Train the Trainer Course

Standard: CITB Short Duration Standard GET3409

Duration: 3 days

Guided Learning Hours: 21 hours

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Course Aims

This course is designed to provide participants with the knowledge and practical skills needed to identify training requirements and plan, prepare, deliver, assess and evaluate effective workplace training.

The course follows the complete training cycle and considers the needs of both learners and the organisation. Participants will learn how to create inclusive learning environments, select suitable training and assessment methods, measure learning outcomes, provide developmental feedback and maintain appropriate training records.

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Course Prerequisites

This course is intended for people who currently deliver, or are preparing to deliver, workplace training within construction or a related industry. This may include trainers, instructors, assessors, supervisors, team leaders, managers and experienced employees responsible for passing on knowledge and practical skills.

Participants should have sufficient occupational knowledge and experience within the subject area in which they intend to deliver training.

Participants will be required to prepare and deliver a 20-minute micro-teach session as part of the course assessment.

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Course Objectives

Upon completing this course, participants will be able to:

• Explain how organisational and individual training needs can be identified, including needs arising from organisational directives, legislation, health and safety requirements, new technologies, new working methods, inclusivity and diversity, specific learning needs and continuing professional development.
• Evaluate the potential cost and time benefits of appropriate workplace training.
• Produce a scheme of work that identifies the training objective, delivery method and environment, contact time, resources, diversity and inclusion considerations, health and safety requirements and methods of assessing learning outcomes.
• Design appropriate physical or digital materials to support a workplace training session.
• Explain how to prepare for and deliver an inclusive workplace training session that engages learners and supports different learning needs.
• Plan and deliver a 20-minute micro-teach session using appropriate training materials, questioning techniques and assessment activities.
• Explain why learners should be assessed and select appropriate methods of formative and summative assessment.
• Produce an assessment plan and a suitable remedial training process for learners who do not initially meet the required assessment criteria.
• Explain why learning outcomes should be measured and select suitable methods for measuring the impact of training.
• Evaluate the effectiveness of training using information from learners, trainers, managers and the organisation.
• Explain how training and assessment records should be maintained safely, securely and confidentially.
• Evaluate their own training delivery and identify actions for improving their future practice.

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Course Content

Day 1: Identifying Training Needs and Planning Training

Module 1: The Workplace Training Cycle

• The purpose and scope of workplace training.
• The role and responsibilities of the workplace trainer.
• The relationship between training, competence, health and safety and organisational performance.
• The stages of the training cycle:
  • Identifying training needs.
  • Planning and preparing training.
  • Delivering training.
  • Assessing learning.
  • Measuring learning outcomes.
  • Evaluating effectiveness.
  • Maintaining records.
• Acting within the trainer’s occupational competence and organisational authority.
• Course assessment requirements.
• Introduction to the micro-teach assessment and required supporting evidence.

Module 2: Identifying Organisational and Individual Training Needs

• Why individual and organisational training needs should be identified.
• The difference between organisational, team and individual training requirements.
• Identifying needs arising from:
  • Organisational directives and policies.
  • Legislative and regulatory requirements.
  • Health and safety requirements.
  • New technologies, equipment or working methodologies.
  • Inclusivity and diversity requirements.
  • Specific and additional learning needs.
  • Continuing professional development requirements.
• Methods of identifying training needs, such as:
  • Skills and competence assessments.
  • Workplace observation.
  • Performance reviews.
  • Discussions with managers and employees.
  • Incident, accident, quality and productivity information.
  • Changes to legislation, standards or organisational procedures.
• Distinguishing between training needs and performance issues that require a different response.
• Prioritising identified training requirements.

Module 3: Evaluating the Costs and Benefits of Training

• Direct and indirect costs associated with workplace training.
• Considering trainer and learner time, facilities, equipment, materials and operational disruption.
• Comparing internal, external, workplace, classroom and blended training resources.
• Potential benefits of training, such as:
  • Improved knowledge and competence.
  • Improved safety and compliance.
  • Increased productivity and efficiency.
  • Reduced errors, rework and organisational costs.
  • Improved use of technology.
  • Improved employee confidence and retention.
• Comparing the likely costs and benefits of different training options.
• Producing a basic cost-benefit evaluation.

Module 4: Developing a Scheme of Work

• The purpose of a scheme of work.
• Identifying the overall training objective.
• Breaking a training programme into logical stages.
• Sequencing learning appropriately.
• Identifying where and how training will be delivered.
• Determining appropriate contact and learning time.
• Selecting suitable training methods and resources.
• Identifying physical, digital and human resources.
• Incorporating relevant health and safety requirements.
• Addressing diversity, inclusion and specific learning needs.
• Planning how learning outcomes will be assessed.
• Adapting an existing programme for different learner groups.
• Producing a scheme of work for a workplace training programme.

Day 2: Preparing, Delivering and Assessing Training

Module 5: Creating Training and Learning Materials

• The purpose of trainer and learner materials.
• Selecting materials appropriate to the objectives, subject and learner group.
• Examples of physical materials:
  • Learner handouts.
  • Whiteboard or flipchart content.
  • Practical exercises.
  • Group activities.
• Examples of digital and e-learning materials:
  • Presentation slides.
  • Charts and diagrams.
  • Posters and infographics.
  • Videos and digital activities.
• Making materials clear, accurate and relevant.
• Using appropriate language and terminology.
• Avoiding unnecessary detail and information overload.
• Making materials accessible and inclusive.
• Checking that content is current and technically accurate.
• Producing or designing suitable materials for a workplace training session.

Module 6: Planning and Delivering Effective Training

• The importance of providing a suitable learning environment.
• Preparing the physical or virtual learning environment.
• Considering room layout, accessibility, comfort, visibility, noise and learner safety.
• Checking equipment, resources and technology.
• Providing suitable pre-course information and joining instructions.
• Preparing contingency arrangements.
• Structuring a training session with a clear beginning, middle and end.
• Introducing and reintroducing the trainer, learners and subject.
• Setting the scene and communicating the purpose and objectives.
• Establishing appropriate expectations and ground rules.
• Presenting information clearly and at an appropriate pace.
• Using demonstrations, explanations, activities and guided practice.
• Encouraging learner participation and interaction.
• Maintaining learner interest and motivation.
• Using appropriate verbal and non-verbal communication.
• Supporting learners who require additional assistance.
• Managing the learning environment and responding to challenging behaviour.
• Using open, closed and probing questions.
• Checking understanding throughout the session.
• Using assessment for learning during the programme.
• Using assessment of learning at the end of the programme.
• Consolidating key points and explaining next steps.
• Producing a delivery document or session plan covering the required stages of training delivery.

Module 7: Assessing Learners and Providing Feedback

• Why it is important to assess learners.
• The relationship between learning objectives, assessment criteria and assessment methods.
• Assessment for learning and assessment of learning.
• Formative and summative assessment.
• Selecting methods that are suitable for the subject and required outcome.
• Assessment methods including:
  • Verbal or written questions.
  • Written and multiple-choice tests.
  • Observation and practical assessment.
  • Witness testimony.
  • Self-assessment.
• Ensuring that assessment is appropriate, fair and inclusive.
• Documenting at least two suitable assessment methods.
• Producing an assessment plan for a training session.
• Recording assessment results and decisions.
• The purpose and characteristics of developmental feedback.
• Providing feedback that is timely, specific and based on evidence.
• Recognising achievement and explaining areas for improvement.
• Responding when a learner does not meet the assessment criteria.
• Identifying why the learner has not yet achieved the required outcome.
• Providing further explanation, demonstration, practice or support.
• Adjusting the training or assessment approach where appropriate.
• Producing a remedial training process.

Module 8: Measuring and Evaluating Training

• Why learning outcomes should be measured.
• The difference between completing training and achieving a learning or workplace outcome.
• Comparing skills, knowledge or performance before and after training.
• Methods of measuring outcomes relating to:
  • Reduced error or rework rates.
  • Improved skills and knowledge.
  • Improved workplace performance or efficiency.
  • Reduced organisational costs.
  • A more diverse and inclusive workforce.
  • Increased use of digital technologies.
  • Changes in accident and incident rates following training.
• Selecting suitable performance indicators.
• Identifying when outcomes should be measured.
• Documenting at least two suitable methods of measuring learning outcomes.
• The difference between assessing learners and evaluating the effectiveness of training.
• Why training effectiveness should be evaluated.
• Sources of evaluation information, including:
  • Learner feedback.
  • Peer review.
  • Lesson observation.
  • Trainer reflection.
  • Line-manager feedback.
  • Customer feedback.
  • Organisational and productivity reports.
  • Health and wellbeing information.
• Identifying what worked well and what should be improved.
• Using a workplace case study to produce an evaluation report.

Module 9: Maintaining Training and Assessment Records

• Why accurate training and assessment records are required.
• Types of records that may need to be maintained.
• Recording attendance, participation, achievement and assessment decisions.
• Maintaining confidentiality.
• Complying with organisational policies and legislative requirements.
• Storing physical and digital information securely.
• Controlling access to personal and assessment information.
• Retaining and disposing of records appropriately.
• Describing how training records should be maintained safely and securely.

Day 3: Micro-Teach Assessment and Review

Module 10: Micro-Teach Planning and Preparation

• Selecting an appropriate workplace or construction-related topic.
• Identifying a clear and achievable learning objective.
• Preparing a basic session plan.
• Structuring a 20-minute training session.
• Selecting suitable delivery methods and learning activities.
• Producing appropriate training materials.
• Producing basic assessment materials.
• Planning how learners will be involved.
• Preparing suitable questions and checks of understanding.
• Planning the introduction, conclusion and consolidation of learning.
• Checking the learning environment, equipment and resources.
• Rehearsing and refining the session.

Module 11: Micro-Teach Delivery and Assessment

Each participant will:

• Deliver a 20-minute micro-teach session.
• Introduce the subject and communicate the intended learning objective.
• Establish and manage an appropriate learning environment.
• Use suitable training materials and delivery methods.
• Encourage interaction and learner participation.
• Use appropriate questioning techniques.
• Support different learner needs where relevant.
• Assess learning during or at the end of the session.
• Consolidate the principal learning points.
• Participate in a professional discussion about the session.
• Receive developmental feedback.
• Complete a self-evaluation of their training delivery.
• Identify actions for improving future training practice.

Module 12: Course Review

• Review of the complete workplace training cycle.
• Review of the eight CITB learning outcomes.
• Completion and checking of outstanding assessment evidence.
• Identifying personal strengths and development needs.
• Applying the course learning within the workplace.
• Final course review.

Course Assessment

This course is formally assessed through written and practical activities, workplace-style outputs, trainer observation, a micro-teach session, professional discussion and self-evaluation.

Assessment evidence will include:

• An explanation of how organisational and individual training needs can be identified.
• An example of a training cost-benefit evaluation.
• A completed scheme of work.
• Physical or digital training materials.
• A document or session plan explaining how training will be delivered.
• Details of at least two suitable assessment methods.
• A completed assessment plan.
• A remedial training process for learners who do not initially achieve the required criteria.
• Details of at least two methods of measuring learning outcomes.
• An evaluation report based on a workplace case study.
• A description of how training and assessment records will be maintained safely and securely.
• Basic session-planning and assessment materials for the micro-teach.
• A 20-minute micro-teach session.
• A professional discussion following the micro-teach.
• A self-evaluation of the participant’s training delivery.

Participants must successfully complete all required assessment activities to achieve the course.

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