Conduct user training by Ermias Anbese 2012

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 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-programme 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 programmes.
 As an aid to developing training programmes,
 As an aid to implementing training organisation of training programmes, it provides a current recorded of
course characteristics which
< facilitates efficient and effective organisation of training programmes
< ensures continuity i.e. that training programmes are independent of
designer/instructor.
< provides details of resources for related courses.
 As and aid to monitoring training programmes, it provides a standard format
< to review programmes
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< assure consistency
< assist validation processes.
 As an aid to funding training programmes, it
< contains information required by funding agencies
< assists in purchasing and utilization of resources
< provides comparison of programme performance in different locations
Training Title
< The training title should
 clearly identify the programme/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 programme has been designed should be stated.
< A broad general statement should be included describing the proposed programme and what it is expected to
achieve. It should clearly indicate expected outcomes of the training in terms of trainee opportunities.
Programme 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 programme, 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
< should clearly identify for directed and workplace training, as appropriate how the learning will be managed on the
training programme 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:
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- "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.

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 are without a doubt the most
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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.

TRAINING PLAN TEMPLATE

1.2. Evaluating IT training

1.0 GENERAL INFORMATION

What is evaluation?
1.1 Purpose
1.2 Scope
1.3 System Overview Evaluation is the process of
1.4 Project References gathering information and
1.5 Acronyms and Abbreviations
1.6 Points of Contact assessing the value of a given
1.6.1 Information
1.6.2 Coordination program against established goals
1.7 General Training Prerequisites
and objectives. Evaluation
2.0 TRAINING APPROACH
includes a range of value
2.1 Training Requirements
2.2 Roles and Responsibilities judgments about training,
2.3 Techniques and Tools
2.4 Training Prerequisites including trainees’ responses to
2.5 Training For Revised Office Procedures the programme and the effect that
2.6 Schedule
2.7 Curriculum(Topics to be covered) the training effort has had on the
3.0 EVALUATION individuals and organization
3.1 Metrics
performance.
3.2 Strategy

Why is it important to evaluate training?

The purpose of evaluation is to determine whether the goals and objectives of a training

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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?
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 is of great benefit.

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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?
 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?

2. Identifying Training needs

How to Conduct a Training Needs Analysis

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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.

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 )

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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

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

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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

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.
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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 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.

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
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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

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
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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.

LO4. Monitor and Review Implementation

COMPONENTS OF A TRAINING REPORT

R eports 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.

ERMIAS ANBESE FOR IT DEPARTMENT