Managing the Training Cycle

Description:

This stage of The Training Cycle is called analysis in the ADDIE acronym. Generally, you need to conduct an assessment and analyze the data, to identify specific needs. There are two main reasons for completing an assessment and analysis.

KeyTopics:

• Clarify reasons to conduct training – you may discover that after conducting the analysis the relevant issue can be addressed by something other than training.
• If you determine training is necessary, the analysis should tell you exactly what (content) should be taught and how (by what methodology) it should be taught in the training session.
• It will also help determine your training objectives.

Description:

After you have determined that there is a legitimate training need, your next step is to state exactly what you want the training to accomplish. You do this by writing objectives.

KeyTopics:

• The learning/performance objective: This is a statement of the performance (knowledge or skill) that is desired after the training has been conducted. Whether you call them learning or performance objectives doesn’t matter, as long as you realize that the purpose is to demonstrate what your participants have learned and can perform. What behavior changes did they make?
• The training objective: This is a statement of what the instructor hopes to accomplish during the training session. This may be an outcome, or it may be a description of what the instructor plans to do to accomplish the learning objectives. For example, “This session will create a positive learning climate that encourages participants to get involved and to ask questions.”

Description:

After you determine the objectives, you can begin the program design. You decide exactly what you’re going to do to accomplish the objectives you set. There are many things to consider in designing a training program.

KeyTopics:

• Decide the type of delivery (and location) that will be the focus to achieve the best results: onsite classroom, virtual classroom, self-paced e-learning, performance support tools, self-study or a combination of these and others in a blended learning solution.
• How many participants need new knowledge and/or skills?
• Where are participants located?
• How much time is required?
• How much consistency is needed?
• When is training required?
• How many participants will be in each class?
• What level of trainer expertise will be required?

Description:

This is The Training Cycle stage where you actually conduct the program.

KeyTopics:

• As a trainer, you’re a presenter and a facilitator: excellent delivery skills are required whether you are facilitating a virtual or traditional classroom.
• Presenters provide more information. If much of the information is new or technical, you may need to present. The preferred role, however, is as a facilitator.
• Facilitators play more of a catalyst role and ensure learners’ participation. A good trainer is often synonymous with the term “facilitator.”
• Run a pilot program with a group of pseudo-learners who provide feedback before the session is ready for prime time.
• Tips for platform experience and good facilitation skills.
• Not be afraid to stray from the agenda if that seems to be the audience’s need.

Description:

When it’s over, it’s not over.

KeyTopics:

• First, the evaluation tells you whether or not the objectives were accomplished.
• Second, information from the evaluation stage should be fed into the assess-and-analyze stage. It is used to improve the training program should it be conducted again. This is why this model is circular.
• Finally, evaluation information serves as the basis for determining needs for future programs or other changes an organization may need to make.