Planning Training Intervention Tips

These tips apply essentially to traditional work-related training – for the transfer of necessary job– or work-related skills or knowledge.

These tips do not apply automatically to other forms of enabling personal development and facilitating learning, which by their nature involve much wider and various development methods and experiences.

When planning training think about:

    *your objectives – keep them in mind all the time
    *how many people you are training
    *the methods and format you will use
    *when and how long the training lasts
    *where it happens
    *how you will measure its effectiveness
    *how you will measure the trainees’ reaction to it

When you you give skills training to someone use this simple five-step approach:

    *prepare the trainee – take care to relax them as lots of people find learning new things stressful
    *explain the job/task, skill, project, etc – discuss the method and why; explain standards and why; explain necessary tools, equipment or systems
    *provide a demonstration – step-by-step – the more complex, the more steps – people cannot absorb a whole complicated task all in one go – break it down – always show the correct way – accentuate the positive – seek feedback and check understanding
    *have the trainee practice the job – we all learn best by actually doing it – (‘I hear and I forget, I see and I remember, I do and I understand’ – Confucius)
    *monitor progress – give positive feedback – encourage, coach and adapt according to the pace of development

Creating and using progress charts are helpful, and are essential for anything complex – if you can’t measure it you can’t manage it. It’s essential to use other training tools too for planning, measuring, assessing, recording and following up on the person’s training.

Breaking skills down into easily digestible elements enables you to plan and manage the training activities much more effectively. Training people in stages, when you can build up each skill, and then an entire role, from a series of elements, keeps things controlled, relaxed and always achievable in the mind of the trainee.

Establishing a relevant ‘skill set’ is essential for assessing and prioritising training for any role. It is not sufficient simply to assess against a job description, as this does not reflect skills, only responsibilities, which are different. Establishing a ‘behaviour set’ is also very useful, but is a more difficult area to assess and develop.

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