Archive for the 'Training' Category
08 18th, 2009
By Philip Tufano
InterActive Training Incorporated (ITI) is at the forefront of providing a broad range of strategic consulting services to corporations and educational institutions in developing training, technical documentation capabilities and web design for implementing distance learning programs.
ITI works with organizations interested in developing and implementing internal and customer facing training offerings, E-Learning programs, technical documentation development capabilities and corporate communication departments.
ITI has developed large scale training programs for SAP and Siebel implementations for over 2,000 end users on some projects. We have developed customized training programs for manufacturing corporations, software companies, the US Government, and foreign and multi-national organizations.
Some of our past clients include:
* USAID
* The US Treasury Department
* Time Warner
* ISO
* Fidelity Investments
* Fleet Financial Corp
At ITI we us the Systems Approach to Training (SAT) methodology, a proven results driven method of training an audience that incorporates evaluation and focused course curriculum development for a specific need, expectation and audience.
The Systems Approach to Training (SAT) methodology is a five-phase process that ensures that training accomplishes the following goal:
* A practical, results-oriented training program that provides people with the skills and knowledge to do their tasks correctly, efficiently, and with confidence.
Overview
The systematic approach and development model goes by many names; however, Systems Approach to Training has remained the standard. This model takes into consideration audience characteristics, the nature of the knowledge, skills, job, and tasks to be learned, and environmental constraints.
ISD is a field that takes many of its concepts and principles from various disciplines. For example, as an applied discipline, SAT uses learning theory from psychology to determine how a person learns (learning style) and how to best address their learning need. Instructional theory uses that person’s learning style to determine how to best design instruction.
The five-phases of the SAT model are:
* Analysis
* Design
* Development
* Implementation
* Evaluation or Control
Metrics may be pictorially represented as a linear model, but the approach involves continuous iterations. Decisions made in one phase affect actions and plans in other phases.
Graphic Representation of the SAT Methodology:
The Systems Approach to Training (SAT) Methodology and the Instructional System Development (ISD) are Synonymous…
SAT EVALUATION PROCESS
Analysis
An aggressive evaluation process to determine the effectiveness of the training program along with concise customer feedback to ensure that expectations are being met (according to the Training Needs Assessment) is vital for the success of any training program.
Analysis provides a method of responding to changes in human resource requirements, solving job performance problems, and learning from “real world” experience.
In the analysis phase, detailed practical studies are performed to determine what areas require instruction, learner characteristics, the cost effectiveness of a selected delivery system (e.g. Technology Based Training –TBT), and the scope, timeline, and budget of a training project/program.
These facts are gathered to make informed training development decisions and provides the linkage between the job and the training project/program.
The following types of analysis may be completed:
* Needs or Performance Analysis
* Audience or Learner Analysis
* Job/Task Analysis
* Skill/Knowledge (Ability) Analysis
* Content Analysis
* Learning Analysis
* Instructional Analysis
EVALUATION METHOD
* Evaluation
* Analysis
* Design
* Development
* Implementation.
Design
Design uses the performance information collected earlier to help the training project/program take shape.
The information gathered specifies, measurable terms, the knowledge, skills, and aptitudes that training will develop.Learning objectives are developed for groups of related knowledge and skills.
These written statements of learning outcomes define exactly when, what, and how well the learner must perform during training.Defining how individual tasks are performed focuses training development efforts.
In addition, the information gathered permits more effective decisions regarding such things as:
* How the learning materials will be
* Organized and presented
* Learning activities & instructional strategies
* Time spent on each topic
* The use of presentation media
* How learners will be evaluated
* Evaluation instruments
Practical measures as well as written/knowledge tests are produced to ensure that learning objectives are achieved and competencies are reliably evaluated.
Development
Development organizes the instructional materials needed for learners to achieve the learning objectives.
Emphasis is on maximizing the use of existing materials and resources. Instructor and
learner activities are defined and these activities describe how the instructor and learners will perform during training to achieve the learning objectives.
Existing, suitable training materials and lesson plans are selected and new ones produced as needed. Resulting training materials are reviewed for technical accuracy, tried out with a group of
learners, and revised as necessary.
Performance based training materials are the products of this phase.
Implementation
Implementation is the process of putting the training project/program into operation.This finalized training is ready to be delivered to the target audience.
If the training is to be instructor-led or facilitated, instructors are selected and trained usually with a train-the- trainer session. Training is delivered as planned and learner and instructor performance is evaluated.
These evaluations serve two purposes:
* First, they verify that learners have achieved the learning objectives.
* Second, learner evaluation results and instructor comments are useful for future program revisions and iterations and follow-up evaluation.
Evaluation or Control
The Evaluation or Control phase ensures trainings continuing ability to produce qualified workers.
A Follow-up evaluation is conducted to get an assessment of how well the training prepared learners to perform their jobs after having been on the job for a selected period of time.
Evaluation is the dynamic process of assessing performance, identifying concerns, and initiating corrective actions.
Data sources for evaluation often include:
* Exams or Testing
* Surveys
* Phone or Personal Interviews
* Course evaluation results
* Service or product data
* Observations
Summary of the SAT Implementation
The systematic approach to training provides a method for analyzing, designing, developing, implementing, and evaluating cost-effective, results oriented training programs.
For more information and for a customized implementation cost analysis for your company, call ITI today or contact us by email.
Contact ITI:
New England:
ITI
Philip Tufano, Director of Training & Technical Communications Development
55 Crystal Avenue
Derry, NH 03038-1725
603-247-5835
Ptufano@iti-com.biz
NEW YORK CITY:
ITI
917-676-7586
Kblanchard@iti-com.biz
SCARSDALE NEW YORK:
ITI/Nuvo Strategies
Danny Palmer, President
138 Fox Meadow Road
Scarsdale, NY 10583
914-268-2900
dpalmer@iti-com.biz
InterActive Training Incorporated (ITI) is at the forefront of providing a broad range of strategic consulting services to corporations and educational institutions in developing training, technical documentation capabilities and web design for implementing distance learning programs.
ITI works with organizations interested in developing and implementing internal and customer facing training offerings, E-Learning programs, technical documentation development capabilities and corporate communication departments.
ITI has developed large scale training programs for SAP and Siebel implementations for over 2,000 end users on some projects. We have developed customized training programs for manufacturing corporations, software companies, the US Government, and foreign and multi-national organizations.
Some of our past clients include:
* USAID
* The US Treasury Department
* Time Warner
* ISO
* Fidelity Investments
* Fleet Financial Corp
At ITI we us the Systems Approach to Training (SAT) methodology, a proven results driven method of training an audience that incorporates evaluation and focused course curriculum development for a specific need, expectation and audience.
The Systems Approach to Training (SAT) methodology is a five-phase process that ensures that training accomplishes the following goal:
* A practical, results-oriented training program that provides people with the skills and knowledge to do their tasks correctly, efficiently, and with confidence.
Overview
The systematic approach and development model goes by many names; however, Systems Approach to Training has remained the standard. This model takes into consideration audience characteristics, the nature of the knowledge, skills, job, and tasks to be learned, and environmental constraints.
ISD is a field that takes many of its concepts and principles from various disciplines. For example, as an applied discipline, SAT uses learning theory from psychology to determine how a person learns (learning style) and how to best address their learning need. Instructional theory uses that person’s learning style to determine how to best design instruction.
The five-phases of the SAT model are:
* Analysis
* Design
* Development
* Implementation
* Evaluation or Control
Metrics may be pictorially represented as a linear model, but the approach involves continuous iterations. Decisions made in one phase affect actions and plans in other phases.
Graphic Representation of the SAT Methodology:
The Systems Approach to Training (SAT) Methodology and the Instructional System Development (ISD) are Synonymous…
SAT EVALUATION PROCESS
Analysis
An aggressive evaluation process to determine the effectiveness of the training program along with concise customer feedback to ensure that expectations are being met (according to the Training Needs Assessment) is vital for the success of any training program.
Analysis provides a method of responding to changes in human resource requirements, solving job performance problems, and learning from “real world” experience.
In the analysis phase, detailed practical studies are performed to determine what areas require instruction, learner characteristics, the cost effectiveness of a selected delivery system (e.g. Technology Based Training –TBT), and the scope, timeline, and budget of a training project/program.
These facts are gathered to make informed training development decisions and provides the linkage between the job and the training project/program.
The following types of analysis may be completed:
* Needs or Performance Analysis
* Audience or Learner Analysis
* Job/Task Analysis
* Skill/Knowledge (Ability) Analysis
* Content Analysis
* Learning Analysis
* Instructional Analysis
EVALUATION METHOD
* Evaluation
* Analysis
* Design
* Development
* Implementation.
Design
Design uses the performance information collected earlier to help the training project/program take shape.
The information gathered specifies, measurable terms, the knowledge, skills, and aptitudes that training will develop.Learning objectives are developed for groups of related knowledge and skills.
These written statements of learning outcomes define exactly when, what, and how well the learner must perform during training.Defining how individual tasks are performed focuses training development efforts.
In addition, the information gathered permits more effective decisions regarding such things as:
* How the learning materials will be
* Organized and presented
* Learning activities & instructional strategies
* Time spent on each topic
* The use of presentation media
* How learners will be evaluated
* Evaluation instruments
Practical measures as well as written/knowledge tests are produced to ensure that learning objectives are achieved and competencies are reliably evaluated.
Development
Development organizes the instructional materials needed for learners to achieve the learning objectives.
Emphasis is on maximizing the use of existing materials and resources. Instructor and
learner activities are defined and these activities describe how the instructor and learners will perform during training to achieve the learning objectives.
Existing, suitable training materials and lesson plans are selected and new ones produced as needed. Resulting training materials are reviewed for technical accuracy, tried out with a group of
learners, and revised as necessary.
Performance based training materials are the products of this phase.
Implementation
Implementation is the process of putting the training project/program into operation.This finalized training is ready to be delivered to the target audience.
If the training is to be instructor-led or facilitated, instructors are selected and trained usually with a train-the- trainer session. Training is delivered as planned and learner and instructor performance is evaluated.
These evaluations serve two purposes:
* First, they verify that learners have achieved the learning objectives.
* Second, learner evaluation results and instructor comments are useful for future program revisions and iterations and follow-up evaluation.
Evaluation or Control
The Evaluation or Control phase ensures trainings continuing ability to produce qualified workers.
A Follow-up evaluation is conducted to get an assessment of how well the training prepared learners to perform their jobs after having been on the job for a selected period of time.
Evaluation is the dynamic process of assessing performance, identifying concerns, and initiating corrective actions.
Data sources for evaluation often include:
* Exams or Testing
* Surveys
* Phone or Personal Interviews
* Course evaluation results
* Service or product data
* Observations
Summary of the SAT Implementation
The systematic approach to training provides a method for analyzing, designing, developing, implementing, and evaluating cost-effective, results oriented training programs.
For more information and for a customized implementation cost analysis for your company, call ITI today or contact us by email.
Contact ITI:
New England:
ITI
Philip Tufano, Director of Training & Technical Communications Development
55 Crystal Avenue
Derry, NH 03038-1725
603-247-5835
Ptufano@iti-com.biz
NEW YORK CITY:
ITI
917-676-7586
Kblanchard@iti-com.biz
SCARSDALE NEW YORK:
ITI/Nuvo Strategies
Danny Palmer, President
138 Fox Meadow Road
Scarsdale, NY 10583
914-268-2900
dpalmer@iti-com.biz
read comments (0)How to Train and Groom Precious Human Resources?
Author: admin06 5th, 2009
“The illiterate of the 21 century will not be those who cannot read and write but those who cannot learn, unlearn and relearn”, Alvin Toffler.
INTRODUCTION:
“By spending just 10 per cent of GDP (RS 4,90,000 Crores) on skill repair, the country would be able to generate extra income of 61 percent of GDP (RS 17,51,487 Crores) for the current unemployable youth”, according to India Labor Report 2007. It indicates the importance of ‘training and grooming’ which is required so as to enhance the efficiency of not only the unemployable youth but also the employed people. In this context, it is desirable to explain briefly about the fundamentals of education, training and development.
EDUCATION, TRAINING & DEVELOPMENT:
Education is a broader concept and it provides all round knowledge, skills, attitudes etc., Training is the narrow area, functional area and is more or less related to job. Training is subset of teaching and education. According to Flippo, “Training is the act of increasing the knowledge and skills of an employee for doing a particular job”1. An automobile engineer having formal education, at times, may not be as capable of an automobile mechanic without formal education because of the training the latter had. The mechanic after working very hard continuously and mechanically for a long period becomes an expert not by education but by training and experience. It is like saying that, in a clinic, a compounder is better than a doctor who acquired a professional qualification. On the other hand, development is career oriented which helps in the growth of the individual as well as the institution.
Training is usually cut out for short term and it is meant for non managers mainly covering technical knowledge. Training is provided for imparting specific skills among operative workers and employees. The corporate trainer or supervisor has a pivotal role to play in this regard. On the other hand, development is cut out for long term and it is meant for managers covering theoretical as well as conceptual knowledge. Development denotes the overall growth of the executives where the executive motivates himself to develop. Rather development is a broader concept when compared with training.
UNEMPLOYABILITY AND UNEMPLOYMENT:
Mr.Amit Bhatia, founder CEO of Aspire said, “Only 39.5 per cent of graduates in India are employable and the challenge is to bridge the HR gap by providing skills training to the other 60 per cent”2.
Presently we have unemployability problem not unemployment problem. Everyone knows what unemployment is but a few are aware of unemployability. In the past, especially before the liberalization, privatization and globalization India had unemployment problem where the candidates had the eligibility, suitability and capability but jobs were not available due to lack of so many opportunities. But ever since the mid nineties many global MNCs have come to India and set up their shops and industries and as a result so many employment opportunities have been created. But unfortunately candidates do not possess the requisite skills and abilities which are expected by the employers. It is a state of unemployability problem. To some extent, it is the result of outdated academic system. The present educational system is theoretical oriented and no way related to the practical application and, as a result, the candidates struggle to get placed. In this context, it is desirable to dwell at length about the relevance of Soft Skills.
SOFT SKILLS:
There is an adage in business, “People rise because of their hard skills and fall because of (the lack of) soft skills”. Hard skills are the domain skills and are also called technical skills. Soft skills are like non domain skills and anything other than the subjective knowledge that helps in effective communication, presentation, team building and leadership are known as soft skills. These are also known as emotional intelligence and the interpersonal skills. To put it in a nut shell, the soft skills and hard skills are two sides of the same coin and the one without the other has no meaning.
IMPORTANCE OF SOFT SKILLS:
Soft skills believe in nurture rather than nature. It manages by interacting between subtle and fickle human beings. It enhances the efficiency at the work place and minimizes the attrition rate. It always makes an individual stay ahead of time.
Soft skills enhance employability of the candidates and provide a solid ground to get adjusted and get along in the organizations more effectively and efficiently. These enhance the core competence and confidence of an individual. The growing widening gap between the talent supply and technical demand can be narrowed down. In a nut shell, proper training in soft skills creates more opportunities for the fresh candidates thereby minimizing the talent crunch in the job market.
There should be inclusion of soft skill subject in the academic curriculum so that students will have confidence and courage to communicate in the corporate world.
Infosys conducted 5 day work shop on Soft Skills titled Special Training Program (STP) for the teaching faculty in Hyderabad in 2007 and it is a step in the right direction and it shows the significance attached to the area of soft skills.
IMPORTANCE OF TRAINING AND DEVELOPMENT:
“William James of Harvard University estimated that employees could retain their jobs by working at a mere 20-30 per cent of their potential. His research led him to believe that if these same employees were properly motivated, they could work 80-90 per cent of their capabilities”.3
Training cuts down the costs and contributes to better utilization of machines and materials. It also helps to reduce the cost of raw materials and products thereby minimizing losses due to waste and poor quality products. Apart from this, it minimizes absenteeism, accidents, employee’s dissatisfactions and grievances. Production and the productivity can be enhanced as wastage is brought down and the employee’s efficiency is increased. There will be qualitative improvement both at the work front as well as at the human resources front. Motivation and morale will be extraordinarily high. Employees do not get boredom with the routine and outdated tools and techniques as training will help them get updated which leads to accepting new roles and responsibilities thereby giving better job satisfaction and sense of achievement. There will be total personal and professional safety thereby preventing health hazards. In a nut shell, there will be all round personal and professional prosperity and growth.
TYPES OF TRAINING:
Below are the various types of training. They are:
1. Induction training.
2. Job training.
3. Apprenticeship training.
4. Refresher training.
5. Internship training.
6. Training for promotion.
Induction Training: It is also known as orientation training as the newly recruited employee is oriented with the rules and regulations and roles and responsibilities of the institution. The employee learns the basic tools and techniques that are required to work on a daily basis. It is basically for short term period to the freshers by supervisors so that the freshers get acquainted with the organization. It is like tuning, training and grooming to the organization with in the shortest possible span of time.
Job Training: It is basically for providing specific skills related to job so that the freshers can perform at ease. It is basically for knowledge and skills’ imparting so as to provide confidence to the newly inducted employees.
Apprenticeship Training: It is like learning and earning where the fresh students will be provided with training related to knowledge and skills of a particular trade. Govt. of India has made it mandatory for a few employers to provide such kind of apprenticeship to students where class room instructions along with on the job training are imparted. Under this the employers get cheap man power and the trainees also get some wages for the work they rendered.
Refresher Training: It is also known as retraining where the employees who worked many years are provided with fresh training to get them updated with the latest developments in technology and other related areas of knowledge and skills. It is in this context, Dale Yoder aptly quoted, “Retraining programmes are designed to avoid personnel obsolescence”. It enhances both efficiency and efficacy.
Internship Training: Under this the educational institution ties up with the industry to provide training to its students for some time so that they get exposed to the industry who can be absorbed if the industry finds them suitable and competent. It is usually for the period from 6 months to 2 years. For instance, the engineering students work in the final year for some time in the business enterprise. So is the case of management graduates where they learn about the business by way of case studies during their class rooms and go for internship during the course or at the end of the course with business enterprises to get practical exposure and expertise.
Training for Promotion: It is a motivational move by the companies where the talented employees are short listed for further and higher training so that they can shoulder the roles and responsibilities when promoted.
TRAINING METHODOLOGIES:
A survey conducted by Kalra 4 indicated that participants would like to have training programs in the following areas:
- Training in taking responsibility/decision-making
- Greater practical focus rather than conceptual focus in training program. It indicates that the employees would like to work in challenging environment to touch their upper limits.
The main objectives of individual training methods could be: demonstration value, developing interest and finally, appeal to senses5. “Experience indicates that almost 75 per cent of what we imbibe is through the sense of right and the rest is through the sense of hearing, touch, smell and taste. From the trainer’s point of view it would be beneficial to utilize as many of the trainee’s senses as possible, in order to improve retention of learning”.
Knowledge, Skills and Attitudes (KSAs) are the basic things that are imparted by way of training. And the same is provided by three training methods such as Cognitive methods, Behavioral methods and Management Development methods. In Cognitive methods, theoretical training that includes knowledge and attitudes is provided. In Behavioral methods, practical training that highlights basically about the development of skills is provided. In Management Development methods, the employees are provided with the training keeping the future requirement in view.
COGNITIVE METHODS:
“Learning is not a spectator sport – - – - it is an active, not a passive, enterprise. Accordingly, a learning environment must invite, even demand, the active engagement of the student”, D.Blocher.
Under the cognitive methods we have the below methods of training:
Lectures: The knowledge is imparted by way of lecturing. The concepts related to specific skills are explained with theoretical classes with case studies.
Demonstration: The concepts so explained by way of theoretical methods will be demonstrated while all the trainees observe the same and learn. It enables the trainees to understand better as the skills are demonstrated in the presence of all. It is having better penetration and retention in the minds of the trainees.
Discussions: Here the work related tasks, skills and concepts are discussed to have better grasping and understanding. Discussions will help us learn effectively as we humans tend to forget 50 per cent of what we learn with in the first 48 hours unless we recall the things first.
Programmed Instruction: It is also known as Programmed Learning which is a self-teaching method particularly useful for transmitting information or skills that need to be learnt and placed in logical order. The instructor is replaced by an “instruction booklet” or a “teaching machine” or both. Again there are two approaches under this one is linear programming and the second one is intrinsic or branching programming and of these two the popularly used one is linear programming.
Under cognitive methods there are also other methods like Intelligent Tutorial System, Computer Based Training and Virtual Reality by which the training is imparted.
BEHAVIOURIAL METHODS:
Under these methods we have the following types of training methods:
Management Games: It is like creating a real life situation under controlled conditions where different teams are created and are encouraged to compete with one another. In this scenario the employees analyze the situation and take decision based on intuition and gut feeling. It is like a trial and error method without any major fall-out. And the feedback is given instantly so that the mistakes are corrected and the right methodologies are learnt and adopted.
Simulation Methods: A simulation method is used to develop, in a controlled environment, a situation that is as near to real life as possible, whereby people can learn from their mistakes. When individuals want to learn car driving they can undergo simulation method. After getting confident then they can go for driving the real cars. Similarly in defence organizations the pilots undergo flying under simulated conditions so as to avert any accident to the aircraft as well as to prevent the loss of life of the pilot. The astronauts and cosmonauts also work number of hours in a simulator before they embark on the real space shuttle aircraft.
Case Study: Harvard law professor, Christopher C.Langdell is the father of case study method. It provides learning by doing.
Yin has defined case study as “an empirical inquiry that investigates a contemporary phenomenon with in its real life context, when the boundaries between phenomenon and context are not clearly evident, and in which multiple sources of evidence are used”6.
Case study is a simulation of a management situation that helps the management graduates to react in a real situation and helps them by providing right direction towards right decision making and problem solving.
In-Basket Method: As the name indicates the problems that need to be addressed are placed in the basket. The trainees are asked to don the hat of the manager and look at the problems with in a given time frame. In day to day life the managers have to work under lot of pressure and under time constraints and deliver the results. The trainees step into the shoes of the manager and provide number of viable solutions towards decision making. And subsequently the same is evaluated by the experts and the comments are offered for improvement.
Role Playing: This technique is widely in developing human relations and leadership qualities. For instance, after delivering the lecture the faculty member may encourage a few of the students to come to the podium to deliver what they understood from the lecture. When student come to the podium and delivers then we can say that he is role playing like a faculty member. The faculty can offer feedback of the delivered lecture by the student. It is only for a limited time that the student feels like that of a faculty member and over a period of time he learns to deliver effectively and efficiently like faculty member by overcoming stage frit.
Under Behavioral Methods there are also other methods of training like Behavior Modeling, Business Games and Equipment Stimulators through which training is imparted.
MANAGEMENT DEVELOPMENT METHODS:
“Management or executive development includes all those activities and programs which have substantial influence on changing the capacity of the individual to perform his present assignment better and in so doing are likely to increase his potential for future management assignment”7.
There are two ways the Management Development is affected – one is by On-The-Job training method and the second is by Off-The Job training method.
On-The-Job Training: It is learning by doing. In this method, the employee is given training at the work place by his immediate supervisor. Under this we have the following methods of training.
Mentoring: Mentoring is the process of helping the mentee to realize the hidden potential or discover the hidden talents. It is a link between the mentor and mentee with the former getting sense of satisfaction and achievement and the latter learning and growing personally, professionally and socially.
“Mentoring is a brain to pick, an ear to listen, and a push in the right direction”, John Crosby quoted. In brief, mentoring can be defined as the relation between an experienced individual and an inexperienced individual where the former provides the training and helps in grooming the latter.
Coaching: In this method the coach provides continuous training to the learner right from the beginning to the end. He constantly and continuously trains and grooms the learner. The coach guides and coaches but does not teach. He provides periodic feedback and evaluation by which the learner can learn quickly.
Job Rotation: An employee is put in various departments of the same organization so that he learns something of everything about all the departments in the organization. He becomes a Jack of all trades and, of course, he is already a Master of a specific trade. It will help an employee to reach higher position as he knows the ins and outs of the organization. And in future, he can not be misled by his subordinates due to lack of exposure to specific department. The prospects are brighter for the employee to become not only an efficient manager but also an effective leader.
Understudy: It is like preparing the subordinate employee to fill the bill as and when the vacancy arises due to resignation, promotion, transfer or retirement of his immediate superior. The advantage of this training is to ensure that the there is no losing the link in the organizational structure. There will be ready made supply of the talent as the subordinate is already is trained and groomed to fill the vacuum or to replace the incumbent.
Under On-The-Job Training Method we have also other training methods like Committee Assignment, Job Instruction Technique and Multiple Management by which also training can be imparted to the employees.
Off-The-Job Training: This kind of training can be acquired by the employee who is away from the work place as he works without any tension and without supervisor. It is only learning not ‘learning by doing’. Under this, we have the below methods.
T-Group Training: It is also known as Sensitivity training and also known as laboratory training as it is conducted under controlled conditions. This kind of training is very sensitive as the trainee is openly criticized or praised for his actions. The feedback is open and should be taken constructively and positively. The trainees who are very sensitive can not digest the feedback if given negatively. That is the reason it is known as Sensitivity training. This kind of training is led by a professional trainer who happens to be a psychologist or the one who knows the psyche of the trainees.
Special Courses: The employer may send the worthy employees for special courses which may benefit both the institution and the individual. The employer may sponsor in special cases with contractual agreement with the employee that the latter will not leave the organization after acquiring the courses and qualifications.
Specific Readings: The articles related to the nature of work are sent to the employees so that they can get updated with the various dimensions of their area and also about the latest developments and happenings. It will help them to apply in their real life scenario and grow both personally and professionally. Most of the employees who have the hunger for knowledge are always on the look out for the write-ups or articles or newspaper cuttings of business magazines like Business Today, Business World, business journals like Harvard Business Review, ICFAI Magazines and business newspapers like The Economic Times, Business Standard, Financial Express etc.,
Conference Training: Companies conduct conferences periodically to exchange information, enhance knowledge base and also to solve problems. In this, the conference members and conference leader will have wider opportunity to grow professionally as different shades of opinions are expressed openly which provides an opportunity to rate one’s opinions vis-à-vis others. It enlightens the individuals participated where do they stand in decision making and problem solving. Besides learning they also develop empathy and respect towards the opinions of other conference members.
Transactional Analysis (TA): It was developed by Eric Berne, a psychiatrist who is best known for his book, Games People Play, which was popularized by Thomas Harris in I’m, OK – You’re OK. Muriel James and Dorothy Jongeward’s book, Born to Win, showed how people could apply TA to their personal lives8. Transaction is the exchange of words and behavior between two people which is concerned with social interaction. Stroke is nothing but feedback or recognition which can be either positive or negative. When you praise some one then it is a positive stroke and when you criticize some one then it is a negative stroke. According to Eric Berne, every person has three ego states such as Parent ego state, Adult ego state and Child ego state. Every person undergoes all the three ego states depending upon the situation and occasion.
Under the Off-The-Job Training, there are other methods like Straight Lectures, Case Study, Simulation Exercises and Role Playing by which also the training is imparted.
HOW TO DESIGN A TRAINING PROGRAM?
Training is subset of teaching and it should be on a continuous basis and Human Resources Manager plays a crucial role to see that the training activities take place on a regular basis.
Before rolling out the strategy for a training program it is necessary to look at the vision and mission of the organization as it helps in designing the training schedule and module properly. It is also desirable to look at the short term goals and long term objectives of the organization. After going through the same it provides a clear cut direction and guideline for the plan of action for training.
Any training program should have the following four stages and steps.
1. Identification of Training Needs,
2. Setting Training Objectives,
3. Organization of Training, and
4. Evaluation of Training.
1. Identification of Training Needs:
It is necessary to find out the critical gaps between the expectations and the realities of the employer. Unless these are found out it is very difficult to design the training program. The technology is changing rapidly and the human resources should keep pace with the rapid changing technology and if the same if not kept then the necessary tools and techniques related to training should be created to keep the employees on the right track and fast track. While identifying the needs it is vital to look at the issue from three dimensions like organizational front, human resources front and at the task front. Efforts should be made to bring effective synchronization and coordination among these three fronts as these are interrelated.
2. Setting Training Objectives:
After identifying the training needs then set the goals and objectives which are in tune with the needs and demands. Once the objectives are set then the next stage is to create training schedule and module. In this context, let us look at the role of trainers.
Role of Trainers: These days there is steady growth of corporate and soft skill trainers in India who work either full time or as freelance faculty. The companies are gradually realizing the importance of imparting right training to their employees so that they get updated, attuned with latest teaching and training methodologies and developments and stay competent and compete. All companies and especially IT and BPO companies where attrition is high have realized the role of corporate trainers and are hiring them to motivate their employees on continuity basis.
Conducting workshops, seminars and conferences periodically will help the employees release and relive from their routine burdens and monotony and they get recharged by corporate training activities and as a result they contribute the work with more energy and enthusiasm.
3. Organization of Training:
Organization of training is essential as it saves the time and energy and also provides right direction towards effective training. In this context, let us look at the qualities needed for a trainer, tips for trainers, training tips and trainer’s rapport with the trainees.
Qualities of a Trainer:
• He should have passion towards training.
• Should have presence of mind and should have the ability to respond any type of queries.
• Must be a great communicator with the ability to motivate and inspire the audience.
• Should have courage and confidence to face the crowd.
• Should have possessed work experience that helps him to give too many examples based on experience. Along with examples he can teach the skills and abilities which are essential for the trainees.
• Should be a psychologist, if not, should know the pulse of the audience so that he can reach the audience effectively and efficiently.
• Should have higher levels of energy and enthusiasm.
• Should have good sense of humor.
• Should have read many books that provide food for thought for the trainees.
• Should have traveled widely as it develops tolerance towards others’ cultures and values.
• Should have emotional intelligence.
• Should be a good net worker, observer, and listener.
• Should be tactful while handling question and answer session.
• Should be good at presentation skills and interpersonal skills.
Tips for Trainers:
1. Don’t load the entire information at one go. Instead of which give out the information in a piecemeal manner. It is like that of a diabetic patient who takes meals with regular intervals as it helps in better digestion and contains the disease. No session should last for more than 2 hours at one go as the trainees will resist too much intake of information at a time.
2. Give the easy stuff first followed by the tough stuff gradually so that trainees will be able to absorb the contents.
3. Keep relevant case studies and examples under your fold. Apply the same depending upon the context.
4. Keep message oriented stories so that the same can be delivered along with the contents as humans would love to listen to stories. Message oriented stories not only give morals but also inspire the audience to think and apply in real life.
5. Leave your ego at the door. How giant you are is not the yardstick but how effectively you teach and train is the criteria. When you train well the audience will applaud and recognize your abilities and talents and it boosts your ego automatically.
6. Involve the trainees into team games and activities if possible. Research reveals that human would remember 20 per cent of what he listens, 30 per cent of what he sees, 50 per cent of what he listens and sees and 80 per cent of what he listens, sees and does.
7. Always start with a small story or an example or an anecdote and then correlate the same with the training material. It arouses interest apart from creating the best impression.
8. If previous session was held start the session by linking with the previous session as it easily connects the contents and carries the audience in a natural training flow.
9. Lay stress on quality not quantity. Apply the Socratic Method where the answers are found out from the questions raised by the trainees. It also encourages the trainees to think creatively and innovatively. It inspires them to think through training material thoroughly.
Training Tips:
• Avoid jargon. Every field has its own jargon and it is not proper to expect the audience to know a specific jargon. In extreme cases if jargon can not be avoided it is better to explain the jargon then proceed further so that the trainees can get glued to the training process.
• Always use positive strokes that encourage the audience to show interest in the training activity.
• Encourage questions and discussions from the audience.
• Have patience when a few trainees do not show any interest in the session. Apply the tools and techniques so that they can be brought into the training fold actively. In this context, application of humor is essential.
• Tailor the training as per the needs of the trainees to avoid wastage of time, money and energy.
• Appreciate the audience generously.
Trainer’s rapport with trainees:
• The trainer must greet the trainees. And he must start the session with ice breaking activities.
• He must remember the first names of a few trainees to keep the training activity alive and kicking.
• He must encourage informal conversation.
• He must keep the trainees at comfortable posture and encourage the trainees to pair up and familiarize with them.
• He must stick to punctuality and start the session as per the scheduled time.
• Use easy to understand examples.
• He must change his strategies depending upon the response of the trainees. If he finds that particular strategy of training is not working out he should shift his strategy that is acceptable to the maturity level of the trainees.
• He should create an ambience that is conducive for learning and training.
• He should ensure that all the trainees take part in the training process actively. If possible he must offer small gifts to encourage the non-participants.
4. Evaluation of Training:
Hesseling has divided the evaluation of training into four categories – trainee, the trainer, the training experts or directors, and management 9.
It is the last but not the least stage where the amount of hard work that has been put in is evaluated. After the training the feedback forms should be given to the trainees to find out the effectiveness of the training and the competency of the trainer. The feedback questionnaire should have both open ended and close ended questions by which the performance of the training can be evaluated. It will also help the organizers to cover the areas that have been left uncovered in this training activity.
CONCLUSION:
Srinivasan’s study 10 (based on a sample of trainers, trainees, program organizers and sponsors) indicated that in future the following would be the potential areas of training:
• Man Management
• Corporate Planning
• Marketing Management and Sales promotion.
The above information is an indication of the importance of training in those areas in the years to come. It will also help the organizations to find out where the future of the training activities lies.
Training is only a comma not a full stop. With the growing competition across the globe due to the rapid changing technology the concept and process of training is changing and will also undergo drastic changes in the years to come. Out of the four major pillars of an organization such as ‘men’, ‘machine’, ‘material’ and ‘money’ it is the pillar of ‘men’ that plays a crucial role to survive and succeed in the corporate world. It is but natural that we can stay competitive only by effective and efficient training and grooming of precious human resources.
REFERENCES:
1. ‘Principles of Personnel Management’ by Edwin B. Flippo, McGraw-Hill, Tokyo, 1989, p 209.
2. ‘Invest more on training, right hiring’ Business Line, page 5 dated 18 May 2008.
3. ‘Personnel Management’ second edition by Arun Monappa, Mirzasi Yadain, and sixth print 2000.
4. ‘Objectives of Training’ by S.K.Kalra, Indian Manager, July-September 1972 3(3).
5. ‘Developing People in Industry by D.H.Fryer, M.R.Feinberg and S.S.Zalkind, (New York: Harper And Brothers, 1956).
6. ‘Case Study Research: Design and Method (revised ed.) by Yin R.K., Sage Publications, Newbury Park, C.A., 1989.
7. ‘National Industrial Conference Board, The Management Record’, March 1961, p.8.
8. ‘Transactional Analysis in Psychotherapy’ by Eric, Berne, (New York: Grove Press 1961): Eric Berne, Games People Play (New York: Gove Press, 1964): Thomas A Harris, I’m O.K. You’re O.K. (New York: Harper & Row, 1967): Muriel James and Dorothy Jongeward, Born to Win (Reading, Mass; Addison-Wesley, 1971).
9. ‘Strategy of Evaluation Research’ by P.Hasseling, (The Hague: Van Gorcum, 1966) p.49.
10. ‘Executive Development in India – A Futuristic Profile’ by A.V.Srinivasan, ASCI Journal of Management, Vol 6 No: 2 March 1977, pp.135-146.
.
Referred the book titled ‘Human Resource Management Concepts and Issues’ by T.N.Chhabra, Second (Revised) Edition, 2001 for fundamentals
INTRODUCTION:
“By spending just 10 per cent of GDP (RS 4,90,000 Crores) on skill repair, the country would be able to generate extra income of 61 percent of GDP (RS 17,51,487 Crores) for the current unemployable youth”, according to India Labor Report 2007. It indicates the importance of ‘training and grooming’ which is required so as to enhance the efficiency of not only the unemployable youth but also the employed people. In this context, it is desirable to explain briefly about the fundamentals of education, training and development.
EDUCATION, TRAINING & DEVELOPMENT:
Education is a broader concept and it provides all round knowledge, skills, attitudes etc., Training is the narrow area, functional area and is more or less related to job. Training is subset of teaching and education. According to Flippo, “Training is the act of increasing the knowledge and skills of an employee for doing a particular job”1. An automobile engineer having formal education, at times, may not be as capable of an automobile mechanic without formal education because of the training the latter had. The mechanic after working very hard continuously and mechanically for a long period becomes an expert not by education but by training and experience. It is like saying that, in a clinic, a compounder is better than a doctor who acquired a professional qualification. On the other hand, development is career oriented which helps in the growth of the individual as well as the institution.
Training is usually cut out for short term and it is meant for non managers mainly covering technical knowledge. Training is provided for imparting specific skills among operative workers and employees. The corporate trainer or supervisor has a pivotal role to play in this regard. On the other hand, development is cut out for long term and it is meant for managers covering theoretical as well as conceptual knowledge. Development denotes the overall growth of the executives where the executive motivates himself to develop. Rather development is a broader concept when compared with training.
UNEMPLOYABILITY AND UNEMPLOYMENT:
Mr.Amit Bhatia, founder CEO of Aspire said, “Only 39.5 per cent of graduates in India are employable and the challenge is to bridge the HR gap by providing skills training to the other 60 per cent”2.
Presently we have unemployability problem not unemployment problem. Everyone knows what unemployment is but a few are aware of unemployability. In the past, especially before the liberalization, privatization and globalization India had unemployment problem where the candidates had the eligibility, suitability and capability but jobs were not available due to lack of so many opportunities. But ever since the mid nineties many global MNCs have come to India and set up their shops and industries and as a result so many employment opportunities have been created. But unfortunately candidates do not possess the requisite skills and abilities which are expected by the employers. It is a state of unemployability problem. To some extent, it is the result of outdated academic system. The present educational system is theoretical oriented and no way related to the practical application and, as a result, the candidates struggle to get placed. In this context, it is desirable to dwell at length about the relevance of Soft Skills.
SOFT SKILLS:
There is an adage in business, “People rise because of their hard skills and fall because of (the lack of) soft skills”. Hard skills are the domain skills and are also called technical skills. Soft skills are like non domain skills and anything other than the subjective knowledge that helps in effective communication, presentation, team building and leadership are known as soft skills. These are also known as emotional intelligence and the interpersonal skills. To put it in a nut shell, the soft skills and hard skills are two sides of the same coin and the one without the other has no meaning.
IMPORTANCE OF SOFT SKILLS:
Soft skills believe in nurture rather than nature. It manages by interacting between subtle and fickle human beings. It enhances the efficiency at the work place and minimizes the attrition rate. It always makes an individual stay ahead of time.
Soft skills enhance employability of the candidates and provide a solid ground to get adjusted and get along in the organizations more effectively and efficiently. These enhance the core competence and confidence of an individual. The growing widening gap between the talent supply and technical demand can be narrowed down. In a nut shell, proper training in soft skills creates more opportunities for the fresh candidates thereby minimizing the talent crunch in the job market.
There should be inclusion of soft skill subject in the academic curriculum so that students will have confidence and courage to communicate in the corporate world.
Infosys conducted 5 day work shop on Soft Skills titled Special Training Program (STP) for the teaching faculty in Hyderabad in 2007 and it is a step in the right direction and it shows the significance attached to the area of soft skills.
IMPORTANCE OF TRAINING AND DEVELOPMENT:
“William James of Harvard University estimated that employees could retain their jobs by working at a mere 20-30 per cent of their potential. His research led him to believe that if these same employees were properly motivated, they could work 80-90 per cent of their capabilities”.3
Training cuts down the costs and contributes to better utilization of machines and materials. It also helps to reduce the cost of raw materials and products thereby minimizing losses due to waste and poor quality products. Apart from this, it minimizes absenteeism, accidents, employee’s dissatisfactions and grievances. Production and the productivity can be enhanced as wastage is brought down and the employee’s efficiency is increased. There will be qualitative improvement both at the work front as well as at the human resources front. Motivation and morale will be extraordinarily high. Employees do not get boredom with the routine and outdated tools and techniques as training will help them get updated which leads to accepting new roles and responsibilities thereby giving better job satisfaction and sense of achievement. There will be total personal and professional safety thereby preventing health hazards. In a nut shell, there will be all round personal and professional prosperity and growth.
TYPES OF TRAINING:
Below are the various types of training. They are:
1. Induction training.
2. Job training.
3. Apprenticeship training.
4. Refresher training.
5. Internship training.
6. Training for promotion.
Induction Training: It is also known as orientation training as the newly recruited employee is oriented with the rules and regulations and roles and responsibilities of the institution. The employee learns the basic tools and techniques that are required to work on a daily basis. It is basically for short term period to the freshers by supervisors so that the freshers get acquainted with the organization. It is like tuning, training and grooming to the organization with in the shortest possible span of time.
Job Training: It is basically for providing specific skills related to job so that the freshers can perform at ease. It is basically for knowledge and skills’ imparting so as to provide confidence to the newly inducted employees.
Apprenticeship Training: It is like learning and earning where the fresh students will be provided with training related to knowledge and skills of a particular trade. Govt. of India has made it mandatory for a few employers to provide such kind of apprenticeship to students where class room instructions along with on the job training are imparted. Under this the employers get cheap man power and the trainees also get some wages for the work they rendered.
Refresher Training: It is also known as retraining where the employees who worked many years are provided with fresh training to get them updated with the latest developments in technology and other related areas of knowledge and skills. It is in this context, Dale Yoder aptly quoted, “Retraining programmes are designed to avoid personnel obsolescence”. It enhances both efficiency and efficacy.
Internship Training: Under this the educational institution ties up with the industry to provide training to its students for some time so that they get exposed to the industry who can be absorbed if the industry finds them suitable and competent. It is usually for the period from 6 months to 2 years. For instance, the engineering students work in the final year for some time in the business enterprise. So is the case of management graduates where they learn about the business by way of case studies during their class rooms and go for internship during the course or at the end of the course with business enterprises to get practical exposure and expertise.
Training for Promotion: It is a motivational move by the companies where the talented employees are short listed for further and higher training so that they can shoulder the roles and responsibilities when promoted.
TRAINING METHODOLOGIES:
A survey conducted by Kalra 4 indicated that participants would like to have training programs in the following areas:
- Training in taking responsibility/decision-making
- Greater practical focus rather than conceptual focus in training program. It indicates that the employees would like to work in challenging environment to touch their upper limits.
The main objectives of individual training methods could be: demonstration value, developing interest and finally, appeal to senses5. “Experience indicates that almost 75 per cent of what we imbibe is through the sense of right and the rest is through the sense of hearing, touch, smell and taste. From the trainer’s point of view it would be beneficial to utilize as many of the trainee’s senses as possible, in order to improve retention of learning”.
Knowledge, Skills and Attitudes (KSAs) are the basic things that are imparted by way of training. And the same is provided by three training methods such as Cognitive methods, Behavioral methods and Management Development methods. In Cognitive methods, theoretical training that includes knowledge and attitudes is provided. In Behavioral methods, practical training that highlights basically about the development of skills is provided. In Management Development methods, the employees are provided with the training keeping the future requirement in view.
COGNITIVE METHODS:
“Learning is not a spectator sport – - – - it is an active, not a passive, enterprise. Accordingly, a learning environment must invite, even demand, the active engagement of the student”, D.Blocher.
Under the cognitive methods we have the below methods of training:
Lectures: The knowledge is imparted by way of lecturing. The concepts related to specific skills are explained with theoretical classes with case studies.
Demonstration: The concepts so explained by way of theoretical methods will be demonstrated while all the trainees observe the same and learn. It enables the trainees to understand better as the skills are demonstrated in the presence of all. It is having better penetration and retention in the minds of the trainees.
Discussions: Here the work related tasks, skills and concepts are discussed to have better grasping and understanding. Discussions will help us learn effectively as we humans tend to forget 50 per cent of what we learn with in the first 48 hours unless we recall the things first.
Programmed Instruction: It is also known as Programmed Learning which is a self-teaching method particularly useful for transmitting information or skills that need to be learnt and placed in logical order. The instructor is replaced by an “instruction booklet” or a “teaching machine” or both. Again there are two approaches under this one is linear programming and the second one is intrinsic or branching programming and of these two the popularly used one is linear programming.
Under cognitive methods there are also other methods like Intelligent Tutorial System, Computer Based Training and Virtual Reality by which the training is imparted.
BEHAVIOURIAL METHODS:
Under these methods we have the following types of training methods:
Management Games: It is like creating a real life situation under controlled conditions where different teams are created and are encouraged to compete with one another. In this scenario the employees analyze the situation and take decision based on intuition and gut feeling. It is like a trial and error method without any major fall-out. And the feedback is given instantly so that the mistakes are corrected and the right methodologies are learnt and adopted.
Simulation Methods: A simulation method is used to develop, in a controlled environment, a situation that is as near to real life as possible, whereby people can learn from their mistakes. When individuals want to learn car driving they can undergo simulation method. After getting confident then they can go for driving the real cars. Similarly in defence organizations the pilots undergo flying under simulated conditions so as to avert any accident to the aircraft as well as to prevent the loss of life of the pilot. The astronauts and cosmonauts also work number of hours in a simulator before they embark on the real space shuttle aircraft.
Case Study: Harvard law professor, Christopher C.Langdell is the father of case study method. It provides learning by doing.
Yin has defined case study as “an empirical inquiry that investigates a contemporary phenomenon with in its real life context, when the boundaries between phenomenon and context are not clearly evident, and in which multiple sources of evidence are used”6.
Case study is a simulation of a management situation that helps the management graduates to react in a real situation and helps them by providing right direction towards right decision making and problem solving.
In-Basket Method: As the name indicates the problems that need to be addressed are placed in the basket. The trainees are asked to don the hat of the manager and look at the problems with in a given time frame. In day to day life the managers have to work under lot of pressure and under time constraints and deliver the results. The trainees step into the shoes of the manager and provide number of viable solutions towards decision making. And subsequently the same is evaluated by the experts and the comments are offered for improvement.
Role Playing: This technique is widely in developing human relations and leadership qualities. For instance, after delivering the lecture the faculty member may encourage a few of the students to come to the podium to deliver what they understood from the lecture. When student come to the podium and delivers then we can say that he is role playing like a faculty member. The faculty can offer feedback of the delivered lecture by the student. It is only for a limited time that the student feels like that of a faculty member and over a period of time he learns to deliver effectively and efficiently like faculty member by overcoming stage frit.
Under Behavioral Methods there are also other methods of training like Behavior Modeling, Business Games and Equipment Stimulators through which training is imparted.
MANAGEMENT DEVELOPMENT METHODS:
“Management or executive development includes all those activities and programs which have substantial influence on changing the capacity of the individual to perform his present assignment better and in so doing are likely to increase his potential for future management assignment”7.
There are two ways the Management Development is affected – one is by On-The-Job training method and the second is by Off-The Job training method.
On-The-Job Training: It is learning by doing. In this method, the employee is given training at the work place by his immediate supervisor. Under this we have the following methods of training.
Mentoring: Mentoring is the process of helping the mentee to realize the hidden potential or discover the hidden talents. It is a link between the mentor and mentee with the former getting sense of satisfaction and achievement and the latter learning and growing personally, professionally and socially.
“Mentoring is a brain to pick, an ear to listen, and a push in the right direction”, John Crosby quoted. In brief, mentoring can be defined as the relation between an experienced individual and an inexperienced individual where the former provides the training and helps in grooming the latter.
Coaching: In this method the coach provides continuous training to the learner right from the beginning to the end. He constantly and continuously trains and grooms the learner. The coach guides and coaches but does not teach. He provides periodic feedback and evaluation by which the learner can learn quickly.
Job Rotation: An employee is put in various departments of the same organization so that he learns something of everything about all the departments in the organization. He becomes a Jack of all trades and, of course, he is already a Master of a specific trade. It will help an employee to reach higher position as he knows the ins and outs of the organization. And in future, he can not be misled by his subordinates due to lack of exposure to specific department. The prospects are brighter for the employee to become not only an efficient manager but also an effective leader.
Understudy: It is like preparing the subordinate employee to fill the bill as and when the vacancy arises due to resignation, promotion, transfer or retirement of his immediate superior. The advantage of this training is to ensure that the there is no losing the link in the organizational structure. There will be ready made supply of the talent as the subordinate is already is trained and groomed to fill the vacuum or to replace the incumbent.
Under On-The-Job Training Method we have also other training methods like Committee Assignment, Job Instruction Technique and Multiple Management by which also training can be imparted to the employees.
Off-The-Job Training: This kind of training can be acquired by the employee who is away from the work place as he works without any tension and without supervisor. It is only learning not ‘learning by doing’. Under this, we have the below methods.
T-Group Training: It is also known as Sensitivity training and also known as laboratory training as it is conducted under controlled conditions. This kind of training is very sensitive as the trainee is openly criticized or praised for his actions. The feedback is open and should be taken constructively and positively. The trainees who are very sensitive can not digest the feedback if given negatively. That is the reason it is known as Sensitivity training. This kind of training is led by a professional trainer who happens to be a psychologist or the one who knows the psyche of the trainees.
Special Courses: The employer may send the worthy employees for special courses which may benefit both the institution and the individual. The employer may sponsor in special cases with contractual agreement with the employee that the latter will not leave the organization after acquiring the courses and qualifications.
Specific Readings: The articles related to the nature of work are sent to the employees so that they can get updated with the various dimensions of their area and also about the latest developments and happenings. It will help them to apply in their real life scenario and grow both personally and professionally. Most of the employees who have the hunger for knowledge are always on the look out for the write-ups or articles or newspaper cuttings of business magazines like Business Today, Business World, business journals like Harvard Business Review, ICFAI Magazines and business newspapers like The Economic Times, Business Standard, Financial Express etc.,
Conference Training: Companies conduct conferences periodically to exchange information, enhance knowledge base and also to solve problems. In this, the conference members and conference leader will have wider opportunity to grow professionally as different shades of opinions are expressed openly which provides an opportunity to rate one’s opinions vis-à-vis others. It enlightens the individuals participated where do they stand in decision making and problem solving. Besides learning they also develop empathy and respect towards the opinions of other conference members.
Transactional Analysis (TA): It was developed by Eric Berne, a psychiatrist who is best known for his book, Games People Play, which was popularized by Thomas Harris in I’m, OK – You’re OK. Muriel James and Dorothy Jongeward’s book, Born to Win, showed how people could apply TA to their personal lives8. Transaction is the exchange of words and behavior between two people which is concerned with social interaction. Stroke is nothing but feedback or recognition which can be either positive or negative. When you praise some one then it is a positive stroke and when you criticize some one then it is a negative stroke. According to Eric Berne, every person has three ego states such as Parent ego state, Adult ego state and Child ego state. Every person undergoes all the three ego states depending upon the situation and occasion.
Under the Off-The-Job Training, there are other methods like Straight Lectures, Case Study, Simulation Exercises and Role Playing by which also the training is imparted.
HOW TO DESIGN A TRAINING PROGRAM?
Training is subset of teaching and it should be on a continuous basis and Human Resources Manager plays a crucial role to see that the training activities take place on a regular basis.
Before rolling out the strategy for a training program it is necessary to look at the vision and mission of the organization as it helps in designing the training schedule and module properly. It is also desirable to look at the short term goals and long term objectives of the organization. After going through the same it provides a clear cut direction and guideline for the plan of action for training.
Any training program should have the following four stages and steps.
1. Identification of Training Needs,
2. Setting Training Objectives,
3. Organization of Training, and
4. Evaluation of Training.
1. Identification of Training Needs:
It is necessary to find out the critical gaps between the expectations and the realities of the employer. Unless these are found out it is very difficult to design the training program. The technology is changing rapidly and the human resources should keep pace with the rapid changing technology and if the same if not kept then the necessary tools and techniques related to training should be created to keep the employees on the right track and fast track. While identifying the needs it is vital to look at the issue from three dimensions like organizational front, human resources front and at the task front. Efforts should be made to bring effective synchronization and coordination among these three fronts as these are interrelated.
2. Setting Training Objectives:
After identifying the training needs then set the goals and objectives which are in tune with the needs and demands. Once the objectives are set then the next stage is to create training schedule and module. In this context, let us look at the role of trainers.
Role of Trainers: These days there is steady growth of corporate and soft skill trainers in India who work either full time or as freelance faculty. The companies are gradually realizing the importance of imparting right training to their employees so that they get updated, attuned with latest teaching and training methodologies and developments and stay competent and compete. All companies and especially IT and BPO companies where attrition is high have realized the role of corporate trainers and are hiring them to motivate their employees on continuity basis.
Conducting workshops, seminars and conferences periodically will help the employees release and relive from their routine burdens and monotony and they get recharged by corporate training activities and as a result they contribute the work with more energy and enthusiasm.
3. Organization of Training:
Organization of training is essential as it saves the time and energy and also provides right direction towards effective training. In this context, let us look at the qualities needed for a trainer, tips for trainers, training tips and trainer’s rapport with the trainees.
Qualities of a Trainer:
• He should have passion towards training.
• Should have presence of mind and should have the ability to respond any type of queries.
• Must be a great communicator with the ability to motivate and inspire the audience.
• Should have courage and confidence to face the crowd.
• Should have possessed work experience that helps him to give too many examples based on experience. Along with examples he can teach the skills and abilities which are essential for the trainees.
• Should be a psychologist, if not, should know the pulse of the audience so that he can reach the audience effectively and efficiently.
• Should have higher levels of energy and enthusiasm.
• Should have good sense of humor.
• Should have read many books that provide food for thought for the trainees.
• Should have traveled widely as it develops tolerance towards others’ cultures and values.
• Should have emotional intelligence.
• Should be a good net worker, observer, and listener.
• Should be tactful while handling question and answer session.
• Should be good at presentation skills and interpersonal skills.
Tips for Trainers:
1. Don’t load the entire information at one go. Instead of which give out the information in a piecemeal manner. It is like that of a diabetic patient who takes meals with regular intervals as it helps in better digestion and contains the disease. No session should last for more than 2 hours at one go as the trainees will resist too much intake of information at a time.
2. Give the easy stuff first followed by the tough stuff gradually so that trainees will be able to absorb the contents.
3. Keep relevant case studies and examples under your fold. Apply the same depending upon the context.
4. Keep message oriented stories so that the same can be delivered along with the contents as humans would love to listen to stories. Message oriented stories not only give morals but also inspire the audience to think and apply in real life.
5. Leave your ego at the door. How giant you are is not the yardstick but how effectively you teach and train is the criteria. When you train well the audience will applaud and recognize your abilities and talents and it boosts your ego automatically.
6. Involve the trainees into team games and activities if possible. Research reveals that human would remember 20 per cent of what he listens, 30 per cent of what he sees, 50 per cent of what he listens and sees and 80 per cent of what he listens, sees and does.
7. Always start with a small story or an example or an anecdote and then correlate the same with the training material. It arouses interest apart from creating the best impression.
8. If previous session was held start the session by linking with the previous session as it easily connects the contents and carries the audience in a natural training flow.
9. Lay stress on quality not quantity. Apply the Socratic Method where the answers are found out from the questions raised by the trainees. It also encourages the trainees to think creatively and innovatively. It inspires them to think through training material thoroughly.
Training Tips:
• Avoid jargon. Every field has its own jargon and it is not proper to expect the audience to know a specific jargon. In extreme cases if jargon can not be avoided it is better to explain the jargon then proceed further so that the trainees can get glued to the training process.
• Always use positive strokes that encourage the audience to show interest in the training activity.
• Encourage questions and discussions from the audience.
• Have patience when a few trainees do not show any interest in the session. Apply the tools and techniques so that they can be brought into the training fold actively. In this context, application of humor is essential.
• Tailor the training as per the needs of the trainees to avoid wastage of time, money and energy.
• Appreciate the audience generously.
Trainer’s rapport with trainees:
• The trainer must greet the trainees. And he must start the session with ice breaking activities.
• He must remember the first names of a few trainees to keep the training activity alive and kicking.
• He must encourage informal conversation.
• He must keep the trainees at comfortable posture and encourage the trainees to pair up and familiarize with them.
• He must stick to punctuality and start the session as per the scheduled time.
• Use easy to understand examples.
• He must change his strategies depending upon the response of the trainees. If he finds that particular strategy of training is not working out he should shift his strategy that is acceptable to the maturity level of the trainees.
• He should create an ambience that is conducive for learning and training.
• He should ensure that all the trainees take part in the training process actively. If possible he must offer small gifts to encourage the non-participants.
4. Evaluation of Training:
Hesseling has divided the evaluation of training into four categories – trainee, the trainer, the training experts or directors, and management 9.
It is the last but not the least stage where the amount of hard work that has been put in is evaluated. After the training the feedback forms should be given to the trainees to find out the effectiveness of the training and the competency of the trainer. The feedback questionnaire should have both open ended and close ended questions by which the performance of the training can be evaluated. It will also help the organizers to cover the areas that have been left uncovered in this training activity.
CONCLUSION:
Srinivasan’s study 10 (based on a sample of trainers, trainees, program organizers and sponsors) indicated that in future the following would be the potential areas of training:
• Man Management
• Corporate Planning
• Marketing Management and Sales promotion.
The above information is an indication of the importance of training in those areas in the years to come. It will also help the organizations to find out where the future of the training activities lies.
Training is only a comma not a full stop. With the growing competition across the globe due to the rapid changing technology the concept and process of training is changing and will also undergo drastic changes in the years to come. Out of the four major pillars of an organization such as ‘men’, ‘machine’, ‘material’ and ‘money’ it is the pillar of ‘men’ that plays a crucial role to survive and succeed in the corporate world. It is but natural that we can stay competitive only by effective and efficient training and grooming of precious human resources.
REFERENCES:
1. ‘Principles of Personnel Management’ by Edwin B. Flippo, McGraw-Hill, Tokyo, 1989, p 209.
2. ‘Invest more on training, right hiring’ Business Line, page 5 dated 18 May 2008.
3. ‘Personnel Management’ second edition by Arun Monappa, Mirzasi Yadain, and sixth print 2000.
4. ‘Objectives of Training’ by S.K.Kalra, Indian Manager, July-September 1972 3(3).
5. ‘Developing People in Industry by D.H.Fryer, M.R.Feinberg and S.S.Zalkind, (New York: Harper And Brothers, 1956).
6. ‘Case Study Research: Design and Method (revised ed.) by Yin R.K., Sage Publications, Newbury Park, C.A., 1989.
7. ‘National Industrial Conference Board, The Management Record’, March 1961, p.8.
8. ‘Transactional Analysis in Psychotherapy’ by Eric, Berne, (New York: Grove Press 1961): Eric Berne, Games People Play (New York: Gove Press, 1964): Thomas A Harris, I’m O.K. You’re O.K. (New York: Harper & Row, 1967): Muriel James and Dorothy Jongeward, Born to Win (Reading, Mass; Addison-Wesley, 1971).
9. ‘Strategy of Evaluation Research’ by P.Hasseling, (The Hague: Van Gorcum, 1966) p.49.
10. ‘Executive Development in India – A Futuristic Profile’ by A.V.Srinivasan, ASCI Journal of Management, Vol 6 No: 2 March 1977, pp.135-146.
.
Referred the book titled ‘Human Resource Management Concepts and Issues’ by T.N.Chhabra, Second (Revised) Edition, 2001 for fundamentals
Flexible Training
Author: admin05 3rd, 2009
Food Hygiene Training
afh.customerservices@googlemail.com
With the increase of Food Outlets it is becoming a struggle for businesses to keep up with the ever-increasing training that they have to give their staff.
Food Hygiene Training has to be done by law.
Demands on the Food Industry are high and a lot of companies find it hard to find the time and money to train staff. One solution is distance learning where staff can do the training in their own time. This is an option that is increasingly being used in the food industry so companies do not have to find the time to do the training or pay other staff to cover during this time. A lot of training companies will even offer to help with the training if needed.
There is an increase of CD-ROM training that is accredited to CIEH standard(required for all Food Handling Staff). This can be done in the individuals or groups own time or with assistance if needed. An individual can easily sit down at a computer and complete a Food Safety course on CD-ROM on their own or with no more than a little help from accredited tutors.
Some Employers require their employees to have only paperwork , while others do not like their staff being left to their own devices to complete the courses work on time. Many employers prefer to have Training courses delivered in the form of Instructor led Seminars , often held at their own premises but occasionally at venues away from their premises. Whatever the preferred option there is help out there. So if you are a Food Business or starting up as one, do not panic over training your staff.
Any business in which Food is Handled, whether it forms all or part of that business is deemed to be a ‘FOOD BUSINESS’ . The definition of a ‘business’ for the purposes of the Food Control laws includes all enterprises whether they are for profit or not. So even voluntary organisations are not exempt.
REMEMBER: each member of staff involved in Food Handling must have up to date, accredited Food Hygiene Training (every 3 years min.)
For further information please contact:
afh.customerservices@googlemail.com
www.advancedfg.co.nr
?
afh.customerservices@googlemail.com
With the increase of Food Outlets it is becoming a struggle for businesses to keep up with the ever-increasing training that they have to give their staff.
Food Hygiene Training has to be done by law.
Demands on the Food Industry are high and a lot of companies find it hard to find the time and money to train staff. One solution is distance learning where staff can do the training in their own time. This is an option that is increasingly being used in the food industry so companies do not have to find the time to do the training or pay other staff to cover during this time. A lot of training companies will even offer to help with the training if needed.
There is an increase of CD-ROM training that is accredited to CIEH standard(required for all Food Handling Staff). This can be done in the individuals or groups own time or with assistance if needed. An individual can easily sit down at a computer and complete a Food Safety course on CD-ROM on their own or with no more than a little help from accredited tutors.
Some Employers require their employees to have only paperwork , while others do not like their staff being left to their own devices to complete the courses work on time. Many employers prefer to have Training courses delivered in the form of Instructor led Seminars , often held at their own premises but occasionally at venues away from their premises. Whatever the preferred option there is help out there. So if you are a Food Business or starting up as one, do not panic over training your staff.
Any business in which Food is Handled, whether it forms all or part of that business is deemed to be a ‘FOOD BUSINESS’ . The definition of a ‘business’ for the purposes of the Food Control laws includes all enterprises whether they are for profit or not. So even voluntary organisations are not exempt.
REMEMBER: each member of staff involved in Food Handling must have up to date, accredited Food Hygiene Training (every 3 years min.)
For further information please contact:
afh.customerservices@googlemail.com
www.advancedfg.co.nr
?
03 1st, 2009
Is your training program a waste of time and money?
Quick Quiz
Which of the following statements best describes your feelings about the training programs you have taken or have put your Sales Team through?
1 = Completely satisfied – training always yields visible and measurable results
2 = Fairly satisfied – training seems to be beneficial, but does not always yield the required results
3 = Unsure – The Sales Team is generally happy and business is moving in the right direction, but I’m unsure whether training is a contributing factor
4 = Fairly dissatisfied – training is something "nice to have" that my Sales Team could probably do without
5 = Completely dissatisfied – training is an expensive waste of time and resources
Common comments from Sales Managers
If you’re like most managers who arrange sales training for your Sales Team, you’re unlikely to report being "completely satisfied" with its worth.
We regularly survey senior Sales Managers in medium-to-large sized organisations and the following comments are, unfortunately, very common.
"They seemed to enjoy themselves, but two weeks later we saw very little change." (Regional Sales Manager, Automotive Manufacturer)
"Overall the training was good, but the problem is in getting the guys to implement the new skills. Nothing really seems to have changed much."(National Sales Manager, Building Industry)
"My people go on these courses and get pumped up for a day or two and then their performance slips back to what it was before the training – and in some cases even worse because they’re confused" (State Sales Manager, Retail)
If you’ve ever attended a training course yourself, it’s not hard to see the reasons why.
You enjoy the course and leave energised, with great intentions and a list of things you want to do differently once you’re back at work. But, by the time you get back to two days’ worth of unanswered emails, calls to return and proposal deadlines to meet, it’s another ten days before you even stop and think about the training. The moment for change has passed you by.
Training impact studies confirm that the knowledge gained at a seminar or workshop falls off significantly within just a few days of finishing the course.
And given the way people actually learn, this isn’t at all surprising. Even so, we continue to expect that the sales training event itself will make a measurable difference in light of strong evidence that this is unlikely to happen.
Let’s think about this logically. Would you send your child to a two-day course to learn to play the piano, and expect them to good enough to compete or pass exams with their new skill? Of course you wouldn’t.
Yet isn’t that the expectation we have when we send our salespeople on a two-day training program, our Sales Manager on a course to "Improve People, Productivity and Motivation", or our Call Centre Manager on a two-day "Financial Management for Non-Financial Managers" course?
Why most sales training just doesn’t work
Whilst the right sales training course is a key ingredient in changing behaviour, the sales training event on its own is and can never ever be the "magic bullet."
Change is a process; it’s not an event
Achieving a sustainable and real change in sales behavior requires much more than sending your salespeople off to be trained. To get salespeople to measurably improve and begin to do things differently requires a different approach. If we want to see "real" behavioral change and get a return on our investment, we need to use proven adult learning strategies and behavioural change tactics to boost their knowledge and enhance their capabilities. This means making a departure from the traditional way we approach sales training.
Historically, very little thought or effort was made in terms of preparing the participant to get ready to learn prior to the training event taking place. In most cases, when the participant returned to work, only "lip service" was given to the follow up process to make sure they integrated the things they learned during the training.
Generally, most of the learning is expected to occur during the sales training event itself. This is where the participant is exposed to new information, tools and tactics. Most Sales Managers live in the hopes that the sales training event will be engaging; the participant will emerge with a new vision of what is possible and pick up a few key tools that they will make a part of their sales routine.
Through its many studies and reports, the National Centre for Vocational Education Research (NCVER) has shown that after a typical training event, the participant’s performance actually tends to drop as they attempt to apply and integrate their new knowledge and behaviours back in their work environment.
The problem is that most sales environments are not set up to support the participant and it isn’t long before workplace pressure, and the individual’s natural resistance to change, pulls them back into familiar territory and habitual ways of working and selling. The new knowledge is quickly forgotten and it is not long before performance returns to former levels.
Is it possible to actually guarantee a return on investment from training?
For sales training to deliver on its promises, the "sales training event" must be seen as only one element of the learning process.
Here are the elements of a proven and results-oriented sales training system that guarantees ROI from sales training by blending five key pieces of the learning puzzle.
1. Relevance – Prior to any training being delivered, the content, case studies and exercises need to be vetted to ensure its relevance to workplace outcomes.
2. Pre-workshop preparation – Prepare the participant prior to their attendance at the sales training event to accelerate the traction of the new tools and learning.
3. Event Engagement – The sales training event must engage the participant, delivering both insight and inspiration to transform behaviour.
4. Post-sales training execution – The individual learning outcomes must be followed up on and coached to ensure integration of desired behaviors into the workplace.
5. Accountability and measurement – Fine-tune the learning effort, tweaking until complete behavioral change has been achieved.
1. Relevance
Relevance checking is the first step.
Adult learning theory tells us that adults want reality and that adults are motivated to learn and apply only that which is relevant to them.
Malcolm Knowles, one of the most respected names in adult learning and author of The Modern Practice of Adult Education, reports "adults are most interested in subjects that have immediate relevance to their job or personal life".
Research by the Huthwaite Research Group reports that, "Learners remembered more than four times as much from sales training sessions that were perceived as highly relevant to their jobs than they did from sessions that were seen as low in relevance."
Relevance significantly accelerates learning, increases retention and makes learning more fun and interesting.
Questions to ask when investigating relevance include:
• Can the sales training be customised?
• Does it validate learners’ current knowledge?
• Will it reflect learners’ on-the-job experience?
• Does it include relevant case studies?
• Does it allow learners to benefit from the knowledge of other group members?
• Will it reflect and reinforce your preferred business processes?
2. Pre-Workshop Preparation
Pre-workshop preparation begins the change process by helping participants to "buy in" to the learning experience up front, before the learning event.
It sets the stage for the sales training event by creating a context for the sales training and matching it with the participant’s performance objectives and selling skills gaps.
During pre-workshop preparation, the learner should be asked to gather data about their current challenges and successes, and any examples that can be used during the sales training session. When a salesperson is cognisant of their skill gaps and how those gaps impact their ability to write revenue, it helps to speed up the learning process.
Our experience shows that by completing pre-workshop preparation the learner is more likely to become an active participant in the training.
Pre-workshop activities may include:
• Research
• Reading background material
• Completing practical or written exercises
• Completing assessments, profiling or diagnostic tests
• Connecting the salesperson’s learning objectives with those of the course content and their job performance
• Identifying internal support and resources
• Formal activities designed for recognition of prior learning (RPL)
• Creating a "learning agreement"
3. Event Engagement
The sales training event itself is where most sales training organisations expend most their time and energy.
A training event will have most impact when:
• The topic is relevant to the learner’s needs and builds on their previous experience
• The training offers a new perspective that expands the learner’s concept of what is possible
• Participants can easily see how mastering the content will improve their workplace performance
• Participants are able to experiment and practice new behaviours in a safe environment
• Participants expand their network and develop learning relationships with other attendees
• Participants are inspired and motivated to change their behaviour
• Participants develop an action plan moving forward to begin to change their below par behaviours
On its own, the sales training event will not increase performance, but a powerful "learning event" can be the catalyst for organisational learning where individuals are inspired to share their knowledge and teach others.
4. Post-sales training execution
Organisations that are serious about achieving a return on their sales training investment make sure that the training content is integrated into the workplace. To help do that they make sure they provide individual follow-up and support.
This phase ensures that measurable results can be achieved. By providing follow up coaching and support to assist individual salespeople to implement and apply their new knowledge and skills, Sales Managers ensure that the time, effort and resources invested in the development and running of the sales training bears measurable" fruit".
Post-sales training execution and follow-up tools may include:
• High-Performance Coaching
• Post-Sales training Execution Plan & Learning agreements follow up
• Post-Sales training accreditation, assessment and/or diagnostics
• Follow up, self-paced learning modules
• Follow up workshops
• Mentoring program
• "Teach others" program
• "Buddy-coaching" Program
High-Performance Coaching
Studies by Neil Rackham, the renowned sales effectiveness researcher and author of SPIN Selling, show that 87% of the learning from a workshop will be lost within thirty days if there isn’t a coaching intervention by the participants’ Sales Manager or workplace coach.
High Performance Coaching is one of the most significant post-sales training interventions supporting the learner to integrate their learning into the workplace.
A High Performance Coach works with the learner to provide them with instruction, guidance, positive reinforcement, and accountability in the achievement of their sales goals. Typically the coach is the learner’s supervisor or Sales Manager.
High Performance Coaching is an important business skill for those in sales leadership roles, with responsibility for writing top line revenue.
High Performance Coaching helps the newly trained salespeople to "buy into" the change effort and to develop the skills to effect meaningful workplace change.
What are learning agreements?
Learning Agreements are essential to achieve a return on sales training investment and to ensure that learning is integrated into the workplace
A Learning Agreement clarifies work performance expectations and spells out how learning will be integrated on the job. A Learning Agreement will list the following:
Competency Expectations Results and Accountabilities Resource Requirements Signposts/milestones Consequences (e.g. sales training payback)
Prior to attending the sales training event, the participant meets with their Sales Manager or trainer to document the desired results from the learning experience. They will also discuss consequences for successful or unsuccessful implementation of the learning.
The actual sales training event becomes more meaningful because the participant is being directed by the Learning Agreement and is focused on attaining the knowledge and skills required to fulfil it
Having attended the sales training, the learner meets again with their Sales Manager or coach to review the Learning Agreement in light of the information, skills and knowledge gained from the training.
The coach then reviews and redefines the post-sales training action plan with the learner in order to make sure the Sales Person will accomplish the desired performance objective/s
For an example of a Learning Agreement, please download this article from our website
5. Accountability and Measurement
There is a saying in management that "what gets measured gets done; what gets recognised gets done even better."
The primary purpose of sales training is to improve an individual’s sales performance and ultimately the performance of the organisation. Therefore, sales training and development efforts must be tracked, measured and rewarded to ensure a positive impact.
To achieve ROI on sales training, we must first measure an individual’s competencies2 for their sales role and determine the gaps. Following the sales training we conduct a further "on the job" sales performance assessment following the sales training event.
Specific individual performance measures (KPIs) should be written into the Learning Agreement. For example, increased sales production, a reduction in time waste, improved customer retention, increased sales margin, improved teamwork or motivation etc.
The Learning Agreement then maps the competency improvement required to achieve a specific KPI, for example:
KPI = Improved sales conversion rate from 1 in 7 to 1 in 4
Competency required = Customer needs diagnosis (listening and questioning)
Training requirement = Focus on customer needs diagnosis
Conclusion
It is an unfortunate fact that the majority of sales training conducted fails to deliver the expected increase in productivity or performance. Very few sales training programs actually change behaviour. Many sales programs are run as an exercise in "ticking the box" – Yes, I have officially trained my salespeople!
The simple truth is that if you are going to end your salespeople to a sales training event you are only likely to see a measurable return on your investment if you ensure that the material is:
• relevant and customised to suit your sales operation and market; and
• each individual has been well primed and prepared prior to their attendance;
• the sales training event engages and inspires;
• you are prepared to follow up and coach the salesperson to ensure integration;
• keep holding them accountable, measuring and tracking their behavioural changes as a result of the sales training.
Quick Quiz
Which of the following statements best describes your feelings about the training programs you have taken or have put your Sales Team through?
1 = Completely satisfied – training always yields visible and measurable results
2 = Fairly satisfied – training seems to be beneficial, but does not always yield the required results
3 = Unsure – The Sales Team is generally happy and business is moving in the right direction, but I’m unsure whether training is a contributing factor
4 = Fairly dissatisfied – training is something "nice to have" that my Sales Team could probably do without
5 = Completely dissatisfied – training is an expensive waste of time and resources
Common comments from Sales Managers
If you’re like most managers who arrange sales training for your Sales Team, you’re unlikely to report being "completely satisfied" with its worth.
We regularly survey senior Sales Managers in medium-to-large sized organisations and the following comments are, unfortunately, very common.
"They seemed to enjoy themselves, but two weeks later we saw very little change." (Regional Sales Manager, Automotive Manufacturer)
"Overall the training was good, but the problem is in getting the guys to implement the new skills. Nothing really seems to have changed much."(National Sales Manager, Building Industry)
"My people go on these courses and get pumped up for a day or two and then their performance slips back to what it was before the training – and in some cases even worse because they’re confused" (State Sales Manager, Retail)
If you’ve ever attended a training course yourself, it’s not hard to see the reasons why.
You enjoy the course and leave energised, with great intentions and a list of things you want to do differently once you’re back at work. But, by the time you get back to two days’ worth of unanswered emails, calls to return and proposal deadlines to meet, it’s another ten days before you even stop and think about the training. The moment for change has passed you by.
Training impact studies confirm that the knowledge gained at a seminar or workshop falls off significantly within just a few days of finishing the course.
And given the way people actually learn, this isn’t at all surprising. Even so, we continue to expect that the sales training event itself will make a measurable difference in light of strong evidence that this is unlikely to happen.
Let’s think about this logically. Would you send your child to a two-day course to learn to play the piano, and expect them to good enough to compete or pass exams with their new skill? Of course you wouldn’t.
Yet isn’t that the expectation we have when we send our salespeople on a two-day training program, our Sales Manager on a course to "Improve People, Productivity and Motivation", or our Call Centre Manager on a two-day "Financial Management for Non-Financial Managers" course?
Why most sales training just doesn’t work
Whilst the right sales training course is a key ingredient in changing behaviour, the sales training event on its own is and can never ever be the "magic bullet."
Change is a process; it’s not an event
Achieving a sustainable and real change in sales behavior requires much more than sending your salespeople off to be trained. To get salespeople to measurably improve and begin to do things differently requires a different approach. If we want to see "real" behavioral change and get a return on our investment, we need to use proven adult learning strategies and behavioural change tactics to boost their knowledge and enhance their capabilities. This means making a departure from the traditional way we approach sales training.
Historically, very little thought or effort was made in terms of preparing the participant to get ready to learn prior to the training event taking place. In most cases, when the participant returned to work, only "lip service" was given to the follow up process to make sure they integrated the things they learned during the training.
Generally, most of the learning is expected to occur during the sales training event itself. This is where the participant is exposed to new information, tools and tactics. Most Sales Managers live in the hopes that the sales training event will be engaging; the participant will emerge with a new vision of what is possible and pick up a few key tools that they will make a part of their sales routine.
Through its many studies and reports, the National Centre for Vocational Education Research (NCVER) has shown that after a typical training event, the participant’s performance actually tends to drop as they attempt to apply and integrate their new knowledge and behaviours back in their work environment.
The problem is that most sales environments are not set up to support the participant and it isn’t long before workplace pressure, and the individual’s natural resistance to change, pulls them back into familiar territory and habitual ways of working and selling. The new knowledge is quickly forgotten and it is not long before performance returns to former levels.
Is it possible to actually guarantee a return on investment from training?
For sales training to deliver on its promises, the "sales training event" must be seen as only one element of the learning process.
Here are the elements of a proven and results-oriented sales training system that guarantees ROI from sales training by blending five key pieces of the learning puzzle.
1. Relevance – Prior to any training being delivered, the content, case studies and exercises need to be vetted to ensure its relevance to workplace outcomes.
2. Pre-workshop preparation – Prepare the participant prior to their attendance at the sales training event to accelerate the traction of the new tools and learning.
3. Event Engagement – The sales training event must engage the participant, delivering both insight and inspiration to transform behaviour.
4. Post-sales training execution – The individual learning outcomes must be followed up on and coached to ensure integration of desired behaviors into the workplace.
5. Accountability and measurement – Fine-tune the learning effort, tweaking until complete behavioral change has been achieved.
1. Relevance
Relevance checking is the first step.
Adult learning theory tells us that adults want reality and that adults are motivated to learn and apply only that which is relevant to them.
Malcolm Knowles, one of the most respected names in adult learning and author of The Modern Practice of Adult Education, reports "adults are most interested in subjects that have immediate relevance to their job or personal life".
Research by the Huthwaite Research Group reports that, "Learners remembered more than four times as much from sales training sessions that were perceived as highly relevant to their jobs than they did from sessions that were seen as low in relevance."
Relevance significantly accelerates learning, increases retention and makes learning more fun and interesting.
Questions to ask when investigating relevance include:
• Can the sales training be customised?
• Does it validate learners’ current knowledge?
• Will it reflect learners’ on-the-job experience?
• Does it include relevant case studies?
• Does it allow learners to benefit from the knowledge of other group members?
• Will it reflect and reinforce your preferred business processes?
2. Pre-Workshop Preparation
Pre-workshop preparation begins the change process by helping participants to "buy in" to the learning experience up front, before the learning event.
It sets the stage for the sales training event by creating a context for the sales training and matching it with the participant’s performance objectives and selling skills gaps.
During pre-workshop preparation, the learner should be asked to gather data about their current challenges and successes, and any examples that can be used during the sales training session. When a salesperson is cognisant of their skill gaps and how those gaps impact their ability to write revenue, it helps to speed up the learning process.
Our experience shows that by completing pre-workshop preparation the learner is more likely to become an active participant in the training.
Pre-workshop activities may include:
• Research
• Reading background material
• Completing practical or written exercises
• Completing assessments, profiling or diagnostic tests
• Connecting the salesperson’s learning objectives with those of the course content and their job performance
• Identifying internal support and resources
• Formal activities designed for recognition of prior learning (RPL)
• Creating a "learning agreement"
3. Event Engagement
The sales training event itself is where most sales training organisations expend most their time and energy.
A training event will have most impact when:
• The topic is relevant to the learner’s needs and builds on their previous experience
• The training offers a new perspective that expands the learner’s concept of what is possible
• Participants can easily see how mastering the content will improve their workplace performance
• Participants are able to experiment and practice new behaviours in a safe environment
• Participants expand their network and develop learning relationships with other attendees
• Participants are inspired and motivated to change their behaviour
• Participants develop an action plan moving forward to begin to change their below par behaviours
On its own, the sales training event will not increase performance, but a powerful "learning event" can be the catalyst for organisational learning where individuals are inspired to share their knowledge and teach others.
4. Post-sales training execution
Organisations that are serious about achieving a return on their sales training investment make sure that the training content is integrated into the workplace. To help do that they make sure they provide individual follow-up and support.
This phase ensures that measurable results can be achieved. By providing follow up coaching and support to assist individual salespeople to implement and apply their new knowledge and skills, Sales Managers ensure that the time, effort and resources invested in the development and running of the sales training bears measurable" fruit".
Post-sales training execution and follow-up tools may include:
• High-Performance Coaching
• Post-Sales training Execution Plan & Learning agreements follow up
• Post-Sales training accreditation, assessment and/or diagnostics
• Follow up, self-paced learning modules
• Follow up workshops
• Mentoring program
• "Teach others" program
• "Buddy-coaching" Program
High-Performance Coaching
Studies by Neil Rackham, the renowned sales effectiveness researcher and author of SPIN Selling, show that 87% of the learning from a workshop will be lost within thirty days if there isn’t a coaching intervention by the participants’ Sales Manager or workplace coach.
High Performance Coaching is one of the most significant post-sales training interventions supporting the learner to integrate their learning into the workplace.
A High Performance Coach works with the learner to provide them with instruction, guidance, positive reinforcement, and accountability in the achievement of their sales goals. Typically the coach is the learner’s supervisor or Sales Manager.
High Performance Coaching is an important business skill for those in sales leadership roles, with responsibility for writing top line revenue.
High Performance Coaching helps the newly trained salespeople to "buy into" the change effort and to develop the skills to effect meaningful workplace change.
What are learning agreements?
Learning Agreements are essential to achieve a return on sales training investment and to ensure that learning is integrated into the workplace
A Learning Agreement clarifies work performance expectations and spells out how learning will be integrated on the job. A Learning Agreement will list the following:
Competency Expectations Results and Accountabilities Resource Requirements Signposts/milestones Consequences (e.g. sales training payback)
Prior to attending the sales training event, the participant meets with their Sales Manager or trainer to document the desired results from the learning experience. They will also discuss consequences for successful or unsuccessful implementation of the learning.
The actual sales training event becomes more meaningful because the participant is being directed by the Learning Agreement and is focused on attaining the knowledge and skills required to fulfil it
Having attended the sales training, the learner meets again with their Sales Manager or coach to review the Learning Agreement in light of the information, skills and knowledge gained from the training.
The coach then reviews and redefines the post-sales training action plan with the learner in order to make sure the Sales Person will accomplish the desired performance objective/s
For an example of a Learning Agreement, please download this article from our website
5. Accountability and Measurement
There is a saying in management that "what gets measured gets done; what gets recognised gets done even better."
The primary purpose of sales training is to improve an individual’s sales performance and ultimately the performance of the organisation. Therefore, sales training and development efforts must be tracked, measured and rewarded to ensure a positive impact.
To achieve ROI on sales training, we must first measure an individual’s competencies2 for their sales role and determine the gaps. Following the sales training we conduct a further "on the job" sales performance assessment following the sales training event.
Specific individual performance measures (KPIs) should be written into the Learning Agreement. For example, increased sales production, a reduction in time waste, improved customer retention, increased sales margin, improved teamwork or motivation etc.
The Learning Agreement then maps the competency improvement required to achieve a specific KPI, for example:
KPI = Improved sales conversion rate from 1 in 7 to 1 in 4
Competency required = Customer needs diagnosis (listening and questioning)
Training requirement = Focus on customer needs diagnosis
Conclusion
It is an unfortunate fact that the majority of sales training conducted fails to deliver the expected increase in productivity or performance. Very few sales training programs actually change behaviour. Many sales programs are run as an exercise in "ticking the box" – Yes, I have officially trained my salespeople!
The simple truth is that if you are going to end your salespeople to a sales training event you are only likely to see a measurable return on your investment if you ensure that the material is:
• relevant and customised to suit your sales operation and market; and
• each individual has been well primed and prepared prior to their attendance;
• the sales training event engages and inspires;
• you are prepared to follow up and coach the salesperson to ensure integration;
• keep holding them accountable, measuring and tracking their behavioural changes as a result of the sales training.
Training Software Cuts Down on Employee Training Costs
Author: admin02 18th, 2009
Companies that require training, either by the Department of Labor (DOL), or Federal Department of Agriculture (FDA) or because of the nature of the work, often find it difficult to logistically and effectively train their employees. All manner of companies including life science and high tech companies require employee training. The DOL, FDA, ISO, and other associations regulate these training sessions and require a certain amount number of hours to be completed. It is difficult to deliver employees the training they need when they work on different schedules, require different types of training, and have quotas to fill. The cost of not implementing training procedures, however, results in higher turnover rates, which are often quite high and financially damaging.
Estimates show that replacing one employee costs about one-third of a new hire’s annual salary. Much of this is due to employee training. Furthermore, learning materials, living expenses for off-site training, and the hiring of experts, all drive up the cost of training. This doesn’t even take into consideration the fact that new hires are initially less effective than experienced employees. High turnover rates can be disastrous for businesses, both large and small.
Oftentimes, training procedures require a lot of paperwork — organization, allocation, and the overseeing of training processes, all need to be documented. High tech companies need to find a solution that will track all the necessary forms and data with regard to training sessions and procedures. This allows for quick recall and analysis of training data and results. It also simplifies internal and external audit processes.
The Answer High Training Costs is Efficiency
Say that you’re a high tech company that requires initial training, semi-annual training, annual training, follow-up training, and remedial training, when appropriate. Regardless of turnover rate, training costs are bound to be through the roof. The answer isn’t to get rid of or trim down training sessions, since this could hurt you in the long-term. Smarter training, however, will breed efficiency.
Automating Training
To remain competitive in the market, companies requiring extensive training need to implement automated training solutions. Automated online learning and training software programs, such as the world-renowned eLeaP™ Learning Management System, run by President Don Weobong, allows organizations to train faster, more effectively, and in a more organized and measurable manner.
The industry of learning management systems and e-learning resources has made training much more efficient and less costly. E-learning systems such as the eLeaP™ Learning Management System can be purchased at very low cost – only $125 to start. Compare this with the traditional methods and costs of corporate training; inviting experts at astonishing rates (consulting fees can easily run from 10s of thousands of dollars and up), and that’s not including all the management work hours that the company has to pay for when holding these training events (one week of training is 40 work hours of lost time and productivity for all those involved).
The quickest way for your company to jump start on the trend of online training for employees is to request for demos or trials from learning management system providers. The eLeaP™ Learning Management System gives corporations a 30-day Free Trial to test drive their product – this gives your managers and employees the chance to experiment with the rich and powerful features of the learning platform and allows them to determine if it’ll be the right investment for your company to make in the long term.
Studies have shown that more effective training is directly correlated to better overall performance for small and large businesses. Of course, training solutions have to be configurable. While some companies only require annual training sessions, other companies require semi-annual sessions and even remedial sessions depending on evaluations. Companies with multiple departments will most definitely require a configurable solution, given the breadth of training involved.
Businesses can not longer rely on traditional training practices. Modern businesses need to adapt to new technological environments. What worked for your father’s business will not work in this day and age. Employees no longer stick with one job their entire lives; they constantly change jobs and even opt to jump ship in search of more appealing opportunities. Using e-learning such as the eLeaP™ Learning Management System helps soften the blow of inevitable turn over rates while also better preparing your work force. If you’re worried that your company data and information could possibly be accessed while employing these e-learning systems, you can rest assured; all online training systems are equipped with safety precautions and guarantee that access of company confidential information is strictly prohibited and impossible.
For companies with extensive training demands, like those in the life science and high tech fields, an automated learning management system such as eLeaP™ is a must; it is surely much more effective and organized than its traditional counterpart.
Estimates show that replacing one employee costs about one-third of a new hire’s annual salary. Much of this is due to employee training. Furthermore, learning materials, living expenses for off-site training, and the hiring of experts, all drive up the cost of training. This doesn’t even take into consideration the fact that new hires are initially less effective than experienced employees. High turnover rates can be disastrous for businesses, both large and small.
Oftentimes, training procedures require a lot of paperwork — organization, allocation, and the overseeing of training processes, all need to be documented. High tech companies need to find a solution that will track all the necessary forms and data with regard to training sessions and procedures. This allows for quick recall and analysis of training data and results. It also simplifies internal and external audit processes.
The Answer High Training Costs is Efficiency
Say that you’re a high tech company that requires initial training, semi-annual training, annual training, follow-up training, and remedial training, when appropriate. Regardless of turnover rate, training costs are bound to be through the roof. The answer isn’t to get rid of or trim down training sessions, since this could hurt you in the long-term. Smarter training, however, will breed efficiency.
Automating Training
To remain competitive in the market, companies requiring extensive training need to implement automated training solutions. Automated online learning and training software programs, such as the world-renowned eLeaP™ Learning Management System, run by President Don Weobong, allows organizations to train faster, more effectively, and in a more organized and measurable manner.
The industry of learning management systems and e-learning resources has made training much more efficient and less costly. E-learning systems such as the eLeaP™ Learning Management System can be purchased at very low cost – only $125 to start. Compare this with the traditional methods and costs of corporate training; inviting experts at astonishing rates (consulting fees can easily run from 10s of thousands of dollars and up), and that’s not including all the management work hours that the company has to pay for when holding these training events (one week of training is 40 work hours of lost time and productivity for all those involved).
The quickest way for your company to jump start on the trend of online training for employees is to request for demos or trials from learning management system providers. The eLeaP™ Learning Management System gives corporations a 30-day Free Trial to test drive their product – this gives your managers and employees the chance to experiment with the rich and powerful features of the learning platform and allows them to determine if it’ll be the right investment for your company to make in the long term.
Studies have shown that more effective training is directly correlated to better overall performance for small and large businesses. Of course, training solutions have to be configurable. While some companies only require annual training sessions, other companies require semi-annual sessions and even remedial sessions depending on evaluations. Companies with multiple departments will most definitely require a configurable solution, given the breadth of training involved.
Businesses can not longer rely on traditional training practices. Modern businesses need to adapt to new technological environments. What worked for your father’s business will not work in this day and age. Employees no longer stick with one job their entire lives; they constantly change jobs and even opt to jump ship in search of more appealing opportunities. Using e-learning such as the eLeaP™ Learning Management System helps soften the blow of inevitable turn over rates while also better preparing your work force. If you’re worried that your company data and information could possibly be accessed while employing these e-learning systems, you can rest assured; all online training systems are equipped with safety precautions and guarantee that access of company confidential information is strictly prohibited and impossible.
For companies with extensive training demands, like those in the life science and high tech fields, an automated learning management system such as eLeaP™ is a must; it is surely much more effective and organized than its traditional counterpart.