Train the trainer - 7 day event schedule.docx

train the trainer course plan

1. 1



http://www.sessionlab.com
Train the trainer - 7 day event schedule

A complete agenda for a 7-day, intensive train-the-trainer program.

The session plan including essential theories and concepts, practical tips and activities on how to teach the most essential trainer skills in a week.


Find more explanation about the design rationale of the agenda: https://www.sessionlab.com/blog/train-the-trainer/
Day 0 - Intro & Team building

Every training course needs a proper framing and it is no different with a train-the-trainer event. This day is about the introduction to the course and get-to-know / team building sessions. (The
depth of team building may vary based on what your organisation needs)


The length of this day may range from anywhere from a 1-2 hours intro session to a full-day activity. If you need a thorough team building and you want to take advantage of an initial presentation
activity, then you may take the whole day. If you don’t need these activities, you may just take the essential Introduction and Expectations sessions to kick off the course.

theory discussion/debriefing break energizer/icebreaker exercise

TIME LENGTH TITLE DESCRIPTION ADDITIONAL INFO
Intro & kick-off
10:00 45m Introduction Official kick-off session.
Introduce the team of trainers and any other essential person.
Give space for participants to briefly introduce themselves.
Discuss why do you have a training system in your
organisation,
Clarify what is a training.

2. 2

Discuss what place this train-the-trainer event has in their
career, and in their career as trainers.
10:45 1h 15m Expectation &
Present Schedule
Give participants the opportunity to share their own expectations, and also share
what do you expect from them.
Review the schedule of the event. Explain the main focus of each day and why the
schedule was designed as it was.
1. Collect expectations:

 Ask from participants: "What are your expectations
towards the event?" Give a few mins to think about it
and ask everyone to write their answers on post-it notes
 Everybody presents the expectations and put their sticky
notes on the flipchart. This should also inspire them to
see each other's motivation, and for the trainers' team to
see if there is a clear understanding of the event

2. Review the schedule and the goals
 Present and explain the goals of the event, link the goals
with expectations

 Present the schedule and briefly explain every block of
the schedule in a few sentences (all trainers from your
trainer team should be there to present the sessions they
will deliver)
 Leave a bit of time for Q&A and conclude
12:00 1h 00m LUNCH
Team building & Team values
13:00 2h 00m Get-to-Know and
Team Building
Games
In this session, you want to proceed from simple get-to-know exercises towards
more trust-building exercises.

Depending on your group, you may or may not include physical activities. Some
suggestions on the activities:
 Group Map: https://www.sessionlab.com/methods/icebreaker-the-group-map

 Helium Stick: https://www.sessionlab.com/methods/helium-stick

 3 questions mingle: https://www.sessionlab.com/methods/3-question-mingle

 Spoons - A lateral thinking game:
https://www.sessionlab.com/methods/spoons-a-lateral-thinking-game

 Telling our stories: https://www.sessionlab.com/methods/telling-our-stories

 Count Up: https://www.sessionlab.com/methods/count-up

By the end of the session, participants should:
1. Know some personal things about other people
attending the event

2. Have a feeling of safety and trust in the group.

3. 3

15:00 1h 00m Setting up Shared
Values
Have the group agreeing on the values they want to respect during the event.
First, define what is a value in the context of this session, and then assign
participants to come up with the values they want to follow. You may use a 1-2-4
Discussion format.
Goal: Have a common understanding on which values are
important for them.
16:00 2h 00m Optional:
Presenting
homework
This is an optional exercise: you might give an assignment to participants well
before the course starts to prepare a short presentation or knowledge transfer
session on a topic of their expertise.
In this session, participants are given the opportunity to present what they
prepared with. You might even brief them to facilitate a short discussion round on
the topic they presented.
This concept gives a proper assessment opportunity on the
presentation skills of your participants, and also allows you
to get a pique view on their facilitation skills, so you can
tailor tomorrow’s session to their specific needs.
18:00
TOTAL LENGTH: 8h 00m

4. 4

Day 0 - Intro & Team building - block details
Intro & kick-off


Introduction
10:00 | 45m
Official kick-off session.
Introduce the team of trainers and any other essential person.
Give space for participants to briefly introduce themselves.
ADDITIONAL INFORMATION
Discuss why do you have a training system in your organisation,
Clarify what is a training.
Discuss what place this train-the-trainer event has in their career, and in their career as trainers.

Expectation & Present Schedule
10:45 | 1h 15m
Give participants the opportunity to share their own expectations, and also share what do you expect from them.
Review the schedule of the event. Explain the main focus of each day and why the schedule was designed as it was.
ADDITIONAL INFORMATION
1. Collect expectations:

 Ask from participants: "What are your expectations towards the event?" Give a few mins to think about it and ask everyone to write their
answers on post-it notes
 Everybody presents the expectations and put their sticky notes on the flipchart. This should also inspire them to see each other's motivation,
and for the trainers' team to see if there is a clear understanding of the event

2. Review the schedule and the goals
 Present and explain the goals of the event, link the goals with expectations

 Present the schedule and briefly explain every block of the schedule in a few sentences (all trainers from your trainer team should be there
to present the sessions they will deliver)
 Leave a bit of time for Q&A and conclude

LUNCH
12:00 | 1h 00m

5. 5

Team building & Team values


Get-to-Know and Team Building Games
13:00 | 2h 00m
In this session, you want to proceed from simple get-to-know exercises towards more trust-building exercises.

Depending on your group, you may or may not include physical activities. Some suggestions on the activities:
 Group Map: https://www.sessionlab.com/methods/icebreaker-the-group-map

 Helium Stick: https://www.sessionlab.com/methods/helium-stick

 3 questions mingle: https://www.sessionlab.com/methods/3-question-mingle

 Spoons - A lateral thinking game: https://www.sessionlab.com/methods/spoons-a-lateral-thinking-game

 Telling our stories: https://www.sessionlab.com/methods/telling-our-stories

 Count Up: https://www.sessionlab.com/methods/count-up

ADDITIONAL INFORMATION
By the end of the session, participants should:
1. Know some personal things about other people attending the event

2. Have a feeling of safety and trust in the group.

Setting up Shared Values
15:00 | 1h 00m
Have the group agreeing on the values they want to respect during the event.
First, define what is a value in the context of this session, and then assign participants to come up with the values they want to follow. You may
use a 1-2-4 Discussion format.
ADDITIONAL INFORMATION
Goal: Have a common understanding on which values are important for them.

Optional: Presenting homework
16:00 | 2h 00m
This is an optional exercise: you might give an assignment to participants well before the course starts to prepare a short presentation or
knowledge transfer session on a topic of their expertise.
In this session, participants are given the opportunity to present what they prepared with. You might even brief them to facilitate a short
discussion round on the topic they presented.
ADDITIONAL INFORMATION
This concept gives a proper assessment opportunity on the presentation skills of your participants, and also allows you to get a pique view on
their facilitation skills, so you can tailor tomorrow’s session to their specific needs.

6. 6

7. 7



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Day 1 - Essential Skills Practice

Practice and improve the essential soft skills needed for delivering training sessions: presentation skills, facilitation skills and giving effective feedback.

theory exercise break discussion/debriefing

TIME LENGTH TITLE DESCRIPTION ADDITIONAL INFO MATERIALS
Basic Presentation Skills
09:00 20m Intro & theory
#1
As a trainer, you will frequently have the responsibility to
stand up in front of participants and present. The amount of
you presenting theory as a trainer may vary largely on the
type of training sessions you will run. But in either case, it is
important to have solid presentation skills to be able to
introduce concepts and theories in an understandable,
structured way in your sessions.
The point of this session is to give an opportunity to practice
both how to structure a presentation, and also to practice
different aspects of presenting, such as body language, voice
and eye-contact.
Start the first theory block on:
 how to structure a presentation, and

 how to deal with nervousness


09:20 45m Presentation
Round #1
Split trainees into small groups of 4-6. That allows sufficient
time for everyone to practice, and you can also assign the
‘audience’ (the rest of the participants not presenting at the
moment) to observe certain aspects of the presenters (e.g.
body language).
 Assign the task to trainees to “talk about something that’s
important to you for in 2 minutes”
 Give 5 minutes to prepare.
 There will be as many rounds as many people you have in
your sub-group:
 One person presents (2 mins). The rest of the group
takes notes on post its to provide feedback.

8. 8

 After the presentation is over, first allow other
participants in the group to give feedback. Then also
provide your own feedback (Overall around 5 mins).
 Start the next round of presentation.
10:05 15m BREAK
10:20 30m Theory #2 Present theory and actionable presentation tips on the
following topics:
 Body language

 Eye contact

 Voice




10:50 1h 10m Presentation
Round #2
Go back to working in groups (you may do a different group
division), and have another round of practice. This time assign
a 4 minutes presentation for everyone to prepare.

Optionally, you may offer to record on video the
presentations of each trainee, and provide them with the
recording afterwards.
 Assign the task to trainees to “talk about something that’s
important to you for in 4 minutes”

 Give 5 minutes to prepare.

 There will be as many rounds as many people you have in
your sub-group:

 One person presents (4 mins). The rest of the group
takes notes on post its to provide feedback.
 After the presentation is over, first allow other
participants in the group to give feedback. Then also
provide your own feedback (Overall around 5 mins).
 Start the next round of presentation.

12:00 1h 00m LUNCH
Basic Facilitation Skills
13:00 15m The Role of
Facilitation in
Training
Make people aware of how facilitation can be useful in a
training.
Understand what is facilitation and why it is needed, to
understand the differences between facilitation during
meetings and training sessions.

Give the definition of facilitation, brainstorm what occasions
do you use facilitation and what is the difference between
them. In the summary point out the two main areas (meetings,
training), show differences in the role of a facilitator during a
meeting and during training, point out that we will deal here
with training facilitation,




 sticky notes

9. 9

13:15 1h 00m Verbal Toolbox
Exercise
Let participants know about the basic verbal tools (see
attached) they might use to interact and facilitate a group
conversation or lead a debriefing session.
1. Discuss in which parts of a training session we can use
facilitation (discussions, asking questions,
exercises&debriefing).

2. Split trainees into groups of 2-3 people, and assign one
tool for each group. The task is to facilitate a short group
conversation while using the verbal tool they got.

3. Give a few minutes so each couple/group can understand
how to use their tool and prepare to facilitate
4. Each trainee (in pairs) facilitates a round of conversation
(topics may be assigned beforehand) (2-3 minutes). Then
they present which tool they focused on. Discuss with the
group how to apply it. Go through each verbal tool this
way
5. Summarise the learnings of the session
 One flipchart
with the list of
tools
 Facilitation
tools printed
on A4 for each
group
 Blank
flipcharts for
group work
14:15 1h 15m Facilitation
Toolbox
Exercise
Introduce a set of useful tools and techniques (e.g. Round
robin brainstorm, card survey, flashlight - see more under
Instructions) that come handy when facilitating group
conversations at a training session. Then provide an
opportunity for participants to practice both these techniques
and the basic verbal tools they learnt in the previous session.


1. Present a set of simple facilitation techniques (involve
trainees in presenting these techniques) - 15 mins
2. Organise a group working session -> split up trainees to
groups of 4-5 people. (Try to balance the experience level
of participants when doing the group division). Each
trainee will have the opportunity to facilitate a 5 minutes
conversation with her group, observed by a trainer. At the
end of each round, provide feedback (5 mins) to the
trainee who facilitated.
3. Leave 10 minutes at the end of the session to regroup and
share the key learning points.

15:30 30m BREAK
Feedback
16:00 15m Introduce
feedback model
You can benefit a lot from a short session that gives a shared
baseline on your preferred method of giving feedback. People
often have a very mixed view about feedback, so it’s useful to
get a clean sheet and get everyone on the same page to use
one (or few) models consistently during the event. (Whether
you choose ‘I-statements’ or any other method – the point is
rather to have a short and effective practice session).
Introduce the feedback model(s) that you prefer to
consistently use during the course (e.g. when you will give
feedback to participants on their training delivery
performance)

16:15 45m Practice
17:00 30m Set up Pairs and
Topics for
Practice
Delivery
The next day (Training Design) will guide them through the
main steps of designing a training session. It will be a really
hands-on session, as they in each exercise they will gradually
build up their training agenda for a 60 minutes Practice
Delivery they will do a day later. As the Practice Deliveries
will be done in pairs (so everyone will deliver with a co-

10. 10

trainer), you need to make sure that pairs are set up and they
do chose a topic by the end of this evening.
17:30 0m Optional
Coaching /
Mentoring
Having a mentoring / coaching support throughout the event
can be a big extra help for your trainees. In case you decide
to have it, you may allocate time for it during the evening to
have 1-on-1 or group mentoring sessions.

17:30
TOTAL LENGTH: 8h 30m

MATERIALS:
 sticky notes in The Role of Facilitation in Training
 One flipchart with the list of tools in Verbal Toolbox Exercise
 Facilitation tools printed on A4 for each group in Verbal Toolbox Exercise
 Blank flipcharts for group work in Verbal Toolbox Exercise

11. 11

Day 1 - Essential Skills Practice - block details
Basic Presentation Skills


Intro & theory #1
09:00 | 20m
As a trainer, you will frequently have the responsibility to stand up in front of participants and present. The amount of you presenting theory as a
trainer may vary largely on the type of training sessions you will run. But in either case, it is important to have solid presentation skills to be able
to introduce concepts and theories in an understandable, structured way in your sessions.
The point of this session is to give an opportunity to practice both how to structure a presentation, and also to practice different aspects of
presenting, such as body language, voice and eye-contact.
Start the first theory block on:
 how to structure a presentation, and

 how to deal with nervousness


Presentation Round #1
09:20 | 45m
Split trainees into small groups of 4-6. That allows sufficient time for everyone to practice, and you can also assign the ‘audience’ (the rest of the
participants not presenting at the moment) to observe certain aspects of the presenters (e.g. body language).
ADDITIONAL INFORMATION
 Assign the task to trainees to “talk about something that’s important to you for in 2 minutes”
 Give 5 minutes to prepare.
 There will be as many rounds as many people you have in your sub-group:
 One person presents (2 mins). The rest of the group takes notes on post its to provide feedback.
 After the presentation is over, first allow other participants in the group to give feedback. Then also provide your own feedback (Overall
around 5 mins).
 Start the next round of presentation.

BREAK
10:05 | 15m


Theory #2
10:20 | 30m
Present theory and actionable presentation tips on the following topics:
 Body language

 Eye contact

 Voice

12. 12


ADDITIONAL INFORMATION



Presentation Round #2
10:50 | 1h 10m
Go back to working in groups (you may do a different group division), and have another round of practice. This time assign a 4 minutes
presentation for everyone to prepare.

Optionally, you may offer to record on video the presentations of each trainee, and provide them with the recording afterwards.
ADDITIONAL INFORMATION
 Assign the task to trainees to “talk about something that’s important to you for in 4 minutes”

 Give 5 minutes to prepare.

 There will be as many rounds as many people you have in your sub-group:

 One person presents (4 mins). The rest of the group takes notes on post its to provide feedback.
 After the presentation is over, first allow other participants in the group to give feedback. Then also provide your own feedback (Overall
around 5 mins).
 Start the next round of presentation.

LUNCH
12:00 | 1h 00m


Basic Facilitation Skills


The Role of Facilitation in Training
13:00 | 15m
Make people aware of how facilitation can be useful in a training.
Understand what is facilitation and why it is needed, to understand the differences between facilitation during meetings and training sessions.


ADDITIONAL INFORMATION
Give the definition of facilitation, brainstorm what occasions do you use facilitation and what is the difference between them. In the summary
point out the two main areas (meetings, training), show differences in the role of a facilitator during a meeting and during training, point out
that we will deal here with training facilitation,

13. 13



MATERIALS
 sticky notes
INSTRUCTIONS
FC with definition of facilitation, blank FC for brainstorm about where to use facilitation, 3 coloured papers with "Conductor", "Catalyst", "Coach"
Verbal Toolbox Exercise
13:15 | 1h 00m
Let participants know about the basic verbal tools (see attached) they might use to interact and facilitate a group conversation or lead a
debriefing session.
ADDITIONAL INFORMATION
1. Discuss in which parts of a training session we can use facilitation (discussions, asking questions, exercises&debriefing).

2. Split trainees into groups of 2-3 people, and assign one tool for each group. The task is to facilitate a short group conversation while using the
verbal tool they got.

3. Give a few minutes so each couple/group can understand how to use their tool and prepare to facilitate
4. Each trainee (in pairs) facilitates a round of conversation (topics may be assigned beforehand) (2-3 minutes). Then they present which tool
they focused on. Discuss with the group how to apply it. Go through each verbal tool this way
5. Summarise the learnings of the session
MATERIALS
 One flipchart with the list of tools
 Facilitation tools printed on A4 for each group
 Blank flipcharts for group work
INSTRUCTIONS
Basic verbal facilitation tools to include:
 Probing

 Paraphrasing

 Redirecting questions and comments

 Bridging and referring back

 Giving positive reinforcements

 Including quieter members

 Shifting perspective

 Summarizing
Facilitation Toolbox Exercise
14:15 | 1h 15m
Introduce a set of useful tools and techniques (e.g. Round robin brainstorm, card survey, flashlight - see more under Instructions) that come
handy when facilitating group conversations at a training session. Then provide an opportunity for participants to practice both these techniques
and the basic verbal tools they learnt in the previous session.

14. 14

ADDITIONAL INFORMATION
1. Present a set of simple facilitation techniques (involve trainees in presenting these techniques) - 15 mins
2. Organise a group working session -> split up trainees to groups of 4-5 people. (Try to balance the experience level of participants when doing
the group division). Each trainee will have the opportunity to facilitate a 5 minutes conversation with her group, observed by a trainer. At the
end of each round, provide feedback (5 mins) to the trainee who facilitated.
3. Leave 10 minutes at the end of the session to regroup and share the key learning points.

INSTRUCTIONS
A few potential tools to be included in this session:
 Brainstorm (round robin vs popcorn)

 Flashlight

 Finger rules

 One-point survey

 Card survey

 Clustering

 Mind maps

 Dot voting / Multi-voting / Scoring methods

 Parking lot

 Reversal

 Quadrant diagrams

 Fishbone diagram

BREAK
15:30 | 30m


Feedback


Introduce feedback model
16:00 | 15m
You can benefit a lot from a short session that gives a shared baseline on your preferred method of giving feedback. People often have a very
mixed view about feedback, so it’s useful to get a clean sheet and get everyone on the same page to use one (or few) models consistently during
the event. (Whether you choose ‘I-statements’ or any other method – the point is rather to have a short and effective practice session).
ADDITIONAL INFORMATION
Introduce the feedback model(s) that you prefer to consistently use during the course (e.g. when you will give feedback to participants on their
training delivery performance)

15. 15

Practice
16:15 | 45m


Set up Pairs and Topics for Practice Delivery
17:00 | 30m
The next day (Training Design) will guide them through the main steps of designing a training session. It will be a really hands-on session, as they
in each exercise they will gradually build up their training agenda for a 60 minutes Practice Delivery they will do a day later. As the Practice
Deliveries will be done in pairs (so everyone will deliver with a co-trainer), you need to make sure that pairs are set up and they do chose a topic
by the end of this evening.

Optional Coaching / Mentoring
17:30 | 0m
Having a mentoring / coaching support throughout the event can be a big extra help for your trainees. In case you decide to have it, you may
allocate time for it during the evening to have 1-on-1 or group mentoring sessions.

16. 16



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Day 2 - Training Design

Trainees will be introduced to essential training design principles and they design the agenda for their first Practice Training session.

theory discussion/debriefing exercise break

TIME LENGTH TITLE DESCRIPTION ADDITIONAL INFO
Training Design - part 1
09:00 10m Intro &
Agenda
Review
The day is about guiding trainees through the process of designing a
training program. As they will be introduced to essential training design
principles, during the day they design the agenda for their first practice
training session.
Make sure that there is a mentor assigned from the trainers' team to each
pair of trainees. The role of the mentor is to provide feedback and guidance
during the day as trainees proceed in the training design process.
Emphasise later during the day that the for their Practice Delivery, the
content of the session they will prepare is not as important as understanding
the process of how to build up a session.
09:10 20m Needs
Assessment
Introduce the essentials of how to conduct a needs assessment.
Due to the constraints of the course (participants have already picked
the subject of their practice delivery), trainees will not have the
opportunity to do a real needs assessment here. So the focus of this
session is to transfer the proper mindset and approach to needs
assessment.
 Clarify the needs assessment process, provide practical tips and real-life
examples of how training needs assessment might be done.

 Explain the different type of information that trainers should obtain
during a needs assessment process

09:30 30m Setting
Learning
Objectives
Every training session needs Learning Objectives, and trainees will
practice how to formulate sound Learning Objectives. Fulfilling the
Learning Objectives will be the most important guideline in the rest of
the preparation process.
By this point trainees already have a topic selected for their short
practice delivery. By the end of this session, each pair of trainees
should agree on one specific Learning Objective they want to achieve in
their Practice Delivery block.

 Introduce a framework for setting Learning Objectives, and methods
to set Learning Objectives (e.g. SMART or START goals)

 Assign working time for trainees to set the main Learning Objective
for their Practice Delivery. (Since they will deliver only a short 45-60
mins block of training, they will realistically not need more than one LO)
 Mentor the trainees as they work in pairs, so they have sound Learning
Objectives
 Get each pair share their final Learning Objective in front of the group.

17. 17

10:00 30m BREAK
10:30 2h 00m Learning
Styles
Trainees will be introduced to a framework about Learning Styles
(recommended: either Kolb or 4MAT), and practice how to design a
training session that respects different learning styles.
By the end of this block, they should have their Practice Training
agenda set up according to the Learning Styles framework you teach
them. (Just the high-level agenda with main agenda elements, in a
coherent flow)
 Introduce different schedule building approaches: top-down vs bottom-
up (5 mins)
 Trainees get a task to collect the different building blocks they plan to
have for their session (theory, practice, discussion groups, sharing
session) and make a preliminary agenda. At this point they should not
yet assign timings and breaks, just make sure that each element has a
goal and that the blocks follow each other in a logical way. (15 mins)
 Debrief the previous exercise: what happened, why did they decided to
use the training blocks they used. What was the process of doing that?
These questions lead to the topic of different learning styles (10 mins)
 Theory block: Provide the background the Learning Styles model that
you want your trainees to learn (e.g. Kolb or 4MAT). Present the circle
of learning based on the preferred Learning Styles model. Show how to
use the preferred model in training design. (40 mins)

 Trainees go back to working in pairs, re-designing their Practice
Training schedule according to the preferred learning style framework.
Mentors provide feedback and debriefing. (40 mins)
 Debriefing the exercise with the whole group. Discuss any outstanding
questions and learning points. (15 mins)
12:30 1h 00m LUNCH
Training Design - part 2
13:30 2h 00m Schedule
Design
Get trainees to complete their agenda. Trainees should get an overview
of what does it take to prepare a complete training agenda and they
start working towards achieving it.
By the end of this block, trainees should have a detailed agenda /
schedule for their practice delivery, where all training blocks are
thought through with goal, timing, instruction and materials needed.
(The only exception is the main exercise that they may leave as a
placeholder at this point, since the next session is about Exercise
Design)


 Trainees should be presented with all the different type of training
modules they can use (see attached). Start collecting this list by
facilitating a group discussion where participants reflect on what type of
blocks they used in their session design so far. Amend this list if needed.

 Discuss each item briefly.
 Share best practices on how to calculate and manage the timing during
training design and delivery
 Introduce a Training Agenda Template (they may be SessionLab, or a
spreadsheet template you prefer) that all trainees should use to
complete their session design.
 Assign working time so trainees can complete their Practice Training
schedule.
 Discuss the experience of the exercise and discuss any open
questions.
15:30 30m BREAK

18. 18

16:00 1h 00m Exercise
Design
Exercises are an important part of any experiential learning activity.
This block should provide a starting point for trainees to understand
what type of exercises they might use and how to start designing them.
 Provide an overview about the type of exercises in a training session

 Give guidance how to choose and exercise, and practical tips on how to
design exercises that help achieving Learning Objectives
 Assign working time for trainees to design the main exercise in their
Practice Delivery. (Since each pair will deliver a session no longer than
60 mins, they shouldn't need more than one exercise)
 Debrief and discuss the exercise design experience
17:00 30m Finalising
Training
Agendas
Working time for trainees to complete their training agenda for
tomorrow's Practice Training Delivery
Trainees work in pairs to finalise their schedule. They must finish the agenda
by the end of this sessions.
Mentors monitor the progress of the pairs assigned to them and actively help
where needed.
17:30 0m Optional
Coaching /
Mentoring
Having a mentoring / coaching support throughout the event can be a
big extra help for your trainees. In case you decide to have it, you may
allocate time for it during the evening to have 1-on-1 or group
mentoring sessions.

17:30
TOTAL LENGTH: 8h 30m

19. 19

Day 2 - Training Design - block details
Training Design - part 1


Intro & Agenda Review
09:00 | 10m
The day is about guiding trainees through the process of designing a training program. As they will be introduced to essential training design
principles, during the day they design the agenda for their first practice training session.
ADDITIONAL INFORMATION
Make sure that there is a mentor assigned from the trainers' team to each pair of trainees. The role of the mentor is to provide feedback and
guidance during the day as trainees proceed in the training design process.
Emphasise later during the day that the for their Practice Delivery, the content of the session they will prepare is not as important as
understanding the process of how to build up a session.

Needs Assessment
09:10 | 20m
Introduce the essentials of how to conduct a needs assessment.
Due to the constraints of the course (participants have already picked the subject of their practice delivery), trainees will not have the
opportunity to do a real needs assessment here. So the focus of this session is to transfer the proper mindset and approach to needs assessment.
ADDITIONAL INFORMATION
 Clarify the needs assessment process, provide practical tips and real-life examples of how training needs assessment might be done.

 Explain the different type of information that trainers should obtain during a needs assessment process


INSTRUCTIONS
Before you start your preparation for any training project, you will need information in order to know what is exactly expected from you. You
need to collect information and understand what are the needs of the participants: what is their current situation and what they want to
improve.

Trainees should understand that it is their responsibility to go after any information needed for the needs assessment and to establish good
communication with the sponsor / requestor of the training.
Some of the key things that should be clarified:
 Goals of the training
 Topics to focus on
 Who will be the participants
 Number of participants
 Experience level of participants on the focus topics
 How long is the training event - How many hours is the effective training time?
 When and Where
 Logistics (rooms, equipment, visuals, etc)
Setting Learning Objectives
09:30 | 30m

20. 20

Every training session needs Learning Objectives, and trainees will practice how to formulate sound Learning Objectives. Fulfilling the Learning
Objectives will be the most important guideline in the rest of the preparation process.
By this point trainees already have a topic selected for their short practice delivery. By the end of this session, each pair of trainees should agree
on one specific Learning Objective they want to achieve in their Practice Delivery block.

ADDITIONAL INFORMATION
 Introduce a framework for setting Learning Objectives, and methods to set Learning Objectives (e.g. SMART or START goals)

 Assign working time for trainees to set the main Learning Objective for their Practice Delivery. (Since they will deliver only a short 45-60
mins block of training, they will realistically not need more than one LO)
 Mentor the trainees as they work in pairs, so they have sound Learning Objectives
 Get each pair share their final Learning Objective in front of the group.

INSTRUCTIONS
Once it the Needs Assessment helps to clarify what is required from you as a trainer, it is important to formulate the Learning Objectives (LOs) –
what you want to reach with the training.
The Learning Objectives must be aligned with the requirements – you don’t want to deliver a training that nobody needs.
One tip that could help setting up Learning objectives is to imagine that you are a participant in your training session, and ask yourself this
question: What do I want to leave the training with? (Think about knowledge, feelings, practical tools).
When you set up your goals you have to make them measurable, so you can decide and the end of your training if the goals were achieved or not.
You may try setting up SMART goals for this purpose.
Note: The essence of this session is that it is important to set goals, even if they're based on a different model.

BREAK
10:00 | 30m


Learning Styles
10:30 | 2h 00m
Trainees will be introduced to a framework about Learning Styles (recommended: either Kolb or 4MAT), and practice how to design a training
session that respects different learning styles.
By the end of this block, they should have their Practice Training agenda set up according to the Learning Styles framework you teach them. (Just
the high-level agenda with main agenda elements, in a coherent flow)
ADDITIONAL INFORMATION
 Introduce different schedule building approaches: top-down vs bottom-up (5 mins)
 Trainees get a task to collect the different building blocks they plan to have for their session (theory, practice, discussion groups, sharing
session) and make a preliminary agenda. At this point they should not yet assign timings and breaks, just make sure that each element has a
goal and that the blocks follow each other in a logical way. (15 mins)
 Debrief the previous exercise: what happened, why did they decided to use the training blocks they used. What was the process of doing
that? These questions lead to the topic of different learning styles (10 mins)
 Theory block: Provide the background the Learning Styles model that you want your trainees to learn (e.g. Kolb or 4MAT). Present the circle
of learning based on the preferred Learning Styles model. Show how to use the preferred model in training design. (40 mins)

 Trainees go back to working in pairs, re-designing their Practice Training schedule according to the preferred learning style framework.
Mentors provide feedback and debriefing. (40 mins)
 Debriefing the exercise with the whole group. Discuss any outstanding questions and learning points. (15 mins)

21. 21

LUNCH
12:30 | 1h 00m


Training Design - part 2


Schedule Design
13:30 | 2h 00m
Get trainees to complete their agenda. Trainees should get an overview of what does it take to prepare a complete training agenda and they start
working towards achieving it.
By the end of this block, trainees should have a detailed agenda / schedule for their practice delivery, where all training blocks are thought
through with goal, timing, instruction and materials needed. (The only exception is the main exercise that they may leave as a placeholder at this
point, since the next session is about Exercise Design)


ADDITIONAL INFORMATION
 Trainees should be presented with all the different type of training modules they can use (see attached). Start collecting this list by
facilitating a group discussion where participants reflect on what type of blocks they used in their session design so far. Amend this list if
needed.

 Discuss each item briefly.
 Share best practices on how to calculate and manage the timing during training design and delivery
 Introduce a Training Agenda Template (they may be SessionLab, or a spreadsheet template you prefer) that all trainees should use to
complete their session design.
 Assign working time so trainees can complete their Practice Training schedule.
 Discuss the experience of the exercise and discuss any open questions.

INSTRUCTIONS
Elements to consider for a training agenda:
 Welcome & Introduction

 Agenda review
 Expectations gathering & checking

 Learning blocks

 Theory blocks
 Exercises

 Group discussions
 Games, icebreaker activities, energisers

 Coffee breaks

 Recap & conclusions

 Feedback & evaluation

 Knowledge and skills assessment & development

22. 22

 Lunch

 Parking lot

 Mess time
BREAK
15:30 | 30m


Exercise Design
16:00 | 1h 00m
Exercises are an important part of any experiential learning activity. This block should provide a starting point for trainees to understand what
type of exercises they might use and how to start designing them.
ADDITIONAL INFORMATION
 Provide an overview about the type of exercises in a training session

 Give guidance how to choose and exercise, and practical tips on how to design exercises that help achieving Learning Objectives
 Assign working time for trainees to design the main exercise in their Practice Delivery. (Since each pair will deliver a session no longer than
60 mins, they shouldn't need more than one exercise)
 Debrief and discuss the exercise design experience

Finalising Training Agendas
17:00 | 30m
Working time for trainees to complete their training agenda for tomorrow's Practice Training Delivery
ADDITIONAL INFORMATION
Trainees work in pairs to finalise their schedule. They must finish the agenda by the end of this sessions.
Mentors monitor the progress of the pairs assigned to them and actively help where needed.

Optional Coaching / Mentoring
17:30 | 0m
Having a mentoring / coaching support throughout the event can be a big extra help for your trainees. In case you decide to have it, you may
allocate time for it during the evening to have 1-on-1 or group mentoring sessions.

23. 23



http://www.sessionlab.com
Day 3 - Practice Training Delivery

The focus is on equipping your trainees with practical skills on how to create and use visuals for their upcoming training session, and give useful tips on how managed the delivery itself. In the
afternoon they everyone does their Practice Training delivery and receives feedback from the trainers.

exercise discussion/debriefing break

TIME LENGTH TITLE DESCRIPTION ADDITIONAL INFO
09:00 1h 30m Visualisation The goal of this session is to give an introduction of the visualisation tools and
techniques participants may use when delivering their training sessions.
During this session, trainees should prepare the visuals (primarily, flipcharts) of
their Practice Delivery.

 Introduce the most common practices for using visuals
in a training session: flipcharts, whiteboard,
powerpoint / keynote.

 Give practical tips and suggestions for each. (Put more
focus on the method that trainees will use during their
Practice Delivery)
 Assign practical working time to prepare flipcharts and
other visuals needed for the Practice Delivery

10:30 1h 00m Training Delivery -
Tips & Tricks
Offer practical tips to trainees related to training delivery: ranging from logistics
issues (making sure that all materials needed are taken care of, the room is set
up, and other common issues) to body language and positioning during the session.
There will be dedicated sessions on Day 4 to Interaction techniques and Learning
Space Design, so here the focus should be on easily applicable practicalities that
help to manage the classroom properly as a trainer.
 Use a 1-2-4-All technique to collect questions from
participants regarding the training delivery process and
let them answer each others' questions in groups.

 After reporting the takeaways in a plenary setting,
offer further tips and suggestions that were not
mentioned by the groups.

11:30 1h 00m LUNCH
12:30 30m Preparation Time
for Practice
Deliveries
Trainees have preparation time to once more review their agenda for the Practice
Delivery session and wrap up everything so they are ready to start their sessions.

First Practice Delivery

24. 24

13:00 1h 00m Practice Training -
Round 1
The first round of final training deliveries takes place: 60-minutes training session
(parts) will be delivered in pairs by trainees.
Half of the trainees will deliver their Practice Training
session, the other half will attend as participants.
Trainers of the TtT event distribute themselves, so there is
one trainer observing each Practice Delivery session.
14:00 30m Debrief of Practice
Delivery
Provide feedback for the trainees on their Practice Delivery performance. Trainees who just have delivered their Practice Delivery
session receive feedback from the trainer who observed
them.
The other half of the group have time to prepare for their
own Practice Delivery session coming up soon.
14:30 30m BREAK
15:00 1h 00m Practice Training -
Round 2
The second round of final training deliveries takes place: 60-minutes training
session (parts) will be delivered in pairs by trainees.
Half of the trainees will deliver their Practice Training
session, the other half will attend as participants.
16:00 30m Debrief of Practice
Delivery
Provide feedback for the trainees on their Practice Delivery performance. Trainees who just have delivered their Practice Delivery
session receive feedback from the trainer who observed
them.
16:30 0m Optional Coaching /
Mentoring
Having a mentoring / coaching support throughout the event can be a big extra
help for your trainees. In case you decide to have it, you may allocate time for it
during the evening to have 1-on-1 or group mentoring sessions.

16:30
TOTAL LENGTH: 7h 30m

25. 25

Day 3 - Practice Training Delivery - block details
Visualisation
09:00 | 1h 30m
The goal of this session is to give an introduction of the visualisation tools and techniques participants may use when delivering their training
sessions.
During this session, trainees should prepare the visuals (primarily, flipcharts) of their Practice Delivery.

ADDITIONAL INFORMATION
 Introduce the most common practices for using visuals in a training session: flipcharts, whiteboard, powerpoint / keynote.

 Give practical tips and suggestions for each. (Put more focus on the method that trainees will use during their Practice Delivery)
 Assign practical working time to prepare flipcharts and other visuals needed for the Practice Delivery


Training Delivery - Tips & Tricks
10:30 | 1h 00m
Offer practical tips to trainees related to training delivery: ranging from logistics issues (making sure that all materials needed are taken care of,
the room is set up, and other common issues) to body language and positioning during the session.
There will be dedicated sessions on Day 4 to Interaction techniques and Learning Space Design, so here the focus should be on easily applicable
practicalities that help to manage the classroom properly as a trainer.
ADDITIONAL INFORMATION
 Use a 1-2-4-All technique to collect questions from participants regarding the training delivery process and let them answer each others'
questions in groups.

 After reporting the takeaways in a plenary setting, offer further tips and suggestions that were not mentioned by the groups.


LUNCH
11:30 | 1h 00m


Preparation Time for Practice Deliveries
12:30 | 30m
Trainees have preparation time to once more review their agenda for the Practice Delivery session and wrap up everything so they are ready to
start their sessions.

First Practice Delivery

26. 26

Practice Training - Round 1
13:00 | 1h 00m
The first round of final training deliveries takes place: 60-minutes training session (parts) will be delivered in pairs by trainees.
ADDITIONAL INFORMATION
Half of the trainees will deliver their Practice Training session, the other half will attend as participants.
Trainers of the TtT event distribute themselves, so there is one trainer observing each Practice Delivery session.

Debrief of Practice Delivery
14:00 | 30m
Provide feedback for the trainees on their Practice Delivery performance.
ADDITIONAL INFORMATION
Trainees who just have delivered their Practice Delivery session receive feedback from the trainer who observed them.
The other half of the group have time to prepare for their own Practice Delivery session coming up soon.

BREAK
14:30 | 30m


Practice Training - Round 2
15:00 | 1h 00m
The second round of final training deliveries takes place: 60-minutes training session (parts) will be delivered in pairs by trainees.
ADDITIONAL INFORMATION
Half of the trainees will deliver their Practice Training session, the other half will attend as participants.

Debrief of Practice Delivery
16:00 | 30m
Provide feedback for the trainees on their Practice Delivery performance.
ADDITIONAL INFORMATION
Trainees who just have delivered their Practice Delivery session receive feedback from the trainer who observed them.

Optional Coaching / Mentoring
16:30 | 0m
Having a mentoring / coaching support throughout the event can be a big extra help for your trainees. In case you decide to have it, you may
allocate time for it during the evening to have 1-on-1 or group mentoring sessions.

27. 27

28. 28



http://www.sessionlab.com
Day 4 - Interaction

So far, Day 2 and Day 3 was mostly about the ‘hard skills’ on how to design and deliver a training session. This day is for the ‘finer’ soft areas where trainees will be trained on how to interact with
their own participants during a training session.

A lot of advanced topics will be touched upon with the goal to give actionable tips on how to interact and manage the group in a session

theory exercise break discussion/debriefing

TIME LENGTH TITLE DESCRIPTION ADDITIONAL INFO
Manage the Group and the Space
09:00 1h 00m Learning Space
Design
This session will focus on teaching the fundamentals of how to arrange the
classroom in order to facilitate an interactive learning experience.

The way the room is set up will influence the interaction with the
group and participants' learning process, Therefore participants will
be taught on how to arrange the space so it helps achieve what they
want.
This includes the important aspect for selecting the room and
arranging seating (classroom, circle, semi-circle, breakout groups),
tables, visuals, etc..
During this session - if the location permits - try out the various
different room setups with your participants and discuss the
characteristics of different room setups
10:00 1h 00m Group Facilitation
& Interaction
Types
Introduce different techniques for group interaction. Offer methods both
to facilitate small groups and big groups.
Introduce VAK (Visual, Auditory, and Kinesthetic) Learning Styles as a
supplementary theory to complement the Learning Styles module from the
Training Design day.


1. Participants receive a list of group interaction techniques (see at
Instructions). They review, discuss, and present the techniques to
each other. Provide an exercise where they can apply these
techniques (e.g. review their previous training design)
2. Present and discuss VAK learning styles.

29. 29

11:00 15m BREAK
11:15 45m Classroom
management
Managing the people in the room is also an essential task for a trainer.
Beyond generic tips on how to keep up engagement and monitor the
energy/attention level in the room, we also cover how to deal with
difficult participants and handle conflicts in the classroom.
Arrange a facilitated group discussion or a rotating café style
conversation to discuss different topics in smaller groups:
 Keeping up the attention level (using different interaction
techniques)

 Handling difficult participants

 Handling conflict situations.


12:00 1h 00m LUNCH
13:00 1h 30m Experiential
Learning &
Debriefing
In this module participants will learn and practice how to brief and
debrief an exercise.
This can be done in a 'meta' way: you have a real experiential exercise
during this session, and you will narrow down on the experience of how
the briefing and the debriefing was done by the trainers.
This way participants will have the chance to first take part in a
debriefing as participants, and then analyse the experience they just had.
Precondition: Prepare a practical, experiential exercise for this
session, e.g a simulation activity.
1. Brief the activity to participants. First make a confusing briefing
with various mistakes. Then make a proper briefing.

2. Pause the session and analyse (debrief) as a group what
happened and draw up the learning points on how to do briefing.

3. Run the actual exercise

4. Debrief the exercise with the group

5. Again, pause the session, shift perspective, and analyse together
how to debriefing was done. Draw learning points.

6. Conclude the session by asking everyone what they learnt in this
session. Make sure that everybody shares enough and asks more
questions, where needed.

14:30 30m Using Questions Using questions is essential during a training session, especially during a
debriefing session. Give an overview on how to ask proper questions, and
what questioning techniques may be used.

In addition, if your trainees will be also expected to coach / mentor
other people in the future as trainers, you may dedicate more focus
on how to use powerful questions effectively in coaching / mentoring
situations.
15:00 30m BREAK
15:30 1h 30m Group Dynamics Introduce the topic of group dynamics and their influence on the training
process.
Besides the group dynamics giving a starting point for this session, the
session should be adjusted according to the group's needs.

30. 30

The Tuckman & Jensen group dynamics theory - although mostly
applicable to teams - is also commonly used in the training field to
explain processes happening within groups going through a long-term
training program.
The theory is also supported with a common view on how a trainer should
react throughout each stage of the process (see at Instructions)
You may decide to deliver a sharing and reflection training, so
participants can reflect on their own group development supported
by elements of group dynamics theory.
17:00 0m Optional Coaching
/ Mentoring
Having a mentoring / coaching support throughout the event can be a big
extra help for your trainees. In case you decide to have it, you may
allocate time for it during the evening to have 1-on-1 or group mentoring
sessions.

17:00
TOTAL LENGTH: 8h 00m

31. 31

Day 4 - Interaction - block details
Manage the Group and the Space


Learning Space Design
09:00 | 1h 00m
This session will focus on teaching the fundamentals of how to arrange the classroom in order to facilitate an interactive learning experience.

ADDITIONAL INFORMATION
The way the room is set up will influence the interaction with the group and participants' learning process, Therefore participants will be taught
on how to arrange the space so it helps achieve what they want.
This includes the important aspect for selecting the room and arranging seating (classroom, circle, semi-circle, breakout groups), tables, visuals,
etc..
During this session - if the location permits - try out the various different room setups with your participants and discuss the characteristics of
different room setups

INSTRUCTIONS
Using space: The selection and arrangement of rooms has a great impact on the atmosphere of the training.
 Selecting rooms

 Arranging chairs/desks - seating arrangement

 Standard classroom type of arrangement
 Theatre type arrangement
 Conference type arrangement
 C-shape arrangement
 Seating around several tables
Group Facilitation & Interaction Types
10:00 | 1h 00m
Introduce different techniques for group interaction. Offer methods both to facilitate small groups and big groups.
Introduce VAK (Visual, Auditory, and Kinesthetic) Learning Styles as a supplementary theory to complement the Learning Styles module from the
Training Design day.


ADDITIONAL INFORMATION
1. Participants receive a list of group interaction techniques (see at Instructions). They review, discuss, and present the techniques to each other.
Provide an exercise where they can apply these techniques (e.g. review their previous training design)
2. Present and discuss VAK learning styles.

INSTRUCTIONS
In order to keep a group of participants engaged throughout a training session, a trainer needs to have a solid toolkit of facilitation techniques at
hand (e.g. https://www.sessionlab.com/meeting-facilitation-toolkit/). Using different group facilitation techniques is essential to have a
balanced interaction during a training session.

32. 32

Trainees should be aware of the most frequent methods to facilitate interaction in a group:
 One-way presenting

 Individual reflection

 Working in groups

 In pairs, triads and bigger groups
 Plenary discussion (with the whole group)

There are also practical combinations of the techniques above, such as the 1-2-4 Dialogue method, idea generation techniques and decision-
making techniques.
Growing one’s personal toolbox is a continuous personal development activity for a trainer, and this session should pique their interest besides
giving a starter kit.
You may also introduce facilitation techniques that help to manage bigger groups, for example, World Café, Rotating Flipcharts and Open Space
Technology.
BREAK
11:00 | 15m


Classroom management
11:15 | 45m
Managing the people in the room is also an essential task for a trainer. Beyond generic tips on how to keep up engagement and monitor the
energy/attention level in the room, we also cover how to deal with difficult participants and handle conflicts in the classroom.
ADDITIONAL INFORMATION
Arrange a facilitated group discussion or a rotating café style conversation to discuss different topics in smaller groups:
 Keeping up the attention level (using different interaction techniques)

 Handling difficult participants

 Handling conflict situations.



LUNCH
12:00 | 1h 00m


Experiential Learning & Debriefing
13:00 | 1h 30m
In this module participants will learn and practice how to brief and debrief an exercise.
This can be done in a 'meta' way: you have a real experiential exercise during this session, and you will narrow down on the experience of how
the briefing and the debriefing was done by the trainers.
This way participants will have the chance to first take part in a debriefing as participants, and then analyse the experience they just had.

33. 33

ADDITIONAL INFORMATION
Precondition: Prepare a practical, experiential exercise for this session, e.g a simulation activity.
1. Brief the activity to participants. First make a confusing briefing with various mistakes. Then make a proper briefing.

2. Pause the session and analyse (debrief) as a group what happened and draw up the learning points on how to do briefing.

3. Run the actual exercise

4. Debrief the exercise with the group

5. Again, pause the session, shift perspective, and analyse together how to debriefing was done. Draw learning points.

6. Conclude the session by asking everyone what they learnt in this session. Make sure that everybody shares enough and asks more questions,
where needed.


INSTRUCTIONS
A pattern for the debriefing process:
1. Identify the situation from many points of view – ask “What happened?”, “What did you see / hear?”
2. Assign meaning to the observations – ask “What does X mean?”, “What caused Z?”,
3. Seek implementation of the knowledge gained – ask “How are you going to use this knowledge?”
Make sure it also clear that the whole debriefing process needs to be driven by the trainer using questioning and seeking for many sources of
input among the participants, making sure that everybody is following the thought process and keeping up with the conclusions.
Using Questions
14:30 | 30m
Using questions is essential during a training session, especially during a debriefing session. Give an overview on how to ask proper questions,
and what questioning techniques may be used.

ADDITIONAL INFORMATION
In addition, if your trainees will be also expected to coach / mentor other people in the future as trainers, you may dedicate more focus on how
to use powerful questions effectively in coaching / mentoring situations.

INSTRUCTIONS
You may refer to https://www.seedsforchange.org.uk/usingquestions for inspiration on questioning techniques.
BREAK
15:00 | 30m


Group Dynamics
15:30 | 1h 30m
Introduce the topic of group dynamics and their influence on the training process.
The Tuckman & Jensen group dynamics theory - although mostly applicable to teams - is also commonly used in the training field to explain
processes happening within groups going through a long-term training program.
The theory is also supported with a common view on how a trainer should react throughout each stage of the process (see at Instructions)

34. 34

ADDITIONAL INFORMATION
Besides the group dynamics giving a starting point for this session, the session should be adjusted according to the group's needs.
You may decide to deliver a sharing and reflection training, so participants can reflect on their own group development supported by elements
of group dynamics theory.

INSTRUCTIONS
Trainer/facilitator behaviour according to the stage of group dynamics
Directing (Forming)

 climate setting

 clarifying roles, expectations

 defining goals & providing structure

 group-building

Coaching (Storming & Norming)
surfacing issues, legitimising concerns
facilitating communication
managing conflict
inviting input and feedback
expecting and accepting tension
Supporting (Norming & Performing)
offering own ideas, resources
sharing the leadership role
being available for consultation
smoothing the boundary between the group and the organisation
Delegating (Mourning)
supporting, letting go
helping group deal with termination
Optional Coaching / Mentoring
17:00 | 0m
Having a mentoring / coaching support throughout the event can be a big extra help for your trainees. In case you decide to have it, you may
allocate time for it during the evening to have 1-on-1 or group mentoring sessions.

35. 35



http://www.sessionlab.com
Day 5 - Free day / Prep day

Time for a break to give some mental rest for trainees. The second part of the day should be used to prepare for their final training delivery / exam.

break exercise discussion/debriefing

TIME LENGTH TITLE DESCRIPTION ADDITIONAL INFO
09:00 0m Either a day off / break
in the event agenda or
Prep time

09:00 4h 00m Free Time Individual free time, or you may organise a group leisure activity
13:00 1h 00m LUNCH
14:00 30m Set up Pairs and Topics
for Final Training
On the next day, trainees will deliver a 2-hours training session: the 'Final Delivery'
/ exam of the course.
Since this Final Training Delivery will also be done in pairs (so everyone will
deliver with a co-trainer), you need to make sure that pairs are set up and they do
choose a topic. After pairs and topics are set up, trainees can start preparing for
the Final Training Delivery tomorrow.



14:30 4h 00m Preparation for the
Final Training

18:30 10m Sign up as Participant
for Final Training
Deliveries
Because on the next day, the Final Deliveries will take place in two rounds,
everyone will be the trainer on one of the rounds, and a participants in another
one.
Create a schedule of the Final Deliveries, so everyone can see in which time slot
they deliver their session, and they can sign up to be a participant for one of the
sessions in the other time slot.
Make sure that you get further participants for the Final
Deliveries tomorrow (not only your trainees), and that
those people are also distributed evenly between the
Final Deliveries.

36. 36

18:40 0m Optional coaching /
mentoring during the
day
Having a mentoring / coaching support throughout the event can be a big extra
help for your trainees. In case you decide to have it, you may allocate time for it
during the day to have 1-on-1 or group mentoring sessions.

18:40
TOTAL LENGTH: 9h 40m

37. 37

Day 5 - Free day / Prep day - block details
Either a day off / break in the event agenda or Prep time
09:00 | 0m


Free Time
09:00 | 4h 00m
Individual free time, or you may organise a group leisure activity

LUNCH
13:00 | 1h 00m


Set up Pairs and Topics for Final Training
14:00 | 30m
On the next day, trainees will deliver a 2-hours training session: the 'Final Delivery' / exam of the course.
Since this Final Training Delivery will also be done in pairs (so everyone will deliver with a co-trainer), you need to make sure that pairs are set
up and they do choose a topic. After pairs and topics are set up, trainees can start preparing for the Final Training Delivery tomorrow.



Preparation for the Final Training
14:30 | 4h 00m


Sign up as Participant for Final Training Deliveries
18:30 | 10m
Because on the next day, the Final Deliveries will take place in two rounds, everyone will be the trainer on one of the rounds, and a participants
in another one.
Create a schedule of the Final Deliveries, so everyone can see in which time slot they deliver their session, and they can sign up to be a
participant for one of the sessions in the other time slot.
ADDITIONAL INFORMATION
Make sure that you get further participants for the Final Deliveries tomorrow (not only your trainees), and that those people are also distributed
evenly between the Final Deliveries.

38. 38

Optional coaching / mentoring during the day
18:40 | 0m
Having a mentoring / coaching support throughout the event can be a big extra help for your trainees. In case you decide to have it, you may
allocate time for it during the day to have 1-on-1 or group mentoring sessions.

39. 39



http://www.sessionlab.com
Day 6 - Final Training & Closing

Trainees deliver their Final Training session (2-hour sessions) and receive feedback.

You finish the day highlighting their future path and opportunities as a trainer on your organisation. Close the event with an official ceremony.

exercise discussion/debriefing break theory

TIME LENGTH TITLE DESCRIPTION ADDITIONAL INFO MATERIALS
Final Training Deliveries
09:00 2h 00m Final Training
Delivery - Round 1
The first round of final training deliveries takes place.

Half of the trainees will deliver their Final Training session,
the other half will attend as participants.
Trainers of the TtT event distribute themselves, so there is
one trainer observing each Final Delivery session.

11:00 30m Debrief Round 1 Provide feedback for the trainees on their Final Delivery
performance.
Trainees who just have delivered their Final Delivery session
receive feedback from the trainer who observed them.
The other half of the group have time to prepare for their
own Final Delivery in the afternoon.

11:30 1h 00m LUNCH
12:30 2h 00m Final Training
Delivery - Round 2
The second round of final training deliveries take place. Half of the trainees will deliver their Final Training session,
the other half will attend as participants.
Trainers of the TtT event distribute themselves, so there is
one trainer observing each Final Delivery session.

14:30 30m Debrief Round 2 Provide feedback for the trainees on their Final Delivery
performance.
Trainees who just have delivered their Final Delivery session
receive feedback from the trainer who observed them.

15:00 30m BREAK

40. 40

15:30 1h 00m Trainer
Development Path
Your trainees have practically completed the course and
passed their Final Delivery by this point.
This is just the beginning of their journey as a trainer,
and now it is time to point out the various development
opportunities they will have in your organisation.
 Present the skill development opportunities your
trainees can have in the past (including further training
opportunities, advanced train-the-trainer courses

 Discuss how they can keep supporting each other in their
development path after this course is over.
 Present future expectations and practical next steps
they will have as a trainer in your organisation.

16:30 1h 00m Event Feedback /
Evaluation Session
Collect feedback from your trainees by having them filling
out an evaluation survey of the whole event.
Tips:
 Keep the agenda / schedule of the whole event visible
on the wall, so your trainees can refer to it while
reflecting on the whole TtT-course.

 Evaluation
questionnaire
17:30 30m Closing Time for an official closing of the event. Hand out
certificates for your trainees for completing the course.
Celebrate the beginning of their journey as a trainer!

18:00
TOTAL LENGTH: 9h 00m

MATERIALS:
 Evaluation questionnaire in Event Feedback / Evaluation Session

41. 41

Day 6 - Final Training & Closing - block details
Final Training Deliveries


Final Training Delivery - Round 1
09:00 | 2h 00m
The first round of final training deliveries takes place.

ADDITIONAL INFORMATION
Half of the trainees will deliver their Final Training session, the other half will attend as participants.
Trainers of the TtT event distribute themselves, so there is one trainer observing each Final Delivery session.

Debrief Round 1
11:00 | 30m
Provide feedback for the trainees on their Final Delivery performance.
ADDITIONAL INFORMATION
Trainees who just have delivered their Final Delivery session receive feedback from the trainer who observed them.
The other half of the group have time to prepare for their own Final Delivery in the afternoon.

LUNCH
11:30 | 1h 00m


Final Training Delivery - Round 2
12:30 | 2h 00m
The second round of final training deliveries take place.
ADDITIONAL INFORMATION
Half of the trainees will deliver their Final Training session, the other half will attend as participants.
Trainers of the TtT event distribute themselves, so there is one trainer observing each Final Delivery session.

Debrief Round 2
14:30 | 30m
Provide feedback for the trainees on their Final Delivery performance.

42. 42

ADDITIONAL INFORMATION
Trainees who just have delivered their Final Delivery session receive feedback from the trainer who observed them.

BREAK
15:00 | 30m


Trainer Development Path
15:30 | 1h 00m
Your trainees have practically completed the course and passed their Final Delivery by this point.
This is just the beginning of their journey as a trainer, and now it is time to point out the various development opportunities they will have in
your organisation.
ADDITIONAL INFORMATION
 Present the skill development opportunities your trainees can have in the past (including further training opportunities, advanced train-
the-trainer courses

 Discuss how they can keep supporting each other in their development path after this course is over.
 Present future expectations and practical next steps they will have as a trainer in your organisation.

Event Feedback / Evaluation Session
16:30 | 1h 00m
Collect feedback from your trainees by having them filling out an evaluation survey of the whole event.
ADDITIONAL INFORMATION
Tips:
 Keep the agenda / schedule of the whole event visible on the wall, so your trainees can refer to it while reflecting on the whole TtT-
course.

MATERIALS
 Evaluation questionnaire
Closing
17:30 | 30m
Time for an official closing of the event. Hand out certificates for your trainees for completing the course.
Celebrate the beginning of their journey as a trainer!