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How it works

• In the Training of Trainers (ToT) model, instead of having one long-term trainer, there are multiple trainers teaching the same course. This creates: a broader reach; sustainability; and is much more cost and time efficient.
• With the ToT model, a new trainer watches an experienced trainer teach, completes the exercises, and practices teaching segments to others.
• The master trainer and trainer participants should use the ÐÇ¿ÕÓéÀÖ¹ÙÍø Professional Development (PD) best practices.

Goals

The main goal of the Training of Trainers (ToT) model is to prepare instructors to:

• Present information effectively.
• Respond to participant questions.
• Lead activities that reinforce learning.

Other goals include ensuring that trainers can:

• Lead discussions.
• Listen effectively.
• Make accurate observations.
• Help participants link the training to their jobs.
• Direct participants to supplementary resources and reference materials.

Trainer participants also learn the importance of maintaining eye contact, presenting a positive attitude, speaking clearly, and gesturing appropriately. In addition, they learn to maintain interest and dissipate confusion.

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Objectives

As a result of attending a ToT, participants will be able to:

• Apply current practices to deliver a training on a selected evidence-based program.
• Use facilitative skills to promote learner engagement, reflective practice, critical thinking, and skill acquisition.
• Show mastery in delivering key training strategies. These may include brainstorming, processing/process checks, role-playing, and practice sessions.
• Use appropriate interventions when managing difficult training situations, including disruptive behaviors.
• Create a personal plan of action to strengthen their training and facilitation skills.

Components

When designing a ToT, allow enough time to ensure the effective transfer of learning. Consider the type and number of topics when determining how much time a training session needs, and include the following elements:

• Pre-assessment.
• Pre-work.
• Trainer and participant agenda.
• Facilitation manual.
• Modeling of the skills and topic to be delivered.
• Adult learning principles.
• Skill practice and feedback.
• Action planning.
• Planned follow-up support.

Definitions

• Pre-assessment—identifies pre-training knowledge, skills, and interest of the trainer participants to determine or inform the training design.
• Pre-work—provides trainer participants with the knowledge and background needed before the actual ToT session.
• Adult learning principles—provide insight into how adults learn. These principles can help instructors be more effective and more responsive to the needs of learners.
• Skill practice and feedback—provide opportunities for practicing training activities/content by asking participants to present to other participants. Participants then provide feedback.
• Action planning—takes participants through the process of creating a plan. The plan outlines the steps to take or activities to perform to make a training successful.
• Planned follow-up support—provides completed, continued, and targeted follow-up support after the PD event. This strengthens participants' knowledge and skills so that they can be transferred, retained, and applied effectively.

Eligibility for participation in a ToT

To effectively achieve intended outcomes, prospective ToT participants must be highly qualified, seasoned trainers who have demonstrated the following:

• An advanced skill level in training and facilitation skills and engagement of adult learners.
• Success in the field and champions for the topic area.
• Completion of the entire training workshop.
• Ability to deliver the training when needed (flexible, able to travel).

Resources

Understanding PD

PD Practices

Follow-Up Support Toolkit

How to Build a Training Cadre

PD 101 and 201