Trainer Guidelines. A Train the Trainer Guide to EWC Course. Co- funded by the Lifelong Learning Programme of the European Union

Transcription

1 Trainer Guidelines A Train the Trainer Guide to EWC Course EW C Project nº: LL P GR- LEONARDO -LNW Co- funded by the Lifelong Learning Programme of the European Union This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

2 Table of contents 1. INTRODUCTION BENEFITS OF PARTICIPATION IN THE COURSE THE EWC E-LEARNING COURSE STRUCTURE Module 1: Think before you write Module 2: Let's Get Down To Business Module 3: It's a deal Module 4: Let's have a project RECOMMENDED BACKGROUND OF THE TRAINER TRAINER SMAIN TASKS PREPARATION BEFORETHE TRAINING PILOT SESSIONS HANDLING CERTIFICATES TO PARTICIPANTS & GETTING THEIR FEEDBACK Partially Fully SUMMARIZING THE PARTICIPANTS FEEDBACK & AWARDING BEST STUDENTS16 Annex I Annex II

3 1. INTRODUCTION Effective Writers & Communicators project (EWC) is a European project supported by the Lifelong Learning Programme of the European Union. The project aims at improving young SME workers and entrepreneurs key competences in analysis, language and communication in business through different channels as a blended training course or the use of a social networking platform. Find more at the project website: The current Trainer guidelines main goal is to inform the trainer about his/her role and the activities he/she needs to undertake in the EWC training. The guide provides step-by-step process that fully and clearly explains what the trainer is supposed to do. The current Trainer guidelines give an overview of the following items: the overview of the EWC e-learning course; benefits of participation in the EWC course for the trainee; requirements for a trainer; trainer s main tasks; required preparation before the training; the checklist before the training (both in-class and online); piloting stage, including organization, moderation and supervision of the trainings as well as issues that might arise during the piloting stage and possible solutions, and finalization of the piloting stage. Additionally, there is detailed navigation for the course and an e- mail example for prospective course participants that should be sent to the students who could possibly participate in the course as a promotional describing the aim of the EWC project, the course s benefits and how to access the video manual and the course itself. Preferably, an should be personalized so that students feel that they are addressed personally and this course is meant for them. should be sent 1-2 weeks before the start date of the course. 3

4 2. BENEFITS OF PARTICIPATION IN THE COURSE Nowadays there is a vast range of trainings available online as well as provided by training centers across Europe. Therefore, it is important to know and promote to prospective students the specific benefits of the EWC e-learning course. The main benefits of participation in the course are as follows: 1) It is free of charge; 2) A participant receives a certificate of participation; 3) It offers participation in the UK conference free of charge for two best-performing participants from each country; 4) Specifically targets SME employees and entrepreneurs; 5) E-learning form means greater flexibility, taking into account participant s individual schedule and pace of learning; 6) Immediate evaluation provided by self-assessment tests; 7) Thorough revision at the end of each module; 8) Innovative elements in content: the course strives to stimulateprocesses of cognitive functioning first, which make learning in the subsequent units more effective. After learning the basics of business communication, the participant proceeds to acquire skills needed for writing project proposals and grant applications; 9) Provides space for professional networking. 4

5 3. THE EWC E-LEARNING COURSE STRUCTURE The EWC e-learning course is divided into modules and chapters. The course contains four modules: 1) The first module Think Before You Write, containing four chapters, deals with useful tips, techniques and tools and advice a student needs so as to think and communicate his/ her thoughts effectively. 2) The second module Let's Get Down To Business and the third module It's a Deal, each containing three chapters, help a student to cope with business processesin an effective way and learn the business language he/she needs to reach his/her goals. 3) In the fourth module Project Management, which contains four chapters, a student will learn how to make his/her project at all stages successful. Each module is followed by Revision providing further practice of the material covered in the chapters. Each chapter is divided into three parts: Starting-up, Vocabulary Development, Skills Focus. Each chapter is followed by a Self-Assessment Test. A. Starting-up A studentis offered a variety of interesting activities leading him/her in the topic of the chapter. It contains key words and phrases of the language covered by each chapter. B. Vocabulary Development A student will learn and practice new words and phrases which he/she can use when he/she carries out the tasks in the chapter. A student will read authentic articles on a variety of topics. A student will develop his/her reading skills and learn essential business vocabulary. C. Skills Focus A student will develop essential business communication skills, such as making presentations, writing various types of letters, writing project proposals and reports. This part will develop the key communicative language and strategies needed to succeed in an international work environment. A student will work with authentic material improving his/her writing and communication skills in English. This part provides practice for the most important types of document a student will need to write at work making him/her more confident at writing in English. A student will be able to express himself/herself more clearly and make a good impression. Model texts are examined and used as a basis to write own texts. The detailed course structure and what a student can learn from each unit are reflected in the subsectionsand tables below. 5

6 3.1. Module 1: Think before you write Chapters Topics Business communication skills Outcomes A student can: 1.1 Think logically * Deductive and inductive reasoning * Grouping * Ordering * Summarizing * Reading: understanding gist and key information * Writing: reorganising pieces of text into a logical order * Make better use of critical thinking skills * Make ideas clearer and more logical * Reorganise pieces of text into a logical order * Building and making use of different types 1.2 Write logically of logic trees * Structuring ideas through issue tree analysis * Introducing data and * Reading: predicting and checking * Writing: introductions and conclusions * Use different types of logic trees * Structure ideas * Write introductions and conclusions evidence into logic trees 1.3 Write well * Informal style * Formal style * Grammar/Coherence * Reading: predicting and checking * Writing: formal/informal letter * Identify and differentiate formal/ informal style * Write better nglish/coherent texts * Write a formal/informal letter 1.4 Write creatively * Brainstorming * Mind mapping * Reading: predicting and checking * Writing: company profile * Sort the good ideas from the bad * Organize ideas * Write a company profile 6

7 3.2. Module 2: Let's Get Down To Business Chapters Topics Business communication skills Outcomes A student can: 2.1 Introducing Yourself and Your Job * Companies and jobs * Describing main activities and products/services of a company * Describing main responsibilities of a job * Reading: understanding gist and key information * Writing: preparing a presentation * Talk about work and responsibilities * Talk about a company * Give a short presentation 2.2 Getting paid * Pay and benefits * Financial and nonfinancial reward schemes * Work-life balance * Reading: understanding main information and vocabulary in context * Writing: memo a new appraisal system * Talk about financial and nonfinancial reward schemes - Talk about work-life balance - Write a memo * Talk about 2.3 Business travel * A business trip * Small talk * Booking on the phone * Reading: predicting and checking * Writing: enquiry - formal/informal business trips * Make and change arrangements * Write a formal/informal 7

8 3.3. Module 3: It's a deal Chapters Topics Business communication skills Outcomes A student can: 3.1 Strategic Communication * Online/ Viral marketing * Trade fair * Sales pitch * Reading: understanding gist * Writing: leaflet * Talk about products and services * Be persuasive * Prepare a leaflet * Reading: * Make and respond to * Business proposals understanding main offers 3.2 Business proposal * Making suggestions * Making recommendations information and vocabulary in context * Writing: business * Advise and recommend * Write a business proposal proposal * Talk about problems * Customer service * Reading: predicting and offer advice 3.3 CRM and support * CRM in B2B market and checking * Writing: * Report back on and evaluate * Social media complaint/apology * Write a letter of complaint/apology 8

9 3.4. Module 4: Let's have a project Chapters Topics Business communication skills Outcomes A student can: * Developing a project idea * Identify S.M.A.R.T. goals Identifying objectives, * Reading: * Summarise key ideas 4.1 Planning a project results expected and target group * Setting up a successful consortium understanding main information * Writing: short abstract of your * Write a short abstract of a project * Transforming ideas into a project plan * Carry out a needs analysis and a SWOT 4.2 Writing a project proposal * Justifying a project - Argumentation * Strategies for persuasion * Making use of the right policy language * Reading: identifying key information * Writing: project justification analysis * Use persuasive language * Write a project justification * Use adequate policy language 4.3 Managing a project * Meetings * Intercultural communication * Problem solving strategies * Monitoring the project's progress * Reading: predicting and checking * Writing: agenda and minutes * Participate in meetings * Understand cultural differences * Solve problems and manage conflict * Write agenda and minutes * Report back on and 4.4 Reporting on a project * Reporting on past events * Talking about achievements * Making use of the right policy language - Appraising performance * Reading: understanding gist and key information * Writing: description of the project outcome evaluate - Talk about past events, achievements * Formulate in adequate and accepted policy language * Write a description of the project outcome The course can be accessed at: 9

10 A detailed navigation for the course, including registration, starting the course and navigating through the platform can be found in Annex RECOMMENDED BACKGROUND OF THE TRAINER The EWC e-learning course trainer should not primary be an English teacher/foreign language teacher. The EWC e-learning course trainers should have: some experience of training, teaching and/or lecturing; detailed knowledge of the structure and content of the EWC course; adequate knowledge of English language. 5. TRAINER SMAIN TASKS Trainer s tasks are the following but not limited to: inform the students about the program, aims and activities of the training; support and motivate learners in the organization of their training path; Manage the participation and answer questions; guide and stimulate activities in class and/or online; assist in case a student faces difficulties to access the course; Technically arrange the group meetings when students prefer to participate in the course in project partners premises. 6. PREPARATION BEFORETHE TRAINING Before the training (be it online or in-class), the trainer should: 1) Be well acquainted with the training material and the EWC e-learning course. 2) Have contact details of the pilot steering committee members and participants. 3) Be ready to answer to participant questions of different nature (how to access the platform, how to start the course, how to navigate through the platform, etc.). 4) Be connected in Skype or be ready to answer phone calls or s of the course participants (for students completing the course online from their own location). Two options are possible for students to take the course: 10

11 1) In-class; 2) Online. Option 1. When a number of students who are willing to take the course in a project partner s premises, the trainer sets the time for the training and prepares the following: Indicators to the room where the training will take place. They should include the logo of the project (can be obtained here: and Lifelong Learning Programme s logo. Computersor laptops with internet connection and open webpages of EWC e-course; Screen and projector; Paper and pens; Flipcharts & markers; Water (if budget allows, snacks), Other required technical equipment. Additionally, it is important to pay attention to two important aspects: place and time of the trainings: 1) Place. Paying attention to location and room selection, seating arrangements, temperature, light and sound quality, and availability of essential equipment. It is important to visit the meeting place a day before to ensure that everything is as expected and the trainings will run smoothly and without disturbances. 2) Time. Appropriate scheduling and disciplined time management are important to consider during the preparation and implementation stage. Organize the venue (time and duration) after considering the convenience and availability to the participants. Option 2.If students are taking the course online, the trainerarranges the time when he/she is available to answer student questions and guide them via phone, or Skype. 11

12 7. PILOT SESSIONS After the selection of the trainers in partner countries and technical preparation, the piloting sessions take place. Below are described objectives and expected outcomes from the piloting stage. OBJECTIVES * To encourage the acquisition of valuable skills in professional writing and communication by pilot participants, facilitating professional development, employability and access to the international labour market. * To test the course s performance and usefulness for young SME employees and entrepreneurs. * To allow for sufficient time and opportunity for trainees to learn, test their acquired skills, publish opinions and articles, interact with other learners and professional stakeholders through the discussion forums and social networking platform. OUTCOMES * Moderation and supervision of the pilot process. * 450 participants registered on the online course. * Assurance that training sessions run smoothly. * To further improve the training material based on participants feedback * Deliverables:report with lessons learned and options for the future (1/5/2015). * Organisation and running the pilots All partners will encourage their own members of staff to complete the training online. Where necessary, they will encourage target users to complete the training online through their own facilities. Moderation Mainly, addressing questions will be done by the authoring partner/moderator (who will have a separate access to the platform, including different username, access to moderate forums and chats, receive information of students progress, etc.) of the specific module/unit. So the topics of the discussion forums will be according to the modules//units. Generally according to the relation of the topic with the training material the corresponding partner will be in charge, always with the approval of the steering group. 12

13 Moderating Activities Logic in thinking and writing Creative writing, technical tips, use of English Usage of English at work place and business travel Business writing and presentation Project application & management CMT (Tasos Mastroyiannakis) TUKE (Katarina Szabova) Chiva Associates (Tony Chiva) First Elements (Maria Krini) The Elephant (Jumbo Klercq) The moderating activities will include: Addressing questions; Managing discussion forums; Moderating content uploaded by others on the platform; Regularly uploading the content. Supervision It is highly important to ensure that all sessions will run smoothly after the project eligibility period. This is primarily depending from each of the partner organisations, its own staff and its own geographical context. However, it is crucial that eventual barriers and problems will be identified in an early stage, so that it is possible to develop effective problem solving strategies. However, it is also depending on how effective the online supervision will be and how the contact duos are functioning. The Pilot Session Steering Group will supervise the pilot process, address questions, manage discussion forums, moderate content uploaded by others on the platform, upload content in a regular basis and ensuresmooth running of sessions through the entire period ofpiloting. The supervision process will be done mainly online via the platform by: Asking the partners to start organising the pilots; Supporting with suggestions and hints; Exploring eventual barriers and problems; Looking for solutions; Checking the progress. The users will be encouraged to use the platform by: Presenting themselves and their companies; Communicating with each other; Uploading comments and contributions. 13

14 Important Issues Regarding EWC project practical part of the trainings, the following issues might seem important to consider and think of solutions in advance: Topic Students do not apply for the course Technical issues during in-class training Suggested solutions 1) Informational about the course and it s benefits (Annex 2); 2) Personal approach: firstly contacting people whom a trainer knows personally. Both via and phone. 3) Organizing informational dissemination events during important events where the target group is taking participation. See Ch. 7 of the current guidelines: TRAINER s CHECKLIST BEFORE THE TRAINING. Participants do not have sufficient knowledge to complete the tasks Students drop out of the course Encourage student to do self-study by reading theoretical part and additional readings (both provided in each unit). To ask such students if they need help and encourage them to complete at least one unit after which they will receive a certificate of attendance. 14

15 8. HANDLING CERTIFICATES TO PARTICIPANTS & GETTING THEIR FEEDBACK After participant completes a unit(-s) or the whole course, it is important to thank you him/her, ask to fill in the feedback form about the e-learning course and to issue a certificate of attendance. The basic feedback form might look like this (however, it can be more detailed depending on the profile of the participants of the piloting stage): EWC E-LEARNING COURSE Place& Date: XXX Not applicable (1) Completely Negative (2) Partially Positive (3) Fully Positive (4) Exceeded Expectations (5) Do you perceive EWC learning platform as easy to use? Is the navigation through the platform clear and comprehensible? Does the content respond to what was expected/introduced? Do you agree that materials located on the platform are prepared in response to the target group expectations and needs? How do you rate overall the online course in EWC project? Name: Date & Place: Signature: 15

16 9. SUMMARIZING THE PARTICIPANTS FEEDBACK & AWARDING BEST STUDENTS After achieving the target of number of students during the piloting stage for his/her respective partner country, the trainer compiles the participants feedbacks and makes the general summary that later on will be shared with project partners highlighting the points of improvement of the EWC learning platform and content of the e-learning course. Finally, each trainer nominates two students for the main award of the project free trip to the final project conference in the UK and informs the project partner in his/her respective country. 16

17 Annex I NAVIGATION FOR THE COURSE To access EWC Course click EWC COURSE link in top menu at website. System will redirect you to Effective Writers & Communicators Moodle Platform. 17

18 Create a new account. 18

19 Password requirements. recaptcha protecting system. 19

20 confirmation. activation link. 20

21 Activating account. Login. 21

22 Enter your username and password provided by EWC Platform Administrator and then click Log in button. After log in go to EWC Course site. 22

23 On the EWC Course page you can see all modules and units. By clicking Module name you can access specific module content. 23

24 Each Module contains: forum, introduction, starting up, vocabulary development, skill focus, selfassessment test. To navigate the course and units, platform provides breadcrumb and navigation menu. 24

25 Unit content like Page or Quiz can be accessed after clicking their name. After selecting Quiz teacher can preview Quiz, solve it, submit and finish. 25

26 26

27 At the end of each quiz, platform will display the summary. Each user can check Progress Bar for his/her activity. In teacher role platform allow you to track progress of the units completion by students go to Overview of students. 27

28 System will show you Progress Bar details for each student but only from your group. Teacher using Administration menu can check his/her students Grades from each Quiz. 28

29 In Grader report view, system displays grades for each student from your group for all Quizzes in selected Unit. By clicking icon (1) system will present User report for selected user. 29

30 By clicking icon (2) system will present selected user responses in each attempt. Platform allows users to communicate with each other by sending messages. 30

31 In messages you can add other user to your contact list and then send them a message. 31

32 Annex II TO PROSPECTIVE COURSE PARTICIPANTS Dear participant, My name is [YOUR NAME]; I am [Position and ORGANISATION]. Currently our organization is involved in the EU-funded project Effective Writers & Communicators (EWC). The Effective Writers and Communicators (EWC) project is offering a brand new, highly innovative ICT based solution to writing skill development in English for young SME employees and entrepreneurs in Europe, which is affordable, easily accessible, and suitable to target group needs. More can be found at: The project offers the online course for improving business writing and communication skillsin English. The course offers the following benefits: 1) It is free of charge; 2) A participant receives a certificate of participation; 3) It offers participation in the UK conference free of charge for two best-performing participants from each country; 4) Specifically targets SME employees and entrepreneurs; 5) E-learning form means greater flexibility, taking into account participant s individual schedule and pace of learning; 6) Immediate evaluation provided by self-assessment tests; 7) Thorough revision at the end of each module; 8) Innovative elements in content: the course strives to stimulateprocesses of cognitive functioning first, which make learning in the subsequent units more effective. After learning the basics of business communication, the participant proceeds to acquire skills needed for writing project proposals and grant applications; 9) Provides space for professional networking. Here you can find the video manual on how to register and start the course: INSERT LINK Here you can access the online course: As this is really a unique opportunity, try the online course out! Feel free to contact me in case of any questions. SIGNATURE 32