train the trainer end term assignment

Train the Trainer Course – A Complete Design Guide (With Examples)

This comprehensive guide will show you the behind the scenes design of a train the trainer program.

Have you been wondering:

Why you should create a train the trainer program at your organisation?
How to design using the train the trainer model?
What are the essential ingredients of train the trainer workshops?

With this comprehensive post, we'd like to support you on your path to designing a train the trainer workshop. Let's dive in!

Design your next session with SessionLab

Join the 150,000+ facilitators  using SessionLab.

The Train the Trainer Model

In our ever-changing world, one of the biggest challenges organisations face is how to stay on top of their game while adapting to new markets, new requirements and environments.

To stay competitive, their workforce needs to be up-to-date with the latest trends and technologies , so it is not uncommon for employees to attend trainings in the workplace.

Running a lot of training programs call for a lot of trainers. Thus, unless you have an endless budget to hire external trainers, you might be better off training your own internal experts who can transfer skills and knowledge to other employees. The train the trainer model is all about ensuring your team has everything they need to do this effectively.

A competent and skilled group of internal trainers will also help a lot in supporting any future change and transformation initiatives that your organisation might undertake. Additionally, having internal trainers allows an organisation to pass on domain or organisation-specific knowledge from experienced employees to newer ones.

The train the trainer model provides an effective strategy to equip employees and subject matter experts with new knowledge on how to teach others and how to foster an environment where everybody feels welcome to improve their skills.

Types of Train the Trainer Courses

Our team members at SessionLab have both participated in and organised various train the trainer programs over the past years. These programs are among the most challenging and comprehensive types of training courses. That is why we love designing and delivering them! :-)

Perhaps you need to design short, 2-3 day programs aimed at equipping subject matter experts with training design and facilitation skills . Or maybe you are preparing a 2-week-long intensive course to develop competency in designing and delivering soft skill training sessions.

In either case, there are a lot of interesting questions about how to build up an effective program. We have had the opportunity to observe a wide range of programs at several international NGOs, and from them we have drawn some best practices outlined in the next chapters.

Let’s start with a brief categorisation . There are a myriad of options on how to structure your course depending on your needs and timeframe. Here are some of the most common formats:

Typical content of a Train the Trainer course based on the length

Short intense (2-3 day event ~ 20 learning hours ): This covers the essentials and is typically used to empower subject-matter-experts with basic facilitation and training design skills. The goal is to empower trainees to deliver effective training sessions in their own fields of expertise.
Long, scattered over weeks: (10-20 days, usually one day per week ~ 80-160 learning hours ): If you don’t have an opportunity for a live intense event, then a course format with recurring weekly training days can be a great option to cover all your needs for your first course. Having a week of time between each (set of) course days gives an opportunity for extra assignments and ‘homework’ activities so trainees can practice and prepare for each session. This is particularly useful if you have a diverse group of trainees who won’t need to work as a team later on but want to learn much of the advanced content of a train the trainer model.
Long intense: (1-2 week event ~ 40-80 learning hours) : Beyond the basic skills, it allows for some of the more complex interpersonal topics that a trainer needs to master, such as group dynamics, group facilitation and interaction. Trainees are usually expected to design and deliver sessions on a wide range of non-technical topics (e.g. “soft skills” training sessions). This format is particularly useful if your group of trainees will work together in the future, as the length and intensity of the event will accelerate their team development.

Train the Trainer Agenda Overview

While there is no single best way to design an event for each of the categories above, we have created a high-level template agenda to show the essential topics we would include in a train the trainer program over the course of a week.

The agenda below is optimised for a live week-long event, but you might also break this down into smaller blocks over a more extended period depending on which parts of the train the trainer model you wish to cover.

First, let’s start with the length of the event. 7 days? That sounds like a lot of time to ask of both participants and the organisation. And funding such an initiative is a big commitment.

Remember, the people you train to become trainers themselves will make a tremendous impact on your organisation. A single subject matter expert will likely train hundreds of people each year. That adds up to thousands of employee hours spent on training. Makes sense to ensure they will be trained by someone competent, right?

In the course agenda above, you will find the most essential elements of a train the trainer program designed into a coherent flow. Let’s see below how it is structured and what purpose each session has to offer:

Overview train-the-trainer schedule part 1

Day 0 : Introduction and get-to-know / team building sessions. (The depth of team building may vary based on what your organisation needs.)
Day 1 : Practice and improve the essential soft skills required for delivering training sessions: presentation skills, facilitation skills and giving effective feedback.
Day 2 : Trainees will be introduced to essential training design principles and will design the agenda for their first Practice Training session.
Day 3 : The focus is on equipping your trainees with practical skills for creating and using visuals and other training materials in their upcoming training sessions and giving useful tips on how to manage the delivery itself. In the afternoon, everyone has their Practice Training delivery session and receives feedback from the trainers.
Day 4 : Days 2 and 3 are mostly about the ‘hard skills’ of designing and delivering a training session. Day 4 is for the ‘finer’ soft areas where your 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 of giving actionable tips on how to interact with the group in a session. (Many of these topics can be more focused subjects of an advanced program.)
Day 5 : Time for a break! – Give your trainees a mental break by taking the morning off. The second part of the day should be used to prepare for their final training delivery / exam.
Day 6 : Your 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 in your organisation. Close the event with a neat official ceremony.

Check out the detailed schedule and download the complete train the trainer event agenda template in SessionLab.

In addition to the overall course outline, we’ll also cover important elements of a train the trainer curriculum in this guide, such as:

Team building
Basic Presentation and Facilitation Skills
Training Design principles

Visualisation

Learning space design, classroom management.

Group Facilitation, Interaction and Group Dynamics

Put on your trainer goggles and let’s get started!

10 topics to include a train-the-trainer course

And now, let’s dive into a day-to-day breakdown of the agenda with a detailed explanation about what each session is for.

Kick-off and Team Building (Day 0)

Agenda for the Intro Day: Kick-off and Optional Team Building and Assessment Activities

Introduction / Kick-off

Every training course needs a proper framing, and it is no different with a train the trainer event. This is the right moment to present the agenda and discuss the expectations you have of your trainees. Make sure also to discuss the expectations the trainees themselves have of the course.

One of the beauties of the train the trainer model is the ‘meta aspect’ of each session. Whatever you do as a trainer during a particular session does not only serve the purpose of that specific session, it also models to your trainees how to do certain things as a trainer.

For instance, when you collect expectations during the kick-off, it has a double purpose:

Collect, review and align expectations from participants and yourself (needs assessment)
To demonstrate how to collect, review and align expectations at any given training session.

Pointing out this ‘meta’ aspect of the course instantly makes the whole course more fun and complex for your participants.

Beware: trainees still primarily need to be active participants in your course and not just observe the process from the outside. This is important to emphasise whenever you want to shift attention to the ‘meta-process’ of a particular session.

Team Building

It is always useful to have some time dedicated to team building before things get serious and the intense learning begins.

Team building activities enhance group cohesiveness and help participants get to know each other. It is often an integral part of training courses because it creates a safe, welcoming atmosphere and helps participants check in to the event mentally. This is an important learning point for your trainees.

Now, should you plan just a few activities to warm up the group and break the ice , or do you need a more elaborate process to facilitate the forming of a real team?

This really depends on what your organisation needs.

If the group of trainees will be working together in the future, then you might want to put an extra accent on team building. Also, if you want them to have stronger peer support at the beginning of their ‘career’ as a trainer, it is useful to give the bonding process a boost.

Lastly, it is highly useful for your participants to experience a few practical team building activities themselves so they will already have a few familiar tricks up their sleeves when they need a team building game for one of their future sessions.

Optional Exercise for Soft Skills Assessment

We have also included an optional exercise for the welcome day – an opportunity for trainees to get on the stage and a chance for you to assess their knowledge and skills. This exercise requires that you give trainees an assignment well before the course starts – to prepare a short presentation or knowledge transfer session on a topic of their expertise.

During this intro day, participants are given the opportunity to present what they prepared. You might even brief them to facilitate a short discussion afterward so that you get an initial idea of what their facilitation skills are like.

The big benefit is that it enables you to tailor the next day’s skill development session to their specific needs, perhaps as part of a wider talent development initiative.

In general, this intro day may range anywhere from 1-2 hours to a full day. If you need to do thorough team building and want to take advantage of the initial presentation activity, then you may take the whole day. Otherwise, you can just do the essential Introduction and Expectations sessions to kick off the course.

Essential Skills Practice (Day 1)

Most of the time spent at in-classroom training can be divided into a few distinct interaction types:

you present as a trainer
you facilitate a discussion
your participants work on an exercise either alone or in groups.

For the first two categories – beyond some degree of subject matter expertise – you will need to be able to present and facilitate effectively. Building knowledge and skills in this area is a key aspect of the train the trainer model. This is why we have included one session to focus on presentation skills practice and another session to cover the most essential facilitation skills.

Train-the-trainer - Day 1 schedule - Essential Skills Practice

Presentation Skills Practice

As a trainer, you will frequently have the responsibility of standing in front of the room and presenting material. The amount of time you spend presenting theory as a trainer may vary largely on the types of training sessions you will run. But in any case, it is important to have solid presentation skills to be able to introduce concepts and theories in an understandable, structured way.

The point of this session is to practice both how to structure a presentation and to practice different aspects of presenting, such as body language, voice and eye contact.

Your trainees should get an opportunity to deliver short (a few minutes) presentations in front of each other and receive feedback from the group on their performance.

And what is better than practice? More practice! :-)

So, after learning some tips from you, they will have another round of presenting and receiving feedback.

It is best to do this exercise in small groups of 4-6 participants. This allows sufficient time for everyone to practice presenting, and you can also assign each ‘audience’ member to observe a different aspect of the presenter’s performance (e.g. body language).

Facilitation Skills Practice

Facilitation skills are essential for any session, but especially for in-classroom trainings filled with human interaction. The focus of this session is to practice the ‘soft skills’ aspect of facilitation, that is, the various small tools and methods that a trainer may use to interact with the group, facilitate a group conversation or lead a debriefing session.

There is a separate session on Day 4 to introduce further facilitation techniques to expand trainees’ ‘facilitation toolboxes’. Those techniques are considered ‘hard skills’ where the focus is on understanding the process of running an activity (Brainstorming, Brain writing , Six Thinking Hats , 1-2-4 Dialogue , etc.).

In contrast to that one, in this session, trainees will practice essential verbal skills, such as Probing, Rephrasing, Redirecting questions and comments, and so on.

Importantly, each trainee should have an opportunity to facilitate a group conversation during the session. While they facilitate, they should apply the various facilitation techniques they have learned.

Most of the time, your participants will have varying levels of experience, so you can choose between these different tactics:

Design a session that covers the basics of presentation and facilitation and includes plenty of opportunities for practice and feedback. This allows everyone to learn tips and tricks from one another, and more experienced trainees can help younger ones.
Split up your participants into smaller groups based on their experience / skill level and have differentiated sessions for beginners and those with experience. Keep in mind, this requires that you really have a prior opportunity to properly observe and evaluate the skills of your trainees before the session. It is very important here that you as the trainer evaluate participants personally and do not rely solely on self-evaluations from the trainees themselves.

Lastly, you can benefit a lot from a short session that gives a shared baseline for your preferred method of giving feedback.

People often have very mixed views about feedback , so it’s useful to get everyone on the same page and use one (or a few) models consistently during the event. Whether you choose ‘ I-statements ’ or any other method, the point is to have a short and effective practice session.

How to Design a Learning Experience (Day 2)

One of the most essential skills for anyone working in instructional design is to know how to structure and build a training session to be engaging and effective.

It is important to understand the basics of how people, particularly adults, learn, what kind of learning styles they may have, and how to design a training program that respects different learning styles while also covering your learning objectives.

These are topics that could be their own full course; however, when there is only one day to cover the basics and give actionable learning during a program, we would include the following:

How to conduct Needs Assessment

Setting Learning Objectives

Learning Styles: introduce a learning styles theory (for instance, Kolb and 4MAT) that you prefer your trainees to follow. Guide participants through the design process with this framework.

Schedule Design

How to design an exercise

Train-the-trainer - Day 2 schedule - Training Design

Adult Learning

Before jumping into the detailed design of this day’s agenda, let’s have a quick look at adult learning. There are a few general principles that can help you orientate yourself while designing your training sessions.

When we learn as adults, it is a different experience than when we were children. We are better able to make decisions, draw conclusions, and recognise patterns. We are less likely to do something just because , because we expect logical reasons and arguments to do it. Malcolm Knowles, an expert in adult learning, identified four principles that help us create an environment where adults learn best.

Adults need to be involved in the planning and evaluation of their training.
Experience, including mistakes, provides the best basis for learning activities.
Adults are most interested in learning subjects that have immediate relevance and impact on their job or personal life.
Adult learning is problem-centered rather than content-oriented.

These are key principles that should always be kept in mind when designing training sessions and workshops, so getting these clarified early in the training program gives a useful reference point.

And now let’s review how to proceed with a full day that is dedicated to the topic of Training Design.

Needs Assessment

Any professional development program benefits from a solid understanding of what’s needed. Before you start preparing for any training project, you need information in order to know exactly what is expected of you. You need to understand what the needs of the participants are: what are their current situations, and what do they want to improve?

Needs assessment is an analysis conducted to determine what kind of needs exist in a group/organisation and if the training is the best possible way to solve these needs.

Sometimes a training is not going to fulfill certain needs, and this is something that must be considered by, and communicated early to, your trainees!

Trainees should also understand that it is their responsibility to communicate their own needs for the needs assessment and to establish good communication with the sponsor / requestor of the training.

Some of the critical things that should be clarified during training needs assessment:

Goals of the training
Topics to focus on
Who the participants are
Number of participants
Experience level of participants for each focus topic
How long the training event is – How many hours is the effective training time?
When and where the session will take place
Logistics (rooms, equipment, visuals, etc.)

You can explain to your trainees that the methods of their needs assessment will primarily depend on the time they have and the availability of their future participants. Surveys and interviews with key stakeholders, including the sponsor of the training and key participants, are essential tools toward getting a good understanding of the group’s needs.

When there is finally enough information to work with, it is time to craft that information into learning goals.

Course Note: Due to the constraints of this specific course (participants have already picked the subject of their practice delivery by this time), trainees will not have the opportunity to do a real needs assessment here. So, the focus of this session is to communicate the proper mindset and approach to needs assessment.

Every training session needs clear Learning Objectives, and in this session trainees will practice how to formulate sound Learning Objectives. Fulfilling the Learning Objectives will be the most important guideline for the rest of the preparation process.

In fact, as a principle, your trainees should learn to keep their Learning Objectives fixed and the content and process flexible in order to facilitate great learning experiences.

In general, the Learning Objectives should come out of the needs assessment. It frequently happens that you can’t address every need and expectation, but that’s perfectly okay. It is better to have fewer goals that are attainable than have too many goals and shift the topic every 15 minutes.

A practical way for your trainees to familiarise themselves with setting learning objectives is if they start working on their Practice Training and set the relevant learning objectives. When setting up Learning Objectives for a training session, they should be measurable, so the trainer can decide at the end of the training if the goals were achieved or not.

Giving your trainees an exercise to set up their SMART goals will help make objectives measurable so they can decide at the end of the training what went well and how to improve on the session next time.

If you prefer a different method to set goals, then go ahead with that one. The essence of this session is the importance of just setting goals, even if they’re based on a different model.

Learning Styles

When dealing with a group, it is essential to know that most people learn and acquire knowledge in their own way. To fully involve everyone in a training session, trainers need to create an environment where every participant is able and welcomed to learn.

There are various popular theories about learning styles that respect the diversity of people’s preferences when it comes to learning: Kolb’s learning cycle , the 4MAT model , Fleming’s VAK learning preferences , The 7 Learning Styles – the list could go on.

Often times, an organisation may already have a preference for a model they already use for planning training programs. If not, then you have an opportunity to choose which model you prefer!

For this template agenda, we would go with either the Kolb cycle or 4MAT. We have found that they work well for teaching structured agenda design where there are time constraints, as in our course agenda.

If you have already chosen a different one, just switch to the model you prefer in this block of the train the trainer event. What is important is that your own trainer team must be confident and knowledgeable in using the learning styles framework you choose.

The Kolb Cycle

David Kolb created his learning styles model more than 30 years ago. His experiential learning theory works on two levels: a four-stage cycle of learning and four separate learning styles .

The Kolb cycle emphasizes the cognitive process of how people go through an experience to form patterns based on that experience. Therefore, the Kolb learning style theory is presented as a learning cycle with four stages where learners should go through the full cycle.

Effective learning happens when a person progresses through a cycle of four stages in the following sequence:

Having a concrete experience
Observing and reflecting on that experience
Formulating abstract concepts and general conclusions
Testing the hypotheses in future situations (based on the conclusions generated), resulting in new experiences.

Kolb experiential learning cycle and learning styles

It is important to ensure that activities in a training session are designed in a way that allows each learner to engage with the content in the style that suits them best.

Ideally, a training session agenda should be developed in a way that includes each stage and offers a balance of these stages in the process.

Kolb’s learning theory also sets out four distinct learning styles that are based on the experiential learning cycle. These learning styles are determined by two fundamental aspects: how we approach a task and what our reactions to it are.

You may dive deeper into individual learning styles , although it is important to note that the key takeaway here is the balanced design of a training session. Primarily, the role of the Kolb cycle is to provide a framework for you and your trainees to include activities in a training plan in a way in which participants will have the opportunity to engage with a concept in different ways.

The 4MAT Model

Another popular theory, building further on the Kolb experiential learning cycle, is the 4MAT model. This model works around the idea that people need to know:

Why they are learning something
What they are learning
How it works
And What will happen if they apply this concept

The 4MAT cycle with its key questions and focus areas

In the case of 4MAT, the emphasis is more on ‘learning preferences’ than ‘learning styles’, which helps to avoid labelling learners with a particular learning style. Regarding training design, the underlying idea is very similar to the Kolb cycle. When designing a training session, try to incorporate the complete 4MAT cycle for each learning block you have.

In practice, it looks like this:

Assign an initial experiential exercise that lays the foundations of why a particular topic will be relevant. (This includes the debriefing of the activity.)
Provide the theory, and explain what the concept is.
Give opportunities for participants to practice how to apply the knowledge they have learnt. This practice may take place with close mentoring, as the focus here is on learning a particular skill.
Provide an opportunity for participants to adapt the freshly-learned skills themselves. What if they try applying their new skills in a new context?

You may find more details on the 4MAT framework at the 4MAT for Education and 4MAT for Business sites.

The Learning Styles Debate

Which Learning Styles theory should I go with?

Or should the question rather be the following:

Are Learning Styles a myth? Are they worthy of the time and effort at all?

There is a long-standing controversy about the validity of learning styles theories. Resources are readily available about debunking learning styles . They also often include debates, or in better cases, interesting and engaging discussions on the matter – as on Cathy Moore’s blog .

As a trainer, it is your responsibility to take your own professional stance on the topic of learning styles. While opinions may vary, there are some takeaways that might be helpful for your trainees.

Possibly the biggest misuse of learning style theories is to label learners with a particular learning style. This often encourages them to resist certain exercises that they consider not aligned with their learning style.

At the end of the day, though learning styles theories have been supposedly ‘debunked’, they do provide a framework to help trainers get a handle on designing an interactive and balanced training session.

The essence of applying a particular learning styles theory should be that you provide multiple ways for your training participants to familiarise themselves with the topics you are teaching and to demonstrate their understanding of those concepts.

So to sum up the Learning Styles discussion, make sure you teach your prospective trainees to provide multiple ways to engage with a topic in the training sessions they design.

Rather than trying to provide instructions tailored to an individual participant’s learning style, offer a variety of learning experiences/techniques within a training session.

In this detailed session plan about Training Design , you will find a specific example with detailed steps on how to run a learning block on Learning Styles.

Your trainees should get the opportunity to start designing their own session plan, familiarise themselves with either the Kolb cycle or the 4MAT cycle, and then re-design their own session outline based on what they have just learned.

After learning about the preferred learning styles theory of your course, trainees will start completing their training agenda for the Practice Training. They should get an overview of what it takes to prepare a complete training agenda and then start working toward achieving it. This is a vital part of the train the trainer model that helps build the skills to actually make would-be programs a reality.

This is a very practical session where trainees are presented with the variety of different training modules they might use in a training session, such as agenda review, collecting expectations, group discussions, coffee breaks, etc. Discuss each item briefly, and share best practices on how to calculate and manage timing during training design and delivery. The only exception is the main exercise which can be left as a placeholder at this point since the next session is about Exercise Design.

You may also Introduce a training agenda template that all trainees should use to complete their session design. Having a consistently-used template by trainees will make it easier for your team to monitor the preparations and provide mentoring as needed.

You may choose our SessionLab template, a tool specifically developed for training design , or any spreadsheet template you prefer for this purpose.

Exercise Design

Exercises are an integral part of any experiential learning activity. While designing effective experiential learning exercises requires a lot of practice and experience, you need to start somewhere.

This session will be a starting point for your trainees in understanding the types of exercises they might use and how to design them. Using the train the trainer model, you should provide an overview of the types of exercises in a training session and give guidance on how to choose the right type of exercise.

Your trainees should have practical working time to design the main exercise in their Practice Delivery, and your team of trainers must mentor them and give useful tips on designing exercises that achieve Learning Objectives.

Practice Makes Perfect (Day 3)

The highlight of this day is the first big practice opportunity for trainees to deliver their own training sessions, or to be precise, to practice an abbreviated session, since the 45-60 minutes they have available is really just enough for the one learning cycle that they designed the previous day.

Before the Practice Training sessions start, there are still a couple of practical sessions left to help trainees get prepared.

Train-the-trainer - Day 3 schedule - Practice Training Delivery

The goal of this session is to give an introduction to the visualisation tools and techniques participants may use when delivering their training sessions. It is worthwhile to introduce the most common practices for using visuals in a training session (flipcharts, whiteboards, and PowerPoint or Keynote).

As we often do, in this introductory course we will focus on actionable advice, so the emphasis is on giving practical tips and suggestions for each visualisation method.

It makes sense to put an extra accent on the method that trainees will use during their Practice Delivery. In our case, flip charts are used, so by the end of the session trainees should have prepared flip chart sheets for the Practice Training

Lastly, before the Practice Training deliveries start, there is a short session that will provide some practical suggestions for trainees related to the in-classroom training delivery.

There are a lot of small details to pay attention to when running a session, 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 during the session. These are the final suggestions for trainees before they start their first Practice Training Delivery!

Drumroll…!

First Practice Delivery

Practice makes perfect – that is why you will see two occasions in this course where participants get the opportunity to design and deliver their own training sessions.

This first one is only a short practice (a 45-60 minutes training module) but should be sufficient for your participants to apply training design principles, practice the art of delivering in front of other participants, and get candid feedback on their performance.

Trainees should co-deliver in pairs, and you should make sure that each pair has a trainer from your team observing the session. Depending on the number of your trainees – in our case, 16 trainees – this probably requires two rounds of delivery.

One small but very important thing is to make sure that you have volunteers (not trainees) organized who will attend the Practice Training sessions, so every trainee has an opportunity to practice in front of a real audience.

The goal is fairly straightforward here: get a real delivery experience after trainees have built up their session design, and then provide detailed feedback on their performance so they know what to focus on for their Final Training at the end of the course.

If you have a coaching / mentoring program running throughout the course, which I definitely recommend, you may close the day with optional coaching or mentoring sessions to provide individual or peer group support.

Managing the Group and the Space (Day 4)

There is so much that must be done for an engaging training session beyond just a trainer stepping on the stage, sharing knowledge and facilitating exercises. A lot of this is ‘soft’ stuff and comes with years of practice but the train the trainer model also creates space to explore this as a group.

So, this day is dedicated for all the soft trainer’s skills that make a well-designed session run smoothly in the classroom where flesh-and-blood participants interact with each other and the trainer.

The truth is, many of the subjects that we touch upon this day can be their own subjects of advanced sessions. Debriefing an experiential learning exercise, group facilitation and team dynamics – each are highly complex topics, and covering them in-depth during a single day is not a realistic endeavour.

Now, consider that your trainees are on their fourth day of a really intense learning experience, and they still have their final training delivery session in front of them.

What you really want here is to give them instantly actionable knowledge and tips in order to make their deliveries properly interactive. After they graduate from this starter program and have already delivered a few dozen training sessions of their own, then it is probably the right time to dig deeper into the subtler aspects of experiential learning and group dynamics. By then, your trainees will have their own real-life experience to reflect upon.

So, here are the topics we would include if we had one single day to spend on training essential interaction skills for new trainers:

Setting up the Learning Space

Group Facilitation and Interaction Types

Experiential Learning and Debriefing

Using Questions

Group dynamics.

Train-the-trainer - Day 4 schedule - Interaction

This session will focus on teaching the fundamentals of how to arrange the classroom to facilitate an interactive learning experience.

The way the room is set up will influence the interaction within the group and the participants’ learning process. For instance, having the session’s flip charts on the walls around can help remind participants of the essential theory of a session. A set of flip charts full of post-it notes created by participants themselves during exercises can provide a sense of creativity and progress.

Table and chair arrangements likewise affect the learning process, as do the kinds of settings you use for group work and individual presentations. It is essential to have enough room for people to do interactive exercises in groups without feeling chained to their seats.

Therefore, participants will be taught how to arrange the space so it helps achieve the desired outcome. This includes the important aspect of selecting the room and arranging seating (classroom, circle, semi-circle, breakout groups), tables, visuals, and so on. A thoughtful design of the training room is an important aspect of facilitating learning, and here are the more common types of room arrangements, recapped by Beth Kanter :

During this session, if location permits, try out the various set-ups with your participants. Discuss the characteristics of each room set-up and which arrangements are best for which activities.

To keep a group of participants engaged throughout a training session, a trainer needs to have a solid toolkit of facilitation techniques at hand. Using different group facilitation techniques is essential to having a balanced interaction during a training session.

If your participants sit in a theater-style arrangement during a whole session, sooner or later you will hear snoring sounds. Likewise, if you only switch between plenary discussion and individual work, your participants might get bored of the monotony. That is why your trainees should be aware of the most frequently-used methods to facilitate interaction within a group:

One-way presenting
Individual reflection
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 . You may also introduce facilitation techniques that help to manage bigger groups, for example, World Café , Rotating Flipcharts and Open Space Technology .

Growing one’s personal toolbox is a continuous personal development activity for a trainer, and this session should pique their interest beyond the starter kit.

Optionally, you may also introduce the VAK (Visual, Auditory, and Kinesthetic) Learning Styles concept as a supplementary theory to help trainees in thinking about how to keep a session interactive for participants with varying learning styles.

We’ve established that managing the attention and energy of people in the room is an essential responsibility of trainers. Beyond generic tips on how to keep up engagement and monitor the energy/attention level in the room, this session also covers how to deal with difficult participants and handle conflicts in the classroom.

When people from different backgrounds and life experiences meet to go through an intense learning event, there will inevitably be various reactions. Some might sit back, others will fully engage, and there will be some who will adopt blocking roles . This is a natural response to some sessions or specific tasks, so it is important that trainees be prepared to handle such situations.

These are situations with which most everyone has some previous personal experience, so a structured sharing session can be the right approach to leverage trainees’ existing knowledge.

As part of this block, 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.

If you look for a specific exercise to address challenging behaviours during a training session, then you might find useful the group exercise “ Participants from Hell ”. It gives a handy framework for letting participants brainstorm rules or guidelines for handling different kinds of disruptive behaviours.

Participants from Hell #train-the-trainer #disruptive participants #thiagi #structured sharing #issue analysis This is a structured sharing activity that enables us to explore techniques for handling participants who disrupt interactive training sessions. Different teams receive envelopes labeled with different types of disruptive participants. Participants brainstorm guidelines for handling disruptive behaviours, record the guidelines on a card, and place the card inside the envelope. Teams rotate the envelopes and generate guideline cards for handling other types of disruptive participants. During the evaluation round, team members review the guideline cards generated by other teams and identify the top five suggestions.

Experiential learning and debriefing

If you want participants to achieve long-lasting learning in any training event, then experiential learning is a very effective way to do that. In this segment, your trainees will practice how to brief and debrief an experiential learning activity..

Debriefing is the key that enables participants to identify and connect lessons from workshop or training activities to their real world.

We suggest a practical debriefing exercise for this: conduct a real experiential exercise during this session, then focus on the experience of how the briefing and the debriefing were 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.

Using questions is essential during a training session, especially during a debriefing session. Give an overview of good questioning techniques and how to ask questions properly.

In addition, if your trainees are also expected to coach or mentor other people in the future during their career as a trainer, you may dedicate more time on how to use powerful questions effectively in coaching / mentoring situations.

Group dynamics play an important role not just in the training room but in our everyday lives, too. As a trainer, it is highly useful to be conscious of the dynamics taking place in the group and to be aware of the best ways to deal with a group depending on its dynamics. In this session, therefore, we introduce the topic of group dynamics and its influence on the training process.

A 90-minute session, as scheduled in our template agenda, gives only enough time to scratch the surface of this topic. Actually, this is an excellent topic for an advanced training development course, where participants already have hundreds of training hours behind them and thus many personal experiences to refer to.

But until then, you have to start somewhere, and this is the point for that.

The commonly used Tuckman & Jensen group dynamics theory , although mostly applicable to teams, may also be used in the training field to explain processes happening within groups going through a long-term training program.

This theory also supports a common view on how a trainer should react throughout each stage of the process.

Aside from starting this session with group dynamics theory, the lesson should be tailored to the group’s needs. For example, you may decide to deliver a sharing and reflection session so participants can reflect on their own group development supported by elements of group dynamics theory.

Of course, your trainees won’t become masters of group dynamics immediately after this session, but they can learn the importance of observing, and reacting to, the dynamics in their own future sessions.

Break and Final Training Preparations (Day 5)

By this point, your trainees have gone through over four very intense days of learning and self-development. It is time to give them a short break before they set out to prepare their Final Training which they will deliver the following day.

Therefore, the schedule for this day is split into two parts:

Free time in the morning
Preparation time in the afternoon

It might be tempting for you to try squeezing in more content with another session in the morning. However, our experience is that trainees do reach the tipping point by this day, and some real mental rest helps them to process the learnings of the course so far.

Offering individual free time is one way to go; however if your setting allows, it is best to organise a group leisure activity – something that keeps trainees both physically and mentally busy (e.g. some kind of outdoor activity).

Here’s one tip that might come handy: if you truly want to give space for your trainees to recharge, don’t brief about tomorrow’s Final Training Delivery details yet; save it for the afternoon. Fresher minds will be more effective in tackling the job.

Since this Final Training Delivery will also be done in pairs – everyone will deliver with a co-trainer – you need to make sure that pairs and their topics are chosen in advance. As the trainer of the course, it is your responsibility to facilitate this process. If you prefer, you can directly assign pairs that challenge participants in a healthy way. (Create pairs with complementing strengths, so each person can learn something from the other in the training design and delivery process.)

Or you might poll participants by the topics that each of them prefers to deliver. They won’t have too much time to prepare, so they should be comfortable with the topic of their training session in order to save their focus for the process instead of the content.

After pairs and topics are set, trainees can start preparing for the Final Training Delivery, which will be a 2-hour training session. There is half a day dedicated for preparations. Make sure to have a mentor assigned to each pair who will keep an eye on the training design process. Mentors help whenever trainees are stuck and should make sure that everyone gets a sound training agenda designed by the end of the day.

Lastly, the Final Training Deliveries will take place in two rounds where everyone will be the trainer in one of the rounds and a participant in the other.

To help trainees sign up themselves, create a schedule of the Final Deliveries so everyone can see when they deliver their session and so they can also sign up as participants for one of the sessions in another time slot.

Make sure that you get further participants for the Final Deliveries the following day, not only your trainees, and that those people are also distributed evenly between the Final Deliveries.

Final Delivery & Closing (Day 6)

This is the last day of our program, and time for trainees to put into practice everything they have learnt over the past days. The highlight of this day is the Final Training Delivery, where trainees conduct one more session to practice their freshly-gained interaction skills and to implement the feedback they received from their first delivery.

Train-the-trainer - Day 6 schedule - Final Training and Closing

Final Training Deliveries

Similarly to the Practice Training three days before, the scheduling of these sessions depends on the time you have available and the size of your team. Trainees should again deliver in pairs to practice the experience of co-delivery, and it is essential that one trainer from your team is there to observe and give feedback on the performance.

In our example template with 16 participants, we have split the Final Training sessions into two rounds of 2-hour deliveries, each followed by a round of feedback. You may even decide to record the session if you want to provide really thorough feedback by your whole team of trainers.

The ideal length of this session is somewhere between 2 and 4 hours – that should give trainees a thorough and hands-on experience of how it feels to deliver a complete session. This is the main assignment of the course, and completing it will provide your participants with a sense of accomplishment and closing.

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 future (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.

Evaluation and Closing

As the event winds down, there will be a few formal but important steps left.

Firstly, make sure that your trainees take the time to reflect upon the week’s program and share their feedback on how to improve your training materials for the future.

You may provide them with a detailed survey soliciting answers around the various aspects of the event and their learning journey. These evaluations should give you useful insights on how to adjust the agenda and scope of your event next time.

Don’t forget to schedule time with your own trainer team, too, after the course is over for an evaluation round.

Lastly, prepare a nice, official closing ceremony for your trainees and hand out certificates for completing the course. They went through a really intense learning process and hopefully built bonds with their fellow trainees that will support them in their upcoming careers as trainers. Your trainees worked hard! Now celebrate the beginning of their journey as a trainer!

I hope you enjoyed this train the trainer design guide and that it gave you some inspiration. Keep in mind, there are a lot of different options for designing and running a train the trainer workshop.

You can have shorter events, or you can have a more extended program scattered over several weeks. You may go more in-depth on certain topics, such as learning styles or group dynamics, and you may set aside some topics as follow-up rounds to cover other learning principles.

Want to keep learning? Explore how to design an engaging training session plan in this guide and create unforgettable experiences.

Review our guide to the train the trainer model to understand the underlying methodology more deeply.

Ultimately, it is your own organization’s needs that should determine what the best formats are for you to teach capable new trainers. For this reason, you should not spare running a proper needs assessment before jumping into the exciting work of designing a course agenda.

Now It’s Your Turn

That’s it for this design guide. Now, we’d like to hear from you:

Do you have any questions about designing sessions using the train the trainer model? Anything specific about this 7-day course template?

Or maybe you have a cool tip that we didn’t include here.

Either way, let us know by leaving a comment below.

55 Comments

I was of late ran over your website and have been perusing along. I thought I would leave my first remark. I don’t realize what to say aside from that I have delighted in perusing. Decent blog. I will continue going to this online journal frequently.

That’s great to hear, Gina, I hope you’ll find many useful facilitation and training tips on our site!

Robert, that is fantastic blog. Thanks for sharing.

You’re welcome, Juliana – great to see you enjoyed reading it!

Great content, diverse and well researched. Thank you for sharing! Dr. Pascoe.

You’re absolutely welcome!

This is an extraordinary motivating article. I am practically satisfied with your great work. You put truly extremely accommodating data…

Thank you for your kind words Gina, I’m glad to see you enjoyed reading it!

I am happy you take pride in what you compose. This makes you stand way out from numerous different authors that push ineffectively composed substance.

Thank you for your kind words, Gina! I’m happy if you find some useful tips in this guide :-)

amazing job indeed! keep going Robert!

Thank you, Toghrul, glad to see you enjoyed the guide!

I just want to say thank you for writing this best article. My request is please add more articles. I already bookmark your site and waiting for your new informative article

Thank you, Gina. What would you like to hear more about?

I stumbled upon your site ,, very informative and great contribution, please contact me on [email protected] wonder if you can run a session

Very comprehensive list of fundamental TTT elements. Thank you for sharing! We ran special sessions in adjunct to the TTT for; OJT, classroom, and virtual delivery as they required different skills.

Hi Robert, Great to see it more clear as I am just getting into TTT . Any chance if you contact me on ? [email protected]

Sure, Alexandro, I’ve PM-d you :-)

That’s great to hear, thanks Julie!

I hope you are doing well.

That a very good outline but I need some clarity on this. Do you think that people/organizations will invest their 7 days consecutive for this extensive training program?. In my experience, nobody can afford such a long training program.

I am not criticising it’s just sharing my experience.

That’s a good question, Kamal, thank you!

Training trainers for 7 days is expensive. But so does hiring external trainers to deliver hundreds/thousands of hours of training sessions.

I think it boils down to organisational needs: If you need to do a lot of training internally at your organisation, then it can pay off to train skilled trainers within your organisation. Plus there are a few more additional benefits: people undergoing a thorough train-the-trainer program are versatile assets in organisation, especially when it comes to supporting new change initiatives and running org dev projects. Usually, over a certain size, this becomes a worthy avenue to pursee – but indeed not for everyone.

Hi Robert, A fantastic piece of work..precised and deep into the details. Thanks a lot for the great effort. Regards Hisham

Thank you, Hisham – happy to hear you found it useful!

Dear Robert Congratulations for such a nice piece of creativity. How can an individual get “Train the Trainer” course online with certification plz?

Best Regards, Raja

Dear Raja, You’re welcome! We don’t have any online certification programme at SessionLab, but I hope the idea in this article will help you in your own development as a trainer. cheers, Robert

Hi A detailed and comprehensive blog. Extremely useful information for trainers compiled together. Thanks for sharing.

You’re welcome, Indu, it’s great to see you’ve found this TtT design guide useful!

Wonderfully written blog! Thanks for taking time to share so much of information with us. This is really useful. Keep us updated.

Very informative and useful. Thanks for sharing these details.

You’re welcome, Sandeep!

Are you still offering the 7 day course, if so, where and how much?

Thank you for the question, Shannon! At this point, we only can support you with a session planner software (and a wide range of training and facilitation resources) for train-the-trainer course, but we don’t deliver the train-the-trainer programme described above. But I’d be glad to recommend some trainers from our network who deliver similar course – please reach out to [email protected] for specific recommendations on it.

Thank you so much for this great blog and for the 7 days agenda template. I had the opportunity to adapt it for a session of 9 consecutive days and everything was very useful to me.

We support trainers in different developing countries. I’m actually working on a train the trainer program, spread over 3 years. Year 1: 5 days in a row, followed by another 5 days couple of weeks later Year 2: 5 days in a row Year 3: 5 days in a row.

Any ideas or toughts on how to train the trainers across time? Your lights will be precious to me. Thanks again!

Thank you for sharing your case, Marianne!

I’d say there are actually a lot of benefits in splitting up train-the-trainer education to multiple stages, as it allows the trainees to have more practice time between the different stages. And it’s such a great opportunity when you can focus on more advanced sessions in the second and third years with people who already have practical trainer experience behind them. That said, I’d strive to involve more ‘soft’ skills in the follow-up editions, particularly focusing on group dynamics and classroom management (handling different group behaviours, which is easier to grasp when one already has experience. Also, including some on-site practice delivery in each round is a great way to have debrief-ready experience for participants.

I’d love to hear more on how you structure your 3-year course :-)

I came to this website hoping there was a ‘training’ I could take to become a trainer. Is there something like that available? Another questions is this: You want an organization to invest to train their own people to become trainers but then on what subject? There are so many things people can be trained on. When training someone to become a trainer, don’t they first need to be experts in a particular field to start training on that? e.g. suicide prevention; public speaking, media training etc.

As you can see I need clarity :-/ Thanks for putting this together though.

Hi Nargis, Thank you for your questions! 1) Currently we don’t offer training opportunities. Our main focus is developing a workshop/training planner that helps trainers and facilitators to design workshops and learning programmes. 2) As for trainers needing to be a subject matter expert or not: I see benefits of both approach. There are certain topics where you definitely need domain knowledge and the ‘trainer skills’ are rather enablers to pass on your knowledge. On the other hand, there are areas where the ‘trainer skills’ itself are the expertise, when the focus is on facilitating the learning process of participants.

Thank you Robert for this well researched information. I must say I am glad to have clicked on this. I have attended a Train the Trainer course but never been involved in facilitating one. This article just makes it easy for me to design one for my organisation. I am not trying to deliver a training that is expertly designed but at least, I have the basic and key information that is needed in designing my training. Many thanks again Robert.

That’s fantastic to hear, Manoi – I’m happy to hear you’ve find the guide useful :-)

Interesting article. Any suggestions as to how to adapt it to virtual instructor-led training sessions.

Thank you Robert for this well organized and elaborated document. I am actually looking at running some TTT programmes for our country trainers. My scope is to support any trainer in training, teaching and assessing trainees. This article really will help me to prepare myself. Please grant approval for me to use some of the information you have captured here in my trainings and I will sure quote your name when I am presenting. Thanks.

You’re welcome, Kishani, great to see that you’ve found the guide useful! Feel free to use the concepts presented here and refer back to SessionLab. Wishing best with your next sessions!

This is real good stuff. Thanks alot.

At my workplace there’s already a TTT course set up (previously designed), however, I’m now working on internal certification guidelines to have these trainees who completed the TTT to also complete a certain number of hours of training conducted byt them at their respective units. Do you have any guidelines/thoughts on this ?

thank you very much.

How do I register for the 7 day training? Thank you so much.

Hi Rebecca, Thank you for asking. However, so far there is no training course behind this agenda – it’s just a detailed write-up with a lots of advice on how to build a train-the-trainer course :-)

a very detailed and comprehensive information. Could you please cover train the trainer for remote training since this is something becoming a demand with the current situation?

Very impressive information, exactly what we need to know with amazing details. I did share the blog with my collogues, i am lucky to come across your blog Robert.

Thanks a million,

You’re absolutely welcome, Janan!

A very insightful blog, thanks for sharing.

You’re welcome, Patricia!

Thank you very much for the tips, excellent article!

Thank you for this blog, will definitely be putting things into practice. Blessings,

Just discovered this guide due to the magic of SEO. I am an experienced trainer building a TTT plan for the first time, and I must say this is a wonderful article.

Kudos to Robert and the SessionLab team for pulling together this work and sharing their experience and wisdom with the community. It is constructive and well written as all your blogs. THANK YOU

Thank you for your kind words, Thomas! And we’re always happy to see you at our Facilitation Community for a more interactive discussion at: https://community.sessionlab.com

Of all sources online, this is the best I’ve seen. Thanks, buddy. Great job.

Design your next workshop with SessionLab

Join the 150,000 facilitators using SessionLab

DETROIT, JUNE 20-21 PUBLIC SPEAKING CLASS IS ALMOST FULL! RESERVE YOUR SPOT NOW

Public Speaking Classes
Corporate Presentation Training
Online Public Speaking Course
Northeast Region
Midwest Region
Southeast Region
Central Region
Western Region
Presentation Skills
101 Public Speaking Tips
Fear of Public Speaking

Train-the-Trainer Model, How to Create a Train-the-Trainer Course

Put ten people in a room. Whisper a phrase with more than 10 words into the ear of the first person. The second person then relays the message to the third person. This process continues over and over until the phrase reaches the final person. When you compare the first message with the last message, they will be totally different.

This is what often happens when organizations try to implement a train-the-trainer model of employee development .

However, this doesn’t have to occur. If you put the right steps and processes in place , your employee development can be phenomenal . (It is also the best way to cut your training costs dramatically as well.)

By the way, if you are wanting to learn how to teach or learn how to become a great trainer, the Fearless Presentations ® class is a training course that teaches best practices for facilitation skills . It is one of the most effective ways to develop the practical skills of a master trainer. Click this link for details.

What is the Train-the-Trainer Model (TTT Model) and How is It Supposed to Work.

Very simply, the Train-the-Trainer Model is a training model where Subject Matter Experts (SME’s) are trained to develop other Subject Matter Experts. The acronym SME is often used in the technical realm. However, subject matter expertise exists in all industries.

When I was in High School, I got a job working in the mall at Chick-fil-a. On my first day there, they didn’t put me on the cash register. They put me in the back breading chicken and squeezing lemons for lemonade. The owner didn’t train me to do this. The manager didn’t train me to do this. A kid about my own age trained me. In fact, that kid had only been working there for about five months longer than me. However, he had been doing those particular jobs for the first month that he was there. So, he was a subject-matter expert on breading chicken and squeezing lemons.

In contrast, when I studied to be a presentation coach, I went through a more intense train-the-trainer process. I spent three years studying with a certified trainer (SME). During those three years, I dissected every module and co-taught modules with my mentor. Finally, an instructor-trainer flew in to certify me.

Both processes followed the Train-the-Trainer Model.

Key Steps to Create a Great Train-the-Trainer Course.

(1) start by creating great content and training materials..

Start by Creating Great Content for Your Trainers to Teach

Years ago, I had so many clients that I sometimes double-booked myself, so I hired an assistant to help me. My assistant had management experience, so she was used to having procedures written down in step-by-step processes. Since my processes, were all in my head, the lack of structure frustrated her. She and I spent the next couple of weeks writing down and refining the process. By doing so, we could measure the effectiveness of each step. We adjusted the process over and over to increase both efficiency and effectiveness. Within months, I was able to work with almost three times as many clients.

Eventually, I brought on new team members. Since I had already created the process, I could easily train these new team members.

(2) Efficiently Organize Your Content into a Simple, Step-by-Step Process.

I’m currently training a new presentation coach. Because he has been a speaker for over a decade, he went through my class expecting to teach right away. I recently let him see the instructor manual for the first time. He was shocked at all the different steps that our instructors take in each session to ensure that our class members increase their confidence. We make it look really easy to the class members, but what our instructors are doing is very complex.

I explained to him that he and I would co-teach classes for the better part of a year. In each class, he’d start doing more and more of the process. So, every time we teach a class together, he is mastering a different component of the process. Over time, he will have mastered all of the training sessions.

When you design your train-the-trainer model course, create a simple step-by-step process. If the process is complex, break it down into easily learnable bite-sized pieces.

(3) Test and Measure the Process.

Test and Measure the Train-the-Trainer Process

In 1997, The Franklin Planner company merged with Stephen Covey’s leadership company. Since Covey taught time-management skills and Franklin sold day planners, it seemed like a sound merger. It didn’t work as expected, though. The new company created a train-the-trainer model to certify local trainers in every city. They had great content, but they didn’t test and measure the results of their trainer method.

My wife worked for a company that had quarterly “Covey Training” sessions. She dreaded every one of them. I remember her saying, “I’m going to another Covey Training, next week. These things are a complete waste of my time.” (I always thought that was funny since she was attending time management classes.)

The company made a big mistake. They began to certify anyone who paid a small fee and attended a short train-the-trainer class. The people leading the sessions weren’t Subject Matter Experts. Since they never measured the results of the train-the-trainer model classes, they never knew. They just watched their stock price and market share drop year after year.

(4) People Learn by Doing. Add Activity/Application to Your Train-the-Trainer Model.

Add Activity or Application to Your Train-the-Trainer Model

Years ago, I attended a marketing seminar here in Dallas. The organizers invited the participants to bring some of their marketing pieces to the seminar. As the speakers covered their curriculum, they had us recreate our marketing pieces. The program was very practical because we were actually re-designing items for our individual companies.

Another good example was with the Red Cross. I taught a presentation class for a group of trainers in their blood bank. They were responsible for teaching their techs the SOP’s (Standard Operating Procedures). They were getting really poor results from their sessions. The technique that they used was to do a half-day of classroom training followed by lab time. I suggested that they spend just 10 to 20 minutes in the classroom teaching part of the process. Then, go into the lab to practice. After the practice, come back to the classroom. Then, go back to the lab. It worked much better.

Train Your Internal Trainers Using the Train-the-Trainer Model.

That last story leads us into the next step of the train-the-trainer model — the actual training process.

Good Presentation Skills are Essential to the Train-the-Trainer Model.

Remember that being a great public speaker is not a natural gift. It is a skill. This skill takes time to develop. When helping companies create or revitalize a train-the-trainer process, we almost always start here. If the Subject Matter Experts are confident and if they communicate well, the programs are always more effective. If the SME’s are poor communicators, the process will fail almost 100% of the time.

If your SMEs are not experienced trainers, you might consider adding platform techniques to their professional development.

For details about the specific communication skills to focus on, refer to 7 Qualities of a Great Public Speaker .

Develop Your Subject Matter Experts.

When you institute the train-the-trainer model within your organization, start small. Use the “fast food” model that I mentioned above. Have “Subject Matter Experts in Training” explain part of the process to a newer team member.

“ Docendo Discimus (by teaching, we learn).” — Seneca

Over time, as your team members become more knowledgeable and skilled, increase their opportunity to teach. The technique that I use with my instructors is to have them start by watching me (or another instructor) teach a session. Next, give them a fun activity to lead while co-teaching with another instructor. Little by little, I increase their face-time in front of the group. In most cases, after they have developed good presentation skills, this learning happens fast.

Audit Both the SME’s and the Results of the Train-the-Trainer Model.

A big mistake that I made early on was not auditing my trainer’s classes. I assumed that since they spent over a year developing the train-the-trainer skill, the skill would be permanent. If you recall the telephone game that I described in the first part of this session, that is what can happen. I call divergence the “anomaly/snowball effect.”

An anomaly occurs. Most of the time, it is something really small. It is out of the ordinary and may never happen again. However, the trainer sees this anomaly as a problem with the way that the training session has occurred. As a result, he/she changes something slightly. The change then causes another challenge. Another adjustment is made. Every time a change is made that is outside of the original procedure, the divergence gets bigger and bigger. Over time, the SME isn’t following the outlined procedure from step one at all.

Before making changes to the process, it is a good idea to audit the programs to measure the effectiveness of the train-the-trainer process. This will ensure that critical skills are being properly taught to the next generation. The process you are using may be fine. The problem may be that you need to use corporate trainers with more teaching experience.

Effective training of your potential instructors will help you produce a more high quality learning process for your team.

Want to Create a Train-the-Trainer Program for your Organization?

Our expert facilitators can help you both create and implement a custom train-the-trainer program. Visit our page that describes a few of the Custom Corporate Coaching sessions available. You can also call us at 1-800-975-6151.

Podcasts , presentation skills | video

Train the Trainer – Answers to Your Most Frequently Asked Questions

The Train the Trainer model is recognised as an industry standard for professionals who train others in the workplace or a range of further education settings. The skillset needed to deliver effective training interventions is complex and diverse requiring trainers to think critically, interact positively with clients and manage complex group dynamics. The learning and development landscape is constantly evolving, and trainers need to upskill and reskill to maintain their edge in competitive markets.

Our Train the Trainer (Special Purpose Award in Training and Development,6S3372) and related modules ensure that the knowledge and skills gained on our programmes conform to the most up-to-date developments in training nationally and internationally.

Our highly experienced, hands-on trainers take participants through an interactive, challenging, and motivational experience towards gaining a qualification in training and development. Our train the trainer courses cover a wide range of topics including theoretical frameworks, best practice interventions, management of complex scenarios, and group dynamics.

We get asked a lot of questions about this course and below we have compiled the most popular questions together with answers that will help you to decide if this course is for you.

Train the Trainer ‘special purpose award 6S3372’ what does this mean?

The QQI reference is for this award is 6S3372. This certificate is made up of two components (modules) and has a credit value of 30 credits on the national framework of qualifications (NFQ).QQI defines special purpose awards as those designed “to meet specific, relatively narrow-focused legislative, regulatory, economic, social or personal learning requirements” ( www.qqi.ie )

The two modules that make up the special purpose award are as follows:

6N3325 – Training Needs Identification and Design (15 credits)

6N3326 – Training Delivery and Evaluation (15 Credits)

To qualify for the special purpose award (6S3372) a learner must successfully complete both modules. If the learner completes one of the modules (6N3325 or 6N3326) they will receive a QQI certificate for the completed module; If at a later date they wish to complete a second module they will automatically receive the 6S3372 Special Purpose Certificate following successful completion of the prescribed coursework.

If I sign up for this course do I need to be working in a specific job or career area?

The Train the Trainer program is suited to individuals from a wide range of professions from private, voluntary, and public sectors. The course is aimed at any individual who wishes to encompass training in their work or for those who wish to develop a part-time or full-time career as a tutor/trainer/facilitator. The range of past clients is broad; the following is a sample selection by sector:

If you wish to explore the suitability of the programme for your specific needs please feel free to contact [email protected] and he will be delighted to hear from you.

Why do I need to do two modules? Alternatively, do I need to do two modules?

There is no definitive answer to this question as the basic requirements for training roles will vary from one training provider/sector to another. Based on our experience of working with employers and state agencies we recommend that all trainers who deliver training programmes have a basic (minimum) training qualification and in this case, we refer to the 6S3372 Special Purpose Award in Training and Development.

The two modules that make up this award cover the span of skills and technical abilities required by a professional trainer to assess training needs, develop a training programme, deliver a training programme and evaluate a training programme – all key elements of the systematic training cycle.

Qualified trainers must demonstrate to an employer that they have achieved a high standard in many key technical areas (as outlined above) in addition to displaying the ability to apply a variety of modern learning theories in their work. A professional trainer’s end goal should be to assess, design, deliver and evaluate quality training programmes within their specific subject matter range. A sought-after trainer would also be learner-focused with proven ability to manage group process/dynamic, understand learning styles, manage and support conflict and diversity whilst ensuring that the learning objectives are met to the highest standards. The 6S3372 award ensures that all of these measures are taught and assessed within the context of the programme and contact hours with their tutor.

How many days will a Train the Trainer programme run for?

Our agreement with QQI outlines a six-day programme and is currently delivered virtually meaning that you will have 100% contact with your instructor throughout the course.

Why only one day per week?

We recommend that learners have a look at the course descriptor – in doing so you will see that programme contains a high level of technical content. In addition to the programme content aspirant, trainers are expected to engage in reflective practice to ensure that they apply a process of continuous improvement and professional development to their work. One of the main benefits of the six-day delivery schedule is that it allows you time to complete your assignments thus balancing outside pressures with the demands of your course. The week-on-week delivery of the programme allows space for reflective practice and assimilation of the information delivered on any given training day. Based on our experience if the programme was delivered over 6 consecutive days the learner might experience information overload and would have little opportunity to process the information and/or apply or to their work situation.

Will I need to complete assessments?

In addition to class contact hours, you will be expected to complete assignments outside of class – you may submit draft assessment work and you will receive feedback which further increases interaction with your instructor. This not only enhances their opportunities in terms of successful completion of the programme it also enables the learners to fine-tune their technical skills. There is also a practical skills assessment which is incorporated within the time-frame set for the programme. Remember that your Train the Trainer programme is aimed at preparing you for real-world delivery.

Are there any special subject areas that New Links Training Solutions course covers that will help me to secure training work once the course is finished?

We pride ourselves on knowing that the course we offer is most up-to-date in all the learning areas being taught. In particular, we have updated our focus on ensuring that our learners can develop high-quality fit for purpose training programmes based on best practice requirements as outlined in specific sectors and public organisations such as QQI, Further Education Support Services (FESS), and ETBs. We provide an online resource through our Moodle LMS where learners can source a wide variety of learning supports, templates, and course materials.

Prices seem to vary – what is the reason for this?

The main difference in the pricing of a programme (assuming that we are considering like for like programmes leading to a QQI Award) is the number of delivery days and the contact hours with your trainer. The second factor that will affect pricing is whether a provider is offering one module or two modules in the delivery schedule. As stated above the Special Purpose Award is made up of two component modules and sometimes these are delivered separately. We have always delivered the full special purpose award in Training and Development 6S3372 as a single unit thereby the learner completes the full programme in one six-day period. Course offerings and pricing structures will vary from one provider to another therefore is recommended that you check in with your selected provider to ensure that you are choosing a course that suits your career plans.

I have one module completed, is it possible to complete a single module with New Links Training Solutions?

We can certainly facilitate this request but we prefer to deal with these type of queries individually to ensure that the eligibility criteria have been satisfied. We will likely request a copy of the completed certificate or evidence of completion if you haven’t received your certificate yet. We will also look at the length of time (attendance) to ensure that the contact hours completed satisfy our QQI validation criteria. Please contact us through our website at www.newlinkstraining.com for further information.

Do you have customised options for company employees?

Organisations may choose customised training as their preference. This may take the form of a face to face workshops, virtual learning or blended learning, or a combination of all three. Your choice may depend on workflows, rostering, the ability of employees, or the type of training required. Choosing a ‘best fit’ delivery mode is vital to ensure that your staff and employees can participate fully in the training provided. Our expert advisors are on hand to help you to choose the very best fit for you and your business. Non-accredited training programmes are shorter with less prescribed content and are highly suited to customisation. We can provide customised attendance certificates so that you can maintain your internal L&D records

You can review customer testimonials here

You can review case studies here

We offer Train the Trainer courses Nationwide – courses can be delivered online/virtual, internally at the New Links Centre or externally depending on the facilities available/required.

Contact: [email protected] if you have any questions that haven’t been answered in this blog.

Janet Tumulty – July 2021

Privacy Overview

Our Courses
About DCM Learning
Training Resources
Inhouse Training

Train The Trainer Assessments | Everything You Need To Know

In this post, Damian McCourt, our Training Consultant, will explain everything you need to know about the QQI Train The Trainer assessments. From how to do the Skills Demonstration, the Written Assignment to how to submit them and apply for an extension. He will also give some guidance in the unlikely event of failing an assessment.

Skills Demonstration

The Skills Demonstration is one of the most exciting parts of both the four-day course and the assessment process. While the idea can make some people nervous, really it’s the most exciting day of the course! The majority of our learners really enjoy the day, especially that they’re finally delivering a training session. The Skills Demonstration counts for 40% of your final mark. All learners complete their demonstrations on the final day of the course, with each demonstration lasting between 10 - 12 minutes. The topic doesn’t matter, just that your learners ( your fellow classmates!) have knowledge that they didn’t have before. You will be assessed on how effectively you get the information across, how well people learn, as well as how you interact with your learners. You will also be assessed on your use of props in the demonstration of your skills. Your props can range from software such as Microsoft PowerPoint, flip charts or even physical props such as mannequins or products. In-depth knowledge of computers is not a prerequisite for attending this course.

Written Assignment: Reflective Learner Record and Essay Based Question

So you’ve attended the four-day training course and completed the demonstration of your skills. The next step is to complete and submit the written portion of the assessments. There are two written assessments which you must complete: an essay based question and a reflective learner record. We know the prospect of these assessments can seem daunting for some learners who haven’t written academically before or haven’t in quite a while. But there’s no reason to panic. You have six weeks after the course ends to submit your assessments and our trainers are always on hand to answer any questions or provide guidance right up until your submission date. Our trainers also go through both assessment briefs in great detail at the beginning and end of your course, so you will leave feeling fully prepared & understanding what you need to do! The first assessment is a 2,500-word essay that asks you to discuss what you’ve learned from the course, how well you really understand what you’ve learned and how you can apply this learning in the real world. The second assessment is a shorter 1,500-word reflective learner record that asks you to reflect on how you feel about the training. What did completing this training mean to you and more importantly how this training is going to change your training going forward.

How Do I Submit My Assessments?

Once you have completed your written assessments and are ready to submit them, you can email them to [email protected] in a PDF format. You will receive your cover sheet templates and instructions on how to submit your assessments well in advance of your submission date. If you have used a word processor, such as Microsoft Word, you can save your assessments as a PDF by clicking ‘Save As’ and choosing PDF as the document type. You will also need to submit a signed cover sheet for each of the assessments. This can be done by either scanning a copy of the signed cover sheet and email this along with your assessments or by taking a picture of the signed cover sheet on your phone and emailing this with your assessments.

How Do I Apply for an Extension?

If for whatever reason, you don’t manage to complete your assessments in the six weeks after you attend the course, you can apply for an extension of up to two weeks. To apply, simply email [email protected] with your request and we will be in touch.

If you need a little bit more than two weeks, we may request a doctors’ note or a letter from your manager explaining the reason for the delay.

Damian’s advice? “ Don’t leave the assignments until week five or week six. The best thing you can do is start your assignments the weekend after you finish the course while the material is still fresh in your head!”

What Happens If I Fail…?

While it is very unusual for our learners at DCM Learning to fail their assessments, there are processes in place to help you to achieve your certification. In the unlikely event that you do fail, you are allowed to resubmit your assessments for a nominal fee. At DCM Learning we want to do everything we can to help you to achieve your certification, from ensuring you know exactly what you need to do to complete your assessments to providing feedback. We recommend that you start your assessments as early as possible. This allows you to have as much time as possible to work on your assessments, ensuring you have the best possible chance of passing. Our DCM Learning trainers are also available to provide feedback on what you’ve written throughout the assessment process and can you advise you on this.

Train the Trainer Reviews: Stories from Our Customers

Over the past 2 years, over 4,000 learners (4,063 to be exact) have come to DCM to learn more about training and get certified. Read (and watch) their reviews to see how our courses have helped them achieve their career goals.

Inhouse Tailored Training for Your Team

We provide training programs that are developed by industry, for industry. Our range of programs can be delivered in a way that suits the needs of your business to offer your employees learning that is accessible and flexible.

We add value to your business by providing specialised, flexible and scalable training that meets your training needs. As your workforce grows and evolves, our globally certified and industry-validated learning solutions can assess, train and qualify your employees. For more information on how we can help please visit the in-house training page .

Membership, Stay Connected. Stay Relevant.

Completing a program is a point-in-time exercise that delivers huge value, but there is a next step to maintaining the currency of your skills in the ever-evolving professional world.

Membership is the next step .

A unique platform, membership is designed to ensure that you are in tune and up-to-date with the latest tools, trends and developments. Being a member provides just-in-time training and continuous professional development, and an exclusive and evolving content library informed by subject matter experts and industry leaders.

Unlock your full learning potential with our free DCM membership! Join our community and access exclusive resources to boost your educational journey.

Thanks for signing up. Here are some training courses for you to explore.

By clicking “Start Learning”, you agree to automatically become a DCM member at no additional cost, unless already a member. You have the option to opt out at any time.

Free Bitesize Courses

We have over 100 free courses available to explore, all created by expert trainers, packed full of practical exercises and real-world examples.

Make sure you Safeguard Your Training Investment . DCM offer courses accredited by:

Course Categories

*Add your email and we will send you the full course directory to review at a time that suits you.

Open Your Brochure

Just to let you know, we are offering €200 credit for the course when you become a member with DCM.

We are very proud of our advisory team in DCM Learning. If you have any questions at all please feel free to ask our team. They will be more than happy to help.

We value your privacy and we will only get in touch about upcoming courses or events that are available to members.

It's so simple... We'll send you the €200 credit and access to the exclusive members area with a full list of the free courses.

By clicking “Get Your Voucher”, you agree to our terms and privacy policy .

Key Features

Model variants, performance, experiments and results, comparisons, usage examples, citations and acknowledgements.

SAM (Segment Anything Model)
MobileSAM (Mobile Segment Anything Model)
FastSAM (Fast Segment Anything Model)
YOLO-NAS (Neural Architecture Search)
RT-DETR (Realtime Detection Transformer)
YOLO-World (Real-Time Open-Vocabulary Object Detection)
NEW 🚀 Explorer
Integrations

YOLOv10: Real-Time End-to-End Object Detection

YOLOv10, built on the Ultralytics Python package by researchers at Tsinghua University , introduces a new approach to real-time object detection, addressing both the post-processing and model architecture deficiencies found in previous YOLO versions. By eliminating non-maximum suppression (NMS) and optimizing various model components, YOLOv10 achieves state-of-the-art performance with significantly reduced computational overhead. Extensive experiments demonstrate its superior accuracy-latency trade-offs across multiple model scales.

YOLOv10 consistent dual assignment for NMS-free training

Real-time object detection aims to accurately predict object categories and positions in images with low latency. The YOLO series has been at the forefront of this research due to its balance between performance and efficiency. However, reliance on NMS and architectural inefficiencies have hindered optimal performance. YOLOv10 addresses these issues by introducing consistent dual assignments for NMS-free training and a holistic efficiency-accuracy driven model design strategy.

Architecture

The architecture of YOLOv10 builds upon the strengths of previous YOLO models while introducing several key innovations. The model architecture consists of the following components:

Backbone : Responsible for feature extraction, the backbone in YOLOv10 uses an enhanced version of CSPNet (Cross Stage Partial Network) to improve gradient flow and reduce computational redundancy.
Neck : The neck is designed to aggregate features from different scales and passes them to the head. It includes PAN (Path Aggregation Network) layers for effective multiscale feature fusion.
One-to-Many Head : Generates multiple predictions per object during training to provide rich supervisory signals and improve learning accuracy.
One-to-One Head : Generates a single best prediction per object during inference to eliminate the need for NMS, thereby reducing latency and improving efficiency.
NMS-Free Training : Utilizes consistent dual assignments to eliminate the need for NMS, reducing inference latency.
Holistic Model Design : Comprehensive optimization of various components from both efficiency and accuracy perspectives, including lightweight classification heads, spatial-channel decoupled down sampling, and rank-guided block design.
Enhanced Model Capabilities : Incorporates large-kernel convolutions and partial self-attention modules to improve performance without significant computational cost.

YOLOv10 comes in various model scales to cater to different application needs:

YOLOv10-N : Nano version for extremely resource-constrained environments.
YOLOv10-S : Small version balancing speed and accuracy.
YOLOv10-M : Medium version for general-purpose use.
YOLOv10-B : Balanced version with increased width for higher accuracy.
YOLOv10-L : Large version for higher accuracy at the cost of increased computational resources.
YOLOv10-X : Extra-large version for maximum accuracy and performance.

YOLOv10 outperforms previous YOLO versions and other state-of-the-art models in terms of accuracy and efficiency. For example, YOLOv10-S is 1.8x faster than RT-DETR-R18 with similar AP on the COCO dataset, and YOLOv10-B has 46% less latency and 25% fewer parameters than YOLOv9-C with the same performance.

Latency measured with TensorRT FP16 on T4 GPU.

Methodology

Consistent dual assignments for nms-free training.

YOLOv10 employs dual label assignments, combining one-to-many and one-to-one strategies during training to ensure rich supervision and efficient end-to-end deployment. The consistent matching metric aligns the supervision between both strategies, enhancing the quality of predictions during inference.

Holistic Efficiency-Accuracy Driven Model Design

Efficiency enhancements.

Lightweight Classification Head : Reduces the computational overhead of the classification head by using depth-wise separable convolutions.
Spatial-Channel Decoupled Down sampling : Decouples spatial reduction and channel modulation to minimize information loss and computational cost.
Rank-Guided Block Design : Adapts block design based on intrinsic stage redundancy, ensuring optimal parameter utilization.

Accuracy Enhancements

Large-Kernel Convolution : Enlarges the receptive field to enhance feature extraction capability.
Partial Self-Attention (PSA) : Incorporates self-attention modules to improve global representation learning with minimal overhead.

YOLOv10 has been extensively tested on standard benchmarks like COCO, demonstrating superior performance and efficiency. The model achieves state-of-the-art results across different variants, showcasing significant improvements in latency and accuracy compared to previous versions and other contemporary detectors.

YOLOv10 comparison with SOTA object detectors

Compared to other state-of-the-art detectors:

YOLOv10-S / X are 1.8× / 1.3× faster than RT-DETR-R18 / R101 with similar accuracy
YOLOv10-B has 25% fewer parameters and 46% lower latency than YOLOv9-C at same accuracy
YOLOv10-L / X outperform YOLOv8-L / X by 0.3 AP / 0.5 AP with 1.8× / 2.3× fewer parameters

Here is a detailed comparison of YOLOv10 variants with other state-of-the-art models:

Coming Soon

The Ultralytics team is actively working on officially integrating the YOLOv10 models into the ultralytics package. Once the integration is complete, the usage examples shown below will be fully functional. Please stay tuned by following our social media and GitHub repository for the latest updates on YOLOv10 integration. We appreciate your patience and excitement! 🚀

For predicting new images with YOLOv10:

For training YOLOv10 on a custom dataset:

YOLOv10 sets a new standard in real-time object detection by addressing the shortcomings of previous YOLO versions and incorporating innovative design strategies. Its ability to deliver high accuracy with low computational cost makes it an ideal choice for a wide range of real-world applications.

We would like to acknowledge the YOLOv10 authors from Tsinghua University for their extensive research and significant contributions to the Ultralytics framework:

For detailed implementation, architectural innovations, and experimental results, please refer to the YOLOv10 research paper and GitHub repository by the Tsinghua University team.

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

We're Hiring!
Help Center

TESOL End of the term assignment module 1

Answer any two questions from Section A. Section B is compulsory Section A Q2. Imagine you are working with students on the language function of 'requesting for information'. The authentic material that you have selected is a railway timetable. Design a communicative game or a problem solving task in which the timetable is used to give your students practice in requesting information. Kindly mention time allotted for the task, language level and the age of students. The game 'information speaking' cards using the railway timetable Aim: Requesting information using the railway timetable. Materials: one copy of worksheet 1 and one copy of worksheet 2 for each pair of students , train number, map, and train timetable.

Related Papers

Manoj Paudel

Imagine you are working with students on the language function of ‘requesting for information’. The authentic material that you have selected is a railway timetable. Design a communicative game or a problem solving task in which the timetable is used to give your students practice in requesting information. Kindly mention time allotted for the task, language level and the age of students.

Huabing Wang

Farid Rohman

Sarah Springsteen

Every year, thousands of people from all over the world travel to Saudi Arabia to teach English. As well, yearly, thousands of Saudi students receive a large portion of their English education from these expatriate teachers. Despite the millions of dollars spent on this educational process, the linguistic impact suffers greatly from a lack of understanding between teacher and student, often caused by undiscussed misconceptions. This paper is written in an effort to open a dialogue about the problems of motivation in the Saudi college and university prep-year programs. It analyzes student motivation using three different research techniques, and posits solutions to increase student performance at both the institutional and classroom level. In particular this paper asks the question of how much effect a foreign teacher can have on any one student given the vast differences that can exist between them. It seeks to situate the effect of a teacher on a student’s life amongst the effect of other factors that come into play including friends, family, educational background, socioeconomic class and religion. The results of the research are both expected and surprising, and imply a number of adjustments that can improve the educational experience for all stakeholders.

Cynthia S Wiseman

Technology plays an increasingly important role in language teaching and learning. Far beyond the blackboards and chalk of ‘olden days,’ an earlier generation of learning technologies like overhead projectors, tape recorders and cassettes and CDs, and more recently the proliferation of technologies like LCDs, interactive whiteboards, and laptop computers have significantly changed the possibilities for learning that can happen in the classroom. Today the evolution of the Internet paradigm to Web 2.0 provides online tools that not only support the gathering of information but facilitate the production of information as well (Bottentuit & Coutinho, 2009). Today, in Southeast Asia with the increasing availability of desktops in the classrooms, teachers and students are now clamoring for dependable Internet connection in the classroom as well because web-based applications support authenticity of materials and tasks, collaboration, socialization, and sharing, all important in communicative language learning, as well as creativity, which fosters learner engagement in language learning tasks and activities. Moreover, using authentic texts and other online resources can make teachers and learners less dependent on a textbook or copied handouts, which when relied on in class more likely than not discourages use of the language for communicative purposes.

Vestnik dermatologii i venerologii

Sergey Topchiy , Lyudmila Shakina

Introduction. Speckled lentiginous nevus or Nevus Spilus (NS) is a congenital or acquired melanocytic nevus. NS appears as dark hyperpigmented macules or papules interspersed in the lentigo-like hyperpigmentation patch. Surgical methods for removing NS, primarily on the skin with a thin dermis, are associated with the risk of disruption of its structure or scarring. The use of single wavelength laser irradiation allowed achieving pronounced bleaching of the NS area with such side effects as scars, post-inflammatory hyperpigmentation, and relapses in some cases. Side effects could occur due to the lack of complete blood flow in the microvascular bed near the NS. The study aimed to evaluate the efficacy of NS treatment with a dual-wavelength copper vapor laser (CVL). Description of patients and the method of the treatment. Two fair-skinned adult female patients with NS, of medium size and different location, asked to restore the natural colour of the skin in order to get rid of cosmet...

Jérôme Dubouloz

Le projet collectif de recherche, initié en 2007, vise à proposer un premier niveau de synthèse et de modélisation du fonctionnement socio-économique des populations du Néolithique ancien de la vallée de l’Aisne. Ce projet triennal se fonde sur les données accumulées depuis 30 ans sur une quinzaine de sites rubanés fouillés dans le cadre d’un programme pluri-institutionnel sur près de 80 km le long de l’Aisne. Il inclut ainsi le matériel lithique, céramique et faunique des 15 sites rubanés ay..

Conceptul <''iubirii de sine''> este o FORTA intangibila din interiorul nostru care ia nastere din ''OBSESIA DE SINE'', obsesie care ne face sa ne concentram pe mediul cel mai apropiat-CORPUL NOSTRU. Obsesia de Sine incepe cu adevarat calatoria individuala spre TREZIRE si TRANSCENDENTA. Aceasta FORTA ''centripeta genetica'' NU permite altor fiinte sa se bucure de preocuparea si atentia noastra imediata. In perioada de inceput a omeniirii, OBSESIA DE SINE asigura supravietuirea individuala, deoarece punea siguranta propriului vehicol mai presus de orice.

Environmental Biology of Fishes

Audrey Looby

Edwina Kuorena

RELATED PAPERS

HAL (Le Centre pour la Communication Scientifique Directe)

Giuseppe Carpaneto

Laramie Potts

International Computing Education Research Conference

Raymond Lister

Women, Gender, and Families of Color

Watufani Poe

Health Policy

Markus Narath

Muhammad Faiz Aji Prakoso

Proceedings Design, Automation and Test in Europe Conference and Exhibition

Ann Gordon-ross

Journal of Cancer

John Godwin

Deep Blue (University of Michigan)

Kathryn E Stecke

LSE毕业证书伦敦政治经济学院毕业证

Acta Biomaterialia

International Journal of Psychophysiology

Johanna Kissler

Boletin Cultural Y Bibliografico

Darío Jaramillo

Acta Psychologica Sinica

Orley Taylor