ETHIOPIAN MANAGEMENT INSTITUTE

Training Policies, Procedures and

Guidelines Document

Research

ADDIS ABABA MAY, 2013

Consultancy Training
 Table of Contents
Acronyms..............................................................................................................................v

1. Introduction............................................................................................................. 1

2. Objectives of the Training Policy and Procedures................................................1

2.1. General Objectives........................................................................................... 1

2.2.Specific Objectives.............................................................................................2

3. Definitions................................................................................................................ 2

4. Policy Statements.....................................................................................................5

4.1.Market Information System.............................................................................5

4.2.Promotion and Communication.......................................................................5

4.3.Registration........................................................................................................5

4.4.Training Need Assessment (TNA)...................................................................6

4.5.Proposal preparation.........................................................................................6

4.6.Service agreement.............................................................................................6

4.7.Pre-service Preparation.....................................................................................6

4.8.Training design and material development.....................................................7

4.9.Training Delivery...............................................................................................8

4.10.Certification..................................................................................................... 9

4.11.Training Evaluation.....................................................................................10

4.12.Training Implementation Follow-up and Coaching Policy........................11

4.13.Training Outcome Policy..............................................................................11

5. Training Procedures..............................................................................................12

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 5.1. Market Information System..........................................................................12

5.1.1Market Research............................................................................................12

5.2. Promotion and Communications...................................................................13

5.3. Receiving Request...........................................................................................15

5.4. Training Need Assessment.............................................................................15

5.5. Proposal preparation for TMT......................................................................16

5.6. Pre-training Preparation for TMT................................................................16

5.7. Pre-training Preparation for Open/Regular Training.................................17

5.8. Training Design and Manual Development..................................................18

5.9. Training Delivery...........................................................................................19

5.10. Training Evaluation..................................................................................... 21

5.11. Training Implementation Follow-up and Coaching...................................23

5.12. Training Outcome Assessment....................................................................24

6. Guidelines...............................................................................................................25

6.1.Training Need Assessment Guideline.............................................................25

6.2.Training Programs Design Guideline............................................................29

6.3.Training Manual Preparation Guideline...........................................................32

6.4.Training Report Guideline..............................................................................49

6.5.Slide Design Standards....................................................................................53

6.6.Follow-up of Training Evaluation and Development Guideline..................62

6.7.Trainers Code of Conduct...............................................................................63

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Annexes

i. Training program for Two Days

ii. Training Program for Three Days
iii. Training Program for Five Days
iv. Training Program for Ten Days
v. Attendance Record
vi. Participants’ Name Recording List for Certificate
vii. Training Hall Information Format
viii. Training Evaluation Questionnaire
ix. Training Design Evaluation Checklist
x. Training Manual Evaluation Checklist
xi. Payment Requisition for Associate Trainers
xii. Proposal for Tailor –made Training Service –Format

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 Acronyms

BD- Business Development

CSICB- Civil Service Institutions Capacity Building

EMI- Ethiopian Management Institute

MD- Management Development

QAT- Quality Assurance Team

TMT- Tailor-made Training

TNA- Training Need Assessment

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

1. Introduction

Training service is one of the management development interventions identified during

the business process reengineering study. EMI has designed and delivered different
training programs to its clients to enhance their organizational performances. Its clients
include, in the order of priority, civil service institutions, public enterprises, Private and
Non Governmental Organizations. This policy and procedure manual has, therefore, been
developed to streamline training activities in a manner that enables the Institute to deliver
quality services based on clients’ needs as well as the Ethiopian Government’s Capacity
Building Policies and Strategies. It is a working document for training managers,
facilitators, training manual developers and others who involve in training services
intervention process.

The manual is composed of five major parts: introduction, objectives, definitions, policy
statement and procedure. Important formats and notes are attached for more detail
references. In addition, the following detail guidelines and relevant standards have been
attached as annexes:

- Training need assessment report guideline

- Training design guideline

- Training manual preparation guideline

- Training report standard

- Standard for slides

2. Objectives of the Training Policy and Procedures

2.1.General Objectives

The overall objective of this training policy and procedures manual is to indicate the
framework and guiding principles in which the training activities operate.

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

2.2.Specific Objectives

The specific objectives of this training policy and procedures manual are:

2.2.1. To define the philosophies and values of the organization on how the
training services are to be done.
2.2.2. To ensure the quality and consistency of training services delivery.

2.2.3. To ascertain training service provision approach is in a way that enables

the civil service and other institutions bring organizational efficiency and
effectiveness.

2.2.4. To clarify our beliefs, values and philosophies to our clients and lay the
foundation for sustainable relationship.

2.2.5. To provide a framework within which consistent decisions are made by

all who involve in the training management process

2.2.6. To provide guidance on what directors, managers, facilitators, material

design and developers, quality assurers and others who intervene in
training activities.

3. Definitions

In the context of this policy and procedure manual, the following terms have the
meanings given below:

Evaluation means - the process of assessing the extent to which the training service has
achieved its objectives.

Facilitation means - the process of training delivery.

Facilitator means - a consultant who conducts or delivers training as a lead or

co-trainer.

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

First level management training programs means - the training programs whose target
group includes supervisors, foremen, team leaders or below.

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

3.1. Guidelines – documents that provide detailed guidance to assist the Institute’s
consultants, management, associate members or others in implementing the
policies or procedures. document
3.2. Follow-up means – a continuous process of gathering data from service users
analyzing and using the result for further improvement of MD’s services.

3.3. Impact Assessment means - evaluation process carried out by EMI long - term
post training in order to exhibit the end results of MD intervention based on
assessed requirements of the users.

3.4. In-plant training means - the kind of tailor-made training which is conducted at
the client’s premise.

3.5. Marketing information system means - a continuing process to gather, sort,

analyze, evaluate and distribute pertinent, timely and accurate information about
the performance of our courses, client satisfaction, and demands for training
services to be used for training planning and continuous improvement.

3.6. Middle level management training programs means – the training programs
whose target group includes department heads, directors, process managers or
equivalent.

3.7. Outcome assessment means – medium-term post- training evaluation process

done to find out the extent to which the trainees have put training inputs into
practice.

3.8. Policies – written principles stated to govern the Institute’s processes, activities
and/or functions.

3.9. Procedure – documents that provide step-by-step actions and detailed

descriptions of what is needed to carry out the policies. They are more specific
directions about who carries out which part of the policy, and when they should
do it.” (Tipper, 1995, 16)

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

3.10. Quality Assurance Team means - a team of expertise organized in MD for

the purpose of ascertaining the quality of EMI’s management development
service in a way indicated in the ‘Management Development Service Quality
Assurance Manual’.

3.11. Regular/open training means - a generic training program prepared on the

basis of general training needs through Marketing Information System, and is
designed for opens to broadly stated target group in the market.

3.12. Tailor-made training means - a training program designed and delivered for
specific target group in specific client organization with the aim of addressing
clearly identified training needs in a way that give solid ground for effect and
impact assessment.

3.13. Top level management training programs means – the training programs
whose target group encompasses the heads of institutions including top
government officials like ministers and state ministers.

3.14. Training aids means – equipment or objects used for training facilitation.

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

4. Policy Statements
4.1. Market Information System

4.1.1 Market information system shall be conducted continuously so as to cope

up with changes, problems and needs of selected umbrella organizations.

4.1.2 Continual need assessment shall be conducted by MD Directorate on

umbrella organizations that are representative of the EMI’s clients.

4.1.3 Market research shall be conducted and finalized by the Research Unit by
the beginning of April.

4.2.Promotion and Communication

4.2.1 The Business Development Coordinating Unit of the MD directorate is

responsible for promoting and communicating products/services.

4.2.2 EMI shall conduct quarterly meetings with its client organizations, and
semi-annually with its stakeholders and partners to create strong and
effective relationship.

4.2.3 EMI shall establish strong clients’ complaints handling mechanism.

4.2.4 Training calendar and course catalog for the subsequent year shall be
distributed before the end of May.

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4.3.Registration

4.3.1 Participants who do not fit with the specified target group description of
regular/open trainings shall be illegible.

4.3.2 The Institute shall receive clients’ applications through telephone, in

person, post and e-mails (online registration).

4.3.3 Upon registration, full information of each trainee shall be secured as per
the trainee application format.

4.3.4 Participants with special needs shall be identified and preparation made
accordingly.

4.4.Training Need Assessment (TNA)

4.4.1 Need assessment shall be conducted for all tailor-made training programs.

4.4.2 EMI may use the need assessment result of stakeholders if the latter has
come up with a clearly done need assessment, as per the detail guideline.

4.4.3 Need assessment results shall be communicated to and agreed with the
client before designing the training.

4.5.Proposal preparation

4.5.1 EMI shall prepare a proposal for tailor-made training programs based on
the proposal writing guideline whenever the client requires it to do so.

4.5.2 However, if the client has its own format for proposal, EMI shall meet
client requirements.

4.6.Service agreement

4.6.1 Before delivering the service, EMI shall enter an agreement with the client
or service confirmation advice to its inquiries.
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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

4.6.2 Deputy General Director, MD is authorized to sign service agreement with

the client.

4.6.3 After signing the agreement, copies shall be sent to Plan and Finance and
Archives for follow up. While file copy to be retained by the Directorate.

4.7.Pre-service Preparation

4.7.1 Training rooms and other facilities for in-plant trainings shall be checked
for convenience five days before the training delivery.

4.7.2 Business Development Unit Director and Civil Service Institutions

Capacity Building Coordinating Unit Director shall release confirmed
training schedule and communicate to both internal and external, trainers
before five working days of the date of delivery.

4.7.3 All regular/open trainings shall be served on prepaid basis. However,

credit agreement may be acceptable based on a concrete justification from
the clients.

4.7.4 EMI may categorize target groups based on managerial levels of

participants.

4.7.5 Project coordinators shall notify confirmed training schedule to clients a

week before the commencement of the training.

4.7.6 The assignment of external facilitators or associate members shall be

based on the external facilitators’ selection and assignment manual.

4.8.Training design and material development

4.8.1 All the Institute’s regular/open training programs shall be designed based
on the market research results and focus on meeting the generic needs of
target group and level of participants.

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

4.8.2 Generally, all open/regular training manuals shall be reviewed every year
based on market research.

4.8.3 Tailor-made trainings shall be designed for specific client organizations

based on their identified needs.

4.8.4 The trainings designed for open/regular programs shall vary according to
the level of management hierarchies.

4.8.5 All designed trainings shall have training manuals, which shall be
distributed to the training participants.

4.8.6 Training designs and training manuals shall be prepared following the
standards set for the same by the Institute.

4.8.7 While designing a training program, the proportion of practice to concepts

shall be in the range 60/40 to 55/45 respectively. Both practical and
conceptual aspects of the manual shall be in live with the prevailing laws
and directions of the government. Like experience-sharing cases,
exercises, best practices, field visit, etc. should be focused as a modern
training approach in all such interventions.

4.8.8 While designing a training program, cross cutting issues such as gender,
environmental conditions, HIV/AIDS, etc shall be considered to be
included where appropriate.

4.9.Training Delivery

4.9.1 The training delivery media in EMI, shall be either English or Amharic as
appropriate to the target group.

4.9.2 EMI shall provide all the necessary training aids to facilitate every tailor-
made and open training program.

4.9.3 All EMI’s trainings opening sessions shall be handled by BD/CSICB Unit
Director in order to make the objectives of the training clear to the
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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

participants. However, in the absence of the aforementioned directors,

concerned team leaders and lead trainer or appropriate consultant may run
such sessions.

4.9.4 All tailor-made and regular trainings, regardless of the level of target
group, shall be delivered by teams of two facilitators either of who should
be a team leader and the other a co-facilitator.

4.9.5 EMI’s training, both open and TMT, may be facilitated by either internal
or external resource persons (practitioners, professionals, etc). However,
for TMT one of the two facilitators shall be EMI’s staff in order to
undertake the implementation follow-up.

4.9.6 Tailor-made training programs shall include practical exercise cases,

experience sharing, visits, simulation, and other appropriate
methodologies.

4.9.7 Training programs shall be participatory and follow the delivery methods
and approaches designed to specific training and hence facilitators’ team
shall follow all standards depicted in the procedure while delivering
training.

4.9.8 For tailor-made training, the team of facilitators shall prepare an exit
strategy based on the guideline prepared for the purpose.

4.10. Certification

4.10.1 For all EMI trainings, regardless of the duration, certificates of

participation (participation) shall be provided to participants who attend at
least 80% of the training time. However, a participant who has not
attended 20% of the program is required to present a concrete justification
for his/her absence.

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4.10.2 Participants with more than 20% of absence in a training program shall not
be given certificates. However, EMI and the client may arrange, if
technically possible, another session for makeup.

4.10.3 In addition to certificate of participation, certifications of accomplishment

may be given to participants who have applied the training in their
organizations, when the organizations justify this in writing.

4.10.4 Every certification shall be authorized by the Director General and Deputy
Director General, MD to be valid.

4.10.5 For TMT where authorization of the certificate is required by the two
institutions, client and EMI, either of the authorities stated under (4.10.3)
will sign on EMI side..

4.10.6 For TMT, in addition to certificates of participation, certificates of

accomplishment could be provided to the participants who successfully
accomplish the back-work application projects upon arrangement between
the sponsoring organization and EMI.

4.10.7 In cases when participants lose their course certificate and desire
replacement, the Institute may provide replacement certificate upon
effecting payment set for such replacement.

4.11. Training Evaluation

4.11.1 Training evaluation shall be carried out at four stages:

a Pre-training, depending on the nature of the training and client’s

request.

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b Daily

c End-of-training

d Outcome/post training

4.11.2 End-of-Training evaluations shall be carried out in a written form. In

addition to this oral evaluation shall be made to get feedback from the
target group. Accordingly, the end-of-training report shall be produced by
the team leader and delivered to BD or CSICB director for further
improvement on the training program.

4.11.3 Daily evaluation shall be carried out at the end of each day and/or the next
day and the feedback shall be communicated to the concerned body the
same day.

4.11.4 In the middle of the training, the BD/CSICB Coordinating Unit Director
shall visit the training delivery process, gather feedback on the training
and discuss it with the facilitators.

4.11.5 The team leader or coordinator shall carry out the responsibility of
handling daily report and end- of- training evaluations shall be handled by
the concerned directors.

4.11.6 Training proceeding report, which should include best practice if any,
shall be prepared by a team leader or training coordinator within five
working days after the finalization of the training delivery and
communicated to training facilitators and D/General Director through the
respective Director.

4.11.7 The evaluation results shall be applied by the Institute to plan a

development plan for its consultants/facilitators and also decide whether to
continue to use a particular associate member or not, based on the
guideline designed for the same.

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4.12. Training Implementation Follow-up and Coaching Policy

4.12.1 For TMT follow-up and coaching services may be arranged to encourage
effective implementation of the training services between EMI and
client/sponsor organizations.

4.12.2 The costs of training implementation follow-up and coaching shall be

covered by the client/sponsor organization.

4.12.3 The duration of follow up and the type of coaching shall be proposed by
the assigned team in the organization and agreed upon between involving
parties for due execution..

4.13. Training Outcome Policy

Training outcome assessment service may be conducted for all tailor-made

training services. However, for open training services it might require
generic outcome assessment on sampling basis.

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5. Training Procedures
5.1Market Information System

Purpose To provide timely and accurate information about training and other EMI’s
services needs of client organizations that can be used for designing new
services and update already designed ones.
,

5.1.1 Market Research

a) All MD Coordinating Units (BD, CSICB and Research) directors identify
Procedure umbrella and other relevant sample organizations for assessment.

b) The Research director then will assign a research team to conduct market
research.

c) The team prepares team charter.

d) The team gathers the required data from the selected organizations,
quarterly client assessment report and other relevant sources.

e) The team analyzes data in a way that helps design or customizes

management development training and other services.

f) Finally, team prepares report and submits to Research Director which, in

turn, communicates the findings to all the users.

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

5.1.2 Continuous Market Assessment

Procedure
a) The Civil Service Institutions Capacity Building, the Business
Development Coordinating Unit Directors and Research Coordinating
Units directors gather and analyze data on clients’ feedback and needs
continuously from each and every training evaluation results, clients
feedback taken during “customers’ day” quarterly, attending different
related research conferences, randomly discussing with some of the
clients and so forth.
b) The three Coordinating Unit Directors prepare quarterly performance
report that include market scenario to be used as an input for the service
improvement and this will be an input for the market research.
5.2 Promotion and Communications

5.2.1 Purpose To inform and communicate client about the management

development services the Institute provides.

5.2.2 Procedure
a) The three directors being chaired by BD Director, identify the target audience
the Institute wants to communicate, set communication objectives, design
message to be communicated.

b) Communication message design should include:

i. Overview of the services

ii. List of services provided

iii. Duration, fees and requirement of the service

iv. The place where the services are available

c) The directors in collaboration with the Public Relation Unit select

appropriate channels.
d) Gather relevant information about the channel and determine the total cost
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of communication and present to the decision makers for approval and

revise it based on the feedback provided by the decision makers.

e) Communicate the target group through the appropriate media in time.

f) Both the Civil Service Institutions Capacity Building and Business

Development Coordinating Units create their corresponding database of
major clients and maintain relationship between them and the Institute.

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5.3Receiving Request

5.3.1 Pur Purpose: To establish a first point of contact with clients and draw attention to their
specific requests or needs, and thereby make the necessary preparation for service
provision.
5.3.2 Procedure

a) The project coordinators record clients’ requests. In recording the requests the
project coordinators obtain the following relevant information.

i. Name of the client organization & it Tel/Fax address

ii. Title of training program

iii. List of participants

iv. The date of training delivery

v. Type of payment (cash or credit)

b) For tailor-made trainings the project coordinators submit the requests to the
CSICB coordinating unit director/for subsequent actions or directions.

c) The CSICB coordinating unit director then checks the availability of the
required human resource and communicates the client acknowledging the request.
5.4Training Need Assessment

5.4.1
Purpose To determine the appropriate training intervention through which the
needs of the organization are systematically approached.
5.4.2 Procedure

a) The Civil Service Institutions Capacity Building Coordinating Unit

Director assigns a team of consultants. If found appropriate employees
from client organizations may be part of the team. In establishment of
team, experience, qualification and team culture should be critically

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considered so as to ensure the quality of the service.

b) The team designs data collection tools, or update the existing one in a
way that suits to a question at hand.
c) Using the tools the team gathers and analyzes the necessary data.

d) The team compiles and presents the final report for the CSICB
coordinating unit director and client organization.

e) The team discusses the findings with client organization and gets
confirmation about the specific task.

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5.5 Proposal preparation for TMT

5.5.1 Purpose To communicate and deal on some specific issues at the outset like
the objective, content, time frame, target group, cost, and place of the training
with potential customer to meet mutual interest.

5.5.2
Procedure
a) The team writes a letter or prepares proposal, based on the need
assessment report, which includes the course to be delivered, the expected
output, the input required for training and fee required to deliver the
training.
b) The team presents the proposal to the CSICB coordinating unit director
c) The CSICB coordinating unit director sends the proposal/letter to client
organization and may negotiate before concluding an official agreement.
5.6 Pre-training Preparation for TMT

5.6.1 Purpose To make the team ready and prepare in advance to

coordinate/organize the necessary resources before delivering the training.

5.6.2 Procedure
a) The CSICB coordinating unit director checks for the need of new team
establishment. At this step, the director again considers the availability of
required human resource to handle the assignment in relation with
qualification, experience, and any other applicable criteria both from
internal and external sources.
b) With a thorough consideration of these points, the CSICB coordinating unit
director establishes a team of capable consultants.
c) The assigned team reviews/develops the designed training material to
understand the requirements and make ready for the next task.
d) The team identifies all the necessary inputs to the training, and makes

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communication on the details of managing the programs.

e) Project coordinators make sure that all necessary training materials are
ready for the training delivery.

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5.7 Pre-training Preparation for Open/Regular Training

5.7.1 Purpose To avail the necessary resources and confirm trainees about the
program before delivery.

5.7.2 Procedure
a) Project coordinators check the participants’ application document, which
exhibits participants’ profile.
b) The project coordinators communicate potential trainees if they experience
delays to present the necessary application document in time
c) The Business Development Director with project coordinators confirm
payment via mail, telephone, or any other communication media and make
sure that prospects are eligible for the training program. This payment
should also be assured by Plan and Finance process.
d) If the registered number of participants meets the class size standard of 20-
30 participants, the Business Development Coordinating Unit Director
assigns trainers team based on their area of expertise.
e) By assessing the participants’ profile, the assigned team customizes the
existing training package for their individual requirement.
f) Project coordinators avail the necessary resources to facilitate the
programs.
g) Project coordinators notify Property and Service Administration process
about facility requirements.
h) Finally, project coordinators communicate clients for any change and final
delivery date of the program one week before the commencement of the
training.
5.8 Training Design and Manual Development

5.8.1 Purpose To design and develop training manual that can effectively meet the
training needs of participants/clients.

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5.8.2 Procedure
a) The Deputy General Director, MD assigns a team for design and manual
development based on directors’ nomination.
b) The nominated team refers to the market research or need assessment report
and other input materials like relevant:-.
i. Government policies and strategies
ii. Books ,
iii. Internet ,
iv. Articles,
v. Client documents,
vi. Best practice, etc…
c) Based on the above information/data the team designs or customizes the
material based on the training design standard.
d) The team submits the design to quality assurance team and receives
feedback about all aspects of the designed training program.
e) The team incorporates the comment and gets the go ahead from the quality
assurance team to prepare the training manual.
f) The team prepares training manual following the procedure set for the same
and secure Quality Assurance Team’s consent.

5.9 Training Delivery

5.9.1
Purpose To foster learning and development and enable trainees acquire the
required skill, knowledge and attitude from the training.
Procedure
5.9.2 a) The assigned project coordinator distributes note-books; pen, training
program, and name tag for participants. (Sample training programs are
attached.)
b) The director in charge (of open program, or TMT) gives the overall
objective of the course at the opening session.

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c) The facilitator/s sets a training climate. In this case training team members:
i. Welcome the participants
ii. Introduce themselves and let others introduce each other

iii. Establish norms

iv. Identify participants’ expectations and fears

v. Assign daily evaluators who give feedback by reporting the

previous day’s session and facilities

vi. Remind them if there is any back work application

d) The facilitator/s distributes attendance sheet and certificate name listing

format for participants. ( formats are attached)
e) The facilitator/s briefs objectives and contents of the session. In this
case he/she/they
i. Clarify contents
ii. Set objectives with the participants

iii. Matches participants expectation with the contents and

objectives of the program

iv. Make trainees sure about their expectation fulfillment

f)The facilitator/s facilitates the training as per the training design in

accordance with the training program, undertakes during and daily
training evaluation, session recapping and uses two-way
communication.
g) Facilitator/s assesses transfer of knowledge through evaluating how
the training addresses the participants’ need.
h) If the training is tailor-made for specific organization, the delivery
team:

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i. Selects contact person of client organization for back-work

application.
ii. Exchanges address with contact person and participants

iii. Agrees with contact person about the back-work application

plan and arranges schedule for follow-up. While giving the
back-work application, the team takes the following into
account.

a) Participants’ understanding of the back-work

application

b) Expected outcomes or output

c) Plan for follow-ups.

i) The CSICB or BD coordinating unit directors award certificate to the

participants at the completion of the training.
j) The facilitator/s sends best practices to knowledge bank for future
consumption

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5.10 Training Evaluation

5.10.1 Purpose To find out the extent to which the training’s objectives are achieved
and the original training plan is implemented and to enable the facilitators to
improve the training.

5.10.2 Procedure
a) The CSICB, BD coordinating unit directors and/or the facilitator/s revisit the
training design and determine how and what to evaluate by the end of each
topic or a group of related topics in a session.
b) The CSICB, BD coordinating unit directors and/or the facilitator/s gets the
participants evaluate the training.
c) In a pre-training evaluation the facilitator/s
i) Prepares pre-test questions for participants

ii) Tests the participants

iii) Compiles the test result

d) During the training the facilitator/s, the CSICB or BD coordinating units

directors:
i) Develops or adopts evaluation tools based on the
information needed. Some of the questions should
relate to:
a) Specific learning objectives
b) Subject coverage

c) Its relevance

d) Clarity and applicability

e) Appropriateness of training techniques and aids

f) Quality of facilitators interactional pattern

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g) Proportion of practice and concepts

ii) Listen for daily rapports from starting end of the first day
onwards on the above evaluation questions (i),
iii) The facilitators discuss what to improve based on daily training
rapports of participants.
iv) Ask participants to answer the same questions asked in the
pretest evaluation and see the shift in KSA (knowledge, skills
and/or attitudes).

e) At the end of the training directors

i) Ask the participants/trainees some questions to evaluate the
training in terms of the reaction of the trainees.

ii) Use the standard evaluation format or adopt it to specific

trainings or develop a new one if there is not any. (see the
evaluation standard).

iii) Analyzes the evaluation results. (Refer the evaluation summary

sheet). It should give answers to the following questions.

a) Did we meet the training objectives?

b) Will we need to improve or modify some areas?

c) Should we conduct the training next time?

iv) Prepares a summarized report and send copies to facilitator/s.

f) Finally, facilitator/s and directors will utilize the results for the training
improvement.

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

5.11 Training Implementation Follow-up and Coaching

5.11.1 Purpose To support clients to effectively utilize the training they have obtained
from the Institute.

5.11.2
Procedure
a) The facilitator/s prepares an action plan for effective implementation of
the follow-up and coaching and submits to the CSICB coordinating unit
director and the client. The action plan consists of:
i. Objective of follow-up and coaching
ii. Expected output

iii. Individuals/teams to be coached and their role

iv. Means or techniques of follow-up and coaching

v. Frequency of follow-up and coaching

vi. Time schedule

vii. Resource requirement (non-human)

b) The facilitator/s arranges meetings to discuss the action plan with the
client and makes necessary corrective actions.
c) The facilitator/s implements the follow-up and coaching as per the
action plan.
d) The facilitator/s prepares progress report and submits to the CSICB
coordinating unit director as per the predefined time frame.
e) The facilitator/s conducts a survey or assessment to identify the
implementation and compares the results obtained with the objective
set earlier to the training.
f) The facilitator/s produces the final report that describes the output
gained and submits it to the client organizations, the CSICB

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

coordinating unit director and sends best practices to knowledge bank.

5.12 Training Outcome Assessment

5.12.1 Purpose To determine the effect of the training on the client. It is done to
examine the contribution or success attributed from training, studying the
challenges and any of the pertinent hindrances faced in the implementation
process.

5.12.2 Procedure
a) The Deputy General Director, MD establishes a team to conduct outcome
assessment.
b) The team develops methodologies for conducting outcome assessments.
These tools may be composed of questionnaires, interview questions,
observations, check lists or any other data gathering tools. Then it
designs evaluation standards to cross check the changes observed.
c) The team collects and analyzes data from the organization.
d) The team cross-checks the result with the already set standards and
prepares the final report. In doing so, it gathers feed back to apply and
comments to be incorporated for subsequent improvement of the training.
e) If, through the process, best practices are obtained, the team keeps best
practice obtained during the assessments in knowledge bank for further
reference purpose.

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6. Guidelines

General Introduction

Once the training policies and procedures have been developed in the above chapters, it
has also been necessary to have detail guidelines for preparation of the products within
the training intervention. These include
1. Training Need Assessment;
2. Training Programs Design
3. Training Manuals Development
4. Training Proceedings Report
5. Slide Design
6. Follow-up of Training Evaluation and Development Guideline
7. Trainers Code of Conduct

These are indicated in the following sections.

6.1.Training Need Assessment Guideline

6.1.1. General

As per the Institute’s policy all tailor-made trainings require proper need assessment to
come-up with the real training gaps of an organization. The following guideline has been
prepared for training need assessment (TNA).
Need assessment may have three levels: an organizational level analysis, task level
analysis and person analysis. The result of this assessment shall be documented so that
trainings will be tailored based on the needs identified.
Training need assessment report shall have five parts: Introduction, organizational
profile, target group profile, identified gap and recommendation by consultants who have
undertaken the assessment. Each part is farther outlined below. Lastly sample report sheet
is attached:
Part One: Introduction
When writing introduction, consider the following points:
 Beginning of the training request (date and title of training)
 Data sources for the assessment
 Analysis techniques and data presentations
 How the report is organized
Part Two: Organizational Profile
Organizational profile may include the following:
 Year of establishment
 Location
 Area of business
 Branches if any
 Processes/ departments in the organization
 Structure
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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

 Number of employees
Part three: Target Group Profile
In preparing target group profile the following information about all participants is
useful.
 Name, sex and position
 Years of experience, overall and in the current organization.
 Previous training exposure
 Education level
Part Four: Gaps identified
Here specific training needs of participants in terms of skills, knowledge and attitude
should be outlined. Other gaps which do not require trainings should be outlined
separately in the gaps identified section.
Part Five: Recommendations
This part is highly critical as the whole design of the training is determined in it. Hence;
greater caution is needed. Recommendations part of the assessment may have six
sections.
5.1. Training Title
Note that the training title originally requested by the client could be changed or
revised if need arises

5.2. Specific Topics to be Covered

Based on the gaps identified in part four, specific topics which address that
gap should be outlined and emphasis areas should be noted.

5.3. Suggested Methodology and Modalities

This section should address course content, delivery methods, facilitation
expertise, grouping of participants and duration.
5.4. Venue
Appropriate venue choice may consider:
 Availability of syndicate room
 Projection area for LCD
 Compound for games or refreshment
 Atmosphere (availability of noise and other learning deterrent sources)
5.5. Client Requirements
 Commitment for back work applications,
 Availing resources for participants,
 Monitoring and coaching requirements,
 Agreement for follow-up coaching,
5.6. Proposed Date of Deliver by the Client

6.1.2. Need Assessment Summary Report

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1. General Information about the Organization

Name of organization:
Area of Business:
Profile of nominated trainees
 Number:
 Age: 18-25 26-35 36-45 46-55 >55
 Education: Bachelor and above Diploma
 Experience in the organization: <5 yrs 5-10yrs 11-15yrs
16-20 yrs >20yrs
 Position: G. Manager Deputy Manager
Branch Manager Department Head
Division Head
1.4 Location:
1.5 No. of branches:
2. Specifics about the training asked for

2.1 Course title:

2.2 What gaps have been identified?

2.3. Duration of the Training

________________________________________________________________

2.4 What actions do you propose in order to tailor it to the specific need of the client?
a. Training Topics

b. Methodology

c. Expertise required

2.5 Venue:

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3. Any other suggestions, recommendations, etc:

Name of the TNA team members Signature

1 ________________
2. ________________

6.2. Training Programs Design Guideline

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

This guideline has been developed with the intention that EMI's training programs should
be standardized. Training programs that will be developed hereafter therefore, shall
follow this guideline.
6.2.1. Outline

Course title: ___________________________________

1. Course Outline

Introduction
Objective
General objective
Specific objectives
Content
Target Group
Methodology
Duration
Suggested Venue/place
Expected Class size (max/min)

2. Session Outline

Session Session Content Methodology Duration Training

topic objective Aids

Design Team Members:

1.________________________________________
2.________________________________________
3.________________________________________

6.2.2. Description of Outline

Note for the course design teams

Based on the course design outline, the following descriptions are provided which will be
useful while designing the courses.

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

No. Item Description (things to be included or what to do)

1 Course (Program) The detail outline (constituents) of the training program which you
outline have been assigned to design.
1.1 Introduction  Briefly indicate the rationale of the course/program
 State briefly the needs/problems that are addressed through
the program
 Show/state what are to be included in the course design.
1.2 General Objective  Clearly indicate what this course aims to address or what the
participants will be able to do after the training in a nut-shell
Example: To enable/boost the capability of/ participants to develop
a comprehensive strategic plan for their organizations based on the
results of environmental assessments and business specifics.
1.3 Specific objectives  Indicate the specific areas that the participants will
change/develop upon the completion of the training.
 Make sure the appropriateness of the objective:
 Outcome
 Standard
 Condition
Example: - Define the Vision, Mission and Values of their
organizations;
-Explain how to assess and identify
environmental factors that affect the business.
1.4 Content  Identify topics that have a clear link with the objectives;
 Point out the content that covers all the essential
tasks/topics/problems and check if it is appropriate to the
target group.
 Organize the topics in a logical order/sequence.
1.5 Methodology  Clearly state how the learning is transferred so that the
training helps participants enhance their knowledge, skills
and/or attitudes that they require and apply at their work
place.
 Include the means by which you can provide learners with
adequate feedback on their progress (this may include
during the training, right after the training and post training.)
1.6 Target group  Clearly show the level of management, profession,
educational level, gender, experience, responsibilities, etc,
where applicable, of the people to whom the course is
designed for.
1.7 Duration  Indicate the duration of the course and check its agreement
with the one shown in the annual brochure, specially, for the
open programs.
1.8 Suggested venue  Propose a generic or specific place to conduct the program
with the appropriate transfer of knowledge, skills and
attitude.
1.9 Expected class size  State the class size that is compatible with the Institute's
standard.
2 Session Outline  The designer is expected to clearly indicate the detail outline
of each session, besides those of the course.
2.1 Session topic  Indicate the topic/title of the session
2.2 Session objectives  Write session objectives that are specific, relevant to the
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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

No. Item Description (things to be included or what to do)

objective of the course; that contains outcome, standards and
conditions.
2.3 Content  Clearly indicate contents that are relevant to the session
objectives, appropriate and at the right level of detail for the
target audience;
 Make sure that they have a logical flow of contents
o Simple to complex
o Known to unknown
o Chronological order
o Prioritization
o Transition from one topic to another
2.4 Methodology  Indicate specific methodologies for the session in such a
way that repetitive methods are avoided/ reduced and
variety of learning styles are reached.
2.5 Duration  Indicate realistic time for the session taking the
methodology, questions and answers in the session and
size/level of the group.
2.6 Training aids  Identify and indicate appropriate training aids such as LCD,
reference materials, specific films/video clips, lap-tops,
cases, exercise, best practices etc.,
2.7 Evaluation techniques  Clearly show evaluation methods that are consistent with the
session's objectives;
 Make sure the appropriateness of the evaluation system:
o Reaction,
o Learning,
o Behavior,
o Outcome

6.3. Training Manual Preparation Guideline

6.3.1. Introduction

After the training design is completed and its quality is approved by the Quality
Assurance team the next step is to develop training manuals based on the design. In order
to develop quality training materials standards manual should be developed and used in

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the process of preparing training designs and training manuals. Therefore, the Institute
has developed this training manual development guideline to maintain uniformity in the
material development process.
The purpose of this standard guide is to apply common rules and features for uniform
visual style (‘look and feel’) across materials so that the production of substandard
training materials could be avoided. The following benefits are expected from the
application of this guideline.
 Serves as a guide and clear framework for training manual developers and editors;
 Contributes to consensus-building in partnership and facilities agreement on other
working methods;
 Ensures effective and efficient development of materials;
 Facilitates and ease the amount of editing work to be done;
 Creates visual consistency across modules and assists in image-building;
 Improves the quality of the final product and the learning efficiency by the users, in
particular, when they need to study a range of modules;
 Eases future adaptation, translation and customization.
The guideline contains introduction, glossary description of the material outlines and
standards to develop different training materials.

6.3.2. Glossary

Term Explanation / Definition

Case Study It is a relevant story about something unique, special, or interesting
stories which can be about individuals, organizations, processes,
programs, local or international institutions, and events.
Group Learners being taught in a common way. A small group is normally
between three and eight members, whereas a large group is usually nine
or more members.
Handout A series of reading materials specific to each training session that can be
given to trainees during the sessions in the program. Handouts are
included based on course content. Each handout is referenced in the
work book so that the facilitator knows when the handouts should be
given to trainees during the course. Some courses may not require
handout as the content can be provided through the workbook.
Knowledge Knowledge is an outcome of learning and refers to possession of
information, facts, opinions, theory, arguments, concepts, and their
interrelationship relevant to the required outcome, which an individual
can demonstrate.
Learner A person who is being taught or trained.
Learning A statement of what learners should be able to do as a result of engaging
objectives in the course. In general, it is more useful to have learning objectives
that indicate what learners will be able to do with their knowledge rather
than learning objectives that simply indicate that learners will acquire
knowledge.
Module A module is understood to be a small unit of learning, the combination
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Term Explanation / Definition

of which may comprise a programme.
Note Book This document includes the slides and the comprehensive script that the
facilitator can use to prepare and rehearse for the training.
Plenary The stage where all learners involved in an exercise or activity are
session assembled together to share their views and conclusions.
Skill The ability to perform a specific action (physical and/or mental/social),
which is usually based on a certain level of knowledge relevant to the
required outcome.
Trainer The person who is bringing the trainee (or learner) to the desired state, or
(Facilitator) standard of competence.
Training Training represents an organised, disciplined way to transfer knowledge
know-how that is required for successful performance in a job and
bringing of attitudinal change of participants. It is ongoing, adaptive
learning, not an isolated exercise.
Training Material used by instructors, facilitators, and trainees in a training
Manual environment. These materials store the information needed by the
learner to perform tasks.
Work Book This is a comprehensive material that you may provide to trainees. It is
designed to be easily readable by trainees even after the course is
delivered. Contains basic concepts, numerous diagrams, tips, and
exercises, questionnaires and so on in the form of handouts or a separate
work sheet.

6.3.3. Physical Presentation of Training Manual

3.1 Page Size
 A4 size paper
3.2 Cover page
The cover page shall include:
 The main Heading (“ Ethiopian Management Institute”)
 Sub-heading (“ Training Title”) with appropriate color contrast
chosen by the developing team
 EMI’s Logo
 Preparation date and place
In order to standardize the training manuals provided by the Institute, the development
team shall use the following format for the cover page which is available in publisher
format No. 1. The font size, type and color used are also available there.
Color Code for training titles
 Top Level Trainings –Green
 Middle Level Trainings – Blue

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 First Level Trainings and non-managerial employees – Pink

Sample cover page is exhibited next page.

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

ETHIOPIAN MANAGEMENT INSTITUTE

(Title)... Training Manual

Example:
Human Resource Management
Training Manual

Research

PLACE (eg. Addis Ababa) DATE (mm, year)

Consultancy Training

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6.3.4. Table of Contents

 Table of content exhibits various topics or questions dealt in the training
manual.
 The table of contents should be positioned first in the training manual
and the design and writing of the training module should be completed
to have clarity in the order of the write-up and activities included in the
manual.
 Appendices and references should immediately follow the table of
contents and should include the list of additional sources of information
for readers, and documents for written activities, such as self
assessments, action steps, feedback forms etc. and items referred in the
process of developing training manual. However, glossary precedes
appendices.
 The structure of table of contents can be designed to provide an
overview of the manual or expanded to give a more detailed view of the
sequence in the manual up to 3 levels based on the design.
 The table of content is acceptable to be referenced by the headings given
in the word document and inserted by the program itself (the word
editing program) after finalizing the writing up of the whole manual.

Example of an Overview Type Table of Contents

Ser
No. Contents Page
1. Introduction ………………………………………………… 1
2. Research Writing …………………………..…………………...2
3. Writing a Training Map……………………..…………………..3
4. Writing a Detailed Design……………………………..………..4
5. Writing Learning Activities …………………………………... 5
6. Writing Handouts and Training Materials …………………......6
7. Writing Video Scripts…………………………………………. 7
8. Writing Evaluations and Measurements…………………..........8
9. Supervising Writers of Training Materials……………………..9
I. Glossary
II. Appendices
III References

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Example of Detailed Table of Contents

Ser
No. Contents page
1. Introduction…………………………………………………………………… 1
2. Research Writing………………………………………………………………. 2
2.1 Ways and Means of Research…………………………………………...3
2.1.1 Taking Notes……………………………………………… ……... 4
2.1.2 Secondary Data…………………………………………………… 5
2.1.3 Primary Data…………………………..………………......….. …..6
2.2 Interview questions……………..………………………………….........7
2.2.1 Writing the Interview Questions………………………………… 8
2.2.2 During the Interview……………………………………………. 9
3. Writing a Training Map…………………………………………………….... 10
3.1 Choosing the Focus…………………………………………………….. 11
3.2 Outlines and Charts…………………………………………………..... 12
3.3 Additional Planning Steps……………………………………………. 13
3.3.1 Time Needs………………………………………………………...14
3.3.2 Resource Needs……………………………………………………15
3.3.3 People Needs ………………………………….. . . ………………16
I. Glossary
II. Appendices
III. References

Table of contents standard

 Serial number
o Font – 12
o Style – Times New Roman
o Position- Left indent
 Content
o Font – 18
o Style – Times New Roman
o Position - center
 page
o Font - 12
o Style – Times New Roman
o Position – Bottom of page
o Alignment – Right
 Content body
o Font – 12
o Style – Times New Roman
o Position – justified
 Chapter vs. Page number connector

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o Font – 12
o Type – dot
o Style – Times New Roman

6.3.5. Acronym/Abbreviation

Many accepted acronyms/abbreviations are shown in dictionaries. If there is no indication

of this sort that an abbreviation is generally understood, it is necessary to introduce it. This
is usually done by showing it in brackets the first time it is mentioned.
Examples:
1. Trade Union and Labor Relations Act (TULRA)
2. Crude Oil Washing (COW)
3. North Atlantic Treaty Organization (NATO)
 Style - Times New Roman
 Font size - 14
 Position: Before table of content

6.3.6. Glossary

The following sample format should be used to explain key terms used in the training
manual:

Term Explanation *
Demonstration Show learners the best way to undertake a task or develop a skill by
illustrating how it is done by actual performance. Normally a
technique used as part of a longer instruction session. As with
instruction, the facilitator normally asks the learners to repeat the
process and practice the skill under supervision.
Evaluation Evaluation is a time-bound and periodic exercise that seeks to
provide credible and useful information to answer specific questions
to guide decision making by staff, managers and policy makers.

 Style - Times New Roman

 Font size - 14
 Position - End of the manual (before appendices)
 The shading used for the table heading shall be Gray-10%
3.3 Introduction
The introduction part mainly includes:
 Short description of the training;
 The need/problem analysis result or the context;
 Target groups/beneficiaries;
 How the course is structured.

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6.3.7. Objectives

Here, the general and specific objectives are described in brief for the course. When
writing specific objectives of the course it shall be written in bulleted format (Use “ ”
bullet format).
6.3.8. Main body

In this guide we are referring to development of a training manual which is going to be

used as participants' guide. As a facilitator, when you write a training manual you need to
combine your knowledge of competencies, content, learning objectives, instructional
techniques and learning activities into a completed document. In writing the training
manual consider the following key elements as the main part of the body.

a) Overview
If you are writing training manuals that have more than one session it is useful to give the
participants an overview of the whole unit of work. This provides the key concepts and
allows you to gain interest of the participants starting from the beginning.
b) Introducing symbols/icons
Usage of symbols or icons in the training manuals development is very important for
participants to flexibly be aware of what to do and when they are going to do it. Use the
following icons and indicate their meanings.

Icon/Symbol* What it Refers to? Description

Important notes Important notes for the participants to keep in
ⓘ mind
 Handouts Important documents, for the participant, which
might be in the form of case study, checklists,
concepts/models, action plan sheets, etc.)
 Exercises/Activities Group or individual exercises/activities which
might be done in the class or outdoor or at the
work place
Definitions Definition of key words in each topic will be
∆ provided as part of the basic concepts
 Examples Examples relevant to the topic are provided

 Summary Important learning points from each topic

 References Sources of information used in the training

material and further readings that can be helpful
for the learner during or after the training.
*: the icons/symbols are all of font size 26, Bold & times new Roman type taken from MS
word symbols

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Furthermore, the training manual developer may apply other symbols which are related to
the specific training.
c) Contents and Topics
In the training manual each session starts with the “basic concepts and topics". It also
includes exercises/activities and handouts with a specific identification number.

Example: Basic Concepts and Topics

If you are writing on session 2 of your training manual you shall start by
writing, first, the topic which is going to be covered in that session as exhibited
below.

2. BPR

2.1 Basic Concepts and Content

2.1.1 Contents

o What is BPR?
o Why BPR?
o Common mistakes in BPR implementation
o Managing resistance in BPR implementation

2.1.2 Basic Concepts

2.2 Exercises

2.2.1 Developing business case;

2.2.2 Creating flowcharts;

2.2.3 Designing TO- BE processes;

2.3 Handouts

2.3.1 BPR models;

You can use different types of exercises based on the type of the training; but they should
contain the following main elements as contents: purpose, time, material, procedures, and
Discussion Questions.

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Example: Exercises/Activities

 Exercise 2.2.2 Creating flowcharts

Purpose: To familiarize participants with basic process symbols.

Materials: Handout no. 2.3.3

Time: 1:00 - 1:30 hours

Procedure:

1) Form a team of 5-7 members;

2) Ask participants to read the handout;
3) Ask participants to discuss and draw a flow chart for a
selected "As-Is" process;
4) Bring the groups together and ask them to report back to the
larger group and discuss.
Discussion Questions:

In developing a training manual, you can use different types of handouts which are easily
distributed for your trainees and make the training session at ease. Your handout might
contain concepts/models, case study, examples, assessment questions/checklists, action
plan sheets, etc. However, the basic content of the handout might vary according to its title.

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Example: Handouts

 Handout 2.3.3 Basic Process Symbols

SymbolDescription

Activity

Decision

And

Or

Document

d) Pictures, Diagrams/Charts, Figures, Boxes/Tables

As the old adage says ‘A picture is worth 1,000 words’. They can also be very useful in
creating context for what is being presented and for assisting learners to anchor the
learning. Graphics improve the comprehension of underlying principles and maintain a
viewer's interest. Modern software packages (e.g. Word, Excel, Power point) enable us to
quickly produce graphics, such as bar and pie charts, and detailed diagrams. Photographic
images, ‘clip Art’ files or drawings can also be easily imported into the manual.
These things should be put in the manual in a way that they are not subject to different
interpretations and should be easily understood by different audience. The color
combination used in putting these things should be of contrasting and should not be
dimmed or invisible while printing in a black and white format.
e) Session/Content Summary
It is necessary to put a summary at the end of each session. This provides a form of closure
for the information that you have been giving. It is also an excellent opportunity to go over
the main points one more time.
f) General Standards for Formats and Layout of the
Manual (Presenting Your Material)

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6.3.9. Formats

 Session Heading/Main Heading (e.g.: Introduction)

o Font size – 18
o Style – Times New Romans, Bold Capital
o Position – Top, left
 Topic
o Font size – 16
o Style – Times New Romans, Bold
o Position – Top, left
 Sub topic
o Font size – 14
o Style – Times New Romans, Bold
o Position – Top, left
 Main body text
o Font size – 12
o Font style – Times New Romans
o Body style – Full block (justified)
o Line spacing – Multiple (at least 1.15)
o Paragraph spacing – Double space
 Page layout
o Header
 Logo – left position
 Training title – right position
 Font size – 10
 Font style – Times New Romans, Upper Case, Italic
o Footer
 Session/Content
 Font size – 8
 Position – right
 Page number
 Font size – 10
 Position Center
 Margin
o Top – 1 inch
o Bottom – 1 inch
o Left – 1.25 inch
o Right – 1.25 inch

 Tables
o Layout – Landscape for large tables (those with out-of-margin
size), Portrait for small tables
o Table number
 Font size – 12, bold

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 Position – above the table, left

o Heading
 Font size – 12
 Position – right after table number
 Font style – Times New Roman, italic

6.3.10. Numbering Headings

1. FIRST SESSION HEADING

1.1 First Topic of First Session Heading
1.1.1 First Sub-topic of First Topic
1.1.2 Second Sub-topic of First Topic
1.2 Second Topic of First session Heading
1.2.1 First Sub-topic of Second Topic
1.2.2 Second Sub-topic of Second Topic
2. SECOND SESSION HEADING
2.1 …..
2.1.1 …
2.1.2 …
2.1.3 …
2.1.4
I. Bullet Points

Bullet points and similar markings can be used to distinguish the separate issues. Using
different types of bullets for different area of issues is advisable.

II. Symbols
It is advisable to use symbols which have achieved general acceptance.
Example:
1. ( ) in a financial report indicate deficit figure.
2. [ ] indicate detail that has been inserted in to a quotation to indicate a
phrase popped in for clarity.

III. Quotation
Only quote directly as much as is necessary:
1. To show the original writer’s precise indentations (as a reference).
2. To show the writer’s precise wording.
What marks to use?
There are two types: double quotes “ ” as the primary (or outside) quotation marks and
single quotes ‘ ’as the secondary (or internal) marks for quotes inside the original quotation
and vice versa, single quotes as primary and double quotes as secondary. If parts of a

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

quotation are left out, dots replace the omitted passage. Among various conventions is one
where:
1. …three dots represent less than a sentence,
2. …... dots represent a complete sentence or more.

6.3.11. General Guideline in Writing the Manual

Choosing Your Word, DO’s and DON’Ts and So on

 Topics or steps can be sequenced in various ways depending on your
content. Some of these ways are:
o Order of job performance/steps in a procedure
o Simple to complex
o Cause to effect
o Order of importance

 Use consistent headings and sub headings.

 Use the same colors, fonts and spacing throughout. This aids the user in
navigating through the materials.
 Add header with chapter or lesson titles and footer with pagination.
 Use italics for instructions to the trainees.
 Sidebars work well for any material that is not a part of the actual
instructional content. They also work well for instructor's information if
you are creating an instructor’s version of the material..
 Keep paragraphs on the small side - three to five sentences are good.
 Write in the active voice.
 Keep your audience in mind and use language that is appropriate to the
expected skill and knowledge level.
 Add support elements. Add the graphics, exercises, activities,
assessments and user instructions as needed at appropriate points.
 Level enough space around graphics to make them clear.
 Add titles for these items.
Checklist
You can use this simple checklist to make sure that you have included all relevant
information and presented your material clearly.
Purpose
 Have you made your purpose clear?
 Do you have a good understanding of your readers’ needs?
 Have you remembered to keep your readers in mind at all times?
Information
 Have you included all the main points?
 Are all your main ideas supported by evidence?
 Is the information absolutely relevant to the purpose of the report?
Accuracy
 Have you checked the spelling, grammar and punctuation?
 If you have included figures, do they add up?

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

 Are all your references correct?

 Have you listed all your information sources in the References section?
 Are your abbreviations consistent?

Images
 Are graphs, diagrams, photographs and any other visual materials clear?
 Have they been referenced (if they need to be)
Format and presentation
 Is the manual well structured and easy to follow?
 Is it easy to find relevant information?
 Are headings and numbers clear and consistent?
 Do all the important sections have enough space?
 Does it look appealing?
 Does the layout highlight important points?
Language
 Have you used a clear, easy to read language?
 Will the readers understand it?
 Are there any unnecessary words or phrases that could be removed?
 Is there repetition – if so, is this necessary or can it be removed?
 Does the tone fit the purpose?
6.3.12. References

It is important to include a reference with your materials, particularly if you have referred
to other sources of information. Even if you have not directly quoted from other
publications, people are often interested in your sources of inspiration and ideas.
Information in the reference should, where appropriate, include relevant websites, videos
and journals in addition to books. References can be included for the whole material or for
each contents of the material. As a general standard, the Institute’s manuals use the
American Psychological Association (APA) style in putting references.
 Annex One: Checklist for training manual development teams
Course material development teams are encouraged to use this checklist.
 I am familiar with the design of the course material
 I have reviewed information that is available on the training needs (this may be a
formal Training Needs Analysis) and determined how this relates to the course I am
about to write or modify.
 I know the target group who will use the course materials.
 I understand adult learning principles and learning styles and use these to enhance
the effectiveness of the course materials I write.
 I am conversant with the competency standard (e.g. I have unpacked the
competency) and can directly relate this to what learners need to know in order to
demonstrate competence against their industry standards
 I have an appropriate level of subject matter expertise (or ready access to this) and
the associated theory.

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

 I have prepared an outline for the materials I am about to write. Topics have been
determined by an analysis of the competency, the training needs and the intended
audience.
 I have selected and sequenced an appropriate range of learning activities or
methods, for inclusion in the materials I am writing. This is based on the learning
objectives, the learners, adult learning principles, learning styles and so on.
 My writing reflects the wide diversity of target groups.
 I have considered Language, Literacy and Numeracy needs.
 My material includes the use of flowcharts, tables, lists, graphics, charts and
models to help learners organize information.
 I use bold type and large font to draw attention to vital information.
 I regularly seek feedback on what I have written

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

6.4.Training Report Guideline

6.4.1. Introduction

Standardizing EMI’s training programs is very essential to ensure consistent and common
way of working as an organization. With this in mind the following guideline has been
developed for attaining and maintaining the standard of training reports for tailor made
trainings.

Continuous learning emanates when previous learning points are recorded and
communicated. With this effort learning points from one to another can be transferred and
facilitate intra-organizational learning. Moreover training being an investment investors
need return. Of course, return is realized when the investment is well planned and
implemented.

The purpose of this standard guide is to apply common rules and features for uniform
visual style and presentation of training reports that provide sufficient and concrete
information to the sponsors.

6.4.2. Visual Presentation

a) Page Size

The page size should be A4.

b) Font Type and Size

Heading 1

 Font type – Times New Roman

 Font Size - 14

 Font Style – Bold

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

Heading 2

 Font type – Times New Roman

 Font Size - 13

 Font Style – Bold Italic

Body

 Font type – Times New Roman

 Font Size - 12

 Font Style – Regular

c) General Alignment

Heading 1 – left aligned

Heading 2- left aligned with single indentation

Body- Justified

d) Paragraph Spacing

Spacing - Auto

Line Spacing – 1.5

e) Header and Footer

Header

 Logo of the Institute on the right

Footer

 Page number on the left side

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

 Report title on right side

6.4.3. Content of the Report

a) Cover Page

As per the standard presented on the training manual cover page.

b) Introduction

This part should state the name of the organization, training title, duration, date
class size and venue. It should be a maximum of three paragraphs.

c) Objective of the Training

The objective of the training from the training design is written.

d) Trainers Involved

Names of the consultants who delivered the training should be stated

alphabetically. In a bulleted way.

e) Methodologies Employed

The training delivery methodology applied during the training should be stated.

f) Topics Covered

Main topics of the training should be presented in bulleted form with their
logical flow, the flow used when the training were delivered.

g) Open Feedback from Participants

Summary of feedback from the daily evaluation and end of training

participants’ reflection should be presented. If any challenge was mentioned

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

during the training evaluation and if it was solved, the issue with its solution
should be stated. If not the way forward should be stated.

h) Action Plan For Back work Application (optional)

In case a back work application is there for follow up an action plan should be
prepared. The action plan should be prepared as follows:

No Activities to be Date Performer Remark

performed

i) Summary of Performance Evaluation

This could be copy pasted when the directors finalize summarizing the
performance evaluation filled out at the end of the training.

j) Recommendation

ANNEX

 Copy of the training program

 Copy of attendance sheet

 Training material (if requested by the client)

6.5.Slide Design Standards Guideline

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

ETHIOPIAN MANAGEMENT INSTITUTE 1

Course Title

To
Name of the client organization
( for TMT only)
month xx, 20xx
Place

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TRAINING POLICIES, PROCEDURES AND GUIDELINES

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

Note: the font of the text may be greater than the indicated size depending on the size of
the training hall and number of participants (if more than 25 participants).

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TRAINING POLICIES, PROCEDURES AND GUIDELINES

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TRAINING POLICIES, PROCEDURES AND GUIDELINES

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TRAINING POLICIES, PROCEDURES AND GUIDELINES

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TRAINING POLICIES, PROCEDURES AND GUIDELINES

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

6.6. Follow-up of Training Evaluation and Development Guideline

In order to ensure the quality of training delivery, it is crucial to develop a

development plan for the Institute’s consultants before assigning him/her to a
training program. If an associate member is to be used, he/she has to be recruited
very carefully based on the manual prepared for the purpose. This guideline is
meant to enable the concerned management team to apply while assigning
facilitators for a certain training program and follow up the training evaluation.

 Management Development Directorate, in collaboration with HRD Process,

shall facilitate training on training-of-trainers for the Institute’s consultants.

 Newly recruited consultants should be allowed to gain experiences by

attending at least one training program delivered by senior
facilitators/consultants.

 The average training evaluation results given by the participants should be

at least 80% for senior consultants and principal consultants and 75% for
other lower level consultants.

 If the results of two training programs are less than 80% for a senior
consultant or principal consultant and less than 75% for other lower level
consultants a development plan such as coaching or training should be
planned for him/her.

 Once the consultant gets the development opportunity it is ensured that

he/she has improved his/her capacity, he/she can be assigned to deliver the
same kind of training.

 If the evaluation result is still less than the minimum set above, he/she will
not be assigned to deliver any training and the Institute should assign
him/her to other tasks.

 For associate members, if the evaluation given by the participants is less

than 80%, then the member shall not be called again.

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6.7.Trainers Code of Conduct

EMI Trainers, both internal and associate, shall meet the following requirements.

 Punctuality
 Presentable dressing
 Use session guide
 Respect trainees and their ideas
 Update self and materials
 Loyal, in every aspect, to rules and regulations

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ANNEX

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Annex I. Training Program for Two Days

Ethiopian Management Institute

Tel- 0116-45 41 42, 0116-45 35 94. Fax 0116-45 36 11. Email [email protected]
www.emi.edu.et

Training title
Date
Venue
Day one
viii. Topic
ix. Facilitator
Day two
x. Topic
xi. Facilitator

Note: the appearance of the program is shown in annex III.

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Annex II. Training Program for Three Days

Ethiopian Management Institute

Tel- 0116-45 41 42, 0116-45 35 94. Fax 0116-45 36 11. Email [email protected]
www.emi.edu.et

Training title
Date
Venue
Day one
i. Topic
ii. Facilitator
Day two
i. Topic
ii. Facilitator
Day three
i. Topic
ii. Facilitator

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

Annex III. Training program for Five Days

Day Day Day Day Day
Day/Time
Date Date Date Date Date

Session Session Title Session Title Session Title Session Title

10:00
8:30–

Title
Facilitator/s Facilitator/s Facilitator/s Facilitator/s
Facilitato
r/s
Morning
10:00–

10:30

B r e a k
10:30–

12:00
12:00–

2:00

L u n c h
2:00–

3:30
Afternoon

3:30
–

B r e a k

Training Title:
4:0
0–

Date:

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

Annex IV. Training program for Ten Days

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

PBX: - 0116-45 36 00

or

0116-45 36 05/09

Tel :- 0116-45 41 42

0116-45 35 94

Fax :- 0116-45 36 11

E-mail [email protected]

Web site - www.emi.edu.et

‘THANK YOU’ Training Title:

Date:

Venue:
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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

Day Day Day Day Day

Day/ Day Day Day Day Day
Day/
Date Date Date Date Date
Date Date Date Date Date
Time
Time 8:30–10:00
8:30–10:00

Session Title Session Title Session Title Session Title Session Title
Session Title Session Title Session Title Session Title Session Title
Facilitator/s Facilitator/s Facilitator/s Facilitator/s Facilitator/s
Facilitator/s Facilitator/s Facilitator/s Facilitator/s Facilitator/s
Morning
Morning
10:00–
10:00–

B r e a k
B r e a k
10:30–
10:30–
12:00–2:00
12:00–2:00

L u n c h
L u n c h
2:00–3:30
2:00–3:30
Afternoon
Afternoon
3:30–
3:30–

B r e a k
B r e a k
4:00–
4:00–

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

Annex V. Attendance Record

ETHIOPIAN MANAGEMENT INSTITUTE
PARTICIPANTS’ ATTENDANCE RECORD
TRAINING TITLE __________________________________ DATE: _______________________________
Please put your signature on the space provided.

NO. NAME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

AM PM AM PM AM PM AM PM AM PM

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

Annex VI. Participants Name Recording List for Certificate

በ›=ƒÄåÁ Y^ ›S^` ›=”e+ƒ¿ƒ
¾}Xqò‹ eU ´`´` Teð]Á pê
የስልጠናው ርዕስ___________
ቀን______________________
* ¾}dqò¨< S<K< eU
eM¡
}.l u›T`— ˆ”ÓK=´— ¾LŸ¨< S/u?ƒ eU ¾Ÿóà S/u?ƒ eU **›É^h ኢ-ሜይል
¾Y^ SÅw lØ`

1.

2.

3.

4.

5.

6.

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

* ¾}dqò¨< S<K< eU eM¡

}.l ¾LŸ¨< S/u?ƒ eU ¾Ÿóà S/u?ƒ eU
**›É^h ኢ-ሜይል
u›T`— ˆ”ÓK=´— ¾Y^ SÅw lØ`
7.

8.

9.

10.

11.

* eV‡ u}‰K SÖ” uUQé[ nM /Abbreviation/ Séõ ¾Kv†¨<U::

** ›É^h ¾T>K¨< Y` u›Ç=e ›uv ¨ÃU u¡MM ÁK S/u?ƒ SJ’<” ¾T>ÖlU ’¨<:

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

78
Annex VII. Training Hall Informing Format

TRAINING POLICIES, PROCEDURES AND GUIDELINES

DATE:
Room No:

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

Annex VIII. Training Evaluation Form

ETHIOPIAN MANAGEMENT INSTITUTE

Training Evaluation Form
Date: __________________________
Course Title: ______________________________________________________

Dear Participants:
We thank you very much for your precious time to fill this form,
We will appreciate if you fill this form in a responsive and transparent manner since the points you
provide will improve our training to a greater extent,
Please put a “” mark.

I. Training Evaluation

1. To what extent do you think the training meet the learning objectives?  Low Satisfactory  High  Very
High
2. If your answer to question “1” is “low” or “satisfactory”, provide us your reasons
_______________________________________________________________________________________
_________________________________________________________________________________
3. How do you rate trainees’ participation?  Low  Satisfactory  High  Very High
4. Do you think the time allotted for the training is sufficient? Low Satisfactory  High  Very High
5. To what extent do you think the training has helped in building the capacity of the trainees?
 Low  Satisfactory  High  Very High

6. To what extent do you think the training materials helped the trainees?
 Low  Satisfactory  High  Very High

7. If you have any other comments, please mention in the space provided ___________________
____________________________________________________________________________
____________________________________________________________________________
II. Facilitators Evaluation
Instruction: Please put your evaluation as 1 = Low; 2 = Satisfactory; 3 = High and 4 = Very High.
N Name of Knowledge Facilitator’s Ability to consider Ability to use Ability to use
o. Facilitators of the skill/ability National best practices exercises in the
subject (4) legislations, and examples training and make
matter policies, strategies, (6) participants

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

and plans in the

participate
(4) training
(4)
(7)
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

Training Evaluation Form (Amharic Version)

¾›=ƒÄåÁ Y^ ›S^` ›=”e+ƒ¿ƒ

¾YMÖ“ SÑUÑT>Á pî
k”:-

¾YMÖ“¨< `°e:-

¨<É WM×™‹:-

 ÃI” pî KSS<Lƒ Ñ>²?Á‹G<” eKc׋G<” upÉT>Á እ“ScÓ“K”'

 u²=I pî Là ¾Uታcõ\ƒ ’Øw YMÖ“¨<” KThhM Ÿõ}— ›e}ªî* eLK¨< uvKu?ƒ’ƒ“

uÓMî’ƒ wƒVK<M” UYÒ“‹” ¾Lk ’¨<'

 ÃI” UM¡ƒ “” uSÖkU ÃS<K<'

I. ¾YMÖ“ ÓUÑT

1. ሥልጠናው የተቀመጡትን ዓላማዎች ከማሳካት አንፃር ያለዎት አስተያየት;

 ´p}—  ›ØÒu=  Ÿõ}— u×U Ÿõ}—

2. ለተራ ቁጥር 1 የሰጡት መልስ ዝቅተኛ ወይም አጥጋቢ ከሆነ ምክንያቶቹን ቢገልፁልን;

3. የሠልጣኞችን ተሳትፎ እንዴት ይገልፁታል;

 ´p}—  ›ØÒu=  Ÿõ}— u×U Ÿõ}—

4. ለሥልጠናው የተሰጠው ጊዜ በቂ ነው ይላሉ? › ›ÃÅKU

5. ሥልጠናው የሠልጣኙን አቅም ለመገንባት ያለው አጋዥነት እንዴት ይገመግሙታል?

 ´p}—  ›ØÒu=  Ÿõ}— u×U Ÿõ}—

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

6. የሥልጠና ፅሁፍ ለሠልጣኙ የማገዝ ደረጃ  ´p}—  ›ØÒu=  Ÿõ}— u×U Ÿõ}—

7. ተጨማሪ አስተያየት ካለዎት ቢያክሉ<:-

II. ¾›WM×™‹ ÓUÑT

የነጥብ አሰጣጥ መግለጫ፡- 1፡ ዝቅተኛ 2፡ አጥጋቢ 3፡ ከፍተኛ 4፡ በጣም ከፍተኛ
YMÖ“”
Ÿ›Ñ]~ uYMÖ“¨<
QÑA‹' H>Ń
ueMÖ“ `°e ¾TcMÖ” }V¡`‹” “
SMSÍ‹
} Là ÁK¨< ‹KA (¡IKAƒ) þK=c=‹፣ UX ሌ‹”
¾SÖkU“
.l ¾›WM×™‹ eU °¨<kƒ eƒ^ቴ Í=‹“ ¾SkÖU
WM×—‹”
. pÊ‹ Ò` ‹KA
¾Td}õ
¾TÁÁ´ ‹KA
‹KA
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

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Annex IX. Training Design Evaluation Checklist

Please review the attached design, and then check as many descriptors, below, as you believe apply. Please use the
back of the form for more specific feedback and suggestions. Check the question mark (?) when you believe you
lack the information necessary to evaluate that particular characteristic.

Course Title: __________________________________________________

Design Team members: 1. ______________________ 2. __________________
3. ______________________ 4. __________________

No. Characteristics Yes* No ?/Remark

0 Title
Is the course title clearly stated?
1 Course outline
1.1 Introduction
Is the need/problem that is going to be addressed through the course
clearly stated?
1.2 1.2.1 General Objective
a) Is the general objective of the course stated?
b) Is the general objective clearly stated?
c) Is the general objective relevant in addressing the need analysis result?
1.2.2 Specific Objectives
a) Are the specific objectives of the course stated?
b) Are the specific objectives clearly stated?
c) Are the specific objectives relevant and linked with the
general objective?
1.3 Content/Session
a) Is there a clear link between the contents and specific
objectives
b) Is the training design organized in a logical sequence?
c) Is the training design comprehensive: covering all essential
tasks/topics/problems associated with this topic?
d) Is the content appropriate to the target group?
e) Does the training content include practical exercises, cases,
etc?
1.4 Target Group
Does the design address specific target groups? (Level of management,
profession, level of knowledge and skill, gender, experience, current
responsibilities...)
1.5 Methodology
a) Does the training design incorporate a variety of methodologies?
b) Is the training design relevant and meaningful: focusing on skills,
knowledge, or behaviors that the trainees need on the job?
c) Does it provide learners with adequate feedback on their progress?
1.6 Duration
a) Is the duration adequate with the objective and course content?
b) Have it considered the target group?
1.7 Suggested venue

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No. Characteristics Yes* No ?/Remark

Is it appropriate for the transfer of knowledge, attitude and skill?
1.8 Expected class size
Is it compatible with the standard set by the Institute?
1.9 Course Evaluation Techniques
Are the evaluation techniques consistent with the training objectives?
2 Session outline
2.1 Session/Content
Is the session/content stated?
2.2 Session objectives
a) Are the session objectives stated?
b) Are the session objectives clearly stated?
c) Are the session objectives relevant and linked with the specific objective?
d) Does the session objective contain
i. Outcome?
ii. Standards?
iii. Conditions?
2.3 Session topics
a) Are they relevant to the session objectives?
b) Is each topic appropriate and at the right level of detail for the target
audience?
c) Have they a logical flow of topics:
i. Simple to complex?
ii. Known to unknown?
iii. Chronological order?
iv. Prioritization?
d) Is there a transition from one piece of topic to another explaining how the
two are related?
2.4 Methodology
a) Are specific methodologies mentioned for each topic?
b) Does the training design avoided repetitive training methods?
c) Does the design consider methods that reach a variety of learning styles?
2.5 Duration
a) Is the time realistic for topic areas/activities?
b) Does it relate to the methodology stated?
c) Does it include time to answer questions in each section?
d) Are time estimates realistic based on the size of the group?
2.6. Training Aids
a) Are appropriate training aids stated?
b) Have considerations of special needs in training aids been taken?
c) Are reference materials indicated for any complex or new content areas?
2.7 Session Evaluation Techniques
a) Is the training design consistent with itself: evaluation methods match
stated session objectives?
b) Have appropriate evaluation system encompassed
i. Reaction?
ii. Learning?
iii. Behavior?
iv. Outcome?

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

No. Characteristics Yes* No ?/Remark

*: the training design presented to the reviewer should fulfill all of the characteristics i.e. 100% (no marks as “No” in the
checklist). If there are remarks or any missing information in the design the reviewers should describe in a separate space
as indicated below this table.
Summary of Evaluation:

_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________________________________________
_______________

Review Team Members (Name date and Signature):

Name Date Signature

i. _____________ ________________ _____________
ii. _____________ ________________ _____________
iii. _____________ ________________ _____________
iv. _____________ ________________ _____________

Proposed discussion date with the design team: ______________________________

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Annex X. Training Manual Evaluation Checklist

This checklist is designed to evaluate all the training manuals which are developed in Management
Development Directorate whether they are up to the standard set in the training material development guide
document or not. Furthermore, the evaluating team is required to edit the manual and see its appropriateness in
terms of subject matter.
Training Manual Title to be reviewed: _______________________

Name of Training Manual development team members:

1. ______________________________
2. ______________________________
3. ______________________________
4. _______________________________

No. Characteristics Yes No ?/Remark

1. Format
1.1 Is the material consistent throughout (Headings, tabs, font types,
graphics, labels, etc)? (please refer to the guideline)
1.2 Is it clean and uncluttered?
2. Organization
2.1 Are the sessions/contents, topics and sub-topics well-organized?
2.2 Is it organized as indicated in the guideline for training manual
development? (Cover page, Acronyms, Table of content, Symbols,
Introduction, Main body, References and Annexes,)
2.3 Are exercises, handouts, graphs, diagrams, photographs and any other
visual materials clearly presented with their specific numbering and
symbols?
3. Focus
3.1 Is it practically applicable and does it address the desired need of
trainees?
3.2 Does it consider different target groups?
3.3 Does it clearly show the “How to” at each topic of the training?
3.4 Is the manual consistent with the design in every aspect?
3.5 Does the manual address all aspects of the subject matter?
4. Style
4.1 Is it direct and to the point according to the design?
4.2 Are the topics appropriately sequenced?
4.3 Is the manual easy to read and understand?
4.4 Is the manual free of errors in terms of application of language
(appropriate wording, sentence construction, etc) ?
: The training manual presented to the reviewer should fulfill all of the characteristics i.e. 100% (there
should be no marks as “No” in the checklist). If there are remarks or any missing information in the
training manual the reviewers should describe in a separate piece of paper.

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Summary of Evaluation:

__________________________________________________________________________________________
_____________________

Evaluating Team Members (Name, Date and Signature):

1. Name ____________ Date _________________ Signature ______

2. Name ____________ Date _________________ Signature ______
3. Name ____________ Date _________________ Signature ______

Proposed date to contact the design and development team: _____________________

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Annex XI. Payment Requisition for Associate Trainers

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 TRAINING POLICIES, PROCEDURES AND GUIDELINES

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Annex XII. Proposal for Tailor-made Training Service – Format

Tailor-made training service may, at times, require the Institute to write a proposal for the service
delivery. In order for the team assigned to handle the service to follow a standard way of preparing the
proposal, this guiding format has been developed and documented.

1. Introduction - which introduces the assignment indicating how it has been started, the major
problems sensed by the client, etc.

2. Profile of the client organization – indicating what products it produces or services it provides,
number of employees it currently has, the current organizational structure, etc.
3. Profile of the Institute – which consists of the description of past experiences which, specially, are
related to the current assignment, number of employees (both professional as well as support staff),
location, service portfolio, etc.
4. Roles of the client – which may, depending on the nature of the service, include information
provision both verbally and in a written form, providing necessary facilities, active involvement in
the implementation and evaluation, etc.
5. Technical – which may include the description of the training, its rationale (logical framework),
purpose, scope, methodology, duration, planned time of the service provision, expected results,
evaluation (output, outcome/impact assessment) techniques, etc.
6. Profile and level of facilitators – the name and short description of each staff (C.V.’s should be
attached).
7. Financial – this includes the costs of the training service as per the Institute’s cost breakdowns for
training; and terms of payment. Depending on the client’s requirement, it can be presented separately
or together with the other components (namely, technical proposal).

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