Training of Trainers Course

Duration 10 days 17 modules · 65 contact hours
Level Intermediate Certificate on completion
Who attends Internal Trainer, Subject-Matter Expert and others
Fee from USD 2,200 KSh 190,000 for Kenyan organisations
Where 52 cities + online See dates by city
Next start 9 Nov 2026 Course code SD-LD-102

Before you join: Participants should have workplace experience in a technical, operational, HR, programme or management role and a realistic topic they may need to teach.

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

Subject-matter experts are often asked to train colleagues, customers or partner organisations because they know the work well. Technical expertise alone does not produce reliable learning. Trainers must identify performance gaps, define observable outcomes, sequence content, facilitate participation, assess capability and show whether training improved workplace results. Without these disciplines, programmes can become presentation-led events with unclear standards, uneven delivery and little evidence of transfer.

This Training of Trainers course develops the practical design and delivery skills needed to run structured, learner-centred professional training. Participants use training needs analysis, Bloom's taxonomy, ADDIE, Gagné's Nine Events, adult learning principles, facilitation techniques, assessment methods and Kirkpatrick evaluation. They learn to convert job requirements into measurable objectives, build session plans, create participant materials, manage difficult group dynamics, deliver live online sessions and prepare supervisors to support application after training.

Teaching combines concise instructor briefings with cases drawn from banking, public service, development programmes and corporate operations. Participants analyse training requests, build components of their own course, facilitate short teaching segments, receive structured peer and instructor feedback, and revise their work against clear criteria. Each participant leaves with a complete trainer pack for a real or planned workplace programme: needs analysis, learning objectives, session plan, facilitator guide, participant materials, assessment plan, evaluation tools and implementation plan.

The course suits internal trainers, technical specialists, HR and learning staff, programme officers and managers responsible for building capability. It is particularly useful where training must be consistent across branches, regions, projects or outsourced delivery partners.

What you will be able to do

  • Conduct a training needs analysis using performance, audience and task data
  • Write measurable learning objectives using Bloom's taxonomy and performance conditions
  • Design a structured training programme using the ADDIE model
  • Produce timed session plans using Gagné's Nine Events and adult learning principles
  • Facilitate classroom and live online learning using questioning, briefing and debriefing techniques
  • Create valid knowledge and skills assessments with marking criteria
  • Evaluate training using Kirkpatrick levels and workplace transfer measures
  • Present a complete trainer pack for a workplace learning intervention

Benefits of attending

For you

  • Confidence to lead structured learning sessions for adult professionals
  • A repeatable method for turning expertise into measurable learning outcomes
  • Stronger facilitation responses to silence, resistance and dominant participants
  • Evidence-based feedback on personal trainer style and delivery habits
  • A completed trainer pack ready for workplace adaptation

For your organisation

  • More consistent training delivery across teams, branches and delivery locations
  • Clearer links between training content and required job performance
  • Reduced dependence on presentation-led, subject-matter-only training
  • Usable assessment and evaluation evidence for training decisions
  • Internal trainers able to update programmes when procedures change

Course modules

17 modules over 10 days

Participants can define the trainer role, establish expectations and create conditions for adult learning.

  • Trainer responsibilities before, during and after professional learning events
  • Learning contract covering expectations, participation, confidentiality and respectful challenge
  • Knowles' adult learning assumptions applied to workplace training decisions
  • Psychological safety established through introductions, norms and facilitator conduct
  • Trainer credibility built through preparation, relevance and accurate subject knowledge
  • Distinguishing training problems from policy, process and resource problems

Participants can diagnose whether training is appropriate and specify the performance need it should address.

  • Performance gap analysis using current results and required standards
  • Stakeholder interviews structured around tasks, risks and desired outcomes
  • Audience profiling by role, prior knowledge, motivation and constraints
  • Task analysis separating critical steps, decisions, knowledge and attitudes
  • Root-cause checks for non-training barriers affecting job performance
  • Training needs analysis report with scope, priorities and recommendations

Participants can write measurable objectives linked to workplace tasks and assessment evidence.

  • Bloom's taxonomy verbs matched to knowledge, skills and judgement
  • ABCD objectives specifying audience, behaviour, condition and degree
  • Terminal objectives translated into supporting enabling objectives
  • Performance criteria drawn from procedures, service standards and controls
  • Observable verbs replacing vague statements about understanding and awareness
  • Objective alignment checked against job tasks and business requirements

Participants can structure a training intervention from analysis through evaluation using ADDIE.

  • ADDIE phases connected through documented design decisions and evidence
  • Programme architecture mapping modules, objectives, methods and assessments
  • Content sequencing from foundational concepts to independent workplace performance
  • Chunking techniques reducing cognitive load during technical instruction
  • Learning pathways adjusted for novice, experienced and mixed audiences
  • Design assumptions recorded for sponsor review and future course updates

Participants can prepare timed session plans that maintain pace, participation and objective alignment.

  • Gagné's Nine Events used to structure a learning sequence
  • Timed session plans allocating input, application, review and breaks
  • Opening activities linked directly to prior experience and objectives
  • Transitions signposted between concepts, demonstrations and participant work
  • Facilitator notes distinguishing essential messages from optional examples
  • Contingency time planned for questions, discussion and technical disruption

Participants can select learning methods that fit objectives, audience needs and available time.

  • Kolb's experiential learning cycle applied to workplace learning activities
  • Method selection matched to knowledge, skill, judgement and attitude outcomes
  • Case studies built around realistic decisions, evidence and consequences
  • Demonstration-practice-feedback sequence used for procedural skill development
  • Role-play briefs specifying roles, objectives, information and observation criteria
  • Debrief questions connecting activity results to workplace application

Participants can facilitate classroom sessions with clear instructions, balanced participation and purposeful discussion.

  • Facilitator positioning, voice and eye contact supporting participant attention
  • Instructions framed with purpose, steps, timing and expected outputs
  • Small-group work managed through roles, deadlines and reporting methods
  • Discussion techniques drawing quieter participants into relevant contributions
  • Timekeeping decisions protecting critical learning and assessment activities
  • Flipchart use capturing participant ideas, patterns and agreed actions

Participants can use questions and feedback to check understanding and improve participant performance.

  • Open, probing and closed questions used for different learning purposes
  • Wait time applied before redirecting questions or supplying answers
  • Active listening techniques paraphrasing, summarising and checking meaning
  • SBI feedback model describing situation, behaviour and impact
  • Feedforward suggestions focused on specific next performance improvements
  • Question distribution preventing repeated reliance on confident participants

Participants can design and facilitate training that accommodates varied learner needs without lowering standards.

  • Universal Design for Learning principles applied to training materials
  • Multiple representation methods combining spoken, visual and written information
  • Accessible documents using headings, contrast, readable fonts and alt text
  • Language choices avoiding unnecessary jargon, idioms and unexplained acronyms
  • Participation options supporting different confidence levels and communication preferences
  • Reasonable adjustments planned while maintaining stated performance standards

Participants can create usable facilitator guides, participant materials and visual aids.

  • Facilitator guides containing timings, instructions, prompts and debrief notes
  • Participant workbooks structured around decisions, practice and reference information
  • Slide design using signalling, contrast and one instructional purpose
  • Visual aids selected for process explanation, comparison and data interpretation
  • Source attribution and copyright checks for externally obtained materials
  • Version control conventions maintaining approved trainer materials and updates

Participants can adapt instructor-led sessions for effective delivery through virtual classrooms.

  • Virtual classroom set-up covering audio, camera, chat and permissions
  • Online session pacing using shorter segments and frequent interaction
  • Breakout room instructions shared verbally, visually and through chat
  • Polls, annotation and whiteboards used to check participation
  • Online facilitation roles separating presentation, chat monitoring and technical support
  • Contingency procedures for connection loss, platform failure and participant access

Participants can develop assessments that produce credible evidence of knowledge and skill attainment.

  • Assessment blueprint aligning objectives, methods, evidence and scoring decisions
  • Multiple-choice questions written with plausible distractors and single best answers
  • Skills observation checklists based on critical steps and performance criteria
  • Scenario assessments testing judgement under realistic workplace constraints
  • Analytic rubrics defining quality levels for complex participant outputs
  • Assessment feedback recorded against criteria, evidence and improvement actions

Participants can evaluate training quality, learning and workplace application using Kirkpatrick levels.

  • Kirkpatrick levels separating reaction, learning, behaviour and results evidence
  • Reaction questionnaires focused on relevance, usability and learning conditions
  • Pre- and post-assessment data interpreted against stated learning objectives
  • Transfer plans specifying workplace tasks, support and review dates
  • Manager briefings reinforcing practice opportunities and performance expectations
  • Evaluation report linking findings to course revisions and sponsor decisions

Participants can respond constructively to resistance, conflict and disruption while protecting learning objectives.

  • Resistance diagnosed as relevance concerns, anxiety, workload or disagreement
  • Difficult questions handled through acknowledgement, clarification and evidence-based response
  • Dominant participants redirected using agreed airtime and structured turns
  • Conflict de-escalation techniques separating people, interests and disputed facts
  • Off-topic discussion parked visibly with ownership and follow-up commitments
  • Trainer boundaries maintained when requests exceed scope or expertise

Participants can plan training delivery with sponsors, managers, logistics and quality controls aligned.

  • Training project charter defining scope, sponsor, participants and success measures
  • RACI matrix assigning design, approval, delivery and follow-up responsibilities
  • Delivery schedules coordinated with operations, attendance and resource availability
  • Risk register covering trainer absence, materials, venues and technology
  • Sponsor updates reporting progress, decisions required and emerging delivery risks
  • Quality assurance review checking objectives, materials, assessment and evaluation alignment

Participants can deliver a focused training segment and use observation evidence to improve it.

  • Microteaching segment delivered against stated objectives and timed session plans
  • Observation checklist capturing instructions, engagement, questioning and learning evidence
  • Peer review conducted using SBI feedback and agreed performance criteria
  • Self-review notes identifying strengths, gaps and specific revision priorities
  • Facilitation adjustments tested after feedback during a second delivery
  • Personal development plan setting trainer practice goals and evidence sources

Participants can build, review and present a complete trainer pack for a defined workplace learning intervention.

  • Training needs analysis summarising performance gap, audience and business context
  • Learning objectives and assessment plan aligned to required job performance
  • Programme map sequencing modules, methods, timings and participant outputs
  • Facilitator guide containing instructions, materials, debriefs and contingency actions
  • Evaluation and transfer plan defining evidence, owners and review dates
  • Capstone presentation defended through peer review against quality criteria

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

What you take back to work

  1. Training needs analysis template
  2. ABCD learning objectives bank
  3. Timed facilitator session-plan template
  4. Trainer observation and feedback checklist
  5. Assessment blueprint and analytic rubric
  6. Complete workplace trainer pack

Who should attend

  • Internal Trainer — needs a repeatable method for designing and delivering staff training
  • Subject-Matter Expert — must convert technical knowledge into teachable workplace capability
  • Learning and Development Officer — requires stronger design, facilitation and evaluation practice
  • HR Business Partner — supports managers with targeted capability-building interventions
  • Programme Officer — delivers training to project teams, partners or community groups
  • Technical Manager — prepares others to perform procedures, standards or systems consistently

Skills and tools covered

Training needs analysisSession designFacilitation techniquesLearning assessmentVirtual deliveryTraining evaluation

Tools and standards

ADDIE model, Bloom's taxonomy, Gagné's Nine Events, Kirkpatrick Model

How the course runs

Training methodology

Instructor-led learning combines short briefings with case analysis, design workshops, group tasks, facilitation simulations and structured review. Participants work on a real training topic throughout the course, building and revising each component as new methods are introduced. Practice delivery sessions use observation checklists, peer feedback and instructor coaching. Classroom and live online cohorts follow the same design sequence, with online participants using virtual breakout groups, chat-based questioning and digital whiteboards. Time is reserved for individual application planning and trainer-pack refinement.

Requirements and prerequisites

Participants should have workplace experience in a technical, operational, HR, programme or management role and a realistic topic they may need to teach. Familiarity with their organisation's procedures, target audience and performance expectations is useful. Participants should be comfortable contributing to group discussion and delivering short spoken explanations. Previous formal trainer training is not required. No instructional design qualification, psychology background, specialist software or prior virtual teaching experience is required. Participants do not need an existing course; they may develop a new training intervention during the programme.

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 need workplace experience and a basic understanding of the subject or process you may train. Prior trainer certification or instructional design study is not required.

Bring a real training topic, procedure, policy change or capability issue from your work where possible. Existing slides, manuals, competency standards or assessment materials are useful but not essential.

It suits internal trainers, subject-matter experts, HR and learning staff, programme officers and managers who train others. The course addresses both new trainers with workplace expertise and experienced trainers seeking a more disciplined design method.

Presentation skills courses focus mainly on communicating confidently to an audience. This course addresses the full training cycle: needs analysis, objectives, design, facilitation, assessment, transfer and evaluation.

You build a trainer pack around a real workplace intervention during the programme. The pack can be reviewed with your manager or learning team, adapted to local procedures and used for future delivery.

The first week establishes analysis, objectives, design and core facilitation methods while participants begin their own trainer pack. The second week develops materials, online delivery, assessment, evaluation, difficult situations, practice delivery and the final capstone presentation.

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