Methods of training

Training is a set of a systematic processes designed to meet learning objectives related to trainees' current or future jobs. These processes can be grouped into the following phases; needs analysis, design, development, implementation, and evaluation. The phases are sequential, with the outputs of the previous phases providing the inputs to those that follow. Figure 1 depicts the phases and their relationships. Training delivery methods consist of the techniques and materials used by trainers to structure learning experiences. Different training delivery methods are better or worse at achieving various learning objectives. During the design phase (see Figure 1) the different methods are examined to determine their appropriateness for the learning objectives. Once appropriate methods have been identified, they are applied to the training plan in the development phase. There are three categories of learning objectives: knowledge, skills, and attitudes (KSAs). Knowledge objectives are of three types: declarative, procedural, and strategic. Declarative knowledge is the person's store of factual information. Procedural knowledge is the person's understanding about how and when to apply the facts. Strategic knowledge is used for planning, monitoring, and revising goal-directed activity. Skill reflects one's proficiency at specific tasks such as operating a piece of equipment, giving a presentation, or making a business decision. Attitudes are beliefs and/or opinions about objects and events and the positive or negative affect (feelings) associated with them. Attitudes affect motivation levels, which in turn influence a person's behavior. Most training programs have learning objectives for knowledge, skill, and attitudes; these programs need to combine several methods into an integrated whole because no single method can do everything well. The various training delivery methods can be divided into cognitive and behavioral approaches. Cognitive methods provide information orally or in written form, demonstrate relationships among concepts, or provide the rules for how to do something. They stimulate learning through their impact on cognitive processes and are associated most closely with changes in knowledge and attitudes. The lecture, discussion, e-learning and, to some extent, case studies are cognitive methods. Though these types of methods can influence skill development, it is not their strength. Conversely, behavioral methods allow the trainee to practice behavior in a real or simulated fashion. They stimulate learning through experience and are best at skill development and attitude change. Equipment simulators, business games, role plays, the in-basket technique, behavior modeling and, to some Figure 1 Model of the Training Process extent, case studies are behavioral methods. Both behavioral and cognitive methods can be used to change attitudes, though they do so through different means. On-the-job training is a combination of many methods and is effective at developing knowledge, skills, and attitudes, but is best at the latter two. LECTURE METHOD The lecture is best used for creating a general understanding of a topic. Several variations in the lecture format allow it to be more or less formal and/or interactive. In the pure lecture, communication is one way—from trainer to trainees. It is an extensive oral presentation of material. A good lecture begins with an introduction that lays out the purpose, the order in which topics will be covered, and ground rules about interruptions (e.g., questions and clarification). This is followed by the main body of the lecture in which information is given. The topic areas should be logically sequenced so that the content of preceding topics prepares trainees for the following topics. The lecture should conclude with a summary of the main learning points and/or conclusions. During the pure lecture trainees listen, observe, and perhaps take notes. It can be useful in situations in which a large number of people must be given a limited amount of information in a relatively short period; however, it is not effective for learning large amounts of material in a short time period. Thus, an effective lecture should not contain too many learning points. Trainees will forget information in direct proportion to the amount of information provided. Because the pure lecture provides only information, its usefulness is limited; when the only training objective is to have trainees acquire specific factual information, better learning can be achieved at less cost by putting the information into text. This allows trainees to read the material at their leisure and as often as necessary to retain the material. The only added value provided by the lecture is credibility that may be attached to the lecturer or the focus and emphasis provided by trainer presentation skills. Another major benefit of the lecture is that it is interactive, and that trainees can ask questions or have the presenter change the pace of the lecture if necessary. DISCUSSION METHOD The discussion method uses two-way communication between the lecturer and the trainees to increase learning opportunities. This method uses a short lecture (20 minutes or less) to provide trainees with basic information. This is followed by a discussion among the trainees and between the trainees and the trainer that supports, reinforces, and expands upon the information presented in the short lecture. Verbal and nonverbal feedback from trainees allows the trainer to determine if the desired learning has occurred. If not, the trainer may need to spend more time on this area and/or present the information again, but in a different manner. Questioning (by trainees or the trainer) and discussions enhance learning because they provide clarification and keep trainees focused on the material. Discussions allow the trainee to be actively engaged in the content of the lecture, which improves recall and use in the future. Trainee questions demonstrate the level of understanding about the content of the lecture. Trainer questions stimulate thinking about the key learning points. The pure lecture is most useful when trainees lack declarative knowledge or have attitudes that conflict with the training objectives. The discussion method is more effective than the pure lecture for learning procedural and strategic knowledge because of the discussion and questioning components. If the training objective is skill improvement, neither the lecture or discussion method is appropriate. Both the lecture and discussion method are useful for changing or developing attitudes, though the discussion method is more effective. The lecture, and especially the discussion, modify employee attitudes by providing new insights, facts, and understanding. E-LEARNING Many companies have implemented e-learning, which encompasses several different types of technology assisted training, such as distance learning, computer-based training (CBT), or web-based training (WBT). Distance learning occurs when trainers and trainees are in remote locations; typically, technology is used to broadcast a trainer's lecture to many trainees in many separate locations. Distance learning provides many of the same advantages and disadvantages as the lecture method. Distance learning can be much less expensive than paying for trainees in multiple locations to travel for a lecture, but it may reduce motivation to learn because of the remoteness of the trainer. Computer-based training and web-based training are virtually similar. With this type of training, content is delivered through the computer, using any combination of text, video, audio, chat rooms, or interactive assessment. It can be as basic as reading text on a screen or as advanced as answering quiz questions based on a computerized video that the trainee has viewed. The difference between CBT and WBT is that, with CBT, the training program is stored on a hard-drive, a CD-ROM, or diskette. This means that it is not easy to update and may be more difficult for employees to access. Conversely, WBT is housed online through either a company's intranet or through the World Wide Web. This increases accessibility of training; employees may even be able to train from their home computers. Additionally, updates to content are quick and relatively easy. For example, if an error in the training content is found, one update on the training program housed on a server updates the content for every trainee who accesses it after that point. For a change to made to CBT, new CD-ROMs or diskettes would have to be produced. E-learning is an alternative to classroom-based training, and it can provide a number of advantages. E-learning can: reduce trainee learning time, by allowing trainees to progress at their own pace reduce the cost of training, particularly by reducing costs associated with travel to a training location provide instructional consistency, by offering the same training content to employees worldwide allow trainees to learn at their own pace thereby reducing any boredom or anxiety that may occur provide a safe method for learning hazardous tasks with computer simulations increase access to training to learners in locations around the world E-learning is effective at developing declarative and, in particular, procedural knowledge. It can be useful in developing some types of skills and for modifying attitudes. E-learning develops declarative knowledge through repeated presentation of facts, using a variety of formats and presentation styles. It can do an excellent job of describing when and how to apply knowledge to various situations. Procedural knowledge is developed by allowing trainees to practice applying the knowledge to various situations simulated by the software. This training delivery method is valuable because it can automatically document trainee's responses, interpret them, and provide appropriate practice modules to improve areas of weakness. Using e-learning, skill development is limited by the software's ability to mimic the trainee's job environment and context. For some situations, such as training employees in the use of word processing, spread sheet, and other computer-based software, e-learning is an appropriate choice for teaching skills. Here, the tasks and situations trainees will face on the job are easily simulated by the training software. On the other hand, it is very difficult to develop CBT software that realistically simulates interaction between two or more people or a person and an object in a dynamic environment. Other methods must be utilized for these situations. E-learning can be effective at developing or modifying attitudes. The factual relationships among objects and events, and the consequences of particular courses of action, can be portrayed in many ways with e-learning technology. How objects, events and their relationships are perceived can be altered by the visual and textual presented in a CBT. However, since the objects and events are simulated, rather than real, the emotional or affective side of attitudes may not be activated. In addition, there is no opportunity during e-learning to discuss attitudes with others in a setting where a trainer can monitor, direct, and reinforce the discussion to support the desired attitude(s). This may be one reason many adult learners indicate a preference for e-learning to be combined with some form of instructor-based training. Trainees often prefer blended training, which is when both computer and face-to-face training are combined, and it is used by many organizations. SIMULATIONS Simulations are designed to mimic the processes, events, and circumstances of the trainee's job. Equipment simulators, business games, in-basket exercises, case studies, role playing, and behavior modeling, are types of simulations. EQUIPMENT SIMULATORS Equipment simulators are mechanical devices that incorporate the same procedures, movements and/or decision processes that trainees must use with equipment back on the job. Among those trained with this method are airline pilots, air traffic controllers, military personnel, drivers, maintenance workers, telephone operators, navigators, and engineers. To be effective the simulator and how it is used must replicate, as closely as possible, the physical and psychological (time pressures, conflicting demands, etc.) aspects of the job site. To facilitate this, the equipment operators and their supervisors should be involved in the simulation design and pre-testing. This reduces potential resistance to the training and, more importantly, increases the degree of fidelity between the simulation and the work setting. BUSINESS GAMES Business games attempt to reflect the way an industry, company, or functional area operates. They also reflect a set of relationships, rules, and principles derived from appropriate theory (e.g., economics, organizational behavior, etc.). Many business games represent the total organization, but some focus on the functional responsibilities of particular positions within an organization (e.g., marketing director, human resource manager). These are called functional simulations. Games that simulate entire companies or industries provide a far better understanding of the big picture. They allow trainees to see how their decisions and actions influence not only their immediate target but also areas that are related to that target. Prior to starting the game trainees are given information describing a situation and the rules for playing the game. They are then asked to play the game, usually being asked to make decisions about what to do given certain information. The trainees are then provided with feedback about the results of their decisions, and asked to make another decision. This process continues until some predefined state of the organization exists or a specified number of trials have been completed. For example, if the focus is on the financial state of a company, the game might end when the company has reached a specified profitability level or when the company must declare bankruptcy. Business games involve an element of competition, either against other players or against the game itself. In using them, the trainer must be careful to ensure that the learning points are the focus, rather than the competition. IN-BASKET TECHNIQUE The in-basket technique simulates the type of decisions that would typically be handled in a particular position such as a sales manager or operations manager. It affords an opportunity to assess and/or develop decision-making skills and attitudes. To begin the exercise, trainees are given a description of their role (a current or future job) and general information about the situation. Trainees are then given a packet of materials (such as requests, complaints, memos, messages, and reports) which make up the in-basket. They are asked to respond to the materials within a particular time period (usually 2 to 4 hours). When the in-basket is completed, the trainer asks the trainee to identify the processes used in responding to the information and to discuss their appropriateness. The trainer provides feedback, reinforcing appropriate decisions and processes or asking the trainee to develop alternatives. A variation is to have trainees discuss their processes in a group format moderated by the trainer. Here the trainer should attempt to get the trainees to discover what worked well, what didn't and why. CASE STUDY Case studies are most often used to simulate strategic decision-making situations, rather than the day-to-day decisions that occur in the in-basket. The trainee is first presented with a history of the situation in which a real or imaginary organization finds itself. The key elements and problems, as perceived by the organization's key decision makers, may also be provided. Case studies range from a few pages in length to more than a hundred. Trainees are asked to respond to a set of questions or objectives. Responses are typically, though not always, in written form. Longer cases require extensive analysis and assessment of the information for its relevance to the decisions being made. Some require the trainee to gather information beyond what was in the case. Once individuals have arrived at their solutions, they discuss the diagnoses and solutions that have been generated in small groups, large groups, or both. In large groups a trainer should facilitate and direct the discussion. The trainer must guide the trainees in examining the possible alternatives and consequences without actually stating what they are. Written and oral responses to the case are evaluated by the trainer. The trainer should convey that there is no single right or wrong solution to the case, but many possible solutions depending on the assumptions and interpretations made by the trainees. The value of the case approach is the trainees' application of known concepts and principles and the discovery of new ones. The solutions are not as important as the appropriateness with which principles are applied and the logic with which solutions are developed. ROLE PLAY The role play is a simulation of a single event or situation. Trainees who are actors in the role play are provided with a general description of the situation, a description of their roles (e.g., their objectives, emotions, and concerns) and the problem they face. Role plays differ in the amount of structure they provide to the actors. A structured role play provides trainees with a great deal of detail about the situation that has brought the characters together. It also provides in greater detail each character's attitudes, needs, opinions, and so on. Structured role plays may even provide a scripted dialog between the characters. This type of role play is used primarily to develop and practice interpersonal skills such as communication, conflict resolution, and group decision making. Spontaneous role plays are loosely constructed scenarios in which one trainee plays herself while others play people that the trainee has interacted with in the past (or will in the future). The objective of this type of role play is to develop insight into one's own behavior and its impact on others. How much structure is appropriate in the scenario will depend on the learning objectives. Whether structured or spontaneous, role plays may also differ based on the number of trainees involved. Single, multiple, and role-rotation formats provide for more or less participation in the role play. In a single role play, one group of trainees role plays while the rest of the trainees observe. While observing, other trainees analyze the interactions and identify learning points. This provides a single focus for trainees and allows for feedback from the trainer. This approach may cause the role players to be embarrassed at being the center of attention, leading to failure to play the roles in an appropriate manner. It also has the drawback of not permitting the role players to observe others perform the roles. Having non-trainees act out the role play may eliminate these problems, but adds some cost to the training. In a multiple role play, all trainees are formed into groups. Each group acts out the scenario simultaneously. At the conclusion, each group analyzes what happened and identifies learning points. The groups may then report a summary of their learning to the other groups, followed by a general discussion. This allows greater learning as each group will have played the roles somewhat differently. Multiple role plays allow everyone to experience the role play in a short amount of time, but may reduce the quality of feedback. The trainer will not be able to observe all groups at once, and trainees are usually reluctant to provide constructive feedback to their peers. In addition, trainees may not have the experience or expertise to provide effective feedback. To overcome this problem, video tapes of the role plays can be used by the trainee and/or trainer for evaluation. The role-rotation method begins as either a single or multiple role play. However, when the trainees have interacted for a period of time, the role play is stopped. Observers then discuss what has happened so far and what can be learned from it. After the discussion, the role play resumes with different trainees picking up the roles from some, or all, of the characters. Role rotation demonstrates the variety of ways the issues in the role play may be handled. Trainees who are observers are more active than in the single role play since they have already participated or know they soon will be participating. A drawback is that the progress of the role play is frequently interrupted, creating additional artificiality. Again, trainees may be inhibited from publicly critiquing the behavior of their fellow trainees. BEHAVIOR MODELING Behavior modeling is used primarily for skill building and almost always in combination with some other technique. Interpersonal skills, sales techniques, interviewee and interviewer behavior, and safety procedures are among the many types of skills that have been successfully learned using this method. While live models can be used, it is more typical to video tape the desired behavior for use in training. The steps in behavior modeling can be summarized as follows: Define the key skill deficiencies Provide a brief overview of relevant theory Specify key learning points and critical behaviors to watch for Have an expert model the appropriate behaviors Have trainees practice the appropriate behaviors in a structured role play Have the trainer and other trainees provide reinforcement for appropriate imitation of the model's behavior Behavior modeling differs from role plays and games by providing the trainee with an example of what the desired behavior looks like prior to attempting the behavior. While this method is primarily behavioral, steps 2 and 3 reflect the cognitively oriented learning features of the technique. Feedback to the trainee is especially powerful when video is used to record both the model's and the trainee's performance. Through split screen devices, the performance of the model and the trainee can be shown side by side. This allows the trainee to clearly see where improvements are needed. Simulations are not good at developing declarative knowledge. Some initial level of declarative and procedural knowledge is necessary before a simulation can be used effectively. Although some knowledge development can occur in simulations, usually other methods are required for this type of learning. Simulations provide a context in which this knowledge is applied. Improving the trainees' ability to apply knowledge (i.e., facts, procedures, strategies) is the focus of simulations. Simulations do a good job of developing skills because they: simulate the important conditions and situations that occur on the job allow the trainee to practice the skill provide feedback about the appropriateness of their actions Each of the different formats has particular types of skills for which they are more appropriate: Mechanical, machine operation, and tool-usage skills are best learned through use of equipment simulators. Business decision-making skills (both day to day and strategic), planning, and complex problem solving can be effectively learned through the use of business games. The in-basket technique is best suited to development of strategic knowledge used in making day-to-day decisions. Case studies are most appropriate for developing analytic skills, higher-level principles, and complex problem-solving strategies. Because trainees do not actually implement their decision/solution, its focus is more on what to do (strategic knowledge) than on how to get it done (skills). Role plays provide a good vehicle for developing interpersonal skills and personal insight, allowing trainees to practice interacting with others and receiving feedback. They are an especially effective technique for creating attitude change, allowing trainees to experience their feelings about their behavior and others' reactions to it. ON-THE-JOB TRAINING The most common method of training, on-the-job training (OJT) uses more experienced and skilled employees to train less skilled and experienced employees. OJT takes many forms and can be supplemented with classroom training. Included within OJT are the job-instruction technique, apprenticeships, coaching, and mentoring. Formal OJT programs are typically conducted by employees who can effectively use one-on-one instructional techniques and who have superior technical knowledge and skills. Since conducting one-on-one training is not a skill most people develop on their own, train-the-trainer training is required for OJT trainers. In addition to training the trainers, formal OJT programs should carefully develop a sequence of learning events for trainees. The formalized instructional process that is most commonly used is called the job-instruction technique. JOB-INSTRUCTION TECHNIQUE (JIT) The JIT was developed during World War II and is still one of the best techniques for implementation of OJT nearly forty years later. It focuses on skill development, although there are usually some factual and procedural-knowledge objectives as well. There are four steps in the JIT process: prepare, present, try out and follow up. Prepare. Preparation and follow up are the two areas that are most often ignored in OJT programs. Preparation should include a written breakdown of the job. Ignoring this step will prevent the trainer from seeing the job through the eyes of the trainee. When the trainer is very skilled there are many things he does on the job without thinking about them. This can result in their being overlooked in training without a systematic analysis and documentation of the job tasks prior to beginning training. Once the tasks have been documented, the trainer must prepare an instructional plan. Here, the trainer must determine what the trainee currently knows and does not know. This is the needs analysis phase of Figure 1. Interviewing the trainee, checking personnel records and previous training completed are among the many ways of determining what KSAs the trainee currently has. This is compared to the KSAs the trainee needs to perform the tasks. The instructional plan is then completed focusing on the trainee's KSA deficiencies. Immediately prior to the training, the trainee should be provided with an orientation to the OJT/JIT learning process. The orientation should help trainees understand their role and the role of the trainer. The importance of listening effectively and feeling comfortable asking questions should be emphasized. The trainee should become familiar with the steps in the JIT process so he or she knows what to expect and when it will occur. Present. In this stage of JIT there are four activities: tell, show, demonstrate, and explain. When telling and showing, the trainer provides an overview of the job while showing the trainee the different aspects of it. The trainer is not actually doing the job, but pointing out important items such as where levers are located, where materials are stored, and so on. The trainer then demonstrates how to do the job, explaining why it is done that particular way and emphasizing key learning points and important safety instructions. The components of the job should be covered one at a time, and in the order they would normally occur while performing the job. Try Out. The trainee should be able to explain to the trainer how to do the job prior to actually trying to do the job. This provides a safe transition from watching and listening to doing. When the trainee first tries out the job the trainer should consider any errors to be a function of the training, not the trainee's learning ability. When errors are made they should be used to allow the trainee to learn what not to do and why. The trainer can facilitate this by questioning the trainee about his actions and guiding him or her in identifying the correct procedures. Follow Up. During follow up the trainer should check the trainees' work often enough to prevent incorrect or bad work habits from developing. The trainer should also reassure the trainee that it is important to ask for help during these initial solo efforts. As trainees demonstrate proficiency in the job, progress checks can taper off until eventually they are eliminated. APPRENTICESHIP TRAINING Apprenticeship training dates back to the Middle Ages, when skilled craftsmen passed on their knowledge to others as a way of preserving the guilds. Today, apprenticeship programs are partnerships between labor unions, employers, schools, and the government. They are most often found in the skilled trades and professional unions such as boiler engineers, electrical workers, pipe fitters, and carpenters. The typical apprenticeship program requires two years of on-the-job experience and about 180 hours of classroom instruction, though requirements vary. An apprentice must be able to demonstrate mastery of all required skills and knowledge before being allowed to graduate to journeyman status. This is documented through testing and certification processes. Journeymen provide the on-the-job training, while adult education centers and community colleges typically provide the classroom training. Formal apprenticeship programs are regulated by governmental agencies that also set standards and provide services. COACHING Coaching is a process of providing one-on-one guidance and instruction to improve the work performance of the person being coached in a specific area. It differs from other OJT methods in that the trainee already has been working at the job for some time. Usually, coaching is directed at employees with performance deficiencies, but it can also serve as a motivational tool for those performing adequately. Typically the supervisor acts as the coach. Like the OJT trainer, the coach must be skilled both in how to perform the task(s) and how to train others to do them. The amount of time supervisors devote to coaching activities steadily increased during the 1990s and will likely represent more than 50 percent of supervisors' time by the new millennium. The coaching process, viewed from the coach's perspective, generally follows the outline below. Note the similarities between JIT and this process. Understand the trainee's job, the KSAs and resources required to meet performance expectations, and the trainee's current level of performance. Meet with the trainee and mutually agree on the performance objectives to be achieved. Mutually arrive at a plan/schedule for achieving the performance objectives. At the work site, show the trainee how to achieve the objectives, observe the trainee's performance, then provide feedback. Repeat step 4 until performance improves. MENTORING pararing is a form of coaching in which an ongoing relationship is developed between a senior and junior employee. This technique focuses on providing the junior employee with political guidance and a clear understanding of how the organization goes about its business. Mentoring is more concerned with improving the employee's fit within the organization than improving technical aspects of performance, thus differentiating it from coaching. Generally, though not always, mentors are only provided for management-level employees. SEE ALSO: Case Method of Analysis ; Continuing Education and Lifelong Learning Trends ; Employee Screening and Selection ; Management and Executive Development ; Mentoring P. Nick Blanchard Revised by Marcia J. Simmering FURTHER READING: Beer, Valorie. The Web Learning Fieldbook: Using the World Wide Web to Build Workplace Learning Environments. San Francisco, CA: Jossey-Bass/Pfeiffer, 2000. Blanchard, P.N., and J.W. Thacker. Effective Training: Systems, Strategies, and Practices. 2nd ed. Englewood Cliffs, NJ: Prentice Hall, 2003. Decker, P., and B. Nathan. Behavior Modeling Training: Principles and Applications. New York: Praeger, 1985. Gold, L. "Job Instruction: Four Steps to Success." Training and Development Journal, September 1981, 28–32. Goldstein, Irwin L., and Kevin J. Ford. Training in Organizations. 4th ed. Belmont, CA: Wadsworth Group, 2002. Noe, R.A. Employee Training and Development. Boston: Irwin McGraw-Hill, 1999. Rothwell, William J., and H.C. Kazanas. Improving On the Job Training. 2nd edition. San Francisco: Jossey-Bass, 2004. Welsh, Elizabeth, Connie Wanberg, Kenneth G. Brown, and Marcia J. Simmering. "E-Learning: Emerging Uses, Empirical Results, and Future Directions." International Journal of Training and Development 7, no. 4 (2003): 245–258. Read more: http://www.referenceforbusiness.com/management/Tr-Z/Training-Delivery-Methods.html#ixzz2g77o0ezc http://www.referenceforbusiness.com/management/Tr-Z/Training-Delivery-Methods.html 9/27/2013 11:11:08 PM Developing a training plan for your employees — filed under: Training, Employee skills, Managing, Employees, Efficiency, Planning, Supporting staff, Management practices Training can play an important role in the success of your business. Unfortunately, small businesses (especially those in customer service) often can’t afford to give staff time away from work to attend training during work hours. Similarly, business owners often find the available training is too unspecific and not appropriate to the individual needs of their business. Whether you are aiming for increased sales, more efficient production, better use of IT, or to create a reliable team that can solve its own problems, training is often the best solution. The best return on your training investment will be achieved by identifying your company’s training needs, taking a systematic approach to sourcing suitable training, and enrolling your employees on the right courses for the job. On this page: Identify your training needs Involve employees in training decisions Developing your training plan Assessing your training When training isn t the answer Next steps Top   Identify your training needs You should focus training efforts on areas where you can reap the biggest, fastest and easiest rewards. But before you can do this, you need to identify the skills gaps or training needs in your company and prioritise them. Some training needs are obvious. For example, a company that has hazardous processes clearly has functions that can’t be done by staff unless they have had adequate training. Other training needs can be harder to spot. Answer the following questions to help you identify the training your employees might need. Is your business experiencing problems or being held back in some way? Try to find the source of the problem and assess whether appropriate training could be the solution, or part of the solution. Do you receive customer complaints? If so, are these caused by a lack of knowledge or skills? Is part of your team or business underperforming? Will training help to bring them up to speed? Is your business changing? When you launch a new product, you might need to train your team on how to sell and deliver it. When you purchase new software, training is needed to use it effectively. Do you rely on one or two people for critical functions in your business? Many businesses rely on one person to complete a particular technical operation. It is vital to document the process and train other employees as a precaution. Do you need an Internet presence? The Internet has changed the business environment. Even if you don’t have a company website, allow your employees to use the Internet. Keep building knowledge and skills in this crucial area. Do you have a shortage of a particular set of skills, or a likely future skills shortage? A one-hour photo business located in a mall built a website to sell digital cameras to a wider market than just passing trade. Suddenly, the owner needed an employee who could run the website, process orders and update information online – an obvious gap in skills that a training course could solve. Keep training relevant To keep training relevant and focused, set SMART (specific, measurable, agreed, realistic and time-limited) objectives. For example, tell employees attending a sales course that you hope to see a specified percentage improvement in their sales figures within six months. Or do a time-management course with the objective of clearing your in-tray by the end of each day to focus you, during and after the course. Top   Involve employees in training decisions Once you have identified your business training needs, the next step is to ask your employees what relevant skills they want to improve through training. They may have some good ideas (although the all-expenses-paid trip to LA for an industry conference might need closer scrutiny!). Ask your employees what training they think would improve their productivity and how it will benefit your business. Win support for your training suggestions by explaining the need for training and the objectives you hope to achieve. Explain that there are benefits for the employee and the business. Initially, train those who are keen. Then let them demonstrate the benefits of the training to others. Take learning preferences into account It is important to take the learning preferences of your staff into account. Find out how each employee prefers to learn. Some people may enjoy group learning, while others prefer individual study. Some people learn best by listening, others by watching and some by getting hands-on experience as soon as possible. Explain the different training options you are considering and let people know their training preferences will be acknowledged. Formulating a personal development plan for each employee is a great idea. This helps identify and prioritise training needs and provides a way to agree on how to best address these. Top   Developing your training plan Once you have identified your skill or knowledge gaps, the next step is to find the best form of training to achieve the results you want. Try to avoid finding training first, and then fitting this to your employees. Too often business owners will receive conference and training fliers or emails, and will select one that sounds ‘about right’ (which means cheap and vaguely relevant), so they can ‘tick’ the training box for that year. For optimal results, try to match your selected training option with the needs of your business and the way your employees learn best. ‘Off-the-shelf’ training courses ‘Off-the-shelf’ training courses are one-size-fits-all courses run by training companies (for example, a generic course on customer service). Your staff will join employees from other businesses on the course. Some of these courses are designed to achieve or count towards a particular recognised qualification. ‘Off-the-shelf’ training will generally be the cheaper training option, but possibly less relevant as you can’t customise the training to suit your business. In-house training Most in-house training takes the form of on-the-job training. This lets people learn at their own pace and allows them to apply new knowledge immediately. Take care when deciding who will provide the training. The trainer must be technically able to do the task, and have the patience to teach or coach. Don’t forget to train the trainers, including training on how to break information down into small steps, how to progress at the pace of the trainee, and how to set achievable training goals. Job shadowing Job shadowing involves one employee following another employee, like a shadow, to learn all the aspects of a job. This is especially suitable for new employees as part of their induction. Shadowing is a painless way to cover a lot of ground in a short space of time. Once a person can do the job, continue coaching the employee, and periodically review their progress. You can give feedback and guidance on how further improvements can be made. Mentoring Mentoring usually involves the informal transmission of knowledge and social capital over a sustained period, with some face-to-face meetings supported by email and telephone communication. Consider finding a mentor, and encourage senior employees, whose performance has a major impact on your business, to do the same. A mentor is someone you trust and can consult for business advice and guidance to assist your business or professional development, and is usually someone outside the immediate team, or even someone from outside the company. People can open up to an outsider in ways that are impossible with a manager – not least because the manager can be the biggest obstacle to progress. A good mentor is a good listener, with the experience to suggest practical solutions. He or she should also set an example and challenge the mentee’s ideas. Conferences, seminars, workshops and courses External training can bring fresh ideas and energy into the learning process. Mixing with employees from other businesses can be an opportunity to discover how other businesses operate. A good trainer should challenge the way your staff think and operate. Training comes in a wide range of forms such as: Lectures and conferences – typically lots of information delivered to a large audience, with great networking possibilities. Seminars and workshops – giving people information and letting them practise problem solving. Online courses as a training option E-learning is a powerful and cost-effective way of introducing new ideas and approaches. It is especially useful when you need to train a large number of staff across different locations – for example, to demonstrate compliance with health and safety regulations. It also allows: Trainees to progress at their individual pace. Trainees to complete the course at home or at work. There are a wide range of courses available, and interactive courses are also available to support behavioural training. Top   Assessing your training Ask your employees to review their training experience. Try to find out if the training is relevant to the job and appropriate to their level of expertise. Training assessment forms may help you discover more about the course and establish what worked and what didn’t. Be aware that what your employee sees as a positive training experience might not necessarily be valuable to your business. When employees complete any training, discuss how their learning will be put into action. This will help to ensure new skills are implemented. Monitor improvements in the performance of your business: Measurable performance indicators include sales, production costs, output, attendance levels and staff turnover. Qualitative improvements may include higher quality goods or services, better teamwork, fewer customer complaints and more innovation in your business. Top   When training isn’t the answer Before investing in training solutions, analyse what is really needed. If an employee is underperforming, they might be the wrong person for the job. The answer could be a change in roles, or in extreme cases, dismissal. Problems may be caused by inadequate systems and policies. For example, an overloaded employee who is unable to cope with their workload will not benefit from a course in time management. Top   http://www.business.govt.nz/staff-and-hr/managing-staff/training-and-support-services/developing-a-training-plan-for-your-employees 9/27/2013 4:39:46 PM Best e-Learning training methods for employees By ProProfs on in e-Learning
Online training courses can save companies thousands of dollars, as they no longer have to pay for overtime or costly seminars to improve employee skills. Setting up a training course through ProProfs  allows organizations to create online courses that are suitable to train employees from different industries with different learning capacities.     By learning capacities we mean the different three types of learners: visual learners, auditory learners, and kinesthetic learners. Trainers should be aware that employees fall under one of these categories and provide materials and activities designed for different learning preferences. Training Visual Learners Visual learners do best when presented with vibrant and image-rich stimuli. They are also good with words, so they easily understand written documents and textbooks. However, the document’s formatting also helps keep their attention. ProProfs has several ways to appeal to visual learners: PowerPoint Documents – Visual learners are attracted to colorful documents with a variety of fonts and formatting, including images. Using PowerPoint to make creative, visual documents will help focus visual learners. And with ProProfs, the trainee doesn’t even have to download PowerPoint to his or her personal computer! Image Galleries – A picture says a thousand words, and ProProfs makes uploading and linking images a snap. Trainers can use images from their own archives or search the web to link photographs, artwork, and PDF files. Videos – Trainers can also upload or link video feeds to their classrooms, allowing students to watch the files from their home computers or mobile apps. ProProfs lets trainers to choose from different internet speeds to make sure their videos are accessible to different computers. Training Auditory Learners Auditory learners do best when presented with spoken directions. They tend to be more communicative than learners with other preferences. In a traditional classroom, they do best when they record lectures, and they perform best when they can provide answers orally (rather than in written form). ProProfs can help trainers reach auditory learners with different activities: Audio Files – Trainers can record themselves reading the course material, rather than providing it in written form. Trainees can listen to the lecture and process it with ease, as auditory learners often have a hard time understanding written instructions. When using ProProfs, trainers can upload audio or video files to help auditory learners. Links to Sound Files – Many “books on tape” are available online. Trainers can link these sites to their ProProfs online course, allowing auditory learners to better understand the material. Auditory learners tend to be attracted to the performing arts, so linking “performances” to the classroom can also be helpful. Group Work – Because auditory learners are fond of communication, they work best in small groups, rather than alone. With ProProfs, trainers can set up small groups and assign tasks to them. They can communicate with one another with RSS feeds or discussion forums. Training Kinesthetic Learners Kinesthetic learners do best with hands-on instruction. This makes teaching kinesthetic learners online a bit more complicated, as they cannot physically manipulate the material. However, providing an interactive online classroom environment can help trainers keep the trainees’ attention. Trainers can use many of ProProfs’ applications to reach kinesthetic learners: Interactive Documents – PDFs, PowerPoints, and Word documents can all be made interactive. Trainers can ask students to answer multiple-choice questions, fill in the blanks, and “drag and drop” words or images to graphs. ProProfs allows trainers to easily upload these documents to the online classroom. Kinesthetic learners can physically perform the activities, even if they don’t have the software on their home computers. Polls and Surveys – Trainees can interact with one another through polls or surveys, which ProProfs provides to all users. Learners simply answer the questions, and a graph or chart pops up for them to see. These tools help kinesthetic learners by providing physical stimulation during the training process. Animations – When teaching a technical skill, such as how to put together a machine, graphics help kinesthetic learners. Consider uploading a 3D model of the device for trainees to explore and manipulate. Have the learners click on different parts of the animation to see what they do. These activities will keep kinesthetic learners’ attention, as their minds tend to wander when reading or listening to a traditional lecture. http://www.proprofs.com/c/e-learning/best-e-learning-training-methods-for-employees/ 9/27/2013 11:28:47 PM