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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.

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What is the train-the-trainer model and how to use it?

Staying competitive and relevant in your market is more important now than ever. But to be in a position of relevance, training and development must be added to the list of ingredients that creates your success.

A well-trained and motivated workforce is essential for a thriving business, and that is where the train-the-trainer model comes into the picture. By creating an internal training program where experienced trainers help others gain the skills needed to lead effective training, you can create a learning culture and supercharge talent development across your entire organization. Let's explore.

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Having an internal training program is a powerful way to ensure that employees learn to acquire fast the knowledge and skills necessary to perform well in their jobs.

But how do you make sure that you have the capacity to effectively train employees at a scale? By making subject matter experts employees capable of teaching their colleagues via the train-the-trainer model

What is Train the Trainer?

Train the Trainer is a framework for training potential instructors or subject matter experts to enable them to train other people in their organisations.

In other words: A group of employees receive a compact training program that focuses both on specific training content and on how to teach this training content to others.

For example, a subject matter expert trainer trains a select group of employees on meeting facilitation skills and simultaneously teaches them how to train other colleagues on how to run effective meetings.

The expected outcome is that attendees learn the new knowledge or skill, and they will instruct further batches of people in the organisation. They’ll learn new training methods from a certified trainer and explore how to design everything from their first training session through to a complete learning program.

This approach was first applied in NGOs and non-profit organizations and since then enterprises picked it up and applied it to their learning and development programs.

What are the benefits of the train-the-trainer model?

The core advantage of the train-the-trainer model is its effectiveness to teach new skills and knowledge to a wide range of people within an organisation by involving internal resources to scale training delivery.

Also, becoming an internal trainer and picking up new competencies is a great professional development opportunity for the people involved. Let’s inspect see what are the other benefits that make the train-the-trainer model a frequently used approach in the learning and development industry.

• Cost-effectiveness: It is much less costly to send one expert trainer to train internal subject matter experts, than hiring a large unit of external trainers to deliver every single training session within the organisation. Once you’ve gotten going with the train-the-trainer model, it’s easy to create a system of consistent training where trainers pass on their experiences while teaching skills to other employees.
• Consistency in delivering a training curriculum : The default mode of operation for train-the-trainer programs is that trainers receive the exact same materials they were trained on, and therefore they disseminate the same learning through the organisation. This makes the model ideal for large organisations where continuity of training is important. Additionally, the standardized format allows to measure and compare the performance of each training group.
• Acceptance of internal trainers : In most organisations, people tend to seek advice more from their colleagues who they are already familiar with, than from outside specialists. The train the trainer model helps create supply to meet that demand.
• It fits well in situations where fast dissemination of information is needed. After the initial train-the-trainer course is completed, the freshly minted internal trainers can deliver their courses simultaneously to their colleagues. This is particularly useful when rolling out change initiatives for a whole organisation.
• Tailored learning : Internal trainers have the advantage of knowing the environment and culture of the organization as well as the products and services offered and client needs, allowing them to tailor the training content to the specific needs of the training participants.
• Trainers’ growing subject-matter mastery: Teaching someone else is the best way to learn . As trainers keep delivering training sessions to their colleagues, they will be exposed to handling new situations, meeting new questions and perspectives. As they find their way to answer these challenges, their subject matter expertise will inevitably leap to new heights.
• Developing a competent internal training team: Once people attend a train-the-trainer program and they start teaching their own colleagues, their competence as instructors will keep growing. Next time, when your organisation needs internal trainers for another subject, you already have a group of employees in the organisation who are skilled in training delivery.
• Better training follow-up : Since trainers are in-house experts, they stay around and can easily follow through until the new skills and knowledge become part of their colleagues’ routines.
• Train-the-Trainer has a ripple effect making the enterprise an appealing employer and progressive workplace for attracting talents. A company that provides growth opportunities for their employees and training through innovative techniques is attractive to potential employees.

On the other side, all methods have their limitations, and the train-the-trainer process is no exception. One of the most frequently cited drawbacks is the lack of flexibility it offers to customise and adjust the centrally rolled out training curriculum.

Needs may differ in different units of an organization , and often times there is no time and resource allocated to tailor the scripted training program to the specific needs of different groups.

Secondly, the training programs are often designed to much lecture-oriented focusing on one-way communication and content distribution, lacking powerful experiential learning activities and hands-on practice. This can be improved by thoughtful course design respecting adult learning principles and proper training follow-up.

For some organizations, the best approach for running a train the trainer course is to create their own internal train the trainer course so they can tailor all their training materials accordingly and create a continual culture of learning.

If this is you, check out our guide to creating a train the trainer course for tips on helping create a training course that will help your participants become master trainers.

How to choose the right participants for a train-the-trainer program?

Any training program requires investment, both in time and money. And putting the right people into the course is especially vital for success when deploying a train-the-trainer model. The selection process can be easier by considering these parameters:

• The selected soon-to-be-trainers should be well respected , ideally, a role model and a person employees look up to as well as go to for help. Choose an employee that leads by walking the talk and follows the company’s processes and principles.
• A trainer must possess good communication skills and able to lead discussions as well as listen to their colleagues. Being a good public speaker and presenter is also a big advantage.
• It is important to be reflective and being open to receive feedback .
• Generally a positive attitude and willingness to help colleagues to help to bring the training instruction to real-life application during and beyond the training sessions.
• Some degree of experience and expertise in the given field or subject is a must, since the train-the-trainer model actively builds on the expertise and knowledge of its trainers. Not to mention, in order to be a credible trainer, one needs to be competent in the field she teaches. This is particularly important in subjects relating to technical know-how.
• Flexibility in time and general availability for delivering training should also be considered. Being a trainer requires time away from one’s regular job while training others in the organisation. It is a practical idea to ask the applicants’ managers for support and confirmation that their job permits them to take part in the program.

How do I build a train-the-trainer program?

If you decide to design a train-the-trainer program in your organisation, there are a set of things you need to consider to build an effective model:

• Clarify the purpose of the program : What are the main goals you want to achieve? Passing on technical skills from experienced to younger members? Build up an internal pool of trainers who can be relied on for a wide range of skill development training? Have internal change agents in the organisation? The answers you give for these questions will determine which area you need to focus on your training curriculum.
• Design measurement and assessment process: You will need to set measurable objectives for the program and figure out how to measure course outcomes. Tracking progress of both trainers and trainee indicates the effectiveness of the program, and it is essential to be able to evaluate and improve your train-the-trainer program over time.
• Design the training curriculum : As the train-the-trainer model is based on both teaching subject matter knowledge and training delivery skills, your curriculum will need to reflect on both. At first, you need to define course-by-course, what is the focus content that you want your trainers to train and disseminate in the organisation. You might also use effective instructional design principles to ensure your material is engaging for the format you’re delivering content in. Secondly, you’ll also need to allocate time to teach participants about group facilitation and training delivery . (Plus, if your trainees will have any flexibility in designing their own training sessions, it is essential to know about adult learning and training design principles .)
• Create training materials : In order to maintain a consistent rollout and delivery of your training curriculum, you should design and provide all the materials that you trainees will need when they deliver the training content to their colleagues. This may range from detailed training facilitation plans to slideshows and participant handouts.

Further learning

Creating an effective program following the train the trainer model requires a combination of great tools, expertise and good design.

Here are some further resources you may find useful when creating a training program using the train the train model or just if you want to level-up your team’s training skills.

• Creating an effective agenda or training session plan is a core skill for any master trainer. In this guide, explore how to create an engaging training session and design an unforgettable learning process.
• Experiential activities and training games can be a valuable addition to any trainer’s toolkit . Find a selection of exercises and games that can help enable learning and engage trainers in this collection of training games .
• Virtual training is a skill that all trainers need in an increasingly remote-world. While you may cover this in your program, giving every internal trainer a crash course on how to run effective virtual workshops and training sessions is a great booster.
• Running an internal course that follows the train the trainer model means using the right tools. Whether you’re looking for instructional design software to use for self-paced courses or tools to help you facilitate live training workshops , you’ll find great recommendations in these guides.

Do you have any further tips about how to design great train-the-trainer programs?

Let us know in the comments!

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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..

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.

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.

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.

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Train-the-Trainer: Model, Methodology & Insights

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What Is a Train-the-Trainer Model?

A core component of Training Within Industry (TWI) , the train-the-trainer model is a framework for preparing practitioners to pass these methods and expertise on to others, who may then become trainers themselves. The initial training is typically facilitated by an outside consultant or Master Trainer, after which the process can (and should) be sustained by internal trainers.

This chain of skills transferal can look something like this:

Workplace train-the-trainer courses consist of both function-specific skills instruction and methods for teaching these skills to others. For example, a Master Trainer can lead a course that focuses on the basics of effective leadership while also teaching select attendees how to lead a similar course for their teams.

The train-the-trainer approach proliferated in the United States during World War II, when factories needed to train a largely new workforce quickly while enabling trainees to pass their skills along to others. This method was a cornerstone of the federal TWI program created by the U.S. Department of War and remains at the heart of TWI; the same script is even used in today’s training dialogues.

The train-the-trainer process has been standardized to the point where, no matter where a trainee attends an initial facilitator training, they will receive the same instruction, in the same format, from the same TWI manual. Of course, the skills and practical exercises taught in the training will be tailored to a specific industry or workplace, but the course format and process remain the same.

Train-the-trainer courses are meant to be a dialogue between facilitators and learners. While the initial session led by a Master Trainer can have a significant lecture component, subsequent sessions are more participatory and hands-on, with trainees applying their learning in exercises and facilitators continuously asking for participant feedback.

Goals of the Train-the-Trainer Model

The initial “pilot” phase of training with a Master Trainer can last anywhere from several days to several weeks, after which the newly trained facilitators will pass their instructional skills on to successive sets of employees. While the initial training phase has an established timeframe, a train-the-trainer approach should become a perpetual part of organization-wide continuous improvement.

In other words, the ultimate goal is for an organization to call upon an outside Master Trainer only for the initial phases of implementation. During the pilot phase, it’s helpful for an organization to identify a few employees who could become future facilitators and have them attend the Master Trainer’s course after they master the basic program and its content. This lays the groundwork for a sustainable, scalable internal training program.

In terms of specific skills, initial train-the-trainer course content prepares instructors to:

• Present information effectively following prescribed training manuals
• Respond to learners’ questions
• Lead hands-on activities that reinforce learning
• Direct learners to supplementary resources and reference materials
• Lead group discussions
• Listen effectively
• Make accurate observations
• Help learners link the training methods to their jobs
• Learn the importance of effective communication, including maintaining eye contact, conveying a positive attitude, showing interest in both course content and learners’ progress, speaking in a clear voice and addressing confusion

Related reading: 20 Essential Frontline Leadership Skills For Success

Benefits of the Train-the-Trainer Model

Since WWII, the train-the-trainer model has delivered tangible results to organizations across the world.

Consistency: The standardized nature of the train-the-trainer model means that newly minted trainers receive the exact same teaching materials they were trained on. As a result, they ensure their own trainees receive the same instruction and skills. This standardization also makes gathering data on group performance much easier.

Learning retention: Trainees in this model have been shown to grasp and retain information much better than in a static teaching model. This is partially because, according to psychologist Abraham Maslow’s Hierarchy of Needs , when instructors and students both feel fulfilled by the learning process, students’ learning retention increases. Facilitating training also helps trainers reinforce their abilities, since teaching someone else is the best way to learn and improve a skill.

Timeliness: Due to the multiplicative nature of train-the-trainer, the model can disseminate information and skills across an organization quickly. This is particularly useful when a large group of new employees needs onboarding all at once, or when new company-wide initiatives are deployed.

Familiarity: Employees are much more likely to accept training and seek guidance from someone they’re familiar with, such as an internal trainer, rather than an outside consultant. From the opposite perspective, internal trainers have the advantage of familiarity with an organization, its processes, people and culture, and can tailor their approach accordingly.

Competitive edge: A strong internal training program makes an organization an attractive place to work, since it conveys to applicants that the organization cares about developing its people.

Professional development: Opportunities for growth can incentivize workers to aim high, even if they may not have otherwise considered moving up in their organization. Becoming an internal trainer can open more doors in an employee’s future by building new skills in coaching, leadership, communication and problem-solving.

It’s important to note that, while a train-the-trainer model can seem like a major investment of time and personnel up front, it saves time and money in the long term by:

• Reducing the need to repeatedly hire outside trainers and consultants
• Streamlining the new employee onboarding period
• Improving communication between workers and their supervisors

Potential train-the-trainer drawbacks

Some trainees may have initial misgivings about the standardization of the train-the-trainer model. They may be skeptical about whether a standardized approach will “fit” their organization. However, while TWI instructors the world over may use the same manual and follow the same process, the specifics of each course can be tailored to countless industries and job skills. The very nature of TWI is foundational, which means it’s designed to be adaptable — instead of telling course attendees how to do their jobs, Master Trainers help trainees start to build their own robust internal training culture.

Some train-the-trainer programs are lecture-heavy, or only rely on simulations to help trainees practice problem-solving. It’s important to partner with a training program that builds practical, immediately applicable exercises into its course framework. In fact, TWI Master Trainers will ask course attendees to bring real, on-the-job tools and materials and problems to training sessions so they can see how the methodology applies to their own work.

There may also be a risk of information getting watered down as it passes from trainer to trainee and so on. Therefore, it’s important to have experienced trainers periodically audit new trainers and provide actionable feedback for program adherence.

How to Choose the Right Participants

Ideally, any employee who facilitates internal training would benefit from an initial train-the-trainer course. However, if your organization prefers to have only a handful of internal trainers, candidates for a Master Trainer-led course should possess a few key qualities:

• Future trainers should be well-respected by their employees and coworkers.
• Communication, public speaking and active listening skills are helpful; Master Trainers can help trainees further strengthen these skills.
• Candidates should be self-reflective and open to receiving feedback.
• Trainees should have a positive attitude and willingness to help their colleagues.
• Some degree of experience and expertise in the given field or subject is ideal.

On a practical level, future trainers should be flexible and generally available to give regular training sessions. Internal trainers who are stretched too thin by other job duties cannot deliver effective training to others.

How to Succeed in a Train-the-Trainer Program

Set yourself and your team up for success by doing some internal prep work:

• Clarify the purpose of an initial training program. Identify your goals, both company-wide and granular.
• Make sure all potential trainers and trainees understand the need for an internal training program.
• Define and record your processes and job content.
• If possible, simplify your processes as much as you can.
• Don’t try to expedite training. Allow enough time for complete transferral and mastery of skills and methods.
• Choose a train-the-trainer program with a practical component so that trainees can learn by doing.
• Design a progress measurement and assessment rubric.
• Don’t certify trainees before they have mastered the subject matter or the skill of instruction.
• Make experienced trainers available to audit new trainers’ courses.
• Increase new trainers’ opportunities to teach over time. Start by having them attend a training course, then co-teach with the instructor, then take over from the instructor, then teach a new course in front of an auditor.

While you may know your organization and its people best, building your own train-the-trainer program can be challenging. An outside consultant or Master Trainer can gain an objective view of your teams and what they need to succeed in the long term. Certified Master Trainers like those at the TWI Institute have decades of experience helping organizations create train-the-trainer programs that lead to long term success.

TWI Master Trainers can help your teams:

• Define, record and implement stable work processes through Job Instruction (JI) .
• Identify and eliminate issues before they arise with Job Safety (JS) .
• Establish a process to facilitate improvements with Job Methods (JM) .
• Build trustworthy and impactful relationships with colleagues in Job Relations (JR) .
• Take initiative on problems rather than wait for someone else to solve them with TWI Problem Solving (PS) .

If you’d like to leverage world-class expertise when building your internal training program, start a conversation with the TWI Institute today . Our people-centered training programs help develop your organization’s workforce into your greatest asset for years to come.

24 Key Questions to Ask Before Investing in Training Programs

Patrick began his training career at the SANYO Electric Corporate Training Center in Japan after graduating with Highest Honors from Drexel University in 1980. There he learned to deliver TWI from his mentor Kazuhiko Shibuya. Mr. Shibuya was trained by Kenji Ogawa who was trained by the four TWI Inc. trainers sent from the US to help Japan rebuild industry in 1951.

Patrick earned an MBA from Boston University while heading Sanyo’s global training effort. He was later promoted to the head of Human Resources for SANYO North America Corp. in San Diego, CA where he settled. Patrick partnered with Bob Wrona in 2001 to conduct TWI pilot projects in Syracuse, NY that became the foundation for the TWI Institute which has since trained a rapidly expanding global network of thousands of certified trainers who are now delivering TWI training in the manufacturing, healthcare, construction, energy, and service industries in the US and around the globe. These efforts were outlined in their book The TWI Workbook: Essential Skills for Supervisors, a Shingo Research and Professional Publication Prize Recipient for 2007 now in its Second Edition.

Patrick is also the author of Implementing TWI: Creating and Managing a Skills-Based Culture published in 2010, Getting to Standard Work in Health Care: Using TWI to Create a Foundation for Quality Care published in 2012 and now in its Second Edition, and Building a Global Learning Organization: Using TWI to Succeed with Strategic Workforce Expansion in the LEGO Group, a Shingo Research and Professional Publication Prize Recipient for 2015. His latest work is Creating an Effective Management System: Integrating Policy Deployment, TWI, and Kata published in 2020.

Related Posts

3 min read Why Does Training Within Industry (TWI) Matter; What Is It? Read More

2 min read Why it is Important to Just Get Opinions and Feelings Read More

4 min read How to Understand the Individual Employee Read More

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• Train the Trainer (TTT) Pre-Course Assignment

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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

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Train the Trainer Model: Investing in Excellence

These days, the demand for high-quality training is at an all-time high – whether it is in an educational or corporate setting. To meet this demand, more and more are turning to the “Train the Trainer” model as a solution to ensure excellence in training.

(by Jonathan M. Pham )

Table of Contents

What is Train the Trainer?

Train the Trainer (TTT) is a dynamic framework employed by organizations to cultivate and enhance their internal training capabilities – therefore effectively building up a self-sustaining ecosystem of skill and knowledge transfer. At its core, the goal is to groom potential instructors/ subject matter experts (SMEs) and equip them with the skills, strategies, and confidence needed to impart knowledge to their colleagues/ peers.

In essence, TTT isn’t just about transmitting specific training content; it’s about creating a new generation of capable trainers who can effectively convey this content to others.

Below are a few examples of how Train the Trainer (TTT) model may be applied in various industries:

• Sales training: A company that sells software to businesses might use a TTT program to train its sales team on the new features of its product. The sales team would then be able to instruct their customers on how to use the software.
• Customer service training: At a retail company, the customer service representatives are trained on how to handle complaints – so that they would then be able to mentor their colleagues on the topic.
• Leadership Training: A company decides to organize a TTT program revolving around effective leadership . The managers would then be able to help their employees become more successful in their roles.

This approach serves as a valuable and cost-effective strategy, allowing organizations to establish a consistent mechanism for knowledge dissemination, nurturing a skilled workforce, and securing their talent pipeline for future leadership positions . TTT doesn’t limit itself to specific domains; it’s a versatile methodology that can be applied to any area of knowledge or skills within any professional setting.

History of Train the Trainer Model

Back in the early 1900s, organizations started to recognize the significance of training their employees to enhance productivity and efficiency. At that time, the traditional one-on-one apprenticeship model, while effective, was insufficient for meeting the growing demands of a rapidly expanding workforce.

To address this challenge, businesses began developing Train the Trainer (TTT) programs – which marked a significant departure from the conventional approach, as they focused on equipping select individuals with the knowledge and skills necessary to effectively train others . The content of such programs encompassed various crucial areas, including adult learning principles, training design and development, presentation skills, and methods for evaluating training effectiveness.

The Train the Trainer model gained popularity during the World War II era. The U.S. Department of War realized the pressing need to train a massive and entirely new workforce efficiently. Hence, they initiated the Training Within Industry (TWI) program – which introduced a standardized script and method for instructing workers on how to perform specific tasks, as well as how to teach those tasks to others. The TWI program not only met the wartime workforce demands but also left a profound mark on the history of training methodologies.

TWI’s influence extended beyond the war years and American borders. Later, countries like Japan adopted this approach, which ultimately played a vital role in the development of lean manufacturing and continuous improvement principles. The TWI program laid the foundation for Japanese manufacturing excellence, making it a significant catalyst for the country’s post-war economic resurgence.

As the decades passed, the Train the Trainer model found applications in a wide array of fields and industries – including education, health care, social work, and business sectors, among others. Typically, it involves an initial training phase led by a Master Trainer/ external consultant, where a group of employees receives instruction on a specific topic or skill. Equally important, they learn how to teach that topic or skill to others. Following the initial training phase, these employees assume the role of trainers themselves – they go on to deliver the same content to their colleagues or subordinates.

Why is It Important to Train the Trainers?

Training the trainers (TTT) is an integral component of organizational development and knowledge transfer – it offers a multitude of compelling benefits that resonate with the modern business landscape:

• Cost-effectiveness

By cultivating a cadre of internal trainers, organizations significantly reduce their reliance on external trainers and the expenses associated with sending employees to off-site training programs. This streamlined approach not only conserves financial resources but also optimizes the utilization of existing internal expertise.

• Consistency & Quality

Train the Trainer programs play a pivotal role in ensuring the quality of training delivery. When all trainers receive the same training materials and instructions, organizations may maintain uniformity in the delivery of training content. Such consistency is crucial in upholding quality standards and ensuring compliance with regulations, a crucial consideration in many industries.

• Skill enhancement

Beyond the transmission of training content, TTT programs serve as a catalyst for enhancing the skills and knowledge of trainers themselves. Participants learn not just the subject matter – but also the art of pedagogy. As such, they are equipped with effective teaching techniques, which enable them to elevate their communication, collaboration, and leadership skills, transforming them into well-rounded educators.

• Increased training capacity

TTT programs amplify an organization’s training capacity, allowing them to efficiently train a larger workforce. This is particularly beneficial for those dealing with substantial employee numbers/ experiencing rapid growth. With a well-established in-house training infrastructure, companies can ensure that knowledge dissemination keeps pace with their expanding workforce.

• Improved knowledge transfer

Internal trainers are uniquely positioned to facilitate effective knowledge transfer within the organization. They become conduits of expertise, ensuring that team members remain up-to-date with the latest skills and information. This promotes a culture of continuous learning and development , ultimately enhancing the overall performance of the business.

• Promotes trust

Another purpose of TTT programs is to foster peer-to-peer learning – specifically, employees are encouraged to share their insights and exchange experiences with others. The result is knowledge retention – plus the instillment of a sense of trust within the organization, as everyone strives to learn from one another.

• Empowerment & Engagement

Investing in internal trainers empowers employees to take ownership of their training and development. This sense of empowerment fosters engagement and a feeling of shared responsibility for organizational growth. Motivated and engaged people tend to be more productive; as such, they are more likely to contribute positively to the company’s bottom line.

• Learning culture

Perhaps one of the most profound impacts of TTT is its ability to foster a culture of learning and development within the organization. As employees share their knowledge and experience, a culture of continuous improvement takes root – thereby increasing engagement, motivation, and overall performance.

According to LinkedIn’s 2022 Workplace Learning Report , “opportunities to learn and grow” topped the list of drivers for a great work culture. TTT programs inherently align with this desire within the workforce, contributing to a positive workplace.

Read more: Mastering Talent Management – Strategies for Organizational Success

Train the Trainer Advantages and Disadvantages

Advantages:

• Saving costs associated with external training – while at the same time optimizing the utilization of existing internal expertise.
• Ensuring consistency in delivering training curricula.
• Enhancing team members’ skills – specifically, those of the management.
• Fostering a culture of learning and development within the organization.

Disadvantages:

• Initial investment: Developing a TTT program requires an initial investment in time and resources to train the trainers – which may deter some organizations, especially those with limited resources or stringent budget constraints.
• Trainer selection & preparation: The success of such initiatives hinges on selecting and preparing the right trainers – who need to possess both subject matter expertise and effective teaching abilities.
• Ongoing evaluation & feedback: Another factor that needs to be taken into account is regular evaluation and feedback mechanisms – so as to ensure that learning outcomes are achieved and maintained. This adds another layer of management and administrative tasks, demanding resources and commitment from the organization.
• Maintaining consistency: Ensuring consistency in training delivery can be challenging, especially when multiple trainers are involved. For this purpose, organizations need to establish clear guidelines and provide ongoing support to maintain quality standards.
• Time commitment: Internal trainers often need to dedicate additional time to prepare and deliver training sessions, which may impact their regular workload. As such, companies must find a balance between training responsibilities and other job duties to avoid overburdening them.

Train the Trainer Methodology

Train the Trainer (TTT) methodology is a structured and systematic approach to developing internal trainers capable of effectively delivering training programs within an organization. It involves a series of steps that guide the process:

Identify training needs

First, one needs to kick off with a thorough assessment of the organization’s training needs and objectives. This includes evaluating the skills and knowledge gaps within the workforce and defining the specific training requirements necessary to bridge those gaps.

For example, a software company is experiencing a high turnover rate among its customer support representatives. The company’s management believes that this is due to a lack of training and support for new hires. After gathering information about the current employee’s competencies, they identify gaps in the following areas:

• Product knowledge: Understanding the company’s products and services in detail.
• Technical troubleshooting: Ability to identify and resolve technical issues faced by customers.
• Communication skills: Effectively communicating with customers in a clear, concise, and empathetic manner.
• Conflict resolution: Handling difficult customer interactions and de-escalating tense situations.

Select trainer candidates

The success of a TTT program hinges on selecting the right people to become internal trainers. Typically, candidates are carefully chosen based on their strong communication, presentation, and interpersonal skills. Furthermore, their passion for teaching and sharing knowledge – as well as Subject Matter Expertise and practical experience in the relevant field are also vital consideration factors.

Design TTT curriculum

A comprehensive curriculum is then developed to cover the essential aspects of effective training delivery. This includes topics such as adult learning principles, instructional design , training methodologies, facilitation techniques, presentation skills, and methods for evaluating training effectiveness.

Deliver training

The TTT program is implemented using a blend of theoretical and practical approaches. A variety of instructional techniques, such as lectures, discussions, role-playing, simulations, and hands-on activities, are employed to engage participants and enhance their learning experience.

Provide ongoing support

The journey doesn’t end with the TTT program – internal trainers must be kept abreast of the latest developments in training methodologies and best practices to remain effective educators. As such, they should be provided with ongoing support, including access to resources, mentoring, and coaching to continuously improve their skills, and stay updated with the latest training trends.

Evaluation & Feedback

Establishing a robust system for evaluating the effectiveness of the TTT program and the performance of internal trainers is crucial. For this purpose, organizations may gather feedback from trainees and stakeholders – so as to identify areas for improvement and to make necessary adjustments to the initiative.

Key Considerations & Components of a Train the Trainer Program

• Tailor to organizational context: It’s imperative to align the TTT program with the organization’s specific culture, values, and training needs. Customization ensures that the training content is not only relevant but also directly contributes to the achievement of the business goals and objectives.
• Promote active learning: Active participation and engagement among trainer candidates are encouraged. Interactive activities, group discussions, and hands-on exercises should be incorporated into the program to foster a dynamic learning environment.
• Encourage peer-to-peer interaction: Facilitating knowledge sharing and collaboration among internal trainers is another key component. Creating opportunities for them to network, share experiences, and learn from each other’s expertise enhances the collective knowledge and experience within the organization.
• Recognize & reward trainers: Providing recognition and rewards for the trainers’ efforts serves as motivation and helps retain them as valuable assets in the organization’s training ecosystem. Acknowledging their role and impact bolsters their commitment and dedication to the mission.

Train the Trainer Template

A Train the Trainer template typically includes the following sections:

• Introduction: Provide an overview of the training program, its objectives, scope, duration, and target audience – while explaining the role and expectations of the trainers and the trainees.
• Content: Outline the topics and subtopics that will be covered in the program – along with the learning outcomes, methods, materials, and time allocation for each topic.
• Activities: Describe the activities that will be used to engage and assess the learners (e.g. exercises, games, quizzes, discussions, etc.) as well as the instructions, resources, and feedback mechanisms for each activity.
• Evaluation: Elaborates how the effectiveness and impact of the training program will be measured and evaluated, using various tools and criteria, such as surveys, tests, observations, etc.

Here’s a Train the Trainer (TTT) template that you can customize to fit your specific needs:

Module 1: Introduction to Train the Trainer

Objective: Introduce participants to the concept of Train the Trainer (TTT) and its benefits.

• What is Train the Trainer (TTT)?
• Benefits of Train the Trainer (TTT)
• Roles and responsibilities of a trainer

Module 2: Adult Learning Principles

Objective: Equip participants with an understanding of adult learning principles and how to apply them in training design and delivery.

• Understanding adult learners
• Learning styles and preferences
• Motivation and engagement strategies
• Creating a learner-centered environment

Module 3: Training Design and Development

Objective: Provide participants with the skills and knowledge to effectively design and develop training programs.

• Training needs assessment
• Defining learning objectives
• Selecting appropriate training methods
• Creating engaging training materials

Module 4: Training Delivery Techniques

Objective: Enhance participants’ presentation and facilitation skills to effectively deliver training sessions.

• Effective presentation skills
• Facilitation techniques
• Managing group dynamics
• Handling difficult situations

Module 5: Training Evaluation and Feedback

Objective: Equip participants with the ability to evaluate training effectiveness and gather feedback for continuous improvement.

• Methods of training evaluation
• Gathering and analyzing feedback
• Using feedback to improve training programs

Train the Trainer Topics

• Team building: Effective team building is fundamental to fostering a positive and supportive learning environment. Trainers learn how to create cohesive and collaborative groups by designing activities and exercises that promote interaction, trust-building, and enjoyment. Building strong trainer-trainee relationships is key to successful knowledge transfer.
• Basic presentation & facilitation skills: This topic dives into the art of designing and delivering engaging presentations and facilitation sessions. Trainers learn a variety of techniques and methods, such as storytelling, visual aids, questioning, and feedback, to keep learners actively engaged. They also receive insights into tackling common challenges, like dealing with nervousness, averting boredom, and managing resistance during training.
• Training design principles: The backbone of effective training lies in its design. This topic guides trainers in planning and developing a comprehensive training curriculum based on adult learning principles and instructional design models like ADDIE, SAM, or AGILE. It covers conducting training needs analyses, setting clear learning objectives, selecting appropriate methods and materials, and evaluating learning outcomes for continuous improvement.
• Visualization: Visual elements are potent tools for enhancing training content clarity and impact. Trainers explore the use of images, icons, diagrams, charts, and more. Additionally, they learn how to leverage tools and technologies, such as PowerPoint, Prezi, Canva, and graphic design principles, to create and edit visual materials that resonate with their audience.
• Learning space design: Creating a conducive learning environment extends beyond the curriculum. This topic delves into the physical layout of the training room, considering factors like seating arrangements, lighting, temperature, and noise levels to optimize comfort and concentration. Trainers also gain insights into using props and equipment like flipcharts, whiteboards, and projectors to enhance training delivery.
• Classroom management: Effective classroom management is vital for maintaining order and focus during training sessions. Trainers learn strategies for setting ground rules, managing questions and comments, and addressing challenging situations or personalities. Additionally, they gain the ability to adapt to diverse learning styles and preferences among trainees, ensuring an inclusive and accommodating approach to teaching.
• Group facilitation, Interaction, and Group dynamics: Facilitating group discussions and activities that enhance the learning process is a skill that trainers must master. This topic explores techniques for encouraging participation and interaction among trainees. Trainers learn how to manage group dynamics, handle conflicts, and navigate the complex interplay of personalities, all while ensuring that the learning objectives are met effectively.

Train the Trainer Activities

At the heart of a successful training program are activities that make learning engaging and interactive. Here’s a closer look at some of them:

• Microteaching: Participants prepare and deliver a short training session on a specific topic to their peers. Microteaching allows trainees to practice their presentation skills, facilitation techniques, and their ability to engage learners. It’s a safe and controlled environment for honing training skills.
• Icebreakers & Energizers: Icebreakers are typically used at the start of a training session to create a relaxed and welcoming atmosphere. Energizers, on the other hand, are activities scattered throughout the day to re-engage participants and maintain their focus. These can include quick team-building games, brain teasers, or short physical exercises.
• Role-playing: Role-playing involves participants acting out scenarios related to training delivery. This could include handling difficult participants, addressing challenging questions, or dealing with unexpected training disruptions. As such, trainees are provided the opportunity to develop their communication and problem-solving skills in a safe and controlled environment.
• Simulations: Simulations are structured activities that mimic real-world training situations. Participants engage in scenarios that replicate the challenges they may encounter when delivering training. These scenarios can involve case studies, role-playing, or immersive activities that allow trainees to practice their skills in a controlled setting.
• Group activities & Discussions: Dividing participants into small groups to work on collaborative tasks or discuss specific training topics fosters teamwork and encourages peer-to-peer learning. Group activities and discussions promote active participation and provide a platform for trainees to share their insights and experiences.
• Presentations & Feedback: Participants are tasked with preparing and delivering presentations on various training topics. Afterward, peer feedback sessions allow them to receive constructive comments and suggestions. This process not only helps participants refine their presentation skills but also provides valuable insights from their peers, contributing to their growth as trainers.
• Assessment & Evaluation: Incorporating assessment activities into the training program helps measure participants’ understanding of the content. These assessments can take the form of quizzes, case studies, or practical demonstrations, enabling trainees to gauge their grasp of the material and identify areas where they may need further support.
• Reflective journaling: Encouraging participants to maintain a reflective journal throughout the TTT program allows them to record their thoughts, insights, and learning experiences. Reflective journaling promotes self-awareness and helps trainees track their progress, fostering continuous improvement.
• Action planning: Trainees are guided through the process of developing action plans to apply their newly acquired skills and knowledge in their training roles. These plans ensure that what they’ve learned is translated into practical action, benefiting both the trainers and the learners they will engage with.

How to Train the Trainer – Best Practices

Understand the audience.

Before embarking on the training journey, it’s crucial to thoroughly understand the audience – by knowing who the learners are, their roles, challenges, expectations, and current knowledge and skill levels. This knowledge forms the foundation for tailoring training content and methods to meet their specific needs and preferences.

The common theme is to have someone who is not a subject matter expert (SME) work closely with the SME to help them identify what they really do. The non-expert must pepper the expert with questions as she works through the task to make explicit her every step, substep, and assumption. This is identified as one of the best methods of training – according to a publication in Harvard Business Review .

Set clear objectives

A well-designed training program begins with clear and specific learning objectives – which define what learners should be able to do or know by the end of the program. They should align with organizational goals and needs, be measurable, and achievable.

Design engaging sessions

Engagement is the cornerstone of effective training. One may employ a variety of methods and techniques such as exercises, games, quizzes, discussions, case studies, and storytelling. These should align with the learning outcomes – while also catering to different learning styles and preferences.

Establish a positive learning environment

Create a positive and conducive learning environment where trainers and trainees can interact and collaborate effectively. This involves setting ground rules, providing constructive feedback, encouraging active participation, and respecting diversity within the training group.

Utilize visual aids and technology

Incorporate visual elements such as images, diagrams, and charts to enhance the clarity and impact of training content. Utilize tools and technologies like PowerPoint, Prezi, or Canva for creating and editing visual materials. It’s essential for trainers to be well-versed in the equipment and software they use and ensure their proper functioning.

Develop training content

Training content should be clear, concise, and focused on the essential topics and subtopics relevant to the learners. Ensure the content is accurate, up-to-date, and free from information overload, jargon, or ambiguity.

Practice effective delivery techniques

Employ effective delivery techniques that capture and maintain the attention of learners. These can include storytelling, humor, gestures, eye contact, and voice modulation. Trainers should rehearse their delivery skills before the actual training session and seek feedback from peers or mentors.

Utilize a variety of instructional techniques

To cater to different learning styles, incorporate a range of teaching methods such as lectures, discussions, role-playing, simulations, and hands-on activities. This diversity keeps participants engaged and enhances their overall learning experience.

Incorporate adult learning principles

Create a learner-centered environment by applying adult learning principles. Consider the characteristics and preferences of adult learners and employ motivation strategies that resonate with them.

Encourage active participation

Engage learners actively by asking questions, soliciting opinions, facilitating discussions, and assigning tasks. Acknowledge and appreciate their contributions, and handle questions and comments with care to ensure a positive learning atmosphere.

Evaluate the outcomes

Post-training evaluation is critical to assess the effectiveness and impact of the training program on learners’ knowledge and skills. Utilize various evaluation tools such as surveys, tests, and observations. Incorporate the feedback into continuous improvement efforts to refine both trainer performance and the training program itself.

How to Choose the Right Participants for a Train the Trainer Program

Selecting the right participants for a Train the Trainer (TTT) program is a pivotal decision that can significantly impact the success of the training initiative. Consider these key factors when deciding who should be trained and who should serve as the trainer:

For who should be trained:

• Identify the need: The primary candidates for training should be employees who have a clear need or potential to acquire new skills or knowledge that will enhance their job performance. Identifying specific areas where improvement is needed ensures that training is targeted and effective.
• Willingness & Motivation: Successful trainees should exhibit a genuine willingness and motivation to learn and apply what they learn. Enthusiastic and self-driven participants tend to make the most of the training experience.
• Commitment to attendance: Training sessions require regular attendance and engagement. Select individuals who can commit to attending training sessions consistently and completing any associated assignments or assessments. This helps maintain the integrity of the program.

For the trainers:

• Subject Matter Expertise: Trainers should possess in-depth subject matter expertise related to the training content. They must have a comprehensive understanding of the topics they are responsible for teaching. Their expertise instills confidence and credibility in trainees.
• Teaching ability: Effective trainers not only know their subject matter but also have the ability to impart that knowledge to others. Key qualities include the capability to explain complex concepts in a clear and understandable manner and facilitate meaningful learning experiences.
• Leadership & Respect: Trainers should be respected by their peers and colleagues. Respected individuals can influence and inspire others to learn and follow their example. Their leadership qualities contribute to a positive training environment.
• Communication skills:  Trainers must possess strong communication skills, enabling them to deliver clear and concise messages. They should be proficient in using various teaching methods and techniques and adept at handling questions and comments appropriately.
• Reflective practitioners: Good trainers are reflective practitioners. They can evaluate their own performance and assess the learning outcomes of their trainees. Seeking feedback and continuously striving for improvement are integral to their approach.
• Positive attitude: Maintaining a positive attitude is essential for creating a comfortable and conducive learning environment. Trainers should encourage participation, collaboration, and feedback while fostering a supportive and respectful atmosphere.
• Availability & Commitment: Being available and committed to the training schedule is crucial. Trainers need to be present, provide support, and offer guidance to their trainees as needed. Their availability ensures the consistency and quality of the training program.
• Flexibility: Effective trainers are adaptable and flexible. They can respond to different situations, challenges, and the diverse needs of their trainees. This flexibility allows them to modify training content and methods as necessary to meet the specific learning requirements of the participants.

How to Get a Train the Trainer Job

Landing a Train the Trainer (TTT) job requires a unique set of skills, experiences, qualifications, and networking. Here’s a comprehensive guide on how to secure such a position:

Develop essential skills:

• Communication and presentation skills: Work on your ability to communicate clearly and engage an audience. Practice public speaking, storytelling, and using visual aids effectively.
• Adult learning principles: Understand how adults learn, their motivations, and the various learning styles. Apply adult learning principles to create training experiences that cater to different preferences.
• Instructional design: Familiarize yourself with instructional design principles to create well-structured training modules. Learn how to sequence content, select appropriate teaching methods, and assess learning outcomes.
• Training delivery techniques: Master various training delivery techniques, including lectures, discussions, role-playing, simulations, and hands-on activities. Be adaptable to different learners and training contexts.
• Facilitation & engagement strategies: Develop skills in facilitating group discussions, managing time effectively, and maintaining learner engagement. Create a positive and inclusive learning environment.
• Assessment & Evaluation methods: Gain a deep understanding of various methods for training evaluation, such as Kirkpatrick’s Four Levels of Evaluation. Learn how to gather and analyze feedback to continuously improve training effectiveness.

Gain relevant experience:

• Volunteer as a trainer: Offer your training services as a volunteer in community organizations, non-profits, or educational settings. This provides hands-on experience and allows you to build your training portfolio.
• Shadow experienced trainers: Observe and learn from experienced trainers to gain insights into their techniques, delivery styles, and strategies for engaging the audience.
• Offer pro bono training: Provide your training services to organizations or individuals pro bono. This practice allows you to hone your skills, gain valuable feedback, and expand your professional network.
• Create online training content: Develop online training modules or tutorials in your area of expertise. Share these on platforms like YouTube or online learning marketplaces to showcase your training capabilities.

Obtain relevant qualifications:

• Train the Trainer certification: Pursue a formal Train the Trainer (TTT) certification from a recognized organization. These certifications validate your training skills and knowledge, and there are various specializations available.
• Subject Matter Expertise: Enhance your knowledge and expertise in the subject matter you intend to train others on. Stay up-to-date with the latest developments and trends in your field.
• Industry-specific certifications: Consider obtaining certifications relevant to the industry or sector you wish to work in. These demonstrate your specialized knowledge and commitment to the field.

Build a strong portfolio:

• Document your training experiences: Keep records of your training experiences, including volunteer work, pro bono projects, and any training sessions you’ve conducted. Gather testimonials and feedback from participants to showcase your impact.
• Create a training portfolio: Develop a professional portfolio that highlights your training skills, experience, and accomplishments. Include examples of training materials, presentations, and positive feedback from trainees.
• Build an online presence: Create a professional website or online profile to showcase your training expertise. Share your portfolio, case studies, training videos – and engage in discussions about training trends through your website and social media platforms.

Network and market yourself:

• Join professional associations: Become a member of training and development associations to connect with other trainers, exchange best practices, and stay informed about industry trends.
• Attend industry events: Attend training conferences, workshops, and webinars to expand your knowledge, network with potential employers, and stay current with the latest training methodologies.
• Leverage social media: Utilize social media platforms like LinkedIn to connect with industry professionals, share your training content, and engage in discussions about training trends. Building a strong online presence can help you stand out to potential employers.

Train the Trainer Books

Whether you are a seasoned trainer seeking to refine your skills or someone aspiring to enter the field, these books provide the knowledge, strategies, and inspiration needed to become a successful and impactful trainer.

• “Train the Trainer: Unlock your potential as a professional trainer” by Eleanor O’Carroll: This book serves as a comprehensive guide for those aspiring to become professional trainers. It covers a broad spectrum of topics, including adult learning principles, training program design, effective delivery techniques, and methods for evaluating training outcomes. By offering insights into the essentials of the training profession, it helps readers develop the foundational skills necessary for success.
• “Train the Trainer: The Art of Training Delivery (Second Edition)” by Skills Converged: The publication provides a comprehensive manual on various aspects of training delivery. It delves into numerous critical topics, such as team building, presentation skills, training program design principles, visualization, learning space design, classroom management, and group facilitation. By offering practical guidance and in-depth knowledge, this book equips trainers to excel in their roles and create impactful learning experiences.
• “Telling Ain’t Training” by Erica J. Keeps and Harold Stolovitch: This book takes a unique and engaging approach to training and performance improvement. It addresses the fundamental questions that trainers frequently encounter: how do learners learn, why do learners learn, and how can learning retention be ensured? The book emphasizes active mental engagement as a crucial factor in effective learning. Backed by both research and real-world experience, it provides readers with solid answers and practical insights to enhance their training effectiveness. “Telling Ain’t Training” not only offers guidance but also entertains and motivates trainers to improve their methods.

Discover ITD World’s HRDF Certified Train the Trainer Course

In the ever-evolving landscape of professional development, the ability to effectively impart knowledge and cultivate skills has become increasingly crucial. Recognizing this need, we at ITD World proudly present our HRDF Certified Train the Trainer Course – the Certified Training Professional (CTP), meticulously designed by Dr. Mario Aquino del Castillo , renowned training expert, ITD’s senior consultant.

This comprehensive program, endorsed by the Human Resource Development Fund (HRDF), equips aspiring trainers with the essential competencies to excel in the art of training delivery. Under the expert guidance of Dr. Mario Aquino del Castillo, participants embark on a transformative journey to master the intricacies of training design, facilitation, and evaluation.

The CTP course meticulously blends theoretical underpinnings with practical applications, ensuring participants gain a holistic understanding of effective training methodologies. It delves into the nuances of adult learning principles, equipping trainers with the ability to tailor their approach to the unique needs of adult learners. Participants explore a wide array of training techniques, from captivating presentations to engaging group activities, ensuring they can cater to diverse learning styles and preferences.

CTP extends beyond mere knowledge acquisition; it fosters a transformative experience for aspiring trainers. Participants engage in hands-on activities, simulations, and microteaching sessions, providing them with ample opportunities to refine their training skills under the expert guidance of Dr. Castillo. This immersive approach cultivates confidence and empowers trainers to seamlessly transition their newfound expertise into real-world training scenarios.

Upon successful completion of the CTP course, participants will receive the Certified Training Professional (CTP) award from ITD World –  a testament to their proficiency in training methodologies. Recognized by the HRDF, this esteemed certification serves as a valuable asset, opening doors to career advancement and professional recognition within the training and development industry.

Introduction to ITD’s PSMB & HRDF certified trainer course

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Business training end term assignment.the trainer needs to resemble...

Business training end term assignment.the trainer needs to resemble a professional consultant and coach concerned with meeting the client"s needs.please justify the statement along with examples

Answer & Explanation

These highlighted answers summarize the main points of the explanation of the task given above;

professional consultants and coaches play a vital role in supporting individuals and organizations in achieving their goals. These include;

1. Expertise and Knowledge: Possess extensive expertise and knowledge in their respective domains.

2. Tailored Approach: Ability to customize their approach to meet the unique needs of each client.

3. Active Listening and Empathy: Possess exceptional listening skills and demonstrate empathy towards clients.

4. Goal-Setting and Accountability: Assist clients in setting clear goals and hold them accountable for their commitments and progress.

Title: The Role of a Professional Consultant and Coach in Meeting Client Needs

Introduction: In today's dynamic and competitive business environment, professional consultants and coaches play a vital role in supporting individuals and organizations in achieving their goals. These experts are concerned with meeting the unique needs of their clients, providing guidance, and fostering personal and professional growth. This article aims to justify the statement by discussing the characteristics and actions of a professional consultant and coach, drawing insights from relevant literature, including "Entrepreneurial Coaching: A Two-Dimensional Framework in Context" by Kotte et al. (2021) and "Leadership Team Coaching: Developing Collective Transformational Leadership" by Hawkins (2021).

Expertise and Knowledge: A professional consultant and coach should possess extensive expertise and knowledge in their respective domains. They are well-versed in theories, models, and best practices related to coaching and consulting. This expertise allows them to understand the specific needs and challenges of their clients and provide relevant guidance. For example, in entrepreneurial coaching, the coach must have a deep understanding of entrepreneurship and business dynamics to assist clients in navigating challenges and identifying growth opportunities (Kotte et al., 2021).

Tailored Approach: One of the key aspects of a professional consultant and coach is their ability to tailor their approach to meet the unique needs of each client. They take the time to understand the client's goals, values, and preferences, and then design a customized coaching or consulting plan accordingly. This personalized approach ensures that the client receives targeted support and guidance. For instance, in leadership team coaching, the coach adapts their interventions based on the specific dynamics and challenges faced by the team, fostering collective transformational leadership (Hawkins, 2021).

Active Listening and Empathy: A professional consultant and coach should possess exceptional listening skills and empathy. They create a safe and non-judgmental space where clients can freely express their thoughts, concerns, and aspirations. By actively listening and demonstrating empathy, the consultant/coach establishes a strong rapport with the client and gains a deeper understanding of their needs. This enables them to provide relevant insights and support. Both Kotte et al. (2021) and Hawkins (2021) emphasize the importance of active listening and empathy in the coaching and consulting process.

Goal-Setting and Accountability: To meet client needs effectively, a professional consultant and coach assist clients in setting clear goals and objectives. They help clients define their vision, identify milestones, and develop action plans. Moreover, they hold clients accountable for their commitments and progress, ensuring that they stay on track toward their desired outcomes. By providing structure and accountability, the consultant/coach facilitates the client's growth and development.

Discussion:

The role of a professional consultant and coach is multifaceted and encompasses various dimensions. By combining expertise, tailored approaches, active listening, empathy, and goal-setting, these professionals create a supportive and transformative environment for their clients. They focus on understanding and meeting the unique needs of each client, which is vital for facilitating personal and professional growth.

Conclusion:

In conclusion, a professional consultant and coach resemble an experienced consultant and supportive coach concerned with meeting the client's needs. Through their expertise, tailored approach, active listening, empathy, and goal-setting, they provide guidance and support that aligns with the specific requirements of their clients. By drawing upon relevant literature, such as Kotte et al. (2021) and Hawkins (2021), we have justified the statement and highlighted the essential characteristics and actions of a professional consultant and coach.

Kotte, S., Diermann, I., Rosing, K., & Möller, H. (2021). Entrepreneurial coaching: A two-dimensional framework in context Applied Psychology, 70(2), 518-555.

Hawkins, P. (2021). Leadership team coaching: Developing collective transformational leadership Kogan Page Publishers.

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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.

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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.

European Sport Management Quarterly

andrew Thrush

ABSTRACT Research question: Continued sport participation hinges on facilitators and constraints, which may change throughout an individual’s life. The research question for this study was: ‘How do facilitators and constraints change over time in the pursuit of lifelong participation in sport?’ Research methods: Interviews with 16 participants who commenced surfing as a child and continued to surf at middle adulthood revealed the facilitators and constraints that affected their commencement and continuation of surfing. Results and findings: Findings showed that social factors (e.g. friends and family) facilitated surfing as a child and continued to do so in middle adulthood. However, a significant shift was noted in middle adulthood towards participants’ mental wellbeing as a strong facilitator for continued participation. Furthermore, middle-aged adults used other activities to develop competencies that would compensate for any loss of functional capacity and help them continue surfing. Implications: The results offer an application of social ecology in sport which contributes to understanding facilitators and constraints within a sport-specific context over lifetime participation.

Journal of Theoretical Educational Science

Oktay Adiguzel

This study aims to examine the primary education curricula prepared in 2017 in the context of gaining socialization, multiculturalism, and democratic values. Analyses are carried out on the basis of social adaptation, social norms, individual responsibility, multicultural education, democracy culture, and rights and freedoms. The study is limited to the curricula of “Life Sciences”, “Social Studies” and “Human Rights, Citizenship and Democracy” courses in which these knowledge and skills are predominant and carried out within the scope of the primary education curricula published by the Ministry of National Education in 2017. The study is conducted using document analysis method, one of the qualitative research methods. The data are analyzed using both descriptive and content analysis. The aims and the objectives of “Life Sciences”, “Social Studies” and “Human Rights, Citizenship and Democracy” courses curricula are examined under the themes of socialization, democratic values and multiculturalism and categorized in terms of cognitive, affective and psychomotor learning domains. It is concluded that, in total, the number of objectives related to social adaptation, social norms and individual responsibility is qualitatively sufficient; however, the number of objectives related to democratic values and multiculturalism is insufficient in the primary education curricula.

Analia Otero

El presente texto se circunscribe a la controvertida vinculacion entre los jovenes y el mundo del trabajo en el escenario contemporaneo, problematica que ha sido el eje de interes. Aqui se entiende que el avance de la flexibilizacion laboral y las pautas actuales de funcionamiento de la estructura economica, incentivan a reeditar interrogantes acerca de la inclusion laboral de los jovenes y su funcion en la produccion y reproduccion del orden social. De ello se desprenden, tambien, cuestionamientos acerca de las reconfiguraciones y sentidos que adquiere el “trabajo” entre la poblacion de jovenes actuales. Se trabajo a partir de una investigacion desarrollada desde una perspectiva cualitativa, entre jovenes urbanos habitantes de la Ciudad Autonoma de Buenos Aires y Ciudad de La Plata; explorando en la descripcion de los caminos laborales y en las visiones de estos jovenes respecto al trabajo1. Asimismo, se han abordado un conjunto de factores de peso como la influencia de las condici...

Antonia Soulez

Th at Wittgenstein was a lover of romantic music, familiarized with tonal music, is not in contradiction with what he had to say in the fi eld of music if viewed from a ‘ modern ’ perspective. He himself declared in 1929 that his Kulturideal derived from Schumann ’ s, although his continuation ( Fortsetzung ) of this ideal diff ered from the way it had actually been continued in the second half of the nineteenth century (aft er Schumann ’ s death). Th is remark shows that he was aware of the new trends in music in his time, the so-called ‘ Vienna School ’. He used to play the clarinet and take part in concerts on private occasions. In the 1920s, he was a close friend of Rudolf Koder who, in the early part of the decade, introduced him to the blind pianist and organist Josef Labor. Labor had in the past followed Eduard Hanslick ’ s lectures in Vienna on the history of music. 1 It is possible to show that, in spite of the musical milieu Wittgenstein belonged to through his family and ...

David Devins

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HR’s New Role

• Peter Cappelli
• Ranya Nehmeh

Though the human resources function was once a strong advocate for employees, in the 1980s things changed. As labor markets became slack, HR shifted its focus to relentless cost cutting. Because it was hard for employees to quit, pay and every kind of benefit got squeezed. But now the pendulum has swung the other way. The U.S. unemployment rate has been below 4% for five years (except during the Covid shutdown), and the job market is likely to remain tight. So today the priorities are keeping positions filled and preventing employees from burning out. Toward that end HR needs to focus again on taking care of workers and persuade management to change outdated policies on compensation, training and development, layoffs, vacancies, outsourcing, and restructuring.

One way to do that is to show leaders what the true costs of current practices are, creating dashboards with metrics on turnover, absenteeism, reasons for quitting, illness rates, and engagement. It’s also critical to prevent employee stress, especially by addressing fears about AI and restructuring. And when firms do restructure, they should take a less-painful, decentralized approach. To increase organizational flexibility and employees’ opportunities, HR can establish internal labor markets, and to promote a sense of belonging and win employees’ loyalty, it should ramp up DEI efforts.

In this tight labor market, cost cutting is out. Championing employee concerns is in.

Idea in Brief

The pendulum swing.

For decades, when U.S. labor markets were slack, HR focused on cost cutting, which meant squeezing employees’ pay, benefits, and training. But now that labor markets are tight, the challenge is to retain workers.

The New Priorities

HR must focus on keeping positions filled and preventing employees from burning out or becoming dissatisfied.

The HR function must educate leaders about the true costs of turnover, address employee anxiety about AI and restructuring, lobby for investments in training, rethink how contract workers and vendors are used, and strengthen diversity, equity, and inclusion efforts.

From World War II through 1980 the focus of the human resources function was advocating for workers—first as a way to keep unions out of companies and later to manage employees’ development in the era when all talent was grown from within. Then things changed. Driven by the stagflation of the 1970s, the recession of the early 1980s, and more recently the Great Recession, HR’s focus increasingly shifted to relentless cost cutting. Decades of slack labor markets made slashing HR expenses easy because it was hard for people to quit. Pay and every kind of benefit, including training and development, got squeezed. Work demands went up, and job security fell.

• Peter Cappelli is the George W. Taylor Professor of Management at the Wharton School and the director of its Center for Human Resources. He is the author of several books, including Our Least Important Asset: Why the Relentless Focus on Finance and Accounting Is Bad for Business and Employees (Oxford University Press, 2023).
• Ranya Nehmeh is an HR specialist working on topics related to people strategy, human capital, leadership development, and talent management and is the author of The Chameleon Leader: Connecting with Millennials (2019).

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Elon Musk predicts superhuman AI will be smarter than people next year

His claims come with a caveat that shortages of training chips and growing demand for power could limit plans in the near term

Superhuman artificial intelligence that is smarter than anyone on Earth could exist next year, Elon Musk has said, unless the sector’s power and computing demands become unsustainable before then.

The prediction is a sharp tightening of an earlier claim from the multibillionaire, that superintelligent AI would exist by 2029. Whereas “superhuman” is generally defined as being smarter than any individual human at any specific task, superintelligent is often defined instead as being smarter than every human’s combined ability at any task.

“My guess is that we’ll have AI that is smarter than any one human probably around the end of next year,” Musk said in a livestreamed interview on his social network X. That prediction was made with the caveat that increasing demands for power and shortages of the most powerful AI training chips could limit their capability in the near term.

“Last year it was chip-constrained,” he said. “People could not get enough Nvidia chips. This year it’s transitioning to a voltage transformer supply. In a year or two, it’s just electricity supply.”

In 2023, when he predicted a five- to six-year runway for superintelligence, Musk was vocally concerned about the ramifications. Speaking alongside the launch of his AI startup, xAI, that year, he said: “If I could press pause on AI or really advanced AI digital superintelligence I would. It doesn’t seem like that is realistic so xAI is essentially going to build an AI. In a good way, sort of hopefully.

“It’s actually important for us to worry about a Terminator future in order to avoid a Terminator future,” Musk added, referencing the film where a self-aware computer system wages war on humanity.

A year on, and xAI is firmly trying to lead the development of superintelligence. In a recent interview, Musk said the latest version of its chatbot Grok AI was on par with GPT-4, the leading model from OpenAI. GPT-4 is more than a year old, and competitors have already met or exceeded its capabilities, with Anthropic’s Claude 3 Opus generally seen to be the new market leader.

The entrepreneur’s predictions are infamously freely made. In 2016, he wrongly forecast that within two years it would be possible for a Tesla to drive autonomously from New York to Los Angeles. That same year he said his SpaceX rocket company would fly to Mars in 2018 – it still has not. And in 2017, Musk suggested his Neuralink brain chip startup’s first product would be on the market “in about four years”. The first human received an implant from the company seven years later.

Musk has his hands full. Over the weekend, he declared war on a Brazilian supreme court justice , calling for him to resign or be impeached over court orders levied against X requiring it to take down the accounts of some Brazilian users. On Monday, news broke of testimony he had given in court about his posts on the site in which he conceded that he “may have done more to financially impair the company than to help it”.

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He added: “I do not guide my posts by what is financially beneficial but by what I believe is interesting or important or entertaining to the public.”

• Artificial intelligence (AI)
• Technology sector

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