The Training Cycle Model

Overview
The Training Cycle is the means by which you can ensure that your training results in what
youre wanting whether its simply to show how you value and respect your staff / volunteers
or to create lasting and effective change.
The Training Cycle has five stages:

Identifying Training Needs

Preparation
Training Delivery
Applying Learning
Evaluation

Simply experiencing a training event can result in learning. However, chances are far greater
when learners are consulted and supported, particularly through the stages of identifying training
needs, preparing for the training, and applying learning post-training.
The process is cyclic, so you can approach it at any stage, but the ideal starting point is
Identifying Training Needs.

Identifying Training Needs

All stages of The Training Cycle are important; but if you dont address the right issues, or if you
fail to identify actual training needs, then your training will not achieve what you want it to.
During this stage we address questions such as:

What is the current situation?

What problems exist?

What are the opportunities?

What is the required, ideal situation?

What new knowledge, skills or attitudes are desired?

At The Training Cycle we take you through a considered, simple and pragmatic process. We
consider all stakeholders, refer to best practice and research, and take into account your
organisational values and vision.
We ensure your training has the correct purpose.
We provide clear direction, enabling you to perform this process yourself, as part of our standard
package.
For those with a more substantial budget, our skilled Consultants can perform a Training Needs
Analysis (TNA) on your department / organisation.
Our goal is to ensure that every client receives the advice and guidance that is best for them and
their organisation.
Preparation

Once Training Needs have been identified, you need to prepare for training delivery, posttraining support and training evaluation.
Formulate specific learning outcomes, decide on a course title and compose a brief overview.
Comprehensive yet easy to understand handouts can be produced, along with an appropriate
PowerPoint presentation.
Additional materials to support learning activities eg music, games, props, can be identified.
Logistical issues are also addressed such as facilitator-to-delegate ratio, venue facilities and
refreshments, budgets and the means of circulating information to the appropriate people.
At The Training Cycle we support you in exploring the specific Strengths, Weaknesses,
Opportunities and Threats to the success of your training event.
We work in partnership with you to identify what managerial and organisational support might
be put in place to promote the achievement of the required outcomes.
We get creative about how to encourage delegate anticipation, creating ownership and fostering a
desire for proposed changes.
We purposefully and systematically prepare for success.
Training Delivery

Consider room layout and equipment. Plan for unforeseen eventualities (E.G. Have a printout of
slides as a backup should the projector fail).
Training should be led by experienced and skilled facilitators. It is essential that training sessions
be regarded with a sense of reward and value.
Facilitators need to cater for different learning and communication styles in how they present.
At the Training Cycle we understand that people learn best when in a relaxed and focused state.
We endeavour to facilitate delegates in realising learning points for themselves, wherever
possible - rather than 'spoon-feeding' or lecturing.
Our Trainers consciously establish an atmosphere of trust and cooperation.
They carefully manage the group process, enabling individuals to engage with the material and
explore the edges of their comfort zones.
Our focus is on a facilitative, workshop style; providing opportunities for experiential learning
with an emphasis on relating learning to real-life, daily practice.
We endeavour to make learning fun.

Apply Learning
Learning is enhanced when delegates have time to reflect upon the training, and ideally time
should be set-aside for this during the Preparation Stage.
A review of pre-training materials (notes, self-assessments etc) and training handouts assist the
recognition of learning so far achieved, and any additional learning and developmental needs
uncovered by the experience.
Ideally, delegates will be supported through this process during a Supervision Session and each
can be facilitated in making specific commitments in order to bring about proposed changes.
This stage is crucial if any real change is to occur following the training event. Delegates need to
be encouraged and supported in practicing new learning / skills / models etc. They need to be
given the time, and opportunities, to put their learning into practice.
This is also an opportunity to celebrate new steps, insights and learning.
New learning most readily sticks, if applied immediately after the training.

Delegates should be empowered and enabled to step out of their comfort zones into an
environment where mistakes are regarded as an essential part of the learning process; simply
something to learn from.
Skilled, specific, feedback is invaluable during this process and encouragement to follow the
model of:

You may want delegates to work in teams to plan and implement:

Structural changes: Restructuring workplace or areas of the organisation to support

implementation of new learning

Process improvements: Policies, procedures and systems may be improved to support

new learning

The organisation may implement reward systems to encourage the application of new learning.
Consequences of non-compliance may also be considered / implemented.
Ideally, managers will be trained in how to support and reinforce the new learning in their staff.
Guidance should be provided as a minimum.

Evaluation
It is important to know to what extent the learning program has been successful.
Ideally, elements of evaluation are built into each stage of the training process with the basic
questions to consider being:
What do we want to find out? and, How feasible is it to find out?
Evaluation is planned for during the Preparation Stage, and steps may include:

Pre-tests / evaluations and post-tests / evaluations

Performance observations

Training evaluation forms

Supervision sessions

Performance appraisals

Retention rates

Stakeholder surveys

Sales figures

Appraisal systems

Output / quality / financial measurements

Attendance statistics

Focus groups

1-2-1 coaching sessions

Evaluation measurements need to consider both Hard Data and Soft Data.
Hard data consists of easily quantifiable units, such as items produced, items sold, staff /
volunteer retention, time taken to complete tasks etc. Measurements of hard data are evidencebased and objective.
Soft data is concerned with aspects such as attitudes, soft-skills, motivation and satisfaction
levels. Measurements of soft data rely mostly on peoples perceptions and are subjective.
The Kirkpatrick model of evaluation considers four levels of evaluation:

How did the delegates react to the training?

What did the delegates learn from the training?

How has this impacted upon observable behaviour; how are they performing their role
differently?

How has the organisation benefited from the training? What is the impact on the
organisation and its clients / customers?

Evaluation procedures must obtain valuable information, whilst being as unobtrusive to the flow
of business as possible.