Twelve steps for designing effective training programs
Content
Twelve steps for designing effective training programs
If you have to design a new class, a lot of preparation work and practice run throughs are required for a polished final product. Read through these steps to make sure you're doing everything necessary to create a successful class.
As trainers, we are often called upon to design our own training based on the needs of the organization. When creating training programs, trainers need to follow certain guidelines to create an effective package. Here is an effective format I have used.
Preparing the information
The first task is to determine what you have to teach and how you¶re going to teach it. 1. Figure out the skills you need to teach. Write an outline of the specific skills you intend to teach and prioritize those skills in the order they should be taught. 2. Divide these skills into specific groups. From your outline, organize the skills you need to teach into sets of steps. These groups should provide enough material for two-hour training increments, including an assessment at the end. 3. Check for continuity and completeness. Make sure that the steps you have chosen for each group include everything needed to learn a particular skill. If your training segment is on icons on the drawing toolbar, include all the drawing toolbar icons in the training session. Package information logically.
Creating the class
Now that you know what you need to teach, you have to decide how to convey the information to your students. 1. Design your presentation. Whether you use PowerPoint, Word, or other software to design your presentation, take the time to write it down or type it up, making sure to double-space your lines for easy reading. 2. Read through the presentation as though you had never learned these skills before. Make notes for additions, changes, screen shots, etc. 3. Rewrite the changes and add the screen shots. Run the software and make the appropriate screen shots. I use [Alt][Print Scrn], go to the Paste command in Microsoft Paint to make a screen shot, and then add any text, arrows, or circles to point out important cues. These will be used for the written documentation and guidelines you will use as well as for handouts for the students. Check to make sure these screen shots are effective in pointing out important information.
4.
Run through the information again. If necessary, ask another trainer to look over your design and give you feedback. If anything is unclear or left out, this is the time to fix it.
5.
Write the training guideline. Training guidelines should be written with instructions for the trainer in bold letters. Also, make sure that the font you use is large, say 14 points, and in an easy-to-read font, such as Arial, so that you can glance at it quickly and find it easy to follow. Each training department should have a standard style for writing training guides and handouts so that they are easy to follow when doing cross-training.
6.
Design the handouts. On paper, design effective handouts that go with each section of the training. Then, type them up and add in the screen shots needed to emphasize points.
Trial runs
You¶ll need to go over your class both alone and with an audience. This will make you more comfortable with the presentation and help to iron out any last glitches. 1. Have another trainer go over the presentation, or even have a guinea pig (a new user) go over it and point out anything that needs clarification or simplification. Make the changes. 2. Test the presentation. With other trainers, test your presentation. Have someone time it and get feedback on needed changes and/or corrections. Practice the overhead presentation steps that accompany the training, whether you are using an overhead attached to the computer, a simple overhead projector, or a TV attached to the computer. 3. Retest the presentation. Make last minute notes and/or changes.
Ten Tips to Make Training and Development Work
How much money did your organization invest last year in training and development that failed to provide the results you sought? You are not alone if em ployee training classes rarely resulted in the transfer of immediately useful information to your workplace. Real employee behavioral change, based on the training content, is even harder to demonstrate in most organizations. Discouraging? You bet. So what's an organization to do to ensure employee training transfer to the workplace? You can create a training and developemnt support process that will ensure that the e mployee training you do works. You can make training and development more effective within your organization. These ten suggestions and approaches will make your employee training more effective and transferable; their application will result in measurable differences to your bottom line performance. This article is the first of a three-part series about making employee training transfer to the workplace and produce the results you need for your organization. The second article explores actual processes and activities within the employee training session that help people obtain useable skills for workplace application. The third article helps your organization support peop as le they apply the skills from the employee training and use the information in your real-time workplace. Creating Training Stickiness Before the Employee Training Sess ions You can do the following in advance of the employee training session to increase the likelihood that the training you do will actually transfer to the workplace.
y
Make sure the need is a training and development opportunity. Do thorough needs and skills analysis to determine the real need for employee training and development. Make sure the opportunity you are pursuing or the problem you are solving is a training issue. If the employee is failing in some aspect of her job, determine whether you have provided the employee with the time and tools needed to perform the job. Does the employee clearly understand what is expected from her on the job? Ask yourself whether the employee has the temperament and talent necessary for her current position; consider whether the job is a good skill, ability, and interest fit?
y
Create a context for the employee training and development. Provide information for the employee about why the new skills, skill enhancement, or information is necessary. Make certain the employee understands the link between the training and his job. You can enhance the impact of the training even further if the employee sees t link between he the training and his ability to contribute to the accomplishment of the organization's business plan and goals. It's also important to provide rewards and recognition as a result of successful completion and
application of the training. (People like completion certificates, for instance. One company I know lists employee names and completed training sessions in the company newsletter.) This contextual information will help create an attitude of motivation as the employee attends the training. It will assist the employee to want to look for relevant information to apply after the session.
y
Provide training and development that is really relevant to the skill you want the employee to attain or the information he needs to expand his work horizons. You may need to design an employee training session internally if nothing from training providers exactly meets your needs. Or, seek out providers who are willing to customize their offerings to match your specific needs. It is ineffective to ask an employee to attend a training session on general communication when his immediate need is to learn how to provide feedback in a way that minimizes defensive behavior. The employee will regard the training session as mostly a waste of time or too basic; his complaints will invalidate potential learning. Whenever possible, connect the employee training to the employee's job and work objectives. If you work in an organization that invests in a self-development component in the appraisal process, make sure the connection to the plan is clear.
y
Favor employee training and development that has measurable objectives and specified outcomes that will transfer back to the job. Design or obtain employee training that has clearly stated objectives with measurable outcomes. Ascertain that the content leads the employee to attaining the skill or information promised in the objectives. With this information in hand, the employee knows exactly what he can expect from the training session and is less likely to be disappointed. He will also have ways to apply the training to the accomplishment of real workplace objectives.
y
Provide information for the employee about exactly what the training session will involve, prior to the training. Explain what is expected of the employee at the training session. This will help reduce the person's normal anxiety about trying something new. If she knows what to expect, she can focus on the learning and training transfer rather than her potential discomfort with the unknown. (When I offer a team building session, as an example, people invariably ask me if they will have to touch each other or "do group hugs." They don't, but this really drives home the point for me about letting people know what to expect prior to attending the session.)
y
Make clear to the employee that the training is her responsibility and she needs to take the employee training seriously. She is expected to apply herself to the employee training and development process before, during, and after the session. This includes completing pre training assignments, actively participating in the session, and applying new ideas and skills upon returning to work.
y
Make sure that internal or external training providers supply pre-training assignments. Reading or thought-provoking exercises in advance of the session promote thoughtful consideration of the training content. Exercises or self-assessments, provided and scored in advance of the session, save precious training time for interaction and new information. These ideas will engage the employee in thinking about the subject of the session prior to the training day. This supplies important paybacks in terms of his interest, commitment, and involvement .
y
Train supervisors and managers either first or simultaneously so they know and understand the skills and information provided in the training session. This will allow the supervisor to: model the appropriate behavior and learning, provide an environment in which the employee can apply the training, and create the clear expectation that she expects to see different behavior or thinking as a result of the training. An executive, who has participated in the same training as the rest of the organization, is a powerful role model when he is observed applying the training.
y
Train managers and supervisors in their role in the training process. The average supervisor has rarely experienced effective training during his career. Even more rare is the supervisor who has worked in an environment that maximized transfer of training to the actual workplace. Thus it is a mistake to believe that supervisors automatically know what must happen for effective training to take place. You can coach supervisors about their role. Provide a handy tip sheet that explains in detail the organization¶s expectations of the supervisor in support of effective training. At one General Motors location, the education and training staff provided a three-hour class called, The Organization and the Training Process. The session was most effective in communicating roles and responsibilities to supervisory staff.
y
Ask supervisors to meet with employees prior to the training session to accomplish all I have recommended in this article. Discuss with the individual what he hopes to learn in the session. Discuss any concerns he may have about applying the training in the work environment. Determine if key learning points are important for the organization in return for the investment of his time in the training. Identify any obstacles the employee may expect to experience as he transfers the training to the workplace.
A Training Transfer Case Study
This case study will illustrate the power of paying attention to employee training transfer before, during and after the training and development sessions or activities. Before the Employee Training In a mid-Western university, the Director of Human Resource Development (HRD) created a new employee training series for supervisory staff members. She began the needs assessment process with focus groups that included both prospective participants and supervisors to identify the key skills and ideas needed from the training. She consulted with outside experts to determine employee training content. She observed employee training programs and met with other university HRD Directors to compare notes before developing the employee training. She formed a university-wide advisory committee to review and assist with the employee training design and delivery.
Then, working with internal and external training and development vendors, she developed the objective-based employee training sessions. Managers of trainees are required to attend an initial meeting which introduces the employee training session content. These meetings also teach participants the role of the manager in supporting the training efforts. Gradually, more and more managers are attending the complete training as well. During the Employee Training She piloted sessions with the first couple of employee training groups. Sessions were redesigned based on feedback. Trainers present relevant examples and activities during the sessions. The participants fill out multi-page evaluations that provide feedback about content, learning, and the effectiveness of the sessions. These are due within a week and not required at the end of the session so participants have time for thoughtful review. After the Employee Training Training redesign is an ongoing process based on feedback. A couple of months after the sessions, the HRD Director meets with employees who participated to assess their satisfaction and learning transfer over time. She also meets with their supervisors to assess whether the employees are applying the skills in the workplace. She is working to provide actual testing and 360 degree feedback to strengthen the training transfer component of the employee training program. Is the employee training program a success? You bet. She spent the time to implement the ten steps recommended in this article and the university is reaping great results from the resources invested in the employee training. You can experience these results, too, by payin attention to g the transfer of employee training to your workplace.
If you have to design a new class, a lot of preparation work and practice run throughs are required for a polished final product. Read through these steps to make sure you're doing everything necessary to create a successful class.
As trainers, we are often called upon to design our own training based on the needs of the organization. When creating training programs, trainers need to follow certain guidelines to create an effective package. Here is an effective format I have used.
Preparing the information
The first task is to determine what you have to teach and how you¶re going to teach it. 1. Figure out the skills you need to teach. Write an outline of the specific skills you intend to teach and prioritize those skills in the order they should be taught. 2. Divide these skills into specific groups. From your outline, organize the skills you need to teach into sets of steps. These groups should provide enough material for two-hour training increments, including an assessment at the end. 3. Check for continuity and completeness. Make sure that the steps you have chosen for each group include everything needed to learn a particular skill. If your training segment is on icons on the drawing toolbar, include all the drawing toolbar icons in the training session. Package information logically.
Creating the class
Now that you know what you need to teach, you have to decide how to convey the information to your students. 1. Design your presentation. Whether you use PowerPoint, Word, or other software to design your presentation, take the time to write it down or type it up, making sure to double-space your lines for easy reading. 2. Read through the presentation as though you had never learned these skills before. Make notes for additions, changes, screen shots, etc. 3. Rewrite the changes and add the screen shots. Run the software and make the appropriate screen shots. I use [Alt][Print Scrn], go to the Paste command in Microsoft Paint to make a screen shot, and then add any text, arrows, or circles to point out important cues. These will be used for the written documentation and guidelines you will use as well as for handouts for the students. Check to make sure these screen shots are effective in pointing out important information.
4.
Run through the information again. If necessary, ask another trainer to look over your design and give you feedback. If anything is unclear or left out, this is the time to fix it.
5.
Write the training guideline. Training guidelines should be written with instructions for the trainer in bold letters. Also, make sure that the font you use is large, say 14 points, and in an easy-to-read font, such as Arial, so that you can glance at it quickly and find it easy to follow. Each training department should have a standard style for writing training guides and handouts so that they are easy to follow when doing cross-training.
6.
Design the handouts. On paper, design effective handouts that go with each section of the training. Then, type them up and add in the screen shots needed to emphasize points.
Trial runs
You¶ll need to go over your class both alone and with an audience. This will make you more comfortable with the presentation and help to iron out any last glitches. 1. Have another trainer go over the presentation, or even have a guinea pig (a new user) go over it and point out anything that needs clarification or simplification. Make the changes. 2. Test the presentation. With other trainers, test your presentation. Have someone time it and get feedback on needed changes and/or corrections. Practice the overhead presentation steps that accompany the training, whether you are using an overhead attached to the computer, a simple overhead projector, or a TV attached to the computer. 3. Retest the presentation. Make last minute notes and/or changes.
Ten Tips to Make Training and Development Work
How much money did your organization invest last year in training and development that failed to provide the results you sought? You are not alone if em ployee training classes rarely resulted in the transfer of immediately useful information to your workplace. Real employee behavioral change, based on the training content, is even harder to demonstrate in most organizations. Discouraging? You bet. So what's an organization to do to ensure employee training transfer to the workplace? You can create a training and developemnt support process that will ensure that the e mployee training you do works. You can make training and development more effective within your organization. These ten suggestions and approaches will make your employee training more effective and transferable; their application will result in measurable differences to your bottom line performance. This article is the first of a three-part series about making employee training transfer to the workplace and produce the results you need for your organization. The second article explores actual processes and activities within the employee training session that help people obtain useable skills for workplace application. The third article helps your organization support peop as le they apply the skills from the employee training and use the information in your real-time workplace. Creating Training Stickiness Before the Employee Training Sess ions You can do the following in advance of the employee training session to increase the likelihood that the training you do will actually transfer to the workplace.
y
Make sure the need is a training and development opportunity. Do thorough needs and skills analysis to determine the real need for employee training and development. Make sure the opportunity you are pursuing or the problem you are solving is a training issue. If the employee is failing in some aspect of her job, determine whether you have provided the employee with the time and tools needed to perform the job. Does the employee clearly understand what is expected from her on the job? Ask yourself whether the employee has the temperament and talent necessary for her current position; consider whether the job is a good skill, ability, and interest fit?
y
Create a context for the employee training and development. Provide information for the employee about why the new skills, skill enhancement, or information is necessary. Make certain the employee understands the link between the training and his job. You can enhance the impact of the training even further if the employee sees t link between he the training and his ability to contribute to the accomplishment of the organization's business plan and goals. It's also important to provide rewards and recognition as a result of successful completion and
application of the training. (People like completion certificates, for instance. One company I know lists employee names and completed training sessions in the company newsletter.) This contextual information will help create an attitude of motivation as the employee attends the training. It will assist the employee to want to look for relevant information to apply after the session.
y
Provide training and development that is really relevant to the skill you want the employee to attain or the information he needs to expand his work horizons. You may need to design an employee training session internally if nothing from training providers exactly meets your needs. Or, seek out providers who are willing to customize their offerings to match your specific needs. It is ineffective to ask an employee to attend a training session on general communication when his immediate need is to learn how to provide feedback in a way that minimizes defensive behavior. The employee will regard the training session as mostly a waste of time or too basic; his complaints will invalidate potential learning. Whenever possible, connect the employee training to the employee's job and work objectives. If you work in an organization that invests in a self-development component in the appraisal process, make sure the connection to the plan is clear.
y
Favor employee training and development that has measurable objectives and specified outcomes that will transfer back to the job. Design or obtain employee training that has clearly stated objectives with measurable outcomes. Ascertain that the content leads the employee to attaining the skill or information promised in the objectives. With this information in hand, the employee knows exactly what he can expect from the training session and is less likely to be disappointed. He will also have ways to apply the training to the accomplishment of real workplace objectives.
y
Provide information for the employee about exactly what the training session will involve, prior to the training. Explain what is expected of the employee at the training session. This will help reduce the person's normal anxiety about trying something new. If she knows what to expect, she can focus on the learning and training transfer rather than her potential discomfort with the unknown. (When I offer a team building session, as an example, people invariably ask me if they will have to touch each other or "do group hugs." They don't, but this really drives home the point for me about letting people know what to expect prior to attending the session.)
y
Make clear to the employee that the training is her responsibility and she needs to take the employee training seriously. She is expected to apply herself to the employee training and development process before, during, and after the session. This includes completing pre training assignments, actively participating in the session, and applying new ideas and skills upon returning to work.
y
Make sure that internal or external training providers supply pre-training assignments. Reading or thought-provoking exercises in advance of the session promote thoughtful consideration of the training content. Exercises or self-assessments, provided and scored in advance of the session, save precious training time for interaction and new information. These ideas will engage the employee in thinking about the subject of the session prior to the training day. This supplies important paybacks in terms of his interest, commitment, and involvement .
y
Train supervisors and managers either first or simultaneously so they know and understand the skills and information provided in the training session. This will allow the supervisor to: model the appropriate behavior and learning, provide an environment in which the employee can apply the training, and create the clear expectation that she expects to see different behavior or thinking as a result of the training. An executive, who has participated in the same training as the rest of the organization, is a powerful role model when he is observed applying the training.
y
Train managers and supervisors in their role in the training process. The average supervisor has rarely experienced effective training during his career. Even more rare is the supervisor who has worked in an environment that maximized transfer of training to the actual workplace. Thus it is a mistake to believe that supervisors automatically know what must happen for effective training to take place. You can coach supervisors about their role. Provide a handy tip sheet that explains in detail the organization¶s expectations of the supervisor in support of effective training. At one General Motors location, the education and training staff provided a three-hour class called, The Organization and the Training Process. The session was most effective in communicating roles and responsibilities to supervisory staff.
y
Ask supervisors to meet with employees prior to the training session to accomplish all I have recommended in this article. Discuss with the individual what he hopes to learn in the session. Discuss any concerns he may have about applying the training in the work environment. Determine if key learning points are important for the organization in return for the investment of his time in the training. Identify any obstacles the employee may expect to experience as he transfers the training to the workplace.
A Training Transfer Case Study
This case study will illustrate the power of paying attention to employee training transfer before, during and after the training and development sessions or activities. Before the Employee Training In a mid-Western university, the Director of Human Resource Development (HRD) created a new employee training series for supervisory staff members. She began the needs assessment process with focus groups that included both prospective participants and supervisors to identify the key skills and ideas needed from the training. She consulted with outside experts to determine employee training content. She observed employee training programs and met with other university HRD Directors to compare notes before developing the employee training. She formed a university-wide advisory committee to review and assist with the employee training design and delivery.
Then, working with internal and external training and development vendors, she developed the objective-based employee training sessions. Managers of trainees are required to attend an initial meeting which introduces the employee training session content. These meetings also teach participants the role of the manager in supporting the training efforts. Gradually, more and more managers are attending the complete training as well. During the Employee Training She piloted sessions with the first couple of employee training groups. Sessions were redesigned based on feedback. Trainers present relevant examples and activities during the sessions. The participants fill out multi-page evaluations that provide feedback about content, learning, and the effectiveness of the sessions. These are due within a week and not required at the end of the session so participants have time for thoughtful review. After the Employee Training Training redesign is an ongoing process based on feedback. A couple of months after the sessions, the HRD Director meets with employees who participated to assess their satisfaction and learning transfer over time. She also meets with their supervisors to assess whether the employees are applying the skills in the workplace. She is working to provide actual testing and 360 degree feedback to strengthen the training transfer component of the employee training program. Is the employee training program a success? You bet. She spent the time to implement the ten steps recommended in this article and the university is reaping great results from the resources invested in the employee training. You can experience these results, too, by payin attention to g the transfer of employee training to your workplace.
