Learning

Program Plan

Learning program plan part 1: General Program Information

Program name Instructor’s Development Training (IDT)

RTO Training Development Centre, TRADOC, Philippine Army

Client o Assistant Chief of Staff for Education & Training, G8,PA

o Commanders and training staff of Infantry Divisions,
Mechanised Infantry Division, SOCOM, and TRADOC
o Commanders of Philippine Army Major Unit (PAMU)
schools
o Personnel projected to be assigned in Army schools
offering in- service and specialisation trainings; and, Non-
commissioned Officers (NCO) projected to be assigned as
Platoon Sergeants expected to conduct in-house trainings
in small field units and their equivalent in garrison units.
Program aim o Address an identified skills gap;
o Promote professional development;
o Build confidence; and
o Improve organisational results.
Qualification Statement of attainment will be for this unit of competence

Competency TAEDEL301 Provide work skill instruction

standards

Program outcomes By the end of this training program, learners should be able
to do the following as required in realistic working
conditions:
o Organise instruction and demonstration
o Conduct instruction and demonstration
o Check training performance
o Review personal training performance
Prerequisites To enroll, participants must be able to demonstrate
vocational competency in their proposed teaching and
assessing area.
Delivery mode Face-to-face

Program duration Fifteen (15) working days

(total)

Assessment On the final days of training:

o Task 1: Short answer questions
o Task 2: Provide work skill instruction to an individual
(30 mins)
o Task 3: Provide work skill instruction on two occasions
 to a group (80 mins)
Number of learners Forty (40) trainees with mentors/facilitators for a mentor to
learner ratio of 1:4.
Target learner group Military personnel with varied skills and knowledge,
(profile) functional expertise, age, genders who are:
o Projected to be assigned as functional trainers in
military schools providing in-service and specialisation
skills trainings; and
o Occupying or projected to occupy platoon sergeant
positions in field units and equivalent in garrison units
who are expected to provide in-house skills trainings in
small units/offices.
Special needs As part of the enrolment process, all learners will complete
a simple LLN assessment before finalising enrolment:
Learners identified with minor LLN gaps will be offered
support throughout training.
Learners identified with significant LLN gaps will be referred
to the Foundation Skills unit.
Venue and Training Development Centre Training Room (for classroom
equipment required instruction)
o Computer (with internet) and multi-media projector
o Wide screen
o Whiteboard
o Multi-media speaker
o Printer and Photo copier
o Presenter with laser pointer
o Standby power generator
o Other venues (as may be determined later for training
and assessment)
Learning materials o Hand outs
and other resources o Provide work skill instruction unit of competency and
required assessment requirements
o power point presentations
o Videos:
1) Believe in yourself-teaching is the most important job
2) Are you a teacher or an educator?
3) “Operational Environment” o Starting strong - Training
a combat medic
o Qualities of an effective instructor
o Providing work skill instruction
o Starting strong – training a combat engineer


References
o TRADOC Pamphlet 350-70-1 Training development in
support of the operational domain 2012
o Site Skills Training Designing Learning Participant
Manual, pp 144- 151.
 o Chapter 5, FM 5-19 Composite Risk Management 2006
o TRADOC Reg 350-70, Appendix H
o TC 25-30 A Leader’s Guide to Company Training
Meetings, 1994. o TC 25-20 A Leader’s Guide to After
Action Reviews, 1993 o FM 6-22 Army Leadership, 2006.
o Effective facilitation skills for trainers by CAWST
o Handout-Teaching students to transfer their
knowledge o Site Skills Training Workplace Assessment
Participant Manual
o TRADOC Pamphlet 350-70-5, Systems Approach to
Training: Testing, 2004.
o Handout-Coaching to develop self-awareness by
MindTools
Pre-program o E-mail joining instructions and enrolment forms to
information or pre- learners two (2) weeks prior through G8s
work o List of trainee requirements
o Pre-work: mastery of one vocational area in place of
work (see prerequisites above)
Program TDC to organise:
administration o VARK survey to all learners upon enrolment.
o Five (5) augmentation trainer-mentor-facilitators to act
as training buddies (one mentor for two learners)
throughout the duration of training.
o Tour of TRADOC facilities (chapel, concessionaire, gym,
mess hall, barber shop and parlor, laundry), call on
Commander TRADOC, and welcome cocktail right after
opening.
o Attendance form – trainer to return completed form to
TDC admin within twenty-four (24) hours of program
conclusion
o Post program e-mail to learners with link to online
feedback survey.
People to be Learners through their respective Division Training School
informed Commandants
o Training committee
o G3, TRADOC
o G8s involved
o Students
Safety issues Before training:
o Induct learners about “off limits” (other student
quarters, shooting ranges, night spots, etc)
o Ensure emergency evacuation procedures are posted
on training room door. WHS information for learners:
1) Emergency evacuation procedures
2) Location of medical dispensary
3) General room safety (See attached Risk Control Plan for
details).
Other logistics o Produce handouts two (2) weeks prior to opening one
(1) copies per students.
o TDC to send reminder e-mail to units of learners one
(1) week prior opening.
o Service support branch to dispatch passenger van to
pick up students at McDonalds Capas, Tarlac on report
date.
o 10 pocket Wi-Fi with load

continued
Learning program plan part 2: Learning Program Content and Agenda

Learning outcomes—By the end of

Application/
Session Title Time the session, learners should be able Content (topics) Delivery Method/s Resources
Assessment
to:
DAY 1
o MSTB Program
o Intros & icebreaker o Icebreaker
Information Handout
o Display a correct learning mind set o WHS reminders activity
o Power Point
30 o Expectation & goal setting o Lecture/
Introduction o Q&A o Assessment Kit
mins o Describe the program structure o Program objectives and discussion
o Program & weekly
and assessment requirements structure o Expectation
training schedule
o Assessment requirement setting activity
o Attendance Form
o Video: o Are you a
teacher
o Teaching vs Educating o Video o Small Group
1 30 Describe the impact of teaching in o or an educator o Believe
Teaching o Believing in oneself as a teacher presentation Discussion/ Group
mins people’s lives in
presentation
o yourself-teaching is the
most important job
o Power Point
o Video-“Operational
Environment”
o Contemporary Operational o Video-Replicating the
List the qualities and attributes of a o Lecture/
Qualities of a Environment o COE activity COE
2 good military trainer considering the Discussion
good military 1 hour o Realism in training o Trainer qualities o Video-Training a combat
characteristics of the contemporary o Video
trainer o Providing work skill instruction- activity medic
operational environment (COE). presentations
military setting o TRADOC Pamphlet 350-
70-1 Training development
in support of the
operational domain 2012
15 minute break
 Learning outcomes—By the end of
Application/
Session Title Time the session, learners should be able Content (topics) Delivery Method/s Resources
Assessment
to:

o Q&A o Power point
o Principles of Adult Learning o VARK Activity o VARK
Gather information about learner Lecture /
1 hour o Learner profiling o Enrolment o Target audience o Questionnaires
characteristics and learning needs Discussion
forms o VARK analysis (TAA) o Sample
activity o TAA Matrix
1 hour meal break, back at 1 pm
o Power point
o Sample Risk
management matrix
o Sample Risk control plan
o Risk Management
o Risk management
3 Planning o WHS
Lecture / matrix activity o Site Skills Training
military 1 hour Confirm a safe learning environment o Risk control plan
Discussion o Risk control plan Designing Learning
instruction o Application of risk management
activity Participant Manual, pp 144-
and to training management
151.
demonstratio
o Chapter 5, FM 5-19
n
Composite Risk
Management 2006
o Power point
o Taxonomy of Learning
Gather and check instruction, o TRADOC Pam 350-70-1
o Writing Good Objectives Lecture /
1 hour demonstration objectives, and seek Domains activity Training Development in
o Application in military training Discussion
assistance if required Support of the Operational
(individual & collective training)
Domain, 2012
15 minute break
Access and review relevant learning o Internet Research o Power point
Lecture /
45 min resources and learning materials for Data mining and screening activity o Internet access
Discussion
suitability and relevance, and seek o Data sorting o List of resources (raw &
 Learning outcomes—By the end of
Application/
Session Title Time the session, learners should be able Content (topics) Delivery Method/s Resources
Assessment
to:
assistance to interpret the activity screened)
contextual application.
Organise access to necessary
Lecture /
45 min equipment or physical resources o Military supply procedures Requesting logistics o Power point
Planning Discussion
required for instruction and o Venue request procedure activity o Log request form
military
demonstration
instruction
o Power point
and
Notify learners of details regarding o Sample message format
demonstratio 30 Lecture / Message writing
the implementation of the learning o Joining instructions
n (cont’d) mins Discussion activity
program and/or delivery plan o Sample Joining
Instructions
Recap Day 1
Homework for Day 2: a) Read and prepare for SGD & recitation on the Case Study on Handling difficult training situations; b) Prepare a 1-min WHS oral briefing activity; and, c)
Read and prepare for recitation on TRADOC Reg 350-70, Appendix H-Instructional Strategies and Methods and Instructional Design Quality Checklist of Site Skills Training Designing
Learning Participant Manual, pages 118-121.
DAY 2
30
Welcome & o Display a correct learning mindset o Intros and Icebreaker NA o Icebreaker activity
mins o Attendance form
review o Review key learnings from day 1 o All from day 1 o Review activity

o Q&A
o Reflection/
Delivering
o Qualities of an Effective o Lecture / recitation
4 military o Power point
Use interpersonal skills with learners Instructor Discussion o Small group
instruction o Video clip – Qualities of
1 hour to establish a safe and comfortable o Managing tough situations o Video discussion &
and learning environment. (technical breakdowns & inter- presentation recitation on case
an effective instructor
demonstratio o Case study
personal dysfunctions) o Case analysis study - handling
n
difficult training
situations
 Learning outcomes—By the end of
Application/
Session Title Time the session, learners should be able Content (topics) Delivery Method/s Resources
Assessment
to:
o Power point
Follow the learning program and/or o Q&A
45 o Learning Program Plan Lecture / o Sample Learning
delivery plan to cover all learning o Session Plan
mins o Session Plan (DEDICT Model) Discussion Program Plan
objectives. o Activity
o Sample Session Plan
Task breakdown template
15 minute break
Brief learners on any workplace
o Power point
15 health and safety (WHS) procedures (Same content as Risk Management WHS oral briefing
NA o Sample WHS procedure
mins and requirements prior to, and in session 2) activity
for demonstration
during, training.
o Power point
o Instructional Strategies and
o TRADOC Reg 350- 70,
1 hour Methods for Delivering an Individual recitation
Use delivery techniques to structure, Lecture / Appendix H
&30 Instruction on advanced reading
Delivering pace and enhance learning. Discussion o Site Skills Training
mins o Instructional Design Quality assignments
military Designing Learning
Checklist
instruction Participant Manual
and 1 hour meal break, back at 1 pm
demonstratio o Power point
n (cont’d) Apply coaching techniques to assist Coaching techniques Lecture / SGD and group o Handout-Coaching to
1 hour
learning. Discussion presentation develop self- awareness by
MindTools
o Effective Communication Skills
o Power point
for Trainers
Use communication skills to provide Effective o Exercise sheets
o Questioning techniques Lecture /
1 hour information, instruct learners and communication o Effective facilitation
o Listening skills Discussion
demonstrate relevant work skills. activity skills for trainers by
o Giving effective feedback o
CAWST
Giving clear instructions
15 minute break
 Learning outcomes—By the end of
Application/
Session Title Time the session, learners should be able Content (topics) Delivery Method/s Resources
Assessment
to:
o Power point
Provide opportunities for practice
30 Lecture / o Handout-Teaching
during instruction and through work Guided practice Q&A
mins Discussion o students to transfer their
activities.
knowledge
Provide and discuss feedback on o Power point
Observation checklist
learner performance to support Observation checklist o Group Lecture / o Observation checklist
1 hour activity
learning. delivery o Individual session Discussion forms
Recap Day 2
Homework for Day 3: Research individual assigned topics in Session 5 & prepare a 20-minute presentation of assigned topics for delivery in class, always mindful of learning
outcomes and WHS considerations. Learners may deliver in PILIPINO or combination of Pilipino and English.
DAY 3
20
Welcome & o Display a correct learning mindset o Intros and Icebreaker NA o Icebreaker activity
mins Attendance form
review o Review key learnings from day 2 o All from day 2 o Review activity

Use measures to ensure learners are o Competency-based assessment o Power point
acquiring, and can use, new o Planning assessment activities o Site Skills Training
technical and generic skills and and processes Workplace Assessment
knowledge. o Assessing competence steps Participant Manual
Monitor learner progress and o Military application: o Advanced o TRADOC Pamphlet 350-
3
Assessing outcomes in consultation with the o Criterion-referenced tests assigned individual 70-5, Systems Approach to
hours o Individual
trainee learner. o Test development o reading & Training: Testing, 2004.
&40 presentations
5 o management o Performance individual learner o TC 25-30 A Leader’s
performance mins o Q&A
o measurements/tests presentation in Guide to Company Training
Review relationship between the o Knowledge-based tests o Test class Meetings, 1994.
trainer/coach and the learner, and administration and o TC 25-20 A Leader’s
adjust to suit learner needs. o control Guide to After Action
o Conducting training Reviews, 1993
o meetings & Leader’s o FM 6-22 Army
 Learning outcomes—By the end of
Application/
Session Title Time the session, learners should be able Content (topics) Delivery Method/s Resources
Assessment
to:
book/Individual training status Leadership, 2006.
o After Action Review (AAR) &
developmental counselling
1 hour meal break, back at 1 pm
o Power point
o Feedback Form
o Q&A
Reflect upon personal performance o Gathering & using learner o Group-based
o Learner feedback
45 in providing instruction and feedback to improve performance Lecture / o Workplace learning-
activity
mins demonstration, and document Discussion individual
o Observation
strategies for improvement. o Third party evaluation o Observation checklist
checklist activity
forms o Group delivery
o Individual session
o Management of learner records
o Military records management
Evaluating system
6 personal o Military training records and
training reports:
o Q&A
performance o Enrolment forms
o Portfolio of
o HPA detach service order o
Maintain, store and secure learner o training records o Power point
Security, medical, and Lecture /
1 hour records, according to organisational and reports o Sample training records
o other clearances Discussion
and legal requirements. (individual learners and reports
o (including waivers)
to keep sample
o Roster of students o After
copies of each)
Opening & Closing
o of Course Reports o Instructor
reports of
o academic/non-academic
o assessments
 Learning outcomes—By the end of
Application/
Session Title Time the session, learners should be able Content (topics) Delivery Method/s Resources
Assessment
to:
o Reclamas
o Investigation reports,
o Orders of punitive actions
o & dismissals o Order of merit
o Declaration of graduates
o Orders of special achievements
o E-copies of graduation
o certificates Photo & video doc,
etc
o Video o Providing work
Integration 1 hour Integrate knowledges in delivering o Providing work skill instruction
7 Demonstration by Reflection: SGD and o skill instruction
and Demo &45 work skill instruction and o Civilian setting
video presentation recitation (2x) o Starting strong-
teach mins demonstration o Military setting
o combat engineer
Recap Day 3
Homework: Day 4 is solely devoted for finishing the short answer questions which shall be collected at 8 AM of Day 5. Day 5 is research time for students to organise and plan for a
30-minute work skill instruction on a workplace topic of their choice to be delivered in the morning of Day 7 to one classmate in a notional workplace setting. Designated trainer-
mentors are on standby to assist each of their assigned candidates. Trainer-mentors will distribute the assessment kit for Delivery Task 1 and guide candidates through the
instruction and process. However, trainer-mentor-assessors shall be raffled off to different candidates during the actual presentation.
DAY 4 – Finish Assessment Task 1: Q & A
DAY 5-6 – Candidate research, planning, and consultation with designated trainer-mentors.
DAY 7 – Start of Assessment Task 2 (30-minute WSI, one-on-one, notional workplace setting)
o Attendance sheet
o Assessment kit
Assessment Task 2: Provide work skill instruction to an individual and reflect on personal performance (Note: Medium of
o Feedback forms
8 delivery maybe in Pilipino or English; Assessor’s AAR immediately to follow after each
Assessment 3 o Observation checklist-
candidate’s presentation citing specific strengths and areas for improvement)
hours individual

o 3 Venues with video
coverage
 Learning outcomes—By the end of
Application/
Session Title Time the session, learners should be able Content (topics) Delivery Method/s Resources
Assessment
to:
o Equipment as needed
by candidates
1 hour Consolidated general after action review (all trainer/assessor shall give their general observations) TDC conference room
Homework: Afternoon of Day 7 up to Day 9 is research time for students to organise and plan for two 40-minute group-based work skill instructions on a vocational topic of their
expertise to be delivered on Day 10 and 11. As much as possible, candidates shall apply training realism in an operational setting of their choice. Candidates shall inform their
mentors in advance on access for specialized venue, equipment, and need for additional personnel. Designated trainer-mentors are on standby to assist each of their assigned
candidates. Trainer-mentors will distribute the assessment kit for Assessment Task 3 and provide support when necessary. However, trainer-mentor-assessors shall be raffled off
to different candidates during the actual presentation.
DAY 10
Assessment Task 3: Provide work skill instruction to a group and reflect on personal performance (Note: Medium of
delivery maybe in Pilipino or English; Assessor’s AAR immediately to follow after each
candidate’s presentation citing specific strengths and areas for improvement)
o Attendance sheet
o Assessment kit

15 minute break o Feedback forms
Assessment Task 3 (cont’d) o Observation checklist-
Assessment 8
individual
(cont’d) hours 1 hour meal break
o 2 Venues with video
Assessment Task 3 (cont’d) coverage
o Equipment as needed
15 minute break by candidates

Assessment Task 3 (cont’d)


DAY 11
2
Assessment Assessment Task 3 (cont’d)
hours
(cont’d)
15 minute break
 Learning outcomes—By the end of
Application/
Session Title Time the session, learners should be able Content (topics) Delivery Method/s Resources
Assessment
to:

1 hour Consolidated general after action review (all trainer/assessor shall give their general observations) TDC conference room

o Student impression of program
Describe (and celebrate) key o Feedback:
o Congratulations
learning achieved in program
o Feedback forms
Program 45 Identify strategy to apply learning to o Feedback forms
o Next steps:
conclusion mins real life o Assessment kit
o Workplace evaluation of
Describe assessment requirements
graduates
post training
o Connectivity-Suggestions for
improvement
End of learning program plan