ABSTRACT
Previous chapters have focused on context, learning theory and the importance of establishing a secure and positive climate for learning. In this chapter our focus returns to the content as we look at training programme design and planning. However, this is closely linked to the earlier discussions on group process and group management. Good course design, clear planning and skilled delivery of appropriate methods are essential if a secure learning environment is not only to be established but also maintained. The trainer’s emotional responsiveness will not be enough if the training programme lacks direction or coherence. This requires an ability to design a training event that can translate training needs and objectives into a programme which is grounded and directed throughout by an understanding of how adults learn and a knowledge of group dynamics. The focus of this chapter is thus on the role of the trainer as planner, whose intention is to bring about learning. There are close links between this and the following chapter. However, whereas this chapter concentrates on a framework for programme design, Chapter 9 describes the variety of teaching methods available to the trainer. In this chapter, the words ‘trainer’ or ‘facilitator’ will be generally employed, in preference to ‘teacher’, except when work from another source is being quoted. The former terms more aptly describe the trainer’s role as a facilitator of learning.
