Developing Skilled Training Professionals

Developing Skilled Training Professionals

Our Developing Skilled Training Professionals Programme is tailored to empower trainers, instructors, and facilitators with the skills to enhance performance through the entire training cycle. This comprehensive program is complemented by individual assessments of competence which come in a variety of  fun formats to help you to apply the learning and evaluate how you are progressing with your learning.

Duration 3 days virtual learning

Developing Skilled Training Professionals Content

Identifying Training Needs –  Performance Objectives:

  • Describe the purpose and principles of training needs analysis.
  • Develop a training needs specification
  • Explain the difference between training needs analysis and learning needs analysis
  • Utilise various methods to collect and analyse information from individuals and the organization for precise identification of training needs
  • Apply the Seven C’s Framework to pinpoint learning requirements
  • Match diverse learning approaches and methods to specific training and development needs
  • Ensure best practices in alignment with organizational requirements, equal opportunities, inclusion and confidentiality.


  • What is training needs analysis?
  • Who is responsible for identifying what learning is needed at individual, team or organisational level?
  • Where do training needs occur?
  • Identify a training need and develop a training needs specification to meet the need
  • Identifying and responding to changing workplace demands through learning needs analysis
  • Future skills in your sector discovery activity. Analysing industry trends, technological advancements, and impacts on job roles.
  • Identifying development needs of  a specific occupation based on your discovery
  • Plan a conversation with a stakeholder about future learning needs using the Seven C’s Framework
  • Produce a plan to make sure there is sufficient capability to sustain current and future business performance.

Adult Learning Preferences –  Performance Objectives:

  • Identify the characteristics of adult learners
  • Describe the learning preferences of adult learners
  • Select methods which appeal to learning preferences
  • Prepare a training and development session plan/learning design canvas to appeal to a range of learning preferences
  • Integrate methods to enable learners to transfer the learning into the workplace


  • Identifying the characteristics of adult learners?
  • identifying activities that appeal to learning domains- Cognitive learning (Memory) Affective learning (Understanding) Psychomotor learning (Doing)
  • View learning experiences from the perspective of learners who are consuming the content
  • Assess how is this learning Useful, Credible, Desirable, Useable, Accessible, Portable and Findable.
  • Promoting learning transfer – creating activities that replicate performance on the job

Create Learning Materials – Performance Objectives:

  • Identify resources and design a blended learning approach for one hour of learning
  • Optimize learning through white space, graphics, color, and text
  • Test and refine training and development methods.


  • Designing Learner-Centric Activities to promote engagement
  • Adding interactive elements and being clear about their purpose
  • Generating ideas for structure and navigation when creating workbooks
  • Curating and managing resources and linked content
  • Managing compliance content ensuring it is current
  • Integrating self assessment

Managing The Process – Performance Objectives:

  • Exploring teaching styles and how they impact learning
  • Analyse your teaching style and when to adapt that style
  • Recognise rapport and what develops healthy rapport in learner relationships
  • Identify the characteristics of a psychologically safe learning environment
  • Analyse group dynamics
  • Manage Prisoners, Passengers, Protesters and Participants
  • Employ non verbal techniques to minimise conflict
  • How to use competition constructively


  • Identify when, & how to adapt your teaching style
  • What behaviour would you see if you had rapport with your learners and how did you get there?
  • How to recognise the signs of a positive group dynamic
  • How to recognise and challenge the signs of a unhealthy group dynamic
  • How does a skilled training professional create a psychological safe learning climate?
  • Creating a Scene of Success with feedback finesse
  • Recognising and managing  Behaviour directed at learning
  • Recognising and managing behaviour NOT directed at learning

Assessment & Evaluation – Performance Objectives:

  • Define the scope, purposes and features of effective assessment
  • Explore various assessment methods
  • Identify the difference between competence and non-competence based assessment
  • Define and agree effective evaluation criteria and metrics


  • The role and significance of assessment
  • Assessing for competence: standards and criteria
  • Ensuring valid and reliable assessment
  • The essentials of evaluation evaluating for impact, transfer and engagement

Take a look at our consultancy skills for training and development professionals programme

Maybe you are a training coordinator whjo is seeking development? Take a look at our Professional Training Coordinator Workshop

Read CIPD Factsheet on Learning Evaluation impact and transfer