Training programs are designed to create an environment within the organization that encourages lifelong learning of job-related skills. Training is a key element in improving the overall effectiveness of the organization, whether it is basic skills to get the job done or advanced skills to improve current skills. Training allows lifelong learning through personal and professional growth. It enables managers to resolve performance deficiencies at the individual level and within teams. An effective training program enables the organization to properly align its resources with its requirements and priorities. Resources include employees, financial support, facilities and training equipment. This is not all inclusive, but you should think of resources as anything at your disposal that can be used to meet the needs of the organization.
An organization’s training program should provide a full spectrum of learning opportunities to support personal and professional development. This is done by ensuring that the program first educates and trains employees based on the needs of the organization. Organizational requirements must be clearly stated, job descriptions well defined, direct communication and the relationship between trainers and their clients must be open and responsive. The clients are the ones who benefit from the training; management, supervisors and trainees. The training provided should be exactly what is needed when it is needed. An effective training program provides personal and professional growth by helping the employee discover what is really important to him. There are several steps an organization can take to achieve this:
1. Ask employees what they really want from work and life. This includes passions, desires, beliefs, and talents.
2. Ask employees to do the kind of work they really want. The ideal or dream job may seem out of reach, but it exists and may even exist in your organization.
3. Find out which positions in your organization meet your requirements. Having an employee in your dream job improves morale, commitment, and enthusiasm.
4. Ask them to do their research and find out what special skills or qualifications are required for your ideal position.
Employers are faced with the problem of finding and surrounding themselves with the right people. They spend enormous amounts of time and money training them to fill a position they are not happy with and eventually leave the organization. Employers want people who want to work for them, who they can trust, and who are productive with the least amount of supervision. How does this relate to training? Training begins with the selection process and is a continuous process that lasts a lifetime. Organizations should clarify their employee expectations regarding personal and professional development during the selection process. Some organizations even use this as a selling point, such as the GI Bill for soldiers and sailors. If an organization wants committed and productive employees, its training program must contemplate the complete development of the employee. Personal and professional growth creates a loyal workforce and prepares the organization for changing technology, techniques, methods, and procedures to stay ahead of the competition.
Managers must help ensure that the needs of the organization are met by prioritizing training requirements. This requires careful analysis along with best value solutions. Managers must communicate their requirements to the trainers and the learner. The manager also collects feedback from various supervisors and compiles lessons learned. Lessons learned can be provided to instructors to consider as training points. Training points are topics that the manager feels would improve productivity. Lessons learned can also be provided to the Human Resources Department (if separated from instructors) for consideration when redefining the job description or selection process.
The trainer must also ensure that the training provided meets the needs of the organization by continually developing their own skills. Instructors, whenever possible, should be professionals working in the field they teach.
The student must have a firm understanding of the organization’s expectations regarding the training being provided; increased responsibility, higher salary, or a promotion. The learner must also express their enthusiasm (or lack of) for the specific training. The student should want the organization to know that he/she can be trusted by truthfully stating his/her commitment to work for the organization. This gives management the opportunity to consider alternatives and avoid wasting resources. The student must also provide post-training feedback to the manager and instructor regarding information or changes to the training that she believes would have helped them prepare for the job.
In the late 1980’s I worked for a Wal-Mart distribution center in Laurens, South Carolina. We were ten in the afternoon section; one supervisor, two forklift operators and seven shop employees. The supervisor notified all seven shop staff members the day before the training began that we all had to attend the forklift training outside of our normal work hours and that it was not paid training. Needless to say, four staff members did not show up for the training. Once the training was complete, my co-workers found employment elsewhere because they couldn’t conceive of working on the production floor when they could earn more money as forklift operators elsewhere. The supervisor did not clarify his expectations of those who attended the training. The distribution center was expanding, which meant more forklift operators and shop personnel. They thought it would be easier and more beneficial to train current employees as forklift operators and hire shop personnel, whose only requirement is the ability to lift heavy objects. The supervisor should have made it clear that this would have meant a raise and a promotion. The distribution center was eventually forced to hire staff from outside the company. Some of the new employees were already licensed operators and some had to undergo training. The bottom line is that poor communication and lack of enthusiasm resulted in a waste of resources.
Adult learner instructors should be professionals who work in the field they teach and provide hands-on, real-world experience. Instructors must continually research and develop their skills, both through their own initiative and by exchanging information with other knowledgeable professionals. Active participation is the first key to being a competent trainer. Second, both students and instructors must always be open to constructive criticism and new ideas. Even the instructors have room for improvement. Third, keep in mind that students are also professionals. Instructors must provide them with the same level of respect that they expect of them. The goal is to create an environment where everyone feels safe to share ideas. Finally, the organization, the instructor and the students must assume the attitude that the training does not end here. It must be an ongoing process for the organization to stay ahead of the competitive marketplace.
