TRAINING PROGRAMME
IMPLEMENTATION/BUDGETING
Presenter:
AKINPELUMI BRIDGET A.
Principal Training Development Officer
ITF – CENTRE FOR EXCELLENCE
The Ladder
• A boat has a ladder that has six rungs, each
rung is one foot apart. The bottom rung is one
foot from the water. The tide rises at 12
inches every 15 minutes. High tide peaks in
one hour.
• When the tide is at its highest, how many
rungs are under water?
Answer to the Ladder Puzzle
• None, the boat rises with the tide!
INTRODUCTION
To put training program into effect
according to definite plan or
procedure is called training
implementation. Training
implementation is the hardest part
of the system because one wrong
step can lead to the failure of
whole training program. Even the
best training program will fail due
to one wrong action.
Training implementation can be
segregated into:
• Practical administrative
arrangements
• Carrying out of the training
Implementing Training
•
Once the staff, course, content,
equipments, topics are ready,
the training is implemented.
Completing training design
does not mean that the work is
done because implementation
phase requires continual
adjusting, redesigning, and
refining. Preparation is the
most important factor to taste
the success.
• Therefore, following are the factors
that are kept in mind while
implementing training program:
• The trainer – The trainer needs to
be prepared mentally before the
delivery of content. Trainer
prepares materials and activities
well in advance. The trainer also set
grounds before meeting with
participants by making sure that he
is comfortable with course content
and is flexible in his approach.
• Physical set-up – Good physical set up
is pre requisite for effective and
successful training program because it
makes the first impression on
participants. Classrooms should not
be very small or big but as nearly
square as possible. This will bring
people together both physically and
psychologically. Also, right amount of
space should be allocated to every
participant.
Establishing rapport with participants
• There are various ways by which a
trainer can establish good rapport
with trainees by:
• Greeting participants - simple way
to ease those initial tense moments
• Encouraging informal conversation
• Remembering their first name
• Pairing up the learners and have
them familiarized with one another
• Listening carefully to trainees’
comments and opinions
• Telling the learners by what name
the trainer wants to be addressed
• Getting to class before the arrival
of learners
• Starting the class promptly at the
scheduled time
• Using familiar examples
• Varying his instructional
techniques
• Using the alternate approach if one
Reviewing the agenda – At the
beginning of the training program it
is very important to review the
program objective. The trainer
must tell the participants the goal
of the program, what is expected
out of trainers to do at the end of
the program, and how the program
will run. The following information
needs to be included:
• Kinds of training activities
• Schedule
• Setting group norms
• Housekeeping arrangements
• Flow of the program
• Handling problematic situations
THREE PHASES OF PROGRAMME
IMPLEMENTATION
• PRE – IMPLEMENTATION STAGE
• IMPLEMENTATION STAGE
• POST – IMPLEMENTATION STAGE
PRE –IMPLEMENTATION STAGE
• Selection of trainees
• Selection of trainers
- Personality
- Appearance
- Educational training
- Disposition
- Command of English/subject
matter
• Prepare training venue
• Select training materials
• Develop a training programme
check list
• Procure course requirements
• Arrange for meals and refreshments
• Arrange for opening and closing
ceremony
DURING IMPLEMENTATION PHASE
• Ensure that each topic is
presented on time.
• Ensure that excessive overtime is
not given on any topic.
• Ensure that all learning materials
are well printed and that they can
go round each participant.
• All needed training aids and
materials are provided exactly
when needed and are in good
conditions.
• All meals and refreshment
are provided in appropriate
time with appropriate
quantity and quality.
• Administer questionnaire to
obtain feedback (reaction)
from participants as to how
well the course is
progressing; e.g. Problem
clinic forms
POST IMPLEMENTATION PHASE
• FOLLOW UP BY CONTACTING
TRAINEES
- For suggestions
- For determining the benefits
of training
- To know progress of trainees
on their job
• WRITING OF END OF COURSE REPORT
- Introduction
- Background of the course
- Opening session
- Major activities in the course
- Problems/observations
- Recommendations
- Conclusion
THINK! THINK!! THINK!!!
Twin Brothers
• You are travelling down a road to a village.
You reach a fork in the road and find a pair of
identical twin brothers standing there. One of
the brothers always tells the truth and the
other always lies.
• If you are allowed to ask only one question to
one of the brothers to find which is the
correct road to the village, what is your
question ?
Answer to the Twin brothers Puzzle
Point to one of the roads in the fork and ask the following question
to one of the brothers:
"If I ask your brother if this is the correct road to the village will he
say yes or no?"
If his answer is "no" then it is the correct way to the village.
Think about it -
If the brother you are speaking to is the one who always lies, then
he will say "no" as he knows that his brother who speaks the truth
would answer "yes". If the brother you are speaking to is the one
who speaks the truth, he will say "no" as he knows that his brother
will lie about it being the correct road. Either way an answer "no"
tells you it is actually the right road. Similarly if you are pointing to
the wrong road you will get the answer "yes".
BUDGETING FOR TRAINING
IMPLEMENTATION
• There can be nothing as exhilarating as
setting about planning a new training
program. At the same time there can be
nothing as daunting if you are doing it for
the first time. This checklist is designed to
help a first time training coordinator
make sure that all things are budgeted
for. There will be no last minute surprises
if you make sure that you tie up all the
details beforehand.
• Essentially there are three main types of
costs that we are looking at:
Preparation Costs
Direct Course Costs
Administration Costs
• Preparation Costs
1. The salaries of the trainers, designers, typist,
consultants, coordinating support, and staff.
2. Allowances, phone calls, mailing costs and
other communication costs.
3. Actual stationery and printing costs, artwork
designing costs, graphics artist salary, and related
costs for training material development.
4. Any special equipment needed, photocopies of
training manuals, and other miscellaneous costs.
• All these are self explanatory and will come into
play way before the actual training ever takes
places. This is all background preparation for the
training program. Most of this is long done with
and over before the training program is
conducted.
• Direct Course Costs
1. Salaries of Trainers conducting the
program, trainees attending the
program, relief staff who handle other
contingencies, the consultant and other
guest speakers, the coordinating
management.
2. Allowances for participants in terms
of travel to and from, vehicle hiring
costs, meals provided during training
program, accommodation for the
participants who need it, and other
catering costs.
3. Venue hiring costs, equipment hiring,
evaluation and photocopying costs, are
also other factors that you will have to
consider.
• Administration Costs
1. This will include the salaries of the
evaluators of the training program, their
allowances, transport, and meals.
2. The cost of the handouts, pamphlets,
pens, papers, folders, other stationery,
and related material.
3. The phone bills, faxes, fees, insurance
and other office overheads like water
and electricity costs plus any leftover
costs can be considered here.
That is about all that you will need to
consider when making a budget and
actual payments for a training program.
14 Key Elements of a Successful Training
Programme
• 1. The objectives of the training
programme must reflect the
objectives of the organisation.
• 2. Training programme objectives
must be limited, focused and
practical in nature.
• 3. A training programme is not
effective unless the skills and/or
knowledge level of each individual
trainee is assessed prior to the
trainee’s participation in the
training programme.
• 4. A training programme is not
effective unless it is tailored to the
unique culture of the organisation.
• 5. The training programme
goals and objectives must be
communicated to the trainee
to create a clear understanding
as to why the trainee is
participating in the class.
• 6. The training must have real
life application to the trainee's
job and the utilisation of such
real life applications should be
visible to the trainee.
• 7. The training programme
must be related to real life job
specific functions.
• 8. The training programme must
be taught in a way to address all
different learning styles.
• 9. A training programme should
be instructor facilitated, but
trainee led.
• 10. The training programme is
geared towards individual
departments/positions and not a
general audience.
• 11. The training programme must
apply a varied approach to
address the varied requirements
of the organisation’s culture and
trainee population.
• 12. Training programmes
must be taught by instructors
that are not only
knowledgeable in the subject
matter, but certified and
experienced in adult learning
principles.
• 13. All training programmes
must be interactive.
• 14. A training programme
must have a transfer of
learning component to
evaluate the knowledge
transfer to the job.
Men with Hats
There are 4 men each wearing a either a black or a white hat. They are
standing in rising water, cannot move and can only look forward.
Between A and B is a brick wall which they cannot see through.
They know that between them are 4 hats of which 2 are black and 2 are
white, but they do not know which colour they are wearing.
In order to stop the level of the water rising and drowning, one of them
must call out correctly which colour hat he is wearing. They are not
allowed to talk to each other and have 10 minutes to fathom it out.
Which one of them calls out, and how does he work out which colour he
is wearing?
Answer to 4 men with Hats
• C calls out that he is wearing a black hat. Why is he 100%
certain of the color of his hat ?
• After a while, C comes to the realization that he must
answer.
• This is because D can't answer, and neither can A or B.
• D can see C and B, but can't determine his own hat color. B
can't see anyone and also can't determine his own hat
color. A is in the same situation as B, where he can't see
anyone and can't determine his own hat color.
• Since A, B, and D are silent, that leaves C. C knows he is
wearing a black hat because if D saw that both B and C
were wearing white hats, then he would have answered.
But since D is silent, C knows that he must be wearing a
black hat as he can see that B is wearing a white hat.
CONCLUSION
• If you want to be an all round efficient
trainer then you must plan well ahead
all your training activities, training
implementation being one of them.
Your budget will direct you ’re
your activities before during and even
after programme implementation.
This is all about all about
COORDINATING effectively.
GOODLUCK !
Finally……
• Learning points for today.
QUESTIONS?