The EU Trainer competence certification scheme is based on a detailed competence matrix,

according to which evidence is required from the candidate and examined. 

The competence matrix covers substantially all training related activities,

according to the PDCA (Plan, Do, Check, Act) Cycle. 

Competence area
Performance criteria
Design training
1.1 Needs analysis of the target group 1.1.1. He/she is able to communicate with customers in order to understand customer needs (e.g. understanding of training needs of the customer, agreeing on training content, budget, etc.)
1.1.2. He/she is able to advise a customer to help him/her to identify training needs (by using different techniques e.g. active listening etc.)
1.1.3. He/she is able to identify training needs of adult learners by using different methods (e.g. interviews, surveys, secondary data, etc.)
1.1.4. He/she is able to differentiate between different kinds of training needs
1.1.5. He/she is able to identify training needs the customer had not perceived before
1.1.6. He/she is able to look for acceptance by all interested parties on the identified training needs
1.1.7 He/she is able to produce a detailed program of his/her training offer and associated professional competences
1.2 Framework analysis & framework conditions 1.2.1. He/she is able to set up a training contract according to a time frame of the training with a detailed training budget
1.2.2. He/she is able to select the necessary and appropriate resources to realise the training project (e.g. time, material, room, staff, etc.)
1.2.3 He/she is able to analyse the customer's framework, environment and conditions in wich the training will take place
1.2.4 He/she is able to explain the conditions of his/her training offer to interested parties
1.2.5. He/she is able to describe the scope of his market
1.3 Conception & design of training 1.3.1. He/she is able to chose appropriate pedagogical, technical and supervision means following the defined training offer
1.3.2. He/she is able to design a training project based on training objectives identified during the training needs analysis
1.3.3. He/she is able to define specific and measureable training objectives according to the needs analysis taking into consideration specific learning requirements of adult learners (e.g. emotonial aspects, chronological rythm)
1.3.4. He/she is able to reflect on cognitive and social aspects affecting learning when defining training objectives and the training patwhays of adult learners
1.3.5. He/she is able to design training pathways adapted to trainees specificities
1.3.6. He/she is able to structure the training according to the identified training needs (e.g.theoretical/practical components, compiling and sequenzing of modules, etc.)
1.3.7. He/she is able to choose appropriate learning environments and facilities (e.g. classroom training, e-learning, blended learning, work-based learning, webinars) according to the needs and the framework analysis results
1.3.8. He/she is able to plan the training to support the learning process and the acquisition of the defined learning outcomes
1.3.9. He/she is able to plan an assessment process (for assessing training progress of trainees during and at the end of the training)
1.3.10 He/she is able to plan appropriate assessment procedures for different kinds of learning (e.g. by differentiating classroom training, e-learning, blended learning, work-basedlearning, webinars)
1.3.11 He/she is able plan an evaluation of trainees pre-requisites and prior knowledge
1.4 Development & production of training material 1.4.1. He/she is able to choose standard teaching material to support the training process of adult learners among available resources (e.g. textbooks, online sources, videos, etc.)
1.4.2. He/she is able to create training content using different supports (e.g. whiteboard, word, portfolio, etc.)
1.4.3. He/she is able to set up a training materials check list
1.4.4. He/she is able to use technical teaching media including ICT and new media (e.g. social networks) to support the learning process of adults
1.4.5. He/she is able to design teaching material based on the possibilities of new information, communication and education technologies
1.5 Validation of training material 1.5.1 He/she is able to conduct a validation of training material by stakeholder groups (e.g. target group, peers...) by giving them the material and gathering their feedback (e.g. verbal, written)
1.5.2. He/she is able to implement training material in ICT devices and ITC media
1.5.3. He/she is able to conduct a validation of training material (training content and training activities)
1.5.4. He/she is able to modify the training material according to the outcome of the validation
1.5.5. He/she is able to use a variety of instruments to conduct a validation of the training material (e.g. development of a validation questionnaire, focus groups, interviews etc.)
Implementing and facilitating training
2.1 Training facilitation & learner motivation 2.1.1. He/she is able to communicate the learning objectives of a training and inform trainees on the structure of the course and the learning process.
2.1.2. He/she is able to mix groups of trainees and initiate team work
2.1.3. He/she is be able to communicate the content using different didactical and pedagogical methods
2.1.4. He/she is able to individualise training according to different trainees' needs
2.1.5. He/she is able to assign adequate tasks to trainees to support the learning process
2.1.6. He/she is able to give feedback based on observations in order to support the trainees' learning process
2.1.7. He/she is able to motivate the trainees by involving them actively in the training (e.g. listen to other trainees, ask relevant questions, presenting assignments to promote learning)
2.1.8. He/she is able to manage conflicts arising during a training session
2.1.9. He/she is able to monitor the trainees learning progress
2.1.10. He/she is able to modify the designed training according to new trainees training requirements popping up during the training
Evaluating & assessing training
3.1 Evaluation of training design process 3.1.1. He/she is able to apply standardised assessment methods (e.g. questionnaires, observation) for evaluating the training design process
3.1.2. He/she is able to optimise the training design process on the basis of the evaluation outcomes
3.2 Evaluation of teaching methods 3.2.1. He/she is able to conduct an assessment on the basis of standardised evaluation procedures to determine the quality of his/her teaching methods and teaching style (e.g. by asking trainees, letting them fill in a questionnaire, etc.)
3.2.3. He/she is able to design assessment procedures to determine the adequacy, the quality of his/her teaching methods and teaching style (e.g. developing evaluation questionnaires, interview guidelines, feedback tools etc.)
3.2.3. He/she is able to modify his teaching method (e.g. adaption of training material, modification of his/her teaching method)
3.3 Assessment of learning outcomes 3.3.1. He/she is able to use standardised assessment tools (e.g. final test, interview, questionnaires, observations, etc.) and follow pre-defined procedures when assessing learning outcomes
3.3.2. He/she is able to apply relevant (formative or summative) assessment methodologies for assessing the acquired learning outcomes
3.3.3. He/she is able to adapt his/her training if learning outcomes assessment shows negative results
3.3.4. He/she is able to communicate the assessment outcomes to interested parties and provide adequate recommendations
Optimise training and practice
4.1 Being a lifelong learner 4.1.1. He/she is able to organise his/her own professional development (also in the long-term)
4.1.2. He/she is actively involved in trainer networks / communities of practice in order to keep up-to-date and exchange with peers
4.1.3. He/she participates in relevant professional trainings for updating his/her own skills and competences (e.g. via formal, non-formal training)
4.1.4. He/she able to follow developments in his/her own professional field by regularly engaging in professional competence development
4.1.5. He/she is able to modify his/her own training style by applying the outcomes of his/her continuous professional development
4.1.6. He/she ist able to manage his/her own learning process
4.2 Self reflection 4.2.1. He/she is able to manage and assess his/her personal resources (e.g. self- and time management, personal training needs)
4.2.2. He/she is able to continuously reflect him/herself as a trainer and his/her own behaviour and to adjust his/her behaviour, if necessary