from this course. If you are going to give instructions, you need to have the skills to convey those instructions effectively; otherwise there is always a risk of them not being undertaken in the way you would hope for them to be carried out.

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ACS is an Organisational Member of the Institute of Training and Occupational Learning
ACS is an Organisational Member of the Institute of Training and Occupational Learning

Member of Study Gold Coast, Education Network
Member of Study Gold Coast, Education Network

ACS Global Partner - Affiliated with colleges in seven countries around the world.
ACS Global Partner - Affiliated with colleges in seven countries around the world.

ACS is recognised by the International Accreditation and Recognition Council
ACS is recognised by the International Accreditation and Recognition Council

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