IMPLEMENTATION IN TRANING

PROCESS
INTRODUCTION

Putting the planned training program in to action is called implementation of

training program. It is doing the part of training program. To some it may sound
like the easy part, but it is actually the hardest part of the system. Good trainers can
make a poorly developed program work good and a well developed program Work
great….bad trainers can make neither work. This phase can generally be divided
into two parts:
➢ The first dealing with he practical administrative arrangements
➢ The second dealing with out of the carrying training.

The training program is implemented by ensuring that the courseware, class

setting, and staff are ready once the program is scheduled to begin. The training
staff may require training (train the trainer) to perform their roles in the learning
process.

One of the items that comes out of this phase is the training management plan, it
should contain the following material
1) A clear and complete description of course.
2) A description of the target population.
3) Directions for administering the course.
4) Directions for administering and scoring tests.
5) Directions for guidance, assistance, and evaluation of the learners.
6) A list o all tasks to be instructed.
7) Course map or course sequence.
8) Program of instructions - How the program is to be taught.
9) A copy of all the training material ….. Training outline, student guides etc.

10) Any other documents relating to the administration of the course.

The TMP informs the trainers of all factors related to a particular training
program. If a new trainer studied the TMP, he/ she should be able to
implement the instruction with little or no disruptions.

IMPLEMENTING TRAINING

The trainer can build an active learning in to design of the program, but it is
in the delivery of the program that the efforts are truly tested. Designing is
not complete at the time of delivery. Instead the delivery phase of the
training program is a period of continual adjusting, refining, redesigning.
Preparation is one of the key ingredients of success.

The following are the guide lines for conducting the designed program.

1) THE TRAINER TO BE PREPARED MENTALLY:

Preparation of materials and activities for training may be

done well in advance. The trainer should make efforts to familiarize with
the participants. The trainer should make sure that he is comfortable with
the course content, while at the same time being flexible in his approach
to the training design.

2) ARRANGING THE PHYSICAL ENVIRONMENT:

The physical set up of a training facility makes the first impression on

the participants

➢ How much space should we allocate for the class room

➢ The room should be as nearly square as possible. This will bring
people together both psychologically and physically.
➢ How much table space should we allocate for per student?
➢ What type of seating arrangement should we use?
1) GREEETING PARTICIPANTS AND ESTABLISHING RAPPORTS:

A simple way to ease those tense moments is to make

sure that you are available and ready to greet participants 15minutes prior
to the start of the program. Informal conversations are also valuable for
establishing rapports. The following pointers may help in creating a good
relationship with the trainees:

➢ The trainer should learn the name of each student as quickly as

possible and use the learner’s name in the class.
➢ Tell the learners by what name and title the trainer wants to be
addressed.
➢ At end of each class period, the trainer can ask one learner to stay
for a short chat….. Compliment him on something and just
basically be friendly with the trainee.

➢ Conduct a personal interview with all the learners some time

during the class.
➢ Listen intently to learner’s comments and opinions.

1) ACQUIRING THE BEST FROM THE FIRST 30 MINUTES OF

TRANING:

Knowing the first ten minutes of training, sets the tone for the entire
program and the following tips for making a positive first impression of
the trainees can be quite helpful:

➢ The trainer should start the class promptly at the scheduled time.
➢ The trainer should get to class before your learners arrive, be the
last one to leave.
 ➢ The trainer’s competence should be visible to the trainees within
the first 30 minutes, so as to have proper command on the
training group.
➢ Circulate around the class as you talk or ask questions. This
movement creates a physical closeness to the learners.
➢ Let the learners know that the learning resources that the trainer
will use in the class (slides, tapes, books) are available to them
outside of class.
➢ The trainer should prepare to use an alternative approach if the
one they have chosen seems to log down.
➢ They should use their background, experience , and knowledge
to interrelate their subject matter.

1) REVIEWING THE AGENDA:

No discussion at the beginning of the training program would be

complete without reference to reviewing the agenda or the program
objective.

The following information needs to be included:

➢ Content outline.
➢ Description of the kinds of training activities that the trainer has
designed.
➢ The schedule
➢ Inviting feedbacks on the agenda
➢ Setting group norms
➢ Controlling timing and pacing
➢ Getting the group attention
➢ Handling the problematic situations.
➢ Organizing the presentations
➢ Watching the body language.
CONDUCT TRAINING

The training methodology called for in the course ware is brought

to life by skillful trainers. By skillful, it means that involvement should
be the focus, rather than favorable impressions such as oratorical skills.

Different organizations use different terms to describe the trainer, terms

like trainer, instructor, coach or facilitator are frequently used

Brief definitions of the major terms as follows:

TRAINER: Directs the growth of learners by making them qualified or

proficient in a skill or task.

INSTRUCTOR: Gives knowledge or information to learners in a

systematic manner.

COACH: Instructs, demonstrates, directs, guides, and prompts learners

generally concerned with methods rather than concepts.

FACILITATOR: Makes it easier for learners to learn. Guide team

towards the results for which it exits to achieve and then the team
maintain s or improve its competency for continuing to achieve results.

THE THREE LEARNING FACTORS IN CONDUCTING TRAINING

There are three factors that must take place for successful learning
experience to take place:
 ➢ Knowledge
➢ Environments
➢ Involvement skills

KNOWLEDGE: The trainer must know the subject matter. He should also provide
the leadership, model behavior and should be able to adopt the learning principles.

ENVIRONMENT: The trainer must have the tools to transfer the subject matter to
the learners. The trainers must fuse these training tools with the learning
preferences of the learners.

INVOLVMENT SKILLS: The trainer must know the learners. The trainer should
try to really know their trainees they should understand what are their real goals for
being in the class room? What are their learning styles? What are the tools
needed? Etc

INVOLVMENT SKILLS: some of the involvement skills needed by the trainers to

coach their learners to success are

1. FLEXIBILITY
2. SPONTANEITY
3. EMPATHY
4. COMPASSION
5. QUESTIONING
6. ACTIVE LISTENING
7. GETTING FEEDBACK
8. COUNSEL
9. POSTIVE REINFORCEMENT
10.NONVERBAL BEHAVIOR
11.ACCELERATED LEARNING
12. THE LEARNING CYCLE

1 FLEXIBILITY: Adapting the training program to meet the learner’s

needs by analyzing and responding to individual learner needs.

2 SPONTANEITY: Although a good training program has structure, it

should not be canned or contrived. There should be spontaneity in a
training program, otherwise there is no difference between the training
program and a video tape.

3 EMPATHY: This is ability to perceive another person’s view of the

world as thought that view was one’s own. Empathy is basically putting
oneself in another person’s shoes and understanding his feelings and then
responding accordingly.

4 COMPASSION: All aviate stress when it is no conductive to the training

program. Controlled stress is good this is what helps to motivate. Certain
level of stress as long as it is below one’s stress threshold is necessary for
being successful.

5 QUESTIONING: use the ask, pause, call (APC) method.

➢ Ask the question

➢ Pause to allow learners to think
➢ Call on someone to answer the question

Some hints for effective questioning are:

 ➢ Know what you want to find out
➢ Generate interest in advance
➢ Use both open ended and multiple questions.
➢ Keep the questions short
➢ Ask questions whose answers will suggest a course of action.

1 ACTIVE LISTENING: hearing is the first part and consists of the

perception of sound. Passive listening occurs when the receiver has little
motivation to listen carefully. Active listening with a purpose is used to
gain information to determine how another person feels, and to
understand others

Some good traits of effective listeners are:

➢ Spend more time listening than talking

➢ Do not finish the sentences of others
➢ Do not answer questions with questions.
➢ Never day dream or become preoccupied with your own thoughts
when others talk.
➢ Let the other speaker talk do not interrupt or dominate the
conversation.
➢ Provide feedback.
➢ Take a brief notes. This will force you to concentrate on what is being
said.

1 GETTING FEEDBACK:

Being able to change and alter the messages so the intention of the
original communicator is understand by the second communicator.

2 COUNSEL: counseling has a powerful impact on the long term learning

and effectiveness of the organization.
 There are two types of counseling
Direct and nondirective.

➢ In direct counseling the counselor identifies the problem and tells

the counselee what to do about it.
➢ Non direct counseling means the counselee identifies the problem
and determines the solution with the help of the counselor.

1 POSTIVE REINFORCEMENT: throughout the program of instruction

there needs to be continuous or inter mitten reinforcements.
For example: head nods, a form of gestures, communicate positive
reinforcement to learners and indicate that they are being listened to.

2 NONVERBAL BEHAVIOR: learners not only listen to the trainer but

also watch the trainer. To deliver the full impact of the lesson the trainer
should use non verbal behavior to raise the channel of interpersonal
skills or communication.

➢ Eye contact
➢ Facial expression
➢ Gestures
➢ Posture and body orientation
➢ Proximity
➢ Vocal

1 ACCELERATED LEARNING: there are many learning the theories that

help trainer to provide a richer learning environment. By combining
several adult learning theory principles in the learning environment, the
trainer can accelerate the learning process.

➢ Visual auditory and kinesthetic learning styles

➢ Whole brain learning theory.
 TRANSFER OF TRAINING

Transfer of training is the influence of prior learning performance in a new

situation. If we did not transfer some of our skills and knowledge from prior
learning then each new learning situation would start from the scratch.
CLASS ROOM TECHNIQUES: some pointers for trainers for making classroom
teaching effective
➢ Do not put both hands in your pockets for long periods of time. This tends to
make you look unprofessional.
➢ Do not wave a pointer around in the air, use the pointer only when it is
essential.
➢ Speak clearly and loudly enough for all to hear.
➢ Listen intently to learner’s comments and opinions.
PSYCHOLOGICAL FACTORS IN THE LEARNING ENVIRONMENT:
There are a couple of psychological factors that will aid trainers in knowing
more about the people they will be instructing. Knowing what motivates someone,
or where that person is coming from aids in relating to that person.
➢ Maslow’s hierarchy of needs.
➢ Herzberg’s hygiene and motivational factors.

Maslow’s hierarchy of needs

 Herzberg’s hygiene and motivational
factors

HYGIENE:
➢ Working conditions
➢ Salary and benefits
➢ Supervision
➢ Fellow workers
MOTIVATORS:
➢ Recognition
➢ Advancement and responsibility
➢ Job challenge

TRAINING BUDGET:

One of the questions that have to be answered when a training plan is being put
together is “how much wills the training cost?” There are many ways of preparing
a budget and the way the trainer choose will depend on the company’s accounting
system.
The steps for finalizing the training budget are as follows

Determine whether to be profit

center
Identify budget items

Identify cost of budget items

Negotiate and revise budgets