Learning and Development for Line Managers Training Course

Course overview

Line managers are expected to build capability while delivering operational targets, yet many rely on informal coaching, ad hoc shadowing and attendance-based training requests. This creates inconsistent performance, weak succession cover and little evidence that learning has improved quality, productivity or retention. This course equips managers to identify the real performance gap, decide whether learning is the right intervention, and develop team members through structured, job-relevant learning.

Participants learn to use skills matrices, role-task analysis, performance data and manager observation to diagnose development needs. They practise setting measurable learning objectives, selecting learning methods, briefing subject-matter experts, coaching in the workflow, and creating individual development plans. The course also covers protected learning time, inclusive development decisions, mandatory-training governance, knowledge transfer and evaluation using Kirkpatrick-aligned measures.

Instructor-led sessions are built around realistic line-management cases: underperforming new starters, technical skill gaps, promotion readiness, process changes and cross-training needs. Participants work with templates in Excel and learning-platform examples, receive peer and facilitator critique, and leave with a 90-day team learning plan containing a skills matrix, priority interventions, coaching actions, measures and stakeholder commitments.

The course is designed for experienced supervisors, team leaders and operational managers who have direct responsibility for developing people, supporting performance and maintaining capability in their teams.

Course objectives

By the end of this course, participants will be able to:

• Diagnose team capability gaps using performance data, observation evidence and a role-based skills matrix
• Distinguish training needs from process, resource, motivation and management causes of underperformance
• Write measurable learning objectives using observable workplace behaviours and success criteria
• Create individual development plans that link role requirements, learning actions, support and review dates
• Conduct structured coaching conversations using the GROW model and evidence-based feedback
• Select appropriate learning methods, including job instruction, peer learning, mentoring, digital modules and stretch assignments
• Evaluate learning transfer with Kirkpatrick-aligned measures, manager observation and operational performance indicators
• Produce a 90-day team learning plan with priorities, ownership, budget assumptions and reporting measures

Benefits of attending

Target competencies

Who should attend

• Line Managers — who must build team capability while maintaining daily operational performance
• Team Leaders — who allocate work, coach employees and need a consistent approach to cross-training
• Supervisors — who identify skill gaps in frontline teams and support new-starter competence
• Operations Managers — who need workforce development plans linked to quality, productivity and service targets
• Technical Managers — who must transfer specialist knowledge and reduce dependence on key individuals
• Newly Promoted Managers — who need practical development methods beyond informal on-the-job guidance

Requirements and prerequisites

Participants should have current or recent responsibility for supervising people, reviewing performance, allocating work or contributing to team development. Familiarity with basic performance-management concepts, such as objectives, feedback and one-to-ones, is assumed. Participants should be able to interpret simple operational measures such as quality, productivity, error or service data, and use spreadsheets at a basic level. No prior L&D qualification, instructional-design experience, learning-management-system administration or formal coaching credential is required. Templates and worked examples are provided for all planning and evaluation activities.

Training methodology

The programme combines instructor-led input with manager-led application throughout the week. Participants analyse performance scenarios, map role skills, practise GROW coaching in triads and use Excel-based templates to prioritise development activity. Short cases examine onboarding failures, technical knowledge loss, low adoption of a new process and uneven competence across shifts. Facilitators challenge assumptions about whether training is the answer and provide feedback on plans, objectives and measures. The final session is a working clinic in which each participant completes and stress-tests a 90-day team learning plan.

Course outline

Day 1: Diagnosing capability and performance needs

• The line manager's accountability for capability, performance and learning transfer
• Training needs analysis versus performance problem diagnosis
• The performance equation: capability, clarity, opportunity, motivation and resources
• Using operational data to identify quality, productivity and service skill gaps
• Role-task analysis for critical work activities and standards
• Building a practical team skills matrix in Microsoft Excel
• Prioritising development risks through impact, urgency and coverage analysis

Workshop: Participants analyse a team performance case and produce a first-draft skills matrix with prioritised capability gaps.

Day 2: Designing practical team development

• Writing measurable learning objectives using observable behaviour and conditions
• Matching learning methods to knowledge, skill, judgement and compliance needs
• Job instruction training and task demonstration structure
• Designing peer learning, buddy systems and mentoring arrangements
• Using stretch assignments and job rotation without creating operational risk
• Creating individual development plans with milestones and manager support
• Planning inclusive development access across shifts, locations and working patterns

Workshop: Participants convert a priority gap into a development intervention and complete an individual development plan for a case employee.

Day 3: Coaching and learning in the workflow

• The GROW coaching model for performance and development conversations
• Evidence-based feedback using situation, behaviour and impact
• Questioning techniques that build employee ownership of learning
• Structuring effective one-to-ones around performance evidence and development actions
• Observation checklists for workplace practice and competence sign-off
• Supporting new starters through guided practice and fading supervision
• Handling resistance, confidence gaps and repeated performance errors

Workshop: Participants conduct a recorded coaching role-play and produce an observation-based feedback and follow-up plan.

Day 4: Governance, learning systems and evaluation

• Learning governance for mandatory, technical and role-critical competence
• Managing training records and completion evidence in Cornerstone Learning
• Using Microsoft Teams channels for peer support, knowledge sharing and manager follow-up
• Applying ISO 10015:2019 principles to competence development and evaluation
• Kirkpatrick-aligned evaluation from reaction to behavioural transfer and results
• Selecting leading and lagging indicators for team learning impact
• Reporting learning progress, risk and return to HR and senior stakeholders

Workshop: Participants design an evaluation scorecard for a team development initiative, including transfer checks and operational indicators.

Day 5: Implementing a 90-day learning plan

• Translating skills-matrix evidence into quarterly learning priorities
• Sequencing learning activity around operational demand and protected learning time
• Assigning owners across managers, employees, mentors and subject-matter experts
• Estimating time, budget and backfill implications for development activity
• Managing stakeholder expectations with HR, senior leaders and employee representatives
• Reviewing progress through learning huddles and monthly capability reviews
• Presenting a concise business case for manager-led development

Workshop: Participants produce and present a 90-day team learning plan with priorities, actions, measures, risks and stakeholder commitments.

Tools & standards covered

Microsoft Excel, Microsoft Teams, Cornerstone Learning, ISO 10015:2019

A typical training day

Live online deliveries follow the same structure in the East Africa Time zone, with shorter screen blocks and longer breaks.

What the fee includes

How you can take this course

Certification

Participants who complete the full five days receive the Skillset Development Certificate of Completion, stating the course title, course code, dates and delivery format — suitable for professional-development records and employer reimbursement.

Frequently asked questions