The document provides information about structuring a training process, including developing learning objectives and lesson plans. It includes an example lesson plan for a course on basic instruction skills for new trainers. The lesson plan covers developing learning objectives, explaining the components and structure of an effective lesson plan, and different training techniques. It aims to help participants understand how to develop well-structured training programs and teach them effectively.

1. 1
Module 2
Structuring The Learning Process

2. ckby/BasicTTT/18Jul08/Rev6 2
Course outline (Day 1)
Module 1 Creating the right learning environment
a. physical environment
b. emotional environment
Module 2 Structuring the training process
a. Developing Learning Objectives
b. Developing Lesson Plans
1st Day Agenda

3. • Kick Boxing

4. 4
Agenda
Module 2 Structuring the training process
a. Developing Learning Objectives 1.30 – 3.00
Tea Break 3.00- 3.30
b. Developing Lesson Plans 3.30 – 6.00

5. a. Physical Environment - Infrastructure
b. Emotional Environment - Mood
1st ModuleModule 2.1
Learning Objectives

6. ckby/BasicTTT/18Jul08/Rev6 6
Business Issue
Business Goals
Required
Knowledge,
Skills & Attitude
(KSA) to achieve
business goals
Required subject
matter and
learning delivery
strategy to
develop required
KSA
Instructional Goals &
Objectives
Course Content &
Instructional Strategy
Needs Analysis
Course Design & Development
Impact Evaluation
Test Instruction
Training Delivery
SpecifyEntryLevel/
Pre-requisites

7. 7
Exercise
Flex Your Mind

8. ckby/BasicTTT/18Jul08/Rev6 8
Lesson plan example (part 1)
TITLE: Basic Instruction Skills For New Trainers
Lesson Plans
WRITTEN BY: Cornelius Koh
COURSE GOAL: Address the need for non-training professionals to develop training
programs that will help address their business needs & to teach the
training programs effectively
OBJECTIVES:
CORRESPONDING
PERFORMANCE
OBJECTIVES
At the end of this lesson, the participants will be able to develop a
lesson plan.
Using the blank lesson plan formats, develop a lesson plan for the
course that you are teaching. The lesson plan will contain all the
required information and the teaching strategy
SESSION TIME: 1 hour
PAX SIZE: Min: _5_ pax Max: _15_ pax
AIDS/ EQUIPMENT: Overheads + OHP
Blank Lesson Plan formats
Flipchart + markers
TEACHING
STRATEGY:
1. Show & Tell
2. Exercise
3. Feedback
PRE-REQUISITES No pre-requisites

9. ckby/BasicTTT/18Jul08/Rev6 9
Activity /
Timing
(Minutes)
Content
(what to be taught)
Training
Technique Trainee Activity Aids Required
Lesson Plan Intro
15 minutes
Objective #1
Lesson Plans
What is a lesson plan?
Why use a lesson plan?
Using a lesson plan
Lecture & Discussion Listening & Discussion Lesson plan ppt slides
Flipchart & marker
Participants bring own laptop
Forms A & B
Lesson Plan Exercise
60 minutes
Objective #1
Lesson Plan Exercise Application Exercise
Open Discussion
Feedback Session
Do exercise
Discussion
Receive feedback
Participant’s Training Materials
Participants bring own laptop
Forms A & B

10. ckby/BasicTTT/18Jul08/Rev6 10
Lesson plan example (part 1)
TITLE: Basic Instruction Skills For New Trainers
Lesson Plans
WRITTEN BY: Cornelius Koh
COURSE GOAL: Address the need for non-training professionals to develop training
programs that will help address their business needs & to teach the
training programs effectively
OBJECTIVES:
CORRESPONDING
PERFORMANCE
OBJECTIVES
At the end of this lesson, the participants will be able to develop a
lesson plan.
Using the blank lesson plan formats, develop a lesson plan for the
course that you are teaching. The lesson plan will contain all the
required information and the teaching strategy
SESSION TIME: 1 hour
PAX SIZE: Min: _5_ pax Max: _15_ pax
AIDS/ EQUIPMENT: Overheads + OHP
Blank Lesson Plan formats
Flipchart + markers
TEACHING
STRATEGY:
1. Show & Tell
2. Exercise
3. Feedback
PRE-REQUISITES No pre-requisites
TARGET AUDIENCE  New employees in the Training & Development field
 New Trainers who have little or no experience in instructional
skills
 Any other persons interested in developing skills for training
adults
TARGET AUDIENCE
PROFILE &
LEARNING
PREFERENCE
 Language preferred – English
 Little or no experience in teaching / training
 Want training to be hands-on
 Don’t like technical jargons
 Provide simple and practical templates
POTENTIAL ISSUE Pax may not bring along their training materials. Alternatively, use
the first part of this training program as exercise material

11. ckby/BasicTTT/18Jul08/Rev6 11
• Goals vs Objectives
• Why do we need objectives?
• How to write objectives?
• Exercise: Writing Objectives

12. Goals
• Goal is the general intent of the course –
the business purpose the course was
delivered (address the business issue)
• Example:
Understand the Talent Management
System of Line Managers

13. Objectives
• Learning objectives should be expressed as
outcomes of the training for the participants
• and make use of action verbs (for example, ‘‘At
the end of this session, participants will be able to
. . .’’).
• The outcomes can be specific skills, knowledge
and attitude acquire by the course participants

14. How to write learning objectives
• Normally expressed in the following manner:
– At the end of this course, you will be able to
• Write learning objectives for the course you are
developing
• Write corresponding performance objectives for each
learning objectives
• Determine whether your objectives are measurable /
observable

15. Why Performance objectives?
• Performance Objectives enables learners to
be assessed to determine whether they have
achieved the learning objectives

16. How to write performance objectives
• Components of a performance objective
– Performance: Measurable behaviours /action
verbs- develop, select, assemble, perform (No 6,
Green Book)
– Condition: tools - MS Power Point, ISO, lean
– Standard: How well – 30 minutes, 40 kilos

17. How to write performance objectives
• Example
Given a car with a flat tire, a spare tyre, and
a lug wrench (conditions), change the flat
tyre (performance) according to the
manufacturer’s instructions and
specifications in fifteen minutes without
injury or damage (standard)

18. How to write performance objectives
• Example
Given a computer with MS-PowerPoint and
a sample presentation (conditions) the
student will be able to launch PowerPoint,
use the AutoContent Wizard to create a
presentation with the same format and
content (performance) as the sample
presentation within 30 minutes (standard)

19. ckby/BasicTTT/18Jul08/Rev6 25
Examining the bulls-eye
• What is the purpose of writing performance
objectives?
• What is the most difficult thing about
writing performance objectives?
• What are the things you need to be aware of
when writing performance objectives?

20. 1st ModuleModule 2.2
Lesson Plan
Learning Objectives

21. ckby/BasicTTT/18Jul08/Rev6 27
Lesson plan example (part 2)
Activity /
Timing
(Minutes)
Content
(what to be taught)
Training
Technique Trainee Activity Aids Required
Lesson Plan Intro
15 minutes
Objective #1
Lesson Plans
What is a lesson plan?
Why use a lesson plan?
Using a lesson plan
Lecture & Discussion Listening & Discussion Lesson plan ppt slides
Flipchart & marker
Participants bring own laptop
Forms A & B
Lesson Plan Exercise
60 minutes
Objective #1
Lesson Plan Exercise Application Exercise
Open Discussion
Feedback Session
Do exercise
Discussion
Receive feedback
Participant’s Training Materials
Participants bring own laptop
Forms A & B

22. ckby/BasicTTT/18Jul08/Rev6 29
What is a lesson plan?
Lesson plan is a tool to help the trainer
determine how to teach a particular topic

23. What is a lesson plan?
– Learning objectives & related content
– Duration of lesson & timing of activities
– Required training aids & equipment
– Teaching method & strategy for lesson

24. ckby/BasicTTT/18Jul08/Rev6 32
Structure of a learning activity
– Opening
• Pax get a general feel of the topic to be discussed
– Focus the topic
• Learn details about topic without straying
– Closure
• End the topic & reinforce learning
– Transition
• Link previous topic with the next one

25. Structure of a learning activity
–Opening
• Pax get a general feel of the topic to be discussed
–Focus the topic
• Learn details about topic without straying
–Closure
• End the topic & reinforce learning
–Transition
• Link previous topic with the next one

26. Structure of a learning activity

27. Structure of a learning activity

28. Structure of a learning activity

29. Structure of a learning activity

30. Structure of a learning activity

31. Training Technique (Teaching Methods)
Teaching
Method
Purpose Dos Don’ts
Lecture /
Presentation
Present
information
 Use examples and illustrations
 Use visual aids
 Intersperse with activities or
exercise
 Don’t go more than 15 mins
without an activity or exercise
Discussion Allow
participants to
share experiences
and to learn from
each other
 Encourage everyone to participate
 Initiate discussion with a leading
question
 Guide discussion by expertly asking
pertinent questions
 Conclude discussion with some
type of summary
 Monopolize the discussion
 Allow one or two participants
to dominate
 Stop without coming to
closure
Brainstorming Generate lots of
ideas in short
period of time.
Stimulate
creativity
 Review ground rules before
beginning
 Encourage everyone to participate
 Use a second person to record ideas
if the first recorder is overwhelmed
 Discuss ideas until
brainstorming is completed
 Discount or belittle any ideas

32. Training Technique (Teaching Methods)
Teaching Method Purpose Dos Don’ts
Case Study Simulate real-
world situations
 Provide clear directions
 Provide sufficient information and
background
 Highlight factors or variables that are
pertinent to teaching points
 Point out similarities between case
and participants’situation
 Ensure there is sufficient time to
adequately complete
 Spend valuable time
debriefing points that may
be interesting but are not
relevant to the topic
Role-play Simulate real
world situation
 Give participants adequate
information to play their role
 Give participants a minute or 2 to plan
their responses
 Ensure participants can be seen and
heard by the rest of the class
 Ask for volunteers
 Force individuals to
participate if they are
reluctant
 Continue role-play after
teaching point has been made
 Make fun of any participants
Games / Activities / Exercises Encourage
participants to
learn for
themselves and
each other
 Provide clear information
 Clearly describe expected outcomes
 Make sure there is sufficient time to
complete
 Adequately debrief
 Prolong unnecessarily

33. Understanding

34. ckby/BasicTTT/18Jul08/Rev6 44
Did you really learn your lesson?
• What was the most
difficult thing about
creating a lesson
plan?

35. ckby/BasicTTT/18Jul08/Rev6 45
Did you really learn your lesson?
• What adult learning
principles are being
incorporated into
the lesson plan?

36. ckby/BasicTTT/18Jul08/Rev6 46
Did you really learn your lesson?
• Will your lesson plan
suit the needs and
learning style of your
target audience?

37. ckby/BasicTTT/18Jul08/Rev6 47
Issues in building lesson plans
• Performance Objectives Missed out in many
lesson plans
• Many lesson plans don’t contain activities that
will test for transfer of learning
• Many lesson plans may not put the Adult
Learning Principles into practice (e.g. use only on
lectures but no exercises, practice sessions,
quizzes etc)
• Lesson plans did not contain
– Opening activity
– Closing activity

38. Creating the right learning
environment
a. Physical Environment - Infrastructure
b. Emotional Environment - Mood
1st ModuleModule 1

39. ckby/BasicTTT/18Jul08/Rev6 49
• Recognition
• Participation
• Achievement
• Personal Growth
Adult Learning Needs

41. participants feel comfortable and safe
Results of comfortable and safe
environment
• try out new ideas,
• learn from others,
• explore new viewpoints,
• change attitudes and behaviors
• respects everyone’s viewpoints, and

42. ckby/BasicTTT/18Jul08/Rev6 52
• Self-Concept
• Experience
• Readiness to Learn
• Time perspective

43. 53
Principles of effective learning
Recency
Appropriateness
Motivation
Primacy
2 way communication
Feedback
Active Learning
Multi-sensory Learning
Exercise

44. a. Physical Environment - Infrastructure
b. Emotional Environment - Mood
1st ModuleModule 2.1
Learning Objectives

45. ckby/BasicTTT/18Jul08/Rev6 55
Lesson plan example (part 1)
TITLE: Basic Instruction Skills For New Trainers
Lesson Plans
WRITTEN BY: Cornelius Koh
COURSE GOAL: Address the need for non-training professionals to develop training
programs that will help address their business needs & to teach the
training programs effectively
OBJECTIVES:
CORRESPONDING
PERFORMANCE
OBJECTIVES
At the end of this lesson, the participants will be able to develop a
lesson plan.
Using the blank lesson plan formats, develop a lesson plan for the
course that you are teaching. The lesson plan will contain all the
required information and the teaching strategy
SESSION TIME: 1 hour
PAX SIZE: Min: _5_ pax Max: _15_ pax
AIDS/ EQUIPMENT: Overheads + OHP
Blank Lesson Plan formats
Flipchart + markers
TEACHING
STRATEGY:
1. Show & Tell
2. Exercise
3. Feedback
PRE-REQUISITES No pre-requisites

46. ckby/BasicTTT/18Jul08/Rev6 56
Activity /
Timing
(Minutes)
Content
(what to be taught)
Training
Technique Trainee Activity Aids Required
Lesson Plan Intro
15 minutes
Objective #1
Lesson Plans
What is a lesson plan?
Why use a lesson plan?
Using a lesson plan
Lecture & Discussion Listening & Discussion Lesson plan ppt slides
Flipchart & marker
Participants bring own laptop
Forms A & B
Lesson Plan Exercise
60 minutes
Objective #1
Lesson Plan Exercise Application Exercise
Open Discussion
Feedback Session
Do exercise
Discussion
Receive feedback
Participant’s Training Materials
Participants bring own laptop
Forms A & B

47. Structure of a learning activity

48. Structure of a learning activity

49. Structure of a learning activity

50. Structure of a learning activity

51. Structure of a learning activity

52. Review

53. 63
Module 3
Presentation

54. 64
Thank You