# ![](media/image1.png){width="0.8229166666666666in" height="0.5611111111111111in"} Section 1: An Approach To Successful Training

#### Overview 

A process-oriented, phased approach to training ensures success because
it facilitates the division of labor among training team members, gives
structure and organization to a complex, mission-essential task, and
provides a mechanism for managing the myriad of logistical details
inherent with knowledge transfer in a dynamic training environment. This
approach can be broken into five major steps: Accept & Analyze, Plan &
Prepare, Conduct, Assess & Evaluate, and Report. See Figure 1: Five
Steps to Successful Training below.

####  Accept & Analyze

The Accept & Analyze step begins as soon as an individual(s) accepts or
acknowledges responsibility to plan and conduct a training event. It
ends only when it is determined that the subject training is feasible,
suitable and acceptable. Analysis of the five W's (Who, What, Where,
When, and Why) provides the answer to whether the training is feasible,
suitable, and acceptable.

#### Plan & Prepare

Planning and preparing are an essential component of successful training
because those activities make the training possible. Planning involves
developing checklists of all the tasks that must be completed prior to
conducting the training. For example, locating facilities, loading
software, printing training manuals, and checking IDs and passwords.
Preparation entails performing all the tasks or activities on the
checklist prior to training.

#### Conduct

Delivery of the training is the major and the most important task within
this step. The previous steps are the foundation to the big event --
Execution. Execution is everything! How well your class goes is highly
dependent on how well you present the information and communicate
feedback. It also depends on how well you handle various situations that
may occur during the training. Tips and techniques are available to aid
in your execution.

#### Assess & Evaluate

Assessment of student performance assists the instructor in determining
whether the training objectives are being learned. Assessment occurs
throughout the training through practical and review exercises.
Exercises also assist in building student self-confidence in performing
the given tasks. Conversely, evaluation is a tool to assist the
instructor in determining how well the training went overall. Evaluation
is used to pinpoint areas of strength and areas of improvement. It also
serves as the mechanism for instructors to gauge his/her performance.

#### Report

A formal written report is a professional way for the instructor to
inform his/her management of the training results. It usually includes a
summary of the training conducted (who, what, where, when, when and
why), the instructor's commentary about the event, the overall
assessment results, and the consolidated evaluation results. Any
additional information management may want can be added to the report.

# ![](media/image1.png){width="0.8229166666666666in" height="0.5611111111111111in"}Section 2: Accept and Analyze 

**[Accept]{.underline}**

Acceptance of the training task happens when the individual(s)
acknowledges that he/she has a specified task to train. The sooner the
task is accepted the more time there is to prepare for the event.
Preparation begins with a quick analysis of the training requirements,
as you cannot properly prepare without answering some basic questions.

**[Analyze]{.underline}**

Now that you have accepted the training task, you need to ask five (5)
basic questions: Who, What, When, Where and Why. ("How" comes in the
next phase.) Gaining a clear and precise understanding of the situation
will assist you in planning and preparing for the training event.

1)  **Who are you training?**

    a.  How many students?

    b.  Personnel local or is travel involved?

    c.  What is the amount of knowledge and skills in the subject
        matter?

    d.  Determine a reasonable common denominator (e.g., audience is
        mainly scientists,)

    e.  Prerequisite technical knowledge or computer skills?

    f.  Any known special requirements or physical challenges?

2)  **What are you training?**

    a.  What is the topic or subject matter?

    b.  What is the method of delivery?

    c.  What basic materials and facilities are required?

3)  **Why are you training?**

    a.  What is the purpose, aim or goal of this training?

    b.  Why this particular audience?

    c.  Why this particular time?

4)  **Where should you hold training?**

    a.  Is there a primary and alternate training facility available to
        accommodate the audience?

    b.  If participants are traveling to an off-site location for
        training, is the facility centrally located at a convenient
        transportation hub training facility?

5)  **When can you schedule training?**

    a.  Is there an established date when training must commence or be
        completed?

    b.  How many estimated hours of training are necessary for the
        topic?

    c.  Are there any known limits to the number of hours available for
        training?

Once you have answered those questions, you must determine if the
training is feasible, suitable and acceptable. Feasible refers to
whether the training event, given the resources available, can be
accomplished. Suitable focuses on whether the training will meet the
goal or objective. Finally, acceptable asks, "Is it sensible to use
critical or valuable resources to accomplish the training task?" (Note:
You should probably discuss the acceptable answer with management.) If
the training is determined to be feasible, suitable, and acceptable, you
now begin to plan and prepare for the event.

# ![](media/image2.wmf){width="0.8625in" height="0.6875in"}Section 3: Plan and Prepare 

#### 

**[Plan]{.underline}**

Planning involves identifying all the tasks and subtasks that must be
accomplished prior to the training event in order for it to be
successful. Identifying a detailed list of all the elements that affect
the training event and then addressing all those items ensures focus
will be placed on the training and not outside elements. Some of major
areas include:

-   Equipment (e.g., computers -- hardware and software, projectors and
    screens, whiteboards, flip charts,

-   Facilities (e.g., access, hours, parking, restrooms, phones and
    faxes, messages, break room, thermostat)

-   Points of Contact (e.g., facility, students, Information Technology
    support, application support,)

-   Classroom Decorum (e.g., cell phones and pagers, food and beverages,
    computer usage for email and Internet)

-   Training Materials (e.g., appropriate, availability, printing,
    transport or shipping to facility,)

Checklists for these major areas have been developed for you to use in
preparation for the training event. They are located in Enclosure 1:
Checklists. The enclosure includes many tasks some of which may not
apply to the given situation. In that case, ignore the tasks that do not
apply. As many documents, the checklists are a living document intended
to be added to and modified as necessary to make them more useful.

**[Prepare]{.underline}**

To prepare for the training event, there are three main areas you need
to focus on: Facility, Audience, and Yourself. (See Figure 2: Three
Areas in Preparation Step.) Facility preparation entails executing the
tasks on your checklists and fostering cooperation with all parties
involved. The checklists that apply to this area are Facilities,
Hardware/Software, and Logistics. In preparing your audience or the
participants, you should contact them (via email, phone, fax) to
finalize the dates and provide any pre-training materials (e.g.,
agendas, pretests, directions to facility,). Last but not least is
preparing yourself. Review the training materials, determine your
training strategy, and rehearse. The more comfortable you are with your
presentation; the more confident you will be.

![](media/image3.wmf)

# ![](media/image2.wmf){width="0.8625in" height="0.6875in"}Section 4: Conduct 

All the analysis, planning, and preparation you have done in the
previous steps has been leading up to the big event -- the training. If
you have analyzed the situation well, applied that analysis to your
planning and preparation, you are almost ready. Now, all you need is to
hone your presentation and communication skills, and exercise some tips
and techniques to manage your classroom.

**[Instructor Credibility]{.underline}**

As an instructor, your approach is key to establishing credibility with
your audience. Your appearance and professionalism will help set the
tone. Make sure you dress for the occasion -- business casual for a
casual training atmosphere and business attire for a business casual
atmosphere. Your professionalism should be demonstrated in everything
you do -- from having the classroom ready to go at the scheduled time
and greeting the participants to returning promptly from breaks.
Finally, your level of preparation and knowledge will be apparent,
especially if you have done your homework.

**[Presentation and Communication Tips]{.underline}**

How well your class goes is highly dependent on how well you present the
information and communicate feedback. Below are some basic presentation
and communication tips.

-   Be professional.

-   Speak to your audience; use familiar terminology.

-   Be natural; be yourself.

-   Be sincere; if you don't know, say so! And then find out later.

-   Be dynamic; move around, use inflection and volume changes for
    emphasis.

-   Be relaxed.

-   Interact with students, both in class and on break.

-   Make eye contact and scan the room to engage all participants.

-   Try not to read from the manual. Use your own manual that you have
    written hints, phrases, or cues to assist you.

-   Use, but be judicious, analogies, anecdotes, or professional
    experiences to make a point or engage the audience.

-   Be conscious of your body language (posture, facial expressions,
    gestures) when providing feedback. Your body language can speak
    volumes.

-   Use name tents and call people by name.

-   Listen to the question asked and try to restate them to ensure you
    have the question correct.

**[Managing the Training Environment]{.underline}**

Success also depends on how well you handle various situations that may
occur during the training. For example, the software application may
fail, the network may not be working, students may be complaining about
the pace of the class, one student may not be paying attention and keeps
falling behind. Table 1 contains common classroom management problems
with techniques to help you handle them.

+------------------+---------------------------------------------------+
| ![               | **Technique**                                     |
| ](media/image1.p |                                                   |
| ng){width="0.791 |                                                   |
| 6666666666666in" |                                                   |
| height="0.5      |                                                   |
| 395833333333333i |                                                   |
| n"}**Situation** |                                                   |
+==================+===================================================+
| The pace of the  | -   If the class is moving too fast, slow down.   |
| entire class is  |     You can always make up time covering topics   |
| moving too fast  |     the class is picking up quicker.              |
| or too slow.     |                                                   |
| Participants     | -   If the class is too slow, move faster through |
| seem either      |     the topics or try to re-establish relevancy.  |
| bored or lost.   |     Most people seem to pay attention when the    |
|                  |     topic is interesting and relevant.            |
+------------------+---------------------------------------------------+
| Participants are | -   Walking the classroom helps to keep people    |
| not following    |     focused. People are less likely to surf the   |
| the instructor.  |     Internet if you behind them. Walking the      |
| Some are way     |     class also helps you to gauge whether the     |
| ahead of the     |     class is staying with you.                    |
| instructor or    |                                                   |
| some a way       | -   If the students are way ahead, you may need   |
| behind.          |     to pick up the pace or rein those ahead in.   |
|                  |     Remind them to stay with the class as they    |
|                  |     may miss an important step or piece of        |
|                  |     information.                                  |
|                  |                                                   |
|                  | -   If a few students are falling behind, you     |
|                  |     can:                                          |
|                  |                                                   |
|                  |     -   Continue to move forward and help to get  |
|                  |         them caught up on a break or after lunch. |
|                  |                                                   |
|                  |     -   Give those ahead an impromptu exercise    |
|                  |         and catch the others up.                  |
|                  |                                                   |
|                  |     -   Elicit "student" teachers to assist the   |
|                  |         others in getting caught up.              |
|                  |                                                   |
|                  | -                                                 |
+------------------+---------------------------------------------------+
| The Training     | -   Take an unscheduled 10-minute break to allow  |
| Facility's       |     you to notify the facility and assess the     |
| Network Fails,   |     situation. Fully brief students when they     |
| Access to the    |     return.                                       |
| Internet is      |                                                   |
| lost, or         | -   Continue to follow the curriculum, talking    |
| connectivity     |     through description of processes in great     |
| with Source      |     detail.                                       |
| Database is      |                                                   |
| interrupted.     | -   Draw an approximation of application screens  |
|                  |     on white/chalk board or butcher paper to      |
|                  |     illustrate discussion points.                 |
+------------------+---------------------------------------------------+
| Overhead         | -   Try immediate action remedy's to correct      |
| Projector Fails. |     problem.                                      |
|                  |                                                   |
|                  | -   If unable to rectify problem with immediate   |
|                  |     action (in 2 minutes) notify Facility         |
|                  |     Manager, and continue training.               |
|                  |                                                   |
|                  | -   If you are using PowerPoint presentation to   |
|                  |     support lecture, continue lecture using       |
|                  |     white/chalk board to capture main ideas.      |
|                  |                                                   |
|                  | -   If you are using Projector to display         |
|                  |     Instructor's computer workstation output of   |
|                  |     an application, Instructor moves from front   |
|                  |     of class to position in rear of class where   |
|                  |     he/she can observe students' monitors, and    |
|                  |     continue training.                            |
+------------------+---------------------------------------------------+
| Disruptive       | -   Maintain a professional demeanor, point out   |
| Student          |     that this training is necessary, a            |
| Repeatedly Asks  |     professional responsibility, and the          |
| Irrelevant       |     importance of making the most of this         |
| Questions or     |     opportunity.                                  |
| Makes Statements |                                                   |
| which Reflect a  | -   If disruptive student continues behavior, ask |
| Negative         |     him to join you for a beverage during a       |
| Attitude         |     break, point out the impact of his/her        |
| Regarding        |     behavior, and ask him/her to "support" your   |
| Training or the  |     difficult task by refraining from negative    |
| System/Topic.    |     behavior.                                     |
|                  |                                                   |
|                  | -   Point out that you would welcome his/her      |
|                  |     detailed comments or the course evaluation,   |
|                  |     and will ensure they receive attention.       |
|                  |                                                   |
|                  | -   If all the above fails, contact your          |
|                  |     reporting senior, and request they take       |
|                  |     immediate action to remove the individual     |
|                  |     from training.                                |
+------------------+---------------------------------------------------+

**[Additional Tips]{.underline}**

-   Remember to review the objectives of the lesson before you begin
    your instruction. They are included to the focus the student's
    attention.

-   Know how all equipment in the room operates.

-   Know where all services and facilities in building are.

-   Know where you are in accomplishing the current class, and what
    remains.

-   Monitor the time.

-   Monitor the mood and alertness of students.

# ![](media/image2.wmf){width="0.8229166666666666in" height="0.65625in"}

Assessment examines participants' performance while evaluation examines
the instructor's performance and effectiveness of the course materials.
Both assessment and evaluation are instrumental components for improving
training.

**[Assessment]{.underline}**

Student performance should be assessed throughout and at the completion
of a course to build the student's confidence and to identify areas of
both strength and weakness within the course. When students can perform
the stated tasks, they are more confident that they will be able to
perform the tasks when they return to their jobs. Final course
assessments provide that feedback to both students and the instructor.

While student assessment helps to foster confidence, it also serves as a
mechanism to identify areas of strength and weakness within the course.
Indicators of well-taught material are tasks performed well by most or
all of the students during an assessment. Conversely, tasks that are not
performed well may indicate areas for improvement. Group review of the
ill-performed tasks will reveal whether it was the training or not.

Assessments have been included with the training materials provided by
the USDA. Practical exercises and review exercises are a form of
assessment and should be used to identify areas for improvement. The
final assessment for the courses should also be used for this.

**[Evaluatation]{.underline}**

Course evaluations provide valuable information about the course
materials used to train and the instructor's performance. These
evaluations are typically given at the end of the training event, but
could be used daily or mid-way through a course to assist the instructor
in uncovering unclear topics or tasks. Course evaluations disseminated
at the end of the training should be analyzed to pinpoint areas within
the course that were favorable and areas that may need improvement. An
analysis of the final assessment, in conjunction with the course
evaluations, should indicate areas of weakness within the training. The
instructor should investigate further to determine whether it was the
materials, the presentation, or a combination of both.

A sample course evaluation is available in Enclosure 2: Sample Training
Course Evaluation.

# ![](media/image2.wmf){width="0.8020833333333334in" height="0.6388888888888888in"}Section 6: Report

A brief written report is a professional way for the Instructor to
complete his/her training task. This report serves as a formal means to
inform management that training was conducted, and to provide the
results. This report should include:

-   A summary of the training conducted (Who, what, where, when, when
    and why).

-   The Instructor's subjective observations on the event.

-   The overall assessment results.

-   The consolidated evaluation results.

-   Any additional information required by management may be added to
    the report

A sample report format has been developed to guide you through this
process. See Enclosure 3: Sample Training Results Report.

  -----------------------------------------------------------------------
  Student Name    Title       Organization   Email          Phone
  --------------- ----------- -------------- -------------- -------------
                                                            

                                                            

                                                            

                                                            

                                                            

                                                            

                                                            

                                                            

                                                            

                                                            

                                                            

                                                            

                                                            

                                                            
  -----------------------------------------------------------------------

Post-Training Report

November 14, 2023

I. **Course:**
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

II\. **Training Dates:** *\<FROM\>* - *\<TO\>*

III\. **Instructor(s):** 1.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2\. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

3\. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

IV\. **No. Students: \_\_\_**

V. **Location:** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

VI\. **Instructional Goal:**
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

VII\. **Summary of Student Assessment Metrics:**

  ---------- ----------------------- -------------- -------------- --------------
  **Line**   **Assessment**          **High Score** **Low Score**  **Class
                                                                   Average**

  1          Inventory Knowledge                                   
             Test                                                  

  2          Quiz #1                                               

  3          Quiz #2                                               

  4          Quiz #3                                               

  5          Course Final Test                                     
  ---------- ----------------------- -------------- -------------- --------------

VIII\. **Summary of Student Course Evaluation Metrics**

+---+--------------------------------------------------------+---------+
|   | # Question                                             | ## Avg  |
|   |                                                        | . Score |
+---+--------------------------------------------------------+---------+
| 1 |                                                        |         |
+---+--------------------------------------------------------+---------+
| 2 |                                                        |         |
+---+--------------------------------------------------------+---------+
| 3 |                                                        |         |
+---+--------------------------------------------------------+---------+
| 4 |                                                        |         |
+---+--------------------------------------------------------+---------+
| 5 |                                                        |         |
+---+--------------------------------------------------------+---------+
| 6 |                                                        |         |
+---+--------------------------------------------------------+---------+
| 7 |                                                        |         |
+---+--------------------------------------------------------+---------+
| 8 |                                                        |         |
+---+--------------------------------------------------------+---------+
| 9 |                                                        |         |
+---+--------------------------------------------------------+---------+
| 1 |                                                        |         |
| 0 |                                                        |         |
+---+--------------------------------------------------------+---------+
| 1 |                                                        |         |
| 1 |                                                        |         |
+---+--------------------------------------------------------+---------+

IX. **Instructor Observations/Opinions/Recommendations:**

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

# ![](media/image1.png){width="0.8229166666666666in" height="0.5611111111111111in"}Training Course Evaluation

**Session:** \<Course Designator: Name\>

**Date:** \<Delivery Date(s)\>

**Instructor:** \<Name\>

**Course Objectives:** \<State Course Objectives\>

Your constructive assessment of the quality and value of your training
experience is extremely important to us, and essential in our efforts to
continue providing the quality products and services you need. Please
take a few minutes to complete this questionnaire, and return it to a
member of our staff. Please add additional comments at the end of the
form for all items you scored below a 3 (Satisfactory) to help us to
pinpoint areas of improvement. Other comments are welcome also.

1\. The Course Materials provided were:

  --- ----------- --- ----------- -- -------------- --- ---------- -- ----------------
      5\.             4\. Very       3\.                2\.           1\.
      Excellent       Good           Satisfactory       Marginal      Unsatisfactory

  --- ----------- --- ----------- -- -------------- --- ---------- -- ----------------

2\. The Course Content was:

  --- ----------- --- ----------- -- -------------- --- ---------- -- ----------------
      5\.             4\. Very       3\.                2\.           1\.
      Excellent       Good           Satisfactory       Marginal      Unsatisfactory

  --- ----------- --- ----------- -- -------------- --- ---------- -- ----------------

3\. The Length of this Course was:

  --- ----------- --- ----------- -- -------------- --- ---------- -- ----------------
      5\.             4\. Very       3\.                2\.           1\.
      Excellent       Good           Satisfactory       Marginal      Unsatisfactory

  --- ----------- --- ----------- -- -------------- --- ---------- -- ----------------

4\. The Pace of this Course was:

  --- ----------- --- ----------- -- -------------- --- ---------- -- ----------------
      5\.             4\. Very       3\.                2\.           1\.
      Excellent       Good           Satisfactory       Marginal      Unsatisfactory

  --- ----------- --- ----------- -- -------------- --- ---------- -- ----------------

5\. The Instructor was:

  --- ----------- --- ----------- -- -------------- --- ---------- -- ----------------
      5\.             4\. Very       3\.                2\.           1\.
      Excellent       Good           Satisfactory       Marginal      Unsatisfactory

  --- ----------- --- ----------- -- -------------- --- ---------- -- ----------------

6\. The Facilities were:

  --- ----------- --- ----------- -- -------------- --- ---------- -- ----------------
      5\.             4\. Very       3\.                2\.           1\.
      Excellent       Good           Satisfactory       Marginal      Unsatisfactory

  --- ----------- --- ----------- -- -------------- --- ---------- -- ----------------

7\. Relevance to Job Requirements/Responsibilities:

  --- ----------- --- ----------- -- -------------- --- ---------- -- ----------------
      5\.             4\. Very       3\.                2\.           1\.
      Excellent       Good           Satisfactory       Marginal      Unsatisfactory

  --- ----------- --- ----------- -- -------------- --- ---------- -- ----------------

8\. Provided Opportunity to Practice New Skills:

  --- ----------- --- ----------- -- -------------- --- ---------- -- ----------------
      5\.             4\. Very       3\.                2\.           1\.
      Excellent       Good           Satisfactory       Marginal      Unsatisfactory

  --- ----------- --- ----------- -- -------------- --- ---------- -- ----------------

9\. Achieved Stated Learning Objectives:

  --- ----------- --- ----------- -- -------------- --- ---------- -- ----------------
      5\.             4\. Very       3\.                2\.           1\.
      Excellent       Good           Satisfactory       Marginal      Unsatisfactory

  --- ----------- --- ----------- -- -------------- --- ---------- -- ----------------

10\. Met Your Expectations:

  --- --------------- --- -------------- -- -------------- --- -------------- -- ---------------
      5\. Exceeded        4\. All           3\. Most           2\. Some          1\. Did not
      expectations.       expectations      expectations       expectations      meet my
                          were met.         were met.          were not met.     expectations.

  --- --------------- --- -------------- -- -------------- --- -------------- -- ---------------

11\. Would You Recommend Course To Others?

  --- ------------ --- ----------- -- ----------- --- ---------- -- -----------
      5\.              4\. In Most    3\. In Some     2\. Rarely    1\. Never
      Definitely       Cases          Cases                         

  --- ------------ --- ----------- -- ----------- --- ---------- -- -----------

12\. Additional Comments:

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

+---+--------------------------------------+----------------------------+
| * |                                      |                            |
| * |                                      |                            |
| K |                                      |                            |
| i |                                      |                            |
| c |                                      |                            |
| k |                                      |                            |
| o |                                      |                            |
| f |                                      |                            |
| f |                                      |                            |
| T |                                      |                            |
| i |                                      |                            |
| p |                                      |                            |
| s |                                      |                            |
| C |                                      |                            |
| h |                                      |                            |
| e |                                      |                            |
| c |                                      |                            |
| k |                                      |                            |
| l |                                      |                            |
| i |                                      |                            |
| s |                                      |                            |
| t |                                      |                            |
| * |                                      |                            |
| * |                                      |                            |
+---+--------------------------------------+----------------------------+
|   | # [General]{.underline}              | # [Example]{.underline}    |
+---+--------------------------------------+----------------------------+
|   | Initiating Authority or Sponsor of   | \[Organization\]           |
|   | Training is:                         |                            |
+---+--------------------------------------+----------------------------+
|   | Individual Objective for Each        | \[Desired Outcome\]        |
|   | Student is:                          |                            |
+---+--------------------------------------+----------------------------+
|   | Each training day begins at:         | \[Time\]                   |
+---+--------------------------------------+----------------------------+
|   | Each training day ends at:           | \[Time\]                   |
+---+--------------------------------------+----------------------------+
|   | This course concludes at             | \[Date & Time\]            |
|   | (date/time):                         |                            |
+---+--------------------------------------+----------------------------+
|   | The Facilities to be Utilized for    | \[Identify all facilities  |
|   | Training are:                        | to be utilized\]           |
+---+--------------------------------------+----------------------------+
|   | The Overarching Objective for the    | \[Instructional Goal\]     |
|   | Instructor and Students is:          |                            |
+---+--------------------------------------+----------------------------+
|   |                                      |                            |
+---+--------------------------------------+----------------------------+
|   | # [Classroom Decorum]{.underline}    |                            |
+---+--------------------------------------+----------------------------+
|   | Be Prompt                            | \[A courtesy to others\]   |
+---+--------------------------------------+----------------------------+
|   | Mute Cell Phones, Pagers & PDAs      | \[A courtesy to others\]   |
+---+--------------------------------------+----------------------------+
|   | Communication in Class - Only One    | \[A courtesy to others\]   |
|   | Person Talks at a Time               |                            |
+---+--------------------------------------+----------------------------+
|   | Instructor Phone and Email Address   | \[To be reached in case of |
|   |                                      | emergency\]                |
+---+--------------------------------------+----------------------------+
|   | Policy on Food & Beverages in Class  | \[Yes or No\]              |
+---+--------------------------------------+----------------------------+
|   | Policy on Computer Use for Email or  | \[During Breaks Only\]     |
|   | Internet Access in Class             |                            |
+---+--------------------------------------+----------------------------+
|   |                                      |                            |
+---+--------------------------------------+----------------------------+
|   | # [Techniques of Ins                 |                            |
|   | truction to be Utilized]{.underline} |                            |
+---+--------------------------------------+----------------------------+
|   | Lecture                              | \[Instructor Talks\]       |
+---+--------------------------------------+----------------------------+
|   | Presentation                         | \[PowerPoint               |
|   |                                      | Presentation\]             |
+---+--------------------------------------+----------------------------+
|   | Demonstration                        | \[Instructor Demonstrates  |
|   |                                      | Skill\]                    |
+---+--------------------------------------+----------------------------+
|   | Guided Learning                      | \[Instructor Led           |
|   |                                      | Exercise\]                 |
+---+--------------------------------------+----------------------------+
|   | Student Teaching                     | \[Student Performs Example |
|   |                                      | of Skill\]                 |
+---+--------------------------------------+----------------------------+
|   | Group Work                           | \[Small Working Group      |
|   |                                      | Activities\]               |
+---+--------------------------------------+----------------------------+
|   | Role Play                            | \[2 Students Working       |
|   |                                      | Through a Simulation\]     |
+---+--------------------------------------+----------------------------+
|   | Independent Practice                 | \[Practical Exercise\]     |
+---+--------------------------------------+----------------------------+
|   | Assessment                           | \[Test or Quiz\]           |
+---+--------------------------------------+----------------------------+

  ------------- ------------------------------ --- ---------------------------------
  **Logistics                                      
  Checklist**                                      

                Facility Hours Closed?             What are Procedures for Handling
                                                   Personal Messages at Facility?

                Are Access Badges Required?        At What Phone Number Can Personal
                                                   Messages Be Received for
                                                   Students?

                What Are Temporary Access          Are Pay or FTS Telephones
                Procedures?                        Available?

                What Personal Info Does            Are Beverages & Snacks Available
                Security Manager Require for       from Vending Machines or Snack
                Each Training Participant?         Bar?

                Transportation To/From             What Local Cafeterias &
                Airport?                           Restaurants are Nearby for Lunch?

                Transportation Between             
                Facility and Hotel?                

                Parking at Facility?               

                                                   

                **[Classroom]{.underline}**        **[Other]{.underline}**

                Do Classrooms have White or        Is There a Copy Machine
                Chalk Boards?                      Available?

                Are Dry Erase Markers, Chalk &     Is There a Fax Machine Available?
                Erasers Provided?                  

                Is a Flip Chart with Paper &       
                Markers Provided?                  

                Is There a Podium in               
                Classroom?                         

                Is There a Desk/Computer           
                Workstation Dedicated for an       
                Instructor?                        

                How Many Student Desks /           
                Computer Workstations?             

                How are Student Workstations       
                Arranged? Center & Side            
                Aisles?                            

                What Types of Lights in            
                Classroom?                         

                Do Classroom Lights Have           
                Adjustable Intensity?              

                Are Light Switches Controlled      
                from Instructor Workstation?       

                Is Classroom Thermostat            
                Accessible & Adjustable?           

                Do Windows Have Shades or          
                Blinds to Manage Sunlight /        
                Glare?                             
  ------------- ------------------------------ --- ---------------------------------

  -------------- ------------------------------ -- --- ------------------------------
  **Instructor                                         
  Tips                                                 
  Checklist**                                          

                 **[General]{.underline}**             **[Communications in
                                                       Class]{.underline}**

                 Be Prepared for Training              Volume - Ensure All Hear
                                                       Question & Response

                 Be Knowledgeable on All Topics        Use Group-Appropriate
                 Covered                               Terminology

                 Be Experienced with Systems /         Make Frequent Eye Contact with
                 References                            Students

                 Be Appropriate & Professional         Movement - Be Mobile, Active &
                 in Appearance                         Energetic

                 Be Professional in Demeanor           Body Language - Confident /
                                                       Enthusiastic

                                                       Use Open and Closed Questions

                 **[In Class]{.underline}**            Listen Carefully to Questions

                 Be Natural - Be Yourself              Restate Questions for Clarity

                 Be Sincere - If You Don\'t            Decide Who Should Respond -
                 Know, Say So                          You or Class

                 Be Dynamic - Move, Use                Determine Appropriate Response
                 Inflection & Volume                   

                 Be Relaxed                            

                 Interact with Students-In and         **[Style Tips]{.underline}**
                 Outside of Class                      

                 Continuously Make Eye Contact         Never Turn Your Back to Class

                 Be Judicious Using Anecdotes &        Never Read from a Training Aid
                 Experiences                           

                                                       Use Training Aid as a Tool,
                                                       Never a Crutch

                 **[Types of Training                  
                 Media]{.underline}**                  

                 Course Handouts                       **[Manage the Training
                                                       Environment]{.underline}**

                 Detailed Outlines                     Know Course Materials

                 References & Enclosures               Know Course Delivery Strategy

                 White or Chalk Boards                 Know How All Equipment
                                                       Operates

                 Flip Charts                           Know Where All Services &
                                                       Facilities Are

                 VCRs                                  Know Name & a Fact or Two of
                                                       Each Student

                 Audio                                 Know Baseline of Skills &
                                                       Experience of Class

                 Presentations Using Overhead          Know Where You are in
                 Projectors                            Curriculum Delivery

                 Internet                              Know the Time

                                                       Know the Mood & Alertness of
                                                       Students
  -------------- ------------------------------ -- --- ------------------------------

  ------------- ------------------------------ -- ---- -------------------------------------------------
  **Training                                           
  Analysis                                             
  Checklist**                                          

                **[General]{.underline}**              **[The \'Where\']{.underline}**

                Specified Tasks?                       Location of Primary Training Facility?

                Implied Tasks?                         Location of Alternate Training Facility?

                                                       Is Facility Centrally Located for Attendees?

                **[The \'Who\']{.underline}**          Is There a Nearby Transportation Hub?

                How Many?                              

                Local or Traveling to Central          **[The \'Why\']{.underline}**
                Training Site?                         

                Experience in Training Subject         The Purpose, Aim or Goal of Training?
                Matter?                                

                Requisite Knowledge or                 Why This Audience?
                Computer Skills?                       

                Special Requirements /                 Why This Training Now?
                Physical Limitations?                  

                                                       

                **[The \'What\']{.underline}**         **[Feasible-Suitable-Acceptable?]{.underline}**

                What is the Topic or Subject           Sufficient Resources to Accomplish Training?
                Matter?                                

                What is the Method(s) of               Is Training Appropriate to Requirements?
                Delivery?                              

                What Basic Materials /                 Appropriate Use of Critical Resources?
                Facilities Required?                   

                                                       

                **[The \'When\']{.underline}**         

                Date Training Must Begin or Be         
                Completed?                             

                Do Training Dates Include Mon.         
                or Fri.?                               

                Estimated Hours to Complete            
                Training?                              

                Known Limits to Available              
                Training Hours?                        

                                                       

                                                       
  ------------- ------------------------------ -- ---- -------------------------------------------------

  ----------------- -------------------------------- --- ---------------------------- ------
  **Hardware /                                                                        
  Software Systems                                                                    
  Checklist**                                                                         

  **The purpose of                                                                    
  this checklist is                                                                   
  to ensure that                                                                      
  the system you                                                                      
  are training on                                                                     
  is all ready to                                                                     
  go the first day                                                                    
  of training. To                                                                     
  do that, you                                                                        
  first need to                                                                       
  determine what                                                                      
  the technical                                                                       
  requirements are                                                                    
  to conduct the                                                                      
  training. (The                                                                      
  system IT                                                                           
  representative                                                                      
  and a subject                                                                       
  matter expert                                                                       
  should be able to                                                                   
  assist you with                                                                     
  the first step of                                                                   
  this.)**                                                                            

                                                                                      

  1\. What are the                                                                    
  minimum hardware                                                                    
  specs to support                                                                    
  the training                                                                        
  software?                                                                           

                    Available hard drive space:                                       

                    Available memory:                                                 

                    Processor type/speed:                                             

                    Floppy or R/W CD-ROM:                                             

                    Monitor Size:                                                     

                    Monitor Resolution:                                               

  **2. What                                                                           
  software is                                                                         
  required?**                                                                         

                    Operating System?                                                 

                    Application Software (e.g., MS                                    
                    Office, Oracle Discoverer/Forms,                                  
                    WordPerfect,)?                                                    

                    Browser?                                                          

                    Other (e.g., Adobe Acrobat                                        
                    Reader, Java Virtual Machine,                                     
                    WinZip, Flash)                                                    

  3\. What                                                                            
  additional                                                                          
  technical issues                                                                    
  should you be                                                                       
  aware of?                                                                           

                    Database accessibility (e.g.,                                     
                    outside or inside USDA backbone,                                  
                    behind firewall,)?                                                

                    Printer access? Instructor?                                       
                    Students?                                                         

                    Student work product - floppy                                     
                    disks or writeable CDs needed                                     
                    for storage?                                                      

  **Now that you                                                                      
  have the                                                                            
  specifications                                                                      
  for what is                                                                         
  needed, the                                                                         
  following                                                                           
  questions should                                                                    
  be discussed with                                                                   
  the facility\'s                                                                     
  IT contact. Note:                                                                   
  Depending on the                                                                    
  specifications,                                                                     
  some of these                                                                       
  questions may not                                                                   
  need to be                                                                          
  asked.**                                                                            

                    **[Hardware]{.underline}**           **[Software]{.underline}**   

                    Are Computers Networked?             What Software Loaded?        

                    Is it a USDA Network?                What Operating Systems /     
                                                         Service Packs?               

                    Is Network Behind a Firewall?        What Application Software is 
                                                         Pre-Loaded                   

                    Can Required User Applications       What is the Default Browser? 
                    Pass Firewall?                       What Version?                

                    How are Student User IDs &           Is Adobe Acrobat Reader      
                    Passwords Established?               Loaded?                      

                    Is a Network Printer Available?      Is WinZip Loaded?            

                    Is Toner & Paper Supply Provided     Is There a Current Java      
                    / Available?                         Virtual Machine (JVM)        
                                                         Loaded?                      

                    Is There Internet Access from        What is Capability to        
                    Classroom Workstations?              Upgrade O/S, if Required?    

                    Is Internet Access via High or       What is Capability to Load   
                    Low Rate Connection?                 S/W Apps, if Required?       

                    Is Help Desk Support Readily         Can Systems Be Wiped and     
                    Available?                           Mirrored to Instructor\'s    
                                                         Spec?                        

                    What are Help Desk Support                                        
                    Procedures?                                                       

                    Is System Administrator On-Site?                                  

                    What are System Admin Support                                     
                    Procedures?                                                       

                    Type and Speed of Computer                                        
                    Processors                                                        

                    Computer Memory Capacity?                                         

                    Computer Storage Capacity?                                        

                    Monitor Size?                                                     

                    Monitor Resolution Capability?                                    

                    Types of Floppy Drives                                            
                    Available?                                                        

                    How Many Student Workstations?                                    

                    Instructor Workstation?                                           

                    Is Overhead Projector Slaved to                                   
                    Instructor W/S?                                                   

                    Is There a Remote Control for                                     
                    Overhead Projector?                                               

                    Does Remote Control Contain a                                     
                    Laser Pointer?                                                    

                    Is Projection Screen Manual or                                    
                    Powered ?                                                         

                                                                                      

  **The following                                                                     
  tasks should be                                                                     
  completed by the                                                                    
  instructor to                                                                       
  ensure hardware                                                                     
  and software are                                                                    
  working properly                                                                    
  the day before                                                                      
  training.**                                                                         

                                                                                      

                    Coordinated with facility\'s IT                                   
                    person and software is loaded.                                    

                    Confirmed training database has                                   
                    been reset.                                                       

                    Checked all PCs at facility to                                    
                    ensure software is loaded and                                     
                    running.                                                          

                    Checked all user IDs and                                          
                    passwords to ensure they are                                      
                    working.                                                          

                    Checked all PCs connected to a                                    
                    printer and they are working.                                     

                    Checked all PCs for Internet                                      
                    connectivity.                                                     

                                                                                      
  ----------------- -------------------------------- --- ---------------------------- ------