Train the Trainers Training Course

Duration 5 days 10 modules · 33 contact hours
Level Intermediate Certificate on completion
Who attends Learning and Development Officers, Subject-Matter Experts 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-112

Before you join: Participants should have workplace experience and a working understanding of the subject matter they expect to teach, such as a policy, procedure, system or professional process.

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

Internal trainers and subject-matter experts are often asked to turn policy, systems or technical knowledge into sessions that change workplace performance. Yet many courses rely on slides, unstructured discussion and end-of-session satisfaction scores. This course addresses the practical work behind credible training: confirming whether training is the right response, defining observable performance, designing sessions people can use, and managing varied groups without losing the learning objective.

Participants develop the core capabilities expected of an effective workplace trainer. They analyse performance gaps, identify learner needs, write measurable objectives, structure training sessions and select methods suited to the skill being taught. The course covers adult learning, instructional design, facilitation, questioning, feedback, difficult participant behaviour, inclusion, assessment and learning transfer. Participants also examine how to measure whether learning is applied after the classroom event.

Teaching combines concise instructor briefings with cases, group design work, facilitation simulations and structured feedback. Participants work with realistic training scenarios such as a bank rolling out revised customer due diligence procedures, a public agency introducing a case-management system, or a multinational preparing supervisors for performance conversations. Each participant develops a reusable trainer pack containing a needs analysis, session plan, facilitator guide, assessment approach and transfer plan. Successful participants receive a certificate of completion.

The course is delivered over five days in a classroom in 50+ cities or live online. It suits professionals who train colleagues, customers, partners or field teams and need a disciplined method for designing and delivering effective learning.

What you will be able to do

  • Diagnose performance gaps using stakeholder interviews, task analysis and learner profiles
  • Write measurable learning objectives using Bloom's taxonomy and performance criteria
  • Design timed session plans using constructive alignment and adult learning principles
  • Facilitate participative learning using questioning, demonstrations, practice and debriefs
  • Apply feedback techniques to improve participant performance during training sessions
  • Manage difficult group dynamics, resistance and challenging questions constructively
  • Assess learning through diagnostic checks, performance rubrics and formative assessment
  • Create a workplace transfer and evaluation plan using Kirkpatrick measures

Benefits of attending

For you

  • Design training sessions that target observable workplace performance
  • Facilitate groups with greater control of timing, participation and discussion
  • Give structured feedback that helps learners improve specific skills
  • Build evidence of trainer capability through reusable training materials
  • Plan post-course support that strengthens learning application at work

For your organisation

  • Improves consistency of internal training across sites, teams and facilitators
  • Reduces training events that address non-training performance problems
  • Produces clearer evidence of participant learning and skill demonstration
  • Increases workplace application through manager support and transfer planning
  • Strengthens in-house capability for policy, system and process rollouts

Course modules

10 modules over 5 days

Participants can apply adult learning principles when making training design and facilitation decisions.

  • Knowles' andragogy: autonomy, relevance, experience and problem-centred learning
  • Kolb learning cycle matched to explanation, practice, reflection and application
  • Cognitive load managed through chunking, signalling, worked examples and retrieval
  • Motivation diagnosed using expectancy, value and confidence barriers
  • Psychological safety established through contracts, errors and respectful challenge
  • Adult learner profiles translated into evidence-based design decisions

Participants can determine whether training is appropriate and define the required workplace performance.

  • Performance gap analysis distinguishes knowledge, skill, process and resource causes
  • Training requests converted into observable workplace performance requirements
  • Stakeholder interviews identify audience, constraints, risks and success measures
  • Task analysis maps critical steps, decisions, standards and common errors
  • Learner personas capture prior knowledge, language needs and motivation
  • Scope statements separate training solutions from non-training actions

Participants can write measurable objectives and align them with learning activities and assessment.

  • Bloom's taxonomy selects cognitive levels appropriate to job performance
  • SMART learning objectives specify conditions, behaviour and performance criteria
  • Terminal objectives broken into enabling objectives and observable evidence
  • Action verbs matched to demonstration, decision-making and problem-solving tasks
  • Assessment criteria drafted before content and activity selection
  • Constructive alignment links objectives, activities, assessment and workplace transfer

Participants can produce a timed session plan and facilitator guide for a workplace learning event.

  • ADDIE design decisions documented from analysis through evaluation
  • Session plans sequence opening, input, practice, feedback and closure
  • Content chunking combines explanation, demonstration, practice and retrieval
  • Gagné's nine events used to structure learning episodes
  • Timed agendas allocate contact minutes, transitions, breaks and contingency
  • Facilitator guides distinguish instructions, key messages, prompts and materials

Participants can select and structure learning methods that build workplace capability.

  • Demonstration-practice-feedback cycles develop procedural, analytical and interpersonal workplace skills
  • Case method prompts evidence-based decisions under realistic business constraints
  • Role plays use briefs, observers, criteria and structured debriefs
  • Problem-based learning frames ambiguous issues requiring collaborative inquiry
  • Peer teaching tests explanations against learner questions and misconceptions
  • Practice progression moves from guided tasks to independent performance

Participants can lead structured, participative sessions that keep learners focused on performance goals.

  • Opening contracts establish purpose, participation norms, timing and confidentiality
  • Question funnels move from recall to analysis, judgement and commitment
  • Wait time and probing uncover assumptions behind participant responses
  • Instructions use purpose, process, timing, output and quality criteria
  • Debriefs follow What? So what? Now what? reflective questioning
  • Timeboxing protects practice time while accommodating useful discussion

Participants can respond constructively to resistance, conflict and uneven participation during training.

  • Participation patterns monitored to prevent dominance, silence and side conversations
  • Redirecting techniques handle off-topic contributions constructively without public embarrassment
  • Resistance diagnosed as relevance, confidence, workload or trust concerns
  • Conflict interventions separate positions, interests, evidence and agreed actions
  • Challenging questions answered using acknowledgement, clarification and boundary-setting
  • Feedback conversations use SBI: Situation, Behaviour, Impact, then agreed next steps

Participants can design and facilitate training that reduces avoidable barriers to participation and learning.

  • Universal Design for Learning offers multiple engagement, representation and expression routes
  • Accessible materials use readable layouts, captions, contrast and descriptive labels
  • Plain-language instructions reduce avoidable barriers for multilingual learner groups
  • Bias checks review examples, cases, images and allocation of airtime
  • Reasonable adjustments planned without lowering stated performance standards
  • Hybrid participation protocols balance room-based and remote learner contributions

Participants can assess learner progress and provide feedback linked to stated performance criteria.

  • Diagnostic checks surface prior knowledge before instruction begins
  • Formative assessment uses polls, observations, questioning and practice evidence
  • Performance rubrics define criteria, levels and feedback language
  • Retrieval practice schedules low-stakes recall after key learning segments
  • Feedback follows task, gap and action principles
  • Validity and reliability considered when scoring workplace demonstrations

Participants can plan workplace transfer, evaluate training results and direct their continuing development as trainers.

  • Kirkpatrick model distinguishes reaction, learning, behaviour and results measures
  • Transfer plans specify workplace task, manager support, timing and evidence
  • Action plans convert learning into first-week and first-month commitments
  • Follow-up surveys capture application barriers, support needs and reported outcomes
  • Training metrics connect capability measures with operational performance indicators
  • Personal trainer development plan prioritises observed strengths and improvement actions

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

What you take back to work

  1. Training needs analysis brief
  2. Learner profile template
  3. Timed session plan
  4. Facilitator guide template
  5. Performance assessment rubric
  6. Learning transfer and evaluation plan

Who should attend

  • Learning and Development Officers — need a repeatable method for designing and facilitating workplace learning
  • Subject-Matter Experts — need to turn specialist knowledge into clear, participative training sessions
  • Internal Trainers — need stronger facilitation, assessment and learner management techniques
  • Human Resources Business Partners — need to support capability programmes linked to performance needs
  • Operations Managers — need to train teams on procedures, systems and service standards
  • Programme Officers — need to prepare staff, partners or communities for consistent delivery

Skills and tools covered

Training needs analysisSession designFacilitation skillsPerformance feedbackLearning assessmentTransfer evaluation

Tools and standards

ADDIE, Bloom's Taxonomy, Kolb Learning Cycle, Kirkpatrick Model

How the course runs

Training methodology

The course uses short instructor briefings to introduce methods, followed by case analysis, group design work, facilitation simulations and peer feedback. Participants examine realistic workplace training requests, identify performance requirements and build materials for a selected learner group. Simulated delivery segments provide practice in giving instructions, questioning, managing resistance and conducting debriefs. Application planning links each participant's trainer role to a forthcoming workplace session, including evidence of learning transfer and manager support.

Requirements and prerequisites

Participants should have workplace experience and a working understanding of the subject matter they expect to teach, such as a policy, procedure, system or professional process. Some experience presenting information to colleagues is useful but not essential. Participants should be ready to discuss a real training requirement from their role and receive feedback on their facilitation approach. No formal training qualification, instructional design credential, psychology background or prior knowledge of adult learning theory is required.

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 workplace experience and familiarity with a subject, process or policy you may need to teach. Previous training delivery is useful but not required; the course develops both design and facilitation skills.

Bring a laptop if possible and details of a real training requirement, upcoming session or recurring performance issue. Existing slides, agendas, learner feedback or procedures can provide useful source material.

It is suited to internal trainers, L&D staff, subject-matter experts, HR professionals, operational managers and programme staff who train others. It is particularly useful for people moving from expert presenter to structured workplace trainer.

Presentation skills courses focus mainly on individual delivery and audience communication. This course also covers needs analysis, adult learning, session design, practice methods, assessment, group management and post-course transfer.

You will develop materials for a real or realistic workplace training requirement and receive feedback on design and facilitation choices. The templates can then be adapted for inductions, systems training, policy rollouts, supervisory development or technical instruction.

Training runs from 08:30 to 16:30 each day, providing about 6.5 contact hours daily. The five days cover ten connected modules, with briefing input, case work, design work, facilitation simulations, feedback and application 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

Related courses in Learning & Development