1. Training activities administration and logistical support

2. Online health information access and use: Intensive national-level, health sector capacity development and training
Workshop 2
Learning objectives
On completion of this unit participants will be able to:
Describe how to plan and manage the required administrative and logistical support for a successful training event
Discuss roles and responsibilities within the training team and the key elements of a training event administrator's role
List the logistic and administrative needs in planning and organising training events as well as how and when to apply these during the phases of training
By the end of this unit, participants should be able to do all of the above:
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3. Your own experience Why is good administration and support necessary?
What happens when no (good) support is available?
What kind of support is required?
What kind of tasks?
What kind of relationships between
Trainer & Training Administrator?
Trainer & other support?

4. Functions of the training administrator
Online health information access and use: Intensive national-level, health sector capacity development and training
Workshop 2
Functions of the training administrator
The training administrator can be said to have three (3) main functions.
Administrator of training and support;
Information coordinator for the event
Internal consultant to the management of the organisation providing the training support.
 Difference?
Will be discussed in more detail in next slides and in the content notes.
Use class discussion to solicit ideas of what and why no.s 2 & 3 are important.
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5. Information Coordinator?
Manages and monitors “contractor” relationships
Enables and evaluates line manager effectiveness in providing required services/support
Coordinates an organisation-wide implementation and delivery effort
Note: contractor means the various parties involved in a training event (internal and external)

6. Internal Consultant?
Identifies skill development needs at the organisational level
Advises on staff development methods and best practice
Evaluates and improves the effectiveness of the organization’s training and development effort

7. Administrative and logistical support
Online health information access and use: Intensive national-level, health sector capacity development and training
Workshop 2
Administrative and logistical support
Traditionally, focus was primarily on the first of these roles: providing administrative and logistical support to training events and trainers.
As a training administrator you will be required to support all phases of the training event. The level of support required will depend upon the complexity and length of the event, the number and types of stakeholders involved – e.g. clients (sponsors), training and participants, the types of objectives, etc.
Quickly review training phases with participants – perhaps sketch time line of phases for all to see and reference
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8. Pre-event What are the event administrators doing?
determining clients needs/requirements,
assessing scope of training on basis of the determined needs
planning how best to acquire these,
notifying participants,
determining budgets & funding,
determining support requirements (physical including technological, human, financial)

9. During the event What are the event administrators doing?
Briefing personnel on required tasks
Performing site and facilities checks
Assisting with participant welcome and registration
Providing or ensuring technical support (troubleshooting, peripherals, network, etc.)
Providing or ensuring administrative support (photocopying, telephone calls, participants’ issues, etc.)

10. Post the event What are the event administrators doing?
Assisting in evaluations
Drawing up final financial overview
Co-determining follow-up methods
Ensuring reporting
Organising follow-up requirements
More?

11. Like any other activity…
Like any other component in the training intervention, logistics and support requires proper planning!
*If you fail to plan, then you plan to fail…*

12. To manage resources You must… You should…
Online health information access and use: Intensive national-level, health sector capacity development and training
Workshop 2
To manage resources
You must…
You should…
Develop training framework to determine resource requirements
Develop a budget that includes categories covering the necessary training activities
Obtain funds to support the budget
Ensure that processes are in place for proper management of the budget and disbursement of the funds
the first priority is to develop a budget for all of the training costs—design, delivery, and evaluation. The budget may include costs for people’s time, facilities, travel, learners’ expenses, learning materials (including audiovisuals), equipment, and supplies.
The next step is to secure funding. Sometimes the amount of money available for training will have been established first. In these cases, the budget (and therefore the logistical support) must be within the funding amount.
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13. To determine content You must… You should…
Online health information access and use: Intensive national-level, health sector capacity development and training
Workshop 2
To determine content
You must…
You should…
Gather information from potential learners and their supervisors as part of the course design process
Identify subject matter experts who are proficient in the knowledge and skills to be learned and that match the required criteria;
Determine facilities and human resource requirements needed to support the identified training strategies (e.g. activities, media and technology, etc.)
Be sensitive to the ways that issues concerning ethnic groups, gender, and organisational culture may affect training design in a specific location
You MUST…
develop a comprehensive plan that supports the training event. This may include identifying a team that can be tasked with individual responsibilities. Depending on the nature and or complexity of the training event, you may carry out these responsibilities as an individual or as a team.
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14. To manage training logistics
Online health information access and use: Intensive national-level, health sector capacity development and training
Workshop 2
To manage training logistics
You must …  
You should…
Develop a checklist of all of the logistics for the training course 
Assign responsibility for each logistical activity & ensure those responsible are aware of expectations
Establish and follow a reasonable timeline of activities to guide yourself and others
Communicate clearly and timely with participants and other relevant persons (e.g. supervisors)
Administer training needs assessments
You MUST…
Send the course syllabus and learning objectives to participants before training - The manager must ensure that the learners and their supervisors receive information about the course (e.g., course syllabus, learning objectives, pre-course learning activities) before the course begins;
Arrange for and visit training facilities before training;
Make arrangements for accommodation, meals, and local transportation;
Order training materials and required media;
Manage financial arrangements, including learners’ per diems, facility fees, etc.;
Communicate and plan with the training delivery team;
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15. To monitor and evaluate
Online health information access and use: Intensive national-level, health sector capacity development and training
Workshop 2
To monitor and evaluate
You must …  
You should…
Define minimum support standards that are requested by the trainer
Develop tools that adequately evaluate logistical support (e.g. site/facilities) and processes (e.g. invitation) to assess satisfaction with training 
Develop a process and tools to monitor and evaluate performance on the job after training (e.g. follow-up & checklist, respectively)
Develop an action plan to address any problems related to logistics and support as identified during the training delivery process
You MUST…
Monitor and evaluate your own logistical and administrative support in a training process = crucial. It provides a mechanism for seeing what works and what doesn’t.
Logistics and administration, like learning objectives, need to be constantly re-fined and revised. Remember: a ‘one-size fits all’ approach cannot be taken even if the workshop objectives are similar for multiple training events. Furthermore changes in technology and methodologies may also mean that logistical support, facilities and technology requirements may also change. It is therefore important to have a way to continually compare actual to desired support as well as determine any changes that may be needed. This information will also help identify changes needed in training support design or delivery. 
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16. To provide follow-up You must … You should…
Online health information access and use: Intensive national-level, health sector capacity development and training
Workshop 2
To provide follow-up
You must …  
You should…
Co-determine the type of follow-up required (e.g. observing, coaching, solving problems, gathering data about learner progress, identifying other performance gaps, etc.)
Follow-up by telephone or correspondence if site visits are not possible
Involve other interested parties in follow-up activities
Inform both the learner and the supervisor of the findings and recommendations resulting from the follow-up 
You MUST…
Follow up after training! It is an important, but often overlooked, aspect of training. The role of the training administrator may vary depending on the requirements of the client, however it is still an important responsibility to keep in mind.
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17. Remember!
The roles and responsibilities of the training administrator may change according to the needs expressed by the “client” or the trainer
To avoid assumptions be sure to check and validate what will be needed of you in this role!

18. Other practical issues for consideration in administration planning…

19. At the beginning Find out: how many are attending;
why they are attending;
who sent them to the workshop;
what are their hopes and expectations;
what are their fears and constraints;
what range of experience will they bring to the table;
if they have any biases towards or against you or your organisation;
what is their prior knowledge of the subject.

20. The room Check it out beforehand.
Make sure you have all that you need.
Check out and deal with potential distractions.
Decide where you will stand and how you will move about.
Decide on the best seating plan (see later).
Prepare the blackboards, charts, displays and screens. Make sure they will be visible to everyone.
Make sure you have plenty of paper, markers, etc.

21. Seating arrangements
Think carefully about the best way of arranging seating. It is sometimes a good idea to vary seating arrangements. The most common options are:
rows of tables and chairs;
tables arranged in a hollow U-shape;
tables arranged in banquet style - lots of small tables, with four or five people per table;
conference table - everyone seated around a single table;
circle of chairs;
trios of tables (three tables arranged in a star).
Think about why a particular arrangement might be good, and in what circumstances.

22. Check list Are you clear about overall training objectives?
What are your specific training objectives?
Have you reached agreement with co-trainers on roles, training objectives, programme and training styles?
What are the main characteristics of likely participants?
Have you worked out a timetable?
Does each session include an introduction, main points and a summary?
Have you planned to use a variety of learning methods?
Are you clear about the five golden nuggets you want to impart?

23. Check list continued…
How aware are you of your style, intonation and expression?
What will you do to calm yourself before you start?
Have you planned question and answer sessions?
Are the room, facilities and arrangement of tables/chairs as you want them?
Have you planned for changes in seating arrangements?
Are all audio-visual materials ready?
Are electrical supplies working? If not, what are your contingency plans?
Have you planned time for evaluation?

24. Thank you Any questions?