Designing a training programme, devising a role-play scenario, adapting a practical case study, creating a quiz or rephrasing a set of instructions: these are all essential tasks, but they are particularly time-consuming for trainers.
Generative artificial intelligence can now support them at every stage of this process. However, its value does not lie in its ability to produce content ever more quickly. It lies, above all, in the way the trainer uses this content to enrich the learning experience.
For whilst AI can generate an activity, it cannot observe a group, detect a lack of understanding, reassure a participant or create a sense of collective momentum.
The aim, therefore, is not to replace trainers, but to help them become augmented trainers.
📌 Key takeaways
- AI can speed up the design and production of learning materials.
- The trainer remains essential for providing context and facilitating the session.
- Effective use requires mastering the art of the prompt.
- Generated content must always be checked.
- Trainer training must now incorporate AI.
Why train trainers in artificial intelligence? 🦾
Trainers are often already experts in their field. They have a thorough understanding of their subject, are familiar with the realities on the ground and have valuable experience to pass on.
But with the advent of AI, their profession is changing.
It is no longer enough for them simply to know how to design and deliver a training course. They must also learn to identify relevant applications of artificial intelligence, interact effectively with the tools, and apply critical thinking to the results obtained.
The OECD also emphasises that generative AI can support learning when guided by clear pedagogical principles. Without this pedagogical intent, it may improve task performance without facilitating genuine learning.
Training trainers in AI therefore enables them to become more effective without losing sight of their primary objective: to facilitate learning.
How can AI support trainers? ✨
Design training courses more quickly
Based on a learning objective, AI can propose an initial programme structure, suggest a progression or generate several learning approaches.
It helps the trainer get past the initial mental block. The trainer then retains responsibility for selecting, adapting and contextualising the proposals.
Diversifying teaching activities
Quizzes, case studies, role-plays, scenarios, thought-provoking questions or practical scenarios: AI can quickly generate several options tailored to a single skill.
This enables the trainer to vary their activities more and avoid systematically repeating the same formats.
Customise content
A single exercise can be tailored to a specific role, sector, level of proficiency or professional situation.
This capability helps to align the training more closely with the participants’ real-life experiences. However, the effectiveness of this personalisation always depends on the quality of the information fed into the tool and the trainer’s judgement.
Create more engaging content
AI can also help with drafting instructions, summarising content, creating reference sheets or preparing visual resources.
It therefore frees up time for tasks with greater added value: supporting, observing, facilitating practice and providing feedback.
The prompt is no substitute for teaching skills ☀️
Simply knowing how to write a prompt for an AI is not enough.
A truly useful prompt must specify the context, the audience, the learning objective, the expected level, any constraints and the output format. But even if it is very detailed, it does not guarantee an accurate or immediately usable result.
The trainer must therefore be able to:
- question the generated responses;
- identify approximations and biases;
- verify key information;
- protect personal or confidential data;
- adapt each output to the organisation’s culture.
UNESCO rightly places human agency, critical thinking and ethics at the heart of the use of AI in education.
The augmented trainer remains deeply human 🤝
The more AI facilitates content production, the more the trainer’s value shifts towards what technology cannot fully replicate.
The trainer creates an atmosphere of trust. They adapt their delivery in real time. They welcome feedback, encourage discussion, analyse behaviour and support each individual in their progress.
AI generates possibilities. The trainer gives them meaning.
Training trainers in AI must therefore go beyond simply learning how to use a tool. It must enable trainers to choose the right applications, design richer learning experiences and adopt responsible practices.
At Groupe DMM, we support trainers in transforming AI into a genuine educational co-pilot. Through a practical and interactive approach, they experiment with the tools, refine their prompts and create content that is directly applicable to their training courses.
Because the future of training will be neither entirely human nor fully automated.
It will be shaped by trainers capable of harnessing the best of both worlds.
For further support ✨
Through the Using AI in Training course, we support trainers and instructional designers in integrating artificial intelligence in a practical, creative and responsible way.
Participants learn to:
- Master the art of prompt writing to obtain more relevant responses
- Design innovative and tailored learning scenarios
- Generate activities, exercises and role-plays
- Create visual aids more quickly
- Tailor content to specific audiences and objectives
- Verify and secure AI-generated outputs
- Improve efficiency without compromising educational value
Available as face-to-face, remote, blended learning or e-learning, this course enables trainers to make AI a true educational co-pilot.
