Developing Training

Design and Session Guides

 s
1. Gain an in-depth understanding of a training
design and a session guide.
2. Craft/develop training package which includes:
a. Training Proposal
b. RBA
c. Session Guide
d. Slide Decks
PUZZLE GAME
 Consider this class as a team;
 Assemble the puzzle strips;
 Each group will be given an
envelope with puzzle strips
inside;
 Work collaboratively with other
members in the team; and
 Be sure to assemble a complete
picture of the puzzle.
 Why were you able to
complete the puzzle?

Why were you NOT able to

complete the puzzle?

What is the contribution of

this activity in preparing
training programs?
 STEPS IN DESIGNING TRAINING
PROGRAM
• Step 1: Perform a Training Needs Assessment.
• Step 2: Keep Adult Learning Principles in Mind.
• Step 3: Develop Learning Objectives.
• Step 4: Design Training Materials.
• Step 5: Develop Your Training Materials.
• Step 6: Implement the Training.
STEP 1. TRAINING NEEDS ASSESSMENT
The basic training needs assessment is a four-step
process. Those steps are:
• Identify a clear goal that the training supports
• Determine the tasks the participants need to
perform to reach that goal.
• Determine the training activities that will help the
participants learn to perform the tasks
• Determine the learning characteristics of the
participants that will make the training more
effective
STEP 2. KEEP ADULT LEARNING PRINCIPLES
IN MIND
• Are self-directed
• Come to training with a lifetime of existing
knowledge, experience, and opinions
• Are goal-oriented
• Want training that is relevant
• Want training that is task-oriented
• Learn when they see “what’s in it for them”
• Want to be and feel respected
 STEP 3. DEVELOP LEARNING OBJECTIVES
• Learning Objectives
– Address knowledge, skills and attitudes(KSA)
– SMART
 Step 4. DESIGN TRAINING MATERIALS
• In designing your materials, keep the following
points in mind:
– Remember that it’s important to design before
you rush into the next step (development)
– Always focus primarily on the learning needs of
your target participants, and not on what’s easy
for your trainers
– Only create training content and assessments
that relate directly to your learning objectives
– Remember the adult learning principles
STEP 5. DEVELOP TRAINING MATERIALS
• Development of Session Guides
• Development of Slide Decks
 STEP 6. IMPLEMENTATION OF
TRAINING
• LOGISTICS
• TRAINING MANAGEMENT TEAM
• VENUES
• MONITORING AND EVALUATION
Parts of a Training Proposal
Completion Report
RBA

SEE TEMPLATE
 SESSION GUIDE
 A training session guide translates the content to
be taught into a clear sequence of training
activities.

 Once a training session guide is prepared, it can

be used for future training sessions on the same
process, which ensures consistency on the
training provided.
DEVELOPING
SESSION
GUIDE
 Steps in Developing SG
1. Determine 2. Generate
learning possible situations
objective that can be the
focus of the
activity
• Performance • Problem
oriented • Issue
• Realistic • Dilemma
• Limited in • Task
number

J. William Pfeiffer and John Jones. The 1974 Annual Handbook for Group Facilitators. University Associates Publishers, Ca.
 Learning Objective
• Stated in observable behavioral terms
– Understand
– Be aware

• Can be achieved given the amount of time

allotted
 Steps in Developing SG

3. Select most 4. Determine process

appropriate type of
activity

• Some options: • Step-by-step

Business game, role procedure
play, simulation • Time allocation for
• Consider: Group each step
size, time, space, • Facilitator’s tasks
materials • Learner’s tasks
 Steps in Developing SG
5. Determine focus of 6. Outline questions to
“processing” to guide group
facilitate thinking, through the
analyzing, and abstraction phase
reflecting
• Outline trigger • Focus on
questions conclusions and
• Prepare for probing generalizations
questions • Prepare for
• Prepare for supplementary
publishing of inputs
reactions/responses
 Steps in Developing SG

7. Plan how to help 8. Indicate variations

participants apply
generalizations to
actual situations

• Outside the training • Possible

• Within the duration adaptations that
of the training may be made to
vary the activity’s
content, sequence,
materials, time,
group size, and
complexity or
process
Time to think and do….
Competency Assessment/
Training Needs Assessment
Training Design
Budget Preparation
Session Guides
Slide Decks
Training Proposal