Learning

Program Plan

Learning program plan part 1: General Program Information

Program name Instructor’s Development Trainer’s Training (IDTTC)

RTO Training Development Centre, TRADOC, Philippine Army

Client o Assistant Chief of Staff for Education & Training, G8,PA

o Commanders and training staff of Infantry Divisions,
Mechanised Infantry Division, SOCOM, and TRADOC
o Commanders of Philippine Army Major Unit (PAMU)
schools
o Personnel projected to be assigned in Army schools
offering in- service and specialisation trainings; and, Non-
commissioned Officers (NCO) projected to be assigned as
Platoon Sergeants expected to conduct in-house trainings
in small field units and their equivalent in garrison units.
Program aim o Address an identified skills gap;
o Promote professional development;
o Build confidence; and
o Improve organisational results.
Qualification Statement of attainment will be for this unit of competence

Competency Provide trainer’s training for work skill instruction

standards

Program outcomes By the end of this training program, learners should be able
to do the following as required in realistic working
conditions:
o Train candidates to qualify as skills trainer
o Organize competency based Learning Program Plan
o Organise instruction and demonstration
o Conduct instruction and demonstration
o Check training performance
o Review personal training performance
Prerequisites To enroll, participants must be able to demonstrate
vocational competency in their proposed teaching and
assessing area.
Delivery mode Face-to-face

Program duration Twenty Five (25) working days

(total)

Assessment On the final days of training:

o Task 1: Short answer questions
o Task 2: Provide work skill instruction to an individual
 (30 mins)
o Task 3: Provide work skill instruction on two occasions
to a group (80 mins)
o Task 4: Assess Two (2) Deliveries in the workplace
o Task 5: Organize Three (3) Learning Program Plan
o Task 6: Validate Three (3) LPP in the workplace
Number of learners Forty (40) trainees with mentors/facilitators for a mentor to
learner ratio of 1:4.
Target learner group Military personnel with varied skills and knowledge,
(profile) functional expertise, age, genders who are:
o Projected to be assigned as trainer’s trainer
o Projected to be assigned as functional trainers in
military schools providing in-service and specialisation
skills trainings; and
o Occupying or projected to occupy platoon sergeant
positions in field units and equivalent in garrison units
who are expected to provide in-house skills trainings in
small units/offices.
Special needs As part of the enrolment process, all learners will complete
a simple LLN assessment before finalising enrolment:
o Learners identified with minor LLN gaps will be offered
support throughout training.
o Learners identified with significant LLN gaps will be
referred to the Foundation Skills unit.
Venue and Training Development Centre Training Room (for classroom
equipment required instruction)
o Computer (with internet) and multi-media projector
o Wide screen
o Whiteboard
o Multi-media speaker
o Printer and Photo copier
o Presenter with laser pointer
o Standby power generator
o Other venues (as may be determined later for training
and assessment)
Learning materials o Handouts (E-copy and hardcopy)
and other resources o Templates
required o Provide work skill instruction unit of competency and
assessment requirements
o power point presentations
o Videos:
1) Believe in yourself-teaching is the most important
job
2) Are you a teacher or an educator?
3) “Operational Environment” o Starting strong -
Training a combat medic
o Qualities of an effective instructor
o Providing work skill instruction
 o Starting strong – training a combat engineer


References
o TRADOC Pamphlet 350-70-1 Training development in
support of the operational domain 2012
o Site Skills Training Designing Learning Participant
Manual, pp 144- 151.
o Chapter 5, FM 5-19 Composite Risk Management 2006
o TRADOC Reg 350-70, Appendix H
o TC 25-30 A Leader’s Guide to Company Training
Meetings, 1994. o TC 25-20 A Leader’s Guide to After
Action Reviews, 1993 o FM 6-22 Army Leadership, 2006.
o Effective facilitation skills for trainers by CAWST
o Handout-Teaching students to transfer their
knowledge o Site Skills Training Workplace Assessment
Participant Manual
o TRADOC Pamphlet 350-70-5, Systems Approach to
Training: Testing, 2004.
o Handout-Coaching to develop self-awareness by
MindTools
Pre-program o E-mail joining instructions and enrolment forms to
information or pre- learners two (2) weeks prior through G8s
work o List of trainee requirements
o Pre-work: mastery of one vocational area in place of
work (see prerequisites above)
Program TDC to organise:
administration o VARK survey to all learners upon enrolment.
o Five (5) augmentation trainer-mentor-facilitators to act
as training buddies (one mentor for two learners)
throughout the duration of training.
o Tour of TRADOC facilities (chapel, concessionaire, gym,
mess hall, barber shop and parlor, laundry), call on
Commander TRADOC, and welcome cocktail right after
opening.
o Attendance form – trainer to return completed form to
TDC admin within twenty-four (24) hours of program
conclusion
o Post program e-mail to learners with link to online
feedback survey.
People to be Learners through their respective Division Training School
informed Commandants
o Training committee
o G3, TRADOC
o G8s of involved candidates
o Students
Safety issues Before training:
o Induct learners about “off limits” (other student
 quarters, shooting ranges, night spots, etc)
o Ensure emergency evacuation procedures are posted
on training room door. WHS information for learners:
1) Emergency evacuation procedures
2) Location of medical dispensary
3) General room safety (See attached Risk Control Plan
for details).
Other logistics o Produce handouts two (2) weeks prior to opening one
(1) copies per students.
o TDC to send reminder e-mail to units of learners one
(1) week prior opening.
o Service support branch to dispatch passenger van to
pick up students at McDonalds Capas, Tarlac on report
date.
o 10 pocket Wi-Fi with load

continued
Learning program plan part 2: Learning Program Content and Agenda

Learning outcomes—By the end of

Application/
Session Title Time the session, learners should be able Content (topics) Delivery Method/s Resources
Assessment
to:
DAY 1
o MSTB Program
o Intros & icebreaker o Icebreaker
Information Handout
o Display a correct learning mind set o WHS reminders activity
o Power Point
30 o Expectation & goal setting o Lecture/
Introduction o Q&A o Assessment Kit
mins o Describe the program structure o Program objectives and discussion
o Program & weekly
and assessment requirements structure o Expectation
training schedule
o Assessment requirement setting activity
o Attendance Form
o Video: o Are you a
teacher
o Teaching vs Educating o Video o Small Group
1 30 Describe the impact of teaching in o or an educator o Believe
Teaching o Believing in oneself as a teacher presentation Discussion/ Group
mins people’s lives in
presentation
o yourself-teaching is the
most important job
o Power Point
o Video-“Operational
Environment”
o Contemporary Operational o Video-Replicating the
List the qualities and attributes of a o Lecture/
Qualities of a Environment o COE activity COE
2 good military trainer considering the Discussion
good military 1 hour o Realism in training o Trainer qualities o Video-Training a combat
characteristics of the contemporary o Video
trainer o Providing work skill instruction- activity medic
operational environment (COE). presentations
military setting o TRADOC Pamphlet 350-
70-1 Training development
in support of the
operational domain 2012
Session Title Time Resources
 Learning outcomes—By the end of
Application/
Session Title Time the session, learners should be able Content (topics) Delivery Method/s Resources
Assessment
to:
15 minute break

o Q&A o Power point
o Principles of Adult Learning o VARK Activity o VARK
Gather information about learner Lecture /
1 hour o Learner profiling o Enrolment o Target audience o Questionnaires
characteristics and learning needs Discussion
forms o VARK analysis (TAA) o Sample
activity o TAA Matrix
1 hour meal break, back at 1 pm
o Power point
o Sample Risk
management matrix
o Sample Risk control plan
o Risk Management
3 Planning o Risk management
o WHS
military Lecture / matrix activity o Site Skills Training
1 hour Confirm a safe learning environment o Risk control plan
instruction Discussion o Risk control plan Designing Learning
o Application of risk management
and activity Participant Manual, pp 144-
to training management
demonstratio 151.
n o Chapter 5, FM 5-19
Composite Risk
Management 2006
o Power point
o Taxonomy of Learning
Gather and check instruction, o TRADOC Pam 350-70-1
o Writing Good Objectives Lecture /
1 hour demonstration objectives, and seek Domains activity Training Development in
o Application in military training Discussion
assistance if required Support of the Operational
(individual & collective training)
Domain, 2012
15 minute break
Access and review relevant learning Lecture / o Internet Research o Power point
45 min Data mining and screening
resources and learning materials for Discussion activity o Internet access
 Learning outcomes—By the end of
Application/
Session Title Time the session, learners should be able Content (topics) Delivery Method/s Resources
Assessment
to:
suitability and relevance, and seek o Data sorting o List of resources (raw &
assistance to interpret the activity screened)
contextual application.
Organise access to necessary
Lecture /
45 min equipment or physical resources o Military supply procedures Requesting logistics o Power point
Planning Discussion
required for instruction and o Venue request procedure activity o Log request form
military
demonstration
instruction
o Power point
and
Notify learners of details regarding o Sample message format
demonstratio 30 Lecture / Message writing
the implementation of the learning o Joining instructions
n (cont’d) mins Discussion activity
program and/or delivery plan o Sample Joining
Instructions
Recap Day 1
Homework for Day 2: a) Read and prepare for SGD & recitation on the Case Study on Handling difficult training situations; b) Prepare a 1-min WHS oral briefing activity; and, c)
Read and prepare for recitation on TRADOC Reg 350-70, Appendix H-Instructional Strategies and Methods and Instructional Design Quality Checklist of Site Skills Training Designing
Learning Participant Manual, pages 118-121.
DAY 2
30
Welcome & o Display a correct learning mindset o Intros and Icebreaker NA o Icebreaker activity
mins o Attendance form
review o Review key learnings from day 1 o All from day 1 o Review activity

o Q&A
Delivering o Reflection/
o Qualities of an Effective o Lecture /
4 military recitation o Power point
Use interpersonal skills with learners Instructor Discussion
instruction o Small group o Video clip – Qualities of
1 hour to establish a safe and comfortable o Managing tough situations o Video
and learning environment. (technical breakdowns & inter- presentation
discussion & an effective instructor
demonstratio recitation on case o Case study
personal dysfunctions) o Case analysis
n study - handling
difficult training
 Learning outcomes—By the end of
Application/
Session Title Time the session, learners should be able Content (topics) Delivery Method/s Resources
Assessment
to:
situations
o Power point
Follow the learning program and/or o Q&A
45 o Learning Program Plan Lecture / o Sample Learning
delivery plan to cover all learning o Session Plan
mins o Session Plan (DEDICT Model) Discussion Program Plan
objectives. o Activity
o Sample Session Plan
Task breakdown template
15 minute break
Brief learners on any workplace
o Power point
15 health and safety (WHS) procedures (Same content as Risk Management WHS oral briefing
NA o Sample WHS procedure
mins and requirements prior to, and in session 2) activity
for demonstration
during, training.
o Power point
o Instructional Strategies and
o TRADOC Reg 350- 70,
1 hour Methods for Delivering an Individual recitation
Use delivery techniques to structure, Lecture / Appendix H
Delivering &30 Instruction on advanced reading
pace and enhance learning. Discussion o Site Skills Training
military mins o Instructional Design Quality assignments
Designing Learning
instruction Checklist
Participant Manual
and
1 hour meal break, back at 1 pm
demonstratio
o Power point
n (cont’d) Apply coaching techniques to assist Coaching techniques Lecture / SGD and group o Handout-Coaching to
1 hour
learning. Discussion presentation develop self- awareness by
MindTools
o Effective Communication Skills
o Power point
for Trainers
Use communication skills to provide Effective o Exercise sheets
o Questioning techniques Lecture /
1 hour information, instruct learners and communication o Effective facilitation
o Listening skills Discussion
demonstrate relevant work skills. activity skills for trainers by
o Giving effective feedback o
CAWST
Giving clear instructions
 Learning outcomes—By the end of
Application/
Session Title Time the session, learners should be able Content (topics) Delivery Method/s Resources
Assessment
to:
15 minute break
o Power point
Provide opportunities for practice
30 Lecture / o Handout-Teaching
during instruction and through work Guided practice Q&A
mins Discussion o students to transfer their
activities.
knowledge
Provide and discuss feedback on o Power point
Observation checklist
learner performance to support Observation checklist o Group Lecture / o Observation checklist
1 hour activity
learning. delivery o Individual session Discussion forms
Recap Day 2
Homework for Day 3: Research individual assigned topics in Session 5 & prepare a 20-minute presentation of assigned topics for delivery in class, always mindful of learning
outcomes and WHS considerations. Learners may deliver in PILIPINO or combination of Pilipino and English.
DAY 3
20
Welcome & o Display a correct learning mindset o Intros and Icebreaker NA o Icebreaker activity
mins Attendance form
review o Review key learnings from day 2 o All from day 2 o Review activity

Use measures to ensure learners are o Competency-based assessment o Power point
acquiring, and can use, new o Planning assessment activities o Site Skills Training
technical and generic skills and and processes Workplace Assessment
knowledge. o Assessing competence steps Participant Manual
o Advanced
3 Monitor learner progress and o Military application: o TRADOC Pamphlet 350-
Assessing assigned individual
hours outcomes in consultation with the o Criterion-referenced tests o Individual 70-5, Systems Approach to
trainee o reading &
&40 learner. o Test development presentations Training: Testing, 2004.
5 individual learner
performance mins o management o Performance o Q&A o TC 25-30 A Leader’s
presentation in
o measurements/tests Guide to Company Training
Review relationship between the class
o Knowledge-based tests o Test Meetings, 1994.
trainer/coach and the learner, and
administration and o TC 25-20 A Leader’s
adjust to suit learner needs.
o control Guide to After Action
o Conducting training Reviews, 1993
 Learning outcomes—By the end of
Application/
Session Title Time the session, learners should be able Content (topics) Delivery Method/s Resources
Assessment
to:
o meetings & Leader’s o FM 6-22 Army
book/Individual training status Leadership, 2006.
o After Action Review (AAR) &
developmental counselling
1 hour meal break, back at 1 pm
o Power point
o Feedback Form
o Q&A
Reflect upon personal performance o Gathering & using learner o Group-based
o Learner feedback
45 in providing instruction and feedback to improve performance Lecture / o Workplace learning-
activity
mins demonstration, and document Discussion individual
o Observation
strategies for improvement. o Third party evaluation o Observation checklist
checklist activity
forms o Group delivery
o Individual session
o Management of learner records
o Military records management
Evaluating
system
6 personal
o Military training records and
training
reports: o Q&A
performance
o Enrolment forms o Portfolio of
Maintain, store and secure learner o HPA detach service order o o training records o Power point
Lecture /
1 hour records, according to organisational Security, medical, and and reports o Sample training records
Discussion
and legal requirements. o other clearances (individual learners and reports
o (including waivers) to keep sample
o Roster of students o After copies of each)
Opening & Closing
o of Course Reports o Instructor
reports of
o academic/non-academic
 Learning outcomes—By the end of
Application/
Session Title Time the session, learners should be able Content (topics) Delivery Method/s Resources
Assessment
to:
o assessments
o Reclamas
o Investigation reports,
o Orders of punitive actions
o & dismissals o Order of merit
o Declaration of graduates
o Orders of special achievements
o E-copies of graduation
o certificates Photo & video doc,
etc
o Video
Integration 1 hour Integrate knowledges in delivering o Providing work skill instruction o Providing work skill
7 Demonstration by Reflection: SGD and
and Demo &45 work skill instruction and o Civilian setting instruction
video presentation recitation (2x)
teach mins demonstration o Military setting o Starting strong- combat
engineer
Recap Day 3
Homework: Day 4 is solely devoted for finishing the short answer questions which shall be collected at 8 AM of Day 5. Day 5 is research time for students to organise and plan for a
30-minute work skill instruction on a workplace topic of their choice to be delivered in the morning of Day 7 to one classmate in a notional workplace setting. Designated trainer-
mentors are on standby to assist each of their assigned candidates. Trainer-mentors will distribute the assessment kit for Delivery Task 1 and guide candidates through the
instruction and process. However, trainer-mentor-assessors shall be raffled off to different candidates during the actual presentation.
DAY 4 – Finish Assessment Task 1: Q & A
DAY 5-6 – Candidate research, planning, and consultation with designated trainer-mentors.
DAY 7-8 – Start of Assessment Task 2 (30-minute WSI, one-on-one, notional workplace setting)
o Attendance sheet
Assessment Task 2: Provide work skill instruction to an individual and reflect on personal performance (Note: Medium of
o Assessment kit
8 delivery maybe in Pilipino or English; Assessor’s AAR immediately to follow after each
Assessment 3 o Feedback forms
candidate’s presentation citing specific strengths and areas for improvement)
hours o Observation checklist-

individual
 Learning outcomes—By the end of
Application/
Session Title Time the session, learners should be able Content (topics) Delivery Method/s Resources
Assessment
to:
o 3 Venues with video
coverage
o Equipment as needed
by candidates
1 hour Consolidated general after action review (all trainer/assessor shall give their general observations) TDC conference room
Homework: Afternoon of Day 7 up to Day 9 is research time for students to organise and plan for two 40-minute group-based work skill instructions on a vocational topic of their
expertise to be delivered on Day 10 and 11. As much as possible, candidates shall apply training realism in an operational setting of their choice. Candidates shall inform their
mentors in advance on access for specialized venue, equipment, and need for additional personnel. Designated trainer-mentors are on standby to assist each of their assigned
candidates. Trainer-mentors will distribute the assessment kit for Assessment Task 3 and provide support when necessary. However, trainer-mentor-assessors shall be raffled off
to different candidates during the actual presentation.
DAY 10
Assessment Task 3: Provide work skill instruction to a group and reflect on personal performance (Note: Medium of
o Attendance sheet
delivery maybe in Pilipino or English; Assessor’s AAR immediately to follow after each
o Assessment kit
candidate’s presentation citing specific strengths and areas for improvement)
o Feedback forms

o Observation checklist-
Assessment 8 15 minute break
individual
(cont’d) hours Assessment Task 3 (cont’d)
o 2 Venues with video
1 hour meal break coverage
Assessment Task 3 (cont’d) o Equipment as needed
15 minute break by candidates
Assessment Task 3 (cont’d)
DAY 11 -15
2
Assessment Task 3 (cont’d)
hours
Assessment 15 minute break

(cont’d)
1 hour Consolidated general after action review (all trainer/assessor shall give their general observations) TDC conference room

 Learning outcomes—By the end of
Application/
Session Title Time the session, learners should be able Content (topics) Delivery Method/s Resources
Assessment
to:
Day 16
Introduction o Identify Training Assessment
o Powerpoint
to Needs o CBA
o Lecture o Reflection: SGD presentation
Competency 8 hrs o Apply chunking in identifying o Chunking
o Demonstration o Practical Exercise o Templates (filed-up and
Based competency o Competency matrix
blank)
Training o Accomplish Competency Matrix
Day 17 – Start Learning Program Plan
o Identify competency
o Powerpoint
Intro to requirements o Competency requirements
o Lecture presentation
Learning 4 hrs o Perform Training Needs o TNA o Practical Exercise
o Demonstration o Templates (filed-up and
Program Plan Assessments (TNA) o LPP Template
blank)
o Design a LPP
Organizing o Templates
4 hrs Accomplish LPP Template (Guided) LPP Template Demonstration Practical Exercise
LPP o Case Study
Day 18 – Organizing LPP (Task 5) (with Mentor)
Organizing Accomplish LPP Template (with
8 hrs LPP Template Practical Exercise o Templates
LPP Mentor)
Day 19 – Organizing LPP (Task 5) (Individual)
Organizing Accomplish LPP Template
8 hrs LPP Template Practical Exercise o Templates
LPP (Individual)
Day 20 – Intro to Assessment (Preparation of Demo Teach)
o Learn Principles of Assessment
o Powerpoint
o Perform Training Needs o Competency requirements
Intro to o Lecture presentation
4 hrs Assessments (TNA) o TNA Practical Exercise
Assessment Demonstration o Templates (filed-up and
o Design an Assessment Assessment Template
blank)
o Perform Assessment
Assess Accomplish Assessment Template o Templates
4 hrs Assessment Template Demonstration Practical Exercise
Delivery (Guided) o Case Study
 Learning outcomes—By the end of
Application/
Session Title Time the session, learners should be able Content (topics) Delivery Method/s Resources
Assessment
to:
(Guided)
Day 21 – Assess two (2) Deliveries (Task 4)
Assess
Accomplish Assessment Template o Templates
Delivery 8 hrs Assessment Template Demonstration Practical Exercise
(Indiv) o Case Study
(Indiv)
Day 22 – Intro to Validation/ Validate (Guided) Task 6
o Powerpoint
o Learn principles of validation
Intro to o Competency requirements o Lecture presentation
4 hrs o Design a Validation Practical Exercise
Validation o Validation Template o Demonstration o Templates (filed-up and
o Perform Validation
blank)
Validate LPP Accomplish Validation Template o Templates
4 hrs Assessment Template Demonstration Practical Exercise
(Guided) (Guided) o Case Study
Day 23 - Validate (with Mentor) Task 6
Organizing Accomplish Validation Template
8 hrs Validation Template Practical Exercise o Templates
Validation (with Mentor)
Day 24 - Validate (Individual) Task 6
Organizing Accomplish Validation Template
8 hrs Validation Template Practical Exercise o Templates
Validation (Individual)
Day 25 – Program Conclusion
o Student impression of program
Describe (and celebrate) key o Feedback:
o Congratulations
learning achieved in program
o Feedback forms
Program 45 Identify strategy to apply learning to o Feedback forms
o Next steps:
conclusion mins real life o Assessment kit
o Workplace evaluation of
Describe assessment requirements
graduates
post training
Connectivity-Suggestions for
improvement
End of learning program plan