Coaching performance coaching_training

Performance Coaching: Training

What is Training?

Training

Training improves and develops employees’ knowledge, skills or competencies in their current jobs.

Types of Training

• Computer-based training• Interactive video• Instructor-led training• Satellite programs• Employee self-directed learning• On-the-job training

• Computer-based training• Interactive video• Instructor-led training• Satellite programs• Employee self-directed learning• On-the-job training

Training

Training can be conducted in both formal and informal learning settings.

Unstructured Training

• Giving information not required by the organization as a part of formal training

Unstructured Training

• Giving information not required by the organization as a part of formal training

• Based on the insight and experience of the supervisor

Structured Training

• Offered to all employees equally to provide continuity

Structured Training


• Designed to provide the correct or exact procedures for conducting a particular job

Structured Training



• Takes many hours to complete

Structured Training



• Takes many hours to complete• Very detailed, and often sequenced with

other training activities

Four Principles of Training

Training Employees

• Present new information only if it is meaningful and practical

Training Employees


• Present information in a manner that permits mastery

Training Employees



• Present only one idea or concept at a time

Training Employees



• Present only one idea or concept at a time

• Use feedback and frequent summaries to facilitate retention and memory recall

Seven Laws of Training

Two People

• Trainer

Two People

• Trainer• Learner (employee)

Two Mental Factors

• Common language or medium of communication

Two Mental Factors

• Common language or medium of communication

• Tasks, skills or competencies to be communicated

Three Activities

• Delivery by the trainer

Three Activities

• Delivery by the trainer• Learning by the employee

Three Activities

• Delivery by the trainer• Learning by the employee• Review and application of tasks, skills

and competencies by the employee on the job

Three Activities

Each of these three activities should be present, regardless of the length of the training session.


• The Law of the Manager

The Law of the Manager

Manager or trainer must have knowledge of and experience with the task, skill or competency being taught.


• The Law of the Manager• The Law of the Learner

The Law of the Learner

Learners must focus their attention on the task, skills or competency being taught.

Types of Attention

• Passive attention

Types of Attention

• Passive attention• Active attention

Types of Attention

• Passive attention• Active attention• Secondary passive attention

Passive Attention

• Is instinctive

Passive Attention

• Is instinctive• Involves no effort

Passive Attention

• Is instinctive• Involves no effort• Facilitates inadequate learning

Active Attention

• Requires employees to distinguish separate stimuli and select the appropriate ones

Active Attention

• Requires employees to distinguish separate stimuli and select the appropriate ones

• Present during activities that require involvement

Secondary Passive Attention

• Demands little or no effort

Secondary Passive Attention

• Demands little or no effort• Learner is focused on material, and is

persistent in understanding it

Attention Hindrances

• Apathy

Attention Hindrances

• Apathy• Distraction

Apathy

Refers to the lack of interest in a subject or skill.

Distraction

Employees’ attention is divided among a variety of stimuli.

The Law of the Learner

Make an attempt to discover the interests and prior experiences of your employees when presenting material.


• The Law of the Manager• The Law of the Learner• The Law of the Language

The Law of the Language

Language used between the trainer and the learner must be common to both.


• Make sure your explanations are in your audience’s language, and not the definitions of someone else


• Make sure your explanations are in your audience’s language, and not the definitions of someone else

• Make sure you test for understanding before moving forward


• The Law of the Manager• The Law of the Learner• The Law of the Language• The Law of the Training Session

The Law of the Training Session

• Explain the task, skill or competency in a way that employees can comprehend



• Identify a point at which to begin, one that associates the material to something the employee is familiar with



• Identify a point at which to begin, one that associates the material to something the employee is familiar with

• Base training activities on an identified set of learning objectives


• Prioritize and sequence objectives in order to link concepts



• Share information in a way that links the unknown to the known



• Share information in a way that links the unknown to the known

• Delay presenting a new step until your employees have mastered the previous one


• The Law of the Manager• The Law of the Learner• The Law of the Language• The Law of the Training Session• The Law of the Training Process

The Law of the Training Process

• Make the training process motivating and exciting



• Provide the material in a manner that motivates employees to become absorbed by it



• Provide the material in a manner that motivates employees to become absorbed by it

• Stimulate your employees’ minds and challenge their abilities and skills


• Don’t exhibit inappropriate and impatient attitudes toward your employees regarding their abilities, skills and lack of comprehension


• The Law of the Manager• The Law of the Learner• The Law of the Language• The Law of the Training Session• The Law of the Training Process• The Law of the Learning Process

The Law of the Learning Process

The learning process is complete when employees can apply what they have learned to the job


• The Law of the Manager• The Law of the Learner• The Law of the Language• The Law of the Training Session• The Law of the Training Process• The Law of the Learning Process• The Law of Review and Application

The Law of Review and Application

• Give employees the opportunity to review, rethink and apply the tasks, skills and competencies they’ve learned



• Ensure employees fully understand what they have learned and how it can be used on the job



• Ensure employees fully understand what they have learned and how it can be used on the job

• Pose realistic problem or circumstance, and give employees the opportunity to apply what they have learned to the problem


• Don’t neglect the review and application process

Transfer of Learning Strategies


• Reinforces previous learning


• Reinforces previous learning• Practices new skills


• Reinforces previous learning• Practices new skills• Integrates new knowledge


• Refresher programs• Journals and daily logs• Training and performance aids• Follow-up activities • Failure analysis

Refresher Programs

• Identify barriers that prevent learning transfer

Refresher Programs


• Talk about difficulties employees are having integrating the new skill or knowledge to their jobs

Refresher Programs



• Share how employees have incorporated the new skill or knowledge to their particular situation

Refresher Programs



• Share how employees have incorporated the new skill or knowledge to their particular situation

• Get reinforcement of the major learning points employees were trained on

Journals and Daily Logs

• Allow employees to document the circumstances and events surrounding the application of skills or integration of knowledge

Journals and Daily Logs

• Allow employees to document the circumstances and events surrounding the application of skills or integration of knowledge

• Events should be described in as much detail as possible

Training and Job Aids

• Provide training or job aids that allow new skills and knowledge to be applied more easily



• Design these aids in a user-friendly manner



• Design these aids in a user-friendly manner• Discuss how these tools can help your

employees transfer skills or knowledge to the job

Follow-Up Activities

• Give proper and prompt follow-up activities

Follow-Up Activities

• Give proper and prompt follow-up activities• Use individual and group follow-up sessions

to help you determine how you will train the next time

Failure Analysis

• Analyze the long-term effect of how the new skills and knowledge interfere with current employee performance, and determine their impact on productivity

Failure Analysis


• Use failure analysis to help you identify possible conflicts, so you can better integrate learning in the future

Failure Analysis


• Use failure analysis to help you identify possible conflicts, so you can better integrate learning in the future

• Allow employees to try out new skills or knowledge in safe environments, such as work simulations and case studies

Learning Failure

• Allows for a quicker, more accurate application of new skills and knowledge

Learning Failure

• Allows for a quicker, more accurate application of new skills and knowledge

• Helps employees increase long-term productivity and improves overall job performance


As a manager, you have the responsibility to communicate to your employees that they are responsible for the transfer of learning.


Employees must have the desire to manage themselves and the work environment in order to allow a learning transfer.

Performance Coaching: Training

Documents

Coaching performance coaching_training