Planning an Income Oriented Short Training Course

8/20/2019 Planning an Income Oriented Short Training Course

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De ve lo p a t ra ining p lan

Training provider series: Planning an incomeoriented short training course

© Copyright EOSDP 2006

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

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Introd uction 3

Planning an income oriented short training course 5

W hy d o I need a training p lan? 6

H ow d o I develop a training plan? 7

Step 1. W rite a course title 8

Step 2. Select a trainer 11

Step 3. W rite a learning outcome 13Step 4 . W rite a session plan 16

Step 5. W rite a training timetable 23

Step 6 . D etermine total resource needs 25

Step 7. Calculate total resource cost 29

Conclusion 34

A ssessment checklist 35

A ppendix A : Session plan for the jam making course 38

A ppendix B: Blank session plan 4 5

A ppendix C: Training timetable 52

A ppendix D : Blank training timetable 55

A ppendix E: Resource list for the jam making course 58

A ppendix F: Blank resource list 6 0

Contents

Develop a training plan2


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Develop a training plan 3

Introduct ion

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

• training providers• community leaders• NGOs• church groups

•individuals with some trainingexperience.

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Learning o utcom e

The learning outcome for this module is as follows:

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

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


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

are shown below. Developing a training plan is the second step in this process.

5

Planning an income oriented short training course

Develop a training plan


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6

A training plan helps you to:

• organise the training course

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


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

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8 Develop a training plan

Write a co urse tit le

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

Example

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

Making mango jamto improve your income

U se this checklist when writing a course title.

Good examples of course t i t lesSewing a meri blouse to earn an income

Baking bread to make a profit

Growing cabbages for the local market

Making jamto increase your income

Bad examples of course t i t les

Aids awareness (not income earning)

Basic carpentry (too general, not consistent with income earning idea and hard to market)

Cabbage gardening (too general and hard to market)

Basic marketing (too general, not consistent with income earning idea and hard to market)

1

Step 1: Write a course title

Course title checklist

The course title is specific

The course title is marketable

The course title is consistent with the identified income learning idea


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Activity

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


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Se lect a t raine r

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

What is a good trainer l ike?

The following checklist has been designed to rate potential trainers. Give each person aratingfrom1-5. This is only a guide and should be adapted to suit each course.

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

Step 2: Select a trainer

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Activity

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


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13

Write a learning o utco m e

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

Example

For the course titleMaking mango jamto improve your income,the learning outcome might be:

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

U se this checklist when writing a learning outcome.

Go od examp les of learn ing outcom es

Course title: Sewing a meri blouse to earn an income Learning outcome: At the end of the course trainees should be able to sew a meri blouse for sale at the market using a manual sewing machine.

Course title: Chopping firewood for the local community

Learning outcome: At the end of the course trainees should be able to chop firewood for household use with hand tools.

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

Step 3: Write a learning outcome

3

Learning outcome checklist

The learning outcome has a verb

The learning outcome is measurable

The learning outcome is consistent with the course title



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Bad exam p les of learning outco m es

Course title: Making mango jamto improve your income Learning outcome: At the end of the course trainees should be able to know the basic steps to make mango jam.

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

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


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15/64


U se the checklist to help you.


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Activity

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


16/64


Write a session plan

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

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

H ow d o I write a session plan? Follow these steps:

a) List tasks

b) List steps for each task

c) Write instructions for quality and safety

d) List training resources needed for each task

e) Allocate times for training each task.

a) List tasks

The learning outcome states what trainees must be able to do as a result of the training. Toorganise the training list the tasks that must be done to achieve the learning outcome. An

income oriented short training course would normally have no more then five tasks.Example

Learning outcom e:

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

Tasks:

1. Sterilise the jars2. Prepare the ingredients

3. Cook the fruit mixture

4. Package and label the fruit

5. Sell the jam.

Step 4: Write a session plan

4


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U se this checklist when listing tasks for your training course.

Bad examples of tasks:

1. J amrecipes

2. Basic book keeping

3. The history of jam

These are bad examples because they:

• do not contain a verb

• are not measurable

• are not necessary to achieve the learning outcome.

Learning outcom e:


Task checklist

Tasks must include a verb

Tasks are measurable Tasks are necessary to achieve the learning outcome

Tasks are listed in a logical order

Tasks

1.

2.

3.

4.5.

Activity

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


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

Example

Learning outcom e:

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

U se this checklist when writing the steps for each task.

For a complete list of steps for each task in the jammaking course refer to the session planinA p p e n d i x A at the end of these notes.


Tasks

1. Sterilise the jars

Steps

1.1Select jars

1.2Wash the jars and lids

1.3Put the clean jars and the lids on arack in apot with clean water

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

1.5Stand sterilised jars on a drying rack to air dry

Step checklist

Steps begin with a verb

Steps are measurable

Stepsare necessary to complete the task

Stepsare listed in a logical order

Activity

Turn to the session plan format inA p p e n d i x B and write in the tasks.

Activity

Turn to the session plan format inA p p e n d ix B at the end of these notesand write in the steps for each task.


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c) Write instructio ns fo r q uality and safe ty

When training someone to do something you must instruct themhow to:

• performthe tasks safely

• produce good quality

Example

Tasks Steps Q uality Safety

1. Sterilise 1.1Select jars Jars must be glass Be careful of cuts fromthe jars Use recycled jars as this broken glass

reduces the cost

Inspect the jars carefullyIf jars are cracked orchipped the jamwillspoil

1.2Wash the jarsand lids

1.3Put the clean jars

and the lids on arack in a pot withclean water

1.4Put pot on the Boil jars for 10 minutes Be careful of burnsstove and bring fromhot waterhe water to aboil

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




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For complete instructions for quality and safety for each task in the jammaking course referto the session plan inA p p e n d i x A at the end of these notes.

d) List training resources needed for each task

W hat training materials d o I need to list? Training materials include those items you needto run the training including:

• raw materials

• equipment• tools

• learning materials such as a work book or handouts

• stationery items such as chalk, whiteboard pens, pins for pin board

• whiteboards, chalkboards, charts, posters, overhead projector.

For a complete list of resources for each task in the jammaking course refer to the session

plan inA p p e n d i x A at the end of these notes.

Activity

Turn to the session plan format inA p p e n d ix B at the end of these notes

and write instructions for quality and safety for each task.

Activity

Turn to the session plan format inA p p e n d ix B at the end of these notesand write in the resources needed for each task.


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e) Allocate t ime for training each task

H ow d o I know how much time to allocate? Remember you are working out how muchtime you need to teach someone these tasks. When you are training you need to allowtime:

• to demonstrate to the trainees how to do want you want themto do

• for the trainees to practice what you are teaching them.

ExampleIn the mango jammaking course time has been allocated for:

• Thetrainer to demonstrate to the trainees how to

1. sterilise the jars

2. prepare the ingredients

3. cook the fruit mixture

4. package and label the fruit• Thetrainees to practice doing each of these things.


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.

.


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For a completed session plan for the jammaking course with allocated times for each taskrefer to the example inA p p e nd i x A at the end of these notes.


Activity

Turn to the session plan format inA p p e n d ix B at the end of these notes

and allocate times for each task.


23/64


Write a t raining t im e tab le

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

Follow these steps:

a) Decide which day of the week the training course should start.

b) Decide what time of the day training should start and finish.

c) Add in times for breaks such as lunch, and morning and afternoon tea.

d) Add an introduction into each day’s program.

e) Transfer the steps you plan to cover fromsession plan for each day of training usingthe times allocated to each fromyour session plan.

f) Add a conclusion at the end of each day’s program.

What is an introduction and conclusion?

Introduct ion

Begin each day of training with an introduction. As a guide you should allow about 15

minutes for an introduction. In your introduction you should:

• outline what you are going to be doing during the training

• tell the trainees the learning outcome

• provide motivation to trainees to learn.

Step 5: Write a training timetable

5

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24/64


Conclusion

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

• summarise the main points covered during the training

• remind trainees of the learning outcomes

• give trainees some feedback.

• tell the trainees what training is next.

Example

Refer to A p p e nd i x C for an example of a training timetable for the jammaking course.

Step 5: Write a training timetable

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.

Activity

Refer to the blank training timetable in A p p e n d i x D and complete atraining timetable for your training course.


25/64


Determine total resource needs

You have already listed raw materials, equipment, tools and learningmaterials on your session plan. To complete the resource list you will needto consider the following and add themto the resource list.

• raw materials

• equipment

• tools

• learning materials

• marketing

• professional staff (trainer)

• transport and travelling

• training venue

• refreshments.

Market ing

Some examples of marketing expenses are:

• marketing materials such as brochures or flyers• toksave

• contacting people in your network.

Step 6: Determine total resource needs

6


26/64


Professional staff

Professional staff expenses include:

• wages of trainers

• wages of assistant trainers and administration staff.

Transp o rt an d travelling

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

• vehicles hire

• fuel

• bus fares



27/64


Training venue

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

• Electricity

• Fuel

• Water

• Firewood.



28/64


29/64

Calculat e to ta l re so urce co sts

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

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

b) Write the quantity required for each resource.

c) Add in the cost per unit.

d) Multiply the cost per unit by the quantity required to calculate the total cost of eachresource.

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

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


Step 7: Calculate total resource costs

7

R

O U

E

E

S

S

CR


30/64



Title of training course: M aking mango jam to improve your income

Training course duration: 7.5 hours

N umber of participants: 15

Total resource cost

Expense item

1. M arketing

A4 flyer

2. Professional staff

Trainer

3. Transport and travelling

4. Raw materialsMangos

Sugar

Water

Lemons

5. EquipmentWood stove

Pots

J ars with lids

Cutting boards

Measure cups

Q uantityrequired

20

1

80 Mangos

16 Pkts

20 lemons

8

16

80

8

3

Unit Cost

50t

Total

Set fee

Total

Total

1K

K5

Nil

50t

Total

Nil

Nil

Nil

Nil

Nil

Total

Total budget expenseper expense item

K10

K10

K30

K30

Nil

N il

K80

K50

Nil

K15

K145

Nil

Nil

Nil

Nil

Nil

N il


31/64


Expense item

6. Tools

Wooden spoons

TongsKnives

7. Learning materials

Workbooks

8. Training venueVenue hire

Firewood

Electricity

9. Refreshments

Morning tea

Total resource cost

Q uantityrequired

15

515

16

14 bundles

10 units

Unit Cost

Nil

NilNil

Total

Nil

Total

K5

K 1

Total

Set catering costTotal


Nil

NilNil

N il

Nil

N il

K70

K10

K80

K30K30

K295

Activity

Complete the table below to calculate the total cost for the course you

are working on.



32/64



Title of training course:

Training course duration:

N umber of participants:

Total resource cost

Expense item

1. M arketing

2. Professional staff

3. Transport and travelling

4. Raw materials

5. Equipment

Q uantityrequired

Unit Cost

Total

Total

Total

Total



33/64



Expense item

6. Tools

7. Learning materials

8. Training venue

9. Refreshments

Total resource costs

Q uantityrequired

Unit Cost

Total

Total

Total

Total

Total



34/64


The training plan is a document that records all of the details you need to run a successfultraining course. The process of putting the plan together will help you to think about all of

the essential details of the training that need to be organised to ensure the training courseachieves the results you expect. Having a record like this makes it much easier to run futuretraining courses because much of the planning is already done.

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

Conclusion

Conclusion

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

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


35/64


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

Assessment criteria for developing a training plan1. The course title

Is specific

Is marketable

Is consistent with the identified income earning idea

2 . The trainer

The selection of trainer for the course was based on appropriateselection criteria

The selection criteria is documented

Results of the selection process are documented

3. The learning outcome

Includes a verb

Is measurable

Is consistent with the course titl.

4 a. The session plan includes tasks

The tasks begin with a verb

The tasks are measurable

The tasks are necessary to achieve the learning outcome

The tasks are listed in a logical order

4 b. The session plan includes step s for each task

The steps begin with a verb

The steps are measurable

The steps are necessary to complete the task

The steps are listed in a logical order

Assessment checklist

A sse ssm e nt che ck list


36/64


Assessment criteria for a training plan

4c. Q uality and safety

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

4 d . Training resources

The session plan includes resource requirements for each task

4e. Timing

The session plan has time allocated to each task

Allocated times allow for the trainer to demonstrate the task and for

trainees to practice5. Training timetable

The timetable lists tasks to be covered on each day of training

Time allocated to tasks consistent with the session plan

The timetable includes a 15 minute introduction at the start of each dayof training

The timetable includes a 15 minute conclusion at the end of each day of training

6 . Total resource needs

Training resources required for each day’s training are consistent with thesession plan

Additional resources required to support training are listed including:

MarketingProfessional staff

Transport and travelling

Training venue

Refreshments



37/64


7. Total resource costs

The exact quantity of each resource is listed in the required format

The cost per unit for each resource is listed in the required format

The cost for each resource is calculated in the required format

Total resource costs for the training course are calculated in the requiredformat



38/64


Appendix A: Session plan

A p p

e n d i x

A : S e s s i o

n

p l a n

f o r j a m

m

a k i n g

c o u r s e

S e s s i o n

p l a n

C o u r s e

t i t l e : M

a k i n g

m

a n g o

j a m

t o

i m

p r o v e

y o u r i n c o m

e

L e a r n i n g

o u t c o m

e : A t t h e

e n d

o f t h e

c o u r s e

y o u

s h o u l d

b e

a b l e

t o

m

a k e

m

a n g o

j a m

t o

s e l l a t t h e

l o c a l m

a r k e t

T i m e

T a s k s

S t e p s

Q

u a l i t y

S a f e t y

T o o l s

, r a w

m a t e r i a

l s ,

T e a c h i n g

M

i n u t e s

e q u i p m e n t , l e a r n i n

g

m e t h o d s

m a t e r i a l s

6 0 m i n s

1 . S t e r i l i s e

1 . 1 S e l e c t j a r s .

J a r s m u s t b e g l a s s .

U s e r e c y c l e d j a r s

C u t s

f r o m

G l a s s j a r s w i t h l i d s .

D e m o n s t r a t i o n

t h e j a r s .

a s t h i s r e d u c e s t h e c o s t .

b r o k e n g l a s s

a n d p r a c t i c e .

1 . 2 W a s h t h e

j a r s a n d l i d s . I n s p e c t t h e j a r s c a r e f u l l y . I

f j a r s a r e

B u r n s f r o m

C l e a n w a t e r

c r a c k e d o r c h i p p e d t h e j a m w i l l s p o i l .

h o t w

a t e r

( f o r w a s h i n g j a r s ) .

1 . 3 P u t t h e c l e

a n j a r s a n d

L a r g e p o t

t h e l i d s o n

a r a c k i n a

( f o r s t e r i l i z i n g j a r s ) .

p o t w i t h c l e a n w a t e r .

1 . 4 P u t p o t o n t h e s t o v e

B o i l j a r s f o r 1 0 m

i n u t e s .

W i r e r a c k ( t o p u t o

n

a n d b r i n g

t h e w a t e r t o

t h e b o t t o m o f l a r g e p o t ) .

a b o i l .

1 . 5 S t a n d s t e r i l i s e d j a r s o n a W a s h h a n d s b e f o r e h a n d l i n g s t e r i l i s e d

K i t c h e n t o w e l s ( f o r

d r y i n g r a c k t o a i r d r y .

j a r s .

d r y i n g j a r s ) .


39/64



S e s s i o n

p l a n

T i m e

T a s k s

S t e p s

Q

u a l i t y

S a f e t y

T o o l s

, r a w

m a t e r i a

l s ,

T e a c h i n g

M

i n u t e s


g

m e t h o d s

m a t e r i a l s

7 5 m i n s

2 . P r e p a r e

2 . 1 S e l e c t f r u i t .

C h o o s e h i g h q u a l i t y f r u i t . I f y o u u s e

W e a r p r o t e c t i v e

M a n g o e s ( a m o u n t


t h e

o v e r r i p e o r p o o r q u a l i t y f r u i t , t h e ,

c l o t h i n g ( a

p r o n , h a i r d e p e n d s o n q u a n t i t y


i n g r e d i e n t s .

e n t i r e b a t c h c a n b e

r u i n e d .

n e t , r u b b e

r g l o v e s ) . o f f i n i s h e d p r o d u c t )

I f n o r u b b e r g l o v e s

U s e r a t i o 5 : 6 : 1 .

a r e a v a i l a b

l e , w a s h

F o r 5 c u p s m a n g o p

u l p ,

h a n d s b e f o r e a n d

a d d 6 c u p s o f s u g a r ,

a f t e r f o o d

h a n d l i n g . a n d t h e j u i c e o f 1 l e m o n .

2 . 2 W a s h f r u i t .

W a s h f r u i t i n c l e a n w a t e r . I

f t h e

F a l l s ( w e t ,

B a s k e t o r o t h e r

w a t e r i s n o t c l e a n ,

y o u w i l l h a v e t o

s l i p p e r y f l o o r ) .

c o n t a i n e r . K n i f e ,

f i n d s o m e w a y t o p u r i f y i t .

c l e a n , c o l d w a t e r ,

N e v e r w a s h m a n g o e s i n h o t w a t e r

b o w l o r c o l a n d e r ,

H o t w a t e r m a k e s m a n g o e s g o s o f t

k i t c h e n t o w e l .

t o o s o o n .

2 . 3 P e e l a n d s

l i c e f r u i t .

M a k e s u r e t h e p i e c e s a r e t h e s a m e s i z e . C u t s f r o m

u s i n g

S h a r p k n i f e .

R e m o v e a l l s t o n e s , s e e d s , a n d p i t s . P u t k n i v e s .

B o w l .

t h e f r u i t i n a c l e a n b

o w l . U s e w o o d e n ,

C u t t i n g s u r f a c e .

c l a y , p

l a s t i c , s

t a i n l e s s s t e e l , o r e n a m e l l e d

b o w l s a n d u t e n s i l s o

n l y . C o p p e r , b r a s s ,

o r i r o n b o w l s w i l l r e a c t w i t h t h e c i t r i c

a c i d i n t h e f r u i t a n d

s p o i l t h e j a m .


40/64



S e s s i o n

p l a n

T i m e

T a s k s

S t e p s

Q

u a l i t y

S a f e t y

T o o l s

, r a w

m a t e r i a

l s ,

T e a c h i n g

M

i n u t e s


g

m e t h o d s

m a t e r i a l s

2 . 4 C r u s h f r u i t .

C r u s h t h e f r u i t p i e c e s w i t h a c l e a n

B r u i s e s ( f r o m

m a s h e r ( m o r t a r a n d

p e s t l e ) o r f r u i t

i m p r o p e r u s e

p r e s s .

o f p e s t l e ) .

2 . 5 A d d s u g a r , l e m o n s S u g a r h e l p s p r e s e r v e t h e j a m f o r a l o n g

B o w l .

a n d p e c t i n .

t i m e . T h e a m o u n t o f s u g a r w i l l d e p e n d

M e a s u r i n g c u p s .

o n t h e s w e e t n e s s o f t h e f r u i t .

S t o r a g e c o n t a i n e r ( f o r

Y o u c a n e x t r a c t p e c t i n f r o m t h e p e e l s

s u g a r ) .

o f t h e m a n g o e s : j u s t b o i l t h e p e e l s i n

L e m o n .

w a t e r . T

h e s t i c k y p e

c t i n w i l l f l o a t t o t h e

M a n g o p e e l s ( i f m a

k i n g

t o p o f t h e w a t e r .

p e c t i n – o p t i o n a l s t e p ) .

T h i s s h o u l d b e d o n e a h e a d o f t i m e .

M e a s u r i n g s p o o n s .

T o a v o i d p o s s i b l e c o n t a m i n a t i o n a n d

L a r g e w o o d e n s p o o n .

f o o d p o i s o n i n g , k e e

p w o r k a r e a

( f o r s t i r r i n g i n g r e d i e n t s ) .

a b s o l u t e l y c l e a n .


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S e s s i o n

p l a n

T i m e

T a s k s

S t e p s

Q

u a l i t y

S a f e t y

T o o l s

, r a w

m a t e r i a

l s ,

T e a c h i n g

M

i n u t e s


g

m e t h o d s

m a t e r i a l s

1 2 0

3 . C o o k

3 . 1 B r i n g t h e f r u i t

S t a r t t o c o o k t h e j a m

a s s o o n a s t h e

R i s k o f b u r n s .

L a r g e p o t .


m i n s

t h e f r u i t

t o t h e b o i l .

f r u i t h a s b e e n w a s h e d , s

t o n e d , a n d c u t W e a r p r o t e c t i v e n e t , F r u i t m i x t u r e .


m i x t u r e .

u p . I

t i s n o t g o o d t o

p r e p a r e t h e f r u i t

c l o t h i n g ( a

p r o n , h a i r W o o d e n s p o o n w i t h

a n d l e a v e i t u n t i l y o u c o m e b a c k f r o m

r u b b e r g l o

v e s ) .

l o n g h a n d l e ( f o r s t i r r i n g

t h e f i e l d . T

h e f r u i t w

i l l l o s e i t s g o o d


m i x t u r e ) .

c o l o u r a n d f l a v o u r . B o i l t o c o n c e n t r a t e

a r e a v a i l a b

l e , w a s h

K i t c h e n t o w e l .

t h e s u g a r t o t h e r i g h t l e v e l .

y o u r h a n d s f o r a t

S t o v e ( w o o d , g a s ,

l e a s t 3 0 s e c o n d s .

e l e c t r i c , c h a r c o a l ) .

3 . 2 S t i r m i x t u r e .

S t i r t h e m i x t u r e c o n s t a n t l y s o i t d o e s

T a b l e s p o o n o r l a d l e

n o t b u r n . T h i s i s i m p o r t a n t b e c a u s e

( f o r t e s t i n g c o n s i s t e n c y

j a m s b u r n e a s i l y i f y o u d o n ’ t k e e p

a n d t a s t e ) .

s t i r r i n g .

E x t r a s u g a r a n d l e m o n

( f o r c o r r e c t i n g t a s t e ) .

3 . 3 T e s t t h e m

i x t u r e .

T h e j a m i s r e a d y w h e n i t i s t h i c k e n o u g h

b y t a k i n g s p o o n f u l a n d l e a v i n g i t t o c o o l .

I f t h e s u r f a c e o f a t h e j a m w r i n k l e s w h e n

y o u p u s h i t w i t h a f i n g e r , t h e j a m i s

r e a d y . I f i t s n o t t h i c k

e n o u g h , l e a v e i t

t o c o o k a l i t t l e l o n g e r .

3 . 4 R e m o v e t h

e

A f t e r h e a t i n g y o u m a y w a n t t o d o a

m i x t u r e f r o m

t a s t e t e s t t o m a k e s u r e t h e j a m h a s a

t h e h e a t .

g o o d f l a v o u r .


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S e s s i o n

p l a n

T i m e

T a s k s

S t e p s

Q

u a l i t y

S a f e t y

T o o l s

, r a w

m a t e r i a

l s ,

T e a c h i n g

M

i n u t e s


g

m e t h o d s

m a t e r i a l s

6 0 m i n s

4 . P a c k a g e

4 . 1 P u t j a m i n t o j a m

U s e a f u n n e l t o p o u

r t h e h o t j a m i n t o

W e a r p r o t e c t i v e n e t , G l a s s j a r s w i t h l i d s .


a n d l a b e l

j a r s .

t h e h o t v e r y c o n t a i n e r s u n t i l t h e y a r e

c l o t h i n g ( a p r o n , h a i r L a b e l s .


t h e j a r s .

f u l l . F i l l i n g t h e j a r s t o

t h e t o p k e e p s t h e

r u b b e r g l o

v e s ) .

G l u e .

a i r o u t . K e e p i n g t h e

a i r o u t w i l l m a k e


S c i s s o r s .

t h e j a m k e e p a l o n g t i m e .

a r e a v a i l a b

l e , w a s h

F a b r i c .

y o u r h a n d s f o r a t

l e a s t 3 0 s e c o n d s

b e f o r e a n d a f t e r

f o o d h a n d

l i n g .

4 . 2 S e a l t h e j a

r s .

M a k e s u r e t h a t t h e l i d s o n y o u r j a r s a r e R i s k o f b u r n s f r o m

R u b b e r b a n d s .

s e a l e d p r o p e r l y . I f a n y a i r g e t s i n t o t h e

h o t j a m a n

d c o o k i n g S e a l i n g ( p a r a f f i n ) w

a x .

j a r , t h e j a m w i l l s p o i l q u i c k l y . U s e o n l y u t e n s i l s .

n e w s c r e w o r p u s h - o n l i d s , o r p a r a f f i n

w a x t o s e a l t h e j a r s .

L e t t h e j a r s c o o l

d o w n .

4 . 3 L a b e l t h e j a r s .

L a b e l s h e l p t o i d e n t i f y a n d d e c o r a t e

t h e c o n t a i n e r s . D e c o r a t i v e l a b e l s o r a

c i r c l e o f b r i g h t f a b r i c t i e d o v e r t h e l i d

c a n a t t r a c t c u s t o m e r s .

4 . 4 S t o r e t h e j a m .

S t o r e t h e j a r s i n a c o o l , d a r k , w e l l -

v e n t i l a t e d p l a c e . T h e j a m w i l l k e e p

f o r m a n y m o n t h s .


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S e s s i o n

p l a n

T i m e

T a s k s

S t e p s

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Planning an Income Oriented Short Training Course