The 6T Framework: A Competency-Based Model for 21st-Century Trainers

Outline

6. Session Outline (50-Minute Virtual Agenda)

Part 1: Setting the Stage (5 minutes)

Introduction: The evolving role of the modern trainer.

Interactive Icebreaker: Participants share a recent training success and a current challenge via a digital poll (e.g., Mentimeter).

Part 2: Introducing the 6T Framework (10 minutes)

Guided Tour: A concise, visually-driven overview of the six domains: Trainees, Training, Techniques, Trends, Technology, and Tools.

Connecting to Research: Briefly linking each domain to its foundational educational theory.

Part 3: The Artifact - Self-Assessment & Action Plan Creation (25 minutes)

Individual Reflection (10 min): Participants use a guided digital worksheet to rate their confidence and competence in each of the 6T domains.

Breakout Room Discussion (10 min): In small virtual breakout rooms, participants share one area of strength and one area for growth, generating new ideas.

Action Plan Development (5 min): Participants begin translating reflections into 1-2 SMART goals on their Action Plan worksheet.

Part 4: Sharing and Synthesizing (5 minutes)

Group Share-Out: Volunteers from breakout rooms share one key insight.

Resource Curation: A collaborative digital board (e.g., Padlet) is introduced for attendees to post and access resources asynchronously.

Part 5: Wrap-up & Next Steps (5 minutes)

Summary: Key takeaways and encouragement.

Q&A: Final questions from the audience via the chat feature.

Outcomes

The primary outcome of this Idea Lab is for each participant to create a Personalized 6T Professional Development Action Plan. This tangible artifact will:

Document a self-assessment of their current strengths and areas for growth across the six framework domains.

Identify at least two specific, actionable goals for their professional learning.

Outline concrete next steps and resources for achieving these goals in the next 3-6 months.

Supporting research

Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay.

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112.

Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer.

Knowles, M. S. (1984). Andragogy in Action: Applying modern principles of adult learning. Jossey-Bass.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

OECD. (2018). The Future of Education and Skills: Education 2030. OECD Publishing.

Piaget, J. (1972). The psychology of the child. Basic Books.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wiggins, G., & McTighe, J. (2005). Understanding by Design (2nd ed.). Association for Supervision and Curriculum Development.