Course Title

1. Introduction to Training and Development Planning

• The strategic role of training and development in organizational performance including (closing competency gaps, enabling strategic execution, supporting workforce retention, and building organizational capability for future business requirements)

• Overview of ISO 10015: Quality Management — Guidelines for Competence Management and People Development including (the four-stage quality cycle for people development — defining needs, designing solutions, implementing interventions, and evaluating outcomes — and its alignment with ISO 9001 quality management principles)

• Key frameworks used throughout the course including (the ADDIE Model, Kirkpatrick Four-Level Evaluation Model, Bloom's Taxonomy, 70-20-10 Framework, and Phillips' ROI Methodology)

• Common training planning failures and their organizational consequences including (training plans disconnected from strategy, learning objectives that cannot be measured, delivery methods mismatched to learner needs, and evaluation limited to post-course satisfaction surveys)

• Aligning training and development planning with organizational strategic objectives including (translating business strategy into workforce capability requirements, prioritizing development investments by strategic impact, and positioning the L&D function as a strategic business partner)

2. Training Needs Analysis and Prioritization

• Conducting a structured Training Needs Analysis (TNA) in accordance with ISO 10015 including (organizational analysis — strategy and performance context, role analysis — competency and task requirements, and individual analysis — current versus required capability)

• TNA data collection methods and their application including (competency gap assessment results, performance appraisal data review, incident and error pattern analysis, line manager structured interviews, and regulatory compliance requirement mapping)

• Distinguishing training gaps from non-training performance gaps including (identifying when poor performance is attributable to motivation, process design, resource availability, or management factors rather than competency deficits — and selecting appropriate non-training interventions where relevant)

• Prioritizing training needs using risk-based and business impact criteria including (safety-critical competency gaps, regulatory compliance obligations, strategic capability requirements, and return on development investment estimation)

• Documenting TNA findings for stakeholder review including (gap summary by role family, priority gap ranking with supporting evidence, recommended intervention types, and indicative resource and budget implications)

3. Training Design and the ADDIE Model

• Applying the ADDIE Model (Analysis, Design, Development, Implementation, and Evaluation) as a structured instructional design process including (phase sequencing, key deliverables at each stage, quality review checkpoints, and iteration between phases based on evaluation feedback)

• Writing measurable learning objectives using Bloom's Taxonomy of Educational Objectives including (selecting action verbs aligned to the required cognitive domain level — Remember, Understand, Apply, Analyze, Evaluate, and Create — and ensuring each objective is specific, observable, and assessable)

• Designing learning content structure and sequencing including (prerequisite knowledge mapping, logical content progression from foundational to applied concepts, chunking content into manageable learning units, and incorporating spaced practice for knowledge retention)

• Developing learner assessment strategies including (knowledge checks aligned to learning objectives, practical competency demonstrations, scenario-based assessments for applied learning, and summative assessments for certification or authorization programs)

• Applying the 70-20-10 Learning and Development Framework to learning design including (70% experiential learning through on-the-job tasks and stretch assignments, 20% social learning through coaching, mentoring, and peer learning, and 10% formal training through structured courses and programs)

• Designing blended learning solutions including (combining classroom instruction, e-learning modules, on-the-job structured practice, coaching follow-up, and performance support tools to maximize learning transfer and application)

4. Annual Training Plan Development

• Structure and components of an annual training plan including (organizational context and strategic alignment statement, TNA summary, priority development interventions by role group, delivery schedule with milestones, responsible parties, budget allocation, and success metrics)

• Training calendar development and scheduling including (mandatory versus developmental training prioritization, avoiding operational scheduling conflicts, managing multi-site and shift-based workforce scheduling, and building flexibility for unplanned training needs)

• Training budget planning and resource estimation including (direct training costs — facilitation, materials, and venue — indirect costs — participant time and productivity loss — and calculating total cost of development per employee and per competency gap closed)

• Selecting and managing external training providers including (provider evaluation criteria — content quality, delivery capability, and cost-effectiveness — contract management, quality assurance of delivered programs, and provider performance review processes)

• Stakeholder engagement in training plan development and approval including (line manager input sessions, senior leadership review and sign-off processes, employee communication of development opportunities, and managing competing departmental priorities within a fixed training budget)

5. Training Delivery and Learning Transfer

• Learning modality selection criteria and their evidence base including (instructor-led training for complex skill development and behavioral change, e-learning for knowledge acquisition at scale, on-the-job training for procedural skill practice, and coaching for individual performance improvement)

• Structured On-the-Job Training (S-OJT) design and implementation including (task breakdown into teachable units, demonstration-practice-feedback cycle, performance standard specification, and sign-off documentation for safety-critical and regulatory competency requirements)

• Maximizing learning transfer to the workplace including (pre-training manager briefing on expected behavioral change, post-training action planning, structured follow-up coaching, peer accountability partnerships, and creating practice opportunities within the work environment)

• Managing barriers to learning transfer including (lack of manager support for on-the-job practice, time pressure that prevents application of new skills, organizational culture that discourages behavior change, and absence of performance support tools at the point of need)

• Learning Management System (LMS) utilization in training planning and delivery including (training record management, e-learning module deployment, completion tracking, assessment scoring, and training plan compliance reporting)

6. Training Evaluation and Return on Investment

• Applying the Kirkpatrick Four-Level Training Evaluation Model including (Level 1 — Reaction: participant satisfaction and perceived relevance; Level 2 — Learning: knowledge and skill acquisition measured through assessment; Level 3 — Behavior: on-the-job application of learning measured through observation and performance data; and Level 4 — Results: business impact indicators such as error reduction, productivity improvement, and incident rate reduction)

• Designing evaluation instruments for each Kirkpatrick level including (post-course reaction surveys, pre- and post-assessment comparison for learning measurement, structured observation checklists for behavior evaluation, and KPI tracking frameworks for business results measurement)

• Applying Phillips' Return on Investment (ROI) Methodology including (isolating the effects of training from other performance variables, converting performance improvement data into monetary value, calculating program costs, and computing ROI as a percentage of net benefit over total program cost)

• Reporting training effectiveness to organizational leadership including (translating evaluation data into management-ready reports, presenting ROI findings in business language, linking training outcomes to strategic performance indicators, and making evidence-based recommendations for future training investment decisions)

• Continuous improvement of training programs using evaluation findings including (identifying content gaps from Level 2 assessment data, redesigning delivery methods based on Level 3 transfer evidence, and revising program scope based on Level 4 business results analysis)

7. Case Studies and Group Discussions

• Analysis of training and development planning successes and failures in Middle East organizational contexts including (structured competency development programs supporting workforce nationalization objectives, training plan failures attributable to absence of TNA, and high-investment training programs that produced no measurable behavior change due to poor learning transfer design) and the importance of proper training and development planning in ensuring learning investments deliver verified organizational performance improvement

• Group discussion on training planning challenges in professional environments including (securing senior leadership commitment for training investment without demonstrated ROI evidence, managing training plan delivery under operational staffing constraints, and balancing mandatory compliance training with strategic development priorities within a limited annual training budget)

• Applied training plan development workshop including (teams receive an organizational scenario with TNA findings, a defined budget, and a set of strategic priorities, and collaboratively develop a structured annual training plan with prioritized interventions, scheduling, budget allocation, evaluation strategy, and a business case summary for management approval)