Train the Trainer Course

Standard: CITB Short Duration Standard GET3409

Duration: 3 Days (21 Guided 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:

• Identify organisational and individual training needs.
• Explain how legislative, operational and technological changes can create training requirements.
• Evaluate the potential costs and benefits of workplace training.
• Develop an inclusive scheme of work for a workplace training programme.
• Write clear and measurable learning objectives.
• Select appropriate training methods, resources and learning materials.
• Create materials that support effective workplace learning.
• Prepare a suitable physical or virtual learning environment.
• Deliver an engaging and inclusive training session.
• Use effective presentation, questioning and communication techniques.
• Support learners who have different abilities and additional learning requirements.
• Explain the importance of assessing learners.
• Select suitable formative and summative assessment methods.
• Produce an assessment plan for a workplace training session.
• Provide constructive and developmental feedback.
• Plan appropriate support or remedial training when required.
• Measure whether learning outcomes have been achieved.
• Evaluate the effectiveness and organisational impact of training.
• Maintain accurate, confidential and secure training records.
• Review and improve their own training practice.

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Course Content

Day 1: Identifying Training Needs and Planning Learning

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Module 1: Introduction and Course Objectives

• Course aims, learning outcomes and assessment requirements.
• The role and responsibilities of a workplace trainer.
• Understanding the complete training cycle.
• The relationship between workplace training, competence, safety and organisational performance.
• Establishing a positive and inclusive learning environment.
• Introduction to the micro-teach assessment.

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Module 2: Identifying Organisational and Individual Training Needs

• The purpose of identifying training needs.
• The difference between organisational, team and individual training requirements.
• Common reasons for workplace training, including:
  • Organisational policies and directives.
  • Legislative and regulatory requirements.
  • Health and safety requirements.
  • Changes to working practices.
  • New equipment, technologies and methodologies.
  • Continuing professional development requirements.
  • Diversity and inclusion objectives.
  • Individual skills and knowledge gaps.
• Methods for identifying training needs, including:
  • Skills audits and competency assessments.
  • Workplace observations.
  • Performance reviews and appraisals.
  • Discussions with managers and employees.
  • Incident, accident and quality reports.
  • Customer feedback.
  • Changes in legislation or industry standards.
• Distinguishing between training and non-training performance issues.
• Identifying specific and additional learning needs.
• Prioritising training requirements.

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Module 3: Evaluating the Costs and Benefits of Training

• Direct and indirect costs associated with workplace training.
• Selecting suitable internal and external training resources.
• Considering learner time, trainer time, facilities, materials and equipment.
• Comparing different training delivery options.
• Evaluating the potential benefits of training, including:
  • Improved competence and productivity.
  • Reduced error and rework rates.
  • Fewer accidents and incidents.
  • Improved employee retention.
  • Increased use of digital technologies.
  • Better customer service.
  • Improved compliance.
• Producing a basic cost-benefit evaluation.
• Communicating the business case for training.

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Module 4: Learning Objectives and Outcomes

• The difference between training aims, objectives and learning outcomes.
• Identifying what learners should know or be able to do.
• Writing clear and measurable learning objectives.
• Applying SMART principles to learning objectives.
• Using appropriate action verbs.
• Aligning training content and assessment with intended outcomes.
• Avoiding objectives that are vague or difficult to measure.

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Module 5: Developing a Scheme of Work

• The purpose and structure of a scheme of work.
• Breaking a training programme into logical sections.
• Sequencing learning from simple to more complex tasks.
• Determining appropriate contact and learning time.
• Selecting suitable delivery methods.
• Identifying the facilities, materials and equipment required.
• Incorporating health and safety requirements.
• Planning for assessment throughout the programme.
• Addressing diversity, inclusion and specific learning needs.
• Adapting an existing programme for different groups of learners.
• Producing a scheme of work for a workplace training programme.

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Day 2: Designing and Delivering Effective Training

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Module 6: Understanding How Adults Learn

• Characteristics of adult learners.
• The influence of previous knowledge and workplace experience.
• Recognising different levels of confidence, motivation and ability.
• Relevant learning and instructional theories.
• Applying recognised principles of effective instruction.
• Building on existing knowledge.
• Presenting information in manageable stages.
• Demonstrating processes and providing guided practice.
• Checking understanding and consolidating learning.
• Encouraging reflection and workplace application.

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Module 7: Selecting Training Methods and Media

• Selecting methods that support the learning objectives.
• Trainer-led presentations and briefings.
• Demonstrations and practical instruction.
• Guided practice and workplace exercises.
• Group discussion and collaborative learning.
• Case studies, scenarios and problem-solving activities.
• Coaching and one-to-one instruction.
• Digital and e-learning resources.
• Advantages and limitations of different training methods.
• Combining methods to maintain learner interest.
• Selecting methods suitable for the subject, environment and learner group.

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Module 8: Creating Effective Training Materials

• The purpose of training and learning materials.
• Creating clear, accessible and relevant content.
• Designing:
  • Presentation slides.
  • Learner handouts.
  • Trainer notes.
  • Practical exercises.
  • Group activities.
  • Whiteboard and flipchart content.
  • Charts, posters and diagrams.
  • Videos and digital learning resources.
• Avoiding information overload.
• Using appropriate language and terminology.
• Making materials accessible and inclusive.
• Checking the accuracy and currency of training content.
• Distinguishing between formative and summative learning activities.
• Producing or designing materials for a workplace training session.

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Module 9: Preparing the Learning Environment

• Creating a safe and suitable environment for learning.
• Selecting and arranging the training room.
• Considering accessibility, comfort, visibility and noise.
• Checking equipment, technology and training resources.
• Managing practical training environments.
• Identifying relevant health and safety requirements.
• Preparing virtual or blended learning technology.
• Producing and distributing pre-course information.
• Communicating joining instructions and learner requirements.
• Preparing contingency plans for equipment or technology failure.

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Module 10: Delivering Engaging Training

• Structuring a workplace training session.
• Opening the session and introducing the trainer and learners.
• Setting the scene and explaining the purpose of the training.
• Communicating learning objectives and expectations.
• Establishing appropriate ground rules.
• Presenting information clearly and confidently.
• Using appropriate language, pace, tone and body language.
• Encouraging participation and interaction.
• Maintaining learner interest and motivation.
• Managing time, breaks and changes of activity.
• Managing challenging behaviour and group dynamics.
• Supporting learners who require additional assistance.
• Consolidating learning at appropriate stages.
• Closing the session and explaining next steps.

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Module 11: Questioning and Checking Understanding

• The purpose of questioning during training.
• Using open, closed, probing and reflective questions.
• Directing questions appropriately.
• Allowing sufficient thinking and response time.
• Encouraging learners to ask questions.
• Responding when the trainer does not immediately know the answer.
• Checking understanding throughout the session.
• Recognising verbal and non-verbal signs of misunderstanding.
• Using activities and observation to assess learning informally.
• Correcting misunderstandings constructively.

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Day 3: Assessment, Evaluation and Practical Delivery

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Module 12: Assessing Learners

• The importance of assessing whether learning has taken place.
• The relationship between learning objectives and assessment criteria.
• Assessment for learning and assessment of learning.
• Formative and summative assessment.
• Selecting assessment methods that are valid and appropriate.
• Assessment methods including:
  • Verbal questioning.
  • Written questions.
  • Multiple-choice tests.
  • Workplace observation.
  • Practical assessment.
  • Professional discussion.
  • Witness testimony.
  • Learner self-assessment.
  • Workplace products and evidence.
• Ensuring assessment is fair, consistent and inclusive.
• Recording assessment decisions.
• Producing an assessment plan for a training session.
• Documenting at least two suitable assessment methods.

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Module 13: Feedback and Remedial Training

• The purpose of feedback within the learning process.
• The characteristics of effective feedback.
• Providing feedback that is timely, specific and evidence-based.
• Balancing recognition with areas for development.
• Encouraging learner reflection and self-assessment.
• Maintaining confidence and motivation.
• Agreeing clear actions following feedback.
• Responding when a learner does not meet the assessment criteria.
• Identifying the reason for unsuccessful performance.
• Providing additional explanation, demonstration or practice.
• Adjusting the delivery or assessment approach.
• Producing a remedial training process for learners who have not yet achieved competence.

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Module 14: Measuring Learning Outcomes

• Why learning outcomes should be measured.
• Distinguishing between course completion and improved workplace performance.
• Methods for measuring learning outcomes.
• Comparing performance before and after training.
• Measuring:
  • Improvements in skills and knowledge.
  • Reductions in error and rework rates.
  • Improvements in performance and efficiency.
  • Reduced organisational costs.
  • Improved use of digital technologies.
  • Progress towards diversity and inclusion objectives.
  • Changes in accident and incident rates.
• Identifying suitable performance indicators.
• Determining when learning outcomes should be reviewed.
• Documenting methods for measuring training outcomes.

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Module 15: Evaluating Training Effectiveness

• The difference between assessing learning and evaluating training.
• The importance of evaluating training effectiveness.
• Gathering information through:
  • Learner feedback.
  • Trainer reflection.
  • Peer review.
  • Lesson observation.
  • Line manager feedback.
  • Customer feedback.
  • Organisational reports.
  • Productivity and quality reports.
  • Health and wellbeing surveys.
• Evaluating the relevance of the content and learning activities.
• Identifying what worked well and what should be improved.
• Using reflective practice to develop as a trainer.
• Producing an evaluation report based on a workplace case study.

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Module 16: Maintaining Training and Assessment Records

• The purpose of accurate training records.
• Types of training and assessment records.
• Recording attendance, achievement and assessment decisions.
• Maintaining confidentiality.
• Complying with organisational policies and legislative requirements.
• Storing physical and digital records securely.
• Restricting and controlling access to personal information.
• Retaining and disposing of records appropriately.
• Describing how training records should be maintained safely and securely.

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Module 17: Micro-Teach Preparation

• Selecting an appropriate topic.
• Confirming the intended learning outcome.
• Structuring a 20-minute training session.
• Preparing a session plan.
• Producing supporting training materials.
• Preparing basic assessment activities.
• Selecting appropriate delivery and questioning techniques.
• Rehearsing the session.
• Preparing to respond to learner questions.

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Module 18: Micro-Teach Delivery and Assessment

Each participant will:

• Deliver a 20-minute micro-teach session.
• Introduce the subject and communicate the learning objective.
• Create and manage an appropriate learning environment.
• Use suitable training materials and delivery methods.
• Encourage learner participation and interaction.
• Apply effective questioning techniques.
• Check whether learning has taken place.
• Consolidate the key learning points.
• Receive feedback on their training delivery.
• Participate in a professional discussion.
• Complete a self-evaluation of their performance.
• Identify actions for improving future training delivery.

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Module 19: Action Planning and Course Review

• Reviewing the complete training cycle.
• Identifying personal strengths and development areas.
• Applying the course learning within the workplace.
• Producing a personal action plan.
• Final questions and course review.

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Course Assessment

This course is formally assessed through a combination of practical activities, written work and trainer observation.

Assessment evidence will include:

• Identification of organisational and individual training needs.
• A basic training cost-benefit evaluation.
• A completed scheme of work.
• Training and learning materials.
• Details of suitable assessment methods.
• A completed assessment plan.
• A remedial training process.
• Methods for measuring learning outcomes.
• An evaluation report based on a case study.
• An explanation of how training records will be maintained securely.
• 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 the required assessment activities to achieve the course.

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