Learning to Train Employees

INTRODUCTION

Learning begins at birth and is an ongoing process throughout our lives. We learn in schools, in churches, in our homes and at work. We can learn through structured educational programs or from experiences. We can even learn by observing the behavior of others. Training is a structured educational experience designed to teach specific skills. Below I will discuss some of the knowledge I have accumulated about training. My knowledge comes not only from training classes in college, but from the workplace, and my personal experiences learning and training.

UNDERSTANDING HOW PEOPLE LEARN

At the onset let me first say that children and adults learn differently. For purposes of this article I will be examining adult learning principles, learning styles and training methods. Generally speaking, adults want to know how they will benefit from what they are learning, they want to participate in learning, and their motivation to learn is intrinsic.

ADULT LEARNING PRINCIPLES

I will identify seven (7) key principles I would recommend following:

1. Relate the training to the job. Be sure to explain how the employees can benefit from the training experience. Explain the relationship between the training and their jobs at the beginning of the every training episode.

2. Get the employees involved in the training. Participation is key to adult learning. Be sure to solicit volunteers.  Ask employees to share any knowledge or experience they have that is relative to any concepts or techniques being discussed.

3. Ensure the training environment is functional. Adults tend to learn more effectively in a setting that isn't like a class room. Sitting in small groups seems to be effective and provides for team like activities.

4. Acknowledge that the trainees are adults. Treat the trainees like adults and be sure to draw from their individual expertise. Remember, there are no dumb questions only dumb answers, do not talk down to or embarrass trainees.

5. Be flexible and adaptable. During a training episode if other needs are identified or the trainees lead you away from your lesson plan, address the needs or issues brought up by the trainees, and then, of course, get back to the lesson plan. It is very important during training to address the trainees questions or concerns, even if they are not within the four corners of your lesson plan.

6. Identify the level of knowledge and experience. Be sure to have a handle on the level of knowledge and experience of the trainees. There is no need to train the employees on something they already know. This not only is a waste of time and money, but it can bore the trainees and lose their attention.

7. Make the training experience fun and interesting. Be creative, use props, guest speakers, or decorations.

ADULT LEARNING STYLES

It is important to remember that individuals learn in different ways. Your training program should contain training methods that incorporate three (3) primary learning styles to ensure that the training is effective. I have discovered that the more senses you use when learning the better the retention.

The three (3) primary styles of learning are: (1) visual, (2) aural, and (3) kinesthetic.

1. Visual Learners

Visual learners are individuals who learn better when they see or visualize information, processes or concepts.  These individuals learn best when the trainer uses white boards, chalk boards, or watch a process being performed. Effective training tools include charts, graphs, photos, transparencies, posters, videos, slide projections, and actual demonstrations.

2. Aural Learners

Aural learners comprehend and retain information best by listening. Effective tools to use for this style of learner is videos, audio cassettes, instructor dialogue, music, interactive videos, panel discussions, debates and group discussions.

3. Kinestheic Learners

Kinestheic Learns benefit most from performing tasks and being actively involved in the learning activity. Therefore, effective tools to use include role playing, practical applications (hands-on), tests, skill-building and evaluation activities, interactive videos, field trips, simulations, and demonstrations that involve participation.

There are surveys that can be administered to establish an individuals preferred learning style, but i believe the most effective and cost efficient training program with incorporate all of these learning styles.

FORMAL TRAINING PROGRAM

Now that we have a better understanding of how employees learn lets briefly take a look at the formal training process.

1. Needs Analysis

Before any training program is designed a needs analysis will be necessary. There are a lot of reasons for training employees. Often newly hired employees will need to be trained to ensure that the employees meet established standards or goals. Training can also be administered as part of a succession plan. Key employees may need training to prepare them for a promotion or for placement in another unilateral position.

There are two (2) basic origins of training needs: (1) personal, and (2) organizational.

a. Personal

Personal needs can include new to the job, new job requirements, organizational changes, technological changes, personal or professional growth, workforce structure changes, special projects, and poor performance.

b. Organizational

Organizational needs can include customer and market changes, hierarchy/structure changes, technology changes, new products/services, employee demographic changes, governmental or administration legislation/policy changes, standards or safety changes, turnover trends, and team or quality initiatives.

2. Planning

When planning the training program it will be necessary to determine how large the group will be. If the group is more than 15 trainees it is more effective to break the class into more than one group. The number of trainees will determine the amount of materials needed to train the group. It will also be necessary to determine, tentatively, the length of the program. Assessing this information will help to get a handle on the cost of training.

a. Training Objectives

The training objectives will of course be what knowledge, skills or attitudes the trainees will possess after the training in completed. Before beginning a formal training program I believe it is a good idea to gather some information from the targeted trainees. Before the lesson plans are structured it is a good idea to find out the base line knowledge and skills of the trainees. This can be accomplished through testing, assigning tasks, surveys, or a group meeting with structured questioning to help establish needs and how much training is necessary.

3. Develop The Training Program

The development process will involve the preparation of lesson plans or a trainer's storybook as I often refer to it. The trainer will also need to gather all the needed materials and equipment, coordinate with any guest speakers, assistants, or other trainers, and promote/ announce the plan to train the employees. It is also a good idea to rehearse the lessons with any and all trainers and assistants to ensure that the material is covering all the necessary aspects of the needs analysis.

4. Conduct The Training Program

At this point the training program is ready to be conducted.

5. Evaluate The Effectiveness

After training is completed it will be necessary to evaluate the effectiveness of the program. This is generally done with evaluations, sometimes referred to as smile sheets, and should be done at the end of every training session, and a comprehensive evaluation at the end of the entire training program.

Now that we have considered the training process, let me delve into some common training methods.

TRAINING METHODS

There are a great number of methods, or strategies, to convey your training message to the workforce, including but not limited to:

job rotation                                        lecture

Panel                                                 programmed instruction

games                                                role-playing

discussions                                        audiovisual assisted

computer                                            assisted forums

testing                                                on-the-job coaching

symposium                                         case studies

self-study                                           simulations

in-basket exercises                            dyad/triad activities

brainstorming                                     debate

demonstrations                                  field trips

SUMMARY

Training can be done in either one-on-one or group settings.  In either setting the principles of training outlined in this article apply.  Remember, continuous improvement requires continuous learning, and the more knowledgable your workforce is the more effective and efficient they will be.