Good Training Practice:

Good Training Practice:
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http://www.agron.iastate.edu/nciss/kingsat2.html

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Principle 1: Encourages Participant - Trainer Contact
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Frequent trainer-participant contact in and out of sessions is the most important factor in participant motivation and involvement. Trainers concern helps participants get through rough times and keep on working. Knowing the trainer well enhances participant's intellectual commitment and encourages them to think about their own values and future plans.

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Principle 2: Encourages Cooperation Among Participants
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Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions improves thinking and deepens understanding.

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Principle 3: Encourages Active Learning
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Learning is not a spectator sport. Participants do not learn much just sitting in sessions listening to trainers, memorizing pre-packaged activities, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves.

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Principle 4: Gives Prompt Feedback
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Knowing what you know and don't know focuses learning. Participants need appropriate feedback on performance to benefit from courses. In getting started, participants need help in assessing existing knowledge and competence. In sessions, participants need frequent opportunities to perform and receive suggestions for improvement. At various points during training, and at the end, participants need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.

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Principle 5: Emphasizes Time on Task
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Time plus energy equals learning. Efficient time-management skills are critical for prtticipants and professionals alike. Allocating realistic amounts of time means effective learning for participants and effective training for trainers. How an institution defines time expectations for participants, trainers, consultants, and other HR professional staff can establish the basis for high performance for all.

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Principle 6: Communicates High Expectations
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Expect more and you will get it. High expectations are important for everyone, for the poorly prepared, for those unwilling to exert themselves, and for the bright and motivated. Expecting participants to perform well becomes a self-fulfilling prophecy when trainers and institutions hold high expectations of themselves and make extra efforts.

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Principle 7: Respects Diverse Talents and Ways of Learning
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There are many roads to learning. People bring different talents and styles of learning to the training room. Brilliant participants in the seminar room may be all thumbs in the activities. Participants rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learning in ways that do not come so easily.