| Whether you are a supervisor, a manager or a trainer, | | | | workplace through developing and installing on-the-job |
| you have an interest in ensuring that training delivered | | | | aids. These include checklists, reminder cards, process |
| to employees is effective. So often, employees return | | | | and diagnostic flow charts and software templates.If |
| from the latest mandated training session and it's back | | | | you are serious about imparting new skills and not just |
| to "business as usual". In many cases, the training is | | | | planning a "talk fest", assess your participants during or |
| either irrelevant to the organization's real needs or | | | | at the end of the program. Make sure your |
| there is too little connection made between the training | | | | assessments are not "Mickey Mouse" and genuinely |
| and the workplace.In these instances, it matters not | | | | test for the skills being taught. Nothing concentrates |
| whether the training is superbly and professionally | | | | participant's minds more than them knowing that there |
| presented. The disconnect between the training and | | | | are definite expectations around their level of |
| the workplace just spells wasted resources, mounting | | | | performance following the training.Ensure that learners' |
| frustration and a growing cynicism about the benefits | | | | managers and supervisors actively support the |
| of training. You can turn around the wastage and | | | | program, either through attending the program |
| worsening morale through following these ten pointers | | | | themselves or introducing the trainer at the start of |
| on getting the maximum impact from your training. | | | | each training program (or better still, do both).Integrate |
| Make sure that the initial training needs analysis | | | | the training with workplace practice by getting |
| focuses first on what the learners will be required to | | | | managers and supervisors to brief learners before the |
| do differently back in the workplace, and base the | | | | program starts and to debrief each learner at the |
| training content and exercises on this end objective. | | | | conclusion of the program. The debriefing session |
| Many training programs concentrate solely on telling | | | | should include a discussion about how the learner plans |
| learners what they need to know, trying vainly to fill | | | | to use the learning in their day-to-day work and what |
| their heads with unimportant and irrelevant | | | | resources the learner requires to be able to do this.To |
| "infojunk".Ensure that the start of each training session | | | | avoid the back to "business as usual" syndrome, align |
| alerts learners of the behavioral objectives of the | | | | the organization's reward systems with the expected |
| program - what the learners are expected to be able | | | | behaviors. For people who actually use the new skills |
| to do at the completion of the training. Many session | | | | back on the job, give them a gift voucher, bonus or an |
| objectives that trainers write simply state what the | | | | "Employee of the Month" award. Or you could reward |
| session will cover or what the learner is expected to | | | | them with interesting and challenging assignments or |
| know. Knowing or being able to describe how | | | | make sure they are next in line for a promotion. |
| someone should fish is not the same as being able to | | | | Planning to give positive encouragement is much more |
| fish.Make the training very practical. Remember, the | | | | effective than planning for punishment if they don't |
| objective is for learners to behave differently in the | | | | change.The final tip is to conduct a post-course |
| workplace. With possibly years spent working the old | | | | evaluation some time after the training to determine |
| way, the new way will not come easily. Learners will | | | | the extent to which participants are using the skills. This |
| need generous amounts of time to discuss and | | | | is typically done three to six months after the training |
| practice the new skills and will need lots of | | | | has concluded. You can have an expert observe the |
| encouragement. Many actual training programs | | | | participants or survey participants' managers on the |
| concentrate solely on cramming the maximum amount | | | | application of each new skill. Let everyone know that |
| of information into the shortest possible class time, | | | | you will be performing this evaluation from the start. |
| creating programs that are "nine miles long and one | | | | This helps to engage supervisors and managers and |
| inch deep". The training environment is also a great | | | | avoids surprises down the track. |
| place to inculcate the attitudes needed in the new | | | | Organizations waste a lot of scarce resources in |
| workplace. However, this requires time for the learners | | | | conducting ineffective training programs. Employee |
| to raise and thrash out their concerns before the new | | | | morale also suffers when employees see managers |
| paradigm takes hold. Give your learners the time to | | | | not really serious about instilling the new behaviors. By |
| make the journey from the old way of thinking to the | | | | following the ten pointers above, you will have actively |
| new.With the pressure to have employees spend less | | | | engaged managers in the training process and |
| time away from their workplace in training, it is just not | | | | provided those all-important links between the training |
| possible to turn out fully equipped learners at the end | | | | and the participant's workplace. You can then sit back |
| of one hour or one day or one week, except for the | | | | and enjoy the results; happy and effective employees |
| most basic of skills. In some cases, work quality and | | | | and satisfied clients.2006 © Business |
| efficiency will drop following training as learners | | | | Performance Pty Ltd. All rights reserved.Vicki Heath is |
| stumble in their first applications of the newly learned | | | | the Director of Business Performance Pty Ltd, a |
| skills. Ensure that you build back-in-the-workplace | | | | company providing practical online information and |
| coaching into the training program and give employees | | | | resources in a range of business areas, including |
| the workplace support they need to practice the new | | | | training and development. Her company's guides, tools |
| skills. A cost-effective means of doing this is to | | | | and templates assist organizations engage and |
| resource and train internal employees as coaches. | | | | develop people, manage organizational change and |
| You can also encourage peer networking through, for | | | | improve project delivery.Available resources include a |
| example, setting up user groups and organizing "brown | | | | training effectiveness guide and training template |
| paper bag" talks.Bring the training room into the | | | | packs. |