Training
A haphazard approach to training can leave workers confused
about what they were supposed to have learned; and more importantly, they won’t
be comfortable with or capable of putting training content to use on the job.
The trainer has to initiate the process of developing a
formal training program, but a good program stays on track with input and help
from everyone else in the organization. A successful program improves the
organization’s “training culture.” Training becomes an expected part of the job
that everyone supports.
Training costs money, and it’s easier to get resources and
management support when there’s evidence the training program targets training
to where it’s needed and the efforts result in improved job performance. Good
organization and documentation is key to success.
Types of training
In general, the training audience consists of employees,
supervisors and managers, and executives. Obviously, these groups have vastly
different responsibilities and the types of training they need reflect these
differences. However, keep in mind that even a company officer will need basic
training on how to use a new software program.
Skills training is targeted to the widest
audience. It’s the “how to” type of training that all employees are familiar
with. The goal of skills training is to improve performance. Some examples of
skills training include:
- Basic (literacy and
math proficiency).
- Interpersonal
(communication or diversity training).
- Technical (using
technology and equipment; following procedures).
- Problem solving
(quality and safety programs).
Supervisory and management training goes beyond skills training.
These associates make decisions on the organization’s work flow. This type of
training is process-oriented and can include training on:
- Budgeting (supplies;
expenses).
- Planning (equipment
and personnel needs).
- Project management
(scheduling).
- Employee relations
(assignments; scheduling; training).
Executive training affects only a few individuals, but
trainers should not overlook it’s importance. Training for
executives is strategy-oriented and can include training on:
- Trends analysis
(markets; economy).
- Negotiations
(contracts).
- Financial issues.
- Legal issues.
All types of training programs have common elements. These
elements can be outlined as the following steps to effective training.
Needs assessment
The first step in the training process is to determine
whether training can solve a problem. Sometimes other actions (e.g., changing
equipment or processes) are needed to improve productivity. Training is best
used to address problems involving a lack of knowledge about procedures,
unfamiliarity with equipment, or incorrect execution of a task. Training is
less effective (but still can be used) for problems arising from an employee’s
lack of motivation or lack of attention to the job.
To determine training needs, identify the gaps between
actual performance and what the employees are expected to do. Trainers can:
- Examine
productivity, quality, and safety records to identify problem areas.
- Ask employees to
describe their jobs, and find out what training needs they’ve identified
for themselves.
- Observe employees as
they work.
- Review training
programs used by other companies in the industry.
- Review applicable
regulatory training requirements.
Procedures, equipment, and the facility’s physical layout
undergo changes periodically. Determine if any changes would make previous
training obsolete.
Other refresher training considerations can be the
complexity of the job and the frequency with which employees perform a task. If
the organization has introduced complicated procedures or equipment, it would
be a good idea to provide employees with frequent refresher training or
follow-up evaluations until they are proficient. If employees are only expected
to perform a certain operation so seldom that there is a good chance they’ve
forgotten the correct procedures, training can refresh their memories.
Management support
Training programs take away from production time and can be
costly. To justify the training program:
- Outline the reasons
for conducting the training.
- Identify the
employees who need the training.
- Present a timeframe
for the training program.
- Provide a cost
estimate.
- Explain the training
program’s objectives and expected benefits.
- Describe how training
effectiveness will be tracked.
Objectives
Instructional objectives map out what the trainees are
expected to know and do. Starting with defined objectives enables the trainer
to later evaluate whether these goals have been met.
Objectives should use action-oriented language that
describes the desired knowledge, practice, or skill and its observable
behavior. For example, rather than stating: “The employee will be informed
about . . . ,” the objective should state: “The employee will be able to
explain . . .”
Instead of trying to include too much in one objective,
several distinct objectives should focus in on particular skills or knowledge.
Each objective should be linked to an observable behavior to make it easier to
determine if the objective has been met.
Program content
Using a variety of training methods meets the needs of
different learning styles and keeps employees interested. Trainers should
combine:
- Lectures.
- Demonstrations.
- Videos.
- Print materials.
- Discussions.
- Case studies.
- Drills/exercises.
- Question and answer
periods.
- Computer-based
instruction/simulations.
- Tests/quizzes.
The trainer should confer with production managers and
supervisors while preparing the content to ensure the material presented during
the class matches actual practices.
Trainees who are not literate will benefit from training
that does not rely heavily on written procedures, but it may still be necessary
to schedule extra time to have someone
read through the materials with them.
When trainees speak other languages, the trainer should have
interpreters available and should use more demonstrations and visual-aids. The
trainer needs to go over the material with the interpreter before the class so
he or she has time to prepare the translation. When using an interpreter in
class, the trainer should always speak to the trainees so they don’t feel like
they’re just watching a conversation between the trainer and the interpreter.
Scheduling
The trainer must notify the trainees, and their supervisors,
of their scheduled classes. Notification can be done by posting rosters, giving
each department its own schedule, or handing out an invitation to each trainee.
The notice needs to include the topic, date, time, and place; it should include
a map if the training is off-site. Trainers should be prepared to make changes
for employees who will not be able to attend at their scheduled time.
When employees work on second or third shifts, it may be
possible to have their hours adjusted so that they are available for training
during the trainer’s regular shift. However, remember that federal wage and
hour rules require employees to be paid for time spent in required, job-related
training — see 29 CFR Part 785.
Some training sessions may need to be held during these late
shifts. The trainer may have to adjust his or her schedule or, as an
alternative, someone who regularly works the shift can become the shift’s
designated trainer. This person would need to receive appropriate instruction
to conduct the training.
Computer-based training programs don’t care what time it is,
but the trainer still needs to make provisions for someone to be able to answer
trainees’ questions, and trainees may need reminders to complete the programs.
Presentation
The presentation should motivate the employees to pay
attention and learn the material. Trainees must be convinced of the material’s
importance and relevance. Organize the training material into a clearly
understood presentation:
- Explain the goals and
objectives of the training.
- Provide overviews of
the topic.
- Explain the material
in sufficient detail.
- Relate the new
information to the employees’ goals, interests, or experience.
- Point out the
practical benefits of the training material.
- Summarize the
program’s objectives and key points to reinforce learning.
The trainer should stay focused on the pre-determined goals
of the training session. The program should take the right amount of time and
effort, provide clear instructions, and help the trainees adapt the new
information to their working environment.
Classrooms aren’t boring places; people only think they are.
The traditional classroom setting has a lot going for it:
- It’s quiet so the
trainees can hear the trainer.
- Everyone knows what
to expect in a classroom.
- There’s a live person
available to answer questions.
- It’s easy to use
training resources such as videos, slides, and flipcharts in a classroom.
- It’s private so there
are few distractions.
In the classroom, the trainer should ensure ahead of time
that presentation equipment is ready and operational, arrange the furniture so
employees can see presentations without having to crane their necks, and
provide beverages and snacks to create a relaxed atmosphere.
The trainees should have the itinerary available at the
beginning of the class. It is important for the trainer to keep to the
itinerary during class. Trainers who practice their presentations find out if
they really can cover a certain topic in the allotted time.
Documentation
Typically, training documentation includes the training
topic, the name of the instructor, the date, and the trainee’s name. The
trainer can pass around a sign-in sheet at the training session or keep a
separate training file for each employee. It may be best to have each trainee
sign or initial his training documentation. Training documentation needs to be
kept up to date and should be revised following each training session.
The trainer should share training records with supervisors
and management. Training records can be used during performance reviews.
Employees who are on record as being well-trained may be ready to take on more
responsibilities. Supervisors should review training records before assigning
workers to tasks that require specialized training.
Evaluation
Evaluation is an important part of education. Trainers must
know if the training program is
meeting its objectives. If the training has not been effective, the trainer
should improve and repeat it. A plan for evaluating the training program’s
effectiveness should be developed along with the course objectives and content.
Evaluations can be started at the end of the class, and they should be repeated
a few weeks later to see if the trainees have retained what they have learned.
One model for evaluation was developed by Donald L.
Kirkpatrick, as presented in his book Evaluating
Training Programs. Kirkpatrick’s model focuses on four levels of
evaluation:
- Reaction — Surveys of
participants upon conclusion of the session to gauge their level of
satisfaction.
- Learning — Tests to
measure changes in the trainees’ knowledge and skill levels.
- Behavior —
Observations and interviews to measure changes in job performance.
- Results — Records
reviews (productivity, quality, safety, etc.) for evidence of improvement
following the training program.
Some tools trainers can use to evaluate training include:
- Asking participants
what they liked/disliked about the training session.
- Reviewing quizzes
(pre-tests and post-tests).
- Having employees
demonstrate specific skills.
- Observing employees
as they work.
- Asking employees follow-up
questions.
- Asking supervisors
if performance has improved.
The trainees’ opinions of the class can help the trainer
design more effective training. Within a day or two, the trainer can use a
survey to ask the trainees to rate such items as:
- Did the class take
up the right amount of time?
- Was the class
environment all right (could you see and hear)?
- Did the audio-visual
materials help explain the information?
- Did the information
apply to the job?
- Were there enough
demonstrations?
- Did trainees get
enough time to practice?
- Was there enough
time for questions?
- Do you have any
questions now?
Using verbal or written tests upon completion of the
training session gauges immediate employee comprehension. Adding a pre-test at
the start of the session and comparing the results to the post-test will more
clearly indicate how well employees learned during the class. Pre-tests are
also useful when you conduct refresher training. The pre-test can let the
trainer know how well the trainees retained the information from their previous
training.
The trainer should decide ahead of time whether or not
trainees will be allowed to look through their notes and handouts when they
take a test. An “open-book” test has an advantage in that the trainees become
accustomed to using the reference materials provided in class. A “closed-book”
quiz, however, quickly reveals where the training fell short. This type of a
quiz would be better for a training topic where employees need to commit
something to memory.
Another consideration is the format and length of the test.
Generally, quizzes should be short and simple. Even a 10 question true/false
test can still ask tough questions. Verbal tests can be used when the quiz is
part of a group review of the class or when employees’ poor reading and writing
skills would make them uncomfortable with a written test. Lengthy exams with
essay questions should be reserved for more advanced training. With any test,
the trainer must make sure the correct answers were covered during the training
session — they should also be in the written handouts.
Trainees get the most out of a quiz when the trainer takes
the time to correct each quiz and write in comments to clarify wrong answers.
This practice continues the lesson and shows the trainees that it really is
important for them to learn the material. Corrected tests should be returned,
but the trainer can keep photocopies as training records.
The only way to find out if employees are applying the
training is to reevaluate the effectiveness of the training program after
several weeks (or months) have passed. The trainer can observe the trainees as
they work and should periodically ask supervisors if employee performance is
staying at peak levels. Trainers should not be afraid to ask former trainees to
demonstrate a skill or to answer a question.
Productivity, quality, or other records reveal trends in the
organization’s progress. If applicable records show a marked improvement
following a training program, it could indicate that training had an influence
on the improvement. However, many factors influence business results, and
trainers should be aware that a report on training effectiveness cannot rely
solely on a records analysis.
Updating programs
If training evaluations show that the employees’ knowledge
and skill levels have not improved sufficiently, retraining, with a revised
training program, is in order. Upon reviewing a training program, the trainer
can ask former trainees for their comments:
- What material was
confusing or distracting?
- Was any of the
content too elementary or repetitive?
- Was anything
missing from the program?
- Was too much
covered at one time?
- What did the
employees learn, and what did they fail to learn?
Trainers can also take an objective look at the course by asking
themselves:
- Was any critical
feature of the job overlooked?
- Did the program
address the gaps in employees’ knowledge and skill levels?
- Were the
instructional objectives presented clearly?
- Did the objectives
state the acceptable performance level?
- Were the employees
motivated to learn?
- Did the program
offer active employee participation?
- Did the learning
activities simulate the actual job?
- Was the training
material organized and presented clearly?
- Was the training
program evaluated thoroughly?
Refresher training
There’s no need for refresher training to be the same old
dreaded re-run of the initial training program. Refresher training should
highlight and summarize the important parts of the topic, report on the group’s
progress toward meeting the training objectives, and emphasize any changes that
have occurred since the previous training was held. Refresher training also
offers an opportunity to introduce the group to more advanced material.
Refresher training sessions can emphasize employee participation.
All of the trainees have some experience with the topic, and the trainer can
cultivate their experiences to make the training session more interesting.
While initial training may focus more on “what” is done, discussions during
refresher training can explore “why” something is done.
Presentation template
The training program presentation depends, of course, on the
topic. However, the basic ingredients in a successful training presentation
include the following:
- Introduce the topic,
the class itinerary, and include relevant background information.
- Cite policies,
regulations, etc. that require training in the topic.
- Explain how the
training requirements apply to the trainees.
- Outline the goals
and objectives of the training program.
- Provide a brief
overview of the procedures that the trainees will be expected to perform
(and/or the knowledge the trainees will have) after the training session.
- Provide the trainees
with handouts, workbooks, charts, procedures, and other written materials
to which they can refer during the training session. If a computer-based
training program is available, let the trainees know how they can access
it to reinforce what they learn in class.
- Define important
terms relating to the topic. Display the terms using a flip chart or
whiteboard.
- Show a video on the
topic. Videos taken in the workplace may not be the same quality as
commercially available videos, but they are very effective in showing the
trainees workplace-specific equipment and procedures.
- Provide detailed, step-by-step
instruction on the procedures or concepts that the trainees will need to
perform and/or understand. Use overheads, slides, etc. to illustrate the
explanations.
- Identify key contact
people involved with the procedures.
- Familiarize the
trainees with any materials or equipment they will need to use.
- Demonstrate how the
procedures are to be followed, including demonstrations of the proper use
of materials or equipment.
- Ask the trainees to
share any experience they may have regarding the topic.
- Conduct table-top
exercises or use case studies to help the trainees apply what they have
learned.
- Give examples of how
successful completion of the training session will benefit the trainees’
job performance.
- Review the training
program’s goals and objectives, and summarize the training program’s
content. Encourage the trainees to ask questions.
- Allow the trainees
to practice the procedures and use materials or equipment under direct
supervision. Additional practice may need to be scheduled.