Upon completion of this course, participants will be able to:

1. Apply a structured framework (e.g., Kirkpatrick's Model) to design results-oriented training programs.
2. Formulate precise and measurable behavioral objectives.
3. Develop a comprehensive lesson plan and select appropriate training methodologies.
4. Effectively manage and facilitate Structured Learning Experiences (SLEs).
5. Apply advanced facilitation guidelines, including handling group dynamics and challenging participants.
6. Deliver a short, structured learning session with confidence and skill.

Day 1: The Art of Instructional Design 

1. Introduction and Rationale
2. Review of D. Kirkpatrick's Training Cycle
3. Framework for linking training needs analysis to desired results
4. Activity: "From Problem to Purpose"

2. Considerations for Designing the Program 

1. Principles of a good design (e.g., adult learning principles, learner-centricity)
2. Steps in designing a program (e.g., analysis, design, development)
3. Activity: "Design Your Arc" 

3. Formulating Behavioral Objectives 

1. Kinds of objectives (e.g., cognitive, affective, psychomotor)
2. Requirements for terminal objectives (SMART criteria)
3. Writing terminal objectives
4. Activity: "Objective Makeover"

4. Writing the Lesson Plan 

1. Rationale and kinds of plans (e.g., detailed vs. high-level)
2. Elements of a lesson plan (e.g., timing, objectives, activities)
3. Samples of lesson plans
4. Activity: "Lesson Plan Workshop" 

5. Selecting Most Appropriate Training Methodology and Approach 

1. Kinds of methodologies (e.g., case study, role-playing, simulation, discussion) including their advantages/limitations
2. Utilizing effective audio-visuals (e.g., principles for effective slides)
3. Activity: "Methodology Marketplace"

Day 2: Mastering the Structured Learning Experience (SLE)

6. Adult Learners and the Structured Learning Experience (SLE) 

1. Managing learners in SLEs
2. Functions of the SLE facilitator
3. Assessing application of functions (self-evaluation questionnaire)
4. Activity: "Facilitator Self-Assessment" - Participants will complete a self-evaluation questionnaire to identify their current strengths and weaknesses as a facilitator of SLEs.

7. Guidelines in Facilitating SLEs 

1. Grouping
2. Choosing group leaders
3. Assigning tasks/roles (giving assignments, spokesperson, recorder, observer)
4. Monitoring of discussions
5. Questioning
6. Co-facilitating (advantages, disadvantages, dangers, inventory)
7. 5 C’s for facilitation (e.g., Clarity, Challenge, Choice)
8. Handling problem participants
9. Activity: "Co-Facilitator Practice & Challenge Role-Play"

8. Experiencing the SLE 

1. Activity: "Do you follow instructions?"
2. Debriefing the experience to reinforce learning

9. Application: Facilitating a Structured Learning Experience 

1. Participants facilitate a mini-SLE based on their Day 1 lesson plan.
2. Peer and facilitator feedback using a structured rubric.
3. Activity: "Mini-SLE Facilitation" 

John P. Tigno is a Learning & Organizational Development expert with over 25 years of experience supporting various organizations and industries. Currently, he is a Sr. Leadership & Team Development Specialist at Insight (USA), and his extensive background includes significant roles at Arvato Bertelsmann (GER), Binzagr (KSA), and Dell International Services (USA). He has also taught professional development courses at the Ateneo de Manila University and the Development Academy of the Philippines, holding degrees from both Ateneo de Manila University and the University of the Philippines, as well as a Certificate in Teaching English from the University of Cambridge.