The Difference is in the Design

Implementation

Q:  What are the most effective training techniques to achieve transfer of learning?

A:  To increase the likelihood that a trainee will transfer newly acquired skills and knowledge from the classroom to the job, supervisors and managers should be actively involved before and after training. 

Here's what to do:
Meet with the trainee before training to discuss what the trainee will learn in the course and how it pertains to his/her job.
Make sure the training program includes opportunities to practice using the new skills and knowledge in a job-related context.
After training is over, meet with the trainee and discuss what he/she learned and how the trainee plans to apply it on the job.
Reinforce the trainee's use of the new skills and knowledge by giving positive feedback on the job.

Q:  I need to help my department train new employees. How should we train them to do their jobs using our computer systems?

A:  Develop an on-the-job training program that can be administered by the supervisor or an experienced employee.

Have a subject matter expert develop procedures on using the system for that particular job. Convert the procedures to a print-based tutorial that the supervisor can use to explain and demonstrate the procedures on the system and the new employee can use for practice. The tutorial can include screen prints and specific examples of data. Also, develop a guide for the supervisor that explains how to administer the tutorial and coach the employee.

Q:  I am responsible for training employees on how to use a new software application being installed at our company. Some of the trainees have been uncooperative. What are some ways to deal with their resistance to training?

A:  Uncooperative trainees may be afraid of technology or resistant to change. They may not understand why they are being trained or may feel uncomfortable. Their responses may range anywhere from passive withdrawal to becoming argumentative and aggressive. Provide a non-threatening and conducive learning environment and try this 3-step method to reduce resistance and increase participation.

The first time the uncooperative behavior occurs, make sure the trainee understands why he/she is being trained and what the benefits are. Offer the trainee some choices about what and how he/she is going to learn.

The second time the same behavior occurs, take a break, draw his/her attention to the behavior and ask why it’s occurring. Adjust the training if you’re doing something that is making the trainee uncomfortable. Otherwise, ask if he or she is ready to proceed with training at this time.

If the same behavior occurs a third time, take a break and ask the trainee if he or she would rather be trained at another time. If the answer is "yes," discreetly send the trainee back to the job. Then contact the employee's supervisor or manager and explain that the person is not ready to be trained right now and recommend some constructive actions to improve his or her readiness. This brings the situation to management’s attention for resolution and frees you to focus on those trainees who are wanting to learn.

Need advice about training implementation? Send email to achoden@trainingbydesign.com .

 

 

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Copyright © 2005 Training by Design
Last modified: June 24, 2005