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Being a Professional Learning Facilitator, I found it easy to introduce myself to clients because the certification and the system it was based on allowed me to ride on its promise of quality.

However, for other learning professionals, one of the biggest challenges they face is what to call themselves. Depending on the role, it could be trainer, instructor, coach, facilitator, mentor, motivator, or dozens more.

The good news in choosing from this list is that no one actually owns these terms and anyone is free to name themselves if they have enough credibility to carry it. The bad news is also that no one owns these terms; they are infinitely open to abuse.

Malaysia has seen many examples in the past. The term Trainer has had its ups and downs in the 1990s. Because there is no one standard certification for a Trainer that everyone can agree on, Human Resource (HR) professionals have experienced a variety in the quality of training delivery, both good and bad.

In response, HR now resort to asking for evidence of a Trainer's experience and not simply rely on their certifications. Trainers have a slow climb to build individual brand credibility to differentiate themselves from their competitors.

Later, around the new millennium, we saw the rise of the Motivator when productivity and quality were issues in the workforce. Newly-minted Motivators, many of them trainers themselves, created a niche market that everyone, public and private alike, were willing to pay for. They were good at what they did, and they earned well.

The niche grew, and again, Motivators, with dubious credentials began crawling out of the woodwork. If you were presentable, humorous and had public-speaking skills, you could motivate. The industry got very crowded very fast.

The public soon saw that these people weren't the heroes they had envisioned. They saw instances of bad behaviour, profiteering and long-term ineffectiveness of their cheer-leading in the long term. This damaged the term Motivator. People who once called themselves motivators became defensive, sometimes even ashamed to use the term, because of the action of a few show-boaters.

In response to that, recently, an archaic term was discovered as its replacement: the Inspirator. It is so ancient, even spell-check software don't recognise it. More and more people are becoming comfortable using this instead of Motivator, and have various justifications for doing so.

Unfortunately, the problem remains. No one owns it, no one can control it, and all it takes is for some rotten apple Inspirators to spoil the barrel. Once the Inspirator becomes inevitably soiled, what alternative dictionary will supply their new term?

Thus, the Professional Learning Facilitator (PLF) realises that while the PLF is a new concept, it was coined based on a complete system with checks and balances to ensure that what happened to their friends, the Trainers and Motivators doesn't happen to them.

The term PLF itself, is generic enough to be used to cover the roles of trainer, facilitator, mentor, coach, motivator and inspirator. However, the legal registration of the term and specificity of its definition ensures that a PLFs actions are accountable.

When someone becomes a PLF, they take upon themselves the principles enshrined in the Take Charge! Learning Facilitator System® (established by Mohd Rizal Hassan). They commit to live up to a set of standards and give and receive developmental feedback within the PLF Family.

The Mastery level practitioners coach and audit the new PLFs and keep them honest to the system's tenets. Like the scientific and medical professions, it is peer-regulated, or at least, that's the long term goal.

The PLF Family is, in all senses of the word, a professional community that collectively takes it upon itself to maintain standards and safeguard the good brand name of the Professional Learning Facilitator. By doing this, they assure clients and the public of the quality and productivity of a PLF, as well as their openness to improve.

Any deficiency on the PLF Family's part to continue this effort will certainly lead us along the same path that our Trainer and Motivator siblings have trod.

If we don't protect and defend the PLF brand name, sooner or later, we will need to leaf through an old dictionary to find something else to call ourselves.

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Being a Professional Learning Facilitator, I found it easy to introduce myself to clients because the certification and the system it was based on allowed me to ride on its promise of quality. However, for other learning professionals, one of the biggest challenges they face is what to call themselves.

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Learn how to upgrade your Workplace Performance Skills.

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There's an old meme that gets circulated on LinkedIn and other sites, reporting a conversation between a CEO and a CFO:
CFO: What happens if we spend all this money training our employees and they leave? CEO: What happens if we don't, and they stay?
The idea, of course, is that organizations can't afford not to train their employees.

But where's the proof? What does a training program really accomplish in terms of productivity? Employee loyalty? The bottom line?

Thoughtful decision-makers are often reluctant to back full-fledged training programs for their teams without hard evidence of value. Workplace learning and development specialist Clive Shepherd reports that the slogan "people are our greatest asset" has become something of a cliché. Although widely recognized, "the effort [businesses] put into developing this 'human capital' continues to be seen as an expense and not as an investment."

It's time for that perspective to change. Organizations would do well to analyze their training programs as capital investments, using techniques such as ROI measurement. Then senior management can see the value of training in recognizable, actionable terms.

How Does 353% ROI Sound?

As illustration, a study by professional services company Accenture showed that for every dollar invested in training, companies received $4.53 in return. That's a 353% ROI.

Likewise, online learning consultancy True Focus Media reports that companies utilizing e-learning tools "have the potential to boost productivity by 50%. For every $1 the company spends, it's estimated they can receive $30 worth of productivity." On the negative side, True Focus found that nearly 25% of employees leave their jobs because of inadequate training and development opportunities.

How are such figures calculated? The formula for calculating training ROI is pretty widely known: % ROI = (benefits ÷ costs) x 100. But it can be a daunting task to pin down all the variables and metrics involved in a training program. Northern Michigan University training and development educator Leigh Dudley has developed a five-step approach for attaining the data for calculation:

1. Collect post-training data: Collection can be done through knowledge questionnaires, performance metrics, employee feedback, assessment of new information and skills employees are using on the job, increased speed and quality, and supervisors' observations. If it is not feasible to do all of these, begin with a few. The important things is to quantify the effects of your training as much as possible.

2. Isolate the effects of training: This essential step determines the amount of output directly related to the training program. You can do this by comparing pre-training and post-training performance, or comparing trained with untrained groups. Realistically pinpointing causes of improvement will up both the accuracy and credibility of the ROI calculations.

3. Convert data to monetary values: The ideal approach to this step is converting output data to profit contribution or cost savings using historical costs, payroll and benefits, quality expenses, and supervisors' and senior managers' assessments of improvement. This step is critical to determining the training program's fiscal benefits, and yet it can be especially challenging because of the need to convert soft data to hard figures.

4. Tabulate program costs: This step involves monitoring and tracking all of the related costs of the program targeted for the ROI calculation, including expense to design and develop the program; cost of all program materials provided to each employee; all fees for the program coordinator and instructors; cost of facilities for the program (including electronics); expenses for travel, accommodations, and meals; employee salaries for the training time; and costs for needs assessment and evaluation.

5. Calculate the ROI: Now calculating that ROI is the easy part! Using the program benefits and costs collected and quantified in the first four steps, calculate your training program's ROI as follows:

% ROI = net benefits ÷ program costs x 100.

When you have an ROI calculation like this in hand, you will not only be speaking the language of that doubtful CFO, you'll be able to make a hard case for you favored trainings programs and win support for larger budgets.

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5 Steps for Proving the ROI of Your Training Investment

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There's an old meme that gets circulated on LinkedIn and other sites, reporting a conversation between a CEO and a CFO:CFO: What happens if we spend all this money training our employees and they leave?CEO: What happens if we don't, and they stay?The idea, of course, is that organizations can't afford not to train their employees.But where's the proof?

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Move From Training To Learning & Never Go Back

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Move From Training To Learning & Never Go Back

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Have you ever heard of the role of Chief Training Officer? Not yet? Well, you won't hear it anytime soon either.

No self-respecting C-level officer of even a moderately-sized organisation would be caught dead wearing this title.

For good reason: most companies want to be seen to be on the leading, if not bleeding edge of Human Resource trends. Not the one being left behind.

As more and more strategic decisions are made in the C-suite, new specialist roles are created to align an organisation's goals with its operations. Thus, after the ultimate title of CEO (Chief Executive Officer), comes the COO (Chief Operating Officer), CFO (Chief Financial Officer) and then CIO (Chief Information Officer).

For a very long time, the C-suite of many companies, both small and large have viewed training as a cost. A nice to have rather than a must have. It became a trend for any and all training decisions to be made at the Training Manager level, to fulfill employee training days requirements, to meet the quota.

How do you tell when an organisation views it this way? Simple. Any organisation that asks you if you can do training for them in December because they want to finish up their budget, is probably one that lacks the foresight and planning to ensure that training is effective. It's just money to give away.

Another clue is when they ask you to provide team building services, and they quietly slip in, "Can it just be lots of fun? We don't want it to be too heavy on the talking". They're not looking for training. They just want to holiday on the shareholders' investment. This is a company with no vision.

Here is the danger. If you have a client who is like this, when the chips are down, the first thing they will dump is services. All services. That includes you, the training provider. You are a cost. So, cost-cutting means cutting you out.

Rise of the CLO

The good news is, if your client has formally instituted its newest C-level role, the Chief Learning Officer (CLO), you can certainly bet that they don't view training as a cost. They view it as an investment. And investments must be planned, protected, measured and returned.

When any organisation establishes this role, it takes on a fundamental shift in thinking as well. The old concept of Training comes from the idea of Human Resources. Tagging a human being as a resource implies that if you can't generate money for the company, you are therefore not a resource and must be trained or ejected.

An issue arises when the concept of training is introduced. Training was originally executed to impart knowledge and skills to operational employees who required to know exactly how to follow a standard operating procedure. It was, in essence, an exercise in forcing compliance by carrot or stick.

The ones who subjected to it, were retained. Those who questioned it, were removed. It was the trainer's way or the highway. It was a military regime in making money and it worked, because the blue collar workers needed the jobs and were used to being told what to do anyway.

The professionals never actually needed training because they had graduated from business or law schools into middle-management apprenticeship. This was pretty much the norm for English and American vocational education up until the turn of the 21 century.

From control to collaboration

Then, from out of the blue, Americans began to take notice of a worrying trend. The Japanese were getting better. At a lot of things. So, western management gurus began to wonder what the secret sauce was. It was something they had never seen before.

Where American management philosophy takes decisions out of the worker's hands and provide orders down through the chain, the Japanese workers were actually suggesting improvements upwards. Buzzwords like Kaizen, 5 Whys, TQM flooded the collective management consciousness.

But to work like the Japanese, they had to fundamentally change the way they did business and treated their employees. No longer could they drive people to perform. No longer could they control. They had to help develop them and provide the means for them to grow.

Thus, the culture of control became the culture of collaboration. And training, that stuffy, one-way street of imparting skills, took a back seat to a bigger, higher concept: Learning.

Academic and professional debates burned on whether one was a subset of the other with many schools of thought being born and dying out almost as quickly. But there was no denying it. More and more firms became convinced that this was the way to go. Training departments morphed into Learning departments.

Train vs Learn

Here's where the debate gets interesting. If you were to attend training, would you say you were doing all the work or was the trainer doing it? Well, if training is you sitting on a chair for eight hours scribbling notes, yawning and later storing your binder of materials in your cubicle shelf next to many, never-again opened training binders, the answer is, you did nothing.

But if you were engaged by everything the trainers said or did, and ended up saying more than them, contributing your own opinions and experience to the discussion and if everyone, even the trainers themselves, came out of it learning from each other, then congratulations. That was a learning session, not a training one.

The argument for adopting the paradigm of learning vs training is simple. Training is an event. It's a series of events. It's organised by someone else to tell you exactly what they want you to know, and ensuring you stick to doing what you know.

Learning, on the other hand, isn't an event. It is a fully engaging process of organic and personal experience and one that happens automatically, without any control from the trainer. It is enjoyable, desirable, lifelong and goes far beyond the classroom. Epiphanies never come through training, which are only meant to elicit a specific response. They come only when all the pieces of the puzzle are in place.

Since Learning is more far-reaching, it just makes sense that training, an event, be a subset of the whole learning experience. This is why companies are racing each other to shift their approach, and the names of their departments. So, CLOs run learning organisations, in which there are learning & development departments, in which there are, possibly still, training units.

The next problem is then, how do we give up control of the learning process to the learners and still get the change of behaviour and compliance desired? The answer lies in empowering the learners to accept that on their own.

It is said, you can bring a horse to water, but you can't make it drink. Human beings can be far more stubborn than horses. Just telling them the benefits of a training session isn't enough to make them believe in something, nor is telling them the detriment of not paying attention in class.

The trainers themselves must undergo a paradigm shift. They must go from Tell to Sell. As every salesman knows, the final decision to believe, buy-in and champion lies with the buyer, the learner and the woman they proposed to.

As such, trainers can no longer afford to browbeat their learners into believing everything they say. Nor can they preach from the pulpit and expect people to practice it.

Trainers must move from being trainer-oriented to being learner-oriented, which means, doing everything necessary to engage them on a peer level, understand what they need and give it to them, at the same time, fulfilling the objectives of the training in the first place.

When a learner decides to become aware of what you teach, is willing to try it out and accepts the benefits of it, that is when retention increases. All because they decided to retain it. All because, instead of training them, you facilitated their learning.

Trainer vs Learning Facilitator

The corollary of that is now what do we call the trainer? A coach? An instructor? This is a choice that every training certification, association and company faces today. What do we call these people? The global trend is moving faster, and if they remain steadfast in insistence, they might get run over.

Well, to each his own choice. In Malaysia, however, about 800 (as of January 2015) people have already made that choice. They are part of a growing community called the PLF Family, a gathering of like-minded, learner-oriented individuals who don't control the learning process as trainers do, but facilitate it, enabling people to be independent and responsible for their own development. We call them Professional Learning Facilitators (PLF).

Granted, the concept of learner-orientation and focus isn't new, but the development of a multiskilled, highly responsive and adaptable facilitator of learning is. As part of their development, PLFs are run through a gamut of possible learning scenarios while dealing with difficult audiences and getting the best learning out of them, all the while keeping their eye on the learning objectives that the client requires.

Since 2011, the PLF certification program has seen huge success in developing brand new talent and converting even the most experienced of trainers to this new approach. PLFs from every walk of life have attended and been certified to deliver learning programs of all types to all ages, all sections of society and all educational and professional levels.

Does this mean that training is discarded for good? Far from it, training still exists as a useful approach in delivering exact information. But understanding whether the learner can apply it under varying conditions and whether they fathom where their role sits in the larger organisation, that takes learning facilitation to suss out.

If all other arguments fail, this should convince you. Imagine that you meet the CLO of your client. Would you prefer to introduce yourself as a Trainer or as a peer who shares an approach and function with them?

"Pleasure to meet you. I'm Nadzrin and I'm a Professional Learning Facilitator"

I don't know about you, but it sure sounds good to me.

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Move From Training To Learning, And Never Go Back

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Have you ever heard of the role of Chief Training Officer? Not yet? Well, you won't hear it anytime soon either. No self-respecting C-level officer of even a moderately-sized organisation would be caught dead wearing this title. For good reason: most companies want to be seen to be on the leading, if not bleeding edge of Human Resource trends.

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All Professional Learning Facilitators follow a model called L.E.A.R.N. to deliver their lessons effectively in a learning program for clients. Each letter stands for a key area of focus.

L - Learn, learn, learn. Life is meant to be a ground for learning. Learn from everything, good and bad, and you will be better prepared for what comes next.

E - Excite the senses. People interact with the universe through their senses. Provide input and meaning and your audience will be open to what you have to give.

A - Ask. The brain welcomes questions. They are the catalysts for thinking. Ask the right questions in the right way, and your audience will process what you have given them.

R - Respect. Everyone has their own principles, knowledge, experience and opinions. Listen to understand their why and build on commonalities, not differences.

N - Narrate. The mind looks for structure and sequence and a story has what it seeks. Provide your lessons in the form of stories and your audience will understand easier.

Once a PLF has mastered this model, it becomes part of themselves and changes how they interact with people, personally and professionally.

Master this and so will you.

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The Professional Learning Facilitators and LEARN

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All Professional Learning Facilitators follow a model called L.E.A.R.N. to deliver their lessons effectively in a learning program for clients. Each letter stands for a key area of focus. L - Learn, learn, learn. Life is meant to be a ground for learning.

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There Is No Such Thing As Public Speaking

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There Is No Such Thing As Public Speaking

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The human brain is built with sensitivity to certain things. Three of the most important are questions, stories and faces.

Faces allow us to access empathy. Research shows that infantry have greater willingness to kill the enemy wearing a face-covering helmet than if they could see their facial expressions. When they see a face, the mirror neurons attempt to understand the enemy's emotions and replicate them in the observer. They observe and adapt.

This is why, when we speak to a large group of people, our brains get confused by the sea of faces and switches back and forth between what emotion to feel. Why? Because the brain was never built for public speaking. It was built for interpersonal speaking. That's why we are more comfortable speaking one-to-one.

Here's the interesting part. Even when you're "public" speaking, you can only ever look at one person at a time. Technically, that's one-to-one speaking. Treat your "public" talk as no more than having a hundred individual conversations and your brain will adapt to one face at a time and reduce your stress and stage fright.

Look at one person in the crowd and speak with them one sentence. Send that message to only them. Everyone else listening is only incidental. Then, move on to another person and deliver one sentence and so on and so forth.

The trick is to avoid looking at more than one face in one time or scanning from left to right in one quick motion. That confuses the brain as it recognises too many faces and is attempting to adapt to all of them as they pass by. This is why most people tend to look down or away from other people when they are in public places or on the train, to avoid facial recognition overload.

Look for the friendly faces first. Switch from one person to another quickly and you will be fine. Later, when you are confident, look for the unfriendly ones.

At the end however, when you finish your speech and you finally look at all 1000 as a mass, you might get an anxiety attack.

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There is no such thing as Public Speaking

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The human brain is built with sensitivity to certain things. Three of the most important are questions, stories and faces. Faces allow us to access empathy. Research shows that infantry have greater willingness to kill the enemy wearing a face-covering helmet than if they could see their facial expressions.

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Welcome to the weekend, where children look forward to spending time with their family. With their parents. With you.
Children are natural learners. They don't really need expensive venues or toys to enjoy themselves. Wide open spaces, an unused box or markers and paper most often do the trick.

Applying the L.E.A.R.N. model here can make the experience memorable.

L - Show your children how learning can be gained from things and activities as innocuous as leaves, pebbles and jumping.

E - Vary what they see, hear and do to provide as much useable input as possible. Thinking happens best with related information. For example, a museum today, a park tomorrow.

A - Pique their curiousity by getting them to notice things they often take for granted. A question like, "Why do trees have leaves?" can get the ball rolling.

R - Tell children when their opinions match what we know about the world. However, respect their thought process and other conclusions such as, "Allah gave the tree leaves as clothes".

N - After the adventure is over, request that they replay their day to you or each other. They'll surprise you with their insights, which you can add to (yes, you tell your story too) and it'll help create a shared memory that will be retold for years to come.

Get off Facebook. Go play with your kids.

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Welcome to the weekend, where children look forward to spending time with their family. With their parents. With you. Children are natural learners. They don't really need expensive venues or toys to enjoy themselves. Wide open spaces, an unused box or markers and paper most often do the trick.

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By the simplest definition, a Professional Learning Facilitator uses whatever is permissible to create the best environment for someone to learn.

However, the final target of any education is the development of the independent individual. To eventually not need a PLF. To master learning themselves.

L - We want to show them how to practice lifelong learning and find meaning in knowledge, instead of waiting for a PLF to debrief them.

E - We want to show them how to be excited by what they see, hear, do, smell, taste and feel, while others only see drudgery.

A - We want to show them how to be curious and think, while others are happy with what it.

R - We want to show them how to let go of what they cannot change, work on what they can and understand the WHY of the people they interact with.

N - Above all, we want to show them how to share what they've learnt so that others may gain benefit through the stories they tell.

This is the life journey of a PLF.

Walk with us and you'll understand why we do what we do.

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By the simplest definition, a Professional Learning Facilitator uses whatever is permissible to create the best environment for someone to learn. However, the final target of any education is the development of the independent individual. To eventually not need a PLF. To master learning themselves.

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https://www.facebook.com/groups/plf.family/

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"You see, trainers, tend to promote a person who is a knowledge downloader. A person who is there to impart knowledge and skills for the immediate gap closure.

"A trainer also implies a kind of programmed approach which is very inflexible and doesn't sit well with the new generation. See, in PETRONAS, we have evolved from a training focus, that means to say, addressing immediate skills and functionalities and medium of the workforce in the 70s and 80s.

"Then, in the 90s, we said, we don't have enough development focus. The conversation is not rich enough. The involvement of the line managers, the involvement of the staff itself, in wanting to partake of learning and focusing not only on the immediate learning needs, but also in the future, or the career development is not there.

"So, the conversation needs to move from training to learning, and in the 1990s, we shifted from training to learning. And with that shift, we started calling our trainers: learning facilitators. We dropped the word 'trainers'. And that was the reason for it.

-Yasir Abdul Rahman, CEO PETRONAS Leadership Centre

"The knowledgeable workforce, they come with a lot of knowledge already. So how do you leverage? Pull out the tacit knowledge that is already there and work it into what you are there to deliver. It's very difficult to do.

"Not so easy. Alright? It's much easier to go slide by slide, slide by slide. Very easy. When you have to really work and marry those two, that's a real challenge.

"And you really got to come ready into the room to really have Murphy's Law hit you straight in the face and redesign the session and be comfortable with it. If you are a learning facilitator, you're really focused on application.

"What you have shared, how is this going to be applicable, for the individual, as an individual, as a person, and also as an organization.

-Dr Faridah Marican, President, MAFa

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"You see, trainers, tend to promote a person who is a knowledge downloader. A person who is there to impart knowledge and skills for the immediate gap closure. "A trainer also implies a kind of programmed approach which is very inflexible and doesn't sit well with the new generation.

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https://www.youtube.com/channel/UCCokl2oCSOrAQuXR4Swt0eg

https://www.youtube.com/channel/UCESbPvkOjpc-wyCd5dwxRsA

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PLF International (Learning Services Provider)

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PLF International (Learning Services Provider)

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A learning provider that is the home of 1600 Professional Learning Facilitators of various subject matter expertise.

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For PLFs: https://kahoot.com/

For Participants: https://kahoot.it/

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"I like what you write, but it isn't relevant for me," said a friend. "I'm not a trainer. I work with people. I manage a department".

"Then, fortunately, being a Professional Learning Facilitator is still one of the best investments for your skillset," I begin.

"Well, as a PLF, you practice the philosophy of Learn It, Do It, Live It. This helps you to provide instructions so that your people don't just understand and carry them out, but they become champions of the culture you're building in your organisation," I reply.

"The L.E.A.R.N. model helps you get that done by specifically appealing to how the brain processes information and how it likes to be persuaded. You can then customise your message to get it across to individuals and groups," I add.

"Sounds useful. It also doesn't sound like a train-the-trainer course," he challenged.

"That's because the approach is different. It prepares you to develop skills to interact and collaborate with people, not command and control," I smiled.

"I get it. You facilitate, not dominate," he offers.

"That's a good way to put it. We are all human beings. People respect you for how you help them, not how you demean them. So, to get the ball rolling, respect them as peers first. Then, the mutual respect will come," I conclude.

"But, what if I don't get the respect that will help me and them do our jobs?" he asked, now interested.

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"I like what you write, but it isn't relevant for me," said a friend. "I'm not a trainer. I work with people. I manage a department". "Then, fortunately, being a Professional Learning Facilitator is still one of the best investments for your skillset," I begin.

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Malaysia: +6016 3085 789
Cambodia: ...

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https://https://t.me/+S0paTIo1Q7EyUguL

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Professional Learning Facilitator Guide Series

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Learning Return On Investment Calculator

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Learning Return On Investment Calculator

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This is a full list of competencies from the Competency Library

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21 Organisations Recognise The PLF System

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21 Organisations Recognise The PLF System

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3 Jan 2018, KUALA LUMPUR - An international-class program that has been actively upgrading corporate trainers to become learning facilitators in the last seven years has today been formally recognised by 21 organisations as being effective and impactful.

The Take Charge! Learning Facilitator System® (PLF System), founded by Mohd Rizal Hassan is an innovative system that provides educators, trainers and professionals the ability to influence people, generate meaningful change and drive performance.

The PLF System which evolved with Rizal's experience in the learning & development industry, has created more than 1700 fully-capable Professional Learning Facilitators from all walks of life. They are allowed to use the identifier "PLF" before their name in their profiles. They can then proceed to attain their Mastery certification by having their performance audited for quality.

Irrespective of subject matter, the PLF System has enabled trainers, leaders, teachers, lecturers, working professionals, customer service, engineers, medical doctors, housewives and husbands, entrepreneurs, parents and more to deliver their content accurately and memorably.

The PLF System is founded along the principles of Neuro-Linguistic Programming, Hypnosis, Presentation Skills, Body Language Reading, Motivation and Comedic Performance. The locally-founded program has been run in Malaysia, Singapore, the United Kingdom and Cambodia.

The 21 organisations recognising the PLF System include private schools, learning services companies, technology startups and even a fitness association. Persatuan Sukan & Kecergasan Zafina Malaysia, founded by PLF Yazid Abdul Rani, made it compulsory for all their instructors, now called Zafina Learning Facilitators (ZLF) to attain Mastery level in the PLF System before being allowed to represent the association. The association has 500 active instructors and 75 ZLFs.

To register to be a Professional Learning Facilitator, email nadzrin@ensynclearning.com

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3 Jan 2018, KUALA LUMPUR - An international-class program that has been actively upgrading corporate trainers to become learning facilitators in the last seven years has today been formally recognised by 21 organisations as being effective and impactful. The Take Charge!

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https://www.facebook.com/theplflearningcircle

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Please join Padlet from here and you will automatically gift me with more padlets. Thank you.

https://padlet.com/referrals/nadzrin

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EnSync Learning, Kuala Lumpur, Malaysia. 503 likes. We are a learning consultancy that specialises in workforce performance and communication. To explore our services, visit us at www.ensynclearning.com

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Mohd Rizal Hassan

LI: https://www.linkedin.com/in/mrizalh/

FB: https://www.facebook.com/mrizalh

Mohd Nadzrin Wahab

LI: https://www.linkedin.com/in/nadzrin/

FB: https://www.facebook.com/Mohd.Nadzrin.Wahab