Conduct or Facilitate user Training User Manual

Ginchi Tvet College

INFORMATION SHEET
Hardware and networking Service
Level- III

Learning Guide #5
Unit of Competence: Conduct or Facilitate user Training

Module Title: Conducting or Facilitate user Training

LG Code:-ICT HNS3 M08 0519

TTLM Code: EOS icthns3 TTLM08 0519

Learning outcomes:
At the end of the module the learner will be able to:

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 Plan ICT training system

 Identify IT system training needs
 Implement training change
 Monitor and review implementation
 Prepare and deliver training on use of modified system
Module contents:
1. Plan ICT Training system
1.1. Planning IT training
1.2. Evaluating IT training
1.3 Identifying those who will take training
2. Identifying Training needs
2.1. Determining IT training bench mark
2.2. Identify needs
2.3. Assessing proposed training
2.4. Over viewing of multimedia tools
3. Implement training change
3.1. Allocating resource for training
3.2. Giving training
4. Monitor and Review Implementation
4.1. Submitting performance results to higher office
4.2. Monitoring and reviewing implementation

LO1: Plan ICT Training system

Introduction

What is training?
Training refers to teaching and learning activities carried out with the intention of helping an
individual to acquire and apply knowledge, skills, abilities and attitudes needed to affect a desired
change.
Training may not necessarily be carried out as a formally organized program. Whenever a supervisor
instructs a junior staff, gives directions, or discusses procedures, s/he is training. Thus, training may

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be conscious or unconscious, but all training contributes to improvement of a person’s knowledge and
skills.

Uses of training
Training can reduce or eliminate the gap between actual performance and an organization’s needs. It
does so by changing the behavior of individuals, by giving them the knowledge, skills, or attitudes
that they need to perform to the required standard. Changing behavior then is the function of training
Lack of practical skills, lack of experience in the field, inadequate knowledge, or improper attitudes
can hinder an organization’s operation. Training can solve a variety of problems which may affect the
performance of individuals in an organization.
Training can help an individual:
· Improve his/her knowledge and skills
· Improve his/her interpersonal communication skills
· Develop new skills or knowledge in specific area
· Improve quality of service delivery
· Satisfy the community being served, and in return be satisfied by results
· Meet the desired level of performance
Training
Training includes both directed training and workplace training.
Directed training can be delivered inside or outside the workplace. It consists of planned and
structured training which is insulated from immediate operational job pressures.
Workplace Training one the other hand is planned and structured training carried out under normal
operational job pressures.

1.1. Planning IT training

In designing any training intervention, it is assumed that pre-program planning namely: identification
of training needs, rationale and cost implications have been considered and agreed. The next stage in
systematic training is to prepare a Training Specification.
What is a Training Plan?
1. A training plan is a framework which shows the general structure of training content designed
to meet specified objectives.
2. The Training plan is a detailed statement of the items to be addressed when designing any
block of training.
3. The Training plan takes into account such items as training aim, objectives, approach,
equipment/materials to be used, etc
Preparing a Training Plan is a process of determining the content and sequence of training in order to
provide direction to the learning and map against which trainee progress can be gauged at any point
in time.
Training Plan – The Benefits
The plan is a practical working document to be used by all those involved in developing,
implementing, monitoring and funding training program
 As an aid to developing training program,
 As an aid to implementing training organization of training programmers’, it provides a
current recorded of course characteristics which

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< facilitates efficient and effective organization of training program

< ensures continuity i.e. that training program are independent of
Designer/instructor.
< provides details of resources for related courses.
 As an aid to monitoring training program, it provides a standard format
< to review program
< assure consistency
< assist validation processes.
 As an aid to funding training program, it
< contains information required by funding agencies
< assists in purchasing and utilization of resources
< provides comparison of program performance in different locations
Training Title
< The training title should
 clearly identify the program/course/module/unit
 be specific to the training content
 be included on all written materials produced for the training.
Training Aim
< The rationale for the training i.e. the reasons why the training program has been designed should be
stated.
< A broad general statement should be included describing the proposed program and what it is
expected to achieve. It should clearly indicate expected outcomes of the training in terms of trainee
opportunities.
Program Objectives
< should clearly specify the expected performance to be demonstrated by the trainee at the end of the
overall training period.
< should reflect aim of program; cover all the proposed skill, knowledge and attitudinal aspects of the
training.
< should be realistic, measurable and unambiguous.

Whereas objectives have three parts (activity, conditions and standards), for the purpose of
producing a Training Specification only a statement of the activity required i.e. what the trainee will
be able to do on completion of training in terms of knowledge, practical and personal skills to be
demonstrated.
Outline Training Plan
< should illustrate by means of a diagram
 the titles of the modules of training
 their sequence of delivery
 the balance of time (in days/weeks) allocated to direct and workplace training in each module
as relevant
Training Duration
< should indicate the total time allocated to the training in terms of hours per week and number of
weeks. The duration of all main elements including workplace training and directed training, as
appropriate, and the assessment time should be clearly shown.
Training Approach

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< should clearly identify for directed and workplace training, as appropriate how the learning will be
managed on the training program the main training methods instructional techniques, any special
media and audio visual materials to be used.

Training Facilities
< should list capital equipment, non-capital tools and equipment, and consumables required location
specifications for directed and workplace training, as appropriate, to include workshop and / or
classroom requirements special facilities appropriate to the particular training

Steps In preparing Training

STEP 1: ESTABLISHING A NEEDS ANALYSIS.
This step identifies activities to justify an investment for training. The techniques necessary for the
data collection are surveys, observations, interviews, and customer comment cards. Several examples
of an analysis outlining specific training needs are customer dissatisfaction, low morale, low
productivity, and high turnover.

The objective in establishing needs analysis is to find out the answers to the following questions:

- "Why" is training needed?

- "What" type of training is needed?
- "When" is the training needed?
- "Where" is the training needed?
- "Who" needs the training? and "Who" will conduct the training?
- "How" will the training be performed?

By determining training needs, an organization can decide what specific knowledge, skills, and
attitudes are needed to improve the employee's performance in accordance with the company's
standards.

The needs analysis is the starting point for all training. The primary objective of all training is to
improve individual and organizational performance. Establishing a needs analysis is, and should
always be the first step of the training process.

STEP 2: DEVELOPING TRAINING PROGRAMS AND MANUALS.

This step establishes the development of current job descriptions and standards and procedures. Job
descriptions should be clear and concise and may serve as a major training tool for the identification
of guidelines. Once the job description is completed, a complete list of standards and procedures
should be established from each responsibility outlined in the job description. This will standardize
the necessary guidelines for any future training.

STEP 3: DELIVER THE TRAINING PROGRAM.

This step is responsible for the instruction and delivery of the training program. Once you have
designated your trainers, the training technique must be decided. One-on-one training, on-the-job
training, group training, seminars, and workshops are the most popular methods.

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Before presenting a training session, make sure you have a thorough understanding of the following
characteristics of an effective trainer. The trainer should have:

- A desire to teach the subject being taught.

- A working knowledge of the subject being taught.
- An ability to motivate participants to "want" to learn.
- A good sense of humor.
- A dynamic appearance and good posture.
- A strong passion for their topic.
- A strong compassion towards their participants.
- Appropriate audio/visual equipment to enhance the training session.

For a training program to be successful, the trainer should be conscious of several essential elements,
including a controlled environment, good planning, the use of various training methods, good
communication skills, and trainee participation.

STEP 4: EVALUATE THE TRAINING PROGRAM.

This step will determine how effective and profitable your training program has been. Methods for
evaluation are pre-and post- surveys of customer comments cards, the establishment of a cost/benefit
analysis outlining your expenses and returns, and an increase in customer satisfaction and profits.

The reason for an evaluation system is simple. The evaluation of training programs is without a doubt
the most important step in the training process. It is this step that will indicate the effectiveness of
both the training as well as the trainer.

There are several obvious benefits for evaluating a training program. First, evaluations will provide
feedback on the trainer's performance, allowing them to improve themselves for future programs.
Second, evaluations will indicate its cost-effectiveness. Third, evaluations are an efficient way to
determine the overall effectiveness of the training program for the employees as well as the
organization.

The importance of the evaluation process after the training is critical. Without it, the trainer does not
have a true indication of the effectiveness of the training. Consider this information the next time you
need to evaluate your training program. You will be amazed with the results.

The need for training your employees has never been greater. As business and industry continues to
grow, more jobs will become created and available. Customer demands, employee morale, employee
productivity, and employee turnover as well as the current economic realities of a highly competitive
workforce are just some of the reasons for establishing and implementing training in an organization.
To be successful, all training must receive support from the top management as well as from the
middle and supervisory levels of management. It is a team effort and must implement by all members
of the organization to be fully successful.

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1.2. Evaluating IT training

What is evaluation?
Evaluation is the process of gathering information and assessing the value of a given program
against established goals and objectives. Evaluation includes a range of value judgments
about training, including trainees’ responses to the programme and the effect that the training
effort has had on the individuals and organization performance.

Why is it important to evaluate training?

The purpose of evaluation is to determine whether the goals and objectives of a training
have been achieved and address the gaps identified during the training needs assessment.

What should be evaluated?

Evaluation is an integral part of the needs assessment, design, development and

implementation phases of training. Each activity in the management of a training process
needs to be evaluated.

The evaluation of a training program should focus on:

1. The trainers
2. The trainees
3. The training objectives
4. The training/ instructional materials
5. The training methods
6. The timing and sequencing of topics
7. The venue for the training activity
8. The physical facilities and training equipment
9. The administrative arrangements

Who needs the results of a training evaluation and why?

Evaluating training is not an individual activity, but instead, it is a joint venture, in which
individuals and organizations with different capacities participate in different aspects. Each of
these parties can benefit from the results of a training evaluation:
1. The trainee needs feedback about his achievement.
2. The trainer needs feedback on how well he has achieved the training
objectives.
3. The organizations are eager to know what their people learned from the training
(knowledge and skills), and how much this new knowledge will improve performance.

Perspective on Evaluating Training

Evaluation is often looked at from four different levels (the "Kirkpatrick levels") listed below. Note
that the farther down the list, the more valid the evaluation.

1. Reaction - What does the learner feel about the training?

2. Learning - What facts, knowledge, etc., did the learner gain?

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3. Behaviors - What skills did the learner develop, that is, what new information is the learner
using on the job?
4. Results or effectiveness - What results occurred, that is, did the learner apply the new skills to
the necessary tasks in the organization and, if so, what results were achieved?

Although level 4, evaluating results and effectiveness, is the most desired result from training, it's
usually the most difficult to accomplish. Evaluating effectiveness often involves the use of key
performance measures -- measures you can see, e.g., faster and more reliable output from the machine
after the operator has been trained, higher ratings on employees' job satisfaction questionnaires from
the trained supervisor, etc. This is where following sound principles of Performance management are
of great benefit.

Suggestions for Evaluating Training

Typically, evaluators look for validity, accuracy and reliability in their evaluations. However, these
goals may require more time, people and money than the organization has. Evaluators are also
looking for evaluation approaches that are practical and relevant.

Training and development activities can be evaluated before, during and after the activities. Consider
the following very basic suggestions:

Before the Implementation Phase

 Will the selected training and development methods really result in the employee's learning
the knowledge and skills needed to perform the task or carry out the role? Have other
employee's used the methods and been successful?
 Consider applying the methods to a highly skilled employee. Ask the employee of their
impressions of the methods.
 Do the methods conform to the employee's preferences and learning styles? Have the
employee briefly review the methods, e.g., documentation, overheads, etc. Does the employee
experience any difficulties understanding the methods?

During Implementation of Training

1. Ask the employee how they're doing. Do they understand what's being said?
2. Periodically conduct a short test, e.g., have the employee explain the main points of what was
just described to him, e.g., in the lecture.
3. Is the employee enthusiastically taking part in the activities? Is he or she coming late and
leaving early. It's surprising how often learners will leave a course or workshop and
immediately complain that it was a complete waste of their time. Ask the employee to rate the
activities from 1 to 5, with 5 being the highest rating. If the employee gives a rating of
anything less than 5, have the employee describe what could be done to get a 5.

After Completion of the Training

 Give him or her test before and after the training and development, and compare the results?
 Interview him or her before and after, and compare results?

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 Watch him or her perform the task or conduct the role?

 Assign an expert evaluator from inside or outside the organization to evaluate the learner's
knowledge and skills?

1.3 Identifying those who will take training

Selecting Participants

When selecting participants for a program, four decisions need to be made:

 Who can benefit from the training?
 What programs are required by law or by government edict?
 Should the training be voluntary or compulsory?
 Should the participants be segregated by level in the organization, or should two or more
levels be included in the same class?

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LO2: Identifying Training needs

How to Conduct a Training Needs Analysis
Training needs analysis process is a series of activities conducted to identify problems or other issues
in the workplace, and to determine whether training is an appropriate response.

The needs analysis is usually the first step taken to cause a change. This is mainly because a needs
analysis specifically defines the gap between the current and the desired individual and organizational
performances.

Who Conducts Needs Analysis & Why?

An in-house trainer or a consultant performs a needs analysis to collect and document information
concerning any of the following three issues:

 Performance problems
 Anticipated introduction of new system, task or technology
 A desire by the organization to benefit from a perceived opportunity

In all three situations, the starting point is a desire to effect a change. Given this, you must know how
the people who will experience change perceive it. In the absence of a needs analysis, you may find
employees resistant to change and reluctant to training. They may be unable to transfer their newly
acquired skills to their jobs because of the organizational constraints.

A needs analysis often reveals the need for well-targeted training areas. However, we must keep in
mind that training is not always the best way to try to close a particular gap between an organization’s
goals and its actual performance. Those conducting the needs analysis must get a clear idea of the
problem, look at all possible remedies and report on their findings to management before deciding on
the best solution.

When properly done, a needs analysis is a wise investment for the organization. It saves time, money
and effort by working on the right problems. Organizations that fail to support needs analysis make
costly mistakes; they use training when another method would have been more effective; they use too
much or too little training, or they use training but fail to follow up on it. A well-performed analysis
provides the information that can lead to solutions that focus on the areas of greatest need.

Process of conducting a training needs analysis is a systematic one based on specific information-
gathering techniques.  Needs analysis proceeds in stages, with the findings of one stage affecting and
helping to shape the next one. There is no easy or short-cut formula for carrying out this process.
Each particular situation requires its own mix of observing, probing, analyzing and deducting.

In many ways, the needs analysis is like detective work; you follow up on every lead, check every
piece of information and examine every alternative before drawing any solid conclusions. Only then
you can be sure of having the evidence on which to base a sound strategy for problem solving.

A needs analysis is not a one-time event. Professional organizations administer needs analysis at
regular intervals, usually every year or two.

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Methods of Identifying Training Needs

Training needs will differ with the backgrounds of the employees to be trained, and their present
status in the organization. Basically, a candidate for training may come from any one of three groups:

 New hires
 Veteran(Experienced person/Expert) employees
 Trainees currently in the training pipeline ( currently in the training program )

Consideration of the varying needs of these groups provides a frame of reference for discussing and
suggesting the methods of identifying training needs:

• New Hires

Addition of new employees creates high and low peaks in placing new persons into the training
program. This problem may be solved by a program where progression is made in different
sequences. It will eliminate a jam that will occur if all phases of the program must be taken in a
definite sequence.
The new employees will normally be of somewhat different backgrounds. Being new, they are not
familiar with their new employers. As a result, the earliest phases of the training must concentrate on
company orientation. During these phases, the organi- zation, organization policies and administrative
details should be covered. It is also a suitable time to acquaint the trainees with what will be expected
of him, and how he will be evaluated throughout the phase of training.

• Retaining & Upgrading Veteran Employees

The people in this category offer a real challenge to the training department. There- fore, the number
and amount of training required by this category should be carefully considered. Often the retraining
and upgrading of former employees can be very rewarding for training instructors. At least two
schools of thought exist as to how these employees should be rekindled. There are advantages in
keeping this group intact and tailoring the program to their needs. On the other hand, this category of
employees can also make significant contribution to training if they are co-mingled with the new
hires.

• Pipeline Employee Requirements

A good training program will normally have participants in various phases of comp- letion. An
awareness of completion dates and how the potential employee will be employed should be the
concern of the training staff and also the employee’s supervisor. A trainee should have a challenge in
all phases of his training. All these challenges should not be confined to those phases where the
pipeline employee is sitting in a classroom. Therefore, it is recommended that thorough interim test-
work be given to pipeline employees in periods between formal classes. This may take the form of
solidifying what he learned in the prior phase and serve as preparation for the coming phases.

Techniques for Determining Specific Training Needs

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There are a number of practical methods you can use to gather data about employees’ performance.
Each works well in given circumstances; therefore, you must determine which be the best for you.
None of these methods can stand alone. Always use at least two, if for no other reason to validate
your findings. One of those you choose should always be observation.
1. Observation
In this approach, an employee’s performance itself is you source of information. You evaluate a
worker’s performance through first-hand observation and analysis. This is best accomplished by
watching the worker and playing the role of non-participating observer. This means that you watch
and listen and evaluate what you see and hear, but do not get involved in his work process in any
way.
To make this activity more productive, use a checklist to remind you of what to look for and take
notes.
The objective during observations is to identify both the strengths to build on and the deficiencies to
overcome. A key advantage of using direct observation in the needs analysis is that you gain first-
hand knowledge and understanding of the job being performed and the strengths and weaknesses of
the relevant worker.
2.  Interviews
The use of interviews in conducting the needs analysis is strongly urged. The prime value of
interview guides is that they ensure the same types of data from all sources. This allows you to
determine whether a piece of information is one person’s opinion, or part of a widespread perception.
Since the interview guide forces you to ask each worker a number of predetermined questions, you
must select those questions that are essential to what you are trying to learn.
Interviews allow you to meet employees face to face to discuss their impressions of performance.
Because you are in conversation with workers, you can explore their responses in depth. You can ask
or clarification of comments and for examples of what they mean. In this way, you obtain a full
understanding of their performance deficiencies.
You also gain these benefits through interviewing:
 You build credibility with your interviewees by asking intelligent questions and
Listening well to their answers
 You obtain employees’ personal involvement and commitment to your efforts
 You establish personal relationships with potential trainees who are important to your
success as a needs analyst and trainer
3.  Questionnaires
A questionnaire is a sort of interview on paper. You create your own questionnaire by writing down
all the questions you want employees to answer for you. Then you mail it to them and await their
responses.

The key advantage of a questionnaire is that you can include every person from whom
You want input. Employees can complete the questionnaire when and where they choose. You need
not travel and spend time with all respondents. Every employee is asked the identical questions, and
consequently data is very easy to compile and analyze.

Questionnaires can be useful in obtaining a ‘ big picture ’ of what a large number of employees think
while allowing everyone to feel that they have had an opportunity to participate in the needs analysis
process.

4. Job Descriptions

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Before establishing a job description, a job analysis must be made. This job analysis involves a
thorough study of all responsibilities of the relevant job. It is company wide in scope and should be
detailed to such a degree that those conducting the training can use the job analysis as a yardstick for
their course content. After the job analysis phase has been completed, the writing of job description
and needs analysis is a relatively simple task. When an employee’s job description has been defined,
the trainer can easily tailor his training curriculum to a very close proximity of what will be expected
of the employees.

5. The Difficulty Analysis

The Job Analysis will focus attention on enumerating the numerous duties that a worker must
perform. On the other hand, the Difficulty Analysis establishes which of the duties cause the
employee the greatest amount of troubles and how this trouble can be reduced through better training.

A good Difficulty Analysis offers many advantages. For example ….

• It enables a needs analyst to weigh certain aspects of the training in relationship to the expected
difficulty that the worker will face in coping with those duties.

• A well thought out Difficulty Analysis will provide the training program with an abundance of role-
playing material and situations.

6. Problem Solving Conference

Another time-tested technique for gathering needs analysis material from employees is to conduct
periodic problem solving conferences which may take the form of or be part of a plan for a new
product, task or technology, or tied in with a training program It is always helpful to utilize an outside
consultant to moderate such sessions. This outside sponsorship has a tendency of letting the workers
express their feelings about his organization, and the session can then be geared to training needs. The
current problems will evolve that represent potential areas for training.

7.  Appraisal Reviews

During the periodic counseling performance interview, an employee should be questioned regarding
the duties and training of a worker. Comments rendered during the appraisal interviews normally are
genuine, and can frequently assist in establishing the needs, variations and penetrations that a training
program should include. Feed- back at appraisal interview time is valuable since it is timely
information. Training needs differ from worker to worker, and appraisal sessions allow the employee
and supervisor / manager to uncover the cause of weaknesses in performance. These deficiencies
represent areas for training.

8.  Drive Pattern Identity

The extent of an employee’s development depends on his motivations. Identifying the forces that
cause an employee to behave in a certain way may be useful in determining his individual training

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needs and how to stimulate his desire to fulfill that need. An analysis of this kind, for example, may
determine that the employee has an urgent need for self-confidence. His individual program should be
made to stress the importance of attitude, skills etc., and any other assets that would give him this
self- confidence.

9.  Analysis of Organizational Policy

Organization policy will affect the amount of training offered. An explanation of various policies
should be covered in the training program. Of particular concern are those policies that involve
change, alteration and major revamping of training programs. In organizations undergoing merger
activity, product diversification and new penetration, a great deal of sensitivity must be placed on
policies today and expected changes in the future.

Whatever the method used to identify training needs, at least the following three points must be
kept in view:

 These methods should be used in combination; that is, there should never be reliance on only
one method
 They may be used to identify training needs of each of the various groups
of employees
 They should be applied to individual employees since training needs will vary with the
individual employee.

Needs evaluation
Check individuals have not been previously trained; Check that training is an appropriate solution;
Check queries with managers; Find alternatives to training; Prepare a draft training plan; Estimate
impact of training load; Discuss draft plan with organization heads & human resource managers.

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LO3. Implement training change

3.1. Allocating resource for training
Determining the Best Schedule:
The best schedule takes three things into consideration: the trainees, their bosses, and the best
conditions for learning. Many times, training professionals consider only their own preferences and
schedules. An important scheduling decision is whether to offer the program on a concentrated basis
—for example, as a solid week of training—or to spread it out over weeks or months. My own
preference is to spread it out as an ongoing program. One good schedule is to offer a three hour
session once a month. Three hours leave you time for participation as well as for the use of
videotapes and other aids. The schedule should be set and communicated well in advance. The day of
the program and the specific time should be established to meet the needs
and desires of both the trainees and their bosses. Line managers should be consulted regarding the
best time and schedule.
Selecting Appropriate Facilities
The selection of facilities is another important decision. Facilities should be both comfortable and
convenient. Negative factors to be avoided include rooms that are too small, uncomfortable furniture,
noise or other distractions, inconvenience, long distances to the training room, and uncomfortable
temperature, either too hot or too cold.
A related consideration has to do with refreshments and breaks. They provided participants with
coffee and sweet rolls in the morning, a nice lunch at noon, and a Coke and cookie break in the
afternoon. Participants came from all over the country, including Seattle. In order to save money on
transportation and hotel, the company decided to take the program to Seattle, where it had a large
operation. In Seattle, no refreshments were offered, and participants were on their own for lunch.
Unfortunately, some peers of the participants had attended the same program in Minneapolis. These
factors caused negative attitudes on the part of those attending. And these attitudes could have
affected their motivation to learn as well as their feeling toward the organization and the training
department in particular. Incidentally, more and more companies are offering fruit instead of sweet
rolls and cookies at breaks.
Training materials
The trainer should prepare a list of training materials and purchase them before the training starts.
The materials required will depend on the resources available and the type of training.
Generally the materials required include:
a. Writing pads
b. Pens/pencils
c. Flipcharts/ newsprint and markers
d. Masking tape
e. File folders
f. Photocopying paper
g. Stapler and staples
If any equipment e.g. overhead projector, TV and deck, films are to be used, buy/borrow
and test them before the beginning of the training program. Photocopy handouts before the
training.

Selecting Appropriate Instructors

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The selection of instructors is critical to the success of a program. Their qualifications should include
knowledge of the subject being taught, a desire to teach, the ability to communicate, and skill at
getting people to participate. They should also be “learner oriented”— have a strong desire to meet
learner needs.
Budgets may limit the possibilities. For example, some organizations limit the selection to present
employees, including the training director, the Human Resources manager, and line and staff
managers.
There is no money to hire outside leaders. Therefore, subject content needs to be tailored to the
available instructors, or else instructors need to receive special training. If budgets allow, outside
instructors can be hired if internal expertise is not available. The selection of these instructors also
requires care. Many organizations feel that they have been burned because they selected outside
instructors who did a poor job. In order to be sure that a potential instructor will be effective, the best
approach is to observe his or her performance in a similar situation.
The next best approach is to rely on the recommendations of other training professionals who have
already used the individual. A very unreliable method is to interview the person and make a decision
based on your impressions.

Selecting and Preparing Audiovisual Aids

An audiovisual aid has two purposes: to help the leader maintain interest and to communicate. Some
aids, hopefully only a few minutes long, are designed to attract interest and entertain. This is fine
providing they develop a positive climate for learning. When renting or purchasing videotapes and
packaged programs, take care to preview them first to be sure that the benefits for the program
outweigh the cost.
The extent to which such aids should become the main feature of a program depends on the
instructor’s knowledge and skills in developing his or her own subject content. Some organizations
rely entirely on packaged programs because they have the budget but not the skills needed to develop
and teach programs of their own. Other training professionals rely primarily on their own knowledge,
skill, and materials, and rent or buy videos only as aids. Some organizations have a department that
can make effective aids and provide the necessary equipment. Other organizations have to rent or buy
them. The important principle is that aids can be an important part of an effective program. Each
organization should carefully make or buy the aids that will help it to maintain interest and
communicate the message.

Coordinating the Program

Sometimes the instructor coordinates as well as teaches. In other situations a coordinator does not do
the teaching. For those who coordinate and do not teach, there are two opposite approaches.

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LO4. Monitor and Review Implementation

COMPONENTS OF A TRAINING REPORT

Reports are often written at the end of a training program to inform administrators,
Donors and others about the training activity that has occurred. Many organizations

Have their own requirements for such reports. A good training report should include both
Facts (e.g. the names of participants) and the qualitative information (e.g. recommendations
And next steps fir future actions, which were reached during the training).

What is contained in a training report?

The contents of a training report include:
The Summary - A wrap up of the entire training report. (1 ½ pages)
Introduction - The background information for the training (# pages?)
Purpose of the training program – Why was the training was held?(# pages?)
Training goal and objectives – What was the intended output of the training, and how it was
to be achieved?(# pages?)
Participants – How many participants were expected and how many attended? Also,
Participants’ names, organizations, and locations.
Program content and methodology – A description of activities (# pages?)
Schedule/ Timetable – A reference to amount of time spent on which activities/ topics (could
be included as block schedule and / or time schedules in detail in the appendix/ annex)
Products – A description of products, if applicable. The products are reports, documents,
materials, etc produced by the participants during the training.
Participants’ evaluation – A summary of the evaluation of the training program.
Facilitators’ evaluation - Findings, conclusions, observations, and lessons learned
Recommendations – Proposal for future actions based on what transpired during training,
as well as the participants’ and trainers’ evaluations. Next steps – Plans for the future, if applicable or
a follow up plan Financial report – How much money was spent on the activity
(This may not be a trainer’s responsibility if hired from outside the organization, but the organization
should attach their expenditure report to the trainers’ report.)

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LO5: IMPLEMENTING TRAINING:

After selecting the content and trainees, a trainer needs to manage the learning process by assisting
trainees acquire the knowledge, skills and attitudes necessary to meet the training objectives.

The trainer must guide the participants to complete the activities as laid down in the training
curriculum and make sure that the trainees communicate effectively as a group and individually.

Trainers must be sure to have participants’ complete attention before delivering material.

Trainers can focus the learners’ attention by doing the following:

 Setting the climate for learning

 The trainer should create a climate that is conducive to learning.
 Participants should get to know each other, so that they can freely interact as they learn.
 The trainer should create an environment in which participants feel that their opinions are
respected.
These conditions will make learning more pleasurable and exciting. Therefore, trainers should
prepare Ice breakers that will encourage their trainees to open up and feel free to participate.

A conducive learning environment is critical to the trainees’ learning process.

 It is important to create a healthy learning climate right from the beginning of the training.
 Use appropriate methodologies to keep the participants involved and learning.
 The process of adult learning should be fun. A fun learning environment lends to the
achievement of the training objectives. I
 It will also give the trainer an opportunity to ascertain the participants’ knowledge and
abilities and to determine what needs to be corrected, strengthened, or filled in.
A Handbook for Community Trainers

Master content: It is important that the trainer is comfortable and confident with the content to be
covered in the training. The trainer should know from the beginning whether the training will involve
skill building, knowledge building, or attitude changes and must design the training appropriately.

Scheduling session time: Sessions should be scheduled in such a way that they do not go beyond the
normal working hours. To avoid spillover, a trainer should avoid scheduling long sessions towards
break hours or toward the end of the day. Schedule sessions and activities which require the greatest
concentration during times when trainees are focused, and schedule interactive sessions during times
when participants’ energy levels are low. For example, practical or demonstration sessions are better
in the afternoon when trainees’ concentration levels are low.

Involve participants in workshop management: It is important those participants are involved in

management of the workshop. Selecting participant leaders usually provides good support to the
trainers; these leaders are often referred to as helping hands, host teams, or workshop captains. They

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help the trainer ensure that the room is arranged and that lessons begin on time. In addition, they can
conduct energizers and icebreakers, review the previous day’s work (in workshops that are two days
or longer), provide participant feedback to the trainer, and help to make feasible adjustments and
responses to participants’ concerns.

Evaluation: Evaluation is critical to ensure that the training remains on course and that it is well
received and understood. A trainer should use simple techniques to evaluate the training on a daily
basis or after each session

A Handbook for Community Trainers

What are the key things to remember when organizing training?

Adequate preparation is the key to a successful training activity. Below is a list of topics that a trainer
should address while preparing for training.

1. The training venue

If the training venue is outside your organization, it must be booked 3 weeks in advance.
It should also be located in quiet environment, where trainees can concentrate.
What else should be considered when selecting the training venue?
The selected venue should have enough rooms for the participants (if the training is residential), and
it should be easily accessible to all participants. There should be adequate space for large and small
group discussions. The training venue should have adequate lighting in all rooms and functioning
electrical outlets and bulbs. The venue should also have services, such as telephone, fax,
photocopying and laundry (if the training is residential).
2. Training materials
The trainer should prepare a list of training materials and purchase them before the training starts.
The materials required will depend on the resources available and the type of training.
Generally the materials required include:
a. Writing pads

b. Pens/pencils

c. Flipcharts/ newsprint and markers

d. Masking tape

e. File folders

f. Photocopying paper

g. Stapler and staples

If any equipment e.g. overhead projector, TV and deck, films are to be used, buy/borrow and test
them before the beginning of the training program. Photocopy handouts before the training.

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Self check
1. What is training?
2. How does training help individuals?
3. What is a training plan?
4. What are the steps on designing training?
5. Why we need to evaluate training?

Answer to self check

1. Training refers to teaching and learning activities carried out with the intention of helping an
individual to acquire and apply knowledge, skills, abilities and attitudes needed to affect a
desired change.
2. Training can help an individual to :
· Improve his/her knowledge and skills
· Improve his/her interpersonal communication skills
· Develop new skills or knowledge in specific area
· Improve quality of service delivery
· Satisfy the community being served, and in return be satisfied by results
· Meet the desired level of performance
3. A training plan is
 a framework which shows the general structure of training content designed to meet
specified objectives.
 a detailed statement of the items to be addressed when designing any block of
training.
4. The stapes in preparing training are:
 ESTABLISHING A NEEDS ANALYSIS
 DEVELOPING TRAINING PROGRAMS AND MANUALS
 DELIVER THE TRAINING PROGRAM
 EVALUATE THE TRAINING PROGRAM
5. The purpose of evaluation is to determine whether the goals and objectives of a training have
been achieved and address the gaps identified during the training needs assessment

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