There is one argument every learning and development (L&D) professional can attest to — for a business to function effectively, each role or department in the organization requires a tailored training program or plan. A project manager’s roles and responsibilities will most likely vary from one company to another, so we cannot assume that their success in a previous role is transferable to a new one. The same is true for trainers. Just like project managers, trainers need a tailored program to succeed. But who trains the trainers?

Organizations that host most of their training internally, whether that’s due to budgetary constraints, resource availability or size of the organization, often turn to subject matter experts (SMEs) to lead training programs. Those SMEs may be highly skilled and respected in their current roles, but that doesn’t mean they can train other individuals on the material.

Being an instructor or creating a class requires its own training on methods such as instructional design, adult learning and evaluation techniques. Without a proper “train-the-trainer program” in place, your internal training programs could result in poor skill retention, low engagement and leave learners lacking real-world application.

Outlined below are practical approaches you can take to build an effective train-the-trainer program.

Identify Specific Program Objectives

The first step in developing your train-the-trainer program should be identifying the objectives of the program and the resources you have available. Some common objectives that can be generalized to your organization include:

• Adult Learning Theory — Most learning experiences in the first half of our lives involved showing up and learning whatever was on the agenda for the day. We had almost no say in what we were learning and how we were learning given our limited life experience. On the other hand, adults come with a wealth of knowledge and want learning autonomy. Being familiar with how adults learn will come in handy when designing a class or program.
• Instructional Design Fundamentals — Teaching instructors how to correctly develop an instructional design plan (IDP) for new programs or classes should be mandatory. IDPs are crucial when confirming a program’s necessity and guaranteeing it meets its intended goals. The plan should address the learning objectives, instructional strategy, assessment methods and required resources to help create a framework that meets the learners’ needs and ensures the program remains strategically aligned with business goals.
• Using Technology — This topic will most likely vary from organization to organization as we all utilize different platforms. Helping SMEs become familiar with your learning management system (LMS) or other available software will be especially helpful when delivering virtual or hybrid training.
• Presentation and Facilitation Skills — There is a huge difference between the role of a presenter and the role of a facilitator. Presenting is the art of delivering information to an audience, while facilitators encourage conversation, ask open-ended questions to guide discussion and manage group dynamics. Ensuring an instructor is comfortable modeling both skills will enhance the learner’s experience.
• Assessments and Course Feedback — Encourage understanding of the Kirkpatrick Model of evaluation to collect the correct information post training program. Organizations may be looking for certain information upon completion of a program. This could include the reaction individuals had to the course, gauging comprehension, identifying behavior changes or evaluating return on investment (ROI).

Choose the Right Trainers

Not every SME is going to be excited or willing to instruct. Source volunteers first before assigning individuals into an instructor role. These experts must display good communication skills and should already be well respected in their roles. Finding an individual who leads by example and is trusted by their peers will significantly enhance the effectiveness of the session. When an individual is not excited to teach or mentor others, it can be very apparent to the learners and affect the overall class or program experience.

Public speaking is also a common fear, which may deter some individuals from helping initially. Try to find a place where they can contribute in other meaningful ways, such as developing the class content or another asynchronous opportunity.

Refresh and Reassess

Once your trainers have completed the program, it’s important to follow up and identify whether they need additional support. Evaluations will also tell you if the course’s content is being used to build out supplemental learning resources. It is good practice to reexamine the content of your train-the-trainer course either bi-annually or annually to ensure the material is up to date. If your organization makes any significant changes, such as adopting a new LMS, it is advised to update the content to align with the change.

If you have trainers who repeatedly instruct certain classes or are championing the content of a class, encourage them to retake the train-the-trainer program every year or two. This will ensure individuals continuously refresh their knowledge and stay up to date with best practices to remain effective as trainers.

Creating a train-the-trainer program is an investment in the success of your training organization — don’t miss the opportunity to get it right.