Use of Portfolio and Project Management Software Tool

Running head: TRAINING PLAN 1


Training Plan

Training Plan
Use of Portfolio and Project Management Software Tool
Project managers necessitate effective procedures and software’s in planning, monitoring and reporting projects. On the other hand, directors require the same procedures in overseeing the unit’s projects (Booth, 2011). This training will be focused on the use of portfolio and project administration software. By the end of this two hours session, the learners will be able to effectively use Portfolio and management software.
Training Scope – Training Goals
A program of training will be developed in providing the appropriate level that is required for the users range from employees to project manager’s experts. The methods of training will thus vary depending on the kind of user that is project managers, portfolio administrators, directors and members of the team. Training will be offered for project management and portfolio software Tool.
Training Context
Training will be offered in an organization hall which will offer a favorable working environment. The hall will contain training materials mainly computers which will be installed with project management and portfolio software’s tools for the trainees to use. This will involve twenty computers for the same number of users and sharing will not be encouraged as this might reduce the efficiency of learning.
Learning Theory
I will be utilizing the goal orientation and need theories in this training because they are associated with the attempt of developing the ability or the general competence of accomplishing a task. Goal orientation theory denotes to the priority of learners on the performance of the task and how it generally compares to others (Walker, 2013). On the other hand the need theory assists in explaining the value that is placed by an individual on specific implications (Walker, 2013). The term need in the theory is a shortage that an individual experiences at a particular point in life. This theory will be utilized in the training because a need is effective in motivating the conduct of an individual in satisfying the shortage which in this case is the use of PPM software tool.
Teaching and learning are a different phenomenon which is directly associated (London, 2011). As a trainer, I am expected to pose strong teaching characteristics to impact learning positively. The characteristics that as an educator I need to demonstrate include being learners centered, objective and collaborative. Adult learners are motivated by the devotion of energy in learning something to the degree to which they perceive as helpful to performing tasks or solving issues. Therefore an effective training and the training educator should fully be capable of accounting and understanding this thus relating the training needs materials and skills to the trainees need to achieve efficiency (Wang, 2011). Being objective as a trainer helps in setting settings to what is expected from the trainees. The objectivity and gals must be in relation to the direct skills that the trainees necessitate. These goals must be mentioned before the start of the session to increase efficiency. Active centering on learners will help me in building better relationships with the trainees for active involvement for all (Saks, Haccoun, Belcourt, & Belcourt, 2010). Collaboration is essential in training a learning success as is acts as a form of motivation to the trainees.
Trainer Roles
As the trainee, I will incorporate the following roles in training that is Expert Role, Planner Role, Instructor Role, and Facilitator Role.
I opted for the expert role because being professional is the best way of increasing learning success during training. This role will help in creating better relation and rust will the trainees as they will view me as a professional. In addition expert role is the most accurate role that I know of as a new educator as I have continuously been involved with the development and use of management software’s and application.
For the Planner role, I selected this area because in order to achieve any success in a particular project there must be a good plan for it. Planning will thus help in developing of objectives for me as an educator as well as for the trainees. Training is part of managing and I selected to a role in order to set directions for the session. I selected the Instructor role because I am best at offering guidelines as I have done this for several years. Lastly, the facilitator role was selected to help in achieving the stated training objectives.
The learners are from two different birth generations and this is bound to create challenges based on perception and needs differences (Lindsay, & University of Wyoming, 2006). First, the objectives of the learners might differ due to the generation difference. The second issue is that the degree of acquiring concepts will be higher in one generation as compared to the other. For this, I will ensure that the two generations are taught using different strategies that suit their needs as well as understanding.
Establishing Inclusion
In this strategy, I choose clarity as this will help in developing better relation and quick understanding of learning concepts. Through clarity, learners will be able to understand the major themes, what is required and how this can be achieved.
Developing Attitude
I choose educational abilities as this will help learners in understanding the training objectives as well as the whole training thus increasing learning efficiency.
Enhancing Meaning
In the context of the strategy of meaning enhancement, I choose goals. Through the set of goals, learners will be able to strive in order to achieve them in relation to their learning needs.
Engendering Competence
I choose competence and self-confidence because this will help the learners in gaining opportunities and grounds of developing their particular skills.
As an educator, I anticipate that I will face different issues in training adult learners. The major issues that I might face are, winning unwilling learners and high expectations. This is because the trainees are from professional grounds and therefore high competence from me as an educator will be a challenge. In addition, it is difficult to win over individuals and particularly adults who are not willing to learn (Russell & Russell, 2009).

Booth, C. (2011). Reflective teaching, effective learning: Instructional literacy for library educators. Chicago: American Library Association.
Lindsay, J. E., & University of Wyoming. (2006). Theories of intelligence, goal orientation, and self-efficacy: Examining vulnerability to depression in Native American children and adolescents. Laramie, Wyo: University of Wyoming.
London, M. (2011). The Oxford handbook of lifelong learning. Oxford: Oxford University Press.
Russell, L., & Russell, J. (2009). ASTD’s ultimate performance management: Training to transform performance reviews into performance partnerships. Alexandria, Virginia: ASTD Press.
Saks, A. M., Haccoun, R. R., Belcourt, M., & Belcourt, M. (2010). Managing performance through training and development. Toronto: Nelson Education.
Walker, R. J. (2013). 12 characteristics of an effective teacher. Morrisville, NC: Lulu Publishing.
Wang, V. C. X. (2011). Encyclopedia of information communication technologies and adult education integration. Hershey PA: Information Science Reference.

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