1. The document discusses key considerations for implementing a training program, including monitoring learner participation and evaluating whether activities are achieving learning objectives. 2. It provides advice for trainers on communicating effectively by knowing their audience, subject matter, and themselves. Trainers are encouraged to grab audience attention and make the training meaningful. 3. The implementation phase involves scheduling training, organizing resources, launching the program, and continually monitoring participant progress and program effectiveness through evaluation. Feedback is analyzed to identify weaknesses and improve the training.

1. Module 2: Conduct work based learning
PreparingTutorsfor
WorkBasedLearning
Developed in the framework of the Erasmus+ Project 2018-1-RO01-KA202-049191
TOTVET - Training of Tutors and VET professionals for high quality in Work
Based Learning and Dual Learning
This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.

2. Summary
In this Leaning Tool you will:
learn
 to implement the training plan that you designed and developed
in earlier phases of the systematic approach to training
understand
 the learners undertake the activities of learning, produce the
various tangible results that can be referenced as means to
evaluate learners' progress toward achieving the learning
objectives, and evaluation occurs not only of the results
produced by learners but also the activities of implementation to
ensure those activities themselves are high-quality.

3. be able to
Recognize different training groups, different approaches, different
sizes of training - one size may not fit all.

4. Summary
 Main issues:
1. Key Considerations During Implementation
2. Wise Advice for Any Trainer
3. Know Your audience, Know Your Subject and Know Yourself
4. Once You Know Who You Are and Why You Belong ... the Rest
is Conversation -- the Training Module, Made Easy
5. Communication Considerations for Trainers

5. Key Considerations During Implementation
Are Learners Participating in the Activities?
Closely monitor the attendance and participation of the
learners. It's tempting to forgive low attendance and participation
between learners are extremely busy. If you are confronted with
that situation, then reflect on how important the training really is.
Regardless, as soon as you notice low attendance or participation,
you should mention it to the learners. That short communication
alone is often sufficient to reinforce the importance of their
engagement in the training. Also, you might learn what you didn't
know that you didn't know, for example, that the activities and
materials are not nearly as suitable to the learners as you might
have thought.

6. Are You Evaluating the Quality of the Activities and
Achievement of Objectives?
When you designed the learning objectives, you also
identified certain tangible results that learners would produce,
so those results could be evaluated. Are you referencing those
results? What is their quality? Are you seeing any progress
toward achieving the overall training goals that were identified
during the first phase -- the needs assessment phase -- of the
planning of systematic training? What comments and other
feedback are you getting from the learners that will be useful in
ensuring a high-quality training program?

7. What Changes Might Be Needed to the Learning
Activities and Materials?
Training plans are changed much more frequently
than most people realize. Plans can be changed, as long
as they're changed in a systematic approach, for
example, if the version of the plan is updated, the
impact of the change is considered for each phase of the
planning, and the changed plan is distributed to all
relevant participants.

8. The biggest concern for trainers is that, for the
most part, they are more focused on the process of
training according to the trainer’s guide, than on
communicating with the trainees or audience. It’s a little
like “which came first?” The basics of public speaking
apply, taking into account the audience, the subject and
the trainer/presenter/speaker, etc.
Wise Advice for Any Trainer

9.  Do lecture, if that’s appropriate. Should you follow
the “plan,” know that even the introduction of the
training itself, the transitions and instructions to
carry out the activities, and the overall purpose
and motivation for the training must be
communicated effectively.
 Why do some students love their teachers?
Because they’re young and don’t know any better?
No, because the teachers are charismatic. They’re
fun. They’re themselves and the students know
that. The teachers care about the students and
what they get out of a lesson. It should be no
different with training. And trainers, too.

10. Know Your audience, Know Your Subject and
Know Yourself
 Sounds simplistic and maybe that is the beauty of it.
Knowing the audience is primary to any training
needs assessment, environment, implementation,
and plans. The same goes for the subject–tailored, of
course, to your audience. Then, the biggest factor,
often ignored by managers and training staff: the
assignment of a trainer who can hold and engage the
audience with the subject matter.
 To some trainers, even though they "know" training
and development, getting up in front of the group is
still their biggest fear--their "mission impossible."

11. To some trainers, even though they know
training and all the requisite tools, public speaking is
still their biggest fear, their “mission impossible” as it is
for most people. That is the reason some trainers fall
back to the etched-in-stone training process. Sure, the
program takes into account how people learn and what
techniques do that best, but bottom-line for trainees is
that they have to care. The only way to make them care is
to have someone who can grab their attention, make the
training meaningful and communicate the message (the
subject effectively). That is the job of the trainer or
facilitators of training. Either way, we’re going to make
that “mission impossible” “an affair to remember.”

12. For those trainers or facilitators who need help
in owning the stage and being more confident, I won’t
just say, “practice, practice, practice.” Practice is
important, but there are other techniques as well.
Actors know how to be comfortable in their own skins
as well as others. The trick is to get the right help to
identify who you are, and to use that knowledge
effectively.

13. Communication Considerations for Trainers
 How do your get your audience’s attention and
maintain it?
 Recognize different training groups, different
approaches, different sizes of training -- one size may
not fit all.
 How do you make the trainees remember what you
said? In public speaking, we use storytelling and
humor among other things.
 How do you influence your audience?

14. Effective Communication Couldn’t Be More
Important in Training
No one should deny our purpose is for our trainees
to absorb our subject matter and commit to using it.
Even if you have a product that sells itself you still have
to have get someone to pay attention to it to know they
even want it. Basic communication means we have
information to convey and we need our audience to “act”
on that information (even if it is just to remember it) or
we wouldn’t be there in the first place.

15. Communication is about sending and receiving
information. Actors are taught acting and reacting–virtually
the same give and take in a speaking or training environment.
Acting is about audience perception and our ability to
influence that perception. To get others to listen, to
remember, to change their minds or attitudes is
communication.
Actors aren’t the only ones who need to know their
audience, their subjects, and themselves, trainers should,
too, if they want their training sessions to be “affairs to
remember.” Those results are the best kind, after all.
The most efficient training is the best communicated
training.

17. The implementation phase is where the training
program comes to life. Organizations need to decide
whether training will be delivered in-house or externally
coordinated. Program implementation includes the
scheduling of training activities and organization of any
related resources (facilities, equipment, etc.). The
training program is then officially launched, promoted
and conducted. During training, participant progress
should be monitored to ensure that the program is
effective.

18. The training program should be continually
monitored. At the end, the entire program should be
evaluated to determine if it was successful and met
training objectives. Feedback should be obtained from
all stakeholders to determine program and instructor
effectiveness and also knowledge or skill acquisition.
Analyzing this feedback will allow the organization to
identify any weaknesses in the program. At this point,
the training program or action plan can be revised if
objectives or expectations are not being met.