Basic Training Design,

Delivery & Management

Principles
 SESSION OBJECTIVES
At the end of this module, the
participants should be able to:

conduct simple training needs assessment;

design a basic capacity building activity;
and,
 determine the principles of effective training
delivery and training evaluation.
 SESSION OUTLINE

Principles of
Adult Learning 01
Training Needs Assessment 02

Training Design 03

Training Delivery 04
Training
05
Evaluation
 PRE-ACTIVITY 1
Hey, Potato!
WASH

PEEL

SLICE

COOK

MASH

EAT
 PRE-ACTIVITY 1
•Group work (5 minutes)
•Write as many unconventional uses
of a potato as you can on the
metacards.
•One use = One metacard
•The group with the least number of
metacard left wins.
DIFFERENCE BETWEEN PEDAGOGY & ANDRAGOGY
PEDAGOGICAL
• THE LEARNER IS DEPENDENT UPON
THE INSTRUCTOR FOR ALL
LEARNING
THE • THE TEACHER ASSUMES FULL
LEARNER RESPONSIBILITY FOR WHAT IS
TAUGHT AND HOW IT IS LEARNED
• THE TEACHER EVALUATES
LEARNING
• THE LEARNER COMES TO THE
ROLE OF ACTIVITY WITH LITTLE
THE EXPERIENCE THAT COULD BE
LEARNERS’ TAPPED AS A RESOURCE FOR
LEARNING
EXPERIENC
• THE EXPERIENCE OF THE
E TEACHER IS MOST INFLUENTIAL
ANDRAGOGICAL
• THE LEARNER IS SELF-DIRECTED
• THE LEARNER IS RESPONSIBLE
FOR THEIR OWN LEARNING
• SELF-EVALUATION IS A
CHARACTERISTIC OF THIS
APPROACH
• THE LEARNER BRINGS A GREATER
VOLUME AND QUALITY OF EXPERIENCE
• ADULTS ARE A RICH RESOURCE FOR
ONE ANOTHER
• DIFFERENT EXPERIENCES ASSURE
DIVERSITY IN GROUPS OF ADULTS
• EXPERIENCE BECOMES THE SOURCE OF
SELF-IDENTITY
DIFFERENCE BETWEEN PEDAGOGY & ANDRAGOGY
PEDAGOGICAL
• LEARNERS ARE TOLD WHAT
READINES
THEY HAVE TO LEARN IN
S TO ORDER TO ADVANCE TO THE
LEARN NEXT LEVEL OF MASTERY
• LEARNING IS A PROCESS OF
ACQUIRING PRESCRIBED SUBJECT
ORIENTATIO MATTER
N TO
• CONTENT UNITS ARE SEQUENCED
LEARNING
ACCORDING TO THE LOGIC OF THE
SUBJECT MATTER
•
ANDRAGOGICAL
CHANGES ARE LIKELY TO TRIGGER READINESS
TO LEARN
• THE NEED TO KNOW IN ORDER TO PERFORM
MORE EFFECTIVELY IN SOME ASPECT OF
SOMEONE’S LIFE IS IMPORTANT
• ABILITY TO ASSESS GAPS BETWEEN WHERE
ONE IS NOW AND WHERE ONE WANTS TO BE
• LEARNERS WANT TO PERFORM A TASK, SOLVE A
PROBLEM, AND LIVE IN A MORE SATISFYING WAY
• LEARNING MUST HAVE RELEVANCE TO REAL-LIFE
TASKS
• LEARNING IS ORGANIZED AROUND WORK-LIFE
SITUATIONS RATHER THAN SUBJECT MATTER
UNITS

• PRIMARILY MOTIVATED BY • INTERNAL MOTIVATORS: SELF-

MOTIVATIO EXTERNAL PRESSURES, ESTEEM, RECOGNITION,
N FOR COMPETITION FOR GRADES BETTER QUALITY OF LIFE,
LEARNING AND CONSEQUENCES OF SELF-CONFIDENCE, SELF-
FAILURE ACTUALIZATION
 PRINCIPLES OF ADULT LEARNING
LEARNING STYLES

EXPERIENCE FUN
01 02 03 04 05

RELEVANCE AND GREAT

CONNECTIVITY EXPECTATIONS
 V-A-K LEARNING STYLES
LEARNING STYLES DESCRIPTION
They want to see what is being talked

VISUAL about. “Show me” is what they want you to

do. They prefer diagrams, charts, and
illustration.
They prefer to hear what is being learned.

AUDITORY Their motto is “Tell me.” You can best

communicate with them through the use of
sounds.

KINESTHETIC
They prefer to “Do it.” They will
understand and remember better by letting
them practice what they are learning.
 REMEMBER, ADULTS LEARN BEST WHEN…
They feel valued and The learning They accept
respected for the The learning
experience responsibility
experiences and experience is
actually fills
perspectives they
bring to the their immediate active rather for their own
situation. need. than passive. learning.
Their learning New material The learning
Their learning
experience
is self directed relates to what environment
addresses
and meaningful
ideas, feelings,
participants is conducive to
to them. already know. learning.
and actions.
Learning The faciitator
Learning is
Learning is occurs in values participants’
applied contributions as
immediately. reinforced. small both learners and
groups. teachers.
 PRE-ACTIVITY 2

Self-
Assessment
 ROLES & RESPONSIBILITIES
Excerpt from D.O. 21, s. 2015:
• Monitor the conduct of disaster prevention, mitigation and
preparedness activities in schools
• Serve as the point person for all collaboration and coordination
with LDRRMCs and other partner organizations
• Initiate education cluster coordination
• Validate school-level situation reports and provide real-time
updates
• Participate in the recovery and rehabilitation planning
initiatives
• and others
Accomplish the Self-Rating Competency
Checklist:

• 1 = I cannot do this
• 2 = I can do this but with more training
• 3 = I can do this
• 4 = I can do this and teach others
Identify your personal Top 3 Competency
Gaps:

1. This is where you rated yourself 1 or 2,

meaning, you cannot do it or you can do it
but you need to learn more.
 PARTICIPANT PROFILE
A participant profile is
basically information
relating to individual
participants who are
engaged in the learning
environment.
 CONDUCTING
TRAINING NEEDS
ASSESSMENT
(TNA)
 TRAINING NEEDS ASSESSMENT

It is a method of
determining whether a
training need exists and
what training is required to
fill the need.
STEPS IN CONDUCTING TNA
1 • Identify problem needs

2 • Determine design of needs

analysis
3 • Collect data

4 • Analyze data

5 • Provide feedback
TRAINING
DESIGN
 GROUP WORK (10 MINUTES)
Identify your Group’s TOP Competency Gap
(meaning just 1)
No bargaining. ONE ONLY.
Design a SIMPLE capacity building activity:
1 – Competency Gap
2 – Learning Outcome
3 – Objectives
4 – Methodology
5 – Evaluation (DO NOT do this yet.)
 CHECKLIST
SMART Objectives
Participants
Content
Methods
Facilitators
Logistics
Pilot Test
Implementation: Participants, Lighting, Temperature,
Restrooms, AV Equipment, Room Set-Up and Materials
TRAINING
DELIVERY
UNDERSTAND YOUR AUDIENCE’S SACRIFICE
BE “INFOTAINING”
WORK THE ROOM
BE MORE ENERGETIC THAN EVER
GIVE THE AUDIENCE TIME TO REACT
PLAN AUDIENCE INTERACTION
LET THE AUDIENCE LOVE YOU
MAKE SURE YOUR PRESENTATION HAS ‘UPS’ AND ‘DOWNS’
PLAN FOR LAUGHS AND APPLAUSE
KNOW YOUR SURROUNDINGS
 10 COMMANDMENTS
1. UNDERSTAND YOUR AUDIENCE’S SACRIFICE
2. BE “INFOTAINING”
3. WORK THE ROOM
4. BE MORE ENERGETIC THAN EVER
5. GIVE THE AUDIENCE TIME TO REACT
6. PLAN AUDIENCE INTERACTION
7. LET THE AUDIENCE LOVE YOU
8. MAKE SURE YOUR PRESENTATION HAS ‘UPS’ AND ‘DOWNS’
9. PLAN FOR LAUGHS AND APPLAUSE
10. KNOW YOUR SURROUNDINGS
 TRAINING
EVALUATION
Evaluation is the process of
examining a program or
process to determine
what's working, what's not,
and why.
 THINGS TO CONSIDER…
1. Motivation – Are they motivated to
learn and perform?
2. Learning – Did they learn the needed
skills and use the resources they were
given?
3. Performance – Did they transfer the
skills they learned to the workplace?
4. Results – Is the desired impact being
observed?
1. Complete the Training Design.
2. Identify a way of evaluating the
participants in terms of learning.
3. You can also go one step further and
give a possible way of evaluating for
the other levels - motivation,
performance and results.
SYNTHESIS
 GROUP WORK

On one metacard, write one important

learning you have from this workshop.
On another metacard, write how you
will apply it in your workplace. Post
your metacards on the manila papers.
 Assess
Training
Needs

Evaluate Design
the Training the
Management
Training Training

Deliver
the
Training
THANK YOU!