Trainers' training edited

TRAINERS’ TRAINING

EMMANUEL M. SANTIAGUEL, Ph.D.EMMANUEL M. SANTIAGUEL, Ph.D.

PRINCIPLES OF COOPERATIVE PRINCIPLES OF COOPERATIVE EDUCATIONEDUCATION

1.1. Education focuses mostly on “ADULT Education focuses mostly on “ADULT LEARNERS”.LEARNERS”.

2.2. Education favors a PARTICIPATORY Education favors a PARTICIPATORY PROCESS.PROCESS.

3.3. Education employs the DIALOGICAL Education employs the DIALOGICAL APPROACH.APPROACH.

4.4. Education is an INSTRUMENT OF Education is an INSTRUMENT OF CHANGE.CHANGE.

5.5. Education is NEEDS-BASED.Education is NEEDS-BASED.

6. Education is EXPERIENTIAL.6. Education is EXPERIENTIAL.

7. The use of hands-on learning technology 7. The use of hands-on learning technology must be stressed.must be stressed.

8. Education must be a SUSTAINED 8. Education must be a SUSTAINED ACTIVITY.ACTIVITY.

9. Education adheres to a LADDERIZED 9. Education adheres to a LADDERIZED APPROACH.APPROACH.

PRINCIPLES OF COOPERATIVE PRINCIPLES OF COOPERATIVE EDUCATIONEDUCATION

ROLES OF EDUCATION & ROLES OF EDUCATION & TRAINING COMMITTEETRAINING COMMITTEE

““ETC shall be responsible in planning, ETC shall be responsible in planning, developing, implementing, and promoting developing, implementing, and promoting

the educational activities of the the educational activities of the cooperative.”cooperative.”

(Article III Section 2.2 of the Model (Article III Section 2.2 of the Model Cooperative By-Laws.)Cooperative By-Laws.)

COMPOSITION OF ETCCOMPOSITION OF ETC

ETC is composed of at least three ETC is composed of at least three members. They are appointed from the members. They are appointed from the

general membership by the Board of general membership by the Board of Directors (BOD) with the Vice-Chairman Directors (BOD) with the Vice-Chairman

as the ex-officio committee head.as the ex-officio committee head.

AN EFFECTIVE & FUNCTIONAL ETCAN EFFECTIVE & FUNCTIONAL ETC

1.1. Conducts regular committee meetings.Conducts regular committee meetings.

2.2. Plans capability-enhancement activities.Plans capability-enhancement activities.

3.3. Develops ready-to-use teaching/training Develops ready-to-use teaching/training aids.aids.

4.4. Maintains an Indigenous Trainers PoolMaintains an Indigenous Trainers Pool

5.5. Draws a Network Directory.Draws a Network Directory.

6.6. Programs training activities.Programs training activities.

ADMINISTRATION OF TRAININGADMINISTRATION OF TRAINING

A.A. Administration of Training ProgramAdministration of Training Program

B.B. FacilitationFacilitation

C.C. Determining Group BehaviorDetermining Group Behavior

D.D. Handling Training ProblemsHandling Training Problems

A. Administration of Training A. Administration of Training ProgramProgram

1.1. Ensure conducive atmosphere for Ensure conducive atmosphere for learning.learning.

2.2. Document all training activities and Document all training activities and proceedings.proceedings.

3.3. Ensure all activities are well-coordinated.Ensure all activities are well-coordinated.

4.4. Provide adequate administrative services Provide adequate administrative services throughout the training duration.throughout the training duration.

B. FacilitationB. Facilitation

Facilitation is one very important area of Facilitation is one very important area of responsibility during actual implementation responsibility during actual implementation

of the training. It assists the resource of the training. It assists the resource speakers in bringing about learning among speakers in bringing about learning among

participants by ensuring an atmosphere participants by ensuring an atmosphere most conducive for training. Training most conducive for training. Training facilitators are usually composed of facilitators are usually composed of

experienced staff.experienced staff.

C. Determining Group BehaviorC. Determining Group Behavior

The facilitator/s and resource The facilitator/s and resource speaker/s can easily identify appropriate speaker/s can easily identify appropriate methodology to be used by groups methodology to be used by groups behavior. One popular method is the behavior. One popular method is the listing of various types of group behavior listing of various types of group behavior using using “animal coding”“animal coding”

ANIMAL CODINGANIMAL CODING

1.1. CARABAOCARABAO

A natural hardwall whose pre-set A natural hardwall whose pre-set motions are almost impossible to altermotions are almost impossible to alter

*Trainer’s Approach*Trainer’s Approach

A painstaking effort would be required for A painstaking effort would be required for this character who at most times could this character who at most times could be more convinced with the support of be more convinced with the support of his own peers.his own peers.

2. 2. LIONLIONThe participant of kingly bearing who The participant of kingly bearing who

dominate the discussion and who gets upset dominate the discussion and who gets upset when somebody disagrees with his/her ideas.when somebody disagrees with his/her ideas.

*Trainer’s Approach*Trainer’s ApproachOrganized facilitation which prompts Organized facilitation which prompts

monopoly of discussion would be appropriate for monopoly of discussion would be appropriate for this character ; consistent reminders on this character ; consistent reminders on objective and openness among the partners objective and openness among the partners would be advisable.would be advisable.



3. 3. OSTRICHOSTRICHAn attention seeker who gets too An attention seeker who gets too

conscious in the choice of words, delivery of conscious in the choice of words, delivery of thought, impact of messages and at times, thought, impact of messages and at times, even personal appearances. even personal appearances.

*Trainer’s Approach*Trainer’s ApproachThe best approach would be to “give The best approach would be to “give

credit when due, but never overdo.”credit when due, but never overdo.”


4. 4. CATCATA yawning character who sleeps his A yawning character who sleeps his

way throughout the training.way throughout the training.

*Trainer’s Approach*Trainer’s ApproachUnfreezing activities with the Unfreezing activities with the

participant in limelight would be effective participant in limelight would be effective although delegating responsibilities on this although delegating responsibilities on this character would keep him busy throughout.character would keep him busy throughout.


5. 5. FOXFOXWho shyly works his way in the Who shyly works his way in the

discussion to test the limits of the trainers’ discussion to test the limits of the trainers’ knowledge on the subject matter and knowledge on the subject matter and capability to deliver.capability to deliver.

*Trainer’s Approach*Trainer’s ApproachAt times his behavior has positive At times his behavior has positive

effect on the trainer who is forced to prepare effect on the trainer who is forced to prepare his best; although it may be best to admit his best; although it may be best to admit limitations humbly in such a situation.limitations humbly in such a situation.


6. 6. MONKEYMONKEYA usual clown whose antics can A usual clown whose antics can

be more annoying than amusing.be more annoying than amusing.

*Trainer’s Approach*Trainer’s ApproachA casual reminder on unnecessary A casual reminder on unnecessary

expenditure of energy addressed to the expenditure of energy addressed to the whole group would be advisable.whole group would be advisable.


7. 7. TURTLETURTLEThe reserved type who has to be forced The reserved type who has to be forced

open in order to be heard.open in order to be heard.

*Trainer’s Approach*Trainer’s ApproachEffective facilitation which on this end Effective facilitation which on this end

“would let the quiet speak” is still best “would let the quiet speak” is still best recommended.recommended.


8. 8. SNAKESNAKEThe type who likes to beat around the The type who likes to beat around the

bush before striking the point.bush before striking the point.

*Trainer’s Approach*Trainer’s ApproachThe best of time could be avoided if The best of time could be avoided if

rules pertaining to time management in rules pertaining to time management in group discussions were stated at the very group discussions were stated at the very start.start.


Directing trigger questions to this Directing trigger questions to this character will always result in a sure character will always result in a sure response.response.

ANIMAL CODINGANIMAL CODING9.9. FISHFISH

The character with an unblinking stare which could be interpreted to be either a positive or a negative feedback and who puts most trainers in a state of quandary.


““To quiet those who speak too much” To quiet those who speak too much” would be an effective approach for this would be an effective approach for this extreme from the turtle (7).extreme from the turtle (7).


10.10. FROG FROGA great speaker who does not say

anything new.


This withdrawing behavior could be This withdrawing behavior could be best be remedied through good facilitation best be remedied through good facilitation which encourages participation.which encourages participation.


11. RABBIT11. RABBITThe type who runs away from

group conflicts.

*Trainer’s Approach*Trainer’s ApproachA patient prodding of this character’s A patient prodding of this character’s

ideas which could prove to be proudly ideas which could prove to be proudly valuable or of no worth at all should be valuable or of no worth at all should be effective.effective.


12. GIRAFFE12. GIRAFFEWho’s too proud to join in the

discussion


A theoretical and academic character A theoretical and academic character could always be humbled by ground could always be humbled by ground experiences.experiences.


13. OWL13. OWLWhose bookbound ideas are

usually offline to actual experiences and particular learnings.


A trigger question which would make A trigger question which would make this character realize that not all sides are this character realize that not all sides are correct would be the best approach.correct would be the best approach.


14. CHAMELEON14. CHAMELEONThe type who agrees with all sides

of a group conflict

D. Handling Training ProblemsD. Handling Training Problems

1.1. Identify/Analyze the problemIdentify/Analyze the problem

2.2. Consider personalities of individual/s Consider personalities of individual/s involvedinvolved

3.3. Provide list of possible solutionsProvide list of possible solutions

4.4. Some common problems experiences by Some common problems experiences by facilitatorfacilitator

DEVELOPMENT OF TRAINING DEVELOPMENT OF TRAINING MATERIALSMATERIALS

The use of the various types of The use of the various types of training materials has always been very training materials has always been very effective in facilitating learning. This effective in facilitating learning. This contributes to the success of a training contributes to the success of a training program as shown by the appreciation and program as shown by the appreciation and adoption by trainees of the specific skills, adoption by trainees of the specific skills, knowledge, and technology transferred knowledge, and technology transferred through the learning activities.through the learning activities.

IMPORTANCE OF TRAINING IMPORTANCE OF TRAINING MATERIALSMATERIALS

Facilitating trainees’ understanding of the Facilitating trainees’ understanding of the subject matter;subject matter;

Stimulating imagination and draws the Stimulating imagination and draws the participation of trainees in the discussion; participation of trainees in the discussion; andand

Eliminating monotony in the training Eliminating monotony in the training methodology of the trainermethodology of the trainer

1.1. The trainer, training staff and/or ETC members, who The trainer, training staff and/or ETC members, who will prepare the training materials, must have a will prepare the training materials, must have a mastery of the subject matter.mastery of the subject matter.

2.2. The trainer, training staff and/or ETC must make use The trainer, training staff and/or ETC must make use of resources available to the coop.of resources available to the coop.

3.3. In preparing training materials, the trainer, training In preparing training materials, the trainer, training staff, and/or ETC must always consider the socio-staff, and/or ETC must always consider the socio-cultural milieu of the particular community and group of cultural milieu of the particular community and group of people.people.

4.4. Training materials must be simple and easy to Training materials must be simple and easy to understandunderstand

GENERAL GUIDELINESGENERAL GUIDELINES

COMMON TYPES OF TRAINING COMMON TYPES OF TRAINING MATERIALSMATERIALS

1.1. Black/ChalkboardBlack/Chalkboard

2.2. FlipchartFlipchart

3.3. Flash CardsFlash Cards

4.4. Magnetic BoardMagnetic Board

5.5. TransparencyTransparency

6.6. Hand-outsHand-outs

MEMBERSHIP RECRUITMENT & MEMBERSHIP RECRUITMENT & DEVELOPMENTDEVELOPMENT

One of the most important responsibilities One of the most important responsibilities of the Education & Training Committee is of the Education & Training Committee is the recruitment of members and the recruitment of members and sustainability of their membership. sustainability of their membership. Recruitment is the act of drawing Recruitment is the act of drawing individuals to become members of the individuals to become members of the coop. Sustainability refers to the coop. Sustainability refers to the maintenance of membershipmaintenance of membership

RECRUITMENT & EXPANSION ARE RECRUITMENT & EXPANSION ARE NECESSARY IN A COOPERATIVE FOR:NECESSARY IN A COOPERATIVE FOR:

Capital build-up and savings programCapital build-up and savings program The implementation of project and activities. The implementation of project and activities.

Project require funding and personnel. More Project require funding and personnel. More members will facilitate the achievement of members will facilitate the achievement of projects and activities, as in warehousing, projects and activities, as in warehousing, trucking, business transactions;trucking, business transactions;

Sustainable operations; andSustainable operations; and More offerings and services. There would be More offerings and services. There would be

other services if there are more members as other services if there are more members as demands would vary according to members’ demands would vary according to members’ needs.needs.

RECRUITMENTRECRUITMENT

1.1. Recruitment and expansion plans, target, Recruitment and expansion plans, target, and budget must be well-prepared.and budget must be well-prepared.

2.2. Pre-membership and other forms of Pre-membership and other forms of educational programs must be educational programs must be conducted continuously; andconducted continuously; and

3.3. Linkages with other cooperatives and Linkages with other cooperatives and organizations should be made for organizations should be made for coordination and complementation of coordination and complementation of membership programs.membership programs.

GENERAL GUIDELINESGENERAL GUIDELINES

I. RECRUITMENTI. RECRUITMENT

GENERAL PROCEDURESGENERAL PROCEDURES

1.1. Prepare plan for recruitment, target and Prepare plan for recruitment, target and budget including incentives.budget including incentives.

a. identify areas, puroks, sitios and a. identify areas, puroks, sitios and barangays where recruitment shall be barangays where recruitment shall be made.made.b. List prospective members.b. List prospective members.c. Formulate action plan with time c. Formulate action plan with time schedule and persons responsibleschedule and persons responsibled. Assign recruitment officers or create d. Assign recruitment officers or create membership recruitment units.membership recruitment units.

2. Submit plans to BOD for approval and 2. Submit plans to BOD for approval and funding.funding.

3. Approve/disapprove plan.3. Approve/disapprove plan.4. Communicate with prospective members 4. Communicate with prospective members

for pre-membership trainings.for pre-membership trainings.a. send out letters of invitation.a. send out letters of invitation.

b. request other members to campaign.b. request other members to campaign.c. conduct house-to-house visits.c. conduct house-to-house visits.d. distribute reading materials about coopsd. distribute reading materials about coopse. display posters in strategic placese. display posters in strategic places



5. Consult with prospective members on the 5. Consult with prospective members on the preparation of Pre-Membership Seminar preparation of Pre-Membership Seminar (PMES) e.g. time, venue and others.(PMES) e.g. time, venue and others.

6. Conduct regular pre-membership 6. Conduct regular pre-membership education seminars.education seminars.

7. Distribute membership application forms 7. Distribute membership application forms and assist in filling them up.and assist in filling them up.

8. Screen applicants.8. Screen applicants.9. Approve/disapprove applications.9. Approve/disapprove applications.10. Induct new members.10. Induct new members.

SUSTAINING MEMBERSHIPSUSTAINING MEMBERSHIP

II. SUSTAINING MEMBERSHIPII. SUSTAINING MEMBERSHIPIt is necessary to sustain the membership It is necessary to sustain the membership for the following reasons:for the following reasons:

o Continuous operation and financial Continuous operation and financial expansion. There will be no activity and expansion. There will be no activity and action without the support of the members action without the support of the members of the cooperative; andof the cooperative; and

o Image-building and recognition. A good Image-building and recognition. A good track record encourages non-members to track record encourages non-members to join the cooperative and actively join the cooperative and actively participate in its activities. participate in its activities.


1.1. Involve all members in cooperative Involve all members in cooperative activities whenever possible.activities whenever possible.

2.2. Determine members’ needs and provide Determine members’ needs and provide appropriate appropriate responses/assistance/services.responses/assistance/services.

3.3. Inform new members of new policies Inform new members of new policies products, and activities.products, and activities.

GENERAL GENERAL GUIDELINESGUIDELINES


1.1. Prepare calendar of cooperative activitiesPrepare calendar of cooperative activities

a. Sportsfests and outings during summers.a. Sportsfests and outings during summers.

b. Raffle/door prizes during meetings.b. Raffle/door prizes during meetings.

c. Birthday “regalo”.c. Birthday “regalo”.

d. Community activities, like tree-planting and d. Community activities, like tree-planting and beautification, cleaning of canals, and others.beautification, cleaning of canals, and others.

e. Christmas party and carollings.e. Christmas party and carollings.

f. Surveys and opinion polls.f. Surveys and opinion polls.

g. Suggestion boxes and bulletin boards.g. Suggestion boxes and bulletin boards.


2. Prepare specific plans for each coop 2. Prepare specific plans for each coop consolidating activity.consolidating activity.

3. Implement and monitor such activity.3. Implement and monitor such activity.

4. Assess the implementation of the activity.4. Assess the implementation of the activity.



CONTINUING MEMBERSHIP CONTINUING MEMBERSHIP EDUCATIONEDUCATION

One important principle of a cooperative is continuous One important principle of a cooperative is continuous education religiously conducted by ETC to provide:education religiously conducted by ETC to provide:

III. CONTINUING MEMBERSHIP III. CONTINUING MEMBERSHIP EDUCATIONEDUCATION

• Additional knowledge, attitudes, and skills Additional knowledge, attitudes, and skills which should be internalized and applied;which should be internalized and applied;

• Improvement of personality and human Improvement of personality and human relations among members, officers, staff, and the relations among members, officers, staff, and the community at large;community at large;

• Development of members as potential leaders and Development of members as potential leaders and managers; andmanagers; and

• A well prepared pool of ready coop officers, A well prepared pool of ready coop officers, trainers, managers, and employees for a smooth trainers, managers, and employees for a smooth transitions of managementtransitions of management

CONTINUING MEMBERSHIP EDUCATIONCONTINUING MEMBERSHIP EDUCATION

1.1. Conduct a training needs analysis.Conduct a training needs analysis.2.2. Consult with participants, officers, managers, Consult with participants, officers, managers,

and others regarding the proposed training and others regarding the proposed training program.program.

3.3. Make necessary preparation for the training Make necessary preparation for the training such as resource speakers, kits, materials, and such as resource speakers, kits, materials, and others.others.

4.4. Conduct training as scheduled or planned.Conduct training as scheduled or planned.5.5. Evaluate training program.Evaluate training program.6.6. Monitor and evaluate post-training Monitor and evaluate post-training

performance of participants.performance of participants.7.7. Conduct follow-up seminar, if necessary. Conduct follow-up seminar, if necessary.

GENERALGENERAL PROCEDURESPROCEDURES

PROMOTION OF PROMOTION OF COOPERATIVE SERVICESCOOPERATIVE SERVICES

PROMOTION OF COOPERATIVE PROMOTION OF COOPERATIVE SERVICESSERVICES

One major responsibility of the Education One major responsibility of the Education and Training Committee is to inform and and Training Committee is to inform and promote the coop’s program and promote the coop’s program and services. It aims to:services. It aims to:

a.a. Draw members’ participation and Draw members’ participation and patronage of coops services/productpatronage of coops services/product

b.b. Make the general public aware of the Make the general public aware of the various coop’s services and programs.various coop’s services and programs.

1. PROMOTING COOP PROGRAMS AND 1. PROMOTING COOP PROGRAMS AND SERVICESSERVICES

The life of a coop business depends largely The life of a coop business depends largely on the patronage of its members. ETC on the patronage of its members. ETC must actively engage in promotional must actively engage in promotional activities among coop member on a activities among coop member on a sustained basis. sustained basis.

SOME COMMON PROGRAMS & SERVICES SOME COMMON PROGRAMS & SERVICES OFFERED BY COOPS TO MEMBERSOFFERED BY COOPS TO MEMBERS

a.a. Credit ServicesCredit Services

b.b. Production ServicesProduction Services

c.c. Providential ServicesProvidential Services

NECESSARY PROCEDURES IN PLANNING A COOP NECESSARY PROCEDURES IN PLANNING A COOP PROMOTIONAL ACTIVITYPROMOTIONAL ACTIVITY

1.1. Make a list of/review all coop’s products and services.Make a list of/review all coop’s products and services.

2.2. Identify appropriate promotional activities/materials for Identify appropriate promotional activities/materials for each product.each product.

3.3. Formulate a promotional plan for each product Formulate a promotional plan for each product considering the following factors:considering the following factors:

a. producta. product

b. target & potential marketb. target & potential market

c. extent & type of distributionc. extent & type of distribution

d. objectives of the campaignd. objectives of the campaign

e. type of message or selling appeale. type of message or selling appeal

f. budget availablef. budget available

g. competitors and the promotional campaign they use, g. competitors and the promotional campaign they use, if anyif any

NECESSARY PROCEDURES IN PLANNING A NECESSARY PROCEDURES IN PLANNING A COOP PROMOTIONAL ACTIVITYCOOP PROMOTIONAL ACTIVITY

4. Submit the plan to BOD. 4. Submit the plan to BOD.

5. Approve the promotional plan.5. Approve the promotional plan.

6. Implement the promotional campaign 6. Implement the promotional campaign plan.plan.

7. Monitor, evaluate, review and/or adjust 7. Monitor, evaluate, review and/or adjust when necessary the plan to ensure an when necessary the plan to ensure an effective campaign in the patronage of its effective campaign in the patronage of its products.products.

2. DEVELOPMENT OF COOPS PROMOTIONAL 2. DEVELOPMENT OF COOPS PROMOTIONAL MATERIALSMATERIALS

Some forms of promo/propaganda materials which Some forms of promo/propaganda materials which the coop may develop are:the coop may develop are:

FlyersFlyers LeafletLeaflet BulletinBulletin PosterPoster BrochuresBrochures KomiksKomiks WallnewsWallnews NewsletterNewsletter BillboardsBillboards Road ShowsRoad Shows Open-Fora or Barrio-level DialoguesOpen-Fora or Barrio-level Dialogues

TYPES OF TRAININGSTYPES OF TRAININGS

BASIC COURSESBASIC COURSES1.1. Pre-Membership Education Seminar (Coop entry Pre-Membership Education Seminar (Coop entry

course)course)

2.2. Basic Course on CooperativesBasic Course on Cooperatives

3.3. Trainer’s TrainingTrainer’s Training

4.4. Basic Coop Management CourseBasic Coop Management Course

5.5. Cooperatives Policy Formulation & ImplementationCooperatives Policy Formulation & Implementation

6.6. Basic Cooperative Bookkeeping and Accounting Basic Cooperative Bookkeeping and Accounting CourseCourse

7.7. Basic Course in Credit and Collection ManagementBasic Course in Credit and Collection Management

8.8. Basic Course for Supervisory/Audit Basic Course for Supervisory/Audit Committee/Election Committee/Credit CommitteeCommittee/Election Committee/Credit Committee

9.9. Cooperative Membership SeminarCooperative Membership Seminar

ADVANCED COURSESADVANCED COURSES

1.1. Leadership TrainingLeadership Training

2.2. Advanced ManagementAdvanced Management

3.3. Cooperative Trainer’s TrainingCooperative Trainer’s Training

4.4. Seminar Workshop on Cooperative Tie-up for Seminar Workshop on Cooperative Tie-up for Credit, Production, and MarketingCredit, Production, and Marketing

5.5. Advanced Cooperative and/or Financial Advanced Cooperative and/or Financial ManagementManagement

LEVELS OF IDENTIFYING LEVELS OF IDENTIFYING TRAINING NEEDSTRAINING NEEDS

1.1. Needs at the individual levelNeeds at the individual level

2.2. Needs at the occupation/group levelNeeds at the occupation/group level

3.3. Needs at the organizational levelNeeds at the organizational level

METHODS OF DETERMINING METHODS OF DETERMINING TRAINING NEEDSTRAINING NEEDS

1.1. Analysis of various reports and Analysis of various reports and personnel recordspersonnel records

2.2. Identification of operating problemsIdentification of operating problems3.3. Requests from managementRequests from management4.4. Assessment centers, tests, and Assessment centers, tests, and

examinationexamination5.5. Interview with employees and group Interview with employees and group

conferencesconferences6.6. Task AnalysisTask Analysis


7. Available training7. Available training8. Legal Mandate8. Legal Mandate9. Training Advisory Committee9. Training Advisory Committee10. New Technology, Knowledge Attitudes10. New Technology, Knowledge Attitudes11. Long-range planning and manpower 11. Long-range planning and manpower

inventoryinventory12. Interviews12. Interviews13. Instruments13. Instruments


14. Test14. Test

15. Sensing Interviews15. Sensing Interviews

16. Committees16. Committees

17. The Delphi Technique17. The Delphi Technique

18. The Nominal Group Technique (NGT)18. The Nominal Group Technique (NGT)


19. Brainstorming19. Brainstorming

20. Observation20. Observation

21. Review of Existing Data21. Review of Existing Data

22. Consensus22. Consensus

23. Voting23. Voting

24. Compromise24. Compromise

PARTS OF A TRAINING DESIGNPARTS OF A TRAINING DESIGN

1. RATIONALE1. RATIONALE

Defines the problems and/or needs of the Defines the problems and/or needs of the system (small group, organization, society, system (small group, organization, society, and others) and offers a particular type of and others) and offers a particular type of training activity as a means of helping training activity as a means of helping solve the problems or meet the needs. The solve the problems or meet the needs. The benefits that maybe derived from the benefits that maybe derived from the training are likewise stated.training are likewise stated.


States the desired effect that the training envisions States the desired effect that the training envisions to achieve. Generally, the objectives are stated to achieve. Generally, the objectives are stated in terms of behavioral changes.in terms of behavioral changes.

General General : states the overall aim of the training : states the overall aim of the training activityactivity

SpecificSpecific: the breakdown of the general objective : the breakdown of the general objective into small definitive and achievable terms.into small definitive and achievable terms.

2. OBJECTIVES2. OBJECTIVES


3. COURSE CONTENT3. COURSE CONTENT

Enumerates the areas of study and specific Enumerates the areas of study and specific subject-matter content. As the “meat” of the subject-matter content. As the “meat” of the training, the subject matter provides solution training, the subject matter provides solution to problems or satisfaction of the need, and to problems or satisfaction of the need, and gives new information or ideas. It must be gives new information or ideas. It must be interesting to the participants. interesting to the participants.


Describes the procedures and techniques of Describes the procedures and techniques of running the activity. It spells out the focus running the activity. It spells out the focus of the training, the relationship between of the training, the relationship between the subject-matter areas and the subject-the subject-matter areas and the subject-matter emphasis.matter emphasis.

4. METHODOLOGY4. METHODOLOGY


Describes the specific group to be trained or Describes the specific group to be trained or target clientele of the training activitytarget clientele of the training activity

5. PARTICIPANTS5. PARTICIPANTS


States the proposed site or venue and the States the proposed site or venue and the duration of the training.duration of the training.

6. DURATION AND SITE6. DURATION AND SITE


Describes the staffing requirements in terms Describes the staffing requirements in terms of number and qualificationsof number and qualifications

7. STAFFING7. STAFFING


Describes the responsibilities of each of the Describes the responsibilities of each of the people involved in the training. It also people involved in the training. It also defines the relationship and functions of defines the relationship and functions of each personnel.each personnel.

8. RESPONSIBILITIES8. RESPONSIBILITIES


9. FINANCING9. FINANCING

States the estimated cost of the training States the estimated cost of the training activity, the breakdown of expenses and activity, the breakdown of expenses and the sharing basic if ever there are more the sharing basic if ever there are more than one sponsor.than one sponsor.


Describes how the activity shall be Describes how the activity shall be evaluated before, during, and after the evaluated before, during, and after the training.training.

10. EVALUATION10. EVALUATION


Describes the method(s) of the follow-up or Describes the method(s) of the follow-up or follow-through activities to be undertaken follow-through activities to be undertaken after the training.after the training.

11. FOLLOW-UP11. FOLLOW-UP

VARIOUS TRAINING VARIOUS TRAINING METHODOLOGIESMETHODOLOGIES

1. LECTURE1. LECTURE

It is the oldest, basic and most widely used It is the oldest, basic and most widely used training method. It is the most criticized as training method. It is the most criticized as well. Traditionally it comprises of a delivery well. Traditionally it comprises of a delivery by a trainer to his audience. It is a one-way by a trainer to his audience. It is a one-way communication and allows little interaction communication and allows little interaction between trainer and audience.between trainer and audience.


A panel discussion requires that different A panel discussion requires that different aspects of an issue are presented in a aspects of an issue are presented in a formal session for trainees in a formal session for trainees in a coordinated way by a group of experts coordinated way by a group of experts knowledgeable about the subject matter.knowledgeable about the subject matter.

2. PANEL DISCUSSION2. PANEL DISCUSSION


A group of persons meet together to discuss A group of persons meet together to discuss and deliberate on a topic or issue of and deliberate on a topic or issue of mutual concern. The participants in a mutual concern. The participants in a programme can be divided into small programme can be divided into small groups and allowed to discuss a particular groups and allowed to discuss a particular problem/ issue in-depth with or without the problem/ issue in-depth with or without the assistance of a resource person.assistance of a resource person.

3. GROUP DISCUSSION3. GROUP DISCUSSION


A large group is divided into small groups, each of A large group is divided into small groups, each of four (4) to five (5) individuals, to hold in-depth four (4) to five (5) individuals, to hold in-depth discussion on a particular topic under its own discussion on a particular topic under its own chairperson conducting the discussion and a chairperson conducting the discussion and a secretary, recording the deliberations.secretary, recording the deliberations.

4. SMALL GROUP DISCUSSION4. SMALL GROUP DISCUSSION


The participants are divided into small buzz The participants are divided into small buzz groups five (5) to seven (7) members for a groups five (5) to seven (7) members for a limited time 5-7 minutes for discussion limited time 5-7 minutes for discussion where each member contributes his ideas.where each member contributes his ideas.

5. BUZZ SESSION5. BUZZ SESSION


A problem is assigned to each syndicate for study A problem is assigned to each syndicate for study and solution. The essence of the syndicate and solution. The essence of the syndicate method is to encourage members to learn from method is to encourage members to learn from each other, by sharing experiences. The trainers each other, by sharing experiences. The trainers simply organize the work. The group members simply organize the work. The group members choose a leader from among themselves who choose a leader from among themselves who will coordinate and lead the group work.will coordinate and lead the group work.

6. SYNDICATE6. SYNDICATE


One variation of the syndicate method is the One variation of the syndicate method is the individual or group report. This is intended individual or group report. This is intended to allow the participants a training to allow the participants a training program to take part in the elaboration of program to take part in the elaboration of certain units or sub-units of the course certain units or sub-units of the course through library research.through library research.

7. INDIVIDUAL OR GROUP REPORT7. INDIVIDUAL OR GROUP REPORT


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8. WORKSHOP8. WORKSHOP