How to select a Training Provider

First the fear of signing up with a “bogus” provider, then the fear of not getting the required support is probably something we all think of when booking for a course.

Let’s face it: Training is expensive, and waiting for your money from the wrong provider or course could leave to devastating consciences, especially if you bargain on getting future employment.

Below is some of our general guidelines when selecting a Training Provider. It always helps to do a bit of research.

How to select a Training Provider:
• Ask for references.
• Look at the Facilitators CV for experience.
• Type of support provided.
• Duration and if support is limited to a period.
• Type of assessments.
• Type of Certification (Attendance or Competence.)

How to confirm a Training Institution is Accredited:
• Ask for their Accreditation Number.
• Ask for the SETA they accredited with.
• DO NOT accept their accreditation letter. Contact the SETA direction to confirm their scope.
• Ensure legislated terminology, like “we are SETA Accredited”, and not only using the word “Accredited” on its own.
• Check that the programme accreditation is valid by phoning the SETA. (Different from Training Provider Accreditation.)

What should reflect on a course marketing material:
• Unit Standard Number.
• NQF Level
• Credits
• Expiry date
• Entry level requirements.

Guidelines for signing agreements with external providers:
• Payment terms.
• Type of Support provided.
• Duration, time frames.
• Type of methodologies that will be used.
• Content of the course.
• How will re-assessments be handled.
• What is the cost of cancellation?
• What is the cost of learning that must be re-scheduled?
• What are the registration fees and is it refundable?
• Previous references?

Guidelines with registration/enrolments:
• Many institution ask for a registration fee that is not refundable. Note that the SETAs and the QCTO does not ask a fee to be registered and there is merely an admin fee for the institution to register you on their database.
• Some use the registration fee as a “founders fee” for any person who referred or found them the client. That also explains why the fee is never refundable.
• Many providers limit their access to a course content or final submissions to a set period. After this you will be expected to pay-up and in some cases even to re-book for the entire course. Strict deadline clauses should be clearly indicated on their registration forms. It is advisable to always keep a copy of their advertising material and your enrolment details should you want to log a dispute with the relevant SETA.

Provided by TrainYouCan PTY LTD

South Africa Training Providers Forum

The South Africa Training Providers Forum was established to assist training providers (private and public) as “a voice” in the Higher Education domain. Our aim is not to replace any current bodies or excising forums, but to target a specific audience in the Training industry that is in a much needed space for support and resources.

The Training Providers Forum in South Africa want to bring the much needed resources to the Training Providers directly through innovative technology delivery methods and represent them as the training voice in the Higher Education sector.

The South Africa Training Providers Forum aim to deliver the following services to the industry:

  1. Be the voice about national issues in South Africa with the various SETAs and the QCTO.
  2. Aim to bring business leads to the Training Industry.
  3. Provide a forum for discussions and sharing of knowledge.
  4. Provide free webinars and virtual training sessions to its members.

With very affordable rates to become a member of the Training Providers Forum makes it one of the best option for upcoming Training Provider in South Africa.

The South Africa Training Providers Forum is a registered Non-profit Company.

http://trainingforum.org.za/ 

SETA Assessors Training Course

115753 Conduct outcomes-based assessment 

PURPOSE OF THE ASSESSOR COURSE
This generic Assessors course or Assessor Unit Standard unit standard is for those who assess people for their achievement of learning outcomes in terms of specified criteria using pre-designed assessment instruments. The outcomes and criteria may be defined in a range of documents including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications.

Those who achieve this assessors course will be able to conduct assessments within their fields of expertise. This unit standard will contribute towards the achievement of a variety of qualifications, particularly within the fields of Education Training and Development Practices and Human Resource Development.

People credited with this unit standard are able to carry out assessments in a fair, valid, reliable and practicable manner that is free of all bias and discrimination, paying particular attention to the three groups targeted for redress: race, gender and disability.

  • In particular, people credited with this unit standard will be able to:
  • Demonstrate understanding of outcomes-based assessment;
  • Prepare for assessments;
  • Conduct assessments;
  • Provide feedback on assessments; and
  • Review assessments.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The credit calculation is based on the assumption that those starting to learn towards this unit standard have no previous assessment experience. It is assumed, though, that the candidate-Assessors course or Assessor Unit Standards have evaluative expertise within the area of learning in which they intend to assess (see Definition of Terms for a definition of “evaluative expertise”).

Durban Assessors Course click here

UNIT STANDARD RANGE = ASSESSORS COURSE
1. This generic assessment unit standard applies to assessment in all fields of learning. However, it is expected that assessments will be contextualised to meet the requirements of different contexts.

2. Assessment of candidate-Assessors course or Assessor Unit Standards will only be valid for award of this unit standard if the following requirements are met:
Assessments carried out by the candidate-Assessors course or Assessor Unit Standard are in relation to significant, meaningful and coherent outcome statements that include criteria for assessment purposes, and allow for judgements of competence in line with SAQA’s definition of competence i.e. embrace foundational, practical and reflexive dimensions of competence. Outcomes that are highly task-orientated and do not demand much, if any, in the way of reflexive competence, will not be sufficient for measuring competence as an Assessors course or Assessor Unit Standard in terms of this unit standard. It is important that candidate-Assessors course or Assessor Unit Standards select outcomes that enable them to meet the requirement laid out here.
The candidate-Assessors course or Assessor Unit Standard demonstrates repeatability by carrying out at least two assessments :

  • One of which may be a simulated assessment (in order to cover a range of typical assessment situations), and
  • At least one of which must involve a real candidate in a real assessment situation, preferably under the guidance of a mentor.

Assessors Course in Johannesburg click here
The assessments may involve two or more candidates in relation to the same outcome.
Candidate-Assessors course or Assessor Unit Standards produce evidence that they can conduct assessments in RPL situations and for candidates who may have fairly recently acquired the necessary knowledge and skills through courses or learning programmes. However, candidate Assessors course or Assessor Unit Standards do not need to carry out both kinds of assessments in practice for the award of this unit standard. Should candidate-Assessors course or Assessor Unit Standards carry out an RPL-related assessment for the purposes of this unit standard, then it is sufficient for them to show how they might have conducted the assessment differently had it been an assessment linked to recent learning, and vice versa.

3. For the purposes of assessment against this unit standard, candidate-Assessors course or Assessor Unit Standards should have access to Assessment Guides and will not be expected to design assessments. (See Definition of Terms for a definition of Assessment Guides). Candidate Assessors course or Assessor Unit Standards will be expected to interpret the standards at hand in order to ensure their assessment judgements are in accordance with the requirements of the standard. In cases where Assessment Guides are not available, providers should seek ways to make such guides available for the purposes of this assessment. Where candidate-Assessors course or Assessor Unit Standard also intend to design assessments, then providers are encouraged to integrate the learning and assessment of the unit standards:

  • Conduct outcomes-based assessments
  • Design and develop outcomes-based assessments

4. Candidate-Assessors course or Assessor Unit Standards should have access to organisational assessment policies, procedures and systems (including moderation). It is assumed the organisational policies and procedures are of a quality sufficient for accreditation purposes. Where such policies and procedures are not yet available, the provider may make general policies and procedures available for the purposes of this assessment.

Further range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The following knowledge is embedded within the unit standard, and will be assessed directly or indirectly through assessment of the specific outcomes in terms of the assessment criteria:

  • Outcomes-based education, training and development
  • Principles of assessment – directly assessed through assessment criterion ‘Key principles of assessment are described and illustrated in practical situations. The descriptions highlight the importance of applying the principles in terms of the possible effect on the assessment process and results.’, and indirectly assessed via a requirement to apply the principles throughout the standard.
  • Principles and practices of RPL – directly assessed through assessment criteria ‘RPL is explained in terms of its purpose, processes and related benefits and challenges. Explanations highlight the potential impact of RPL on individuals, learning organisations and the workplace.’, ‘Inputs are sought from candidates regarding special needs and possible sources of evidence that could contribute to valid assessment, including RPL opportunities.
  • Modifications made to the assessment approach on the basis of the inputs do not affect the validity of the assessment.’ and specific outcome ‘Conduct assessments.’, as well as through application in the rest of the standard.
  • Methods of assessment – directly assessed through assessment criterion ‘A variety of assessment methods are described and compared in terms of how they could be used when conducting assessments in different situations.’, and indirectly assessed through application of the methods
  • Potential barriers to assessment – assessed when dealing with special needs.
  • The principles and mechanisms of the NQF – this knowledge underpins the standard
  • Assessment policies and ETQA requirements

115753 Assessor Course

 

SETA moderation training course

115759 Conduct moderation course or moderation Unit Standard of outcomes-based assessments

PURPOSE OF THE UNIT STANDARD
This unit standard is for people who conduct internal or external moderation course or moderation Unit Standard of outcomes-based assessments. The assessments could be in terms of outcomes defined in a number of documents, including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications. This unit standard will contribute towards the achievement of a variety of qualifications particularly within the field of Education Training and Development Practices and Human Resource Development.

Those who have achieved this unit standard will be able to moderate assessments in terms of the relevant outcome statements and quality assurance requirements. The candidate-moderator will be able to use the prescribed Quality Assurance procedures in a fair, valid, reliable and practicable manner that is free of all bias and discrimination, paying particular attention to the three groups targeted for redress: race, gender and disability.

In particular, people credited with this unit standard are able to:
Demonstrate understanding of moderation course or moderation Unit Standard within the context of an outcomes-based assessment system,
Plan and prepare for moderation course or moderation Unit Standard,
Conduct moderation course or moderation Unit Standard,
Advise and support assessors,
Report, record and administer moderation course or moderation Unit Standard, and
Review moderation course or moderation Unit Standard systems and processes.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The credit calculation is based on the assumption that learners have previous assessment experience when starting to learn towards this unit standard, and in particular, recognition for the unit standard: NLRD 115753: “Conduct outcomes-based assessments”. It is recommended that candidates should achieve NLRD 115755: “Design and develop outcomes-based assessments” before attempting this unit standard:

It is further assumed that the person has evaluative expertise within the field in which they are moderating assessments.

UNIT STANDARD RANGE
1. This is a generic unit standard, and applies to internal and/or external moderation course or moderation Unit Standard within all fields of learning. It is accepted that moderation course or moderation Unit Standard happens in different ways and at different levels in different sectors, including different models for what constitutes internal versus external moderation course or moderation Unit Standard. This standard is intended to cover any situation in which moderation course or moderation Unit Standard occurs, whether this be internally, i.e. within the ambit of the provider-assessor, or externally through cooperating providers, or externally through professional bodies and quality assurance bodies.

2. Assessment of candidate-moderators will only be valid for award of this unit standard if the following requirements are met:
moderation course or moderation Unit Standard is carried out for assessments that include candidates with special needs, and RPL situations. Where real assessments are not available to cover these situations, the candidate is able to demonstrate how special needs and RPL situations would be addressed within their moderation course or moderation Unit Standard plan and process.
moderation course or moderation Unit Standard covers assessment instruments, assessment design and methodology, assessment records; assessment decisions, reporting and feedback mechanisms.
moderation course or moderation Unit Standard is carried out for assessments involving a variety of assessment techniques, such as work samples, simulations, role-plays, written items, oral, portfolios and projects.
moderation course or moderation Unit Standard activities include pre-assessment interactions with assessors, interactions during assessments and post-assessment interactions.
moderation course or moderation Unit Standard involves at least two sets of real assessment materials for the same standards and at least six assessor decisions.
The assessments that are moderated are in relation to a significant, meaningful and coherent outcome statement that includes assessment criteria and allows for judgements of competence in line with SAQA’s definition of competence i.e. embraces foundational, practical and reflexive dimensions of competence. This means that moderation course or moderation Unit Standard of simple, single-task assessments will not be valid for awarding this unit standard.

3. For the purposes of assessment against this unit standard, candidate-moderators should have access to organisational assessment and moderation course or moderation Unit Standard policies, procedures and systems. It is assumed the organisational policies and procedures are of a quality sufficient for accreditation purposes. Where candidate-moderators are assessed in organisations that do not have a moderation course or moderation Unit Standard system in place, assessors of moderators should provide a mock system for the purposes of the assessment.

4. This unit standard applies to all Moderators, regardless of whether a person carries out moderation course or moderation Unit Standard internally, as part of an organisation’s quality assurance system, or externally, as part of an ETQA or other process to verify assessment results supplied by the provider or assessment agency.

Further range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

Become SETA Accredited Training Provider

Accreditation

Accreditation is the certification, usually for a particular period of time, of a person, body or institution as having the capacity to fulfill a particular function within the quality assurance system set up by South African Qualifications Authority (SAQA).

Training Provider

A provider is an education and training body (institution/organisation, company, centre, collaborative partnership, or consultancy) which delivers learning programmes that culminate in specified National Qualifications Framework (NQF) standards or qualifications.

Getting accreditation

“With the type of training school you want to provide you would need to contact Services Seta to apply for accreditation”.  The Seta’s website offer a user-friendly website that covers both general areas as well as information specific to employers, training providers and learners.

How to register a training college

The most important body that you have to comply with is the South African Qualification Authority (SAQA). SAQA controls the comprehensive education system approved by the Minister of Education for the classification, registration, publication and articulation of quality-assured national qualifications.

SAQA

As a provider of training for the Information Technology sector, regulations are listed under the category “Seta ISETT”.

Criteria for accreditation

SAQA require that you show that you have necessary financial, administrative and physical resources to operate the college. You will have to have policies and practices for staff selection, appraisal and development.

SAQA will also need you to have in place the correct policies and practices for learner entry and you will have to show how you intend to achieve the desired outcomes using the procedures recommended by SAQA in order to teach students so that they receive an accredited qualification.

Contact SAQA who will explain in detail how to achieve the specified regulations and standards in order to be granted accreditation so you can operate a registered and respected training college.

ACCREDITATION

What is an Annual Training Report, ATR?

What is an Annual Training Report ATR?

Basically this report consists of all attendance registers, proof of expenditure, training provider used in this report the SETA can establish whether training was done or is in the process of being done.

What is the purpose of a Workplace Skills Plan (WSP)?

The Workplace Skills Plan serves to structure the type and amount of training for the year ahead, and is based on the skills needs of the organisation. A good WSP should consider current and future needs, taking into account gaps identified through a skills audit, the performance management system, succession planning initiatives, and any new process or technology changes planned for the year.

How do I register as a Skills Development Facilitator with the SETA?
You can use the online Skills Development Facilitator registration form available under the Facilitators (SDF) section of this web-site or contact your regional co-ordinator. Your registration will be acknowledged as soon as it is processed.
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What is proof of expenditure?

Proof of expenditure is very important when completing and submitting your Annual Training Report. Proof of expenditure relates to all training costs that the organization has spent on the employees of the company. If the training was done internally then the organization needs to submit all attendance registers but if the training was done by a training provider than all invoices are required.

Management discusses the company’s goals with employees who in turn commit to the process of achieving these goals. Management gets the opportunity to discover talent as well as skills that they did know that they had.

SDF Course: Skills Development Facilitator

EMPLOYMENT EQUITY Training

Study Employment Equity Training online through elearningskills.co.za

The Employment Equity Act requires that designated employers design and implement an Employment Equity plan in order to comply around employment equity.

Employment Equity Committee Training course is essential if you want to avoid your company being fined up to 10% of your annual turnover for not complying with the Employment Equity Act. This Equity Committee Training course programme enables managers and consultation forums to work together effectively to ensure a constructive business transformation process.

The Equity Committee Training course ensures that Employment Equity Committees understand their role and function. The Equity Committee Training course looks at the legal reporting requirements of organisations as per affirmative action reports.

In this half-day Employment Equity course you will develop an understanding of the Employment Equity Act, focusing on its content, application and interpretation thereof. We’ll take you through all the aspects involved in your employment equity submission, from preparation, implementation, monitoring and reporting to avoid substantial penalties for your business.

Most of us are familiar or recognise the meaning of the terms equity, unfair discrimination and transformation, but the question remains, how do you in fact comply within this scope? The Equity Committee Training course will assist with this.

The Employment Equity Act requires that designated employers design and implement an Employment Equity plan in order to achieve reasonable advancement in employment equity. In the Equity Committee Training course  we will look how the plans will also assist in curbing unfair discrimination in the workplace, and to achieve equitable representation of employees from designated groups. Businesses are expected to comply and meet targets and are subjected to penalties which according to the new amendment to the Employment Equity Act will target the turnover and force non-compliant businesses to close their doors and result in more unemployment and economic downturn.

By attending this Equity Committee Training course you will be equipped with the necessary tools and knowledge to head back to your workplace and be confident in the processes in relation to Employment Equity procedures.

What you’ll learn:

1.ABOUT EMPLOYMENT EQUITY.

  • ABOUT EMPLOYMENT EQUITY.
  • PURPOSE OF THE EMPLOYMENT EQUITY.
  • PURPOSE OF THE EMPLOYMENT EQUITY LEGISLATION.
  • EMPLOYEES REPORING
  • WHAT HAPPENS IF I DON’T REPORT TO THE DEPARTMENT OF LABOUR?

2. EMPLOYMENT EQUITY STRATEGY.

  • EMPLOYMENT EQUITY STRATEGY.
  • EMPLOYMENT EQUITY PLANNING.
  • DEVELOPING AN EMPLOYMENT EQUITY STRATEGY.
  • INFORMATION INCLUDED IN AN EMPLOYMENT EQUITY STRATEGY.

3. CODES OF GOOD PRACTICE.

  • INTRODUCTION.
  • PURPOSE OF THE CODES OF GOOD PRACTICE.

4. AFFIRMATIVE ACTION.

  • AFFIRMATIVE ACTION.
  • AIM OF AFFIRMATIVE ACTION.
  • WHAT DOES AN EMPLOYER NEED TO DO IN ORDER TO COMPLY?
  • WHAT ELSE IS EXPECTED FROM AN EMPLOYER?

5. BLACK ECONOMIC EMPOWERMENT.

  • BLACK ECONOMIC EMPOWERMENT.
  • B-BEE OBJECTIVES.
  • B-BEE CODES AND SCORECARDS.

6. DISCRIMINATION.

  • UNFAIR DISCRIMINATION.
  • STEPS TO TAKE WHEN UNFAIR DISCRIMINATION TAKES PLACE.

7. RECRUITMENT AND SELECTION PROCESS.

  • RECRUITMENT AND SELECTION PROCESS.
  • DISCRIMINATION AND THE RIGHT TO PRIVACY.
  • DIRECT AND INDIRECT DISCRIMINATION.
  • DIFFERENCE BETWEEN FAIR AND UNFAIR DISCRIMINATION.
  • AFFIRMATIVE ACTION MEASURES.
  • INHERENT REQUIREMENTS OF THE JOB.
  • MEDICAL TESTING.
  • PSYCHOMETRIC TESTING.
  • PRIVACY DURING AN INTERVIEW.
  • AFFIRMATIVE ACTION CAN AFFECT SKILLS SHORTAGE?
  • SUITABLY QUALIFIED CANDIDATES.

8. EMPLOYMENT EQUITY COMMITTEE / FORUM.

  • EMPLOYMENT EQUITY COMMITEE/FORUM
  • EMPLOYMENT EQUITY MANAGERS.
  • CRITICAL INTERVENTIONS NEEDED FOR THE EE COMMITTEE.
  • SELECTION AND APPOINTMENT OF EMPLOYMENT EQUITY COMMITEE/FORUM.
  • OBJECTIVES FOR THE COMMITEE/FORUM.

9. EMPLOYMENT EQUITY PLAN.

  • GENERAL EQUITY PLAN QUESTIONS AND ANSWERS.
  • DEFINITIONS.
  • HOW IS AN EMPLOYMENT EQUITY PLAN DRAWN UP?

10. EMPLOYMENT EQUITY REPORT.

  • EMPLOYMENT EQUITY REPORT.
  • FORM EEA 2 Employment Equity Report
  • FORM EEA 4 Income Differential Statement
  • OTHER EMPLOYMENT EQUITY FORMS.

11. COMMUNICATION DURING MEETINGS.

  • COMMUNICATION DURING MEETINGS.
  • THE MEETINGS OBJECTIVE.
  • USE TIME WISELY.
  • SATISFYING PARTICIPANTSTHAT A SENSIBLE PROCESS HAS BEEN FOLLOWED.

EMPLOYMENT EQUITY COMMITTEE

Facilitator Training

What is a Facilitator Training?

The facilitator’s job is to support everyone to do their best thinking. They create an environment where everyone is encouraged to participate, understand one another’s point of view and share responsibility. In doing so, a group Facilitator Training helps members look for elegant solutions and build sustainable agreements.

Some groups have little need for this kind of help. For example, those whose meetings are largely information sharing, announcements and reports. Or groups who meet regularly for routine decisions about standard problems like scheduling. Those kinds of issues can be handled without much need for meeting facilitation.

What about more difficult challenges groups face? For example, a product-launching group consisting of design, marketing, manufacturing and customer service. Despite a common goal of increased sales, their frames of reference are very different. What seems reasonable to one may place too many demands on another. And interpersonal communication styles are likely to be quite different as well. What’s the likelihood that the group will survive the push-pull of their group work?

Facilitator Training:

  1.  Plan meetings using an agenda
  2.  Set a productive climate and begins a discussion
  3.  Gets the group to focus on defining and reaching outcomes
  4.  Helps group communicate effectively
  5.  Supports and encourages participation
  6.  Fosters self-discovery of alternatives and solutions
  7.  Helps the group make decisions
  8.  Helps select a team leader
  9.  Handles disruptive participants effectively excluded from the group

Facilitator Training are needed now more than ever.

Learning Facilitators play a significant role in all areas of almost any organisation or group across the world. Learning Facilitators act as the Masters who share knowledge, behaviours, attitudes, skills, information and expertise in a learnful way. They develop people further by making them realise their potential, leading them to better themselves within their jobs, careers, goals and independence. Learning Facilitators also play their part and bring change in the formal education and learning environment itself.

About the Facilitator Training

In an ever-changing world, it’s crucial for organisations and individuals alike to evolve with the times. Not only does staying the same stagnate growth, but it also renders one irrelevant where relevance counts most.

Assessment College train and equip Facilitators with the critical skills to help them help other individuals and organisations stand out head and shoulders above in their respective fields, professions and industries. If you’ve always wanted to become a facilitator and get involved in skills development, you’ll need to start with training. Here’s what you will learn during the Facilitator Course and how it can help you excel at your role of improving and changing the work industry and lives of others:

Facilitator Training

Facilitator Training vs. Facilitator course..what’s the difference?

Training and facilitating course are two different activities. They require some of the same skills, and some different skills. A Facilitator Training is often a content expert, while a facilitator is a process expert. A trainer uses lecture, conducts demonstrations, supervises skill practice, and corrects the learners’ mistakes. A meeting facilitator leads discussions and helps participants learn from their own experiences and shared information. The trainer might lead a discussion about course content; a facilitator will focus more on the process of a discussion. Facilitation skills training often includes training skills.

Facilitator Training are needed now more than ever.

Learning Facilitators play a significant role in all areas of almost any organisation or group across the world. Learning Facilitators act as the Masters who share knowledge, behaviours, attitudes, skills, information and expertise in a learnful way. They develop people further by making them realise their potential, leading them to better themselves within their jobs, careers, goals and independence. Learning Facilitators also play their part and bring change in the formal education and learning environment itself.

About the Facilitator Training

In an ever-changing world, it’s crucial for organisations and individuals alike to evolve with the times. Not only does staying the same stagnate growth, but it also renders one irrelevant where relevance counts most.

Assessment College train and equip Facilitators with the critical skills to help them help other individuals and organisations stand out head and shoulders above in their respective fields, professions and industries. If you’ve always wanted to become a facilitator and get involved in skills development, you’ll need to start with training. Here’s what you will learn during the Facilitator Course and how it can help you excel at your role of improving and changing the work industry and lives of others:

Introduction to Facilitator Training

Facilitation is a technique used by trainers to help learners acquire, retain, and apply knowledge and skills. Participants are introduced to content and then ask questions while the trainer fosters the discussion, takes steps to enhance the experience for the learners, and gives suggestions. They do not, however, do the work for the group.

Budgeting for and pricing training services

These pointers are suggested in budgeting for and pricing training services:

  • Budget for training at the start of the fiscal year, averaging 10 percent of gross sales.
  • See training as an investment (short term and long term), not to be short-changed.
  • Every size of business needs training.
  • The company that makes the small investment on the front end (training) saves higher costs. Research shows that training investments foregone are multiplied six-fold in opportunity costs each year that action is put off. (This is another of my trademarked concepts, known as The High Cost of Doing Nothing.)

Questions to consider in evaluating training providers include:

  • Would you feel comfortable if they ran your company?
  • What is their longevity? Were they consultants 10 to 20 years ago? Consultants must have at least a 10-year track record to be at all viable as a judgment resource.
  • What is their maturity level? Could they appear before a board of directors?
  • How do they meet deadlines, initiate projects, and offer ideas beyond the obvious?
  • If one level of consultant sells the business, will this same professional service your account? Big firms usually bring in junior associates after the sale is made. Demand that consultants of seniority staff the project.
  • How consistent are they with specific industries, types of projects and clients?
  • How good a generalist are they? Trainers with too narrow a niche will not ultimately serve your best interests.

Training Providers Pricing