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Classroom Lecturers AccreditationCMGT/TRAINERACC2GB

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Who should attend?

  • The purpose of this accreditation is to develop and validate the pedagogical know-how of classroom trainers tasked with creating, delivering and assessing technical training courses in the various disciplines associated with E&P, so as to ensure compliance with international standards.
Audience :
  • This accreditation is aimed at professionals working in Exploration & Production who deliver, or who may be required to deliver, classroom training courses for basic or advanced technical training programs.

Level : Foundation

Course Content

  • Part 1 - PEDAGOGICAL ENGINEERING

      • Candidates follow a 1-week training on the principles and tools needed for delivering professional training programs to adults.
      • The purpose of this week is to enable candidates to acquire pedagogical methods, best practices and get into the right habits so they can apply them in the three following phases. This phase also serves as an opportunity for candidates to take a step back and take a look at the role of trainer.
      • Accreditation assessment: role-play.

  • Part 2 - ATTENDING A TRAINING WEEK DELIVERED BY AN IFP TRAINING EXPERT

      • This section provides candidates with the opportunity to analyze the way in which teaching is delivered and the techniques that the IFP Training expert uses, building on what they will have learnt from a theoretical perspective during the first week.
      • The theme of this week should correspond to the candidate's area of expertise so that they can fully integrate the learning techniques and tools used.
      • Accreditation assessment: the candidate is asked to analyze the methods and dynamics they have seen during the training course.

  • Part 3 - DEVELOPING PEDAGOGICAL MATERIAL

      • This third section aims at developing the pedagogical material required for delivering a training course in the area of expertise of the candidate instructor. Training material development uses the pedagogical methods acquired during the first week and is inspired by the course delivery attended.
      • The IFP Training expert will provide continuous coaching so that complete, viable pedagogical documents are created by the end of part 3, reusing various pedagogical training activities suitable for adult learning (lessons, exercises, teamwork exercises, case studies…).
      • Accreditation assessment: candidates will be assessed on their ability to adapt and on the quality of the pedagogical material that they produce.

  • Part 4 - RUNNING A TRAINING PROGRAM

      • This section is made up of two phases:
      • An initial co-delivery phase with an IFP Training expert in real-life conditions. During this phase, candidates will have the opportunity to draw on the instructor's management techniques and continually correct their own methods, through continuous coaching by the IFP training expert.
      • The second phase involves autonomously delivering part of the training course, in real-life conditions.
      • The theme of the module must correspond to the candidate's area of expertise so that they can focus on the pedagogical methods.
      • Accreditation assessment: assessment of the training performance.

Learning Objectives

  • Obtaining the accreditation will validate the classroom trainer's know-how in:
  • coordinating classroom-based training courses,
  • adapting and implementing pedagogical activities,
  • catalyzing the group's enthusiasm and developing its positive attitude by implementing active pedagogical methods,
  • developing and maintaining participants' interest,
  • facilitating understanding and knowledge acquisition,
  • assessing the knowledge acquired and adapting the course delivery accordingly.

Ways & Means

  • Personalized coaching, role-play, active learning.