Title of the training

Training of Trainers


5 Days (30 lesson hours)

The duration of the training may be adapted to the needs of the participants and their level of readiness.

Purpose and scope

The Training of Trainers program aims to improve the knowledge and skills as an adult trainer of those who have functions such as learning, monitoring, evaluating and accordingly improving the knowledge and skills of other people in working life, supporting them for the improvement of business processes, mentoring or coaching employees or planning for a job that will fulfill these functions in the future. This program contributes to increasing efficiency and effectiveness in capacity building activities through all kinds of professional development, on-the-job training and training.

Training of trainers program aims to provide the necessary knowledge and skills to identify and assess the learning/development needs of employees, to establish a training program, to plan and implement learning processes, to create an effective learning environment for adults, to make an effective presentation, mentoring or coaching, to monitor, assess learning and effectively provide feedback, depending on the nature of the activity area or work of the institution.

Successful completion of this program will have a supportive effect on personal development and well-being in all areas of the participants’ lives through the development of individual goal setting, organization, effective communication and presentation, monitoring, evaluation and feedback skills as well as gains for business life. Because the skills gained in the training of trainers program are highly transferable skills that will support resilience, flexibility and agility in all areas of life, regardless of business life or type of work.

Target audience

The training of trainers program aims to increase the efficiency and effectiveness of those involved in capacity building, re-skill development or upgrading existing skills through all kinds of professional development, on-the-job training and training in all sectors, including private enterprises, public institutions and non-governmental organizations. Although there is currently no trainer or trainer role in an institution, anyone who thinks that the program will contribute to their individual development, transition to business life or the work they plan to do in the future can participate in the program provided that they have a minimum associate degree.

Those who will participate in this program must have at least an associate degree. However, high school or equivalent school graduates, including small and medium-sized enterprises, who have been business owners, business managers for at least one year (12 months) or who have actually held the position of foreman, chef or manager in these enterprises, can also enroll in this program.


The Training of Trainers program is given by experts who are experienced in educational sciences, design, implementation and evaluation of educational programs, analysis of learning needs, teaching methods and techniques, effective communication and presentation, measurement and evaluation of learning process and outcomes, adult education and hybrid education applications, and who stand out with their studies or researches on these issues.

Objectives and learning outcomes

Those who have successfully completed the Training of Trainers program are expected to;

  • Explain the concept of learning, the basic principles of learning and the factors affecting effective learning,
  • Explain the theories related to adult education, comprehend and apply the basic principles in adult learning,
  • Assess existing knowledge and skills and identifies learning needs,
  • Plan the training program and processes,
  • Explain the principles and methods of teaching, determine and apply the methods appropriate to the quality of the knowledge and skills to be gained and the scope and content of the training,
  • Prepare/determine and use teaching and learning environments, teaching tools, and resources appropriate to the quality of the knowledge and skills to be gained and the scope and content of the training,
  • Use effective communication, presentation and collaboration techniques to increase learners’ participation, ensure continuity of motivation and facilitate learning,
  • Use prevention and interventions appropriately in the management of learners’ behavior,
  • Measures and evaluates learning processes and outputs by using measurement and evaluation methods, techniques and tools appropriate to the purpose of learning with the quality of the knowledge and skills to be gained.


Training of Trainers consists of seven sub-modules and includes the following topics:

Module 1: Learning and Learning Process

  • What is learning and how do we learn?
  • Acquisition of new knowledge
  • Comprehension and interpretation of information
  • Doing
  • Different explanations of learning
  • Behavioral learning
  • Cognitive learning
  • Constructivist learning
  • Alternative or complementary explanations?
  • What theory(s) for what kind and level of learning?
  • Factors affecting the learner and the learning process
  • Effective use of the senses
  • Learning curve
  • Attention span
  • Effective use of memory
  • Motivation to learn
  • Learning styles
  • Provide effective feedback in the learning process

Module 2: Adult Education: Theories, Techniques and Principles

  • Adult learning and difficulties in adult learning
  • Theories about adult learning
  • Andragogical training
  • Transformative learning
  • Self-directed learning
  • Experiential learning
  • Project-based learning
  • What theory(s) for what kind and level of learning?
  • Learning techniques for adults
  • Principles of learning for adults

Module 3: Teaching Methods

  • How do we teach?
  • Basic teaching methods
  • Lecture, explanation and presentation
  • Impressions
  • Supportive teaching methods
  • Group work
  • Query
  • Argument
  • Case study
  • Role playing
  • Selection of the appropriate method
  • Use of activities and tasks
  • Design and use of learning tasks
  • Individualized teaching
  • Updating content information
  • One-to-one skills development
  • Interaction between learners in individualized instruction

Module 4: Learning Environments and Resources

  • The impact of learning environments on learning
  • Selection and preparation of the appropriate environment and equipment for the learning objectives
  • Use of learning resources
  • Board, flipchart, etc.
  • Supporting notes, worksheets, application guidelines
  • Visual materials
  • Videos
  • Multimedia
  • Effective presentation
  • Listener profile
  • Purpose
  • Agenda
  • What we will gain
  • Presentation configuration techniques
  • Rhetorical strategies
  • Summarizing
  • The Final Word

Module 5: Preparation of the Learning Program and Planning of the Process

  • Why would adults want to get an education?
  • Need new knowledge and skills?
  • Development of existing skills for efficiency, effectiveness, problem solving?
  • The need for professional development?
  • Business analysis
  • Population analysis
  • Curriculum design
  • Establishing the objectives of the program
  • Determination of learning content
  • Sequencing of learning activities
  • Design of modules
  • Production and testing
  • Validation and revision
  • Application
  • Assessment

Module 6: Behavior Management and Motivation in the Learning Process

  • Behaviors that inhibit learning in adults
  • Behavior management in adult learning
  • Determination of norms and working procedures
  • Managing learners’ expectations
  • Basing authority on expertise
  • Maintaining the teacher-learner relationship
  • Managing discussions and disputes
  • Managing relationships and interaction between learners
  • Strategies for interfering with learning-inhibiting behaviors
  • Supporting and maintaining motivation in adult learning

Module 7: Measurement and Evaluation of Learning Outcomes and Process

  • Measurement and evaluation of learning outcomes
  • Criteria for effective evaluation: Validity and reliability
  • Types of assessments: Formative assessment and Summative evaluation
  • Planning the assessment
  • Why are we going to evaluate it?
  • What will we evaluate?
  • How will we evaluate it?
  • How do we interpret the evaluation results?
  • How will we explain the assessment results to learners?
  • General principles in test preparation
  • Types of evaluation items
  • Grading
  • Pitfalls in the assessment
  • Halo effect
  • Contrast effect
  • Measuring progress and effort rather than success
  • Uncertainty in grading and standards
  • Bias and discrimination
  • Evaluation of education
  • Which dimensions of the training will be evaluated
  • Data collection and data sources for evaluation
  • Evaluation and interpretation of data
  • Preparation of training result report

Delivery and method

In the Training of Trainers program, a group consists of a maximum of 20 people. The Training of Trainers program is implemented as a face-to-face training. However, if conditions arise that prevent face-to-face training, the training may be delivered remotely by using the Me-Learning© online learning platform and the Actio© meeting management tool.

Since the topics are interconnected and continuous, the sub-modules are completed respectively. In face-to-face education, trainers guide interactions and practices in a way that facilitates learning and improves hands-on skills. Exercises are organized taking into account the areas of study of learners or the areas in which they expect to work in the future, in order to maximize the transfer of the knowledge and skills acquired in the training of trainers to practice by the learners. Applications are carried out for learners to prepare a sample learning program in their own working areas and to plan the learning process. In this context, arrangements are made to allow those working in similar sectors or those who are expected to give similar trainings to perform group work.

Learning tools and materials

In the training of trainers, in addition to course presentation, case studies, group work, exercise and practice activities in order to determine and evaluate learning/development needs, establish a training program, plan and implement learning processes, create an effective learning environment for adults, make an effective presentation, mentoring or coaching, monitor, evaluate and effectively provide feedback on learning worksheets are used as teaching materials. The content is adapted by considering the working area of the participants.

If the training is carried out online, individual registration and entry for the training, management of participation and similar managerial arrangements may be carried out with the Actio© Event Management System in order to ensure the effective management of the training event as well as to reduce all kinds of paper use and waste generation. In distance education, Me-Learning© learning management system is used.

In accordance with our waste reduction policy, printed materials are not distributed in this training unless it is educationally necessary.

Assessment and evaluation

In order to determine the level of awareness and knowledge, an assessment is made before and after the training. The assessment made after the training and the practices/exercises  carried out during the training are evaluated together and the success level of the participants is determined. In the calculation of the success score in the Training of Trainers, in-class applications are weighted as 60% and exam success as 40%.

Participants who meet the requirement of at least 80% attendance at the training program and who have obtained at least 70 success points out of 100 are given the Training of Trainers Certificate. Participants who complete the training but fail to meet the success requirement are given a Certificate of Participation in the Training of Trainers.

In order to evaluate the effectiveness of the training, the Training Evaluation Questionnaire is applied at the end of the training.


Training of Trainers, Adult Education, Lifelong Learning, Professional Development

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