Training and Development Chapter 5

Phase 3: Post-Training Peer Support

Accountability with fellow coworkers is also a way to enhance transfer of training on the job.

Action Plan

An action plan is a written document between the manager and employee that explains how transfer of training will occur on the job. It includes a goal identifying how the training will be used, strategies for reaching that goal, strategies for receiving feedback, and expected results.

Delivery

Content - involves what the course will cover. Method - involves how the course will be delivered to trainees, such as in person versus online. Training time - how long the training will take place. Problems and opportunities - any potential problems that may be experienced.

Phase 2: Lesson Design Curriculum vs. Program

Curriculum: An organized program of study designed to meet a complex learning objective. Stretched over an extended period of time. Course or program: Covers more specific learning objectives and addresses a more limited number of skills. Can range from several hours to several weeks to complete.

Phase 3: Post-Training Keys to Effective Knowledge Management Easy-to-Use Technology

Difficult to use technology can deter employees from practicing their knowledge and skills gained in training and sharing their knowledge with others. Organizations should make sure that the technology used to maintain and promote learning is simple to use for employees.

Pre-Training Considerations: Seating Arrangements

Fan-type - Trainees can see from anywhere in the room and can easily work in groups Classroom-type - Used for primarily lecture based Conference-type - Used for total-group discussion, limited presentation, and no small group work Horseshoe - Both presentation and total group instruction

Phase 3: Post-Training Far Transfer

Far transfer involves more variable situations such as creating a new product or solving a difficult problem that involves critical thinking.

Phase 3: Post-Training Keys to Effective Knowledge Management Training and IT Collaboration

For knowledge management to be effective, the training department and IT department must collaborate. The training department knows what type of information should be shared, and the IT department creates the means to do so.

Scope of the Project

Goal - objective associated with the training (what trainees are expected to learn) Audience - who will be attending training? What characteristics of the audience should be taken into account? Design time and checkpoints- How long will the course take to develop? Important checkpoints that need to be developed along the way. Length of the course - how long the course will take to complete. This can depend on prerequisites, availability of the trainer and trainees, as well as whether it is a one time course or program or a part of a curriculum.

Phase 3: Post-Training Near Transfer

Near transfer refers to the ability to respond to predictable situations with standardized responses. This often involves training that involves teaching a series of steps or a checklist to respond to a situation.

Phase 3: Post-Training Opportunity to use new skills

Opportunity to perform is the extent to which the trainee is provided with or actively seeks experiences that allow for the application of the newly learned knowledge, skills, and behaviors from the training program. Opportunity to perform depends on the number of trained tasks performed on the job (breadth), the number of tasks or frequency tasks are performed on the job (activity level), and the difficulty or critical nature of the tasks (task type). A low opportunity to perform may mean that the training is not relevant for that employee, that the manager does not encourage the employee to use the training on the job, or low motivation of the employee.

Pre-Training

Preparing, motivating, and energizing trainees to attend the learning event. Pre-training also includes choosing and trainer and prepping and making sure the learning environment (climate, peers, managers) supports learning and transfer.

Program Design

Program design refers to the organization and coordination of the training program. Program design is not only the content of the course or lesson the trainer presents to trainees, but also includes what the trainer does to prepare employees beforehand, prep the training room and materials, and how to enhance transfer of learning after the training has taken place.

Phase 3: Post-Training Technological Support

Technological support can be critical in providing skills training, information access, and expert advice to employees post training, such as an electronic performance support system.

Self-Management Module Steps (Table 5.10)

The first step of the self-management module is to identify and discuss areas where skills and knowledge can and should be improved, and provide direction for improvement. The second step is for employees to identify the skills targeted for transfer and make them measurable. Third, the employee should identify any personal or environmental factors contributing to lapses such as low self-efficacy or lack of manager support. Fourth, they should discuss possible coping skills and strategies to reduce the lapses such as improving time management. Fifth, they should identify specific situations when lapses are likely and actions to deal with lapses. And last, they should discuss possible resources to help with the transfer of training, such as asking fellow employees for advice and strategies that have worked for them.

Pre-Training Considerations: The Training Site

The training site should: Be comfortable and accessible (close and easy to find) Be quiet, private, and free from interruption Have sufficient space for activities, and good visibility of presentations

Post-Training

This stage involves the transfer of training to the actual job. There are many factors that can affect this, such as support from managers, coworkers, and opportunities to use the training on the job.

Phase 3: Post-Training Keys to Effective Knowledge Management Create Knowledge Management Leadership Positions

Chief learning officers (CLOs) or knowledge officers are employees within the organization that develop, implement, and link a knowledge/learning culture with the company's technology source. They provide management with ways to foster learning on the job and focus on showing how training is linked to business objectives.

Three Phases of the Program Design Process

1. Pre-Training 2. Learning Event 3. Post-Training

Pre-Training Considerations Provide an Overview of the Course

A course outline, flowchart, or concept map can be useful in providing learners with the "big picture" of the training course. A course outline or flowchart can present the main topics followed by more specific subtopics that will be covered in the course. A concept map shows main concepts and the connections between topics by connecting lines and arrows.

Curriculum Road Map

A curriculum road map refers to the courses in a curriculum, the different ways that individuals can go through the process, as well as any specific sequence the program must be completed in. It is useful that each course has a brief description containing the purpose and how the course contributes to the overall goal, any necessary prerequisites, learning objectives or competencies covered in the course, the format of the course including expectations of individuals after completing the course, and the method of delivery for the course.

Phase 2: Lesson Design Design Document Template

A design document can be useful for organizing, planning, and explaining the lesson material to others within the organization. The information in the design document comes from information developed through the needs assessment process. A design document includes the scope of the project, delivery, and objectives.

Phase 2: Lesson Design Detailed Lesson Plan

A detailed lesson plans provides more information compared to a design document including specific steps in the lesson, specific training activities, and the time set aside for each activity. It helps the trainer deliver the training in an organized and logical fashion. These are often stored somewhere accessible so that the content of the training program remains the same when different trainers deliver the training program. A detailed lesson plan includes learning objectives, topics that will be covered, target audience, time of session, lesson outline, activities involved, any preparation or prerequisites, how learning will be evaluated, and steps to ensure transfer of training.

Phase 2: Lesson Design Lesson Plan Overview

A lesson plan overview matches major activities of the training program and the specific time each is allocated. This helps trainers plan for breaks, meal times, and how much time each part of the lesson should take. I personally like when I am given this prior to or at the beginning of training. It allows me to see which content will be covered in the course, and a timeline of when each new topic will be introduced.

Support Network

A support network is a group of 2 or more trainees who agree to meet and discuss their progress incorporating what they learned in training to the job. This can be done in a variety of ways from face to face to email. Employees can share ways that they have used what they learned in training and any challenges they encountered while trying to implement it.

Application assignments

Application assignments used in training help trainees see the link between the material and use on the job. Although these will be utilized in the learning phase, these should be developed in the pre-training phase in order to formulate hypothetical situations that employees may encounter on the job and give them an opportunity to discuss and solve issues during training.

Pre-Training Considerations How Trainers Can Make the Training Site and Instruction Conducive to Learning: Creating a Learning Setting

Before choosing a training room, consider how trainees are expected to learn. That is, determine the extent to which trainees decide when, where, and how they will learn, and whether learning will occur by interaction with others. Also consider the physical requirements of the room.

External Trainers

In order to choose the appropriate external trainer, organizations can use a request for proposal (RFP). RFPs allow for the organization to compare all possible external trainers they are considering on the same set of criteria. Once several vendors that meet the criteria are selected, the organization should check with past clients and ask more questions concerning qualifications and experience of staff, reoccurring costs of the training, and evidence that the training works.

Pre-Training Considerations: Choosing Trainers Internal

Internal trainers are often experts in what they are teaching and have more specific knowledge compared to an external trainer. Using internal experts as trainers can be beneficial to the organization, the trainees, as well as the trainer. The organization saves money by not hiring an external vendor or consultant. The trainees get more specific information that can be applied directly to the workplace. The trainer may be recognized positively by the organization, paid more, and can add the title of trainer to their list of accomplishments. Expert trainers should always use concrete examples when training and avoid abstract and advanced concepts.

Learning Event

Involves preparing instruction and environment to facilitate learning. This can involve planning appropriate activities to engage the audience, and program design and flow.

Pre-Training Considerations How Trainers Can Make the Training Site and Instruction Conducive to Learning: Know the Audience

Know the make up of your audience. Be aware of shared values that may be based around age, personality, or other characteristics such as geography or profession. You may want to consider basing training around age groups or personality types.

Phase 3: Post-Training Knowledge Management

Knowledge management is the process of enhancing company performance by the creation, sharing, and use of knowledge.

Phase 3: Post-Training Manager Support

Manager support and involvement is essential in a high amount of the transfer of knowledge on the job. The lowest amount of support a manager should have towards training is acceptance, then encouragement, participation, reinforcement, practicing the skills, and the highest being teaching in the program. The more involved the manager is, the more transfer of training.

Objectives

Resources - refer to any materials that must be developed or purchased for the training such as videos, manuals, and tests. Who is involved - involves anyone involved in the design, delivery, and evaluation of the program. Topical outline - is an brief outline of what the training material will cover. Administration and evaluation - involves the scheduling of the course, how trainees will enroll, how the course will be evaluated, and who will be in charge of updating course content when need be. Links to other programs - involve any other useful programs such as "train the trainer," or manager introduction.

Phase 3: Post-Training Encourage Self-Management

Self-management is useful in assisting trainees to respond to issues they may encounter in the workplace after training.

Phase 3: Post-Training Keys to Effective Knowledge Management Employee Trust and Willingness to Share Information

Some employees may not want to share knowledge with others in a competitive organizational environment. Employees who do learn, teach, and share knowledge should be recognized and promoted so that other employees do the same. Employees must be reminded at times that everyone is working towards a common goal, and everyone can learn from others ideas.

Pre-Training Considerations Enhance Motivation to Learn Through Communications, Prework, and Manager Involvement

Trainees should be informed of the purpose and objectives of the training course, any prerequisites necessary, who will be attending, and how the information in the course will apply to their job prior to training. This will help trainees have an idea of the content and mentally prepare by allowing them to think of questions and specific ways they will plan to use their new skills to enhance performance. This can be accomplished by providing testimonials of past employees who have gone through the training and how it has helped them. Any prework, such as readings or case studies can also be given prior to the training to prepare employees for the material. Managerial support for the training is important because it shows employees that the training actually matters and they will be held accountable for utilizing it on the job.