1. The document outlines the key elements that should be included in a lesson plan for training, such as course information, objectives, materials, assessment strategies, and a training outline. 2. It explains that a lesson plan helps the teacher/trainer deliver content in an organized way to ensure learning objectives are met. It provides an agenda to guide the teacher/trainer through setting goals and activities. 3. The training outline is the core of the lesson plan and describes what will be done during the training, including introducing content, engaging participants, and assessing learning. It divides content into sections and indicates when activities and assessments will occur.

1. Dr. Mohamed Kutty Kakkakunnan
Associate Professor
P G Dept. of Commerce
N A M College Kallikkandy
Kannur – Kerala – India

2. LESSON PLAN FOR TRAINING
Lesson? Plan? Need for a plan?
 A lesson plan is a teacher’s / trainer’s / instructor’s road map of
what the students / learners / trainees need to learn and how it
will be done effectively during the class time
 Is used to assist the teacher to deliver a training course in an
organized way without missing important elements or parts
 Incorporates learning principles and strategies to ensure that
learning objectives are met and essentially provides an agenda for
the teacher / trainer
 Helps the teacher to carry out all the important task of setting
goals and describing how the teacher can reach these goals
 A carefully and properly prepared lesson plan enables the teacher
/ trainer to deliver well thought out content
 Also ensures that the teacher has created a logical, systematic
learning process essential to ensure that students achieve the
most learning with the least time

3. Contents / Construction of a Lesson Plan
A lesson plan sets out an organized, systematic and logical way of
presenting learning contents and activities to the learner for
effectiveness in the teaching-learning process
What do you mean by planning? What is a plan
A plan is a statement which describes in advance the activities to be
performed to achieve a desired goal or objective
In lesson plan the teacher / trainer / instructor decides in advance –
What is to be learned?
Why is it learned?
How is to be learned?
How to make the teaching-learning process more effective? etc

4. Contents (contd..)
Following are the important elements of a lesson plan :-
1. Course information
2. Audience (who is this for?)
3. Objectives (what do the participants need to be able to do? / know?)
4. Purpose (why is this training important?)
5. Materials (what will I (trainer/teacher) need?)
6. Assessment strategies
7. Participants engagement methods
8. Training outline (training content with activities and feedback
integrated)
9. Closure (trainer re-states the objective and participants reflect and
evaluate training)
10. Participants evaluation (evaluate quality of training)
11. Instructor reflection( trainer reflects on how the training went to
determine points of refinements).

5. .
1. Course Information
course title, name of instructor / teacher/ trainer, start and end
dates, time, location etc
2. Audience
 Audience (trainees) of the programme should be defined – different
levels of learners – appropriate training to them (HRM at three
levels +2; degree and PG level)
 The trainer answers to questions like -
Who is this training for? How many people will need it? Why do
they need it? Where are they located? What is their comprehension
level? Etc
 Actually method of training, tools and technique used for training,
content delivered etc., depend upon the audience

6. .
3. Objectives
• Objectives are most important – the end result-
• Objectives determine the content, method and delivery of content of
training programme
• Thus to be determined and stated at the planning stage itself
• A well-written training objective shall contain at least
(a) a task (what do you want the participants to do?)
(b) a condition (how will the participant be able to do?) and
(c) a criterion (how well the task will be done?)
• Eg., After training the trainees will be able to identify with 100%
accuracy (criterion) of the proper handling of chemicals (task) by
reading the material safety data sheet

7. .
4. Purpose
Trainers have to create interest among the trainees at the
commencement of the programme
Trainees will be interested in the programme-
• If they know how the training programme will help them
• Why and how it is important to them to learn skills?
• The need for mastering of skills through training programme
To answer such questions the trainer should know the purpose of the
programme and must be able to answer such questions for
removal of various doubts
Thus, the trainer should verbally state the purpose of the training
programme in the plans

8. .
5. Materials
For effective delivery the trainer needs different training materials like
blackboard, chalk, projector, laptop, computer, etc. the trainer has
to prepare a list of such materials required for training programme
6. Assessment strategies
The trainer need to assess the achievement / performance /
understanding level of participants. Frequent assessment helps to
the trainer to take supplementary steps for reinforcement of the
learned skills and to take appropriate steps for making the training
more effective in achieving the stated objective
Generally, evaluation is conducted by asking open-ended questions
that promote high level thinking
Eg. , Can you describe how this topic will apply to you in your job? How
does this change your previous thought on this subject?
Further, quizzes , tests, and surveys can also be conducted

9. .
7. Participants Engagement Methods
 In a training programme different concepts/ sections / objectives
are taught through different modules or parts. Thus after each
module some sort of activity is to be given to the learners to
reinforce the concept.
 The activity for engagement of learner shall be based on the adult
learning principle
 An important adult learning principle is that –
 “they like to draw meaning from their experiences and like to
practice their new skills immediately”
 A strategy based on this principle can be followed, which he
should mentioned in the tainting outline –(8)

10. Some of the active participation methods are-
• Case study – trainees are divided into pairs or groups, a case is
given to them requiring the application of the concept learnt
• Think/pair/ share – trainees are divided into pairs or groups,
questions are given to the groups, after thinking time, the groups
have to answer the questions
• Role-play
• Action plans – groups prepare actions plans based on the new
learning to improve process etc
• Personal goal sheet – participants create goals to improve a skill
• Problems solving / scenarios
• Questioning - close ended questions to produce one or two
correct answers related with the learning – may ask open ended
questions also

11. 8. Training Outline
 The heart of the lesson plan – actually describes what the
trainer intends to do in the training programme
 It is the agenda of the training class or a checklist of what to
be done in the programme
 May prepare a detailed one or include the summary or key
highlights – better a detailed one
 This part contains
a. Introduction b. Attention-grabber c. Content
d. Participants engagement methods (what and when to use?)
e. Assessment strategies (what and when?)
f. Multiple learning styles g. Instruction notes
i. Enrichment

12. 8.1 introduction
Ensuring safe environment in the class room is the
responsibility of the trainer
Participants have to feel comfortable – if their immediate
needs are not met it is difficult the engage
Thus, at the beginning of the class – establish or explain
the class room norms – breaks during the class time,
can they take leisure-time when they get bored? – can
they use cell-phones during the class-time? Can they
bring water, food and other items to the class etc.
It is also better to conduct icebreaker activity, especially,
if the training programme involves group activities.
This helps them to know each other

13. 8.2 Attention-grabber
A short and simple activity completed at the beginning of
the programme – done before the content is presented
• Encourages the participants’ interest in the topic
• Provides opportunity to share what they know
• Demonstrates why the training is important
8.3 Content
The utmost important item in the training programme –
actually the training itself – describes the KSA imparted
in the training programme
The content shall be divided into different sections /
modules or parts to meet different objectives or to
deal with different concepts

14. 8.4 Participants Engagement Methods
Describe the participants engagement methods (item 7).
What are the methods and when these different methods
will be used
8.5 Assessment Strategies
Provided a description of assessment strategies (item 6). What
are the strategies and when the different strategies will be
used for assessment
8.6 Learning Styles
People have different preferences in how they learn. Thus,
trainer has to use materials or modes of making the
learning effective
Make use of audio-visual , regular and brief breaks, regular
activities, handouts, charts, etc

15. 8.7 Instructor Notes
Write notes about how the material will be presented and
when these will be used along with the instructional aids
Eg. Refer to page no…. in your handout
“Facilitate discussion”, “do the activity on page”
8.8 Enrichment
Among the participants, there will be fast learners. Such
persons may meet the instructional objectives very easily
and speedily. The training programme can be enriched
through demonstration of the activities by the fast learners
A group of such learners can be formed and a project based
on the topic can also be assigned to them

16. 9. Closure
Important element – most often dismissed / cancelled due to lack of time -
the part where the participants are able to take what they learned and
relate it back to the objectives
Allows time to the participants to reflect on what they leaned, ask questions
and/ or evaluate how they can apply what they just learned when they
return to their jobs
10. Participants Evaluation
Obtain feedback from the participants to refine the training programme –
ask questions, conduct surveys
11. Instructors Reflection
Based on the reflection, evaluation etc of the trainees determine what
actions are to be taken to refine the training programme
Things to consider – How was the class room environment ? Need to select a
different one?- Was the content too easy/advanced?- How was the
pacing Fast/slow? What arrangements and plans worked well?

17. Contents of lesson plan for training – summary
1. Topic
2. Summary of key points
3. Training objectives
4. Duration of each activity in each section
5. Training contents
6. Training methods / activities
7. Break(s)
8. Exercise to warm up
9. Questions to test understanding
10. Conclusion

18. Objectives of Education and Training
Both the teacher and trainer has to understand the objectives of
education and training and has to specifically state these
objectives in the lesson plan
The two basic terms to be stated in the lesson plan is the
learning objectives and learning outcomes – these two
concepts are used in all levels of education
Learning objectives are statements, usually of a behavioral
nature, that specify what a students will be able to do after
the lesson is completed
The theory assumes that learning produces measurable changes
in learners' thinking skills, physical capabilities, or attitudes.
Thus, lessons can be constructed to reach one or more
specific learning objectives
According to Ralph Tyler and Benjamin Bloom (1950), mental or
cognitive learning can be understood as a hierarchy beginning
at the concrete level and moving to the more abstract.

19. If arranged, the cognitive skill structure form a hierarchy of
simple to the most complex
Evaluation
Synthesis
Analysis
Application
comprehension
Knowledge

20. 1. Knowledge – refers to the remembering of basic facts terms, labels,
methods, principles, methods and concepts. At this stage the learner
define, name, match, select
2. Comprehension – the second stage – it is about understanding what
knowledge means. At this stage, the learner can estimate, predict,
explain, summarize
3. Application – the learner applies knowledge and comprehension skills
in new or practical situation. At this stage the learner can compute,
demonstrate, use, prepare
4. Analysis is about dividing the whole parts and identifying components
and relationships between the parts that make up the system or larger
item. At this stage, learner, diagram, outline, subdivide, discriminate
5. Synthesis is inverse of analysis – concerned with combining the parts
into a new whole. At this stage the learner has acquired sufficient
knowledge and gained adequate comprehension, application and
analysis skills to learn how to put together things , can design and build
different types of structure from what currently exists. At this stage,
the learner can categorize, re-arrange, combine and compose
6. Evaluation is the pinnacle of cognitive learning. At this stage, can
determine the value or worth. He compares, criticizes, justifies and
support

21.  In many classes too much emphasis is given to the first
two levels (knowledge and comprehension) neglecting
or giving less importance to the last four levels
(application, analysis, synthesis and evaluation).
 But these four levels require more thinking to solve
problems and to implement solutions.
 Learners who give importance or skilled in these four
levels can excel in their career
 It is important to not that knowledge and
comprehension become important only when they are
applied to solve problems, which require higher order
learning

22. These three domains include:-
1. Cognitive learning – relates to knowledge and mental skills
2. Affective learning – involves feelings and emotions- related
with attitude beliefs, interest or values that the students
acquire through learning lessons – appreciates music or
placing ethics above profit
3. Psycho-motor learning –involves acquisition of physical
skills, either kinesthetic or tactile (physical, concrete,
tangible)