OJT is usually quite cost-effective, because it focuses on the tasks at hand, and requires no equipment beyond what the company already provides.  It’s also much less disruptive than other forms of training, because employees aren’t removed from their duties, but are instead trained for their work while doing it.

The actual training is usually done by a manager or supervisor who is coaching employees while they work.  Supervisor feedback tends to be immediate, and trainees often improve their job performance quickly.  Employees also feel more confident about their job performance when they are being coached by supervisors, and on-the-job training is a good way for new employees to build relationships with their comrades.

Problems to Avoid

There are, however, potential issues with on-the-job training.  Supervisors and experienced employees may not have the needed skills for training other employees.  Often, supervisors or managers were promoted because they were good at performing or managing their own work, but this doesn’t guarantee that they also possess the skills or ability to coach new employees.  Not everyone is a born teacher.

Time also can be a huge issue! Supervisors and mentors may not have the time to spare to  help new employees. And since on-the-job training usually follows no formal procedure or specified content (other than the task at hand), supervisors and mentors will need still more time, to pass on the extra knowledge, skills, and  business context that employees will need to solve future job problems and respond to business changes. So upper management must give employees who are doing this training the time they need.

During on-the-job training, trainees also need time to practice the skills they must learn.  In turn, supervisors and trainers must prepare adequate drill materials for trainees, and provide feedback early and often in the drilling process, to prevent trainees from acquiring unwanted job behaviors. So again, upper management must make sure that everyone gets the time they need.

An often-overlooked issue that can plague on-the-job training is company lingo. Trainees must receive a clear, consistent understanding of the concepts and terms used in their organizations. And even when an employee says they understand a word or concept, they may not.  They will often say they understand to avoid looking incompetent. So supervisors and mentors must keep this in mind, and constantly repeat and reinforce the terms and concepts that new employees must learn.

And on top of all the above, supervisors and mentors are only human. They can easily pass on their own counter-productive habits to other employees…and must work hard to avoid doing so.

OJT Development Techniques

Usually, OJT employs one or more of the following four techniques:

·         Coaching—This one-on-one interaction is usually done by a supervisor or someone outside the company, and is often prescriptive and corrective in nature.  It helps the trainee understand their strengths, weakness, and areas of improvement, and tends to be applied for a fixed amount of time until the employee is deemed proficient.

·         Mentoring—This too is an ongoing one-on-one technique that’s usually done by a more experienced company executive or supervisor.  The mentor works with the trainee to find their strengths, weaknesses, and areas of improvement.  The mentor provides feedback and guidance, and points out areas that may have been overlooked.

·         Job Rotation—This approach allows trainees to practice and become proficient in various aspects of the work at hand, or different roles within the company.  It helps employees because they are exposed to different work areas and learn about various company functions.  (It’s also a great opportunity for employees to try out different functions, to see what they like or don’t.)  The company also benefits, because job rotation diversifies worker skill sets in critical areas, and helps the company respond to unforeseen events like vacations, flu epidemics, and catastrophes.  Job rotation also fosters organization-wide goal- and objective-sharing, because employees better understand each other’s job responsibilities.

·         Job Instruction Techniques—There are many great online resources to help you plan, prepare, and implement on-the-job training. But most models ask trainers to plan, present, trial, and follow up.  The plan consists of a written breakdown of the work and of your training objectives.  In the trial stage, the plan is presented to the trainee(s), who are asked to try it out…with regular follow up during the process. There are variants to this method and it can be either streamlined or made more complex, depending upon the business case and the tasks to be learned.

How Can LMS and e-Learning Tools Help?

Learning Management Systems (LMSs) and e-Learning authoring tools can help with all parts of on-the-job training.  Depending on your organization’s needs, you can use an LMS to track and manage one or more parts of the OJT process, including:

.

·         Registering trainees

·         Scheduling training

·         Storing and delivering reference materials (such as company procedures, concepts,  and terms)

·         Delivering regular practice drills

·         Testing and evaluating job competencies being learned

·         Collecting and storing training results

·         Delivering and collecting follow-up employee surveys

·         And, more!

About the Author:

Mary Polley-Berte is Director of Customer Support & Training at SyberWorks, Inc., in Waltham, Massachusetts. Mary is a graduate of Boston University and resides with her family in New Hampshire.

About SyberWorks

SyberWorks, Inc. (http://www.syberworks.com) is a leader in providing Learning Management Systems and custom e-Learning Solutions for Fortune 1000 corporations, higher education, and other organizations. Located in Waltham, Massachusetts, the company serves the multi-billion-dollar e-Learning market.  Since 1995, SyberWorks has developed and delivered unique and economical solutions for creating, managing, measuring, and improving e-Learning programs at companies and organizations in the United States, Canada, Europe, and other countries.

http://syberworks.com/articles/ojt-article.htm

1. Read a book.
2. Watch a video.
3. Attend a speech or workshop.
4. Enroll in an online course

Now suppose that in addition to being more knowledgeable you wanted to become skillful at something. It could be anything like golf, karate, selling refrigerators, negotiating, making presentations, etc. The point is you want to become truly proficient. Your objective is not just to know something; you want to be able to do something, and do it well. If skill is your objective, then your only option is to practice with an expert coach under realistic working conditions until you achieved fluency.

When you do something repeatedly – trying to perform up to an explicit standard – your mind and body get the “feel” of doing it proficiently. And the “feel” of doing it is the skill. If you don’t acquire the feel, you haven’t acquired the skill. Further, the feel is acquired only by using the skills to produce a real result: A good golf stroke, a sale, a successful negotiation.

Coaching the actual performance shortens the time it takes for an individual to become proficient enough to achieve the desired result repeatedly. Eventually, the new behavior becomes a preferred and self-chosen way of behaving.

Yet, when it comes to interpersonal-skills training in the business world – the teaching of so-called “soft skills” such as listening, leadership and teamwork, practicing with an expert coach under realistic working conditions is the least chosen development method. And that is the real reason behind the endless hand wringing in the corporate training field about how hard it is to get “learned” skills to transfer from the classroom to the job. It is also the reason that in difficult economic times, the training budget is often the first one cut, and it’s our fault

Training vs. Education
There is a great deal of difference between training and education, though the vast majority of trainers are not aware of it. Educating is not the same as training. For most people, there is no causal relationship between education and performance. There is, indeed, a causal relationship between training and performance. Knowledge isn’t power. Competence is power. Power is the ability to create a desired effect and that is performance.

To educate is to increase intellectual awareness of a subject. To train is to assist someone become proficient at the execution of a given task. Many wonderful things can be said about education, but education doesn’t cause competence.

Try making a youngster competent at riding a bicycle by sitting her down at the kitchen table and explaining how to ride a bicycle. Try taking a one-hour golf lesson from someone who uses typical online “training” methods. He’ll meet on your computer screen far from the golf course, talk to you about a golf swing for 30 minutes, show you his swing for 10 minutes, let you take make-believe swings at an imaginary golf ball for 5 minutes, then ask you to write an “action plan” describing how you will apply what you’ve “learned.”

Skeptics will protest that some people who receive education in soft-skills areas actually do turn out higher performance as a result: They do, in fact, get better at selling or influencing or working in a team. And this is true-for maybe 10 percent to 15 percent of the trainees. In fact, that 15 percent were already skillful before they attended the latest online educational offering. If you take anyone who is already competent and add more education, you often will get better performance to some degree.

What about the other 85 percent or 90per cent? It make no sense to pretend that the training department’s job is simply to deliver some information about skills (The Five Key Practices of Famous Leaders, The Ten Fabulous Values of Team Players), and then abdicate responsibility for proficiency to the person’s manager/supervisor. If you accept the title of “trainer,” your task is to make people competent, not just more aware. Blaming managers because the “skills” you supposedly imparted in your educational event failed to transfer to the job site is irresponsible.

Real Training For Real People
Begin by abandoning notions of what people ought to know or what sort of attitudes they ought to have or even how people acquire knowledge. Instead, ask, “How does one acquire skillfulness?” The most efficient and effective way to acquire skillfulness is straight forward: 1) Spend a little time educating about the results to be achieved and the skills to be executed in order to obtain those results. 2) Spend a lot of time practicing, with a coach who can reduce trial and error time, until fluency is achieved.

In the hands of a good trainer or coach, Step 1 takes up 5 percent to 10 percent of the allotted time. Step 2 takes up the other 90 percent to 95 percent. Step 1 is purely education. Step 2 is training.

If the student isn’t doing it, it isn’t training. A day spent talking about skills will not make anyone skillful. Nobody gets the “feel” for real execution, done to a specific standard of competence, and if they don’t acquire the “feel,” they don’t acquire the skill.

Even if you agree with these points you may say: “Fine, but all of that would have to be done in the field. It can’t be done in a classroom. And even if it weren’t too expensive and difficult to put that many expert coaches in the field, we don’t want our trainees practicing on real customers. So how we do make them proficient before we send them into the real job environment?”

There is a way.

How to Do It

To do real training in soft skills, start by taking a tip from advocates of “action learning”: Invite people to a meeting room for a genuine working session—into which some coaching will be added. You can provide some online pre-meeting assignments and education to maximize your work session time.

The purpose of this working session is to evaluate and make decisions about ideas for improving the business: Real ideas for real improvement that will make a real difference to the company. Ask participants to bring their own ideas to the meeting. Stipulate that these ideas must meet two criteria. First, the people in the meeting must be capable of implementing them; that is, someone in the room must have the authority to give a real yes or no to the idea. Second, if adopted, the improvement must be both measurable and capable of producing financial consequences for the business within 90 days.

In other words, you don’t want ideas such as, “Let’s change the cafeteria’s vending machines.” That might be an improvement, all right, but it’s unlikely to produce a measurable ROI within three months. Your online pre-work gave them a quick educational overview of the skills that would most likely help them gain the commitment and support they’ll need to implement their ideas.

Next you must also clearly define what “skillful” means – not just what the skills are. For instance, you are skillful at “showing respect” if you can acknowledge another person’s point of view so well that the person begins to feel they are being taken seriously within 15 seconds.

Make this introduction as succinct as possible. Then put everyone to work on the task of trying to gain commitment and support from one another. Coach them while they do so. Make them do it over and over again, until at least 85 percent of them have become proficient at the skills and have achieved concrete desirable results.

An obvious “desirable result” is that a participant gains the needed support and approval for a good idea. A less obvious but no-less acceptable result is that the participant becomes persuaded that his idea is flawed, but accepts this with no hard feelings; that is, the participant and his “adversary” agree that the idea is a nonstarter, and emerge with their relationship undamaged or even strengthened.

You can stop worrying about “reinforcement.” Why? Because we all naturally keep doing what works. We only need the goading or encouragement or reminding of managers when we can’t produce the results we want.

Online “training” is acceptable and even preferred when the desired outcome is to educate.

Doing the real training is required and perfectly feasible, even with large groups of people when the desired outcome is acquiring skill and proficiency. This approach – Educate briefly, then train at length – is the method of martial arts trainers. It’s the method of sports teams. It’s the method of coaches in the performing arts. It works.

This formula almost always achieves measurable success, regardless of the skills you’re trying to develop: Selling, leadership, teamwork customer service, problem-solving and so on. Instead of seeing slight improvements in the performance of those 15 percent of trainees who were already capable, you’ll send 85 percent out the door with genuine skillfulness instead of mere awareness.

The group is producing real initiatives that will make or save money, your company can expect a very healthy return on investment within three months. These outcomes are critical in these difficult economic times. And nobody will have to ask you again if your training actually makes a difference.

G. Thomas Herrington and Patrick T. Malone are co-authors of the new book Cracking the Code to Leadership and Senior Partners at The PAR Group, an international training firm headquartered in Atlanta. They may be contacted at info@thepargroup.com.

That’s one of those statements that’s pretty much accepted at face value, and I certainly agree with it. But I would like to take a look at what interactivity really is, or should be, because I think that somewhere along the line we’ve taken an easy path where any mouse click is countered as interactive and if we put enough tabs, or rollovers, or instructions to click on this to see that, we can check the box and say that we’ve developed interactive training.

You’ve seen what I’m talking about: bulleted lists were you roll your mouse over an item to see related text, tab templates, graphics with associated pop-up text. Sometimes when an instructional designer to write an “interactive” course, you get a lot of that. In the worst case the online page becomes a sort of treasure hunt, where you’re clicking this and rolling over that to find all the information.  

But I don’t think that content’s really interactive, because you’re not engaging learners in a meaningful way. Further, the content actually becomes harder to understand.

·         If important information is hidden, content becomes difficult to skim, and we all know that online readers skim.

·         It becomes difficult to compare information contained in different pop-ups. I recently saw a table that showed only column headings; you would roll your mouse over a heading to see the entire column, and only one column showed at a time. That defeats one of the main reasons to put information in a table – tables allow you to compare information.

·         You run the risk of annoying learners by forcing them to click and hunt for information.

This may be a simplification, but I like to think of interactivity as being synonymous with engagement, and try to do things that I think will engage the learner. Things like narrated animations, role plays, and quizzes where learners really have to apply knowledge and solve problems are great techniques for engagement. Audio can also be good (so long as it doesn’t simply read the text!). If you have the money and the bandwidth, video can be great. Content should also be engaging. Emphasize what’s in it for the learner, why they should care. Remind them of the consequences of not knowing the information. Tell a story. Respect their time and keep the training concise.

Then I try to think of the all the rollovers, etc., as techniques for layering information, and apply those techniques  to secondary information, stuff that’s nice to know but not essential, detailed technical information, definitions, things like that. Rollovers and tabs are also useful when you need to include a lot of information on the page and want to avoid scrolling. (But when you think about, indiscriminately hiding information isn’t very different from scrolling, because in both cases you’re forcing people to click to see information they need to see. They’re just clicking on some kind of pop-up rather than a scroll bar.)

So think about what types of interactivity will really be useful, and realize that mouse clicks don’t necessarily equate to interactions.

In our series about the business aspects of training management, the first article looked at things to consider when creating a learning management system (LMS) hierarchy for your company or organization. This second article examines the use of competency management and job-role hierarchies, as an organization strives to develop training plans with their LMS.

What are competencies? What is competency management?

Competencies are personal capabilities that are demonstrated through measurable knowledge, skills, abilities, and personal attributes, which can contribute to enhanced employee performance and, ultimately, to the individual’s and organization’s success. In a learning management system, competency management is the system’s ability to connect various competencies/skill sets, job roles, and learning events, to build employee training plans and monitor each individual’s learning progress.

How does competency management help your organization to develop training plans?

Competency management hierarchies let you define employee job roles that are specific, complete, and consistent across the affected organization. This allows you to certify that employees possess required skills or competencies, and that they qualify for their job roles. It also gives users clear, specific, easily followed paths to advancement. At any time, users can see what they still need to progress, request or access training that improves their skills, and stay on a clear training track centered on company needs. The company also benefits in improved employee retention.

Defined training plans also show employees how they can improve and gain new job skills. In this way, training becomes important to the employee, easily accessible, and necessary. This certification is also a path to promotion. If all necessary training is completed for a job role, the employee can print a certificate, and offer physical proof that they have completed all requirements for the role.

Many industries must also meet federal, or other, requirements (such as government regulations) that force them to require corresponding employee certifications. Employees must meet related competencies, and execute tasks and responsibilities in ways that support the company’s mandated performance. Tracking and managing the employee-certification process is critical to the success of these types of organizations.

Where does a training manager begin, given such laudable (but broad) business goals?

A good starting point is a survey. What job roles do people possess? How are these roles defined? What is common among the roles? What skills or competencies support each role? What learning events (courses, meetings, demonstrations, on-the-job training, etc.) support and build these competencies? How does a new hire begin their training? This may seem daunting, but defining existing job roles is worthwhile, and brings many insights into the company’s needs for competent performance. The data from such surveys also helps to build measurable ways to determine when employees attain needed skills, and conversely, may identify training needs that are not yet met.

Usually, a common set of competencies runs throughout most organizations, which comes from the human resources department. Most HR organizations require an orientation, which may include courses and handouts about time clocks, harassment, benefits, and other important company-wide topics. On top of these, most organizations have sales personnel that require both technical and sales training. And specific application roles, be they cooks, cleaners, or airplane mechanics, will need to attain both HR-required competencies and their own job-specific competencies. Food-service organizations, for example, may define food-related competencies for every job role, as well as non-food competencies for hosts, servers and maintenance/repair personnel.

How do you link learning events to certification requirements?

Learning events allow employees to gain competencies, and need to be defined, along with related recertification dates. It would be useless to have job roles that did not periodically require updating, as the business needs for these roles change. You may not want to specify recertification dates at first, but you will later need to identify and inform employees, who possess certain job roles, that they must meet new needs and requirements. Thinking through these tasks requires determination of business needs, so the training department must work with all other departments that require competent personnel, to gain insights into their important job roles, competencies, and learning events.

It’s not surprising that some organizations have no idea what “makes the job” in their business. Surveying successful, competent employees is usually the best way to analyze such situations. Communicating those results, and comparing them with the department head’s own ideas, may give you a great starting point. Good luck!

About the Author:

Dave Boggs is the founder and CEO of SyberWorks, Inc. (http://www.syberworks.com). He has been involved with computer-based and web-based training for more than twelve years. Before founding SyberWorks, Dave was the VP of Sales and Business Development for Relational Courseware. He holds a Bachelor of Science degree in Physics from Union College in Schenectady, NY, and an MBA from the Kellogg School of Management at Northwestern University, in Evanston, IL.

Dave also writes two blogs in the e-Learning space. The first blog, the Boggs e-Learning Chronicle (http://www.boggse-learningchronicle.typepad.com/) covers news, trends, and observations about the e-Learning and web-based-training industries. His second blog, the Online Training Content Journal (http://www.boggse-learningchronicle.typepad.com/the_online_training_conte/) discusses best practices, techniques, and trends in online training development and e-Learning instructional design.

http://www.syberworks.com/articles/comp_manage.htm

The demands of today’s company leaders are high and intense with layers of complexity. In fact, most of your leaders are probably technically competent, but they lack experience and the effectiveness that make them truly good leaders who can keep their employees happy and consistently engaged in the core values and goals of the organization. Engagement equals productivity.

So how do you keep your leaders flying with their eyes wide open?

Greater impact on the rules of engagement in your organization can be realized every day by your leaders’ ability to do these three things:

-Maintain and enhance employee self-esteem while dealing with everyday issues

-Base discussions about performance and work habits on behavior, not personalities and attitudes

-Involve employees in general problem solving and decision making

Everyone is flying in the same direction

These skills are so important. People need to know where they are headed on a regular basis – not just once a year or once a quarter. Each employee needs a daily dose of involvement with his or her manager. Informal conversation about what’s going on in the department and the work each employee is doing is very effective in keeping the team flying in the same direction.

Joe is a manager for a manufacturing plant. He manages a work team of 10 people. Prior to receiving training on leadership skills, he spent most of the day in his office looking out the big glass window into the shop. Before, he always felt like if there were a problem, someone would let him know. Besides, they covered everything at the monthly meetings. Yet productivity in his area was not what he would like it to be, and his own manager was beginning to wonder why.

After leadership training, he began sharing more information with his team members on a regular basis. He was on the floor more and began to talk with the team about the quality and quantity of their work each day. After a couple of weeks the employees began opening up about issues or ideas they had for improving productivity in their departments. After a couple of months the entire team was engaged together in improving the productivity and quality of their output. Joe’s team was on track and headed to the top. They are now flying high and proud of it.

Keeping them on the team

Studies show that when employees feel good about what they are doing and they are on the same page with their boss, they tend to want to stay with the organization. Joe didn’t realize it at the time, but the frequent interaction and information exchanges with his team built up the existing relationships he had with them. When challenges came, the team members were better able to handle things, and trust grew within the group. As a result, the team consistently experienced fewer turnovers. That’s a benefit not only for the team, but the entire company because productivity doesn’t falter.

According to the U.S. Department of Labor, 76 million baby boomers will be eligible for retirement by 2011. So keeping great leaders and skilled employees is essential as the labor pool continues to shrink.

So if you think effective leadership doesn’t matter that much, think again. Over the next 50 years, the U.S. labor force is projected to grow at about one-third of its current rate. Good leaders with these essential skills will keep your great workers engaged and productive.

Whilst this can be a good way of putting your best people in the best positions it does not make great sense to give these people great amount of management responsibility without offering them training. This might often mean that the way they interact with the people that they manage does not get the best out of their subordinates. Fortunately there are thousands of tangible techniques that can be taught through management training and can ultimately be applied to real life situations that are faced in business.

Many businesses struggle to manage their staff effectively when it comes to small scale management. People that have been put in positions of authority as the business has grown tend to lack any kind of formal training and whilst many manage to do the job effectively they are often able to make their job easier as a result of training and are often able to get more out of the people that they manage by implementing a few simple techniques. This can mean that the business is able to grow more efficiently and be much more effective. This can ultimately result in greater levels of success and its hypostasis more money.

Much of management is the effective implementation of things that are on the face of it common sense. Management training can be a great way of reminding managers how straightforward management can be and by refreshing their knowledge they can achieve a great deal from the people that they work with. This kind of training can result in a real boost for a business.

Management training can help with a vast range of problems that are faced by growing businesses. Management training providers can approach a business and offer support and guidance on how to structure a business or they can work with managers in the business to work on smaller day to day interactions with staff.

They can also operate to work with managers on the legal and administrative sides of business to ensure that they are achieving their legal requirements. This can be an extremely valuable practise which can dramatically improve the level of performance of the whole organisation.

Management training can be implemented in many different ways. In many cases it takes case in a classroom and a member of the management team will leave the workplace and will attend a course. This will typically take place with a small group of people and will educate the learners on appropriate theories and styles of management. The learner will then take this knowledge back to the workplace with them and apply it to situations that they face. Other providers offer training that is bespoke to the needs of the people.

This involves the trainer visiting the place of work and observing the manager in their environment before suggesting changes that are specific to them. This will typically involve some kind of analysis of the management techniques that are in use and will involve suggestions that could make things better.

Training in key business and professional skills in today’s competitive environment cannot be ignored if you want your employees to develop and help drive the growth of your company.

Need for e-learning

New values In the old days, corporate value and value creation were defined principally through material and financial assets. Nowadays a premium is put on intellectual capital. To retain their competitive edge, organizations have started to investigate which training techniques and delivery methods enhance motivation, performance, collaboration, innovation, and a commitment to life-long learning.

New technologies The life of knowledge and human skills today is shorter than ever, mounting the pressure to remain up to date with ones education and training throughout a career. In the age of globalization and technological revolution, four-year degrees are just the start of a forty-year continuing education. Life-long learning is quickly becoming an imperative in today’s world.

Competitive Edge Corporations view learning as a competitive weapon rather than a bothersome cost factor. Business success depends increasingly on top-quality employee performance, which in turn requires top-quality training. Corporate executives now understand that developing employee skills is the key to creating a sustainable competitive lead.

Cost Effective In the run to remain competitive in today’s labor-tight market, companies are exploiting advances in technology to train employees rapidly, effectively, and at less expense.

Globalization As trade borders become less significant, global competition intensifies. International expansion has led to larger and more complex corporations. Today’s businesses have more locations in different countries and employ larger numbers of workers with diverse backgrounds and educational levels.

Abundance of information More information has to be delivered in increasingly bigger organizations, testing internal planning, logistics, and distribution. Corporations worldwide are now in search of more innovative and competent ways to deliver training to their geographically dispersed workforce.

Types of e- learning
There are fundamentally two types of e-learning: synchronous training and asynchronous training.

Synchronous, means “at the same time,” involves interaction of participants with an instructor via the Web in real time. Asynchronous, which means “not at the same time,” allows the participant to complete the WBT at his own pace, without live interaction with the instructor. A new form of learning known as blended learning is emerging. As the name suggests it is an amalgamation of synchronous and asynchronous learning methods.

Asynchronous Methods

Embedded learning Embedded learning is information that is accessible on a self-help basis, 24/7. It can be delivered to the place of work, or to mobile learners. Electronic performance support system (EPSS) is a type of embedded learning. The advantage is that embedded learning offers learners the information they need whenever they need it.

Courses The clear advantage of a self-paced course is convenience. Participants can get the training they need at any time. This can include just-in-time training where a participant gets exactly the training he or she needs to perform a task.

Discussion groups A discussion group is a gathering of conversations that occur over time. They are also called message boards, bulletin boards and discussion forums. Discussion groups can be used to support a group of participants taking the same class or can be used to support participants performing related tasks. A discussion group is a very competent way to supply expert answers to a large group people. A single answer to a common question can help many.

Synchronous Methods

Virtual classroom Virtual classroom duplicates the features of a real classroom online. Participants interact with each other and instructors online .instant messaging, chat, audio and video conferencing etc.

Blended Method Most companies prefer to use a mix of both synchronous and asynchronous e-learning methods according to their requirement.

Conclusion
All in all e- learning is here to stay and only you can decide the degree of involvement in e- learning your company may require and the best methods applicable to you and your employees. ]]> http://thenewlearner.com/2008/10/03/e-learning/feed/ 0 http://thenewlearner.com/2008/10/03/top-10-training-best-practices-for-effective-learning-and-development-programs/ http://thenewlearner.com/2008/10/03/top-10-training-best-practices-for-effective-learning-and-development-programs/#comments Fri, 03 Oct 2008 22:19:58 +0000 Tris Brown http://thenewlearner.com/?p=42 Best companies realize that only through effectively and continuously developing and training their employees can they acquire the core competencies needed for competitive advantage and flexibility. In addition, these companies are realizing the benefits of self-development by encouraging a work habit of reflection and learning. In these companies, learning is built around action rather than theory. Instead of learning about strategic planning or marketing, participants develop a strategic plan or a marketing proposal for their own department.

The most effective training and development programs today have the following features incorporated:

1. Strategy driven: All training and development programs cascade down from the overall strategic goals. No programs are developed and implemented unless they produce results that are identified as critical to the strategy or business initiatives. There should be explicit alignment between programs, learning objectives, and business objectives.

2. Positive cost/benefit ratio: Training today is not only strategically linked, but is also subject to the same measurements as every other business activity. It must show a return on the investment, either in the long term or the short term. Best companies now realize that many training and development initiatives take years to fully achieve their goals. These timeframes, however, are identified up front, where possible, and the programs evaluated at that point.

3. Supported by key strategies, systems, structures, policies, and practices: Organizations that receive a true return on their learning investments ensure that learning is aligned with and directly supported by key areas such as organizational structures, lines of authority, decision making, values, planning, budgeting, career development, information sharing, compensation, performance management, rewards and recognition, staffing, recruiting, and succession planning. These direct links help to both set boundaries and reinforce desired results.

4. Driven through many channels: Leading organizations investigate and utilize multiple modalities such as the classroom, workplace, blended learning, eLearning, technology support tools, and co-workers to ensure that people get the right skills at the right time, in the right way, and at the right cost to succeed. Modalities are selected to match specific learning styles, business issues, budgets, and cultures.

5. Maximize employee ability and potential through shared accountability: Best companies are tapping the ability and potential of their employees through self-directed training and development. Employees are encouraged to identify their own needs, create individual learning plans, and to seek learning opportunities. Depending upon the kind of culture an organization is trying to create, the responsibility falls on the individual, his/her boss, his/her peers, and the organization. Training strategies are aimed at knowledge retention and transfer to the workplace, enabling employees to be more effective and to acquire more skills.

6. Work-related training: Knowledge and skills that are acquired through training and development programs are relevant and useful, both to the organization and to the individual’s work requirements. Employees only participate in programs that will add to their current and future work effectiveness and that will contribute to organizational success.

7. Learning by doing: Best companies are training their employees by having them perform “real” tasks and projects in a training environment and on-the-job. Rather than teaching theory and expecting employees to apply it to their own work, these companies are enabling employees to learn in their own way, and often at their own pace, through assignments that closely resemble their own work.

8. Transferability of knowledge and skills back to the job: One of the most important elements of best practice training and development is that it is easily transferred back to the workplace. This is achieved through the timing of the training, the quality of the content, and the quality and appropriateness of the delivery method. Another crucial element to this transferability is the maintenance of the new skill or knowledge once training has been completed. Skills and knowledge that are not used constantly will quickly atrophy.

9. Linked to other people-related programs and departments: Best companies do not train their employees in a vacuum. In many instances, training is now conducted by line managers, who also perform evaluations, set performance objectives, and draft compensation and promotion systems for the same employees. Even where the training is designed and delivered by a specific function or department, the programs respond not only to organizational needs, but also to individual needs as identified through appraisals, counseling meetings, assessments, and career development plans.

10. Continuous learning process: To drive lasting change in behaviors and habits, best companies ensure that learning occurs before, during, and after scheduled learning events. The process of doing, reflecting, learning, and doing again never ceases.

About LSA Global

Since 1995, LSA has helped organizations create and maintain distinct competitive advantages through human capital. We work with leading organizations to drive success through their people and the strategies, structures, systems, and processes that attract, inspire, develop, and retain top talent. Our solutions focus on the areas of:

- Sales Revenue Growth

- Leadership and Management Performance

- Project Management Performance

- Human Resource Performance

- Strategy Execution and Transformation

- Customer Service, Satisfaction, and Loyalty

We believe our clients’ success in the marketplace is realized through increased revenue, decreased costs, and higher productivity.

We are fiercely devoted to the success of our clients and proud that over 85% of our business comes from repeat business with satisfied clients and that we have a 97%+ customer satisfaction rating.

Managers may want to develop their own mathematical model to better understand the relationship between costs and delivery of their training programs. Many managers have found a common key element when they have analyzed the costs of their learning programs. Their key finding: e-learning is less expensive to deliver almost regardless of the participant population. For example: in populations where the participants number 100 or more, e-learning had clear cost advantages and as the population number increases, so does the cost advantage. Cost advantages were still measureable in groups of 100 or less and even with classes as short as one hour in length. In a corporate study conducted by Catepillar, they determined that e-learning was 40% less expensive than the tradiational classroom models.

When preparing to conduct a cost analysis study, managers should be prepared to understand all the different factors involved with the development and delivery of training programs and then develop a customized list of factors that are applicable to the organization’s training needs and environment. For example, the costs associated with a physical classroom can widely vary depending on the geographic and physical plant characteristics of the company. For some organizations, it may not be relevant to conduct any sort of market analysis if their niche market is highly specialized or small. On the other hand, factors such as timeliness, travel costs or development costs may be very relevant for the organization to consider say, for example, if they are outsourcing their training programs.

After the manager has created their unique “model” or list of factors or variables for analysis, they are ready to begin the comparison process. Gather data from comoparable organizations or training delivery programs, preferably from those using like and differening models. This will help in benchmarking the organization’s costs to that of comparable companies. If the organization or department has specific regulatory or quality assurance standards, such as Cancer Registry departments as part of a healthcare organization, the costs associated with training (or not providing training) for compliance may also need to included in the analysis process.

e-Learning may not be the best delivery method for all training. For example, programs that require role-playing, individual or group interaction or observation of the participants are not conducive to online learning. On the other hand, the total cost of delivering instructor-led classes to many students must be taken into consideration whenever the organization begins planning a large training program. Cost analysis may reveal that a combination of both e-learning and tradiational classroom can deliver the optimal training delivery needs of the organization. Once the manager has completed the cost comparison process results should be documented carefully and used for future comparative studies or even for training program justification and strategic planning purposes.

Copyright 2005, M. A. Webb. All Rights Reserved