Certified Instructional Trainer® (CIT®)

About Course

The Certified Instructional Trainer® (CIT®) certification is designed for professionals who specialize in instructional training and education. It validates expertise in designing, delivering, and evaluating training programs effectively. Holders of the CIT® certification demonstrate proficiency in adult learning principles, instructional design methodologies, and training delivery techniques. This certification enhances career prospects by verifying the ability to create engaging and impactful training experiences, ensuring learners acquire knowledge and skills effectively. CIT® holders are sought after in various industries for their capability to develop and deliver high-quality training that meets organizational objectives and enhances employee performance.

Course Content

Domain 1 Communication and Facilitation Skills

Communication techniques, styles, verbal and nonverbal cues, and feedback
Literacy considerations (read and write) for the learner
Technology applications appropriate for both the learner and the instructor
Instructional leadership methods (e.g., adult learning theory and audience engagement)

Domain 2 Needs Assessment

Domain 3 Course Design

Adult learning strategies (e.g., collective learning, dynamic learning, interactive learning, experiential learning, etc.)
Instructional systems design (e.g., the ADDIE model [analysis, design, development, implementation, evaluation], systematic approach to training [SAT], Successive Approximation Model [SAM], AGILE, etc.)
Minimum requirements for training to meet applicable regulatory, consensus, and performance standards, if and when required
Learning objective hierarchy (e.g., Bloom’s taxonomy)
Techniques for determining target audience baseline knowledge level
Resources management
Cost-benefit analysis techniques (e.g., direct and indirect costs)

Domain 4 Course Development

Lesson plan components (e.g., trainee materials, instructor manuals, handouts, job aids, group activities/simulations, etc.)
vailable training delivery modalities (e.g., blended learning, distributed learning, electronic learning [eLearning], mobile learning [mLearning], instructor-led online training, computer-based training, classroom training, and on-the-job training [OJT])
Validation criteria (e.g., references, regulations, and consensus standards)
Subject matter expert requirements and selection, planning, and coordination
Implementation of instructional development plan
Representative training sample for pilot (beta) test
Recordkeeping requirements (e.g., record retention, hardcopy, digital, onsite and offsite storage, information security, privacy laws, recoverability, regulatory, and stakeholder)

Domain 5 Course Implementation

Domain 6 Trainee Assessment

Domain 7 Course Evaluation

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About Course

What Will You Learn?

Course Content

Domain 1 Communication and Facilitation Skills

Communication techniques, styles, verbal and nonverbal cues, and feedback

Literacy considerations (read and write) for the learner

Technology applications appropriate for both the learner and the instructor

Instructional leadership methods (e.g., adult learning theory and audience engagement)

Domain 2 Needs Assessment

Identifying performance outcome or changes

Defining target audience

Stakeholder needs (e.g., stakeholder objectives, organizational culture, target audience needs, and special needs)

Techniques for job and task analysis/gap analysisTechniques for job and task analysis/gap analysis

Identifying aspects of trainee diversity (e.g., cultural, geographic, individual, organizational, generational, gender, accommodations for persons with disabilities, etc.)

Domain 3 Course Design

Adult learning strategies (e.g., collective learning, dynamic learning, interactive learning, experiential learning, etc.)

Instructional systems design (e.g., the ADDIE model [analysis, design, development, implementation, evaluation], systematic approach to training [SAT], Successive Approximation Model [SAM], AGILE, etc.)

Minimum requirements for training to meet applicable regulatory, consensus, and performance standards, if and when required

Learning objective hierarchy (e.g., Bloom’s taxonomy)

Techniques for determining target audience baseline knowledge level

Resources management

Cost-benefit analysis techniques (e.g., direct and indirect costs)

Domain 4 Course Development

Lesson plan components (e.g., trainee materials, instructor manuals, handouts, job aids, group activities/simulations, etc.)

vailable training delivery modalities (e.g., blended learning, distributed learning, electronic learning [eLearning], mobile learning [mLearning], instructor-led online training, computer-based training, classroom training, and on-the-job training [OJT])

Validation criteria (e.g., references, regulations, and consensus standards)

Subject matter expert requirements and selection, planning, and coordination

Implementation of instructional development plan

Representative training sample for pilot (beta) test

Recordkeeping requirements (e.g., record retention, hardcopy, digital, onsite and offsite storage, information security, privacy laws, recoverability, regulatory, and stakeholder)

Domain 5 Course Implementation

Learning environment impacts on student experience

Learning environment selection and set-up options (e.g., classroom, field, and online)

Logistical considerations (e.g., scheduling, resources, online deployment, travel, registration, communication, and creating learning environments [distractions, temperature, lighting, and noise])

Domain 6 Trainee Assessment

Performance standards (e.g., stakeholder expectations, regulatory and other requirements, standard operating procedures and guidelines)

Assessment tools (e.g., materials, tests, activities, management observations, surveys, and quality and time comparisons [before and after])

Domain 7 Course Evaluation

Course evaluation techniques (e.g., Kirkpatrick Evaluation Model, etc.)

Feedback, including surveys

Post-course behavior evaluation techniques

Data collection and analysis

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