One of the biggest challenges to running a training course is managing your time so that you cover subject required in the given time. This article provides 18 ways to manage your time effectively.
Effective trainers know that one of the keys to delivering good training is to skillfully manage time. This presents numerous challenges especial when running sales training and management training courses as there maybe many possibilities to each solution. The skill of managing time is indispensable for three reasons:
1. So that the subject matter can be conveyed to everyone.
2. So that individual subject areas are allocated sufficient time according to their importance.
3. So that unexpected delays, such as breakdowns, difficulties of understanding, etc., can be absorbed.
Time management of training courses takes place on two levels: A theoretical phase during preparation and a practical phase during the actual training session. If you are new to training then here a few suggestions to help you manage your time properly:
1. During preparation set a specified amount of time for each individual stage of training. Estimate this according to importance and degree of difficulty.
2. Include in this time any questions, objections and difficulties of understanding which may arise. Put yourself in the place of the person being trained.
3. Incorporate “time cushions”. Allow 20% more time for each training phase than will actually be used if everything goes smoothly.
4. Make allowances for breaks, place changes, structural alterations.
5. Have the right number of required documents, aids, printed forms, etc. ready and check their quality.
6. Prepare visual and sound aids: visual slides, films, whiteboards, flipcharts, diagrams, samples, tests, tape recordings. Seeing and hearing speeds up assimilation of material.
7. Prepare visual concept structures. Arrange the key concepts of a subject area above, below or next to each other, on a whiteboard or screen, thus making the system of the subject area more visual.
8. Before the training session begins, examine the room and the equipment: the layout of the tables and chairs, the lighting, ventilation, heating, power points; check that the equipment is working correctly, and that everything needed is there.
9. Start the training session with information about the content and progression of the training course: aims of the course, subject areas to be covered and time allocated to them, subjects not to be covered, breaks, rules of play. For sales training and management training courses you can also encourage the delegates to set their own learning objectives of what they want to gain from the course. This information can help to identify what areas they are likely to want to focus on and therefore those sessions might take longer than others.
10. Insist on uncompromising punctuality. Start on the dot, even if some people are still missing, and finish on the dot, even if the exercise has not been completed. Keep exactly to break times.
11. Set the course tempo at the intellectual average. Avoid the following two dangers: Giving extra tuition to star pupils, and cramming basic knowledge into those lagging behind.
12. Give clear, unambiguous instructions. Repeat instructions. What is to be done; how it is to be done; what results are expected; how much time is available.
13. Supervise participants when they are carrying out set exercises, do not stay up at the “teacher’s desk” or podium. Find out if there are any ambiguities in the instructions given and correct them immediately. Deal with individuals’ difficulties of comprehension.
14. Give an indication of time, preferably after the first and second thirds of time available has lapsed.
15. If a lot more time than anticipated is required, arrange individual exercises in order of priority and indicate the sequence of the solution. Or split up tasks amongst working groups. Always have a few spare exercises or short sessions that you an incorporate on the rare occasion that you are actually running ahead of time.
16. Do not let yourself be diverted from the curriculum by questions and side issues. Either deal with side issues fairly briefly or put them aside for discussion during the break or point out that they are not part of the course.
17. Interrupt those who ask verbose questions: do not allow secondary lectures to take the place of questions. Force those who are pompous or overzealous, in a friendly manner, to be brief with their comments, additions or problems and to keep to the subject at hand.
18. Keep your closing summary to a maximum of 5 minutes. Only remind listeners of the topics covered, do not repeat them. You can end by reviewing the post action plans that delegates have developed, especially for sales training and management training courses.
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