In the well-known ADDIE model for Instructional Systems Design, “I” stands for “Implementation.”
The common focus when abstractly discussing or actually carrying out program Implementation is on training delivery, teaching, learning facilitation, instructing, educating, etc.
This focus often leads to various associated subtopics, such as lesson planning, Gagne’s Nine Events of Instruction, learning sciences, classroom management, teaching methods, learner-centered approaches, differentiated instruction, and so on.
Obviously, there is a subtle craft to being successful in training delivery, and there always seems to be more ways to improve and keep up with the latest trends and technologies.
All of this is extremely valid, but there is a neglected dimension to program Implementation that undermines not only what happens in the classroom but the entire process.
This dimension is program administration, which involves such mundane facets of training as communication, facilities, technology, scheduling, registration, materials distribution, and food and beverages.
A program to be delivered by the best trainers, designed and developed by the best instructional designers, and based on an extremely thorough and systematic front-end analysis can be destroyed by neglecting program administration.
For those of us who’ve overlooked such details ourselves or suffered due to the negligence of others, much of this will be second nature.
Otherwise, you only have to imagine a few scenarios to see this point if it isn’t clear.
Suppose you’re the trainer, and you arrive at the designated training location prepared to deliver the program as you’ve always done, only to find any one of the following situations:
The door to the building is locked, and nobody has the key.
The door to your classroom is locked, and nobody has the key.
The classroom is too small for the number of trainees.
There are too few desks, tables, and/or chairs in the training room.
The computer doesn’t work.
The projector doesn’t work.
Trainees report to a different location or at a different time due to incorrect information.
Not all trainees were registered, so they don’t report to training at all.
The training materials were not delivered.
No food or beverages, or too little, were ordered or delivered to the training facility.
No markers, no flipcharts, no Post-it® notes, no tape, etc. are provided.
The heating or cooling system is not working.
The toilets are not working.
No WiFi, Internet, or access to necessary sites, e.g., YouTube.
The list above is based on personal experiences I’ve had as a trainer, and I’m sure many of you could add to it extensively.
The point is that a talented trainer will be extremely disadvantaged by any of these situations, which means it’s better if you mitigate as many as possible in advance.
Here are some tips to reduce the risk of things going wrong:
Make somebody fully in charge of program administration, whether it’s a training manager, an admin assistant, or the delivery team.
Create checklists for each of the main functions of program administration listed above (e.g., communication, facilities, technology, etc.).
Get somebody on-site as early in the planning process as possible, especially if the training location is unfamiliar, to spot any potential problems.
Get the phone numbers for technical support, maintenance, building services, and anyone else whose support you may need, speak with them in advance, and follow up with an email for everyone’s accountability.
Go the training facility yourself at least one day in advance to see the site yourself, test the technology, get a feel for the layout of the room, and spot any problems.
Take backup hard copies of your presentation, facilitator’s guide, participant workbook, etc. so that you can have additional copies made if not all were delivered.
Buy your own markers, tape, Post-it® notes, etc. and take them with you whenever you deliver training.
Check on and understand the communication and registration process, possibly requesting to be a recipient of all communication and even being registered in the course yourself so you can monitor what information the participants receive.
As a trainer, you aren’t likely to be responsible for all of these things, but you do have a vested interested in ensuring they’re done properly.
When things go well, nobody will notice, but when something goes wrong, everyone will notice.
Don’t be caught off guard!
You’re likely to be the only face of the program that participants will see, and it won’t matter to them whose fault it is if things don’t go well.
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