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RESULTS-ORITNTED Training Description
Course Duration
2 Days
Training Delivery Method
Classroom (Instructor-Led) or Online (Instructor-Led)
Instructors Languages
English / Arabic / Urdu / Hindi / Pashto
Certification Provider
Tamkene Saudi Training Center - Approved by TVTC (Technical and Vocational Training Corporation)
Certificate Validity
2 Years (Extendable with additional training hours)
Course Average Passing Rate
97%
Competency Assessment Criteria
Practical Assessment and Knowledge Assessment
Post Training Reporting
Post Training Report + Candidate(s) Training Evaluation Forms
Training Design Methodology
ADDIE Training Design Methodology
Certificate of Successful Completion
Certification is provided upon successful completion. The certificate can be verified through a QR-Code system.
Course Overview
Subject matter expertise and the ability to teach it are not the same competency. An engineer who knows a process inside out may stand in front of a room and lose the audience within ten minutes — not because the content is wrong, but because the session was not designed around how adults actually learn, the objectives were not stated in terms learners could measure, the delivery relied on information transfer rather than engagement, and the assessment confirmed attendance rather than learning. The gap between knowing and teaching is where most new instructors fail — and it is entirely closeable with structured training.
This training course develops the foundational knowledge and practical competency required to design, prepare, deliver, and evaluate instructor-led training sessions to a professional standard. The course establishes core instructional competency across adult learning theory, session design, learning objective writing, content structure, facilitation technique, classroom management, questioning and engagement methods, feedback delivery, and training evaluation. The course is aligned with ISO 10015:2019: Quality Management — Guidelines for Competence Management and Training — the international standard for systematic, quality-managed training design and delivery. Instructional design follows the ADDIE — Analysis, Design, Development, Implementation, Evaluation model. Learning objective development applies Bloom's Taxonomy — six cognitive levels: Remember, Understand, Apply, Analyze, Evaluate, and Create. Adult learning theory follows Malcolm Knowles' Andragogy — the principles governing how adults learn differently from children. Training evaluation follows the Kirkpatrick Four-Level Training Evaluation Model — Level 1 Reaction, Level 2 Learning, Level 3 Behavior, and Level 4 Results. Learning objectives are written to the SMART — Specific, Measurable, Achievable, Relevant, and Time-bound — standard. Feedback is delivered using the SBI — Situation-Behavior-Impact model. Coaching conversations follow the GROW — Goal, Reality, Options, Way Forward model.
Key Learning Objectives
Apply Malcolm Knowles' Andragogy principles to design sessions that engage adult learners.
Apply the ADDIE model to plan a training session from needs identification through evaluation.
Write SMART learning objectives using Bloom's Taxonomy action verbs at the appropriate cognitive level.
Structure a training session with a clear introduction, sequenced content body, and purposeful conclusion.
Select instructional methods matched to the learning objective level and learner profile.
Apply facilitation techniques — open questioning, active listening, and learner engagement — during delivery.
Manage classroom dynamics — participation, pacing, and disruptive behavior — during a live session.
Deliver developmental feedback using the SBI — Situation-Behavior-Impact model.
Apply the Kirkpatrick Four-Level Model to evaluate training effectiveness at Levels 1 and 2.
Deliver a structured micro-teaching session and respond constructively to facilitator and peer feedback.
Course Outline
1. Introduction to the Instructor Role
The instructor role — designing, preparing, delivering, and evaluating learning experiences for defined audiences.
Subject matter expert versus instructor — knowing the content is necessary but not sufficient for effective teaching.
Instructor competency domains — design, facilitation, assessment, and continuous improvement.
ISO 10015:2019: Quality Management — Guidelines for Competence Management and Training — the quality framework for systematic training design and delivery.
ISO 10015:2019 training process — identifying competence gaps, planning training, implementing training, and evaluating outcomes.
Instructor responsibilities per ISO 10015:2019 — delivering training that produces measurable competence outcomes.
The cost of poor training — unqualified personnel, repeated errors, and organizational risk from ineffective learning.
2. Adult Learning Theory — Andragogy
Malcolm Knowles' Andragogy — the theory of how adults learn — distinguished from pedagogy for children.
Adults are self-directed — they want control over what they learn and how they learn it.
Adults bring experience — prior knowledge and experience is a resource that must be acknowledged and activated.
Adults are goal-oriented — they need to know why the training is relevant to their work before they engage.
Adults are problem-centred — they learn better through real work problems than through abstract theory.
Adults are internally motivated — recognition, advancement, and professional growth drive adult learning motivation.
Applying andragogy to session design — connecting content to real job tasks, activating prior experience, and giving learners practice opportunities.
Learning styles — visual, auditory, and kinesthetic preferences — and how instructional methods can address each.
Cognitive load — adults retain limited new information per session — chunking, spacing, and retrieval practice improve retention.
3. Instructional Design — The ADDIE Model
ADDIE — Analysis, Design, Development, Implementation, Evaluation — the foundational instructional design model.
Analysis — identifying the performance gap, target audience, prerequisite knowledge, and organizational context.
Training Needs Analysis — TNA — determining what competency is required versus what currently exists.
Design — defining learning objectives, content sequence, instructional methods, and assessment strategy.
Development — creating session materials, facilitator guides, participant workbooks, and assessment instruments.
Implementation — delivering the session, managing the learning environment, and engaging participants.
Evaluation — measuring session effectiveness at the reaction and learning levels after delivery.
ADDIE is iterative — evaluation findings from one cycle inform the analysis and design of the next.
4. Writing Learning Objectives Using Bloom's Taxonomy
Bloom's Taxonomy — six cognitive levels defining the depth of thinking required from learners.
Level 1 — Remember — recall facts and definitions — action verbs: define, list, and name.
Level 2 — Understand — explain concepts in own words — action verbs: explain, describe, and summarize.
Level 3 — Apply — use knowledge in a new situation — action verbs: apply, demonstrate, and calculate.
Level 4 — Analyze — break information into components — action verbs: compare, differentiate, and examine.
Level 5 — Evaluate — make judgements using criteria — action verbs: assess, justify, and critique.
Level 6 — Create — produce something new from learned elements — action verbs: design, develop, and construct.
SMART learning objectives — Specific, Measurable, Achievable, Relevant, and Time-bound — the writing standard for all instructor-level objectives.
Objective components — Performance: what the learner will do; Condition: under what circumstance; and Criterion: to what standard.
Mismatched objectives — writing a Level 1 objective for a skill that requires Level 3 application produces invalid assessment.
5. Session Structure and Content Design
Session structure — Introduction, Body, and Conclusion — every session requires all three components.
Introduction — states objectives, establishes relevance, activates prior knowledge, and sets session expectations.
Body — delivers content in a logical sequence from foundational to applied — builds toward the learning objectives.
Conclusion — summarizes key learning, checks objective achievement, and connects learning to workplace application.
Content sequencing — simple to complex, known to unknown, and theory before practice.
Chunking — grouping related content into segments of no more than 15 to 20 minutes between activities.
Facilitator guide — the detailed session plan documenting objectives, timing, content, activities, transitions, and debrief questions.
Participant materials — workbooks, job aids, and reference cards that support retention and post-session application.
Timing management — allocating realistic time to each section — most new instructors underestimate activity and discussion time.
6. Instructional Methods and Media Selection
Lecture — effective for introducing concepts at Bloom's Levels 1 and 2 — limited for application-level objectives.
Demonstration — instructor models the skill or process — effective for procedural and technical content.
Case study — applying concepts to a realistic scenario — develops Bloom's Levels 4 and 5 thinking.
Role play — practicing interpersonal skills in a safe environment — effective for communication and soft skill objectives.
Group discussion — activating prior knowledge, generating multiple perspectives, and building shared understanding.
Guided practice — learners attempt the task with instructor support before independent application.
Method-objective alignment — selecting the method that requires the cognitive level the objective demands.
Visual aids — slides, flip charts, and whiteboards — support visual processing but must not replace facilitated interaction.
Slide design principles — one idea per slide, minimal text, and visuals that support rather than duplicate what is spoken.
7. Facilitation Skills and Delivery Techniques
Facilitation — guiding learners through a learning process — distinct from presenting or lecturing at an audience.
Open questions — questions requiring explanation and reasoning — they generate discussion and reveal understanding.
Closed questions — yes/no questions — used to confirm facts or check for basic comprehension only.
Probing questions — following up on a learner's answer to develop their thinking further.
Redirecting — returning a question to the group rather than answering it — maintaining learner engagement and thinking.
Active listening — giving full attention, maintaining neutral body language, and paraphrasing to confirm understanding.
Wait time — allowing 5 to 10 seconds of silence after a question before accepting answers — reduces dominance by fast responders.
Voice and pace — varying tone, volume, and speed to maintain attention and signal key points.
Positioning and movement — moving deliberately around the space to engage different sections of the group.
Eye contact — distributed across the group — avoiding fixation on one area or one participant.
8. Classroom Management and Learner Engagement
Establishing a learning contract — agreeing norms for participation, respect, phone use, and timing at the session start.
Managing dominant participants — acknowledging the contribution and opening the question to the wider group.
Managing quiet participants — using directed questions gently, creating small-group activities, and lowering response stakes.
Managing disruptive behavior — addressing the behavior privately, not publicly, and focusing on the impact rather than the person.
Managing off-topic discussion — acknowledging relevance and redirecting to the session objective.
Pacing — monitoring group energy, comprehension, and time simultaneously — adjusting delivery when needed.
Energy management — varying methods, introducing activities, and using breaks to maintain cognitive engagement.
Physical environment — seating arrangement, lighting, temperature, and equipment all affect learner engagement.
9. Assessment Design and Delivery
Assessment purpose — confirming that learning objectives have been achieved — not just measuring attendance.
Formative assessment — ongoing checks during the session — questions, activities, and observation.
Summative assessment — a formal end-of-session evaluation confirming objective achievement.
Assessment-objective alignment — every assessment item must directly correspond to a stated learning objective.
Knowledge assessment methods — multiple choice, short answer, matching, and scenario-based questions.
Skills assessment — direct observation of the learner performing the task against defined criteria.
Assessment criteria — defining what a passing standard looks like before the assessment is administered.
Competency versus compliance — an assessment that measures only recall does not confirm operational competency.
10. Feedback and Coaching
Developmental feedback — specific, evidence-based feedback that helps the learner improve — not evaluation or judgment.
SBI — Situation-Behavior-Impact feedback model — describes the situation, the specific behavior observed, and the impact it had.
SBI application — "In the opening of your session (Situation), you stated the objectives without connecting them to the learners' work (Behavior), which left the group unclear about why the training was relevant (Impact)."
Positive feedback — acknowledging specific effective behaviors reinforces them — general praise does not.
Corrective feedback — delivered privately, focused on the behavior, and accompanied by a specific alternative.
GROW — Goal, Reality, Options, Way Forward — a coaching conversation model for supporting instructor development.
GROW in instructor coaching — Goal: what the instructor wants to improve; Reality: current performance; Options: possible approaches; Way Forward: specific action commitment.
Receiving feedback — responding to feedback with openness rather than defensiveness is itself a professional competency.
11. Training Evaluation — Kirkpatrick Model
Kirkpatrick Four-Level Training Evaluation Model — the international framework for measuring training effectiveness.
Level 1 — Reaction — how participants felt about the training — measured by post-session feedback forms.
Level 2 — Learning — what knowledge or skills participants gained — measured by assessments before and after the session.
Level 3 — Behavior — whether participants apply the learning in their workplace — measured by observation after a defined period.
Level 4 — Results — the organizational impact of the behavior change — measured by performance indicators.
Instructor Level 1 scope — Levels 1 and 2 evaluation are the primary obligations at this qualification level.
Reaction form design — specific questions about content relevance, delivery quality, and environmental factors — not general satisfaction ratings.
Pre- and post-assessment design — measuring knowledge or skill at the start and end of the session to demonstrate Level 2 gain.
Using evaluation data — applying findings to improve the next delivery per ISO 10015:2019 continual improvement obligations.
12. Micro-Teaching, Case Studies, and Group Discussions
Micro-teaching — each participant delivers a prepared 10 to 15 minute training segment to their peer group under facilitator observation.
Micro-teaching assessment criteria — objective clarity, content structure, facilitation technique, question quality, and time management.
Peer observation — participants observe each other using a structured observation checklist during micro-teaching.
Facilitator feedback using SBI — delivered after each micro-teaching segment with specific behavioral observations and impact.
Case studies from training delivery failures in Middle East industrial, corporate, and technical training environments including a compliance training session where all participants passed the knowledge test but repeated the same errors within two weeks because the assessment measured recall rather than application, a technical induction delivered without connecting content to learner job roles resulting in disengagement and minimal retention, and a new instructor who lost audience attention within five minutes due to absence of session structure and learner engagement — and the importance of Instructor Level 1 competency in producing training that changes performance rather than filling attendance records.
Group discussion on instructor development challenges in Middle East training environments including adapting adult learning facilitation approaches for hierarchical GCC organizational cultures where learners are not accustomed to open questioning and peer discussion, designing bilingual training materials and managing mixed Arabic and English language proficiency in the same session, and maintaining learner engagement during technical content delivery in high-volume industrial induction and compliance training programs across GCC operations.
1. Introduction to the Instructor Role
The instructor role — designing, preparing, delivering, and evaluating learning experiences for defined audiences.
Subject matter expert versus instructor — knowing the content is necessary but not sufficient for effective teaching.
Instructor competency domains — design, facilitation, assessment, and continuous improvement.
ISO 10015:2019: Quality Management — Guidelines for Competence Management and Training — the quality framework for systematic training design and delivery.
ISO 10015:2019 training process — identifying competence gaps, planning training, implementing training, and evaluating outcomes.
Instructor responsibilities per ISO 10015:2019 — delivering training that produces measurable competence outcomes.
The cost of poor training — unqualified personnel, repeated errors, and organizational risk from ineffective learning.
2. Adult Learning Theory — Andragogy
Malcolm Knowles' Andragogy — the theory of how adults learn — distinguished from pedagogy for children.
Adults are self-directed — they want control over what they learn and how they learn it.
Adults bring experience — prior knowledge and experience is a resource that must be acknowledged and activated.
Adults are goal-oriented — they need to know why the training is relevant to their work before they engage.
Adults are problem-centred — they learn better through real work problems than through abstract theory.
Adults are internally motivated — recognition, advancement, and professional growth drive adult learning motivation.
Applying andragogy to session design — connecting content to real job tasks, activating prior experience, and giving learners practice opportunities.
Learning styles — visual, auditory, and kinesthetic preferences — and how instructional methods can address each.
Cognitive load — adults retain limited new information per session — chunking, spacing, and retrieval practice improve retention.
3. Instructional Design — The ADDIE Model
ADDIE — Analysis, Design, Development, Implementation, Evaluation — the foundational instructional design model.
Analysis — identifying the performance gap, target audience, prerequisite knowledge, and organizational context.
Training Needs Analysis — TNA — determining what competency is required versus what currently exists.
Design — defining learning objectives, content sequence, instructional methods, and assessment strategy.
Development — creating session materials, facilitator guides, participant workbooks, and assessment instruments.
Implementation — delivering the session, managing the learning environment, and engaging participants.
Evaluation — measuring session effectiveness at the reaction and learning levels after delivery.
ADDIE is iterative — evaluation findings from one cycle inform the analysis and design of the next.
4. Writing Learning Objectives Using Bloom's Taxonomy
Bloom's Taxonomy — six cognitive levels defining the depth of thinking required from learners.
Level 1 — Remember — recall facts and definitions — action verbs: define, list, and name.
Level 2 — Understand — explain concepts in own words — action verbs: explain, describe, and summarize.
Level 3 — Apply — use knowledge in a new situation — action verbs: apply, demonstrate, and calculate.
Level 4 — Analyze — break information into components — action verbs: compare, differentiate, and examine.
Level 5 — Evaluate — make judgements using criteria — action verbs: assess, justify, and critique.
Level 6 — Create — produce something new from learned elements — action verbs: design, develop, and construct.
SMART learning objectives — Specific, Measurable, Achievable, Relevant, and Time-bound — the writing standard for all instructor-level objectives.
Objective components — Performance: what the learner will do; Condition: under what circumstance; and Criterion: to what standard.
Mismatched objectives — writing a Level 1 objective for a skill that requires Level 3 application produces invalid assessment.
5. Session Structure and Content Design
Session structure — Introduction, Body, and Conclusion — every session requires all three components.
Introduction — states objectives, establishes relevance, activates prior knowledge, and sets session expectations.
Body — delivers content in a logical sequence from foundational to applied — builds toward the learning objectives.
Conclusion — summarizes key learning, checks objective achievement, and connects learning to workplace application.
Content sequencing — simple to complex, known to unknown, and theory before practice.
Chunking — grouping related content into segments of no more than 15 to 20 minutes between activities.
Facilitator guide — the detailed session plan documenting objectives, timing, content, activities, transitions, and debrief questions.
Participant materials — workbooks, job aids, and reference cards that support retention and post-session application.
Timing management — allocating realistic time to each section — most new instructors underestimate activity and discussion time.
6. Instructional Methods and Media Selection
Lecture — effective for introducing concepts at Bloom's Levels 1 and 2 — limited for application-level objectives.
Demonstration — instructor models the skill or process — effective for procedural and technical content.
Case study — applying concepts to a realistic scenario — develops Bloom's Levels 4 and 5 thinking.
Role play — practicing interpersonal skills in a safe environment — effective for communication and soft skill objectives.
Group discussion — activating prior knowledge, generating multiple perspectives, and building shared understanding.
Guided practice — learners attempt the task with instructor support before independent application.
Method-objective alignment — selecting the method that requires the cognitive level the objective demands.
Visual aids — slides, flip charts, and whiteboards — support visual processing but must not replace facilitated interaction.
Slide design principles — one idea per slide, minimal text, and visuals that support rather than duplicate what is spoken.
7. Facilitation Skills and Delivery Techniques
Facilitation — guiding learners through a learning process — distinct from presenting or lecturing at an audience.
Open questions — questions requiring explanation and reasoning — they generate discussion and reveal understanding.
Closed questions — yes/no questions — used to confirm facts or check for basic comprehension only.
Probing questions — following up on a learner's answer to develop their thinking further.
Redirecting — returning a question to the group rather than answering it — maintaining learner engagement and thinking.
Active listening — giving full attention, maintaining neutral body language, and paraphrasing to confirm understanding.
Wait time — allowing 5 to 10 seconds of silence after a question before accepting answers — reduces dominance by fast responders.
Voice and pace — varying tone, volume, and speed to maintain attention and signal key points.
Positioning and movement — moving deliberately around the space to engage different sections of the group.
Eye contact — distributed across the group — avoiding fixation on one area or one participant.
8. Classroom Management and Learner Engagement
Establishing a learning contract — agreeing norms for participation, respect, phone use, and timing at the session start.
Managing dominant participants — acknowledging the contribution and opening the question to the wider group.
Managing quiet participants — using directed questions gently, creating small-group activities, and lowering response stakes.
Managing disruptive behavior — addressing the behavior privately, not publicly, and focusing on the impact rather than the person.
Managing off-topic discussion — acknowledging relevance and redirecting to the session objective.
Pacing — monitoring group energy, comprehension, and time simultaneously — adjusting delivery when needed.
Energy management — varying methods, introducing activities, and using breaks to maintain cognitive engagement.
Physical environment — seating arrangement, lighting, temperature, and equipment all affect learner engagement.
9. Assessment Design and Delivery
Assessment purpose — confirming that learning objectives have been achieved — not just measuring attendance.
Formative assessment — ongoing checks during the session — questions, activities, and observation.
Summative assessment — a formal end-of-session evaluation confirming objective achievement.
Assessment-objective alignment — every assessment item must directly correspond to a stated learning objective.
Knowledge assessment methods — multiple choice, short answer, matching, and scenario-based questions.
Skills assessment — direct observation of the learner performing the task against defined criteria.
Assessment criteria — defining what a passing standard looks like before the assessment is administered.
Competency versus compliance — an assessment that measures only recall does not confirm operational competency.
10. Feedback and Coaching
Developmental feedback — specific, evidence-based feedback that helps the learner improve — not evaluation or judgment.
SBI — Situation-Behavior-Impact feedback model — describes the situation, the specific behavior observed, and the impact it had.
SBI application — "In the opening of your session (Situation), you stated the objectives without connecting them to the learners' work (Behavior), which left the group unclear about why the training was relevant (Impact)."
Positive feedback — acknowledging specific effective behaviors reinforces them — general praise does not.
Corrective feedback — delivered privately, focused on the behavior, and accompanied by a specific alternative.
GROW — Goal, Reality, Options, Way Forward — a coaching conversation model for supporting instructor development.
GROW in instructor coaching — Goal: what the instructor wants to improve; Reality: current performance; Options: possible approaches; Way Forward: specific action commitment.
Receiving feedback — responding to feedback with openness rather than defensiveness is itself a professional competency.
11. Training Evaluation — Kirkpatrick Model
Kirkpatrick Four-Level Training Evaluation Model — the international framework for measuring training effectiveness.
Level 1 — Reaction — how participants felt about the training — measured by post-session feedback forms.
Level 2 — Learning — what knowledge or skills participants gained — measured by assessments before and after the session.
Level 3 — Behavior — whether participants apply the learning in their workplace — measured by observation after a defined period.
Level 4 — Results — the organizational impact of the behavior change — measured by performance indicators.
Instructor Level 1 scope — Levels 1 and 2 evaluation are the primary obligations at this qualification level.
Reaction form design — specific questions about content relevance, delivery quality, and environmental factors — not general satisfaction ratings.
Pre- and post-assessment design — measuring knowledge or skill at the start and end of the session to demonstrate Level 2 gain.
Using evaluation data — applying findings to improve the next delivery per ISO 10015:2019 continual improvement obligations.
12. Micro-Teaching, Case Studies, and Group Discussions
Micro-teaching — each participant delivers a prepared 10 to 15 minute training segment to their peer group under facilitator observation.
Micro-teaching assessment criteria — objective clarity, content structure, facilitation technique, question quality, and time management.
Peer observation — participants observe each other using a structured observation checklist during micro-teaching.
Facilitator feedback using SBI — delivered after each micro-teaching segment with specific behavioral observations and impact.
Case studies from training delivery failures in Middle East industrial, corporate, and technical training environments including a compliance training session where all participants passed the knowledge test but repeated the same errors within two weeks because the assessment measured recall rather than application, a technical induction delivered without connecting content to learner job roles resulting in disengagement and minimal retention, and a new instructor who lost audience attention within five minutes due to absence of session structure and learner engagement — and the importance of Instructor Level 1 competency in producing training that changes performance rather than filling attendance records.
Group discussion on instructor development challenges in Middle East training environments including adapting adult learning facilitation approaches for hierarchical GCC organizational cultures where learners are not accustomed to open questioning and peer discussion, designing bilingual training materials and managing mixed Arabic and English language proficiency in the same session, and maintaining learner engagement during technical content delivery in high-volume industrial induction and compliance training programs across GCC operations.
Group Exercises
Session design workshop — teams receive a presented training scenario and develop a complete session design including TNA outcome, SMART objectives, content sequence, method selection, and Kirkpatrick Level 1 and 2 evaluation instruments — presented for facilitator and peer review against ISO 10015:2019 and ADDIE criteria.
Feedback practice exercise — pairs observe a presented micro-teaching recording, deliver structured SBI feedback to each other, and apply the GROW model to identify one specific development commitment — debriefed for feedback quality and GROW conversation structure.
Gained Core Technical Skills
Proficiency in applying Malcolm Knowles' Andragogy — self-direction, experience activation, goal orientation, and problem-centred design — to plan sessions that engage adult learners.
Competency in applying the ADDIE model — from Training Needs Analysis through evaluation — to design a training session that produces measurable competence outcomes per ISO 10015:2019.
Skill in writing SMART learning objectives using Bloom's Taxonomy action verbs at the correct cognitive level — with performance, condition, and criterion components.
Ability to structure and deliver a training session — introduction, sequenced body, and conclusion — using facilitation techniques including open questioning, probing, redirecting, and wait time.
Proficiency in designing and administering formative and summative assessments aligned to stated learning objectives — and evaluating outcomes at Kirkpatrick Levels 1 and 2.
Competency in delivering developmental feedback using SBI and conducting instructor coaching conversations using the GROW model.
Services Geographical Coverage
In Tamkene Training Center or On-Site: Covering All Saudi Arabia Cities (Dammam - Khobar - Dhahran - Jubail - Qatif - Saihat - Safwa - Ras Tanura - Al Ahsa - Abqaiq - Nairiyah - Hafr Al Batin - Haradh - Khurais - Tanajib - Ras AlKhair - Jafurah - Fadhili - Wasit - Manifa - Berri - Shaybah - Hawiyah - Uthmaniyah - Riyadh - Shaqra - Dhurma - Wasea - AlKharj - Al Majmaah - Sudair - Zulfi - Qassim - Buraydah - Unaizah - Jeddah - Makkah - AlArous - Taif - Rabigh - Madinah - Yanbu - AlUla - Tabuk - NEOM - Oxagon - The Line - Waad AlShamal - Arar - Umluj - Hail - Sakaka - Abha - Khamis Mushait - Najran - Jazan - AlBahah - Jouf - Any City or location in Saudi Arabia
Targeted Audience
Subject matter experts and technical specialists appointed to deliver internal training who require formal instructional competency to design and facilitate effective learning sessions.
Operations supervisors, team leaders, and department managers responsible for delivering on-the-job training, toolbox talks, induction sessions, or procedural briefings to their teams.
HSE officers, quality auditors, and compliance specialists who deliver regulatory, safety, and quality training and need structured design and facilitation skills.
HR and learning and development professionals who support instructors and need to understand instructional design, facilitation assessment, and Kirkpatrick evaluation at a foundational level.
New trainers and recently appointed instructors who have content knowledge but have not received formal training in session design, adult learning, or facilitation technique.
Any professional whose role includes designing or delivering training sessions and who needs a structured qualification framework aligned with ISO 10015:2019 to develop and demonstrate instructional competency.
Practical Assessment
Learning objective writing exercise — writing three SMART learning objectives for a presented topic using Bloom's Taxonomy action verbs at defined cognitive levels — assessed for specificity, measurability, and Bloom's level accuracy.
Session plan development — developing a complete facilitator guide for a 20-minute training segment including introduction, body, conclusion, timing, instructional methods, and formative assessment — assessed against ADDIE Design phase requirements.
Micro-teaching delivery — delivering a prepared 10 to 15 minute training segment to the peer group — assessed on objective clarity, content structure, facilitation technique, open questioning, and time management using the structured observation checklist.
Knowledge Assessment
Adult learning and design questions — three andragogy principles distinguishing adult from child learners, ADDIE five phases in sequence, Bloom's Taxonomy six levels with one action verb each, and SMART objective component definitions.
Facilitation and delivery questions — open versus closed question distinction, wait time purpose and duration, SBI model three components, and chunking rationale for session content design.
Assessment and evaluation questions — formative versus summative assessment distinction, assessment-objective alignment rule, Kirkpatrick Level 2 measurement method, and ISO 10015:2019 continual improvement obligation after evaluation.
Session management questions — learning contract purpose, dominant participant management technique, energy management strategy for a disengaged group, and facilitator guide mandatory content.
Why Choose This Course
Aligned with ISO 10015:2019, ADDIE, Bloom's Taxonomy, Malcolm Knowles' Andragogy, the Kirkpatrick Four-Level Model, SMART objectives, SBI feedback, and the GROW model.
Micro-teaching is the central practical assessment — developing delivery confidence and technique through real practice with structured feedback rather than theoretical instruction alone.
Bloom's Taxonomy objective writing is assessed as a practical exercise — developing the precision that aligns content, method, and assessment into a coherent session design.
SBI feedback and GROW coaching are practiced in pairs — developing the instructor development conversation skills needed to support peer and subordinate instructors.
Incorporates Middle East instructor development challenges including facilitation in hierarchical GCC cultures where open questioning is unfamiliar, bilingual session design for mixed Arabic and English learner groups, and maintaining engagement during high-volume industrial induction and compliance training programs.
Note: This course outline, including specific topics, modules, and duration, can be customized based on the specific needs and requirements of the client.
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