Standards for preparing the trainer according to international standards
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General Objective:

Setting standards that help trainers, lecturers, university professors, experts and managers to transfer their expertise in a professional manner, to ensure the transfer of knowledge and the qualification of generations clearly and correctly.

Basic Criteria:

1. Training stages from preparation to conclusion

Pre-preparation:

● General objective of training: Determine the main objectives of the training.

● Problems addressed by the training: Analysis of the problems that the training aims to solve.

● Target audience for training: Determine the target group of training.

● Previous trainings for other trainers: Review previous exercises to benefit from previous experiences.

● The basis for acquiring the skills of the scientific method: laying the scientific foundations for acquiring skills.

During training:

● Course profile: Preparing a comprehensive profile about the course.

● Detailed scientific material: Preparing a detailed scientific material.

● Presentation: Prepare a presentation that is clear and relevant to the audience.

● Various training methods: The use of various training methods that suit the scientific method.

● Success models: Provide multiple success models to confirm the efficiency of the curriculum.

● Examples from the trainer's experiences: Include examples from the trainer's experiences in the explanation.

● Interactive questions: Ask interactive questions to stimulate discussion.

● Student-specific research points: Identify research points for students.

● Post-training workloads: Define clear work assignments after training.

● References and sources: Providing references, sources and quotations.

Practical aspects during training:

● General appearance: attention to the general appearance.

● Breaking the barrier: Breaking the psychological barrier between the trainer and the trainees.

● Introduction: Provide a clear and engaging introduction.

● Preparation: Preparing trainees for the topic.

● Simplify explanation: Simplify explanation and clarify complex points.

● Use of training tools: Use of various training tools.

● Adjust body language: Adjust body language to be consistent with the explanation.

● Diversity of tones of voice: Diversify tones of voice to attract attention.

● Distribution of gaze: Distribution of gaze in a balanced manner.

● Balanced pauses: Use balanced pauses during the explanation.

● Participatory techniques: Use of participatory techniques and question reception.

● Dealing with character styles: techniques for dealing with different personality styles.

● Hall adjustment: methods of control and adjustment of the hall.

● Conclusion: Conclusion in the four steps.

● Household tasks: Making personal household tasks for each trainee.

● Testing and performance evaluation: conducting tests and evaluating performance.

● Post-training follow-up: Follow-up after training and linking training to work.

2. Prohibited in training:

● Read from content significantly.

● Narrative explanation without discussion.

● Steady tone of voice.

● Hyperkinesis.

● Lack of distribution of gaze.

● Wrong use of body language.

● Arguing and wasting training time.

● The beginning of training without preparation.

● Apologies for lack of preparation or difficulty of content.

● Slow speech or monotony of speech.

● Delay in the training date to an annoying degree.

● Neglect of an attendee.

● Not answering questions.

● Personal dealing with one of the trainees.

● Attend training without tools.

● Explanation without examples aimed at the present audience.

● Transfer information without explaining the method of use.

● Use of profanity.

3. Different types of workouts:

•  Institutional training.
•  General exercises for students.
•  Specialized trainings for individuals.
•  Individual training.
•  The type of training according to the duration and goal between a course or a workshop.
• Additional criteria:

4. Development of trainers:

● Continuous Training: Providing continuous training programs for trainers to update their skills and knowledge.

● Periodic evaluation: Conducting periodic evaluations of the performance of trainers to ensure quality.

● Feedback: Collect feedback from trainees to improve performance.

5. Training Environment:

● Equipment: Ensure that all necessary equipment and tools are available for training.

● Comfortable environment: Provide a comfortable and stimulating training environment for learning.

● Safety: Ensure that safety standards are applied in the training place.

6. Technology in training:

● Use of technology: Integrate technology into the training process to improve interaction and learning.

● Distance Training: Providing options for distance training using e-learning platforms.

Content Quality Standards:

1. Credibility and reliability:

● Trusted sources: Content should be based on reliable and reliable sources.

● Verification of information: Ensure that the information provided is correct.

2. Originality and excellence:

● Originality: The content must be original and unique.

● Avoid copying: Avoid using copied or attributed content to other people without permission.

3. Importance and Benefit:

● Added value: Content should provide value and benefit to readers or viewers.

● Meet the needs of the audience: The content must meet the needs of the target audience.

Details of importance and benefit:

● Achieving educational goals: Good content helps achieve the set educational and training goals.

● Motivate learners: Increases learners' motivation and encourages them to actively participate.

● Enhance understanding: Contributes to enhancing learners' understanding of complex topics by simplifying and presenting information in a variety of ways.

● Skills Development: Helps develop the practical and theoretical skills of learners.

● Building Confidence: Enhances learners' confidence in their abilities to apply what they have learned in real situations.

● Performance Enhancement: Leads to improved academic and professional performance of learners.

4. Organization and Structuring:

● Good organization: The content must be well organized and curated.

● Clear structure: Use clear subheadings and paragraphs for easier reading.

5. Language and style:

● Sound language: Use sound and error-free language.

● Attractive style: Use an attractive and appropriate style for the target audience.

6. Interaction and Engagement:

● Audience interaction: Encourage interaction and participation by the audience.

● Reply to comments: respond to comments and inquiries of the public.

7. Coordination and design:

● Good formatting: Using a good format makes content easy to read.

● Attractive design: Using an attractive design that enhances the user experience.

Using university/academic content in trainings:

1. Academic Training:

University content is used in academic trainings to enhance students' theoretical knowledge in specific fields such as science, engineering, medicine, and others.

2. Vocational Training:

University content can be used in apprenticeships to provide trainees with the knowledge and skills needed for specific careers, such as business administration programs to train employees in management and leadership skills.

3. Specialized Training:

Interns in some cases need in-depth knowledge in certain areas of specialization. University content can be used to provide this knowledge, such as training physicians in advanced medical techniques or training engineers on the latest developments in their field.

4. Continuous Training:

University content is used in continuous training programs to update the skills and knowledge of workers in their fields, such as training courses offered by universities and educational institutions to develop professional skills.

5. Distance Training:

With the increasing use of technology in education, university content can be used in remote training via e-learning platforms, allowing trainees to access high-quality educational content from anywhere and at any time.

References

● ISO (2017) ISO 29993:2017 Learning services outside formal education – Service requirements. Geneva: International Organization for Standardization.

● ISO (2005) ISO 16047:2005 Fasteners – Torque/clamp force testing. Geneva: International Organization for Standardization.

●EU-CTA-2024: The EU for Quality Managers

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