2. Develop a training plan - SDTF HOMEsdtf.org.pg/Non-formal Capacity Building/Book 2 - Develop a...written for individuals or groups ... Before you can develop a training plan you

Develop a training plan

Training provider series: Planning an incomeoriented short training course

© Copyright EOSDP 2006Published by: PNG EOSDPWritten & developed by: PNG EOSDPProduced by: Uramina and Nelson Ltd.ISBN: 9980-937-14-9National Library Service of Papua New Guinea

II’’mmggooiinngg ttoo rruunn aa ccoouurrsseeoonn ccaabbbbaaggee ggrroowwiinngg

HHaavveeyyoouu pprreeppaarreedd aattrraaiinniinngg ppllaann??

Introduction 3

Planning an income oriented short training course 5

Why do I need a training plan? 6

How do I develop a training plan? 7

Step 1. Write a course title 8

Step 2. Select a trainer 11

Step 3. Write a learning outcome 13

Step 4. Write a session plan 16

Step 5. Write a training timetable 23

Step 6. Determine total resource needs 25

Step 7. Calculate total resource cost 29

Conclusion 34

Assessment checklist 35

Appendix A: Session plan for the jam making course 38

Appendix B: Blank session plan 45

Appendix C: Training timetable 52

Appendix D: Blank training timetable 55

Appendix E: Resource list for the jam making course 58

Appendix F: Blank resource list 60

Contents

Develop a training plan2

Develop a training plan 3

IntroductionThis module is part of a series on planning an income oriented short course. It has beenwritten for individuals or groupsinterested in organising and deliveringtraining for people with income earningideas. In particular, this book targets:

• training providers• community leaders• NGOs• church groups• individuals with some training

experience.

IItt mmeeaannss tthhiinnkkiinngg aabboouutt wwaayyss ttoo mmaakkee

ssoommee mmoonneeyy

WWhhaatt ddooeess iinnccoommeeoorriieenntteedd mmeeaann??

Learning outcome

The learning outcome for this module is as follows:

“At the end of this module you should be able to develop a training plan for an incomeoriented short training course using the formats provided.”

WWhhaatt’’ss aa lleeaarrnniinnggoouuttccoommee??

IItt’’ss aa ssttaatteemmeenntt wwhhiicchhiinnddiiccaatteess wwhhaatt yyoouu sshhoouullddbbee aabbllee ttoo ddoo aafftteerr yyoouuhhaavvee rreeaadd tthhrroouugghh tthhee

mmoodduullee aanndd ccoommpplleetteeddtthhee aaccttiivviittiieess..

“At the end of this module you should be able to develop a training plan for an incomeoriented short training course, using the formats provided.” It is only a guide for you to buildon.


HHaavveeyyoouu ggoott yyoouurr

ttrraaiinniinngg ppllaann??

YYeepp,,iittss ggoott ssttuuffff oonn

wwrriittiinngg sseessssiioonn ppllaannss,,ddeevveellooppiinngg ttiimmeettaabblleess,,rreessoouurrcceess nneeeeddeedd aanndd

pplleennttyy mmoorree!!

To plan an income oriented short training course you should follow a step by step process.There are eight steps and each step is explained in a module with the same title. The stepsare shown below. Developing a training plan is the second step in this process.

5

Planning an income oriented short training course


6

A training plan helps you to:

• organise the training course• record the details of the training course• apply for funding to run the course.Before you can develop a training plan you first have to identify training needs for peoplewith income earning ideas. Training needs might include jam making, cabbage growing orschool uniform sewing. Identifying training needs is covered in detail in the module,Identifying training needs, for people with income earning ideas. The training plan is whatyou need to do to deliver training to meet these needs.


MMeettoooo yyaa -- II’’vveeddoonnee mmiinnee ..

WWhhaattaa gguuyy,, hhee’’ss aallrreeaaddyyddoonnee hhiiss ttrraaiinniinngg

ppllaann..

Why do I need a training plan?

To develop a training plan it is important to follow these seven steps.

7

11.. WWrriittee aa ccoouurrsseettiittllee

22.. SSeelleecctt aa ttrraaiinneerr

33.. WWrriittee aa lleeaarrnniinnggoouuttccoommee

44.. WWrriittee aa sseessssiioonnppllaann

55.. WWrriittee aa ttrraaiinniinnggttiimmeettaabbllee

66.. DDeetteerrmmiinnee ttoottaallrreessoouurrccee nneeeeddss

77.. CCaallccuullaattee ttoottaallrreessoouurrccee ccoosstt

How do I develop a training plan?


8 Develop a training plan

Write a course titleThe training course title should be a statement that describes what the courseis about. It must be consistent with the identified income earning idea.

ExampleIf the income earning idea was to make mango jam and sell it at the local market to earn anincome, the course title could be:

Making mango jam to improve your income

Use this checklist when writing a course title.

Good examples of course titlesSewing a meri blouse to earn an incomeBaking bread to make a profitGrowing cabbages for the local marketMaking jam to increase your income

Bad examples of course titlesAids awareness (not income earning)Basic carpentry (too general, not consistent with income earning idea and hard to market)Cabbage gardening (too general and hard to market)Basic marketing (too general, not consistent with income earning idea and hard to market)

1Step 1: Write a course title

Course title checklist

The course title is specific ✓

The course title is marketable ✓

The course title is consistent with the identified income ✓learning idea


Step 1: Write a course title

TThheeiiddeennttiiffiieedd iinnccoommee

eeaarrnniinngg iiddeeaa iiss ggrrooww aannddsseellll ccaabbbbaaggeess..

TThheenn II ddoonn’’tttthhiinnkk tthhaatt’’ss aa ggooooddttiittllee,, wwhhyy nnoott ssaayy,,

““GGrroowwiinngg CCaabbbbaaggeess ffoorr tthheeLLooccaall MMaarrkkeett””..


Step 1: Write a course title

IINNCCOOMMEE EEAARRNNIINNGG IIDDEEAA CCOOUURRSSEE TTIITTLLEE

II tthhiinnkk tthhaatt’’ssaa bbaadd ttiittllee..

Activity Use the checklist to re-write the examples of bad titles on page 7.Choose an income earning idea you have identified in your communityand write it in the table below. Then write a course title.


Select a trainerIf you want the training to be successful you must choose a good trainer.

What is a good trainer like?The following checklist has been designed to rate potential trainers. Give each person arating from 1-5. This is only a guide and should be adapted to suit each course.

The following example could be used to select a trainer for a jam making course.

Step 2: Select a trainer

2

KKEEYYRRaattiinngg CCrriitteerriiaa

11.. PPoooorr

22.. AAvveerraaggee33.. GGoooodd

44.. VVeerryy ggoooodd

55.. OOuuttssttaannddiinngg

II’’mm tthhee oonneeyyoouu wwaanntt

PPiicckkmmee

NNoo II’’mmbbeetttteerr

Step 2: Select a trainer

CCRRIITTEERRIIAA RRAATTIINNGG ((CCIIRRCCLLEEYYOOUURR CCHHOOIICCEE))

EEXXPPEERRIIEENNCCEE 11 22 33 44 55

TTeecchhnniiccaall eexxppeerriieennccee ((hhaass mmaaddee jjaamm bbeeffoorree))TTrraaiinniinngg eexxppeerriieennccee ((hhaass rruunn ttrraaiinniinngg bbeeffoorree))

QQUUAALLIIFFIICCAATTIIOONNSS 11 22 33 44 55

HHaass ccoommpplleetteedd aa ttrraaiinn tthhee ttrraaiinneerr ccoouurrssee

KKNNOOWWLLEEDDGGEE 11 22 33 44 55

TTeecchhnniiccaall kknnoowwlleeddggee ((hhaass kkiinnoowwlleeddggee ffoorrjjaamm mmaakkiinngg rreecciippeess aanndd ffoooodd hhyyggiieennee))KKnnoowwlleeddggee ooff llooccaall ccoommmmuunniittyy

SSKKIILLLLSS 11 22 33 44 55

TTeecchhnniiccaall sskkiillllss ((aabbllee ttoo mmaakkee ggoooodd qquuaalliittyymmaannggoo jjaamm))TTrraaiinniinngg sskkiillllss ((aabbllee ttoo ttrraaiinn aa ggrroouupp ooffppeeooppllee,, ttoo ccoommmmuunniiccaattee aanndd pprroovviiddee hheellppffuullffeeeeddbbaacckk ))

TToottaall rraattiinngg ((mmiinniimmuumm ooff 44 ))((mmaaxxiimmuumm ooff 2200))

TTrraaiinneerrss ffeeee YYoouu sshhoouulldd aallwwaayyssccoonnssiiddeerr tthheettrraaiinneerrss ffeeee aassppaarrtt ooff yyoouurrsseelleeccttiioonn pprroocceessss

Activity Use this checklist to design a checklist to select a trainer for your trainingcourse.

13

Write a learning outcomeA learning outcome is a statement that tells the trainees what they should beable to do at the end of the training course. It must be consistent with thecourse title.

ExampleFor the course title Making mango jam to improve your income,the learning outcome might be:

At the end of this training course trainees should be able to make mango jam to sell at thelocal market.

Use this checklist when writing a learning outcome.

Good examples of learning outcomesCourse title: Sewing a meri blouse to earn an incomeLearning outcome: At the end of the course trainees should be able to sew a meri blousefor sale at the market using a manual sewing machine.

Course title: Chopping firewood for the local communityLearning outcome: At the end of the course trainees should be able to chop firewood forhousehold use with hand tools.

Course title: Baking bread to make a profitLearning outcome: At the end of the course trainees should be able to bake bread in adrum oven and know how to sell it in the community.

Step 3: Write a learning outcome

3

Learning outcome checklist

The learning outcome has a verb ✓

The learning outcome is measurable ✓

The learning outcome is consistent with the course title ✓



Bad examples of learning outcomesCourse title: Making mango jam to improve your incomeLearning outcome: At the end of the course trainees should be able to know the basicsteps to make mango jam.

Course title: Sewing a meri blouse to earn an incomeLearning outcome: At the end of the course trainees should be able to understand howto sew a meri blouse.

Course title: Baking bread to make a profitLearning outcome: Be aware of how bread making can be profitable.


II jjuusstt lloovveemmaakkiinngg jjaamm..

YYeess,,mmee ttoooo!! BBuutt wwiillll wweemmaakkee aannyy mmoonneeyy??


Use the checklist to help you.


CCOOUURRSSEE TTIITTLLEE LLEEAARRNNIINNGG OOUUTTCCOOMMEE

Activity Use the checklist to re-write the bad examples of learning outcomes onpage 13. Write your course title in the table below. Then write a learningoutcome for the course.


Write a session planWhat is a session plan? A session plan is the notes used by the trainerduring training. The session plan includes all of the information needed bythe trainer including content, resources and timing.

The content should be organised so that it gives the training session structure and to ensureinformation is covered in a way that helps trainees to learn.

How do I write a session plan? Follow these steps:

a) List tasksb) List steps for each taskc) Write instructions for quality and safetyd) List training resources needed for each taske) Allocate times for training each task.

a) List tasksThe learning outcome states what trainees must be able to do as a result of the training. Toorganise the training list the tasks that must be done to achieve the learning outcome. Anincome oriented short training course would normally have no more then five tasks.

ExampleLearning outcome:

At the end of this training course trainees should be able to make mango jam.

Tasks:1. Sterilise the jars2. Prepare the ingredients3. Cook the fruit mixture4. Package and label the fruit5. Sell the jam.

Step 4: Write a session plan

4


Use this checklist when listing tasks for your training course.

Bad examples of tasks:1. Jam recipes2. Basic book keeping3. The history of jam

These are bad examples because they:

• do not contain a verb• are not measurable• are not necessary to achieve the learning outcome.

Learning outcome:


Task checklist

Tasks must include a verb ✓

Tasks are measurable ✓

Tasks are necessary to achieve the learning outcome ✓

Tasks are listed in a logical order ✓

Tasks1.2.3.4.5.

Activity Write the learning outcome in the space provided, then list the tasks foryour training course.


b) List steps for each taskFor each task list the steps that must be followed to complete the task.

ExampleLearning outcome:

At the end of this training course trainees should be able to make mango jam.

Use this checklist when writing the steps for each task.

For a complete list of steps for each task in the jam making course refer to the session planin Appendix A at the end of these notes.


Tasks

1. Sterilise the jars

Steps

1.1 Select jars

1.2 Wash the jars and lids

1.3 Put the clean jars and the lids on a rack in a pot with clean water

1.4 Put pot on the stove and bring the water to a boil

1.5 Stand sterilised jars on a drying rack to air dry

Step checklist

Steps begin with a verb ✓

Steps are measurable ✓

Steps are necessary to complete the task ✓

Steps are listed in a logical order ✓

Activity Turn to the session plan format in Appendix B and write in the tasks.

Activity Turn to the session plan format in Appendix B at the end of these notesand write in the steps for each task.

c) Write instructions for quality and safetyWhen training someone to do something you must instruct them how to:

• perform the tasks safely• produce good quality

Example

Tasks Steps Quality Safety1. Sterilise 1.1 Select jars Jars must be glass Be careful of cuts from

the jars Use recycled jars as this broken glassreduces the cost

Inspect the jars carefullyIf jars are cracked orchipped the jam will spoil

1.2 Wash the jarsand lids

1.3 Put the clean jarsand the lids on arack in a pot withclean water

1.4 Put pot on the Boil jars for 10 minutes Be careful of burnsstove and bring from hot waterhe water to a boil

1.5 Stand sterilised Wash hands beforejars on a drying handling sterilised jarsrack to air dry





For complete instructions for quality and safety for each task in the jam making course referto the session plan in Appendix A at the end of these notes.

d) List training resources needed for each taskWhat training materials do I need to list? Training materials include those items you needto run the training including:

• raw materials• equipment• tools• learning materials such as a work book or handouts• stationery items such as chalk, whiteboard pens, pins for pin board• whiteboards, chalkboards, charts, posters, overhead projector.

For a complete list of resources for each task in the jam making course refer to the sessionplan in Appendix A at the end of these notes.

Activity Turn to the session plan format in Appendix B at the end of these notesand write instructions for quality and safety for each task.

Activity Turn to the session plan format in Appendix B at the end of these notesand write in the resources needed for each task.


e) Allocate time for training each taskHow do I know how much time to allocate? Remember you are working out how muchtime you need to teach someone these tasks. When you are training you need to allowtime:

• to demonstrate to the trainees how to do want you want them to do • for the trainees to practice what you are teaching them.

ExampleIn the mango jam making course time has been allocated for:

• The trainer to demonstrate to the trainees how to 1. sterilise the jars2. prepare the ingredients3. cook the fruit mixture4. package and label the fruit

• The trainees to practice doing each of these things.


HHeeyy iittss eeaassyy,,jjuusstt ccooppyy mmee..


For a completed session plan for the jam making course with allocated times for each taskrefer to the example in Appendix A at the end of these notes.


Activity Turn to the session plan format in Appendix B at the end of these notesand allocate times for each task.


Write a training timetableWhy do I need a training timetable? A timetable helps you to show howthe training course will be organised. It shows what tasks will be covered inthe training each day.

Follow these steps:

a) Decide which day of the week the training course should start.b) Decide what time of the day training should start and finish.c) Add in times for breaks such as lunch, and morning and afternoon tea.d) Add an introduction into each day’s program.e) Transfer the steps you plan to cover from session plan for each day of training using

the times allocated to each from your session plan.f) Add a conclusion at the end of each day’s program.

What is an introduction and conclusion?IntroductionBegin each day of training with an introduction. As a guide you should allow about 15minutes for an introduction. In your introduction you should:

• outline what you are going to be doing during the training • tell the trainees the learning outcome• provide motivation to trainees to learn.

Step 5: Write a training timetable

5

TTooddaayy wwee wwiillll bbeelleeaarrnniinngg hhooww ttoo mmaakkeemmaannggoo jjaamm,, tthhiiss iiss

iimmppoorrttaanntt aass yyoouu wwiillllbbee aabbllee ttoo sseellll tthhiiss aatttthhee mmaarrkkeett aanndd mmaakkee

ssoommee mmoonneeyy..


ConclusionEnd each day of training with a conclusion. As a guide you should allow about 15 minutesfor a conclusion. In your conclusion you should:

• summarise the main points covered during the training• remind trainees of the learning outcomes• give trainees some feedback.• tell the trainees what training is next.

ExampleRefer to Appendix C for an example of a training timetable for the jam making course.

Step 5: Write a training timetable

TTooddaayy wwee lleeaarrnneedd hhooww ttoommaakkee mmaannggoo jjaamm,, jjuussttrreemmeemmbbeerr tthhaatt iitt iiss

iimmppoorrttaanntt ttoo mmaakkee ssuurreetthhee jjaamm mmiixxttuurree iiss

tthhiicckk..

Activity Refer to the blank training timetable in Appendix D and complete atraining timetable for your training course.


Determine total resource needsYou have already listed raw materials, equipment, tools and learningmaterials on your session plan. To complete the resource list you will needto consider the following and add them to the resource list.

• raw materials• equipment• tools• learning materials• marketing • professional staff (trainer)• transport and travelling• training venue• refreshments.

MarketingSome examples of marketing expenses are:

• marketing materials such as brochures or flyers• toksave• contacting people in your network.

Step 6: Determine total resource needs

6


Professional staffProfessional staff expenses include:

• wages of trainers• wages of assistant trainers and administration staff.

Transport and travellingTransport and travelling expenses may be incurred by the training provider and the trainees.Examples include:

• vehicles hire• fuel• bus fares



Training venueThis includes any hire fees for use of the training venue. Also included in this expense itemare the following items because they are used as part of the training venue.

• Electricity• Fuel• Water • Firewood.



RefreshmentsRefreshments include any food and drink provided during the training course.

ExampleRefer to Appendix E for an example of a resource list for the jam making course.


AArreeyyoouu eennjjooyyiinngg tthhee

ccoouurrssee?? NNoo!!BBuutt tthhee ffoooodd’’ss

ggrreeaatt..

Activity Refer to the blank resource list in Appendix F and list the resources youneed for each day of the training.

Calculate total resource costsTo calculate resource costs there are a number of things you need to do.Follow these steps.

a) Transfer the total resources required into the left hand column (expense item) ofthe table on page 33.

b) Write the quantity required for each resource. c) Add in the cost per unit.d) Multiply the cost per unit by the quantity required to calculate the total cost of each

resource.e) Total the amounts in this column to determine the total cost of resources for the

training course.

The following example shows how total resource costs are calculated for the mango jammaking course.


Step 7: Calculate total resource costs

7

RROO UU

EE

EE

SS

SSCCRR



Title of training course: Making mango jam to improve your incomeTraining course duration: 7.5 hoursNumber of participants: 15

Total resource cost

Expense item

1. MarketingA4 flyer

2. Professional staff

Trainer

3. Transport and travelling

4. Raw materialsMangosSugar

WaterLemons

5. Equipment

Wood stovePotsJars with lidsCutting boardsMeasure cups

Quantityrequired

20

1

80 Mangos16 Pkts

20 lemons

816

8083

Unit Cost

50tTotal

Set fee

Total

Total

1KK5

Nil50t

Total

Nil Nil

NilNil Nil

Total

Total budget expenseper expense item

K10

K10

K30

K30

Nil

Nil

K80K50

NilK15

K145

NilNil

NilNilNil

Nil


Expense item

6. Tools

Wooden spoonsTongsKnives

7. Learning materialsWorkbooks

8. Training venue

Venue hireFirewood Electricity

9. Refreshments Morning tea

Total resource cost

Quantityrequired

15515

16

14 bundles10 units

Unit Cost

NilNilNil

Total

NilTotal

K5

K 1Total

Set catering cost

Total


NilNilNil

Nil

Nil

Nil

K70

K10K80

K30

K30

K295

Activity Complete the table below to calculate the total cost for the course youare working on.




Title of training course: Training course duration: Number of participants:

Total resource cost

Expense item

1. Marketing

2. Professional staff

3. Transport and travelling

4. Raw materials

5. Equipment

Quantityrequired

Unit Cost

Total

Total

Total

Total




Expense item

6. Tools

7. Learning materials

8. Training venue

9. Refreshments

Total resource costs

Quantityrequired

Unit Cost

Total

Total

Total

Total

Total



The training plan is a document that records all of the details you need to run a successfultraining course. The process of putting the plan together will help you to think about all ofthe essential details of the training that need to be organised to ensure the training courseachieves the results you expect. Having a record like this makes it much easier to run futuretraining courses because much of the planning is already done.

A training plan is also essential if you want to apply for funding to help you run the trainingas you will have to supply this information as part of the application process as evidencethat you are organised.

Conclusion

Conclusion

This module is a guide to help you to develop a training plan.

Every trainer has their own way of training. Use the formats asa guide and adapt them. We hope this book will give yousome ideas.


The following checklist will be used to assess your ability to develop a training plan.

Assessment criteria for developing a training plan1. The course title

Is specific Is marketable Is consistent with the identified income earning idea

2. The trainer The selection of trainer for the course was based on appropriateselection criteriaThe selection criteria is documentedResults of the selection process are documented

3. The learning outcomeIncludes a verbIs measurable Is consistent with the course titl.

4a. The session plan includes tasksThe tasks begin with a verbThe tasks are measurableThe tasks are necessary to achieve the learning outcomeThe tasks are listed in a logical order

4b. The session plan includes steps for each taskThe steps begin with a verbThe steps are measurableThe steps are necessary to complete the taskThe steps are listed in a logical order

Assessment checklist



Assessment criteria for a training plan4c. Quality and safety

The session plan includes details about how to ensure quality and safetyfor each task.

4d. Training resources The session plan includes resource requirements for each task

4e. Timing The session plan has time allocated to each taskAllocated times allow for the trainer to demonstrate the task and fortrainees to practice

5. Training timetable The timetable lists tasks to be covered on each day of training Time allocated to tasks consistent with the session plan The timetable includes a 15 minute introduction at the start of each dayof trainingThe timetable includes a 15 minute conclusion at the end of each day oftraining

6. Total resource needs Training resources required for each day’s training are consistent with thesession planAdditional resources required to support training are listed including: MarketingProfessional staff Transport and travellingTraining venueRefreshments



7. Total resource costsThe exact quantity of each resource is listed in the required formatThe cost per unit for each resource is listed in the required format The cost for each resource is calculated in the required formatTotal resource costs for the training course are calculated in the requiredformat



Appendix A: Session plan

App

endi

x A

: Ses

sion

plan

for

jam

mak

ing

cour

se

Sess

ion

plan

Cour

se t

itle:

Mak

ing

man

go ja

m t

o im

prov

e yo

ur in

com

e

Lear

ning

out

com

e: A

t th

e en

d of

the

cou

rse

you

shou

ld b

e ab

le t

o m

ake

man

go ja

m t

o se

ll at

the

loca

l mar

ket

Tim

eTa

sks

Step

s Q

ualit

ySa

fety

Tool

s, ra

w m

ater

ials,

Teac

hing

Minu

tes

equip

men

t, lea

rning

met

hods

mat

erial

s

60 m

ins

1.St

erilis

e 1.1

Selec

t jars

.Ja

rs mu

st be

glas

s. U

se re

cycle

d jar

s C

uts f

rom

Glas

s jars

with

lids

.De

mons

tratio

nth

e jar

s.as

this

redu

ces t

he c

ost.

brok

en g

lass

and

prac

tice.

1.2W

ash

the

jars a

nd li

ds.

Insp

ect t

he ja

rs ca

refu

lly. I

f jars

are

Burn

s fro

mC

lean

wate

r cra

cked

or c

hippe

d th

e jam

will

spoi

l.ho

t wate

r(fo

r was

hing

jars)

.

1.3Pu

t the

clea

n jar

s and

Large

pot

the

lids o

n a

rack

in a

(fo

r ste

rilizin

g jar

s).

pot w

ith c

lean

wate

r.

1.4Pu

t pot

on

the

stove

Boil

jars f

or 10

min

utes

.W

ire ra

ck (

to p

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d br

ing

the

wate

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the b

otto

m of

large

pot

).a

boil.

1.5St

and

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sed

jars o

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Was

h ha

nds b

efor

e ha

ndlin

g ste

rilise

d Ki

tchen

tow

els (

for

dryin

g rac

k to

air

dry.

jars.

dryin

g jar

s).



Sess

ion

plan

Tim

eTa

sks

Step

s Q

ualit

ySa

fety

Tool

s, ra

w m

ater

ials,

Teac

hing

Minu

tes

equip

men

t, lea

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met

hods

mat

erial

s

75 m

ins

2.Pr

epare

2.

1Se

lect f

ruit.

Cho

ose

high

quali

ty fru

it. If

you

use

W

ear p

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Man

goes

(am

ount

De

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poo

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and

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entir

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If no

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:6:1.

are a

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the

Falls

(w

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r is

not c

lean,

you

will

have

tosli

pper

y flo

or).

cont

ainer

. Kni

fe,

find

some

way

to p

urify

it.

clean

, col

d w

ater,

Nev

er w

ash

mang

oes i

n ho

t wate

rbo

wl o

r col

ande

r,H

ot w

ater m

akes

man

goes

go

soft

kitch

en to

wel.

too

soon

.

2.3

Peel

and

slice

fruit

.M

ake

sure

the

piec

es a

re th

e sa

me si

ze.

Cut

s fro

m us

ing

Sharp

kni

fe.

Remo

ve a

ll sto

nes,

seed

s, an

d pi

ts. P

utkn

ives.

Bow

l.th

e fru

it in

a cle

an b

owl.

Use

woo

den,

Cut

ting

surfa

ce.

clay,

plas

tic, s

tainle

ss ste

el, o

r ena

melle

dbo

wls a

nd u

tensil

s only

. Cop

per,

bras

s,or

iron

bow

ls w

ill re

act w

ith th

e cit

ricac

id in

the

fruit

and

spoi

l the

jam.



Sess

ion

plan

Tim

eTa

sks

Step

s Q

ualit

ySa

fety

Tool

s, ra

w m

ater

ials,

Teac

hing

Minu

tes

equip

men

t, lea

rning

met

hods

mat

erial

s

2.4

Cru

sh fr

uit.

Cru

sh th

e fru

it pi

eces

with

a c

lean

Bruis

es (

from

mash

er (

morta

r and

pes

tle)

or fr

uitim

prop

er u

sepr

ess.

of p

estle

).

2.5

Add

suga

r, lem

ons

Suga

r help

s pre

serve

the

jam fo

r a lo

ngBo

wl.

and

pecti

n.tim

e. T

he a

moun

t of s

ugar

will

depe

nd

Mea

surin

g cu

ps.

on th

e sw

eetn

ess o

f the

fruit

.St

orag

e co

ntain

er (

for

You

can

extra

ct pe

ctin

from

the

peels

su

gar).

of th

e ma

ngoe

s: jus

t boi

l the

pee

ls in

Lemo

n.w

ater.

The

stick

y pe

ctin

will

float

to th

e M

ango

pee

ls (if

mak

ingto

p of

the

wate

r.pe

ctin

–opt

iona

l ste

p).

This

shou

ld b

e do

ne a

head

of t

ime.

Mea

surin

g sp

oons

.To

avo

id p

ossib

le co

ntam

inati

on a

nd

Large

woo

den

spoo

n.

food

poi

soni

ng, k

eep

wor

k are

a(fo

r stir

ring

ingre

dien

ts).

abso

lutely

clea

n.



Sess

ion

plan

Tim

eTa

sks

Step

s Q

ualit

ySa

fety

Tool

s, ra

w m

ater

ials,

Teac

hing

Minu

tes

equip

men

t, lea

rning

met

hods

mat

erial

s

120

3.C

ook

3.

1Br

ing

the

fruit

Start

to c

ook

the

jam a

s soo

n as

the

Risk

of b

urns

.La

rge p

ot.

Demo

nstra

tion

mins

the

fruit

to th

e bo

il.fru

it ha

s bee

n w

ashe

d, st

oned

, and

cut

Wea

r pro

tectiv

e ne

t,Fru

it mi

xture

.an

d pr

actic

e.mi

xture

.up

. It i

s not

goo

d to

pre

pare

the

fruit

clothi

ng (a

pron

, hair

Woo

den

spoo

n w

ithan

d lea

ve it

unt

il yo

u co

me b

ack

from

rubb

er g

love

s).

long

han

dle

(for s

tirrin

g th

e fie

ld. T

he fr

uit w

ill lo

se it

s goo

d If

no ru

bber

glo

ves

mixtu

re).

colo

ur a

nd fl

avou

r. Bo

il to

con

cent

rate

are a

vaila

ble,

was

hKi

tchen

tow

el .

the

suga

r to

the

right

leve

l.yo

ur h

ands

for a

tSt

ove

(woo

d, g

as,

least

30 se

cond

s.ele

ctric,

cha

rcoal)

.

3.2

Stir

mixtu

re.

Stir

the

mixtu

re c

onsta

ntly

so it

doe

s Ta

ble

spoo

n or

ladl

e

not b

urn.

This

is im

porta

nt b

ecau

se(fo

r tes

ting

cons

isten

cyjam

s bur

n ea

sily

if yo

u do

n’t k

eep

and

taste

).sti

rring

.Ex

tra su

gar a

nd le

mon

(for c

orre

cting

taste

).

3.3

Test

the

mixtu

re.

The

jam is

read

y wh

en it

is th

ick e

noug

hby

takin

g sp

oonf

ul an

d lea

ving

it to

cool

.If

the su

rface

of a

the

jam w

rinkle

s whe

nyo

u pu

sh it

with

a fi

nger

, the

jam

is re

ady.

If its

not

thick

eno

ugh,

leav

e it

to c

ook

a litt

le lo

nger

.

3.4

Remo

ve th

e A

fter h

eatin

g yo

u ma

y wa

nt to

do

a

mixtu

re fr

om

taste

test t

o ma

ke su

re th

e jam

has

a

the

heat.

good

flav

our.



Sess

ion

plan

Tim

eTa

sks

Step

s Q

ualit

ySa

fety

Tool

s, ra

w m

ater

ials,

Teac

hing

Minu

tes

equip

men

t, lea

rning

met

hods

mat

erial

s

60 m

ins

4.Pa

ckag

e 4.

1Pu

t jam

into

jam

Use

a fu

nnel

to p

our t

he h

ot ja

m in

to

Wea

r pro

tectiv

e ne

t,G

lass j

ars w

ith li

ds.

Demo

nstra

tion

and

label

jars.

the

hot v

ery

cont

ainer

s unt

il th

ey a

reclo

thing

(apr

on, h

airLa

bels.

and

prac

tice.

the

jars.

full.

Fillin

g th

e jar

s to

the

top

keep

s the

rubb

er g

love

s).

Glue

.air

out

. Kee

ping

the

air o

ut w

ill ma

ke

If no

rubb

er g

love

sSc

issor

s.th

e ja

m ke

ep a

long

time

.are

ava

ilabl

e, w

ash

Fabr

ic.yo

ur h

ands

for a

tlea

st 30

seco

nds

befo

re a

nd a

fter

food

han

dlin

g.

4.2

Seal

the

jars.

Mak

e su

re th

at th

e lid

s on

your

jars

are

Risk

of b

urns

from

Rubb

er b

ands

.se

aled

prop

erly.

If a

ny a

ir ge

ts in

to th

e ho

t jam

and

coo

king

Seali

ng (

paraf

fin)

wax

.jar

, the

jam

will

spoi

l quic

kly. U

se o

nly

uten

sils.

new

scre

w o

r pus

h-on

lids

, or p

araffin

wax

to se

al th

e jar

s. Le

t the

jars

cool

do

wn.

4.3

Labe

l the

jars.

Labe

ls he

lp to

iden

tify a

nd d

ecor

ateth

e co

ntain

ers.

Deco

rative

labe

ls or

acir

cle o

f brig

ht fa

bric

tied

over

the

lidca

n att

ract c

usto

mers.

4.4

Stor

e th

e jam

.St

ore

the

jars i

n a

cool

, dark

, well

-ve

ntila

ted

plac

e. T

he ja

m w

ill ke

ep

for m

any

mont

hs.



Sess

ion

plan

Tim

eTa

sks

Step

s Q

ualit

ySa

fety

Tool

s, ra

w m

ater

ials,

Teac

hing

Minu

tes

equip

men

t, lea

rning

met

hods

mat

erial

s

60 m

ins

5.Se

ll th

e 5.

1C

ost t

he ja

m.C

alcula

te th

e co

st of

all

of th

e Pa

per a

nd p

ens o

r De

mons

trate

jam.

ingre

dien

ts ne

eded

to m

ake

the

jam.

penc

ils.

and

prac

tice.

Calc

ulate

the

total

cos

t of m

akin

g th

ejam

, inc

ludin

g fu

el an

d ele

ctrici

ty co

sts.

5.2

Price

the

jam.

Decid

e on

the

amou

nt o

f pro

fit yo

u De

mons

trate

wan

t to

make

from

sellin

g th

e jam

and

and

prac

tice.

add

this

on to

the

cost

of m

akin

g it.

Che

ck th

at the

amo

unt y

ou w

ant t

o se

llthe

jam

for i

s a p

rice

the m

arket

will p

ay.

You

don’

t wan

t to

try a

nd se

ll th

e jam

for a

muc

h hig

her p

rice

than

oth

ers a

re

sellin

g th

e sa

me p

rodu

ct fo

r.

5.3

Mark

et th

e jam

.M

ake

up a

sign

to d

isplay

at t

he

marke

t to

tell

peop

le ab

out t

he ja

mth

at yo

u are

sellin

g.



Sess

ion

plan

Tim

eTa

sks

Step

s Q

ualit

ySa

fety

Tool

s, ra

w m

ater

ials,

Teac

hing

Minu

tes

equip

men

t, lea

rning

met

hods

mat

erial

s

5.4

Sell

the

jam.

Mak

e ey

e co

ntac

t with

cus

tome

rs an

d

Role

play

ssm

ile. B

e pr

epare

d to

tell

them

abo

utsh

owin

g ho

wyo

ur ja

m. B

e he

lpfu

l as t

his w

ill to

app

roac

hen

cour

age

them

to b

uy th

e jam

.an

d sp

eak

toM

ake

sure

you

hav

e en

ough

cha

nge

to

custo

mers

atgiv

e to

cus

tome

rs if

they

nee

d it

whe

nth

e ma

rket.

they

are

buy

ing

the

jam.

Prac

tice

coun

ting

mone

y an

d ha

ndin

g ou

t.

5.5

Man

age

your

M

ake

sure

that

the

mone

y fro

m se

lling

Expl

anati

onmo

ney c

areful

ly.the

jam

is ke

pt se

cure

ly so

it is

not lo

stan

d di

scus

sion.

or st

olen

. It i

s a g

ood

idea

to b

ank

the

mone

y yo

u ha

ve m

ade

or u

se it

to b

uyin

gredi

ents

to m

ake

more

jam

for s

ale.


Appendix B: Blank session plan

App

endi

x B:

Bla

nk s

essio

n pl

an

Sess

ion

plan

Cour

se t

itle:

Lear

ning

out

com

e:

Tim

eIn

trodu

ctio

n To

ols,

raw

mat

erial

s,Te

achin

g M

inute

seq

uipm

ent,

learn

ingm

etho

dsm

ater

ials



Sess

ion

plan

Tim

eTa

sks

Step

sQ

ualit

ySa

fety

Tool

s, ra

w m

ater

ials,

Teac

hing

Minu

tes

equip

men

t, lea

rning

met

hods

mat

erial

s

1.1.1 1.2 1.3 1.4 1.5



Tim

eTa

sks

Step

sQ

ualit

ySa

fety

Tool

s, ra

w m

ater

ials,

Teac

hing

Minu

tes

equip

men

t, lea

rning

met

hods

mat

erial

s2.

2.1

2.2

2.3

2.4

2.5

Sess

ion

plan



Tim

eTa

sks

Step

sQ

ualit

ySa

fety

Tool

s, ra

w m

ater

ials,

Teac

hing

Minu

tes

equip

men

t, lea

rning

met

hods

mat

erial

s3.

3.1

3.2

3.3

3.4

3.5

Sess

ion

plan



Tim

eTa

sks

Step

sQ

ualit

ySa

fety

Tool

s, ra

w m

ater

ials,

Teac

hing

Minu

tes

equip

men

t, lea

rning

met

hods

mat

erial

s4.

4.1

4.2

4.3

4.4

4.5

Sess

ion

plan



Tim

eTa

sks

Step

sQ

ualit

ySa

fety

Tool

s, ra

w m

ater

ials,

Teac

hing

Minu

tes

equip

men

t, lea

rning

met

hods

mat

erial

s5.

5.1

5.2

5.3

5.4

5.5

Sess

ion

plan



Tim

eCo

nclus

ion

Tool

s, ra

w m

ater

ials,

Teac

hing

Minu

tes

equip

men

t, lea

rning

met

hods

mat

erial

s

Sess

ion

plan


Appendix C: Training timetable

App

endi

x C:

Tra

inin

g tim

etab

le fo

r th

e ja

m m

akin

g co

urse

Trai

ning

tim

etab

le

Cour

se t

itle:

Mak

ing

man

go ja

m t

o in

crea

se y

our

annu

al in

com

eN

umbe

r of

tra

inee

s: 15

Tim

e M

onda

yTu

esda

yW

edne

sday

Thur

sday

Frid

aySa

turd

aySu

nday

8:00

amIn

trodu

ction

8:30

amSt

erilis

e jar

s

9:00

am

9:30

amPr

epare

the

ingre

dien

ts

10:0

0am

10:3

0am

Mor

ning

tea

11:00

amC

ook

the

Fruit

mixtu

re

11:30

am

12:0

0pm



Tim

e M

onda

yTu

esda

yW

edne

sday

Thur

sday

Frid

aySa

turd

aySu

nday

12:3

0pm

Lunc

h

1:00p

mPa

ckag

e an

dlab

el th

e fru

it1:3

0pm

2:00

pmSe

ll th

e jam

2:30

pm

3:00

pmC

onclu

sion

3:30

pmFin

ish

4:00

pm

4:30

pm

5:00

pm

Trai

ning

tim

etab

le

Cour

se t

itle:

Mak

ing

man

go ja

m t

o in

crea

se y

our

annu

al in

com

eN

umbe

r of

tra

inee

s: 15



Tim

e M

onda

yTu

esda

yW

edne

sday

Thur

sday

Frid

aySa

turd

aySu

nday

5:30

pm

6:00

pm

6:30

pm

7:00

pm

7:30

pm

8:00

pm

Trai

ning

tim

etab

le

Cour

se t

itle:

Mak

ing

man

go ja

m t

o in

crea

se y

our

annu

al in

com

eN

umbe

r of

tra

inee

s: 15


Appendix D: Blank training timetable

App

endi

x D:

Bla

nk t

rain

ing

timet

able

Trai

ning

tim

etab

le

Cour

se t

itle:

N

umbe

r of

tra

inee

s:

Tim

e M

onda

yTu

esda

yW

edne

sday

Thur

sday

Frid

aySa

turd

aySu

nday

8:00

am

8:30

am

9:00

am

9:30

am

10:0

0am

10:3

0am

11:00

am

11:30

am

12:0

0pm


Tim

e M

onda

yTu

esda

yW

edne

sday

Thur

sday

Frid

aySa

turd

aySu

nday

12:3

0pm

1:00p

m

1:30p

m

2:00

pm

2:30

pm

3:00

pm

3:30

pm

4:00

pm

4:30

pm

5:00

pm

Trai

ning

tim

etab

le

Cour

se t

itle:

N

umbe

r of

tra

inee

s:



Tim

e M

onda

yTu

esda

yW

edne

sday

Thur

sday

Frid

aySa

turd

aySu

nday

5:30

pm

6:00

pm

6:30

pm

7:00

pm

7:30

pm

8:00

pm

Trai

ning

tim

etab

le

Cour

se t

itle:

N

umbe

r of

tra

inee

s:

Reso

urce

s

1. M

arke

ting

2. P

rofes

siona

l staf

f

3. T

rans

port

and

trave

lling

4. R

aw m

ater

ials

5. E

quip

men

t

6. T

ools

Mon

day

20 A

4 fly

er a

nd

prog

ram to

han

d

out t

o tra

inee

s

Tues

day

Wed

nesd

ayTh

ursd

ay

1 trai

ner

PMV

fare

for

train

er

80 M

ango

s

16 P

kts S

ugar

20 le

mons

8 W

ood

stove

s

16 P

ots

80 J

ars w

ith li

ds

8 C

uttin

g bo

ards

3 M

easu

re c

ups

16 W

oode

n

spoo

ns

Frid

ayW

eekly

reso

urce

tota

l

1 trai

ner

PMV

fare

for t

raine

r

80 M

ango

s

16 P

kts S

ugar

20 le

mons

8 W

ood

stove

s

16 P

ots

80 J

ars w

ith li

ds

8 C

uttin

g bo

ards

3 M

easu

re c

ups

16 W

oode

n

spoo

ns


Appendix E: Resource list

App

endi

x E:

Res

ourc

e lis

t fo

r th

e ja

m m

akin

g co

urse

Reso

urce

req

uire

men

ts p

er w

eek

Cour

se t

itle:

Mak

ing

man

go ja

m t

o im

prov

e yo

ur in

com

eN

umbe

r of

tra

inee

s: 15


Appendix E: Resource list

Reso

urce

s

7. Le

arning

mate

rials

8. T

raini

ng v

enue

9. R

efre

shm

ents

Mon

day

Tues

day

Wed

nesd

ayTh

ursd

ay

5 To

ngs

16 K

nive

s

16 W

orkb

ooks

15 b

undl

es

firew

ood

Mor

ning

tea

Cak

es, c

offe

e, te

a

milk

Frid

ayW

eekly

reso

urce

tota

l

5 To

ngs

16 K

nive

s

16 W

orkb

ooks

Mor

ning

tea

Cak

es, c

offe

e, te

a, mi

lk

Reso

urce

req

uire

men

ts p

er w

eek

Cour

se t

itle:

Mak

ing

man

go ja

m t

o im

prov

e yo

ur in

com

eN

umbe

r of

tra

inee

s: 15


Appendix F: Blank resource list

Reso

urce

s

1. M

arke

ting

2. P

rofes

siona

l staf

f

3. T

rans

port

and

trave

lling

4. R

aw m

ater

ials

5. E

quip

men

t

6. T

ools

Mon

day

Tues

day

Wed

nesd

ayTh

ursd

ayFr

iday

Wee

kly re

sour

ce to

tal

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Appendix F: Blank resource list

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Notes


Notes


Notes

Documents

2. Develop a training plan - SDTF HOMEsdtf.org.pg/Non-formal Capacity Building/Book 2 - Develop a...written for individuals or groups ... Before you can develop a training plan you