When specific training objectives are identified, consult with others in your unit and organization, including the potential trainees, to evaluate whether the objectives are specific, measurable, achievable, realistic and doable in the time frame available. An excellent program can be ravaged if offered at a time that conflicts with other organizational priorities or is held in cramped, uncomfortable facilities. Explore whether training is the best solution to the problem you are trying to solve. Sometimes mentoring, coaching, counseling, or a job aid can solve the problem as well. Provide data to play the power game to gain a share of the organization's resources At the design phase, consult with a colleague or professional trainer to review your design and assumptions for the choice of instructional technology.
People remember what they discover for themselves.
Familiarize yourself with research reported in professional training literature indicating that there is little correlation between favorable participant reaction and amount of learning that occurred. It encourages instructors to entertain rather than focus on participant learning, suggests to participants that learning is passive rather than active and comes too late in the training cycle to correct any design flaws. Tailor a form specifically for each program. Avoid generic forms. Participants will respond accordingly.