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Purpose: This wiki page outlines the key points to cover when gathering training requirements from a client (college/corporate) before designing and delivering a Japanese language training program.
1. Objective of the Course #
Understand the client’s objective for conducting the course. Clients are sometimes unaware of what they actually need, in that case, explain the available course types and ask which one fits their needs.
Common objectives:
- Only JLPT certification (some colleges/corporates require certification training to support placements or promotions)
- JLPT certification + Practical Japanese
2. Number of Students / Expected Number of Batches #
Get the student count upfront. Colleges sometimes have specific requirements for dividing students into batches (based on availability, department, etc.).
Clarify:
- Who is responsible for final student selection (filtration), if needed?
- Is it acceptable to add a few students later?
- What happens if students drop out? How many dropouts are acceptable?
- What is the college’s suggested min./max. student count? What does AtoJ Hirameki prefer?
- How many batches will be formed?
3. Educational Background of the Students #
If placement is the end goal, students’ educational background becomes critical. Check the following:
- What academic stream is the student from?
- Is the student pursuing a bachelor’s or master’s degree?
- What is their specialization?
- Has the student already learned Japanese (in college or independently)?
4. Presence of Any Other Japanese Teacher on Campus #
Helps avoid conflicts of interest or inconsistent teaching approaches. If an on-campus Japanese teacher exists, get in touch with them and check:
- Basic details of the teacher
- Contact details of the teacher
- Content covered by the teacher
- Purpose/objective of their classes
- Their stance toward the AtoJ Hirameki training program
5. Facilities Provided by the College #
Important for offline/hybrid/on-campus online training. Check the college’s infrastructure:
- Availability and quality of classrooms
- Availability of facilities: projector, speaker, white/blackboard, seating arrangement
- For on-campus online classes: internet access, space for students with laptops, proctors
6. Expected Way of Reporting #
A monthly report is typically shared via email with colleges. Confirm:
- Expected frequency of report sharing
- Expected mode of report sharing
- Expected format of the report
7. Expected Course Outcome #
Linked to the course objective — discuss in advance what outcomes the college expects:
- Number of expected placements
- Timeline for placements
- Expected level of fluency
8. Schedule and Holidays #
Addressed at a later stage, once the above points are approved:
- Check students’ free time slots
- If timings clash with college lectures, is the college willing to prioritize our training?
- College holidays
- College exam periods
Source: Training Requirement Gathering Manual (internal reference document)