Training Program

Program title: [Name of the training program] Audience: [Who this program is for — role, team, or level] Owner: [Person accountable for the program] Version / date: [Version number and last-updated date]

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1. Program goals and audience

[State the business reason for the program and who it serves. Anchor it to a real performance gap.]

• Business driver: [The change, problem, or goal that triggered this program]
• Performance gap: [What the audience cannot currently do to the required standard]
• Primary audience: [Role / team and approximate number of learners]
• Prerequisites: [What learners are expected to know or have done first]
• Success looks like: [The on-the-job change you expect once the program lands]

2. Learning objectives

[List what learners will be able to DO afterwards. Use observable action verbs; avoid "understand" or "know".]

• [By the end, the learner will be able to [action verb] [specific task] to [standard].]
• [By the end, the learner will be able to [action verb] [specific task] to [standard].]
• [By the end, the learner will be able to [action verb] [specific task] to [standard].]
• [By the end, the learner will be able to [action verb] [specific task] to [standard].]

3. Module outline

[Break the objectives into self-contained modules, sequenced from foundations to application.]

Module	Objective	Format	Duration
[Module 1 name]	[What the learner can do after it]	[ILT / E-learning / Blended]	[e.g. 1 hour]
[Module 2 name]	[What the learner can do after it]	[ILT / E-learning / Blended]	[e.g. 90 min]
[Module 3 name]	[What the learner can do after it]	[ILT / E-learning / Blended]	[e.g. 2 hours]
[Module 4 name]	[What the learner can do after it]	[ILT / E-learning / Blended]	[e.g. half day]

4. Delivery plan

[Describe how each module is delivered and why that format fits its objective. Include practice for skills.]

• Format mix: [Why each module uses ILT, e-learning, or blended delivery]
• Facilitators: [Who delivers the live sessions; what they need to prepare]
• Materials: [Slides, e-learning modules, job aids, exercises, and where they live]
• Practice built in: [How each module gives learners a chance to do the work and get feedback]
• Group size and logistics: [Cohort size, location or platform, scheduling constraints]

5. Assessment

[How you confirm each individual learner has met the objectives. Map each assessment to an objective.]

Objective	Assessment method	Pass standard
[Objective 1]	[Knowledge check / demonstration / work sample]	[e.g. 80% / observed competent]
[Objective 2]	[Knowledge check / demonstration / work sample]	[e.g. 80% / observed competent]
[Objective 3]	[Knowledge check / demonstration / work sample]	[e.g. 80% / observed competent]

6. Evaluation

[How you judge whether the PROGRAM worked, beyond whether learners passed. Reach at least to learning.]

Level	What you measure	How / when
Reaction	[Were sessions useful and engaging?]	[Post-session survey]
Learning	[Did learners gain the skill or knowledge?]	[Before/after assessment scores]
Behaviour	[Are they working differently on the job?]	[Manager observation, 4–8 weeks later]
Results	[Did the business metric improve?]	[The driver metric from section 1]

7. Schedule

[Lay out when each module runs and any reinforcement that follows. Plan the weeks after, not just the event.]

Date / week	Module or activity	Audience	Facilitator
[Week 1]	[Module 1]	[Cohort]	[Name]
[Week 2]	[Module 2]	[Cohort]	[Name]
[Week 3]	[Module 3 + assessment]	[Cohort]	[Name]
[Week 6]	[Reinforcement / refresher / on-the-job check]	[Cohort]	[Name]

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Optional additions

• Job aids: [Quick-reference cards or checklists learners keep after the program for the real work.]
• Refresher cadence: [Whether and how often the program repeats or is topped up to prevent skill fade.]
• Trainer guide: [Notes for facilitators so the program can be run consistently by someone else.]