Developing Skilled Training Professionals

Our Developing Skilled Training Professionals Programme is specifically aimed at developing the skills of trainers, instructors, and facilitators. The event enables learners to operate throughout the complete training cycle and it is supported by individual assessments of competence.

Duration 3 days

Developing Skilled Training Professionals Content

Identifying Training Needs

  • Describe the purpose and principles of training needs analysis and create a specification/outline for the training
  • Select and apply methods and techniques of collecting and information from individuals and across the organisation to enable accurate identification of training needs
  • Utilize the Seven C’s Framework to identify the learning requirements and needs of individuals
  • Differentiate between a range of learning approaches and methods and match them appropriately to individuals training and development needs Ensure that best practice is applied in line with the organisations requirements and the legal context of equal opportunities and confidentiality
  • Influence the complete training cycle


  • What is Training Needs Analysis?
  • Who is Responsible?
  • Where do Training Needs Occur?
  • Identify a Training Need
  • Aligning Training to Organisational Needs
  • Identifying Current and Future needs
  • Methods of Identifying Needs
  • Identifying Development Needs of Specific Occupations
  • Identify Individual Training Needs
  • Prioritising Training Needs
  • Learning Styles and Preferences

Adult Learning Styles

  • Demonstrate understanding of the conditions and requirements that accelerate adult learning
  • Sequence a training and development session to appeal to a range of learning preferences
  • Select methods which appeal to learning preferences
  • Design a training and development session for a group of diverse learners
  • Build in methods to enable learners to transfer the learning into the workplace


  • How do People Learn?
  • The Nature of Learning – Cognitive learning (Memory) Affective learning (Understanding) Psychomotor learning (Doing)
  • Exploring Theories of Learning
  • Motivation for Learning – Rewards
  • Learning Transfer
  • Who are Your Learners?
  • Barriers to Learning

Create Learning Materials

  • Identify resources and design a blended learning approach for one hour of learning
  • Use White Space, Graphics Colour and text to accelerate learning
  • Test and modify proposed training and development methods


  • Identify Activities to Appeal to learners ensuring accessibility
  • Identifying and Specifying Aims and Objectives
  • Developing a Lesson Plan
  • Identify and Manage Resources
  • Introduction to Assessment Methods
  • Beginnings and Endings

Managing The Process

  • Analyse your instructional style
  • Identify When & How to Adapt your instructional style
  • Develop rapport with learners
  • Establish a learning climate that encourages learning
  • Analyse group dynamics
  • Maintain a healthy group Environment
  • Manage Prisoners, Passengers, Protesters and Participants
  • Increase learner motivation
  • Interpret non verbal messages
  • Employ non verbal techniques to minimise conflict
  • Use competition constructively
  • Manage with your own stress levels


  • Creating Rapport
  • Developing Cohesive Groups
  • Credibility the Key Components
  • Managing Trainer Anxiety
  • Creating a Scene of Success with Feedback Finesse
  • Brain Friendly Learning Techniques
  • Selecting and Adapting Training Methods
  • Recognising and Managing  Behaviour Directed at Learning
  • Recognising and Managing Behaviour NOT Directed at Learning
  • Managing Conflict
  • Planning a Presentation

Assessment & Evaluation

  • Identify the scope, purposes and features of effective assessment
  • Describe a range of assessment methods
  • Select appropriate assessment methods
  • Identify the difference between competence and non-competence based assessment
  • Define effective evaluation criteria


  • What is Assessment?
  • Why do We Assess?
  • What do We Assess?
  • Who is The Assessor?
  • Standards and Criteria for Assessment
  • Making sure assessment is Valid and Reliable
  • Evaluation and Assessment