PLAN AND IMPLEMENT A SERIES OF TRAINING EVENTS

PLAN AND IMPLEMENT A SERIES OF TRAINING EVENTS
D1.HRD.CL9.05 D1.HHR.CL8.05 Trainer welcomes students to class.

Subject Elements This unit comprises three Elements:
Plan a series of training events Implement a series of training events Review planning and implementation of a series of training events Trainer advises this Unit comprises three Elements, as listed on the slide explaining: • Each Element comprises a number of Performance Criteria which will be identified throughout the class and explained in detail • Trainees can obtain more detail from their Trainee Manual • At times the course presents advice and information about various protocols but where their workplace requirements differ to what is presented, the workplace practices and standards, as well as policies and procedures must be observed.

Assessment Assessment for this unit may include: Oral questions
Written questions Work projects Workplace observation of practical skills Practical exercises Formal report from supervisor Trainer advises that assessment for this Unit may take several forms all of which are aimed at verifying they have achieved competency for the Unit as required. Trainer indicates the methods of assessment that will be applied to them for this Unit.

Plan a series of training events
Element 1: Plan a series of training events Introduce topic. Class Activity – General Discussion Ask general questions: What is the purpose of training? What are common training events? What is associated with planning of events?

Performance Criteria for this Element are: Verify identified training need Prioritise identified training need Determine resources available to support training events to address identified training need Identify training events that will address identified workplace training need Determine availability of learners to attend and participate in identified training events Trainer identifies the Performance Criteria for this Element, as listed on the slide.

Performance Criteria for this Element are: Involve stakeholders in planning activities Develop a schedule for implementing identified training events Develop an operational plan to support the implementation of identified training events Share the implementation plan for training events with stakeholders Encourage identified learners to engage with established training events Trainer identifies the Performance Criteria for this Element, as listed on the slide.

Importance of training
Types of training There is a growing awareness of the importance of training and developing people across a range of situations. Whilst a large range of training programs are made available by external training providers, many individual’s training occurs: On the job As part of an internal group training process Class Activity – Questions What are common external training programs? What are common internal training programs?

Importance of training
What are we trying to achieve through training? In any training activity we are trying to bring about change in three main areas: Psychomotor Cognitive Affective Class Activity – Discuss these points Psychomotor refers to our ability to employ a skill to carry out a task. This may be slicing a loaf of bread or dealing with a customer complaint but in either case involves the practical application of skill. Cognitive refers to the process of thought and our level of understanding of concepts. In order to carry out work functions we need to understand underlying principles, process information and apply knowledge. Affective refers to our emotions and mood which manifest in the workplace as attitude. Attitude determines the way in which we deploy our knowledge and our skills. For example, someone who has a high level of skill in dealing with customer complaints and a deep knowledge of organisational policies and procedures may still give bad service if they don’t care about what they are doing!

Identify training needs
A Training Needs Analysis (TNA) A 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 Class Activity – Questions and Show documentation What is the importance of this? How is it done? Show and discuss ‘Training Needs Analysis’ Form.

Types of organisational staff Training needs will differ with the backgrounds of the employees to be trained, and their present status in the organisation. Basically, a candidate for training may come from any one of three groups: New hires Veteran employees Trainees currently in training Class Activity – Questions What is the difference in approach to training? What are examples of training each group would need?

Ways to identify training needs Observations Interviews Questionnaires Job Descriptions Class Activity – Discussion Discuss these different ways to identify training needs? What do these methods look for?

Ways to identify training needs Difficulty Analysis Problem Solving Conferences Appraisal Reviews Organisational Policy Class Activity – Discussion Discuss these different ways to identify training needs? What do these methods look for?

Verify training needs Ways to verify identified training needs
Reviewing the results of training needs analyses Reviewing individual input, including requests for training, from staff, co-workers, customers, supervisors, managers and other relevant personnel Reviewing business plans, directions and objectives Class Activity – Discussion Discuss these methods.

Verify training needs Ways to verify identified training needs
Reviewing existing qualifications, certificates, licenses, etc held by staff Reviewing changed workplace conditions necessitating staff training, including changes to equipment, procedures, legislation, layout, customer preferences etc Clarifying training requirements by site, department, individual worker, workplace teams Class Activity – Discussion Discuss these methods.

Verify training needs Confirm the identified needs with relevant personnel Once the training needs have been identified it is important that they are approved with the relevant personnel: Who are the relevant personnel and why? Class Activity – Questions Answer question in the slide.

Verify training needs Relevant personnel
The role of training normally falls under: A specific training department Or within the domain of Human Resources This department is designed to support operational departments (such as Food and Beverage, Front Office and Housekeeping) achieve their goals. Class Activity – Questions How can they help operational departments when it comes to training?

Verify training needs Human Resources
The Human Resources department themselves will have a limited amount of resources, therefore training programs must be prioritised in terms of: Training budget Priority of training programs Training staff Availability of training rooms and resources Class Activity – Questions What are examples of all the training programs that are normally conducted or initiated by Human Resources in a hotel?

Verify training needs Operational Managers Whilst training may be the responsibility of the training department to organise, prepare or conduct, the objectives of the programs and training delivered must reflect the expectations of the operational departments. Class Activity – Questions Who actually will conduct the training, HR or the operational departments? Where will training normally take place?

Prioritise training needs
Importance of prioritisation Once all the training needs have been identified and confirmed it is important that the most urgent and pressing training needs are addressed first This is the process of prioritisation How can you determine which training needs require immediate action or importance over others Class Activity – Questions Answer the question in the slide.

Matching training need against workplace demands This may be categorised by: Site Department Workplace teams Individual workers Class Activity – Questions How do you identify the demands of each department?

Factoring in legislated obligations Health and Safety Emergency procedures and evacuation First Aid Food Handling Responsible Service of Alcohol Manual handling Specific software programs Gaming Class Activity – Questions What are examples of each? What are other areas that contain legislated obligations?

Determining existing competency levels to cater for anticipated demand What is competency? How can you determine existing competency levels? How can you determine anticipated demand? Class Activity – Questions Answer the questions in the slide.

Determining costs associated with immediate and short- term training events Each training activity will have respective costs including: Cost of training facility and materials Transport Accommodation Meals Cost of trainer Cost of participants to attend Salaries of participants whilst in training Salaries of replacement staff Class Activity – Questions What are the major costs? What other costs are associated with conducting training events?

Identifying the impact of not responding immediately to urgent need Closure of operations due to non-compliance with legal requirements Fines Level and severity of customer complaints Costs associated with handling or compensating customer complaints Loss of business Loss of productivity Class Activity – Questions What are the major impacts?

Other impacts affecting prioritisation of training events Organisational policy Head Office directives Significant costs of training No training venues available High occupancy and operational demands, including servicing VIPs Class Activity – Discussion Discuss these impacts.

Other impacts affecting prioritisation of training events Inability to find suitable programs or trainers Inability to find replacement staff to cover shifts whilst others are in training Unclear of the training benefits Budgets Class Activity – Discussion Discuss these impacts.

Identifying alternative short-term action Some of these activities may include: Implement technology (hardware and software) to alleviate human deficiencies Employ experienced staff, whether on a short term or permanent basis Change operational procedures Close areas or restrict services associated with high operational problems Class Activity – Discussion Discuss these impacts.

Determine resources to support training
When planning a training program for a hotel, it is important to remember that there will be a complex mix of training to be conducted comprising different: Competencies Dimensions of competencies Different training styles Different equipment and resources Different locations Class Activity – Reflection Think back to all the possible training programs conducted or initiated by HR and relate them to the points in this slide No one person can be expected to do everything – they need some element of support.

Timing considerations Duration of the training program Breakdown of components within the program Days of the week to deliver Times of the day to deliver Availability of venues, trainers and participants When is the most suitable time for participants to undertake training whilst having minimal impact on operations Class Activity – Questions Why is this important to consider?

Space, location and venues Considerations that will impact on the most suitable venue: Number of participants Use of main rooms and breakout rooms Style of training event Intended content of training Level of practical involvement and practise Class Activity – Questions Why is this important to consider?

Human Resources Trainer competency
If a trainer is considering delivering instruction and demonstrations to staff, they have to be able to do it competently. Where their competencies are not what they should be, two options exist: Arrange for some training for themselves so that you can get up-to-speed with what is required Get someone else to provide the training for staff Class Activity – Questions Who else can do the training? Are there other support options?

Human Resources Location of support
Support may come from other people: Inside the organisation including Human Resources and training personnel, managers, supervisors or senior staff Outside the organisation including professional trainers, equipment suppliers or specialist personnel such as medical practitioners Class Activity – Discussion Discuss the types of internal and external support systems and when best they would be used.

Human Resources Types of support
Contacting an expert to obtain their verbal input Arranging for someone else to deliver the training be a trainer from the business who supplied the equipment Arranging for guest speakers Arranging external events Obtaining training materials that someone else has prepared Class Activity – Discussion When would you use types of support?

Financial resources There are a number of financial considerations
The main considerations are: Cost of training Budget allocated to training Class Activity – Discussion Where does financial support come from? Who creates budgets? What budgets are designed for training?

Physical resources Types of resources and materials Notes Manuals
Handouts PowerPoint presentations Posters Copies of price lists (continued) Class Activity – Question When would you use each of these types of resources and materials?

Physical resources Types of resources and materials
Supplier catalogues Forms used within the business Organisational policy and procedure manuals Reference material and texts Record books, log books Tapes and disks Samples of finished products Class Activity – Question & Activity When would you use each of these types of resources and materials? For the activity, get the audience to think about the resources and materials they would need to train each point.

Physical resources Items required to support training practice
Case studies Activities Exercises Worksheets and workbooks Task sheets Assessments Class Activity – Question & Activity When would you use each of these types of resources and materials? For the activity, get the audience to think about the support items they would need to train each point.

Physical resources Equipment used for demonstrations Actual equipment
Associated items Utensils Ancillary materials Class Activity – Question & Activity For the activity, get the audience to think about the equipment they would need to train each point.

Physical resources Consumables
This is anything that is used during the training process Class Activity – Question & Activity For the activity, get the audience to think about the consumables they would need to train each point.

Sources of resources and materials
Resources and materials can be generated by: Using existing resources Preparing them yourself Purchasing them from professional training organisations Obtaining them from other sources Class Activity – Question & Activity Which type would you use first and why? For the activity, get the audience to think about where they would source resources and materials they would need to train each point.

Using existing resources and materials
Using existing resources, where available, is the most effective way of preparing resources as a lot of the hard work has already been done. Remember: Alter to meet the exact needs of the training programs Ensure they are up to date, current and valid They must support that specific training delivery Check any copyright or use restrictions Class Activity – Question & Activity What are good sources of existing resources for your activity

Use workplace materials and resources wherever possible Using materials available from within the workplace is the best training option because: It reflects and accommodates current workplace practice It is often more readily available It can be much cheaper than other bought-in alternatives Class Activity – Question What types of workplace materials may be prepared? Where would these normally be located?

Use workplace materials and resources wherever possible Ensure you know all about any forms, including: When it has to be completed Who has to complete it What details are required in the form Where the form is available Where it goes once it is completed What all the sections of the form are used for Whether or not authorisation for the document is required Class Activity – Question How can you do this?

Using suitable resources and materials
Choose resources and materials to reflect learning styles and individual differences Bear in mind the individual learning styles and preferred learning preferences of the staff In practice, it is impossible for you to cater for all individual needs Therefore develop or obtain materials that will provide the most benefit to the greatest number Class Activity – Discussion & Questions Discus points When would you prepare specific information? What are specific needs you would need to tailor resources and materials for?

Externally training events
Types of events Corporate events Seminars and lectures Working groups Industry association events Exhibitions Public short courses Qualification programs Organisational wide programs Class Activity – Questions When would these be used? What are the benefits of using externally run training events?

Internal training events
Types of events Lecture or Tutorial Demonstration Group Discussions Role Play Simulation Games Individual or Group Exercises Case Study Class Activity – Questions When would each of these event types be used? What training would they focus on?

Types of events Field Visit Group Presentation Practice Sessions Games Research Activities Qualifications and certified training programs Class Activity – Questions When would each of these event types be used? What training would they focus on?

Types of events Specialised programs On the job learning Buddy system Home study Conferences Seminars Class Activity – Questions When would each of these event types be used? What training would they focus on?

Types of events Meetings Exhibitions Trade presentations Symposiums Class Activity – Questions When would each of these event types be used? What training would they focus on?

Determine learner availability
Ways to identify learner availability to attend and participate in training events Identify suitable times Liaise with supervisors Liaise with finance department Identifying peak and low trading times, days and periods Class Activity – Questions Discuss what information can be gathered from each source.

Determine learner availability
Ways to identify learner availability to attend and participate in training events Identify participant’s time restrictions and personal affairs Identify productive times Consider additional time required outside of training hours Class Activity – Questions Discuss what information can be gathered from each source.

Involve stakeholders in planning activities
Types of stakeholders Learners Human Resources Training Department Department heads Organisation Industry experts Trainers Administration staff Class Activity – Questions What is the importance of each of these stakeholders? What information, skills or decisions do they bring to assist when planning training activities?

Involve participants One of the key considerations of any training experience is to understanding the learner This is the most important consideration If they are unable to learn what is required in a training program, the whole process will be unsuccessful and a waste of time Class Activity – Questions What do you want to know about the learner?

Understand the learner
Everyone is different Backgrounds and experiences Physical differences Literacy and numeracy Personalities and characteristics Individual abilities Learning needs (continued) Class Activity – Discuss points For each point Identify how you would cater to these needs How they will influence a group training session Use them to your training advantage.

Everyone is different Preferred learning styles Speed of learning Socio-economic status Aspirations Motivation Family situation Class Activity – Discuss points For each point Identify how you would cater to these needs How they will influence a group training session Use them to your training advantage.

Adult learners Part of being an effective instructor involves understanding how adults learn best Compared to children and teens, adults have special needs and requirements as learners What are the characteristics and needs of adult learners? (continued) Class Activity – Questions Answer the question in the slide.

Adult learners Are autonomous and self-directed Have accumulated a foundation of life experiences and knowledge Are goal-oriented Are relevancy-oriented Are practical Need to be shown respect Are motivated differently Class Activity – Discussion Discuss the points in the slide How you can use modify training to meet the needs of adults?

Identify training barriers
These barriers can manifest themselves in three principal ways. The attitude of the trainer The physical environment for training appropriate The actual group itself Class Activity – Discussion What barriers exist? What causes these barriers? What can you do to overcome these barriers?

Describe available benefits and support
Benefits that will flow from participation in training events: Travel allowances Payment of fees and charges Per diem allowances Payment for meals and accommodation, where applicable Class Activity – Discussion Discuss the points in the slide.

Develop a schedule for implementing identified training events
Context of training events On the job training Before or after work In a simulated location away from the actual workplace Class Activity – Questions What are the advantages of each? What are the disadvantages of each?

Considerations Identifying specific days, dates, times and staff for individual training events at each location/venue Accommodating reason for the training Accommodating availability of location Accommodating individual workplace operational needs Class Activity – Discussion Discuss these considerations.

Considerations Accommodating individual learner preferences to the greatest extent possible Limiting training events and numbers attending Coordinating the attendance of learners from multiple sites or departments at the one training event Class Activity – Discussion Discuss these considerations.

Considerations Identifying relevant training events that will optimise learning Communicating a draft schedule to learners and management or supervisors Revising attendance at training events Class Activity – Discussion Discuss these considerations.

Develop an operational plan to implement training
Importance of planning Once a schedule has been prepared a plan must be put into place focused on: How it will be implemented Involvement of support activities required to make them run smoothly Class Activity – Questions Why are plans important? What types of plans are there?

Types of plans Learning program Work based learning plans Individual learning plans Session plan Class Activity – Questions and show examples of plans How are each of these plans difference? What is the purpose of these plans?

Operational plan activities Allocating responsibilities Enrolling or registering learners in training events Supplying learners with event information Developing a continual learning framework Authorise staff rosters and payments Determining criteria to be used when evaluating post-participation in training events Class Activity – Discussion Discuss these operational plan activities.

Share the implementation plan for training events with stakeholders
Importance of communication Communication is essential when planning and implementing training plans Each stakeholder plays an important part in the overall training strategy Their understanding of their roles and what is expected cannot be understated Like in any activity within a hospitality organisation, each team member must work together towards an overall objective Class Activity – Discussion Discuss the importance of communication What do stakeholders need to know?

Importance of communication All stakeholders need to have an understanding of: What is going to take place When activities will take place What roles and responsibilities each person has Class Activity – Discussion What else is important to stakeholders?

Sharing the implementation plan Using electronic communication Providing hard-copy information Discussing in meetings Conducting training event-specific information sessions Class Activity – Discussion What are the benefits of each type of communication channel?

Encourage identified learners to engage with established training events
Explain purpose of training To increase product knowledge To address a legally-imposed compliance requirement To increase workplace safety To reduce wastage To increase productivity Class Activity – Discussion Discuss the purposes of training.

Explain purpose of training To raise service delivery standards To change an existing skill to one required or preferred by the employer To prepare the learner for extra duties, promotion or additional responsibilities Class Activity – Discussion Discuss the purposes of training.

Explain benefits of training Understand your role and what is required Have updated understanding of latest information, trends and practices Increased productivity Have greater confidence in performing your job Work in a safer manner and having less accidents Class Activity – Discussion Discuss the benefits of training.

Explain benefits of training Increased knowledge and skills in a greater cross section of operational areas and tasks Greater chances for tips or incentives Chance to earn more money Greater chances for promotion Class Activity – Discussion Discuss the benefits of training.

Other considerations Change location for training Incorporate fun What else can you do to encourage and motivate participants to attend training events? Class Activity – Discussion Discuss questions in the slide.

Implement a series of training events
Element 2: Implement a series of training events Introduce topic. Class Activity – General Discussion Ask general questions: What is associated with implementing events? What needs to be prepared? Who attends these training events and what are their roles?

Performance Criteria for this Element are: Provide identified support for learners to attend identified training events Provide required resources for supervisors to maintain required service levels during identified training events Advise learners of attendance requirements as required by the organisation Capture feedback from learners on individual training events Trainer identifies the Performance Criteria for this Element, as listed on the slide.

Performance Criteria for this Element are: Modify planned schedule of training events on the basis of feedback and other issues arising Attend training events to monitor and evaluate their implementation Maintain contact with training event organisers/providers Trainer identifies the Performance Criteria for this Element, as listed on the slide.

Provide identified support for learners to attend identified training events
Whilst planning and implementing training events is critical to the success of participant learning, there are a number of support mechanisms and provisions that also must be planned and communicated with learners Class Activity – Questions What do learners need to know?

Learners are notified of training details
It will be your responsibility to organise the training and then to let learners know what is happening. Ways to achieve this include: Verbally letting them know Putting a message on the staff noticeboard Using the Class Activity – Questions What do learners need to know?

Timing Give exact time in suitable format (AM, PM or 24 hour clock) Pick up times (where appropriate) Possible transport time Access time Starting time Break times Finishing time Class Activity – Questions Why is this information important?

Location Give clear directions Street address Building name Floor Room number and or name Details of any transport provided Suggested route Class Activity – Questions Why is this information important?

Contact details Your contact details Venue contact details Courier details Reservation details (if accommodation needed) Class Activity – Questions Why is this information important?

Notify learners What to bring Paper and pen
Training materials (if already distributed) Portfolio of work they are preparing Samples of work already prepared Personal protective equipment and clothing If food is being provided Class Activity – Questions Why is this information important?

Notify learners People attending
Notify them about anyone who will be attending the training session and give an indication as to why that person will be there. This can include: List of other participants A guest speaker A representative from a supplier company A management representative Class Activity – Questions Why is this information important?

Support Information Provide payments and reimbursements
These payments may be in relation to: Transportation Per diems Accommodation Meals Purchase of equipment, uniforms or tools Visas and medical vaccinations Printing of materials Class Activity – Discussion Explain the process of per diems Explain the different ways they can be valued or allocated.

Support Information Supply of pre-training event materials
In addition pre-event reading and instructions may include: Logistical arrangements Preferred accommodation or transportation suppliers Background information Summary of event schedule and activities List of other participants Class Activity – Questions Why is it important to provide pre-event materials? How is the best way to get these materials to participants?

Support Information Program expectations
There may need to be clarification with learners regarding: Organisational expectations Expected standards of performance Behaviour Codes of conduct Uniforms Attire Class Activity – Questions Why is it important to provide pre-event materials? How is the best way to get these materials to participants?

Provide resources to supervisors
It is not just participants and trainers who require resources and support from training event organisers. Given the fact that training greatly impacts the normal operations of a hospitality department, it is important that supervisors are provided with appropriate assistance. What assistance is required by supervisors by training organisers? Class Activity – Questions Discuss question in the slide.

Provide resources to supervisors
Types of resources Authorising and arranging for supplementary staff to replace learners who are attending training events Modifying normal workloads to factor in the absence of traditional staffing levels Revising workplace activities to accommodate reduced staff levels Amending trading hours Closing sites Authorising the payment of overtime to normal staff to enable them to back-fill learners Class Activity – Questions Why are these resources important? What activities need to take place in relation to each?

Advise learners of attendance requirements
Types of attendance requirements Punctuality Attendance for the duration of nominated aspects of the training event Active participation in activities Engagement with all aspects of the training event Undertaking assessment that comprises part of the training event Networking with other training event participant/s Class Activity – Questions Why are these attendance requirements important?

Types of attendance requirements Returning to work with copies of materials or resources Focus on nominated training needs Being able to prove attendance at the training event Completing an evaluation of the training event Sharing knowledge, skills and attitudes learned with other staff Class Activity – Questions Why are these attendance requirements important?

Confirm reasons for confirming attendance For the Learner For the Trainer How can you follow up with participants? Class Activity – Questions What does the learner need to know? What does the trainer need to know? Refer to the Manual.

Keeping records of attendance
Person with access to records Participants Trainers Participant’s Manager Human Resources What types of information or records are kept? Class Activity – Questions Discuss the question in the slide.

Capture feedback from learners
Importance of feedback Why is it important to evaluate feedback? What do we evaluate? Who do we get feedback from? How do we get feedback? Class Activity – Questions Discuss the questions in the slide.

Everyone learns at a training session The trainer should also ask for the learner’s feedback on the training This feedback should be taken seriously and constructively Class Activity – Questions Why is this important?

Feedback may be based on: The training program The trainer themselves Class Activity – Questions What information would you like to collect in relation to these two areas?

Considerations when collecting feedback Compulsory feedback Comments are relevant Value of training Ensuring feedback represents a valid profile of learners Class Activity – Discussion Discuss the considerations and why they are important.

Training problems As a trainer, you must be alert to signs your training has not been effective. Performance problems or difficulties may be due to: Shyness or lack of confidence A breakdown in communication Language or cultural barriers Insufficient opportunity to practise An inappropriate training and practice environment Class Activity – Questions What would you do in regards to each of these points?

Seek feedback from learners
Common causes of training problems Poor, insufficient or rushed preparation Time restraints Communication barriers Uncomfortable surroundings Inappropriate learning tools (continued) Class Activity – Questions What would you do in regards to each of these points? Poor, insufficient or rushed preparation – remember that good training takes time and that the preparation prior to the training session is a major indicator of the success of the training Time restraints – it is common for workplaces to place unrealistic expectations on trainers, asking them to do too much in too short a time: where you genuinely believe you are being allocated insufficient time, you must raise this with management, explain your concerns and negotiate extra hours Communication barriers – including interruptions from outside sources Uncomfortable surroundings Inappropriate learning tools.

Seek feedback from learners
Common causes of training problems Broken, dangerous or faulty equipment Unmotivated learners Insufficient stock, or consumables Poor levels of attendance Class Activity – Questions What would you do in regards to each of these points? Broken, dangerous or faulty equipment Unmotivated learners – you will recall that a fundamental responsibility of trainers is to provide sufficient motivation for their learners: lots of learners attend training with no real motivation so it is up to you to generate it Insufficient stock, or consumables, to allow the training session to be completed as intended – this is commonly a budgetary constraint and where it is a genuine issue you must once again negotiate extra funding from management Poor levels of attendance – this may be due to poor motivation, or it can be due to the fact that supervisors will not release staff to attend training.

Feedback with others It is common for trainers to be required to give feedback to: Owners Managers Supervisors Other trainers and assessors The Human Resources (HR) department Class Activity – Questions What types of information do each of these people want to know? What is the best way to give this information?

Modify training schedule based on feedback
Types of modifications Adding extra learners to nominated training events Reducing the number of learners initially identified as participants in training events Asking training event organisers to modify training events Seeking recompense from training event organisers where the training event failed to deliver as promised Removing learners from generic training events Create organisation-specific training event Class Activity – Questions Why would these modifications take place? What are the benefits?

Modify training schedule based on feedback
Types of modifications Altering the style of training event Change facilitators Advising training event organisers of organisational needs and preferences Discussing impact of proposed changes on operational issues with supervisors, staff, management, customers, etc Communicating revisions to schedules to learners and relevant others Class Activity – Questions Why would these modifications take place? What are the benefits?

Maintain contact with organisers and trainers
Importance of constant communication Trainers and event organisers should be in constant communication with each other, not only before and after the actual training sessions. Both parties will have needs that need to be addressed which may involve the input or actions of others. What are the needs of organisers? What are the needs of trainers? Class Activity – Questions Discuss the questions in the slide.

Needs of organisers The organisers may need to communicate to trainers to inform them of: Client requests Suggested inclusions to program content Changes to program scheduling Printing or preparation of materials Scheduling of different classes Class Activity – Questions What other needs may organisers have? Where do these needs come from?

Needs of trainers Request for learning aids Clarity on program structure and content Feedback on programs Timing of programs including breaks and meals etc Class Activity – Questions What other needs may organisers have? Where do these needs come from?

Review planning and implementation of a series of training events
Element 3: Review planning and implementation of a series of training events Introduce topic. Class Activity – General Discussion Ask general questions: Why is it important to undertake a review? What would you review in terms of planning? What would you review in terms of implementation? How can you undertake the review?

Review planning and implementation of a series of training events
Performance Criteria for this Element are: Evaluate the impact of attendance at training events Assess the value-for-money provided by engagement with training events Identify ways in which more cost-effective use of training events could be effected Prepare a report on the use of training events within the organisation Trainer identifies the Performance Criteria for this Element, as listed on the slide.

Evaluate impact of training
Evaluate the impact of attendance at training events may include: Seeking input from all relevant stakeholders Comparing pre-training event workplace practice, operation, statistics with post-training event workplace practice, operation, statistics Focusing on the criteria that were identified as being central to evaluating participation Comparing the outcomes of training events with standard programs Class Activity – Questions Why is this important?

Assess value for money of training
Planning and implementing events does not come cheap and every manager wants to get a return on the investment they have made. How can you assess value for money? Class Activity – Questions Discuss the question in the slide.

Tracking the costs Staff wages in relation to those who attended training and assessment sessions Consumables Purchases and hiring charges Accommodation, travel and meals Class Activity – Questions Who needs to be paid wages? What consumables are there? What is normally purchased? What is normally hired? What other costs are associated with training events?

Determining value Increasing revenue Offering greater levels of service Developing staff Reducing accidents Reducing labour costs Class Activity – Questions Why is it hard to determine value?

Determining value Improving efficiency Reducing complaints Increasing consistency in service Increasing customer satisfaction Strengthening brand value Class Activity – Questions What are other types of value?

Assessing value for money Undertaking a cost-benefit analysis, including identification and quantification of hidden costs Comparing pre-engagement cost-benefit analysis figures with post-participation cost-benefit analysis, Identifying alternative training that could have been provided at the same actual cost Obtaining positive and negative emotional issues experienced by learners Class Activity – Questions Discuss these methods to assess value for money.

Identify cost effective ways to train
There are always ways to make training cheaper. The key point to remember is that costs should only be reduced without impacting the quality of the training What are examples of cutting costs in training? Class Activity – Questions Discuss question in slide.

Types of cost effective measures Seeking group discounts for participation with future training events Organising internal training events and offering these events to internal learners and attendees from other organisations Undertaking joint venture or cost sharing arrangements with others Requiring learners to contribute to the cost of the training event Class Activity – Questions What are potential problems associated with these cost saving measures? How can they be overcome whilst not impacting on training quality?

Types of cost effective measures Working with the organiser to present a shorter duration training event Developing a more structured internal approach to the sharing of knowledge and skills gained by learners at training events with other employees Use a mix of ‘self study’ and contact programs where the trainer is present Class Activity – Questions What are potential problems associated with these cost saving measures? How can they be overcome whilst not impacting on training quality?

Prepare training reports
Importance of reports Progress on training may be reported in a formal or informal manner The precise method used in each instance will depend on the particular establishment’s policies and procedures Class Activity – Questions What types of reports are prepared particularly focused on training? What should the content of reports include? Who prepares these reports? Who receives these reports?

Contents of a report An outline and overview of the training events that were used Identification of the costs involved and benefits that resulted Identification of numbers of staff who engaged with training events An overview of learners’ evaluations of participation in training events Comparative cost analysis of providing leaner training using alternative means Description of up-coming training events Class Activity – Questions What other information could be included in reports?

Who might receive a report? Participants themselves Management and or the owners of the business The HR Department Head Office The supervisor in the area where the learner works Class Activity – Questions What information do these specific people need?

Why are these reports required? Checking overall skill levels of staff Identifying those who appear appropriate for future skill development Providing a reference for promoting employees Amending employee’s staffing record Compiling statistical records Class Activity – Questions Discuss importance.

PLAN AND IMPLEMENT A SERIES OF TRAINING EVENTS

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