Training Checklist Template - University of New Mexico
Training Event Checklist
• Target Audience is identified:____________________________________
• Assessment of Target Audience is completed and reviewed.
• Need/Purpose for training is clear:_______________________________
• Title of training is agreed upon:__________________________________
• Outcomes/Objectives are identified and agreed upon:
• ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________
• Costs have been projected, itemized, and approved.
CEU (Cont inuing Education Units) fees:
Equipment:
Marketing:
Materials/Supplies (books, worksheets, chart paper, markers, etc.)
Printing:
Refreshments/Meals:
Rent:
Speaker Fees:
Special Accommodations:
Travel:
Other:
• Dates and Times agreed upon with principal participants/organizations,
desired speakers and facility
(check for possible scheduling conflicts such as holidays,
vacations, established meet ing times, etc . )
• Agenda created with topics and time allocations
• Speakers and trainers identified and confirmed. Collect necessary
documentation from these individuals
(i.e., resumes, short biographies, tax
ID# applicable licenses or certifications, presentation outlines, etc.),
give them
necessary forms for documentation and payment
(i.e., travel vouchers,
applications payment processes, etc.)
and receive specific instructions
regarding room set-up/furnishings and equipment/supplies/personal
needs
Handout #3
Author: Beverly A. Larzelere, University of New Mexico 2005
Supporting Diverse Customers to Employment Success Project, Community Support Alliance at the Center for Development and Disability,
University of New Me xico. Funded by the Employm e nt and Training Administration of the US Department of Labor
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