Presentation on theme: "Training activities administration and logistical support."— Presentation transcript:
Training activities administration and logistical support
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
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?
Functions of the training administrator The training administrator can be said to have three (3) main functions. 1.Administrator of training and support; 2.Information coordinator for the event 3.Internal consultant to the management of the organisation providing the training support. Difference?
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)
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 organizations training and development effort
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.
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)
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.)
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?
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…*
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
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
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
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
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
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!
Other practical issues for consideration in administration planning…
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.
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.
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.
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?
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?