Learning design
Train-the-Trainer: Instructional Design
Train-the-Trainer: Instructional Design is designed for trainers, learning and development practitioners, supervisors, and subject matter experts who are responsible for converting workplace performance gaps into structured training programs.
Build practical capability in Train-the-Trainer: Instructional Design.
Train-the-Trainer: Instructional Design is designed for trainers, learning and development practitioners, supervisors, and subject matter experts who are responsible for converting workplace performance gaps into structured training programs. This course focuses on the full instructional design process—from identifying training needs and defining competency standards to developing courseware, creating assessments, and evaluating training effectiveness. Participants will learn how to build training programs that are not only organized and engaging, but also aligned with actual workplace competencies and performance expectations.
Course overview
A practical, instructor-led program with guided exercises and workplace examples. Open a topic to see the coverage.
1. The Role of Learning & Development in the Workplace
- Strategic role of L&D
- Employee performance improvement
2. Conducting Training Needs Analysis (TNA)
- Purpose of Training Needs Analysis
- Reasons for conducting TNA
3. Creating the Competency Standard
- Bloom's Taxonomy
- Learning level identification
4. Courseware Development
- Learning theories
- Behaviorist, cognitive, and constructivist foundations
5. Evaluating the CTAG
- Courseware review
- Completeness and consistency check
Full course outline
Review the complete legacy course outline, including all detailed subtopics.
View full outline
- 1. The Role of Learning & Development in the Workplace
- Strategic role of L&D
- Employee performance improvement
- Business goal alignment
- Training as a workplace solution
- Competency gap response
- Knowledge and skill development
- Strategic role of L&D
- 2. Conducting Training Needs Analysis (TNA)
- Purpose of Training Needs Analysis
- Reasons for conducting TNA
- Training vs. non-training issues
- TNA methods and data-gathering tools
- Interviews, surveys, and observations
- Performance data and supervisor feedback
- Competency unit identification
- Job task analysis
- Priority competency areas
- Purpose of Training Needs Analysis
- 3. Creating the Competency Standard
- Bloom's Taxonomy
- Learning level identification
- Action verb selection
- Performance statements
- Observable workplace behaviors
- Expected task outputs
- Underpinning knowledge
- Required theories and concepts
- Supporting procedures and standards
- Range of application
- Work situations and contexts
- Tools, systems, and resources
- Building the competency standard
- Competency elements
- Performance criteria
- Bloom's Taxonomy
- 4. Courseware Development
- Learning theories
- Behaviorist, cognitive, and constructivist foundations
- Practical application in training design
- Adult learning theory
- Experience-based learning
- Self-directed learning principles
- ADDIE Model
- Analysis and design
- Development, implementation, and evaluation
- Domains of learning
- Cognitive and affective learning
- Psychomotor learning
- Creating the CTAG
- Curriculum and training guide
- Learner, facilitator, and assessment guides
- SAVI learning styles
- Somatic and auditory learning strategies
- Visual and intellectual learning strategies
- Referencing to competency standards
- Objective-to-competency alignment
- Assessment-to-evidence alignment
- Learning theories
- 5. Evaluating the CTAG
- Courseware review
- Completeness and consistency check
- Alignment with competency standards
- Implementing courses
- Pilot delivery
- Trainer and material preparation
- Conducting course evaluations
- Participant feedback
- Course improvement actions
- Courseware review