TRAINING CONTENT DEVELOPMENT AND DELIVERY

This article is written considering Training needs requirements at all levels within an organization.  Just Keep in mind that the effective solution to any problem is to address its cause as it is rightly said, “A well-defined problem is a half solved problem”.

A. Training Content Development

Moving forward, the first step in the training process is a basic one; ask questions to determine if a problem can be solved by training. Whenever employees are not performing their jobs adequately, we might assume training will bring them up to standard. Is it true or false.

Let’s say your supervisor comes to you and says his or her employees are not using adequate procedures. The first assumption might be that they need training. Don’t roll over and agree with that assumption. It’s quite possible that training (for those employees anyway) may not be the solution to the problem. It is possible that the supervisor and/or others in the organization may need to accomplish one or more of the following non-training strategies to help make sure employees use right procedures and practices:

• Correcting existing problems using infrastructural upgradations and engineering controls
•  Provide adequate resources to work in appropriate manner.
•  Adequately enforce defined rules

Who knows, maybe the supervisor and others need the training! Let’s not always assume employee safety training is the solution for employee behaviour.

What training can and can’t do for workers

Worker training is essential to every program in organization. The time and money it takes to train workers is an investment that pays off in fewer customer complaints, internal rejections and/or workplace accidents depending on subject involved. Effective training also helps inexperienced workers, who tend to have higher injury and illness rates than experienced workers. Problems that can be addressed effectively by training include those that arise from lack of knowledge of a work process, unfamiliarity with equipment or incorrect

execution of a task.

Training isn’t as likely to help if workers lack

• Cultural support: If the culture doesn’t support training, the worker is less likely to follow procedures that were trained.
• Proper motivation: If the worker doesn’t care about the job, no amount of training will help.
• Attention to the job: To be successful the worker must pay attention to the job. I call this being “sober and focused.”

You can argue that the underlying culture influences a worker’s motivation and attention to the job and I think you would have a good argument. Whatever its purpose, training is most effective when designed in relation to the goals of the organizational systems.

How training needs arise

There are a number of things that might “trigger” the need for training. The three categories of triggers are potential triggers, internal indicators and external influences. If any of these are likely to occur in the future, one or more employees may need training.

Potential Triggers: Certain occurrences may trigger the need for training in your workplace.New hires, Promotions or job transfers, New work procedures, New working relationships between workers and managers, Change of training curriculum, Increased or revised workload

Internal Indicators: If, in your analysis of the management system, you discover the following trends, safety training may be required:Increase in concerns, Increase in internal rejection, incidents, accidents, illness, Increase in non-compliance behaviors instances, Increase in staff turnover, Poor safety/quality evaluation ratings

External Influences: As I’m sure you are aware, employers do not operate in a vacuum. From time to time, voluntary standards, customer and other government agencies promulgate rules and guidelines that affect the way work is conducted. Here are more examples of external factors that require training: New legislation, Changes to legislation, Competitor activity, Change is standard requirements and enhances customer expectations etc

Determining what training is needed

If the problem is one that can be solved, in whole or in part, by training then the next step is to determine what training is needed. For this, it is necessary to identify what the employee is expected to do and in what ways, if any, the employee’s performance is deficient.

When designing a new training program, or preparing to instruct an employee in an unfamiliar procedure or system, a job analysis. The content of the specific section of standards applicable to a business can also provide direction in developing training content.

If learning needs can be met by revising an existing training program rather than developing a new one, or if employees already have some knowledge of the process or system to be used, appropriate training content can be developed through such means as:

• Requesting employees to provide, in writing and in their own words, descriptions of their jobs. These should include the tasks performed and the tools, materials and equipment used.
• Observing employees at the worksite as they perform tasks, asking about the work, and recording their answers.
• Examining similar training programs offered by other apex bodies companies in the same industry.

Employees can provide valuable information on the training they need. Week areas can be identified through the employees’ responses to such questions as whether anything about their jobs involves concern.

What about supervisor and manager safety training?

Some organizations consider the quality, safety, health and environmental function as primarily a particular department or staff responsibility. They fail to understand this as a part of overall operations (production or service), and even worse, they believe education and training need not be given to line managers: A big mistake. Consequently, some employers neglect to adequately educate managers about general concepts and how to apply them in the workplace. Managers who understand both the way and the extent to which effective system impacts on the overall effectiveness of the business itself are far more likely to ensure that the necessary management programs are designed and perform well.

First-line supervisors have an especially critical role in implementation because of their immediate responsibility for workers and for the work being performed. Effective training of supervisors will address their management responsibilities as well as information on hazards, hazard prevention, and response to different situations.

Narrow the focus with goals and objectives

Once the kind of training that is needed has been determined, it is equally important to determine what kind of training is not needed. Employees should be made aware of all the steps involved in a task or procedure, but the training should focus only with those steps on which improved performance is needed. This avoids unnecessary training and tailors the training to meet the needs of the employees.

Determining what the learner needs to know and do should be developed before the training session. Writing goals and objectives will help make sure your training is appropriate and useful to the learner. Effective goals and objectives help ensure training stays on track so that learners gain the specific knowledge and skills required. We should define goals and objectives.

Goals and Objectives: What’s the difference?

One of the most important, yet for some, the most difficult activities in the training process is writing clear-cut, competency-based learning objectives that describe what the learner will be able to do at the end of the training session. Some trainers believe goals and objectives are basically the same thing; not so. Let’s take a look.

What is a goal?

A goal is nothing more than a wish. We’ve all stated goals like, “I wish I could lose some weight,” from time to time. Goals are broad in the sense that they state general intentions. They are not specific enough to be measured. Objectives, on the other hand, are narrow and are set for certain tasks in particular.

Goals are appropriate for general instruction because this type of training does not require measurement of observable, measurable outcomes. Goals are normally unnecessary when developing specific technical safety training because they are too general in nature and therefore, insufficient.

Technical safety training that teaches specific procedures requires written objectives to make sure employees are proficient.

There are two basic types of goals: A training goal is a general statement about what the trainer wants to do. It states how the trainer will achieve the intended outcome of training.  A learning goal, on the other hand, is a general statement about what the trainer wants each student to know and/or do. It summarizes what the learner, not the trainer, will know or be able to do.

What’s an objective?

Training requires evaluation of student knowledge and skills at the end of training while in the learning environment. An operational objective is similar, yet much more specific, than a goal. Operational objectives describe time limits, performers, test conditions, behaviors, and performance standards.

There are two basic types of objectives: A training objective is a specific statement describing what the trainer is going to do during or immediately after training. A learning objective is a specific statement describing what the learners will know and/or be able to do after training. It describes results, rather than the means of achieving those results.

Ex- (1) At the end of the training session, (2) without help, (3) each student (4) will list (5) in proper

order, all steps of the hazard analysis procedure.

1. The objective states a time limit. Example: “At the end of the training session”
2. The objective specifies the conditions of performance. Example: “without help” The condition identifies any prerequisite information or experience necessary for the training event. It specifies what tools, working aids, assistance, supervision, and physical environment is given to the learner to perform. It describes the assistance or supervision (if any) the learner will receive to perform.
3. The objective identifies the performer(s). Example: “each student”
4. The objective contains one or more action verbs. Example: “will list”
5. The objective specifies an acceptable standard of performance. Example: “in proper order, all steps of the hazard analysis procedure.”

Here’s a sequence to help you remember to include all five criteria in a learning objective:

Time limit » Performer » Condition » Action » Standard

Once the objectives for the training are precisely stated, then learning activities can be identified and described. Remember, each standard uses the terms “demonstrate”, the intent is that employees must be able to prove they can do something by actually doing it in the learning environment.

This means you’ll need to include a “hands-on” learning activity to show employees’ how to do things. It also means you’ll need to give them a chance to practice the procedure or task they’re learning. Makes sense, doesn’t it?

Training Presentation Strategies

You now know basically what subjects to employees, but which presentation strategy is going to work best for you? Let’s take a look at several alternatives:

Formal classroom training: In many cases, formal training in-house or from an external source can get learners trained quickly when needed. Classroom training is best if the class is composed of students from different departments or facilities.

On-the-job training (OJT): OJT Considered the best overall training strategy since most technical training requires that employees demonstrate (prove) adequate knowledge and skill to perform procedures and practices.

Mini training sessions: This method is perhaps the best method to keep employees up on the latest changes to standards and changes in company policy, procedures, and rules.

Computer based training (CBT): This is growing in popularity because employees can fit short training sessions on the computer into their busy schedules at work or at home.

Three important training requirements

No matter the training strategy used, it’s important to make sure employees get practice before they are actually asked to work in the environment. Three of the most important are: Demonstration, Retraining and Certification.

it’s not only your responsibility to help protect products, employees, it’s also your obligation to help protect the employer. One of the best ways to do that is to ensure strong training documentation. It’s not just a good idea for the employer to keep complete and accurate records of all training, it’s required by all standards, customers and authorities as well in some specific cases.  Records can provide evidence of the employer’s good faith effort to comply with standards. Strong documentation can also help the employer defend against claims of negligence or any complaint. Documentation can also supply an answer to one of the first questions a concerned person-authority, customer representative or an auditor will ask: “Was the involved employee or team adequately trained to do the job?”.

B. Training Delivery

Post development of Training content the further step would be delivery of Training

1. Get Ready

Let us review-“when, where, what, how and why”

Firm up the “when”, Decide on what kind of training is best for the subject and Determine who will be participating in the training

Positioning of participants tables:

Board room arrangement is used often, but not well suited for training because many participants are located far from the trainer and all participants  must turn to watch the instructor. You may be “stuck” with this setup , so try to make best of it by limiting the number of participants and, if possible, separating the tables in sections.

Classroom setup allows 10-150 participants to take note notes and works best for lecture, presentation or demonstration. This arrangement requires lot of space per participant.

Small group arrangement is great for small classes, This arrangement encourages interaction. The trainer will be able to connect with participants very easily.

 A group horseshoe arrangement facilitates breakout sessions for group interaction when there is only one room for plenary and small group discussion sessions. Seat may be placed all around the table or only around the half facing the half facing the stage to make switching between presentation and group discussion easier.

2. Get Set

Just before training begins and while participants are arriving can be a challenging time. You may start feeling nervous, and that’s natural. It’s important to have this time planned out.

Research has shown that the number one thing people do not want to do is present training. Most people are uncomfortable, to some degree, with public-speaking even when they are experience presenters. It’s called “stage fright.”.

Below is a two-step process for overcoming stage fright

• Prepare the mind by putting everything in perspective with a little self-talk. Tell yourself participants are here to learn from you, they want you to be good trainer, because they’ll learn more that way. Focus on them and making sure they understand the material. Don’t worry about your performance, you’re just the messenger. Deliver the message. Accept the fact that you will be nervous and, in fact put the nervous energy in to and energetic delivery.
• Prepare the body, Get familiar with the training environment, including lighting, temperature, and layout of the classroom. You can do this during your practice session and also by arriving early on the day of training to check that everything is in order. Drink fluids to soothe your vocal cords and prevent a dry and sore throat from extensive talking during the session. You  may also want to learn relaxation techniques and develop a standard ritual before training sessions to relax and prepare yourself.

3. Go!

OK, now you’ve completed preparing for the training session, greeted participants as they arrived, and it’s time to start training. What’s next? Let’s first look at the general sequence of activities in most training activities.

• Thanks them for coming!
• Introduction: “Getting around,” and emergency procedures.
• Preview: Tell them what you’re going to tell them
• Benefits: Tell them why it’s important
• Main ideas: Tell them
• Activity: Have them do something
• Benefits: Tell them why it’s important
• Review: Tell them what you told them
• Test: Have participants take a written test or demonstrate skills
• Evaluate: It’s not over till the paperwork is done. Ask them to complete a participant evaluation.
• Thank them for coming!

4. Ask it

The two basic types of questions a trainer uses during a presentation are open-ended questions and closed questions.

Open-ended questions require an extended response. Below are some points to remember about open-ended questions.

• Results in a discussion of ideas, opinions and feelings
• Most often begin with a “what, how, when and why”
• Requests may begin with a “discuss, “”identify,” ”describe,” or “analyse”
• This open-ended question works-“what are your questions for me?”

Closed questions require only a one word “yes” or “no” or short answer. Below are some points to remember about closed questions.

• This type of questioning closes off discussion.
•  Usually begins with “is, are do, does, can or will”
• This closed ended question doesn’t work- “Are there any questions?” You will usually get dead silence. Handle it.

Asking participants open-ended questions will result in the most information and result in a more interesting presentation. You can always “piggy-back” off the participants response with more questions. Relying on closed questions will result only in a series of short responses like “yes, no maybe and occasionally I don’t know.” You can see that these responses won’t give you a lot of information. I have found that the training with usually be more boring to the participants as well.

5. Handle it

They may be rare, but problem situation, in which learning is inhibited due to the behaviour of one or more of the participants, may occur.  Problem situations have something to do with the level of participation of individual participant  (i.e. when participant participate too much or too little).

Too much participation- Participants may not be able to fully participate in group or class activities when an individual participant is too vocal. Overly vocal participant may be because of enthusiastic interest or it may be result of an inner need for recognition.

Too little participation- When one participant is too vocal, other may not feel confident, adequate or otherwise comfortable participating so they remain silent. A non-participative participant’s valuable inputs may be lost from the group. Silent participants may feel stressed and not be motivated to participate and as trainer you will not be able to accurately assess the degree of learning that’s taking place when participants are silent. 

• Problem situations may occur when participant behaviour is perceived by the trainer as inappropriate. A participant may express hostility towards the trainer, the company or another participant. Don’t assume that such behaviour on the part of participants is a reflection of their hostility towards you or your training.
• When the participant appears to be overactive or inhibited in some way, there are three important strategies to consider:
• Carefully try to eliminate or reduce the problem behaviour
• Maintain the self-esteem of the participant causing the disruption
• Avoid further disruptions
• Finish with the bang!

Now that when you’ve finished the training, it’s time to wrap things up. Wrap up time would be proportional to the length of session, it may take 15 minutes to an hour. Let’s take a look at the steps to finish the training.

Finishing Steps:

What- Review what’s been achieved during the training.

So what– Ask them to share what’s been most important to them.

What now– How to apply or implement learning

What’s next

Loose ends– Finish up with any issues that may have been “parked” during the training.

Evaluate

Celebrate- Thanks every one

Say good-bye

Reflect- Take time to write down changes, improvements, thoughts.