Designing Training Programmes

Course overview

For experienced teachers and trainers the planning and delivering of a training course and sessions represents a straight-forward task, but for those new to the process it can seem challenging and overwhelming.

This training is aimed at helping anyone who is tasked with designing a training programme or course or who need to plan and deliver training as part of their role. It offer a simple and practical step-by-step approach with a useful toolkit of supporting checklists and formats.

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Course objectives

By the end of the training participants will be able to:

• Identify needs (training related or performance requirements)
• Assess scope of needs (training needs assessment and analysis)
• Develop a clear participant profile (as part of TNA)
• Set clear aims and objectives for training courses and sessions
• Choose, organize and sequence content
• Draw on a range of training methods to design courses and sessions (training process)
• Identify post training activities to follow up and embed skills/knowledge/attitudes

Approach

Our courses utilise a variety of methodologies, such as role play, reflective questionnaire, case studies, reflective journal, participatory analysis tools and much more. We design programmes to include a useful mix of hard and soft skills, combining practical tools and tips with brief ‘theoretical’ inputs where relevant. At CIDT we are great believers in experiential learning. Therefore our courses and workshops are very participatory and active in nature, so be prepared to share your ideas, experiences, problems, challenges and practices with other. We also believe that learning should be fun – so please also bring your sense of humor with you!

Course Content

The training follows a 7 step process structured around a series of simple questions, which lead to effective training design.

Step 1 – Who is the course for?
Who are the trainees? What are their training/learning needs?

Step 2 – What Resources do I have/need?
Where is the venue?
What facilities and equipment are available?
How much overall time do I have?

Step 3 – What do we want to achieve in the course?
What are the Aims and Objectives of the course?

Step 4 – What content should I cover and in what order?
What do I put in and what do I leave out? What order should I cover the material in?

Step 5 – What training methods should I use?
How do I choose the best methods?

Step 6 – How do I plan the sessions?
What do I actually have to do? (and not do!)

Step 7 – How do I improve the course next time?
What could I have done better? Reviewing the course – Evaluation and Reflection

These steps reflect the stages of the Training/Learning cycle, which forms the backbone of the course. Practical templates and checklists are introduced which can be used to support the process.

What our participants say…

“The facilitators were excellent and had a very good working knowledge and understandings of our context. This made the course very special and interactive. Well done! It was very useful!”

“An extremely valuable opportunity offered to improve skills and get to know our colleagues and their work.”