ASSESSMENT CRITERIA

A B C D
Evidence of preparation Presents concepts clearly and concisely

Delivers within parameters of training material & adaptation guide

CONTENT KNOWLEDGE

Provides clear and concise instructions for activities

Logical flow of contents Explains learning objectives of each topic

Makes good transitions between concepts

Summarizes key learning points at the end of each topic

Application of knowledge Illustrates course concepts using a variety of relevant real-life examples/ stories

Links concepts to AZ business and participants’ work

Helps participants see ways to apply material to their work

Friendly & encouraging Demonstrates sensitivity to participants’ needs & expectations

Paces with participants and speaks their “language”

Supports participants during activities

Draw responses & Asks effective questions to involve participants

FACILITATION SKILLS

gain participation
Makes sure everyone is actively involved in learning experience

Grabs, holds and directs the attention of participants

Challenge & clarify thinking Checks for participants’ understanding

Asks effective questions to positively challenge participants

Conducts effective debriefing sessions after activities

A – LEARNING: Begins to display some training delivery competency, and needs close supervision and clear direction

B – EFFECTIVE: Displays training delivery competency at minimum company standard

C – ADVANCED: Displays training delivery competency above the minimum company standard

D – EXPERT: Displays training delivery competency with high effectiveness, can mentor others
Training Behavioral Standard
A (Learning)
• Learning to articulate the key concepts of the
training program.
• Basic (‘rote’) knowledge of the training
materials & exercises - program/ topic
deliverables, key elements, process steps,
giving instructions, processing activities, case
studies, role-play scripts, audit implementation/
CONTENT KNOWLEDGE
report, etc.
• Able to run the program ‘by the book’, requiring
frequent reference to the notes and
presentation materials.
• Learning to use standard examples & drills for
all participants, and manage allotted time
effectively.
• Learning to prepare participants to be engaged
in the learning, and maintain good rapport with
them.
• Delivers to ‘the lowest common denominator’,
and would not always address differences in
age, experience and skill levels.
FACILITATION SKILLS
• Debriefs and feedback would be limited to
material contained in the sales training program
material.
• Typically , the delivery style would very much
reflect the trainers own natural behavioral style,
and would tend to gain better results from
groups that mirror this style.
• A limited ability to handle tough questions and
participants.
B (Effective - Minimum Standard)
▪ A ‘B’ grade trainer would display all of the skills of an ‘A’ grade
trainer, plus:
• Can clearly articulate the key concepts of the training program.
• Clear evidence of knowledge of and comfortable with training
materials & exercises - program/ topic deliverables, key elements,
process steps, giving instructions, processing activities, case
studies, role-play scripts, audit implementation/ report, etc.
• Is systematic in training delivery, appears thoroughly prepared,
able to use training aids such as flipcharts to note down, connect/
frame key responses & add value to learning points.
• Able to add to the standard examples provided to illustrate
learning points within context.
• Clear delivery of the material completed ‘to time’, focused more on
audience than contents, providing linkage of training relevance to
the job with positive results.
▪ Effective in engaging the audience in the learning
& to focus on trainer. Always approachable & maintaining good
rapport.
▪ A more dynamic delivery style, greater use of facilitated
discussion as well as ‘rote’ drills and lectures. Able to gain good
audience control and involvement with minimum difficulty.
▪ Can effectively use different questioning techniques to gain
responses with a mix of audiences, always checking for
understanding. Participants actively participate & share ideas,
without the trainer resorting to constant feeding of ideas/answers.
▪ Asks appropriate questions, with good use of pacing to focus the
participants on gaining the insight into the learning points. Handles
moderate participant resistance and routine questions well.
▪ Able to challenge audience further based on the responses they
have given, effectively summarizing their inputs, & adding value to
key learning points.
C (Advanced)
▪ A ‘C’ grade trainer is able to gain high training
results (i.e. behavioural change) across a wide
range of participants. The skills they are able
to use during their training sessions (in
addition to ‘B’ level ability) include:
• Always systematic in training delivery
• Always demonstrates high confidence from
intensive preparation
• Able to anticipate and respond to participants
with in-depth knowledge of the training
materials & exercises to reinforce, correct &
enhance content discussions.
• Exhibits clear “line of sight” between the
training program, post-course actions,
application on the job, and validation of
behavioural change.
▪ Commands audience attention right from the
start. Able to grab, hold and direct the
attention of the audience through superior
physical delivery skills & connection with
participants.
▪ Aware of how their individual delivery style
impacts their audience. Highly sensitive to the
participants’ needs and expectations.
▪ Able to effectively use a wide range of delivery
methods beyond just lecture, break-out
groups, case studies, role-plays. This includes
the use of metaphor, analogies, relevant
examples, teaching in opposites, single-line/
‘stop ‘n’ go’ role play, & creative experiential
activities.
D (Expert)
▪ A ‘D’ grade trainer is able to gain
outstanding training results (i.e.
behavioural change) across a wide range
of participants and training courses. The
skills they are able to use during their
training sessions (in addition to ‘C’ level
ability) include:
• A role model for other trainers/
designated trainers in the training
materials & exercises.
• When challenged, able to exhibit wide &
in-depth knowledge beyond contents of
training materials to add value & gain
acceptance leading to high results.
Mastery of the subject matter.
• Consistently exhibits clear “line of sight”
between training program, post-course
actions, application on job, and validation
of behavioural change.
• Able to ‘connect’ with individuals in the
room, even if they are stylistically
different from the trainer.
• Always clear & ‘making sense’ –
audience are not left confused.
• Able to shift the focus, energy and
motivation onto their audience. Creates
an environment where the audience want
to learn, share & engage.
• Coaching and feedback is tailored to
individuals and provides participants with
the specific skills and the motivation to
change & improve their behaviours.