The CTFS programme aims to:

• Develop the professional identity, credibility and ethical judgement required of a modern training and facilitation specialist. 
• Build participants’ ability to operate as performance consultants, relationship partners, learning designers, facilitators, evaluators and enablers of workplace transfer. 
• Apply adult-learning principles, learning psychology, cognitive-load management, retrieval practice and psychological safety to professional learning interventions. 
• Enable participants to diagnose performance gaps systematically and determine whether training or a non-training intervention is required. 
• Develop measurable learning and performance objectives that are aligned with identified organisational needs. 
• Apply backward-design principles to connect desired outcomes, assessment evidence, content, activities and learning methods. 
• Design structured, inclusive and application-focused training programmes that progressively build workplace capability. 
• Select instructional methods and activities based on learning level, audience characteristics, available resources, risk and feedback requirements. 
• Strengthen professional presentation, communication, questioning, listening, storytelling and facilitation capabilities. 
• Equip participants to manage resistance, conflict, disengagement, dominant behaviour and other difficult facilitation situations constructively. 
• Develop the ability to provide criteria-based feedback and coaching that supports practice, reflection and performance improvement. 
• Enable participants to evaluate learning transfer and organisational impact using appropriate evidence, analytics and responsible interpretation. 
• Build participants’ capacity to translate learning data into credible business insights and actionable recommendations. 
• Promote continuous professional practice grounded in ethics, cultural humility, confidentiality, inclusion and duty of care. 

M-1: Modern Role of a Professional Trainer
M-2: Adult Learning Principles & Learning Psychology
M-3: Training Needs Analysis (TNA)
M-4: Writing Learning Objectives & Backward Design
M-5: Designing Effective Training Programs
M-6: Professional Presentation & Communication Skills
M-7: Facilitating Interactive Learning Experiences
M-8: Instructional Methods & Learning Activities
M-9: Training Materials & Visual Design
M-10: Managing Difficult Participants & Challenging Situations
M-11: Training Evaluation & Impact Assessment
M-12: Learning Analytics for High-Impact Trainers
 

Upon successful completion of the CTFS programme, participants will be able to:

• Demonstrate the professional identities, ethical standards and stakeholder behaviours expected of a training and facilitation specialist.
• Apply adult-learning and learning-psychology principles when designing and facilitating learning experiences.
• Investigate a training request, quantify the performance gap, analyse root causes and determine whether training is an appropriate response.
• Formulate specific, realistic and assessable learning objectives aligned with diagnosed performance requirements.
• Apply backward design to align objectives, assessment evidence, content, practice and workplace application.
• Develop a sequenced training plan that manages content boundaries, cognitive load, timing, practice and feedback.
• Select instructional methods and learning activities appropriate to the required mastery level, audience, resources and performance risk.
• Produce clear, accessible and transfer-focused slides, participant materials, facilitator guides and workplace job aids.
• Deliver professional presentations using effective voice, movement, message structure, storytelling, questioning and listening.
• Facilitate inclusive and interactive learning that generates participation, practice, reflection and psychological safety.
• Provide constructive feedback and manage resistance, conflict, disengagement and difficult participant behaviour proportionately.
• Design an evaluation plan that includes baseline evidence, behavioural indicators, data ownership and feedback loops.
• Analyse learning and performance data, identify meaningful patterns and communicate findings through appropriate visualisations.
• Translate evaluation evidence into responsible conclusions, business-focused recommendations and continuous-improvement actions.
• Integrate the complete STAGE process to manage a training or performance-improvement project from initial request to evidence-based recommendation.

This program is validated and Quality Assured by American Society for Trainers and Coaches (ASTC-USA) [www.astc.us.com]

Features:
Duration: 4 Months
Video Materials: Yes
Mode of Learning: Self-Paced

Assignment:

• 01 Pre-Course Assignment (For Learning Purposes)
• 03 In-Course  Assignments
  • Each Assignment Mark: 100 
  • 70% Passing Mark
• 01 Single Presentation 
• 01 Capstone Project
  • Total Mark: 300 
  • 70% Passing Mark 

Exam Method:

• Number of Exams: 01
• Number of Questions: 50 MCQ Questions
• Duration: 60 Minutes
• Total Marks: 100 
• Pass Mark: 70%

• 12 Practical Focus Module
• Post Completion:
  • Electronic Certificate
  • Digital Badge via Credly.com
  • Printed Certificate Available
  • Printed Transcript Available

Performance Needs Diagnosis

• Ability to identify performance gaps, analyse their root causes and determine whether training is the appropriate intervention.

Adult Learning Application

• Ability to apply adult-learning principles and learning psychology to make training relevant, engaging and practical.

Learning Objective Development

• Ability to formulate specific, measurable and assessable learning objectives aligned with performance requirements.

Training Programme Design    

• bility to structure and sequence content, activities, practice and assessment into a coherent learning experience.

Instructional Method Selection

• Ability to select appropriate learning methods based on desired competency levels, participant characteristics, resources and workplace risks.

Learning Material Development

• Ability to produce clear, accessible and application-focused slides, facilitator guides, participant materials and job aids.

Professional Presentation

• Ability to communicate ideas confidently through effective voice, body language, storytelling, message structure and visual support.

Interactive Facilitation

• Ability to create participatory learning environments in which learners actively discuss, practise, reflect and contribute.

Feedback and Coaching

• Ability to provide specific, criteria-based and actionable feedback that supports reflection and performance improvement.

Learning Transfer Facilitation

• Ability to design follow-up mechanisms and workplace supports that help participants apply learning after the programme.

Evaluation and Impact Measurement

• Ability to assess learning, behavioural change and organisational contribution using appropriate indicators and evidence.

Learning Analytics

• Ability to collect, validate, analyse and visually present learning data to identify patterns and support decisions.

Strategic Learning Partnership

• Ability to connect learning interventions with organisational priorities, performance requirements and business value.

Ethical and Professional Practice

• Ability to maintain credibility, confidentiality, fairness, professional boundaries and duty of care in all training decisions.