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Unit 7:

TRAINING TECHNIQUES

The first step in designing effective training is to make sense of the outcomes of the needs assessment. That is, to think about what was learned in the needs assessment in terms of specific problems to be addressed during training.

This can be done through the use of a problem analysis decision tree. This involves asking the following questions in the order stipulated.

1. Is the identified problem important? That is, does it warrant the attention of the organization and training to correct it?

2. Is communication functioning well in this organization? Downward? Upward? Lateral?

3. What barriers to/problems with communication exist?

4. Are these barriers/problems process-related or people-related?

If they are process-related, training should be designed to facilitate information transfer primarily.

If they are people-related, training should be designed to resolve human relations problems

Next the trainer consultant must attempt to identify (in consultation with the organization, department, team, etc.) the goals of the training.

The trainer/consultant then sets specific measurable objectives that reflect the designated goals.

For example, a goal may be to improve the accuracy of upward communication between staff and management. A measurable objective could be an increase in management’s confidence that they are receiving accurate information from staff.

Thus, before beginning any training the following steps are necessary:

· problems identification

· goals development

· designation of measurable objectives

Decisions about how best to proceed with training follow these steps. To become more familiar with these steps, work through the Training Preparation Steps Activity in this unit.

Unfortunately all training has to occur within particular constraints. Along with the stipulations set forth above, these are important considerations when designing training programs/initiatives.

The following factors can act as constraints:

· time available

· cost of implementation

· facilities available

· equipment and materials available

It is important to differentiate training techniques from training activities. Techniques are a broader classification, within which specific activities might fall. In the following section training techniques are reviewed, with attention devoted to the pros and cons of each technique.

There are countless specific training activities available for training as well. They are too numerous to discuss each, thus they are not profiled here. However, there are several resources provided in Unit 8: Training Activities that you will introduce you to the specific training activities available.

Types of Training Techniques

1. Lectures

Are traditional speaker/audience format that involves the direct dissemination of information to a group.

Are limited to the transmission of cognitive ideas about how to do something and not necessarily effective for giving people “hands on experience”.

They can be threatening to people that have limited education as they may not be familiar with the format.

They need to be tailored to trainees learning styles.

Advantages of lectures include:

· low cost

· widely used/people have been exposed to the format before

· time effective

· can be highly organized

· can accommodate large audiences

To be effective, lectures should be:

· short (15-30 minutes)

· broken up into smaller units versus longer lectures

· maintain attention

· contain pertinent examples and illustrations

· demonstrate need for training

· appeal to the audience’s needs (show how training will help audience)

· conclude with an direct appeal for putting the training to use

More about the “pitfalls” of lectures in technical training can be found at the link below. It presents the “7 Deadly Sins of Technical Training”. Some good pointers here to add to what has been discussed above. Disregard the pitch to attend Alan’s training session. That’s not required for this course.

http://www.youtube.com/watch?v=zyAiWhyPFZI&feature=channel

2. Self-Assessment Instruments

Survey questionnaire instruments that allow people to report about various aspects of the workplace (e.g., trust in management, communication satisfaction, conflict strategies, etc.).

Particularly helpful for:

· creating understanding of individual/group behavior in general

· creating a common vocabulary

· providing feedback about self and one’s perceptions

Drawbacks include:

· dealing with criticism of the instruments

· people feeling vulnerable and exposed by their reports (can be remedied by clarifying the use of the instrument)

· taking the results to be definitive (must temper language, remind people it is merely one technique)

· producing more feedback than people can digest

Guidelines for use:

· stress the temporal nature of the measure (it reflects one point in time, a “snapshot”)

· clarify that there are not right or wrong answers

· should not be used a strict category scheme for placing individuals (should be used to reveal trends, feelings, etc. which are then open to discussion)

· keep scoring simple (modify as necessary)

· make sure directions are clear

· reserve time for discussing the results

3. Case Studies

Real life or fictionalized examples of workplace problems and issues that trainees can analyze.

Cases vary in the degree to which readers are asked to “solve” problems versus “identifying” problems.

Cases vary in length and complexity and should be chosen accordingly

Appropriate use of case studies involves:

· clearly stating the objectives of the case study

· guiding/facilitating discussion of the case

· having readers state positions and conclusions

· indicating when readers are moving toward an plausible solution

Cases used in training should:

· address issues faced by the trainees

· allow for discussion about numerous factors contributing to an issue/concern versus a single solution

Cases are effective because they:

· deter people from making snap judgments

· show that one correct answer is rarely the case

· illustrate how people can perceive events differently

· facilitate discussion about topics as a means of resolving problems

· provide readers with viewpoints they may not otherwise have considered concerning a given topic/issue

4. Small Group Activities

Breaking people into small groups for training (versus larger lectures for example), which affords greater synergy and social interaction trainees. Small groups can foster cooperative environments that benefit training.

Small groups offer a safe environment for practicing new training skills.

However, small groups also run the risk of falling prey to groupthink or the practice of failing to critically consider all alternatives in order to retain consensus and cohesion. That is, to avoid dissent and disagreement that may force the group to rethink their decision.

The role of facilitators in critical in small group activities. Facilitators should guide (rather than influence) groups.

5. Experiential Activities/Role Playing

These are activities designed to put people into situations that mimic real life occurrences in order to see how they behave within a given social context. Trainees can test out and perfect behaviors in a safe environment prior to practicing them in the workplace.

Necessitate debriefing so that participants can make sense of how their behavior was perceived by others, met or failed to meet expectations, achieved social and organizational goals, etc.

Experiential exercises should proceed as follows:

· complete the activity

· solicit feedback (ask what happened during the exercise, what participants thought/felt about the process)

· solicit interpretation of the feedback (ask people to make sense of their reactions)

· generalize the experience (highlight the common themes evident and articulate those)

· seek application (ask people how the new knowledge will be applicable in their workplace)

Processing the activity is critical to its success. Otherwise it is merely an activity without meaning or applicability.

To ensure proper processing the following rule serves as a helpful guideline: Twice as much time should go into discussing the activity as was necessary to complete it.

Role playing is a particular form of experiential exercise that features prominently in training. It involves having participants act out specific roles in a predetermined scenario to illustrate how people might, could, or should behave.

Role playing can be tricky as people are often reluctant to perform in front of an audience. Thus it is helpful to get as many people involved in the role play as possible. Those not involved can be designated as having an “observer role” and asked later to report out to the group.

Another shortcoming of role playing is the participant who fails to play the role well or does so subversively. These situations can be difficult, but must be managed as well as possible by the trainer.

See the episode of the UK version of the Office (the show on which the American version is based) to get a sense of how certain employees can subvert a role play and sink a training session.

http://www.youtube.com/watch?feature=endscreen&v=NYgrHQVBWb0&NR=1

Truly difficult participants need to be removed politely from the role play so that their behavior does not detract from the overall purpose of the role play. Less cooperative role players may get more involved as others take turns, so it could be helpful to rotate through participants so that everyone has a turn and enthusiasm for the activity builds.

Role playing should be voluntary and those reluctant to role play in front of a larger group can be asked to do it in a simple dyad without an audience. It also may be helpful to consider one of the following variations.

Variations of role playing include:

role reversal switching roles half way through the role

play (helpful in providing insight into another perspective)

alter egos/doubles second person provides advice and suggestions to the actor (acting like one’s conscience)

rotation/fishbowl all observe the same role play, but the role

play can be stopped and actors can be

switched at any time and the action can be

stopped to offer commentary at any time

While there are many possible ways in which to conduct training—using any number of techniques — there are overarching considerations that must be given attention as well. These are outlined below.

Designing and Directing Training

Basic training guidelines:

· participants should understand the training objectives

· participants should understand the role of the facilitator

· the trainer should design training with the best interests of the trainees and their needs in mind

· trainers should be clear about their expectations with regard to the level of involvement they expect from participants

· trainers should attend to the energy level of the participants and adjust accordingly (i.e., take breaks when necessary, shorten units, etc.)

· trainees should be prepared to solicit and accept feedback during the training from participants

In addition to these considerations, trainers should assume:

· that every group is unique

· that participants will vary in their readiness and willingness

· that groups will have an established network of influence

· that mutual feedback will be necessary/effective

· that follow-up may be necessary

· that participants will expect to tie knowledge to their work lives beyond the training program

And finally, trainers should avoid the following possible pitfalls:

· not collecting data before the training to learn about participants’ needs

· not sharing the agenda for the training

· not allowing participants to voice their feelings/concerns

· not grouping individuals well

· not managing time well

· not managing the physical environment well

· not attending to details (refreshments, seating, lighting, equipment)

Thus, effective training is strategic (picking appropriate techniques and managing their use well), but also custodial (attending to the basic needs of trainees with regard to breaks, comfort, hunger, attention span, etc.).

Once determinations have been made about what skills should be addressed in a training intervention and the training techniques best suited for use in a given situation, the specific curriculum for the training intervention should be developed.

Curriculum Design Considerations

1. Teach skills in chronological order (i.e., in a time sequence in which they will be used) with the exception below.

2. Teach simple skills before complex ones (regardless of the chronological order).

3. Teach problem identification first, followed by solutions. First help trainees diagnose problems, then show and teach them the skills necessary to address the problems.

Teaching a Skill

The following model is an effective way to teach skills.

1. Tell (tell trainees what they should do).

2. Show (demonstrate how to perform the skill).

3. Invite (have trainees attempt to complete the skill through one of the training methods like simulations, case studies, or role plays).

4. Encourage (coach trainees to perform the skill the correct way).

5. Correct (offers specific suggestions for performing the skill).