Learning and Development Training Course

Duration 5 days 10 modules · 33 contact hours
Level Intermediate Certificate on completion
Who attends Learning and Development Officers, L&D Managers and others
Fee from USD 1,100 KSh 95,000 for Kenyan organisations
Where 52 cities + online See dates by city
Next start 7 Nov 2026 Course code SD-LD-132

Before you join: Participants should have basic experience in HR, training administration, people management, talent development or performance improvement.

Dates & prices

Two start dates a month in every city, and live online on weekdays or weekends. Fees are per participant; classroom fees include tuition, materials, lunch and refreshments, and the certificate.

Suggest a date or city

Showing the next six months. Later dates, other cities and private deliveries for your team are available on request.

Course overview

Learning and development functions must turn business priorities into observable performance, rather than respond to every request with a course. A service centre may need fewer processing errors; a bank may need consistent conduct decisions; a public agency may need managers able to lead a policy change. The L&D professional must diagnose whether learning is needed, define the required capability, select an appropriate intervention, and show evidence that work changed. They must also protect scarce budget and learner time while meeting compliance obligations.

This five-day development programme course gives participants a disciplined process for needs analysis, capability planning, learning design, delivery, transfer and evaluation. Participants build task analyses, audience personas, curricula, facilitator guides, blended journeys, development plans and evaluation questions. They use ADDIE to connect objectives and evidence, 70:20:10 to build learning beyond events, RACI to clarify ownership, and Kirkpatrick Four Levels to frame measurement. The course treats learning as an organisational service with measurable commitments, not an isolated event. Attention is given to accessibility, governance, vendor briefs, manager involvement, skills data, career pathways and budget decisions.

Teaching alternates short instructor briefings with realistic cases from banking, public services, manufacturing and NGOs. Participants analyse evidence, make design and prioritisation decisions in groups, practise facilitation and coaching conversations, and test plans against stakeholder questions. Each participant leaves with a workplace-ready L&D operating pack: a needs-analysis template, capability pathway, design blueprint, transfer plan, evaluation scorecard and 90-day application plan. The course suits HR and L&D practitioners who already work with people, performance or development requests and need a repeatable operating method.

What you will be able to do

  • Conduct a performance-focused learning needs analysis using interviews, task analysis and prioritisation.
  • Create capability pathways aligned with organisational priorities, role requirements and workforce plans.
  • Design learning interventions using ADDIE, measurable objectives and assessment evidence.
  • Produce facilitator guides, session plans and accessible participant materials.
  • Select blended learning formats based on task complexity, access and scale.
  • Build manager-supported transfer plans using workplace assignments and follow-up checks.
  • Evaluate learning initiatives using Kirkpatrick Four Levels, baselines and outcome measures.
  • Prepare an L&D operating plan covering governance, vendors, quality reviews and implementation milestones.

Benefits of attending

For you

  • Make defensible recommendations when stakeholders request training without evidence
  • Create learning designs linked directly to critical job tasks
  • Run more purposeful stakeholder conversations about performance and capability
  • Build credible evaluation plans beyond attendance and satisfaction scores
  • Present an L&D improvement proposal with clear ownership, milestones and measures

For your organisation

  • Reduces spend on training that does not address the real performance barrier
  • Creates clearer links between strategic priorities, role capability and development activity
  • Improves manager involvement before, during and after learning interventions
  • Produces evidence for decisions on programme continuation, redesign or withdrawal
  • Establishes repeatable standards for learning governance, quality and supplier management

Course modules

10 modules over 5 days

Participants can frame learning and development work as a response to defined performance and capability requirements.

  • Business goals translated into capability, behaviour and performance requirements
  • Performance consulting separates skill gaps from process, resource and motivation barriers
  • Stakeholder interviews identify priority populations, critical tasks and operational constraints
  • Learning governance principles cover access, quality, evaluation and records management
  • Learning portfolios align with workforce plans, succession risks and transformation programmes
  • Ethical decisions cover accessibility, data privacy, inclusion and intellectual property

Participants can investigate a development request and recommend proportionate learning or non-learning actions.

  • Task analysis maps critical work steps, decisions, tools and error points
  • Interviews, observation and document review triangulate evidence of current performance
  • Skills matrices distinguish technical, behavioural, compliance and leadership requirements
  • Root-cause analysis tests whether learning is the appropriate intervention
  • Audience personas capture experience levels, language needs, motivation and access
  • Prioritisation scores rank requests by business impact, risk, reach and urgency
  • Needs-analysis reports state findings, assumptions, recommendations and measures of success

Participants can plan role-based development pathways and assign accountable ownership for delivery.

  • Capability strategy links organisational priorities to role-based development pathways
  • 70:20:10 architecture combines formal learning, experience and social development
  • Curriculum maps sequence foundation, practitioner and advanced learning interventions
  • Governance forums assign sponsorship, decision rights, quality assurance and escalation
  • RACI matrices clarify accountabilities for content owners, managers and subject experts
  • Budget scenarios compare internal delivery, vendors, platforms and protected learning time
  • Risk registers address compliance exposure, vendor dependency, capacity and adoption

Participants can design a learning intervention with measurable objectives, structured content and valid evidence.

  • ADDIE design decisions connect requirements, objectives, methods, media and evaluation
  • Observable learning objectives specify conditions, performance standards and acceptable evidence
  • Content blueprints organise concepts, demonstrations, practice and feedback around tasks
  • Adult learning principles address relevance, autonomy, prior experience and reinforcement
  • Storyboards define session flow, timings, facilitator prompts and participant materials
  • Assessment plans combine knowledge checks, skill demonstrations and workplace evidence
  • Accessibility checks cover readable formats, captions, timing and alternative participation routes

Participants can plan and facilitate participative learning sessions that support practice, feedback and retention.

  • Facilitator guides structure openings, explanations, debriefs, transitions and close
  • Questioning techniques diagnose understanding and draw out participant experience
  • Demonstration-practice-feedback cycles build confidence in procedural and interpersonal skills
  • Psychological safety practices establish participation norms and address challenging behaviour
  • Microteaching observations use defined criteria for clarity, pace and feedback
  • Virtual classroom protocols manage chat, breakout rooms, polls and attention
  • Debrief questions convert simulated decisions into workplace actions and commitments

Participants can select and organise learning formats into coherent journeys with appropriate learner support.

  • Blended learning journeys allocate objectives between classroom, virtual and self-directed formats
  • Modality selection considers task complexity, learner access, scale and facilitation needs
  • Learning experience maps chart touchpoints, communications, reminders and manager involvement
  • Curated resource standards assess accuracy, relevance, accessibility and content ownership
  • Virtual session design uses polls, annotation, breakouts and structured reflection
  • Learning platforms track enrolment, completion, assessment results and participation patterns
  • Content maintenance schedules control versioning, review dates, approvals and retirement

Participants can design post-course support that helps learners apply new capability at work.

  • Manager briefings explain expected behaviours, coaching responsibilities and follow-through actions
  • Workplace assignments turn course objectives into observable performance evidence
  • Peer learning circles use agendas, case protocols and accountability commitments
  • Coaching conversations identify barriers, practice opportunities and feedback arrangements
  • Communities of practice share methods, resolve recurring issues and retain knowledge
  • Transfer plans schedule application, manager check-ins, evidence collection and reinforcement
  • Recognition mechanisms reinforce demonstrated capability rather than attendance alone

Participants can connect individual development activity with skills, mobility and succession requirements.

  • Career pathways define role transitions, capability milestones and development options
  • Skills inventories reveal current proficiency, critical gaps and internal mobility pools
  • Competency frameworks describe observable behaviours at foundation, practitioner and leadership levels
  • Individual development plans combine career goals, evidence and targeted actions
  • Succession discussions distinguish readiness, potential, performance and development risk
  • Talent reviews calibrate assessments, development priorities and movement decisions
  • Development portfolios record assignments, feedback, qualifications and demonstrated outcomes

Participants can build a proportionate evaluation plan that informs business and L&D decisions.

  • Kirkpatrick Four Levels distinguish reaction, learning, behaviour and organisational results
  • Evaluation questions specify intended users, decisions, evidence and reporting cadence
  • Baseline measures establish pre-intervention performance, error, quality or service levels
  • Assessment data tests knowledge retention, skill transfer and confidence changes
  • Follow-up sampling gathers manager observations, work evidence and performance data
  • Cost-benefit estimates compare programme costs with quantified operational improvements
  • Dashboard measures combine participation, learning, transfer and outcome indicators

Participants can convert course methods into a practical plan for improving their L&D service.

  • Annual development plans sequence priority initiatives, milestones, owners and dependencies
  • Portfolio roadmaps balance mandatory learning, strategic capability and local demand
  • Implementation plans define communications, enrolment rules, resources and escalation routes
  • Vendor briefs specify outcomes, audience data, delivery requirements and evaluation evidence
  • Quality reviews test design standards, facilitator performance and participant feedback
  • Quarterly reviews adjust priorities using demand, performance data and stakeholder feedback
  • Personal application plans commit participants to a defined workplace improvement

Exercises and examples are adapted to each cohort's sectors and roles.

What you take back to work

  1. Performance-focused needs-analysis template
  2. Role capability pathway model
  3. ADDIE learning design blueprint
  4. Facilitator guide and session-plan template
  5. Manager-supported transfer plan
  6. Kirkpatrick evaluation scorecard

Who should attend

  • Learning and Development Officers — need structured methods for converting requests into effective interventions
  • L&D Managers — need consistent planning, governance and evaluation across a learning portfolio
  • HR Business Partners — need to diagnose capability issues before commissioning development activity
  • Talent Development Specialists — need stronger links between career pathways, skills and learning plans
  • Training Managers — need to improve programme design, delivery quality and transfer to work
  • Subject Matter Experts — need practical methods for contributing content and evidence to learning programmes

Skills and tools covered

Learning needs analysisCapability planningLearning designFacilitation practiceTransfer evaluationL&D governance

Tools and standards

ADDIE, 70:20:10, RACI matrix, Kirkpatrick Four Levels

How the course runs

Training methodology

The instructor uses short briefings to introduce each method, followed by case analysis, group design work, facilitated discussion and practical simulations. Cases reflect common L&D assignments such as reducing operational errors, preparing managers for change and improving service capability. Participants practise stakeholder questioning, prioritisation, session planning, feedback and evaluation decisions. Peer review is used to test assumptions and strengthen outputs. The final application planning session connects course methods to a current workplace requirement.

Requirements and prerequisites

Participants should have basic experience in HR, training administration, people management, talent development or performance improvement. They should understand their organisation's reporting lines, core business activities and common development requests. Experience of arranging training, supporting workshops or working with managers is useful. Participants do not need a formal HR qualification, previous instructional design training, advanced data analysis skills or experience with a learning management system. The course explains the required L&D methods and terminology before applying them.

A typical training day

08:30 – 10:30First session
10:30 – 10:45Refreshment break
10:45 – 12:30Second session
12:30 – 13:30Lunch and networking
13:30 – 15:00Third session
15:00 – 15:15Refreshment break
15:15 – 16:30Workshop and daily review

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

What the fee includes

  • Instruction by a practitioner facilitator
  • Full course workbook and materials
  • Exercise files, templates and case studies
  • Refreshments and lunch on classroom deliveries
  • Certificate of completion
  • Post-course application plan

Frequently asked questions

You should have basic experience in HR, training, people management, talent development or performance improvement. You do not need a formal HR qualification or prior instructional design certification.

Bring details of one current development request, capability issue or programme you want to improve. A laptop is useful for drafting templates and plans, but not essential for participation.

It is designed for L&D practitioners, HR business partners, training managers, talent specialists and subject matter experts involved in development activity. It is most useful for people moving beyond training administration into planning, design and evaluation responsibilities.

Instructional design courses focus mainly on creating learning materials, while train-the-trainer courses concentrate on delivery skills. This course covers the wider L&D operating process, from diagnosing demand and planning capability through to transfer, measurement and governance.

The methods can be applied to live requests such as onboarding, compliance refreshers, manager development or service improvement. You will leave with reusable templates and an application plan for a defined workplace priority.

Each training day runs from 08:30 to 16:30 and provides about 6.5 contact hours. The five days progress from diagnosis and planning through design, delivery, transfer, measurement and implementation planning.

Questions about this course?

Ask about dates, fees, group bookings or running it for your team. Our training team replies by email.

Ask on WhatsApp info@skillsetdevelopment.com

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