SOME OTHER CONSIDERATIONS

1. You should consider the - Need/Expectations of Trainees * The trainees expectations should be identified before designing the program * Try to satisfy the trainees strongest needs as early as possible. - Must Know, Should Know, Could Know * Prioritize the information/skills that could be presented during the program into “must know, should know, could know.” * Present the should-know and could-know material only if time allows. - Building Blocks * Some skills or knowledge will have to be covered before other skills or knowledge can be presented and understood. - On-the-job-Sequence * When designing a program refer continually to the one-the job situation. * The trainer should “do or observe the trainee’s job and see what information and or materials the trainee gets. SOME OTHER CONSIDERATIONS

2. - Activities * If you have given the trainees some theory - Test it! * If you have given them a skill-Practice it! - Principles of learning - The Interaction * There will be at least four major variables in a training program, that is the trainee, program structure, environment and trainer. * Problems to be anticipated. - The first-day syndrome * The trainees remember little of the early session presented to them, particularly during the first half of the first day. * Try to schedule a fair bit of activity during this time, preferably on should-know rather than must-know material. - The after-lunch session * Try to program activities or dynamic speakers * At all costs, avoid films in this time slot.

3. HOW TO DO TRAINING NEEDS ANALYSIS (TNA) - TNA is a three-stage procedure of * Surveillance * Investigation * Analysis - Surveillance * You should regularly review the vital data of your organization. * See that summary documents with a state-of-the-organization theme are automatically circulated to you. * Have an up-to-date and broad picture of what is happening to the total organization. * Look for areas of performance problems and training opportunities. * Maintain informal contacts with individuals throughout the organization. * Keep informed about all current policies, targets, and standards relating to work performance. - Investigation * Undertake an investigation if you suspect that you have discovered a performance gap or if management requests training or if management seems to think that a training need may be present.

4. - There are many data-gathering techniques * Observation: personal, filmed * Interviews: individual, group * Questionnaires: checklists, rating scales * Diaries (records of activities) * Work samples * Performance appraisals * Organization and methods studies: work studies * Psychological tests. - Analysis * Organization Analysis - This includes a statement of objectives and policies at organization, department, and section levels, as well as analyses of the human resources available and of the organization climate. * Operations (job) analysis - This analysis specifies standards of job performance first, it then provides a breakdown of the job into component tasks and investigates ways of performing those tasks.

5. - Person analysis * We measure current level of performance and diagnose requirements (if any) to bring performance to standard.

6. PROBLEM OF TNA - Rewards - Time - Selling TNA - Timeliness - Cause and Effect

7. SUMMARY - Training needs analysis is a critical part of the training process. - The TNA objective is twofold: to collect and evaluate information in order to find out what is being done now and what should be done now and later. - We have no set procedure for performing a TNA, but the activities fall into three stages

8. CREATING THE SESSION PLAN Advantages of a Session Plan - Reminds you of the content of the session. - Helps you to keep “on course.” - Shows you where to pick up and continue the session, if you deviate from the planned session. - Helps you to “time” the session-and to finish on time. - Indicates what visual aids you need to present a particular point as well as when you need them. How to Write a Session Plan Steps 1: Grade the Content - What the trainees must know - What the trainee should know - What the trainee could know Steps 2: Arrange the Content - Identifying the current knowledge of the trainees - Presenting the new information in easily “digested” steps. - Moving from the “known” to the “unknown.” When the “known” becomes “known,” move on to the next “unknown.”

9. Steps 3: Select Resources - Select basic resources, such as the training room, projector, and charts. Steps 4: Select Training Techniques - Decide which training technique (telling, questioning, role-playing) is best for demonstrating each point within each logical step. Steps 5: Estimate Time - Estimate how much time each part of your presentation will need. - Check to be sure that the sum of these times does not exceed the total time allowed for the session. - You can revise the estimated times after a dry run and/or each actual presentation of the session.

10. HOW TO ORGANIZE A SESSION PLAN - Write in the title of the training program. - Then give the session objective. - List the visual aids you will use, as you can then do a quick check just before the session to ensure that you have all the resources you need. - Use four columns: Time, Modus Operandi, Main Points and Details. - Time - When you are preparing the session, calculate times by starting at 0 minutes. - Modus Operandi - Specify how you intend to get your material across to the trainees. - Main points - The basic entries in this column would be the stages of the session that is: introduction, body, and conclusion, each with its sub-headings. - Details - Here you include everything to be said or done in the session.

11. SUMMARY - A session plan is like a road map. - It reminds you where you want to go and how you have decided to get there. - Session plans are also useful for planning time.