Train the trainer course outline

Recently I have started to work in a regulated environment where a number of instructors originate from military service. My experience of attending a number of courses delivered by these highly experienced subject matter experts is that military instruction does not always ‘fit’ with modern, experiential learning and development practice.

The following outline is a suggestion of knowledge and skills that could be gained from an intense TtT course by up to three, possibly four subject matter experts who may not have previously been involved in an instruction role. The focus of the sessions is knowledge of learning and development delivery, learning evaluation and management of the learning environment. This course does not tackle learning analysis or design which one would normally expect of a conventional train the trainer programme.

TtT Course outline v2

Session title

Learning outcomes and topics covered

09:00 start


A quick overview to the day, the context of adult learning and the learning objectives.

Case Study: What went wrong

List areas for improvement of a course, session, module or activity that was unsuccessful and why. (Participants should arrive having considered this element).

Relate understanding to what is to follow.

The environments

Demonstrate how environments can be made more effective.

Space, location, scene setting, layouts, and other assets. Dealing with elements outside instructor control.

About the candidates

Identify how candidates learn, and how to manage them professionally and diplomatically.

Personality of candidates, learning orientations, is a candidate difficult.

10:45 – 11:00 Break

Developing participation

Use different methods to encourage participation in training and recognise and manage a lack of participation.

Removing barriers to participation, enhancing participation, humour and banter.

Visual aids

Demonstrate effective use of flipcharts, slides and other display assets.

Flip chart management, holding areas, AV protocols, displaying material.

Fail to plan, plan to fail

Be able to follow the plan, demonstrate confidence in delivering from trainer notes.

Structure of the plan, trainer notes and their importance, getting back on track.

12:30 – 13:15 Lunch

Activities management

Recognise the importance and benefit of activities and how to manage them.

Activities or games, types of activities, getting buy-In, activities toolkit.

Facilitation Skills

Develop active listening and clear questioning skills through facilitation.

Question types, probing: digging deeper, questioning as a learning technique. Your listening skills, active listening skills in training

Has learning taken place

Conduct evaluation to continually confirm learning has taken place.

The difference between formative and summative evaluation, methodology.

15:00 – 15:15 Break


Learning by doing. Engage in a learning activity to practice some of the knowledge gained.

Participation, facilitation, action, management.


What have you learnt from today. What more do you want to learn.

Evaluation in action, pointers to other materials. CPD

16:30 Close