Editor’s Note: This is the second in a five-part series of articles that will explore each concept behind the five moments of need in training.
Our first article for this training series in the February/March edition of Food Quality & Safety magazine discussed training for the first of the five moments of need, as described by Conrad Gottfredson, PhD and Bob Mosher, learning for the first time. This article discusses the second crucial moment of learning need, which occurs when people want to expand the breadth and depth of what they already know. They need more knowledge, information, or techniques to begin the transition from novice to expert, whether with in class, online, or blended training.
But don’t worry. This is not an article on how to build a better training class. It is a three-rule primer on how to ensure your employees get the most out of any training program.
Set Clear Learning Goals and Performance Expectations
The first rule of ensuring that employees get the most out of training is to set clear performance expectations and concrete outcomes. When employees demonstrate measurable improvement in workplace performance, the goal of training has been achieved. And yet, time and again, we’ve seen great courses delivered by great trainers result in less-than-great returns in the workplace. With budgetary pressures being top of mind, this is not a result that anyone wants to see.
A variety of reasons have been identified for poor training outcomes, but studies show one of the greatest predictors of how workers perform after a training event is how well they are briefed before training even begins.
Think about the last time you asked someone to teach you something. You had a clear learning objective, and the training didn’t end until you reached that objective. If you were learning to tie your shoes, success was a well-tied shoe. If you wanted to sum a range of cells in Excel, a final number was proof of learning.
A trainer can easily spot those who are prepared to learn.
Why is it then that we often send employees to a training course without telling them what success should look like? “I want you to take this GMP course” is not the same as “I want you to take this GMP course so you can update our current GMPs.” Attending the course achieves success in the first scenario; a freshly updated GMP manual is the outcome for the second.
Goal setting doesn’t have to be complicated, but it does need to be specific. If learners know what success should look like and how success will be measured after training, they will be primed to get the most out of that course.
A trainer can easily spot those who are prepared to learn. They ask thoughtful questions and show enthusiasm. They relate the information presented to how things are done at their plant. You can almost see them putting the training into practice.
A trainer can also spot those who are not engaged. They come in two broad categories.
- “Hostages” who attend because the boss has sent them. They don’t know what the training is about, and they don’t care or understand how it might be used on the job. Chances are, very little of the training will translate into improved job performance.
- “Tourists” who think of training as a paid holiday. They might become active participants in the course, but they do not understand the purpose of the training or how they are expected to use it.
Improved job performance is possible, but not likely.
Clearly, a motivated learner is critical to protecting your training investment.
Lead by Example
Rule number two is to lead by example, and it speaks to your role as a learning champion. It is critical that you celebrate an employee’s new knowledge and reinforce the prospects for improved workplace performance. Furthermore, you must do this even if it means uncovering your own knowledge gaps.
We once delivered a three-day training program to a company’s Hazard Analysis and Critical Control Points, or HACCP, team. The team’s manager politely declined the first two days of training, explaining that she was well versed in the topics. She joined for the final day’s advanced session, which began with a review quiz of the material presented to date. Unfortunately for everyone concerned, she scored very low. Such loss of face was not acceptable. The course was blamed, the trainer was criticized, and even the quiz questions were condemned. In 30 minutes, she succeeded in nullifying two days of valuable training. It was money down the drain.
Think how different the outcome would have been if the manager had praised her team for their successes. They would have felt empowered and motivated to continue learning; and she would have seen a positive return on her training investment.
Be open to new learning and willing to admit when you do not know something. If you do, you’ll surely see an improvement in your company’s learning culture.
Provide Post-Training Support
The final rule focuses on providing post-training support because unless learners have the opportunity to apply the new skills, the learning will be lost. A sanitation engineer may learn better methods for environmental swabbing, for example, but initially he will be slow in putting them into practice because they are unfamiliar. Give him time. If necessary, re-assign some of his duties until he feels confident in the new skill. Remember that you embarked on this training program to address a performance gap or business need; now is not the time to lose focus.
There are other actions that can be done post-training to strengthen the transfer of knowledge to the workplace.
- Ask the learner for immediate feedback on the program. This reinforces the learning and signals that you take this seriously.
- Set performance goals. If you provided clear expectations pre-training, these are easily mapped. If not, discuss goals with employees and be sure they take responsibility for their learning.
- Look for continuous improvement. A training program is only the beginning of the journey. You might schedule follow-up meetings to reinforce what was learned or consider whether job aids, mentors, and coaches would be beneficial. Ask the learners how you can support their goals.
Ultimately, learning must be viewed as a process, not a single event. To draw the most benefit from formal training programs, you must provide employees the support they need to attain and then maintain successful on-the-job performance.
By applying the steps discussed in this article, you will recognize a return on your company’s training investment and employees will reap the benefits of a successful learning process through improved competency on the job.
Kolk is manager, technical training, for NSF. She can be reached at [email protected]. Lefaive is manager, instructional design, for NSF-GFTC. She can be reached at [email protected].
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