This document discusses concepts related to designing training programs. It begins by defining training and development as activities aimed at transferring or modifying knowledge, skills, and attitudes through learning experiences. When designing training programs, the objectives must be considered as well as learner readiness, learning principles, and trainer characteristics. The document then outlines an 8-step process for designing training programs, including defining the purpose and audience, determining participant needs, setting goals and objectives, outlining content, developing activities, preparing evaluations, and planning for follow-up. Finally, it discusses design theories like elaboration theory and Gagne and Briggs theory that can be applied when choosing training methods.

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CONCEPT OF DESIGNING TRAINING PROGRAMME
Training is any planned activity to transfer or modify knowledge, skills and attitudes through
learning experiences. Designing training and development programme refers to the
development of learning materials and choosing suitable methods of delivering the learning
materials so that the objectives of the training and development programmes are achieved.
While designing training and development programmes it must be borne in mind that
appropriate environment must be created to foster maximum learning of the employees. Correct
designing of training and development programme is crucial to the transfer of learning to the
participants in an effective manner. Often training and development programme fail due to poor
design and deliverability of training and development programme. Designing training and
development programme needs skills and competence on the part of the trainer.
Issues involved in designing training and development programmes are depicted below:
Fig.1 Training &Development Designing Model
Designing of Training &
Development programme.
• Learning Objectives
• Learner Readiness
• Learning Principles
• Characteristics of
Successful Trainers
Analysis of nature of training and instructional
objectives and identifying resources
Analysis of type of learners and their readiness,
willingness, motivation and ability
Analysis of performance, knowledge and skills
in order to determine who needs training
Analysis of trainers internal or external or
oustsourcing decisions for optimum outcome of
training & development programmes

2. 34
PROCESS OF DESIGNING A TRAINING PROGRAM
Step1. Define purpose of the training and target audience
Step2. Determine participants’ needs
Step3. Define training goals and objectives
Step4. Outline training content
Step5. Develop instructional activities
Step6. Prepare the written training design
Step7. Prepare participant evaluation form(s)
Step8. Determine follow-up activities for the event
Step1. Define Purpose of the Training and Target Audience
Become clear about what your training needs to accomplish
Purpose and audience will be clear—determined by funders or well- established
professional development needs.
You may need to sort through and prioritize a spectrum of training needs before
determining a training focus
Once you have a clear sense of the training’s purpose and target audience, write it down!
Then use this description to promote your program to prospective participants.
Step2. Determine Participants’ Needs
Several ways to find out about the needs
A brief, written survey as part of their registration packet all participants to collect
general information from all participants, pre-training assessment form
Survey a random sample of registrants by phone¬This will allow you to collect detailed
information from a few participants
Review evaluation and feedback forms from past-related training events.

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Step3. Define Training Goals and Objectives
Clarifying expected outcomes
Outlining training content
Planning specific training activities
Selecting/developing materials
Designing evaluation procedures
Communicating program intent to the training participants and others (such as
program administrators and supervisors)
Ensuring that the training is realistic and appropriate for the purpose intended
Samples of goals and objectives
Sample goal: to increase knowledge of HIV/AIDS among the health educators in
Phildelphia.
Sample objective: by the end of the training participants will be able to identify three
ways that HIV is transmitted.
Sample objective: by the end of the training participants will be able to list five ways to
decrease the risk of becoming infected with HIV.
Step 4. Outline training content
Introduction: establishes a positive learning environment
Learning components: participants engage in activities designed to accomplish the
training objectives.
Wrap up and evaluation component: should help bridge the gap between training and
implementation and promote a positive feeling of closure.
Rules of thumb
• Fill in known elements-such as meals and breaks
• Start with simple concepts and proceed to more complex
• Proceeds from less threatening to more sensitive topics
• Schedule activities which require the greatest concentration when people will be
focused and energetic
• Give yourself- and participants- a break
• Build in time for reflection, discussion and Q & A
• Introduce the day’s events in the beginning
• Schedule 8-10 minutes at the end of each day for feedback

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• Review your plan with a critical eye
• Be flexible! Although your design is a detailed road map, you may encounter detours
along the way
Step 5. Develop Instructional Activities
An effective training design incorporates a variety of training strategies, taking into account;
Participants learning style
Principles of adult learning
Group size
Prior experience and /or education level of participants
Type of skill or information to be presented
Trainer’s style
When deciding which activities to use, consider these questions:
Do we know that this activity us effective?
Have we used it before?
Are we comfortable with this technique?
Do we have the expertise to use it effectively?
Does the activity require prior knowledge or skill on the part of participants?
Will we have the time, space and resources needed to accomplish the activity?
Will the activity encourage learning without confusing participants?
Step 6. Prepare the Written Training Design
Create a written document that provides a detailed plan of the training session,
including your goals and objectives
Consider the skill expertise, training style and comfort level of each of your
trainers in making this designation
Also consider identifying specific trainer who will take the lead in fleshing out
different sections of the training and creating the necessary supporting materials
Use your written training design to stay in track during the training events, make
mid course corrections and document training details.

5. 37
Step 7. Prepare Participant Evaluation Forms
Some issues to address through the evaluation forms
Did the participants acquire the knowledge and skill that the trainer was supposed to
provide?
Were the trainers knowledgeable about training content?
Were the activities interesting and effective?
Was the training format appropriate?
Is more training on this or related topics needed to support participants in their work?
Step 8. Determine Follow-up Activities for the Event
Some follow up strategies include:
Newsletters and web site posting
Per observation and coaching, in which individuals observe one another
performing a newly acquired skill,
Mentoring, in which individuals receives on site, personal support and technical
assistance from someone with experience in the method being learned,
Study groups, in which individuals meet regularly to support one another during
the implementation of new idea or practice,
Booster session, in which training participants are brought together two to three
months after the training event to reinforce the knowledge and skills acquired
during the training and
Ongoing communication between participants and trainers via phone or electronic
mail

6. 38
DESIGN THEORY
Design theories are those theories which facilitate training methods. Theories of training design
are not theories in the traditional sense, because they do not predict the cause and effect
relationship. Mainly there are two design theories.
• Elaboration theory and
• Gagne and Briggs theory
1. Elaboration Theory
The Elaboration Theory was introduced by Charles Reigeluth, an American educational theorist
in 1979. The Elaboration Theory supports that the content organization should be presented in
increasing order of difficulty. According to elaboration theory, instruction should be organized
in increasing order of complexity for optimal learning. For example, when teaching a
procedural task, the simplest version of the task is presented first; subsequent lessons present
additional versions until the full range of tasks are taught. In each lesson, the learner should be
reminded of all versions taught so far (summary/synthesis). A key idea of elaboration theory is
that the learner needs to develop a meaningful context into which subsequent ideas and skills
can be assimilated.
It is a macro theory of design. This approach is more meaningful and motivational for learners.
To understand when to use elaboration theory, it is necessary to understand the sequencing.
Sequencing is the process of how to group and order the contents of training. If you are training
employees using software package sequencing is not important but it is important only when a
strong relationship exist among the topics of the course.
There are two sequencing strategies are possible; Topical sequencing and spiral sequencing.
Topical sequencing requires the complete learning of one topic before moving to the next task.
Spiral sequencing requires learning the basics of one task, then the basics from the second task,
and so on. After completing the basic understanding of all tasks, the learner moves to the
second level of the first task to do the same thing.

7. 39
MODULE 1
MODULE 2
MODULE 3
MODULE 1
MODULE 2
MODULE 3
TOPICAL SEQUENCING SPIRAL SEQUENCING
The figure shows the comparison of Topical and Spiral sequencing
Topic A
Topic A Topic B Topic C
Topic A Topic B Topic C
Topic B
Topic C
Topic A Topic B Topic C
MODULE 1 MODULE 1 MODULE 1
MODULE 2 MODULE 2 MODULE 2
MODULE 3 MODULE 3 MODULE 3
MODULE 1
MODULE 2
MODULE 3

8. 40
Advantage Disadvantage
Topical
Concrete on topic, no Interference from
other topic
once learned, move to the next topic
and the First is forgotten
Spiral
Built-in synthesis and review;
Interrelationships are more Obvious
and understood
Disruption of learner’s thought
processes when moving to the next
topic
2. Gagne-Briggs Theory
It is a micro theory and it provides a set of procedures to follow for each instructional event to
enhance learning. The theory identifies nine events of instruction, which are tied to social
learning theory. Let’s examine the nine instructions.
1. GAIN ATTENTION
Attention can be gained in several ways, but is best when tied to the training at hand. One key
elements of gain attention is to the introduction of the problem solving objectives. Another way
to gain attention is to have the CEO/president welcome the trainees and indicate how important
the training is to the future of the company.
2. INFORMING THE OBJECTIVES
Informing the objective is very effective to the trainees. This step is important in getting the
trainee focused and aware of not only what needs to be learned but also what will be required
when training is complete.
3. STIMULATE RECALL OF PRIOR RELEVANT KNOWLEDGE
This step is important to ensure that the trainee has accessed the information necessary for the
learning that is about to takes place. At the moment of learning all relevant prerequisite
capabilities must be highly accessible to the part of learning event.

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4. PRESENT MATERIAL TO BE LEARNED
Material is presented in a logical and understandable format. To ensure understanding, the
method of instruction should include several questions designed to elicit responses from
trainees regarding their level of understanding
5. PROVIDE GUIDANCE FOR LEARNING
The key here is to guide trainees to the appropriate answer, not just to tell them the answer.
When the solution is reached, the overall discussion will have helped trainees obtain an in-depth
understanding of the topic. Provide them with a problem and ask for possible alternatives.
6. ELICIT THE PERFORMANCE
In the case of problem solving model, they now would work in teams to solve a real problem
they have been discussing all along. It should also be the simplest type of problem they are
likely to come across.
7. PROVIDE FEEDBACK
Once the team completes a process, a feedback session as to they did is essential. Feedback can
be provided in numerous ways. Videotaping the session and going over it with the team, sitting
in on parts of each meeting and providing feedback, or having another team watch and provide
feedback all are the method used to provide the feedback.
8. ASSESS PERFORMANCE
The Gagne-Briggs theory indicates that learning should be assessed after each topic is taught.
So, after training on effective feedback skills and before moving to the performance appraisal
training, you need to assess the training that took place regarding feedback skills.
9. ENHANCE RETENTION AND TRANSFER
An important part of any training program is the transfer of the training to the job. Designing
the program to facilitate and the transfer is one of the more critical components of the training
design.

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Matching Methods with Outcomes
The training method selection strategy is part of the systematic process of instructional design,
sometimes referred to as instructional design system (IDS). This is the field of “analyzing
human performance problems systematically, identifying the root causes of those problems,
considering various solutions to address the root causes, and implementing the solution in ways
designed to minimize the unintended consequences of corrective action.
Four steps to choosing a training method
Step 1: Identify type of training - to influence trainees they must understand the objectives of
training program, training content should be meaningful and trainees should have the
opportunity to practice and receive feedback
Step 2: Consider the extent to which the method facilitates learning and transfer of training -
closer training content and environment prepare trainees for use of learning outcomes on the
job, athe greater the likelihood that transfer will occur
Step 3: Costs related to development and use of the method-development and administrative
costs developmental relates to design of the training program including costs to buy or create
the program, administrative costs are incurredeach time the training method is used including
consultants, instructors, materials, and trainers
Step 4: Effectiveness-based on academic research and practioner recommendations
The designer of a training program needs to understand each of these to determine the best
method for meeting training objectives given the organizational constraints. Instructional
methods differ in their ability to influence knowledge skills and attitudes, so the training
designer must be able to evaluate a method’s strength and weakness to make good decision
about its use.
Knowledge: Is an organized body of facts, principles, procedures and Information.
Skills: Are the capacities needed to perform a set of tasks.
Attitudes: Are employees beliefs and opinions that support or inhibit behaviour.
The learning objectives usually requires a combination of several methods into an integrated
whole, because no single method can do everything well. Each method is used to accomplish
different parts of the training objectives, but it is the combination of methods that allows the full
set of training objectives to be achieved.

11. The other various methods can be divided into cognitive and behavioral approaches. Cognitive
methods contain behavioural elements and behavioural
Cognitive methods: focus on knowledge
that demonstrate relationship amongconcepts or provide rules. These type of methods can
influence skill development on trainees.
Behavioral methods: Focus on the
best used for skill development and attitude change
Thus both behavioural and cognitive learning methods can be used effectively to change
attitudes.
The other various methods can be divided into cognitive and behavioral approaches. Cognitive
methods contain behavioural elements and behavioural methodshave cognitive elements.
focus on knowledge and attitude development by providing information
that demonstrate relationship amongconcepts or provide rules. These type of methods can
influence skill development on trainees.
on the trainees’ behavior in a real or simulated f
best used for skill development and attitude change
Thus both behavioural and cognitive learning methods can be used effectively to change
43
The other various methods can be divided into cognitive and behavioral approaches. Cognitive
methodshave cognitive elements.
and attitude development by providing information
that demonstrate relationship amongconcepts or provide rules. These type of methods can
behavior in a real or simulated fashion. They are
Thus both behavioural and cognitive learning methods can be used effectively to change

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Methods and Techniques of Training
There are several T&D methods available. The use of a particular method depends which
method accomplishes the training needs and objectives. Training methods can be classified into
two categories: On the Job Methods and Off the Job Methods.
I. On the job method :-
On the job method refers to training given to personnel inside the company. There are different
methods of on the job training.
1. Job rotation :-
This method enables the company to train managerial personnel in departmental work. They are
taught everything about the department. Starting from the lowest level job in the department to
the highest level job. This helps when the person takes over as a manager and is required to
check whether his juniors are doing the job properly or not. Every minute detail is studied.
2. Coaching and counseling :-
Coaching refers to actually teaching a job to a junior. The senior person who is the coach
actually teaches his junior regarding how the work must be handled and how decisions must be
taken, the different techniques that can be used on the job, how to handle pressure. There is
active participation from the senior.

13. 45
Counseling refers to advising the junior employee as and when he faces problems. The
counselor superior plays an advisory role and does not actively teach employees.
3. Job Instruction training (JIT):-
This technique was developed during World War II , having four step instructional process. JIT
is basically used to teach the workers how to do their current jobs. A trainer or supervisor can
act as the coach.
4. Committee Assignment :-
In this, the trainees become members of a committee. The committee is assigned a problem to
discuss and make recommendations.
5. Apprenticeship Training :-
This training approach began in the Middle Ages when those who wanted to learn trade skill
bound themselves to a master craftsman and worked under his guidance. Apprenticeship
training is a structured process by which people become skilled workers through a combination
of classroom instruction and on-the-job training.
6. Under study :-
In this method of training a junior is deputed to work under a senior. He takes orders from the
senior, observes the senior, attends meetings with him, learns about decision making and
handling of day to day problems. The method is used when the senior is on the verge of
retirement and the job will be taken over by the junior.
II. Off the job training method :-
Off the job training refers to method of training given outside the company. The different
methods adopted here are
1. Case study method :-
This technique was developed by Harvard Business School, U.S.A. It is used as a supplement to
lecture method. A case is a written record of a real business situation/problem faced by a
company. The case is provided t to the trainees for discussion and analysis. Identification and
diagnose of the problem is the aim in case study method. Alternate courses of action are
suggested from participants.

14. 46
2. Role-playing :-
In this method, the trainees are assigned a role, which they have to play in an artificially created
situation. For example, a trainee is asked to play the role of a trade union leader and another
trainee is required to perform the role of a HR manager. This technique results in better
understanding of each other's situation by putting foot in other's shoes.
3. In-basket exercise :-
In this technique, the trainees are provided background information on a simulated firm and its
products, and key personnel. After this, the trainees are provided with in-basket of memos,
letters, reports, requests and other documents related with the firm. The trainee must make sense
out of this mass of paperwork and prepare memos, make notes and delegate tasks within a
limited time period.
4. Business games :-
Business games involve teams of trainees. The teams discuss and analyse the problem and
arrive at decisions. Generally, issues related with inventories, sales, R&D, production process,
etc. are taken up for consideration.
5. Sensitivity (T-group) training :-
In this type of training, a small group of trainees consisting of 10 to 12 persons is formed which
meets in an unstructured situation. There is no set agenda or schedule or plan. The main
objectives are more openness with each other, increased listening skills, trust, support, tolerance
and concern for others. The trainers serve a catalytic role. The group meets in isolation without
any formal agenda. There is great focus on inter-personal behaviour. And, the trainer provides
honest but supportive feedback to members on how they interacted with one another.
6. Special courses and lectures :-
These are the most traditional and even famous today, method of developing personnel. Special
courses and lectures are either designed by the company itself or by the
management/professional schools. Companies then sponsor their trainees to attend these
courses or lectures. These are the quick and most simple ways to provide knowledge to a large
group of trainees.
7. Simulation :- .
Simulation involves creating atmosphere which is very similar to the original work
environment. The method helps to train manager handling stress, taking immediate decisions,
handling pressure on the jobs etc. An actual feel of the real job environment is given here.

15. 47
8. Conference :-
Conferences are conducted by various companies to have elaborate discussions on specific
topics. The company which organizes the conference invites trainee manager and calls for
experts in different fields to give presentation or lecture. The trainee manager can ask their
doubts to these experts and understand how problems can be solved on the job.
9. Committee :-
A committee refers to a group of people who are officially appointed to look into a problem and
provide solution. Trainee managers are put in the committee to identify how they study a
problem and what they learn from it.
10. Vestibule Training :-
In this method a training centre called vestibule is a set up of actual job conditions are
duplicated or simulated in it. This method of training is used primarily when large number of
employees must be trained quickly, as needed, as a result of expansion of business activities by
firms or industries.
TRAINER IDENTIFICATION
Careful consideration should be given to the selection of trainers, the scheduling of training and
pilot testing. In selecting trainers, two equally important abilities must be sought: knowledge of
the subject and teaching ability. Not everyone who has the required job knowledge will
necessarily have teaching ability. On the whole it is easier for people to acquire knowledge than
it is to acquire teaching ability. In most work places, including the shop floor, there will a
number of people who have a natural teaching ability, and they will have the advantage of the
workplace and being able to understand practical examples. In small group learning, a “group
learning facilitator” may be used in place of a trainer. In this case the facilitator is learning
along with the group but has responsibilities for the process of learning.
TRAINING SKILLS
Training may not be an exact science, but neither is it an activity that can be left to amateurs.
Professionals who work to develop other people’s skills understand, first, that a variety of
factors come in to play to create a positive learning environment and second that
communication skill and feedback techniques are critical to success.
For managers with responsibility for training others requires the skills to deliver training
programs that are stimulating and interactive, hold the employees interest and improve the

16. 48
chance for training success.it also focus on developing feedback techniques to build confidence
as a trainer.
Trainers must have the following essential skills
1. Technical skills
Trainers must have adequate knowledge of the subject of the training. They must be aware of
newer knowledge, practice and skills and continually updating their subject knowledge. Some
of the basic technical skills required are:
Ability to undertake systematic analysis and assessment of individual, and
organizational training and development need; coordinate, design, and/ or deliver a
variety of specified training and development programs for individual or group of
employees keeping in view the organizational objectives and mission.
Ability to deliver group and individual training and instructions covering specified
areas, such as those concerned with employee orientation, on the job training, use
of computers and software, health and safety practices, public relations,
promotional developments and leadership developments.
Ability to develop training curricula and/ or recommends or utilize vendor
programs that meet instructional goals and objectives.
Ability to select or develop training aids, including training handbooks,
demonstration models, multimedia visual aids, computertutorials and reference
works etc.
Ability to provide input and assist n planning, assessment, and implementation of
overall training department’s goals and objectives.
Ability to perform organizational development interventions such as strategic
planning, group facilitations, team building and system analysis; coordinate and
facilitate career developmental programs for managerial and non-managerial
employees.
Ability to review external and internal instructor performance and recommend
improvements to programme content and / or instructor presentation method may
recruit, select and train instructors.
Capacity to coordinate or perform administrative functions necessary to deliver
and document training programmes.
Ability to evaluate effectiveness of training and development programs
2. Behavioral skills
Trainers must have good personal characteristics and capabilities to effectively deliver training
and development programs. Some basic behavioral skills are;
Excellent communication skills

17. 49
Trainer must have strong interpersonal skills and ability to work effectively with a wide
range of constituencies in a diverse organizational culture.
Trainers should have good teaching and facilitation skill.
Skills in preparing instructional aids and plans.
Trainers should have adequate knowledge of customer service standards and procedures.
Trainers must have good observation skill in order to grasp new ideas see how challenges
are handled and check the training atmosphere and surrounding for future improvements.
Excellent listening skills.
Trainers must be good builder of learner’scommitment. They should empower learners to
learn independently and motivate them in order to develop a better rapport with learners
to improve training transfer.
Budgeting of Training
Total training costs include both fixed costs and variable costs. Fixed costs are those expenses
that remain the same no matter how many employees participate in the training. The salary and
travel expenses for the trainer represent a fixed cost. Variable costs are those expenses that
relate to the number of employees trained. Any printed materials that may be distributed to
participants represent a variable cost. So does the cost of food if you will be serving lunch or
snacks to the participants.
• Fixed costs:
> Those costs that remain the same no matter how many individuals participate in the
training.
• Instructor’s salary.
• Marketing/information distribution.
• Variable costs:

18. 50
> Expenses that will vary depending on the number of participants in the training
program.
• Printed hand-outs.
• Lunch for participants.
• Direct costs
> All of the expenses involved in putting together the training program:
• Course development or purchase.
• Printing.
• Equipment rental.
• Costs of needs assessment.
• Evaluation of training.
It is important to breakdown the training costs to identify all the expenses involved with
the training. Direct costs are all the expenses involved in the actual putting together of the
training program. Don’t forget the expenses of doing the needs assessment and the cost of
evaluating the training upon completion.
• Developmental cost
For every presentation requires certain time and preparation for training this may
include in this cost.
Eg: for a preparation of a one hour training program a supervisor can spent his 30
Hours for preparation;ie,:1:30
• Indirect costs:
> Less obvious expenses, not directly related to the training:
• Overhead.
• Administrative and clerical salaries.
• Employee fringe benefits (25 percent of salary).
• Productivity loss.
Indirect costs are not as evident and require some investigation. It is important to estimate these
costs as well. Overhead costs include general organizational support such as administrative
assistance, fringe benefits and the use of facilities.
Indirect costs for training include loss of productivity while trainees are off the job to attend
training as well as other employee time spent that is related to training. It is estimated by a sales
training firm that it takes a typical manager between six and eight hours to prepare for one hour
of training. What about the cost of replacing the employee while he/she is attending the course?
Do you need to hire a temporary employee to fill-in while the trainee is away?

19. 51
If this is the first time you have done a training budget, you will have to think to come up with
all of the indirect costs, but as you become more familiar with the budgeting process, the
indirect costs will become more obvious.
There are a number of items that must be accounted for in the training budget.
• Trainer’s salary.
• Trainee’s salary or wage.
• Materials and supplies for training.
• Development costs.
• Consultant’s or contractor’s service fees.
• Travel and living expense for trainer and trainees.
• Transportation.
• Equipment costs: Audiovisual and computer.
• Support costs: Hours spent by clerical staff and managers
• Postage, misc.
• Lost production (opportunity costs).
Preparation Of Training Proposals
A Training Proposal is written according to requirements of training. If objectives of training
are listed out in a clear manner it becomes quite simple to write a training proposal and submit
to respective parties. The training proposal represents a call to action on the part of key
decision-makers.
PURPOSE OF THE TRAINING PROPOSAL
To persuade decision-makers that your solution to a performance gap is the best solution and
therefore deserves being funded
THE MANY PARTS OF A TRAINING PROPOSAL
• Training proposals come in different formats
• There are 18 elements common to a majority of training proposals

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TITLE PAGE
Contains a name or title for the proposal which gives readers an idea of its contents
TABLE OF CONTENTS
Provides readers an easy and quick reference to the various sections of the proposal
EXECUTIVE SUMMARY
A brief 150 to 200 word summary (i.e., abstract) of the contents of the proposal
BACKGROUND OF THE PROBLEM
• What major events led up to the training proposal?
• Who identified the problem?
• Who proposed a needs assessment?
• Who performed the needs assessment?
ANALYSIS OF THE PROBLEM
• What is the performance problem?
• Why the proposed training is needed?
• How does the proposed training satisfy a training need and solves a performance
problem?
TARGET POPULATION
Who needs and will receive the proposed training?
RATIONALE AND GOALS FOR THE PROPOSED TRAINING
• The purpose for the training
• Goals of the proposed training
• The general benefits that will be derived from the proposed training
LEARNING OBJECTIVES AND TOPICS
• What are the main topics of the proposed training?
• What are the specific learning objectives associated with each of the training topics?

21. 53
EVALUATION STRATEGIES
How will everyone know that the training was successful?
OVERVIEW OF THE TRAINING SOLUTION
• What types of learning activities are proposed?
• Who will do the training?
• When and where will the training occur?
PROGRAM OUTLINE
• A simple topical outline of the proposed training sessions
TRAINING RESOURCES REQUIRED
• What materials, software, hardware, facilities, and personnel will be needed for the
training?
• How much is the training going to cost?
CAPABILITIES OF THE TRAINING PROVIDERS
• Who are the trainers?
• Are the trainers qualified to do the proposed training?
• How do we know that the trainers are qualified?
DEVELOPMENT SCHEDULE
Detailed time schedule stating when the training will be developed and field tested.
DELIVERY SCHEDULE
Specific time schedule stating when each learning activity will actually happen.
COSTS
A detailed breakdown of the costs.
PROJECTED BENEFITS
What will things be like after the training?
What will the company be getting for its money?
How will the training pay for itself?

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APPENDIX
• Supporting materials
• Needs assessment data
• Project cost-benefit analysis data
• Trainer credentials
• Sample training exercises
WHEN PRESENTING THE PROPOSAL
• Know your organization (culture, finances, business plan, performance goals,
performance gaps)
• Know your audience (values, hot buttons, favorite words and causes)
• Know your competition (the solutions that will be competing with your solutions)