HRDF

-MALAYSIA-

CURRICULUM
STRUCTURE
TRAIN-THE-TRAINER
(PSMB CERTIFIED TRAINER)

DURATION
5 days
TARGET GROUP
This course is designed for trainers who want to enhance their quality and
effectiveness in performing training activities.
CURRICULUM STRUCTURE FOR TRAIN-THE-TRAINER
(PSMB CERTIFIED TRAINER)

MODULE
CODE

CT1

CT2

MODULE NAME

DAYS
FTE*

PLAN ADULT LEARNING

Experiencing a change in attitude which will be

translated into behaviours that demonstrate
characteristics of an effective trainer

Understanding and applying the differences

between teaching and learning as well as
learning styles

CONDUCT TRAINING NEEDS ANALYSIS (TNA)

CT3

HOURS

1/2

12

Describing the process of TNA and applying

this process to real life training situations

DESIGN COMPETENCY
PROGRAMME

BASED

TRAINING

Understanding Competency and Workplace

Standards

Determining Overall Programme Requirements

(objectives of programme, entry level,
prerequisites, trainee characteristics)

Writing Learning Outcomes in objective terms

(statement of performance, assessment
criteria, conditions, assessments methods)

Preparing Training Content and Sequence

(identify topics and sub-topics; sequencing the
content; time allocation)

Developing Training
training
materials;
materials)

Performing assessments of learners (planning;

developing methods; administrating; analysing
and reporting)

resources (selecting
developing
training

MODULE
CODE

CT4

CT5

MODULE NAME

HOURS

DAYS
FTE*

CONDUCT COMPETENCY BASED TRAINING

PROGRAMME

Designing Session Plans

Coordinating Administrative Arrangements

Promoting Learning

Facilitating Groups

Applying Motivational Strategies

Monitoring Learning (learning

questioning and testing methods)

Implementing Effective Training Activities

case studies, role play, demonstration, work
based projects, games, simulation, group-work,
workshop and others

Planning Assessment

Developing Tool For Knowledge

Developing Methods For Assessing Knowledge

Developing
Performance

Administering Assessment

Analysing and Reporting Assessment Results

TOTAL

* FTE = Full time equivalent

For

1/2

40

taxonomy,

ASSESS PARTICIPANTS COMPETENCE

Methods

12

Assessing

MODULE STRUCTURE

Module Title

Plan Adult Learning

Duration

1/2 day (4 hours)

Module Code

CT 1

Module Purpose

This
module
defines
adult
learners
engagement, introducing the preferred learning
styles of participant and the instructing styles of
trainer for ensuring that trainer matches training
style to participants learning styles

Terminal Performance Objective

At the end of the module, the trainer will be able

to:
a)

understand
participants

b)

match the instructing styles preferences of

trainers accordingly; and

c)

apply them
situations.

Identify participants learning objective

Learning Experience

1.

Enabling Objectives

Knowledge of:

the

learning

constructively

styles

in

of

training

1.1 Participants learning objective

1.2 Questioning techniques
1.3 Feedback gathered
:

Ability to:
1.4 Identify participants learning objective
1.5 Apply relevant questioning techniques to
gather feedback
1.6 Interpret feedback on participants learning
objective
1.7 Compile feedback gathered
Identify participants learning styles

Learning Experience

2.

Enabling Objectives

Knowledge of:
2.1 Learning style theory
2.2 Types of learning style
2.3 Training approaches

Ability to:
2.4 Use learning style theory to identify
participants learning style
2.5 Interpret learning style
2.6 Summarise participants learning style
2.7 Select training approaches to suit
3

participants learning style

Learning Experience

3.

Determine adult training approaches

Enabling Objectives

Knowledge of:
3.1 Adult learning theory (Malcolm Knowles)
3.2 Types of training styles
3.3 Methods of identifying training styles
3.4 Self-concept (Carl Rogers Model)
3.5 Participants learning style
3.6 Own training style
3.7

Ways of matching own training style to

participants learning style

Ability to:
3.8 Examine principles in adult learning theory
3.9 Define types of training styles
3.10 Use appropriate methods to identify own
training styles
3.11 Reflect on own self concept
3.12 Identify appropriate ways of matching own
training style to participants learning style
3.13 Use appropriate ways of matching own
training style to participants learning style

Delivery

Lectures, group work, group discussion ,

brainstorming, critical thinking

Assessment

Self-assessment, questionnaires (verbal/written)

MODULE STRUCTURE
Module Title

Conduct Training Needs Analysis (TNA)

Duration

1 day (8 hours)

Module Code

CT 2

Module Purpose

This module defines the concept and scope of

Training Needs Analysis (TNA), provides an
understanding of qualitative and quantitative data
gathering
methods
for
designing
and
administering
data
gathering
instruments,
reporting findings using TNA report format for
training and non-training solutions at the three
levels
(organisational,
departmental
and
individual),
identifying
appropriate
target
participants for training programmes selected and
prioritised.

Terminal Performance Objective

At the end of the training, the trainers will be able

to:
a)

understand the concept and scope of TNA;

b)

understand the qualitative and

quantitative methods of data gathering;

c)

design and administer data gathering

instruments for performance gap analysis;

d)

report TNA findings at organisational,

departmental and individual levels; and

e)

identify target participants for appropriate

training programmes according to TNA
report findings.

Learning Experience

1. Determine scope
Analysis (TNA)

Enabling Objectives

Knowledge of:

of

Training

the

Needs

1.1 Three levels of TNA

1.2 Scope of organisational, departmental and
individual needs
:

Ability to:
1.3

State 3 importance levels of TNA

1.4

Identify the scope of organisational,

departmental and Individual TNA

1.5

Identify the scope of TNA

1.6

Identify key
organisation

1.7

Identify Organisations system, structure

and culture

performance

areas

in

1.8

Identify key
departments

1.9

Review individual Job Description /

Employee
Competency
Profile
(Knowledge, Skills & Attitude)

Learning Experience

2.

Enabling Objectives

Knowledge of:

performance

areas

in

Determine data gathering methods

2.1 Types of qualitative data collection

techniques
2.2 Usage of qualitative data collection
techniques
2.3 Types of quantitative data collection
techniques
2.4 Usage of quantitative data collection
techniques
2.5 Advantages and disadvantages of
qualitative data collection techniques
2.6 Advantages and disadvantages of
quantitative data collection techniques
2.7 Selection criteria
:

Ability to:
2.8 List qualitative data collection techniques
2.9 Define the usage of qualitative techniques
2.10 List quantitative data collection techniques
2.11 Define the usage of quantitative techniques
2.12 Compare qualitative and quantitative data
collection techniques
2.13 Choose appropriate data collection
techniques

Learning Experience

3.

Perform gap analysis

Enabling Objectives

Knowledge of:
3.1

Training Gap

3.2

Data gathering instruments (Pre-set

interview Questions, Survey Form,
Observation checklist, Knowledge Test,
Audit Checklist)

3.3

Administration process of data gathering

3.4
3.5

Data analysis
Reliability and validity of data

Ability of
3.6

Define training gap

3.7

Prepare data gathering instruments

3.8

Carry out administration process of data

gathering

3.9

Carry out data analysis

3.10 Determine the reliability and validity of

data
3.11 Transfer the data to appropriate format
according to TNA Level (Organisational,
Departmental and Individual)
Learning Experience

4.

Report Training Needs Analysis (TNA)

Findings

Enabling Objectives

Knowledge of:
4.1

Training related issues from Organisational

/ Departmental / Individual TNA
4.2 Non-Training issues from Organisational /
Departmental / Individual TNA
4.3 Training solution at
Organisational /
Departmental / Individual level
4.4
:

Types of training programmes (classroom

or workplace training)

Ability to:
4.5

Identify training related issues from

Organisational / Departmental / Individual
TNA

4.6

Identify non-training issues from

Organisational / Departmental / Individual
TNA

4.7

Propose appropriate training solutions for

TNA gaps identified at Organisational /
Departmental / Individual level

4.8

Propose suitable types of training

programmes
Identify training programmes according
to findings

Learning Experience

5.

Enabling Objectives

Knowledge of:
5.1 Participants competency level
5.2 Types of training programmes (classroom
training / workplace Training, etc)
5.3 Short term and long term plan
5.4 Annual Training Plan format

Ability to:
5.5

Categorise participants according to

competency level

5.6

Identify suitable training programmes

based on TNA findings

5.7

Classify selected training programmes into

short term and long term plan

5.8

Arrange selected training programmes in

annual training plan format

Delivery

Lectures, group work, discussion, brainstorming,

group feedback, examining of case studies

Assessment

Key performance areas (organisation /

departments), employee competency profile, /
job description, data gathering techniques
(interview, survey, observation, audit, test, TNA
report format, questionnaires

MODULE STRUCTURE

Module Title

Design
Competency
Programme

Duration

1 days (12 hours)

Module Code

CT 3

Module Purpose

This module defines the fundamentals in

designing competency based training based on
learning outcomes for developing training
contents, selecting training methods and
developing training resources.

Terminal Performance Objective

At the end of the training, the trainer will be able

to:
a)

Based

Training

write training rationale to learning objectives

and learning outcomes;
interpret the TNA findings to workplace
standards;
identify training topics for developing training
contents;

b)
c)
d)
e)

select appropriate training methods; and

develop training resources
Determine
requirements

Learning Experience

1.

Enabling Objectives

Knowledge of:

overall

programme

1.1 Definition of training rationale

1.2 Rationales for training programme
1.3 Types of workplace standards
1.4 Workplace
programmes

standards

for

training

1.5 Definition of training objectives

1.6 Relationship between workplace standard
and objectives
1.7 Sources of participants information
1.8 Types of participants information
1.9 Training programme pre-requisites
:

Ability to:
1.10 Seek training rationale information
1.11 Confirm rationale for training programme
1.12 Define various types of workplace standards
1.13 Select workplace standards for training
programmes
1.14 Define training objectives
9

1.15 Relate training objectives to workplace

standard
1.16 Source for participants information
1.17 Select relevant information
1.18 Set programme pre-requisites
Learning Experience

2.

Determine learning outcomes

Enabling Objectives

Knowledge of:
2.1 Types of workplace standard
2.2 Components of workplace standard
2.3 Workplace standard related to subject area
2.4 Learning outcomes relevant to subject
matter/ workplace standard
2.5 Criteria of learning outcomes

Ability to:
2.6 Identify types of workplace standard
2.7 Identify components of workplace standard
2.8 Choose appropriate workplace standard for
training module / subject area
2.9 State learning outcomes relevant to subject
matter
2.10 State criteria of learning outcomes

Learning Experience

3.

Determine training content

Enabling Objectives

Knowledge of:
3.1 Training content
3.2 Training topics
3.3 Sequencing methods
3.4 Duration for training programme
3.5 Importance of training topics

Ability to:
3.6

Identify relevant training topics in training

content

3.7

Prioritise training topics.

3.8

Arrange training topics in sequence

3.9

Plan the total duration for training

programme

3.10 Plan duration based on importance of

training topics

10

Learning Experience

4.

Determine training method

Enabling Objectives

Knowledge of:
4.1 Types of training activities
4.2 Training content
4.3 Criteria for selection of training activities
(participants level of knowledge, training
location, training time, available resources)
4.4 Methods of preparing training activities
4.5 Guidelines / instructions for training activities

Ability to:
4.6 Define appropriate types of training activities
based on training content
4.7

Apply criteria for selection of

activities

training

4.8 Plan selected training activities

4.9

Define guidelines / instructions for training

activities
Develop training resources

Learning Experience

5.

Enabling Objectives

Knowledge of:
5.1 Types of training resources
5.2 Source of information on available training
resources
5.3 Training resources suitable for specific
training activities
5.4
5.5

Criteria for selecting training resources

Methods of preparing training resources

5.6

Sources of ready-to-use training resources

Ability to:
5.7

Define the
resources

suitable

types

of

training

5.8

Obtain information on available training

resources

5.9

List training resources suitable for specific

training activities
5.10 Choose training resources based on
selection criteria

5.11 Produce training resources

5.12 Obtain ready-to-use training resources

11

Learning Experience

6.

Review training design

Enabling Objectives

Knowledge of:
6.1 Gather feedback from types of questions

6.2

Gather feedback from client group

comments

6.3

Review the training content and training

sequence

6.4

Modify the training content and learning

outcomes

Ability to:
6.5

Ask appropriate questions for feedback

6.6

Summarise client group comments

6.7

Check training content against learning

outcomes

6.8

Check training sequence based on

feedback gathered

6.9

Identify changes to be made in training

content

6.10 Adjust training content to learning outcomes

Delivery

Lectures, group work, discussion,

discussion, examining of case studies

Assessment

Self and real assessment, questionnaires

12

panel

MODULE STRUCTURE

Module Title

Conduct
Competency
Programme

Based

Duration

1 days (12 hours)

Module Code

CT 4

Module Purpose

To enhance the quality in conducting and delivery of

training by trainers.

Terminal Performance Objective

At the end of the training, trainer will be able to:

a)
b)

Prepare session plan

Apply presentation skill

c)

Promoting learning

d)

Facilitate training activities

e)

Provide learning support

f)

Coordinate training arrangements

Prepare session plan

Learning Experience

1.

Enabling Objectives

Knowledge of:

Training

1.1 to determine scope of session plan, learning

outcomes, training content and schedule
suitable time required
1.2 Relevant activities decided
1.3 Suitable training resources for activities
:

Ability to:
1.4 Define learning outcomes and list the training
contents
1.5 Identify training participants and training
duration
1.6 Identify suitable time required for each training
topic.
1.7 Record time required in session plan format
1.8 Identify relevant training activities for each topic
and time required for training activities
1.9 Record description of how training activities will
be conducted
1.10 Identify and record suitable training resources
in session plan format

13

Learning Experience

2.

Apply presentation skill

Enabling Objectives

Knowledge of:
2.1 Target participants level of knowledge,
2.2 Session Opening and appropriate dress code
2.3 Handling questions
2.4 Summary of training content
2.5 Session closer

Ability to:
2.6

Pace of training according to time allocation in

session plan

2.7 Use presentation skills (Eye-contact, voice

modulation, posture,
gestures, position,
language, etc)
2.8

Use appropriate presentation techniques,

questioning techniques to review participants
understanding

2.9

Respond to participants questions.

2.10 Use session closer to emphasise learning

outcomes
Learning Experience

3.

Facilitate training activities

Enabling Objectives

Knowledge of:
3.1 Group dynamics
3.2 Guidelines for training activities
3.3 Training activities and time allocation
3.4 Problems affecting individual/ group activities
3.5 Learning outcomes and debriefing process
Ability to:
3.6 Form groups to suit types of training activities
3.7 Assign activities to individuals/group
3.8 Explain training activities guidelines
3.9 Explain time allocated for training activities
3.10 Assist individuals/ group to complete activities
within allocated time
3.11 Address problems affecting individuals/ group
activities
3.12 Relate training activities to learning outcomes
and apply debriefing process

14

Learning Experience

4.

Provide learning support

Enabling Objectives

Knowledge of:
4.1 Training venue, types of room set-up and
elements of conducive learning atmosphere
4.2 Methods of monitoring participants learning
4.3 Questioning techniques and handling learning
barriers
4.4 Ways of overcoming learning barriers
4.5 Participants motivation factors and motivation
techniques

Ability to:
4.6 Decide on suitable room setting and use
combination of elements to create conducive
learning atmosphere
4.7

Use various methods to monitor participants

learning

4.8

Ask questions at appropriate level (Blooms

taxonomy)

4.9

Handle different types of learning barriers and

apply ways of overcoming learning barriers

4.10 Identify participants motivating factors and use

appropriate motivation techniques
Learning Experience

5.

Enabling Objectives

Knowledge of:
5.1
5.2

Coordinate training arrangements

Participants travelling plan and participants
logistic needs
Training resources (audio visual, visuals &
props, etc)

Ability to:
5.3 Find out participants travelling plan to decide
their logistic needs
5.4 Confirm participants logistic needs
5.5 Arrange training room to accommodate group
size
5.6

Determine appropriate room set up

arrangements

5.7 Confirm training materials based on type of

training
5.8 Verify training resources required using
checklist
5.9 Provide instruction to complete training
evaluation form
Delivery

Lectures, group discussion,

examining of case studies

Assessment

Self and real assessment, questionnaires

15

panel

discussion,

Module Title

Assess participants competence

Duration

1/2 day (4 hours)

Module Code

CT 5

Module Purpose

This module defines the important of identifying and

applying assessment method appropriately

Terminal Performance Objective

At the end of the training, the trainers will be able to:

a)
b)

Plan participants assessment

Prepare knowledge assessment tools

c)

Prepare skills assessment checklist

d)

Conduct knowledge assessment

e)

Prepare assessment report

Plan participants assessment

Learning Experience

1.

Enabling Objectives

Knowledge of:
1.1

The roles of assessor

1.2

Principle and types of assessment

1.3
1.4

Competency based assessment criteria

Types of evidence, knowledge and skills
assessment methods

Ability to:
1.5

Define the roles of assessor

1.6

Identify principles of assessment and type of

suitable assessment

1.7

Identify assessment
competency standards

1.8
1.9

List evidence to support assessment criteria

Identify suitable knowledge and skills
assessment methods

criteria

based

on

1.10 Decide appropriate assessment method for

the participants
1.11 Estimate and arrange time allocation for
assessment
1.12 Identify and select suitable assessment venue

Learning Experience

2.

Prepare Knowledge assessment tools

Enabling Objectives

Knowledge of
2.1

Assessment and types of oral questions

2.2

Purpose of questions

2.3

Types of written questions

2.4

Written questions format

16

Ability to
2.5

Classify and check all knowledge assessment

criteria

2.6

Identify and write types of oral questions

2.7

Identify and write types of written questions

Prepare skills assessment checklist

Learning Experience

3.

Enabling Objectives

Knowledge of

3.1

Performance assessment criteria and

checklist

3.2

Pilot test of performance checklist

Ability
3.3

List performance assessment criteria and

write performance checklist

3.4

Carry out pilot test of performance checklist

Conduct knowledge and skills

assessment

Learning Experience

4.

Enabling Objectives

Knowledge of

4.1

Purpose of assessment and evidence to be

collected

4.2

Grading scheme, assessment venue and

schedule

4.3

Knowledge and usage of assessment tools

4.4

Areas of improvement and assessment

result

Ability to
4.5

Explain purpose of assessment and clarify

evidence to be collected

4.6

Explain grading scheme, inform parties

involved in assessment of assessment
venue and schedule

4.7

Check adequacy of knowledge assessment

tools

4.8

Give instruction on knowledge assessment

tools

4.9

Confirm participants knowledge assessment

result

4.10

Check participants areas of improvement

4.11

Explain assessment result objectively and

suggest areas of improvement to participants

17

Learning Experience

5.

Enabling Objectives

Knowledge of

Prepare assessment report

5.1

Assessment result and report format

5.2

Overall assessment result and report format

Ability to
5.3

Arrange assessment result into assessment

report format

5.4

Check and confirm overall assessment result

5.5

Transfer assessment result into report format

5.6

Provide recommendations

Delivery

Lectures, group work, discussion, practical session,

examining of case studies

Assessment

Case studies, assessment methods, oral and written

questions, self and real assessment

18