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Does Training Make a Difference? |
by Saikiran Srinivas Murthy trainer with Hewlett Packard, Bangalore India
Can we turn our participants into learning magnets who can't seem to wait to attend their next training session? Yes, absolutely. Do we expect improved performance in their work as a result of the time and energy that we invest in training? Definitely. We just need to pay a little attention to the following:
a. The trainer who is presenting the training
b. The way the training is presented
c. The role that we expect from our participants.
I believe what our trainees do during training sessions makes all the difference to training transfer to the workplace.
As trainers, we need to put forth ideas to address complaints from participants about training (i.e. "It's a waste of time," "It's not interesting," "anything I learn in training cannot be applied in my job role," etc.) and spark improved performance in their respective job roles. Here are a few ways to make this happen effectively:
Tip ONE: The trainer makes the difference
Many participants react favorably to trainers who are experts at content or have experience in their industry. They appreciate trainers who have experienced and addressed the issues and situations highlighted in training. The closer the trainer can link the training to participant real life experience, the better for training transfer, the application of the information later on the job.
Tip TWO: Present training as a part of a consistent message from the organization
Our delivery in classes should build on each other and reinforce content learned in the previous sessions of training. Too many organizations around the world approach training as a potpourri or rather a menu of available sessions. However when there is no connected link between respective training sessions, these organizations lose the opportunity of reinforcing the basic skills and approaches. The important fundamental in training is that we must reference earlier sessions, draw parallels and most of all reinforce content previously learned.
Tip THREE: Provide training in "CHUNKS" scheduled over a time period
It is a proven fact that our trainees learn more in sessions that provide small amounts of content based on well defined objectives. Chunking sessions allows candidates to understand faster and apply the content learned between training sessions. It is important that the content of training and their application are reinforced at each subsequent session allowing candidates to discuss their successes and difficulties.
Tip FOUR: Train the attendees in skills and content that are immediately applicable for their job
The common saying, "USE IT or LOSE IT," is particularly true in training. Even with strategic skills such as performance feedback and team building, set up situations in which practice is immediate and frequent to help the attendees retain the content covered.
Tip FIVE: Positive and productive tone
How the trainer starts the session and begins managing the various expectations in training is an all important skill, however every opening should stress on "WIIFM" (What's in it for me) . The trainer must emphasize the value of the session and the value of information provided during the training. I would like to iterate one important point here, the trainer needs to ensure all objectives are realistic and achievable and should not "over-promise."
Tip SIX: Use of session pre-work during actual training
I have used several techniques across my training career in HP, however the best that gave the desired results was to distribute a list of focus questions prior to the training event. Attendees were instructed to answer the questions in this list as completely as possible and to keep the answers private. Once the trainees arrive to the training room, I would write down the following on the board: "Feel free to discuss your answers."
After a substantial period of discussion, I then continue the training. I found that when the attendees are given a topic of discussion and allowed to discuss it before the start of the training session, the topic was better understood and retained.
TIP SEVEN: Use of learning styles
When trainers realize and recognize that different activities appeal to participants' varied learning styles, and teach using a variety of methods, the session yields better results. Try to use an amalgam of real life examples, group discussions, presentations, experiential exercises, case studies, audio and visual aids, and simple analogies. Keep your training varied, exciting and stimulating so that you help delegates retain the knowledge.
Tip EIGHT: Increase the trainee investment in the session using Action Tasks
The trainer should provide easy ways for the participants to take notes, jot down ideas and discussions. Such "Active Learning" tasks help ensure that trainees understand and retain the knowledge imparted.
TIP NINE: Provide reference materials and job aids
Providing the right job aids is very important in a training session. Most of the manuals I have seen have either too much information and are hundreds of pages in size, or not enough. It is crucial that manuals and job aids are well refined to suit the needs of the training session. Manuals or Job Aids should not only contain information but also suggestions, ideas and tips that were discussed during the training session. The trainer should also take note of the ideas and discussions to include them in the next manual to improve training content. |
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