Training the trainers effectively is critical for organizational growth and development. This how to train a trainer guide from CONDUCT.EDU.VN provides a comprehensive, step-by-step approach to creating and implementing impactful train-the-trainer programs. Learn how to equip your internal experts with the skills needed to transfer knowledge and foster a culture of continuous improvement. Explore training methodologies, instructional design, and advanced facilitation techniques to elevate your team’s training capabilities.
1. Understanding the Train the Trainer Landscape
In today’s rapidly evolving business environment, organizations face the constant challenge of keeping their workforce updated with the latest skills and knowledge. This need makes the train-the-trainer model more critical than ever. Let’s explore why this approach is essential and what it entails.
1.1. The Importance of Internal Trainers
Organizations often conduct numerous training programs to stay competitive. Hiring external trainers for each session can be expensive. Instead, training internal experts to transfer skills and knowledge to other employees is a cost-effective and efficient solution.
1.2. What is the Train the Trainer Model?
The train-the-trainer model equips employees with the skills to teach others. This ensures that your team has the necessary tools to transfer knowledge effectively, fostering an environment of continuous learning and improvement. For more insights, CONDUCT.EDU.VN offers additional resources on the core principles of effective instruction.
1.3. Benefits of a Skilled Group of Internal Trainers
A competent team of internal trainers is invaluable for supporting organizational change and transformation initiatives. They can pass on specific knowledge from experienced employees to newer ones, ensuring that expertise remains within the organization.
1.4. Creating a Welcoming Learning Environment
The train-the-trainer model provides a strategy to equip employees and subject matter experts with the skills to teach others and create an inclusive environment for skill improvement.
2. Defining Your Train the Trainer Program
Before diving into the specifics, it’s essential to define the type of train the trainer course that best fits your organizational needs. Programs can vary significantly in length, scope, and design.
2.1. Short, Intense Programs
These programs, lasting 2-3 days (approximately 20 learning hours), cover the essentials. They aim to equip subject matter experts with basic facilitation and training design skills, empowering them to deliver effective training sessions within their areas of expertise.
2.2. Long, Scattered Programs
These programs, spanning 10-20 days, usually with one day per week (80-160 learning hours), are ideal if you can’t host a live intense event. The weekly format allows for extra assignments and homework, giving trainees time to practice and prepare for each session.
2.3. Long, Intense Programs
These programs, lasting 1-2 weeks (40-80 learning hours), go beyond the basics, covering complex interpersonal topics like group dynamics, facilitation, and interaction. Trainees are expected to design and deliver sessions on a wide range of non-technical topics, such as soft skills.
2.4. Choosing the Right Format
The best format depends on your needs and timeframe. Consider whether you need to equip experts with basic skills or develop competency in designing and delivering comprehensive training sessions.
3. Crafting the Perfect Train the Trainer Agenda
While there isn’t a one-size-fits-all approach, a well-structured agenda is essential. A comprehensive agenda should cover key topics that equip future trainers with the required knowledge and skills.
3.1. High-Level Template Agenda
Here’s a template agenda outlining essential topics for a week-long train the trainer program:
Day 0: Kick-off and Team Building
- Introduction and Expectations
- Team Building Activities
- Optional Soft Skills Assessment
Day 1: Essential Skills Practice
- Presentation Skills Practice
- Facilitation Skills Practice
- Giving and Receiving Feedback
Day 2: How to Design a Learning Experience
- Needs Assessment
- Setting Learning Objectives
- Learning Styles
- Schedule Design
- Exercise Design
Day 3: Practice Makes Perfect
- Visualization Techniques
- Classroom Setup
- First Practice Delivery
Day 4: Managing the Group and the Space
- Learning Space Design
- Classroom Management
- Group Facilitation and Interaction Types
- Experiential Learning and Debriefing
- Using Questions
- Group Dynamics
Day 5: Break and Final Training Preparations
- Morning Free Time
- Afternoon Preparation Time
Day 6: Final Delivery and Closing
- Final Training Deliveries
- Trainer Development Path
- Evaluation and Closing Ceremony
This agenda is designed for a live week-long event. However, you can break it into smaller blocks over a more extended period, depending on your needs.
3.2. The Rationale Behind a 7-Day Program
Allocating seven days to a train-the-trainer program is a significant commitment. Remember, each trainer will likely train hundreds of people annually, resulting in thousands of employee hours spent on training. Ensuring they are trained competently is a worthwhile investment.
3.3. Essential Elements of a Train the Trainer Curriculum
In addition to the overall course outline, consider including these crucial elements:
- Team building
- Basic Presentation and Facilitation Skills
- Training Design principles
- Visualization
- Learning Space Design
- Classroom Management
- Group Facilitation, Interaction, and Group Dynamics
4. Kick-off and Team Building (Day 0)
The kick-off is crucial for setting the tone and expectations for the program. It’s essential to establish a positive and collaborative environment from the start.
4.1. Introduction and Kick-off
Frame the training course by presenting the agenda and discussing your expectations of the trainees. Encourage them to share their expectations for the course as well.
4.2. The Meta Aspect of Train the Trainer
One of the unique aspects of the train-the-trainer model is its “meta” nature. Everything you do as a trainer models to your trainees how to conduct their own sessions.
4.3. Example: Collecting Expectations
When collecting expectations during the kick-off, you achieve two goals:
- Gather, review, and align expectations from participants and yourself (needs assessment).
- Demonstrate how to collect, review, and align expectations in any training session.
Point out this meta aspect to make the course more engaging for your participants.
4.4. Balancing Participation and Observation
Emphasize that trainees should actively participate in the course, not just observe the process from the outside. This is crucial when you shift attention to the meta-process of a particular session.
4.5. Team Building Activities
Dedicate time to team building to enhance group cohesiveness and help participants get to know each other. These activities create a safe, welcoming atmosphere and help participants mentally check in to the event.
4.6. Tailoring Team Building
Decide whether to plan a few icebreaker activities or a more elaborate process to facilitate team formation based on your organization’s needs.
4.7. Benefits of Strong Peer Support
If the group of trainees will work together in the future, focus on team building to foster stronger peer support and accelerate team development.
4.8. Practical Team Building Activities
Equip participants with practical team-building activities they can use in their future sessions.
4.9. Soft Skills Assessment Exercise (Optional)
Consider including an optional exercise where trainees prepare a short presentation or knowledge transfer session on a topic of their expertise.
4.10. Benefits of the Exercise
This exercise allows trainees to get on stage and provides you with an opportunity to assess their knowledge and skills. It enables you to tailor the next day’s skill development session to their specific needs.
5. Essential Skills Practice (Day 1)
This day focuses on developing core skills necessary for effective training, including presentation and facilitation.
5.1. Core Interaction Types in Training
Most in-classroom training involves three distinct interaction types:
- Presenting as a trainer.
- Facilitating a discussion.
- Participants working on exercises individually or in groups.
Mastering presentation and facilitation skills is crucial for effective training.
5.2. Presentation Skills Practice
Trainers often present material in front of a room. While the time spent presenting theory may vary, solid presentation skills are essential for introducing concepts clearly and structurally.
5.3. Structuring a Presentation
This session focuses on practicing both how to structure a presentation and different aspects of presenting, such as body language, voice, and eye contact.
5.4. Practice and Feedback
Provide trainees with opportunities to deliver short presentations and receive feedback from the group on their performance.
5.5. Small Group Exercises
Conduct this exercise in small groups of 4-6 participants to allow sufficient time for practice. Assign each audience member to observe a different aspect of the presenter’s performance.
5.6. Facilitation Skills Practice
Facilitation skills are essential for any session, especially in-classroom training. This session focuses on the “soft skills” aspect of facilitation, including tools and methods for interacting with the group, facilitating conversations, and leading debriefing sessions.
5.7. Essential Verbal Skills
Trainees will practice essential verbal skills, such as probing, rephrasing, and redirecting questions and comments.
5.8. Facilitating Group Conversations
Each trainee should facilitate a group conversation, applying the facilitation techniques they have learned.
5.9. Adapting to Varying Experience Levels
Adapt the session to accommodate varying experience levels among participants. You can either cover the basics and include plenty of practice or split participants into smaller groups based on skill level for differentiated sessions.
5.10. Importance of Prior Evaluation
If splitting groups, ensure you have properly observed and evaluated trainees’ skills before the session. Rely on personal evaluation rather than self-evaluations.
5.11. Feedback Session
Benefit from a short session that establishes a shared baseline for your preferred method of giving feedback.
5.12. Consistent Feedback Models
Whether using “I-statements” or another method, ensure everyone is on the same page and use the model consistently during the event.
5.13 Verbal Tools for Training Facilitation
Equipping trainers with effective verbal tools is crucial for managing discussions and encouraging participation. Consider providing a cheat sheet that includes techniques like probing questions, reflective listening, and summarizing key points. This can enhance their ability to guide conversations and ensure everyone is heard. This can significantly improve the effectiveness of training sessions.
6. How to Design a Learning Experience (Day 2)
This day explores the fundamentals of structuring and building engaging and effective training sessions.
6.1. Essential Skills for Instructional Design
One of the most essential skills for instructional designers is knowing how to structure a training session to be engaging and effective.
6.2. Key Topics to Include
When covering the basics of designing a training program, include the following topics:
- How to conduct Needs Assessment
- Setting Learning Objectives
- Learning Styles
- Schedule Design
- How to design an exercise
6.3. Understanding Adult Learning
Before diving into the detailed design, understand the principles of adult learning.
6.4. Principles of Adult Learning
Malcolm Knowles identified four principles that help create an environment where adults learn best:
- Adults need to be involved in the planning and evaluation of their training.
- Experience, including mistakes, provides the best basis for learning activities.
- Adults are most interested in learning subjects that have immediate relevance and impact on their job or personal life.
- Adult learning is problem-centered rather than content-oriented.
6.5. Needs Assessment
Before starting any training project, gather information to understand what is expected of you. Understand the needs of the participants: their current situations and what they want to improve.
6.6. Defining Needs Assessment
Needs assessment is an analysis to determine what kind of needs exist in a group/organization and if training is the best way to solve these needs.
6.7. Communicating Limitations
Sometimes training cannot fulfill certain needs, and this must be communicated early to your trainees.
6.8. Critical Elements to Clarify
Clarify the following during the training needs assessment:
- Goals of the training
- Topics to focus on
- Who the participants are
- Number of participants
- Experience level of participants for each focus topic
- Length of the training event
- When and where the session will take place
- Logistics (rooms, equipment, visuals, etc.)
6.9. Methods of Needs Assessment
The methods of needs assessment will depend on the time you have and the availability of future participants. Surveys and interviews with key stakeholders are essential tools for understanding the group’s needs.
6.10. Setting Learning Objectives
Every training session needs clear learning objectives. Trainees will practice how to formulate sound learning objectives, which will guide the rest of the preparation process.
6.11. Keeping Objectives Fixed
As a principle, trainees should learn to keep their learning objectives fixed and the content and process flexible to facilitate great learning experiences.
6.12. Linking Objectives to Needs Assessment
Learning objectives should come out of the needs assessment. It is better to have fewer attainable goals than too many goals that shift the topic frequently.
6.13. SMART Goals
Give trainees an exercise to set up their SMART goals to make objectives measurable.
6.14. Learning Styles
When dealing with a group, recognize that most people learn and acquire knowledge in their own way. To fully involve everyone, trainers need to create an environment where every participant is able and welcomed to learn.
6.15. Popular Theories About Learning Styles
There are various popular theories about learning styles, including Kolb’s learning cycle, the 4MAT model, and Fleming’s VAK learning preferences.
6.16. Organization Preferences
Often, an organization may have a preference for a model they already use for planning training programs. If not, you can choose which model you prefer.
6.17. Kolb Cycle
David Kolb’s learning styles model includes a four-stage cycle of learning and four separate learning styles.
6.18. The Four Stages of the Kolb Cycle
Effective learning happens when a person progresses through a cycle of four stages:
- Having a concrete experience.
- Observing and reflecting on that experience.
- Formulating abstract concepts and general conclusions.
- Testing the hypotheses in future situations, resulting in new experiences.
6.19. Importance of Balanced Design
Ensure activities in a training session are designed to allow each learner to engage with the content in the style that suits them best. A training session agenda should include each stage of the Kolb cycle.
6.20. Four Distinct Learning Styles
Kolb’s learning theory sets out four distinct learning styles based on how we approach a task and what our reactions to it are.
6.21. 4MAT Model
Another popular theory, building further on the Kolb experiential learning cycle, is the 4MAT model.
6.22. Key Questions in the 4MAT Model
This model works around the idea that people need to know:
- Why they are learning something.
- What they are learning.
- How it works.
- What will happen if they apply this concept.
6.23. The Learning Styles Debate
There is a long-standing controversy about the validity of learning styles theories. It’s your responsibility to take a professional stance on this topic.
6.24. Misuse of Learning Style Theories
One of the biggest misuses is labeling learners with a particular learning style, which can discourage them from exercises they consider misaligned.
6.25. Providing Multiple Ways to Engage
Rather than providing instructions tailored to an individual participant’s learning style, offer a variety of learning experiences/techniques within a training session.
6.26. Schedule Design
After learning about the preferred learning styles theory, trainees will start completing their training agenda. They should get an overview of what it takes to prepare a complete training agenda and then start working toward achieving it.
6.27. Practical Session on Agenda Design
This is a practical session where trainees are presented with different training modules they might use, such as agenda review, collecting expectations, group discussions, and coffee breaks. Discuss each item briefly and share best practices on how to manage timing.
6.28. Introducing a Training Agenda Template
Introduce a training agenda template for trainees to complete their session design. Having a consistently-used template will make it easier to monitor preparations and provide mentoring.
6.29. Exercise Design
Exercises are integral to experiential learning. This session will be a starting point for trainees in understanding the types of exercises they might use and how to design them.
6.30. Guiding Exercise Design
Provide an overview of the types of exercises in a training session and give guidance on how to choose the right type of exercise.
7. Practice Makes Perfect (Day 3)
This day is centered around the first major practice opportunity for trainees to deliver their own training sessions.
7.1. Focus on Abbreviated Sessions
Given the limited time (45-60 minutes), trainees will practice an abbreviated session focused on one learning cycle designed the previous day.
7.2. Pre-Practice Preparation
Before the practice sessions start, there are practical sessions to help trainees prepare.
7.3. Visualization Techniques
The goal of this session is to introduce visualization tools and techniques participants may use when delivering their training sessions.
7.4. Common Practices for Using Visuals
Introduce common practices for using visuals, such as flipcharts, whiteboards, and PowerPoint or Keynote.
7.5. Practical Tips and Suggestions
Focus on actionable advice, providing practical tips and suggestions for each visualization method.
7.6. Preparing Flip Charts
Put extra emphasis on the method trainees will use during their practice delivery. In this case, flip charts are used, so trainees should prepare flip chart sheets for the practice training.
7.7. In-Classroom Training Delivery
Before the practice training deliveries start, provide practical suggestions related to in-classroom training delivery.
7.8. Paying Attention to Details
There are many small details to pay attention to when running a session, ranging from logistics to body language.
7.9. The First Practice Delivery
Practice makes perfect. Trainees will have two opportunities to design and deliver their own training sessions.
7.10. Short Practice Sessions
This first practice is a short (45-60 minutes) training module, sufficient for participants to apply training design principles, practice delivering in front of others, and get feedback.
7.11. Co-Delivery in Pairs
Trainees should co-deliver in pairs, with a trainer observing each session.
7.12. Volunteers for Practice Sessions
Ensure you have volunteers (not trainees) to attend the practice training sessions, providing every trainee with a real audience.
7.13. Goal of the Practice Session
The goal is to get real delivery experience after building a session design and provide detailed feedback on performance.
7.14. Coaching/Mentoring Programs
If you have a coaching/mentoring program, close the day with optional coaching or mentoring sessions.
8. Managing the Group and the Space (Day 4)
This day is dedicated to the “soft” skills that make well-designed sessions run smoothly in the classroom.
8.1. Soft Trainer’s Skills
Beyond trainers stepping on stage and sharing knowledge, many “soft” skills contribute to engaging training sessions.
8.2. Scope of Topics
This day touches on subjects that can be their own advanced sessions, such as debriefing, group facilitation, and team dynamics.
8.3. Instantly Actionable Knowledge
Give trainees instantly actionable knowledge and tips to make their deliveries interactive.
8.4. Topics to Include
If you have one day to spend on essential interaction skills for new trainers, include the following topics:
- Setting up the Learning Space
- Classroom Management
- Group Facilitation and Interaction Types
- Experiential Learning and Debriefing
- Using Questions
- Group Dynamics
8.5. Learning Space Design
This session focuses on teaching the fundamentals of arranging the classroom to facilitate an interactive learning experience.
8.6. Influence of Room Setup
The way the room is set up influences the interaction within the group and participants’ learning process.
8.7. Thoughtful Design
Participants will be taught how to arrange the space to help achieve the desired outcome, including selecting the room and arranging seating.
8.8. Group Facilitation and Interaction Types
To keep a group engaged, trainers need a toolkit of facilitation techniques.
8.9. Facilitation Techniques
Using different group facilitation techniques is essential for having balanced interaction during a training session.
8.10. Interaction Methods
Trainees should be aware of the most frequently-used methods to facilitate interaction within a group:
- One-way presenting
- Individual reflection
- Working in groups
- Plenary discussion
8.11. Classroom Management
This session covers how to deal with difficult participants and handle conflicts in the classroom.
8.12. Handling Difficult Situations
Prepare trainees to handle situations where participants exhibit blocking roles or disruptive behaviors.
8.13. Leveraging Trainees’ Existing Knowledge
Since most everyone has previous personal experience with these situations, a structured sharing session can leverage trainees’ existing knowledge.
8.14. Experiential Learning and Debriefing
If you want participants to achieve long-lasting learning, experiential learning is very effective. In this segment, trainees will practice how to brief and debrief an experiential learning activity.
8.15. Importance of Debriefing
Debriefing is key to enabling participants to identify and connect lessons from activities to their real world.
8.16. Using Questions Effectively
Using questions is essential, especially during a debriefing session. Give an overview of good questioning techniques and how to ask questions properly.
8.17. Group Dynamics
Group dynamics play an important role not just in the training room but in our everyday lives. As a trainer, it is highly useful to be conscious of the dynamics taking place in the group.
8.18. Introducing Group Dynamics
This session introduces the topic of group dynamics and its influence on the training process.
8.19. Tailoring the Lesson
Tailor the lesson to the group’s needs. For example, you may decide to deliver a sharing and reflection session so participants can reflect on their own group development supported by elements of group dynamics theory.
8.20. Tuckman’s Stages of Group Development
Introduce Tuckman’s stages of group development to explain processes within groups going through a long-term training program.
9. Break and Final Training Preparations (Day 5)
This day is designed to provide a break before the final push, allowing trainees to recharge and prepare their final training sessions.
9.1. Balancing Rest and Preparation
After four intense days of learning, a short break is crucial.
9.2. Schedule for the Day
The schedule is split into two parts:
- Free time in the morning
- Preparation time in the afternoon
9.3. Importance of Mental Rest
Some real mental rest helps trainees process the learnings of the course.
9.4. Individual vs. Group Leisure Activity
Offering individual free time is one option; however, organizing a group leisure activity is preferable.
9.5. Preparing for Final Training Delivery
Since the final training delivery will be done in pairs, ensure pairs and topics are chosen in advance.
9.6. Facilitating Pair Assignments
As the trainer, facilitate this process. You can directly assign pairs that challenge participants or poll participants by their preferred topics.
9.7. Importance of Comfort with the Topic
They won’t have much time to prepare, so they should be comfortable with the topic of their training session to save their focus for the process instead of the content.
9.8. Mentoring During Preparation
After pairs and topics are set, trainees can start preparing for the final training delivery. Ensure a mentor is assigned to each pair to keep an eye on the training design process.
9.9. Scheduling Final Deliveries
Create a schedule for the final deliveries so everyone can see when they deliver their session and sign up as participants for other sessions.
9.10. Getting Additional Participants
Ensure you get further participants for the final deliveries, not only your trainees, and that those people are evenly distributed between the final deliveries.
10. Final Delivery & Closing (Day 6)
The final day is when trainees put everything they’ve learned into practice and celebrate their accomplishments.
10.1. Opportunity to Practice
This is the last day of the program, and trainees put into practice everything they have learnt over the past days.
10.2. Final Training Delivery
The highlight of this day is the final training delivery, where trainees conduct one more session to practice their interaction skills and implement the feedback they received from their first delivery.
10.3. Scheduling Considerations
Similarly to the practice training three days before, the scheduling of these sessions depends on the time you have available and the size of your team.
10.4. Co-Delivery in Pairs
Trainees should deliver in pairs to practice the experience of co-delivery. Ensure a trainer from your team observes and gives feedback on the performance.
10.5. Session Length
The ideal length of this session is between 2 and 4 hours to give trainees a thorough experience of delivering a complete session.
10.6. Main Assignment
This is the main assignment of the course, and completing it will provide participants with a sense of accomplishment and closing.
10.7. Trainer Development Path
Your trainees have practically completed the course and passed their final delivery. Now it’s time to point out the various development opportunities they will have in your organization.
10.8. Presenting Skill Development Opportunities
Present the skill development opportunities your trainees can have in the future, including further training opportunities and advanced train-the-trainer courses.
10.9. Encouraging Peer Support
Discuss how they can continue supporting each other in their development path after the course is over.
10.10. Future Expectations
Present future expectations and practical next steps they will have as a trainer in your organization.
10.11. Evaluation and Closing
As the event winds down, there will be formal but important steps left.
10.12. Reflecting on the Week’s Program
Make sure trainees take the time to reflect on the week’s program and share their feedback on how to improve your training materials for the future.
10.13. Detailed Surveys
Provide a detailed survey soliciting answers around the various aspects of the event and their learning journey.
10.14. Evaluating with Your Trainer Team
Schedule time with your own trainer team after the course for an evaluation round.
10.15. Closing Ceremony
Prepare a nice, official closing ceremony for your trainees and hand out certificates for completing the course.
11. Conclusion: The Journey of a Trainer
The train the trainer model is a journey, not a destination.
11.1. Continuous Improvement
The best trainers are always learning and refining their skills. Encourage your newly trained trainers to seek feedback, experiment with new techniques, and stay updated on the latest trends in training and development.
11.2 Importance of Ongoing Support
To truly transform employees into effective trainers, organizations should invest in continuous support. This includes mentorship programs where experienced trainers guide new ones, regular feedback sessions to refine skills, and access to online resources for ongoing learning. Creating a culture of continuous improvement ensures trainers stay motivated and effective. CONDUCT.EDU.VN offers various resources to support continuous professional development.
11.3. Long-Term Benefits of Train the Trainer Programs
Investing in the train the trainer model is an investment in the organization’s future. Skilled internal trainers can deliver consistent, high-quality training that drives performance and fosters a culture of learning. This leads to increased employee engagement, improved productivity, and a stronger competitive advantage. Remember, the key to a successful train-the-trainer program is ongoing support and development.
FAQ: Frequently Asked Questions about How to Train a Trainer
Here are some frequently asked questions about designing and implementing a train the trainer program:
Q1: What are the key elements of an effective train the trainer program?
A: Key elements include a well-structured agenda, clear learning objectives, practical exercises, opportunities for practice and feedback, and ongoing support.
Q2: How long should a train the trainer program be?
A: The length varies depending on the scope and depth of the content. Programs can range from 2-3 days (short, intense) to 1-2 weeks (long, intense).
Q3: How do I assess the needs of participants before designing a train the trainer program?
A: Use surveys, interviews, and focus groups to gather information about participants’ current skill levels, learning preferences, and training goals.
Q4: What are some common challenges in training trainers, and how can I address them?
A: Common challenges include varying skill levels, resistance to new techniques, and lack of confidence. Address these by providing personalized feedback, creating a supportive learning environment, and offering ongoing mentorship.
Q5: How important is team building in a train the trainer program?
A: Team building is crucial for creating a safe, collaborative learning environment and fostering peer support among participants.
Q6: What role does technology play in train the trainer programs?
A: Technology can enhance learning through online resources, virtual simulations, and interactive tools. However, it should complement, not replace, face-to-face interaction.
Q7: How do I measure the success of a train the trainer program?
A: Use pre- and post-training assessments, participant feedback, and observation of trainers’ performance in subsequent training sessions.
Q8: What are some effective methods for delivering feedback during a train the trainer program?
A: Use specific, actionable, and balanced feedback, focusing on both strengths and areas for improvement.
Q9: How do I ensure that trainers continue to develop their skills after the program is over?
A: Provide ongoing mentorship, access to resources, and opportunities for continuing education and professional development.
Q10: What are the benefits of using a structured agenda in a train the trainer program?
A: A structured agenda ensures that all key topics are covered, and that the program flows logically and efficiently.
Now It’s Your Turn
This guide provides a comprehensive overview of how to design and implement a successful train the trainer program.
Do you have any questions about designing sessions using the train the trainer model? Anything specific about the 7-day course template? Or perhaps you have a cool tip that we didn’t include here.
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