As programme managers, you have to plan for continual training of workers. Good training plans have a wider focus than just what happens during a class or workshop session. These seven training principles for managers derive from both practice and Scripture. (Implement them at your own risk, and blame me if you must.)

1. Train those needing it; not only those whose turn it is to be trained.
   
   
   
   In big programmes, training can serve as a kind of short vacation, a reward for staying in one's job, or a periodic "refresher". Thus, programme leaders must put in place a means of getting their less-competent workers, who need it, back into training. Reward competent workers in some other way, perhaps with vacations, cell phones, and honourable mention.
   
2. Train to fill learning gaps, not only to review all relevant ideas.
   
   
   
   Not all trainees require the same lessons. Professional trainers first assess workers' current learning needs, asking: What do these workers need to know (cognitive), to feel (affective), to value (evaluative), to do (behavioural)? Then they choose lessons, exercises, demonstrations, reading, lectures, workshops, that provide relevant learning experiences.
   
3. Train to apply proven methods, not only to practice approved ones.
   
   
   
   Trainers themselves are not always the best practitioners. Training directors must seek to discover who are the best producers amongst programme workers, and learn what those workers do that makes them succeed. Those "best practices" can be incorporated into the next round of training. Success factors discovery comes through evaluating field outcomes and not merely compliance to rules.
   
4. Train to make competent now, not only to educate for an unclear future.
   
   
   
   Training programmes must be evaluated, at least every year or two. Evaluators must measure worker's performance and success in the field, not in order to humiliate the less competent but in order to improve training so that such workers can improve. Marks received in classrooms often have little relation to church multiplication outcomes.
   
5. Train the obedient who show gifting, not only the willing.
   
   
   
   God gives to churches apostles (extension workers), prophets (word workers), evangelists (expansion workers), shepherds (direction workers) and teachers (Word workers). He always does. These are the kinds of folks whom you will find doing the work, with or without training. When you find them, train them to increase their effectiveness, and let them train others, in turn.
   
6. Train the socially acceptable, not only the organisationally faithful.
   
   
   
   Even though Timothy remained socially unacceptable (young, unmarried, ethnically mixed), Paul coached him to appoint only the socially acceptable into leadership positions (married, proven, competent, respected). The work remains critically urgent; therefore the qualifications of trainees remain critical, as well. Train mostly adult, married, self-supported men and women.
   
7. Train those whom you have empowered, not only those who can pay fees.
   
   
   
   Jesus called a small numbers of workers, appointed them, delegated his authority to them, instructed them in what to say and to do, sent them, and listened to them report back on what they had said and done. He neither asked for volunteers nor accepted those who proposed themselves. I think he preferred those who proved able to follow instructions.

Of course, these seven training management principles do not tell you how to train. More on that, later.