The Trainer’s Tool Kit Second Edition phần 1 pot

P ART II: A LIGNING T RAINING WITH THEAligning Trainers with the Organization 21 Using 360-Degree Feedback for Training Needs P ART III: M AXIMIZING THE T RAINING I NVESTMENT 39 Budgets:

The Trainer’s Tool Kit Second Edition

Cy Charney

and Kathy Conway

American Management Association

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1 Employees—Training of—Handbooks, manuals, etc I Conway,

Kathy II Title.

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 2005 Cy Charney and Kathy Conway

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P ART II: A LIGNING T RAINING WITH THE

Aligning Trainers with the Organization 21

Using 360-Degree Feedback for Training Needs

P ART III: M AXIMIZING THE T RAINING I NVESTMENT 39

Budgets: Building a Case for More Training Dollars 45

iii

Requests for Proposals for Training Services 61

Technology: Choosing High-Tech or Low-Tech 87

Videos: Using Them to Their Best Advantage 110

v Contents

P ART VIII: E VALUATING THE I MPACT OF T RAINING

Making the Most of Development Planning Meetings 195

vi Contents

Training and Orientation for Mentors and Mentees 209

The term training itself has been broadened to the more inclusive term of learning—denoting a broader base of skill-building opportu-

nities through assignments, activities, and focused coaching Thisshift has broadened the responsibility for training to include manag-ers, coaches, role models, and mentors as key learning agents Anemployee’s manager has the ultimate responsibility for supportingand sustaining development As a result, skill sets for managers re-flect this important responsibility

Many organizations now regard their support for individual velopment and skills upgrading as competitive advantages in attract-ing and retaining high performers The pending retirements of manybaby boom employees in the next ten years has necessitated the im-portance of retaining organizational memory and knowledge man-agement through succession-planning programs At the same time, anewer generation of workers has been educated and trained differ-ently, thereby requiring training opportunities that are customized tomatch learning-style preferences Both the organization and its em-ployees want business-based outcomes that reduce cost

de-Training today is typically not measured as a stand-alone ess Measures of success are becoming more focused on training’s

proc-vii

viii Preface

contribution to—and integration with—other human resource tices Training must create visible bridges between skills building,core competencies, and performance management Continuous learn-ing implies that training’s mission is not to only close gaps but also togrow organizational capacity by preparing employees for emergingchallenges

prac-Today’s trainers (and everyone is a trainer today at some point)inevitably operate in environments that present new challenges andopportunities Nevertheless, they still must meet standards that havenot changed, such as engaging participants, creating an environmentthat encourages learning, risk taking, practice, and checking for un-derstanding Most important, trainers must enhance organizationalcapacity—one trainee at a time

This book is for them

of Business, York University, Toronto

• Cory Garlough, Vice President, Global Learning Office, Scotiabank,Toronto

• Don Smith, Senior Vice President, Human Resources, MacKenzieFinancial Corporation and Investors Group Inc., Toronto and Win-nipeg

• Rosemary Kercz, Office Manager, Charney & Associates Inc

ix

To my wife, best friend,

great mother and amazing grandmother

Rhona Charney

To my family, Peter, Katrina, and Teresa Janecek

Training Today

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Today’s Organizations

‘‘The main producers of wealth have become information and knowledge.’’

—peter drucker

Speaker and Author of Post-Capitalist Society

The purpose of an organization is to meet the increasing needs ofits stakeholders—customers, management, and staff To do so,

an organization needs to maximize the use of all its resources out question, people are an organization’s most underutilized asset.Better management practices are vital Providing people with thetools to perform better is equally important

With-• High-performing organizations today need to be able to:

✓ Identify and grow the pool of talent interested in, and availablefor, new opportunities

✓ Encourage employees to learn new skills that will equip them tobetter handle new challenges

✓ Create roles for managers to facilitate individual career ment

develop-✓ Create succession strategies that focus on retention of tional memory

organiza-• High-performing individuals want opportunities to:

✓ Understand the real business of the organization and its impact

on their careers

✓ Learn from coaches, role models, and mentors

✓ Create realistic career maps and personalize customized opment

devel-✓ Learn and apply skills that are portable and useful

✓ Learn in a manner customized for them

• These factors promote the need for:

4 Training Today

✓ Creating multiple knowledge networks

✓ Supporting and rewarding coaches, role models, and mentorswho are at the forefront of people development

✓ Linking individual skill building to organizational needs andopportunities

✓ Identifying opportunities for staff to have skill-building tunities as part of new assignments

oppor-✓ Setting standards for pre- and post-training responsibilities formanagers and trainers

The role of training is increasingly a shared responsibility amongmanagers, employees, and trainers to identify and ensure the devel-opment of new skills Budgeting for training should not be tied tohistorical formulas Rather, it should be linked to the size and ur-gency of opportunities At the same time, every training dollar spentmust be a business investment The institutionalization of an individ-ual learning plan in many organizations, for each employee, reflectsthe recognition that training should be customized to reflect an em-ployee’s situation, interests, and opportunities

Organizational leaders are analyzing training’s contributionclosely, with business-related measures of quality, timeliness, andcost effectiveness

This translates into:

• Performing realistic skills assessments

• Choosing the appropriate medium

• Outsourcing as required

• Linking training directly to business objectives

• Listening to managers, employees, and external customers to refinethe quality and content of training

5 Today’s Trainers

in partnership with others to ensure a good match between need anddelivery

• Effective trainers today typically share some common tics for success, including:

characteris-✓ An appreciation that trainees have various and differed learningstyles and preferences

✓ An ability to adapt materials and exercises to a targeted tion

popula-✓ Techniques for gauging whether information has been stood and can be easily applied in the workplace

under-✓ Communication skills that denote respect for a training ence, including listening skills, summarizing, paraphrasing, andeffective questioning

audi-✓ A commitment to continuous improvement demonstrated byencouraging specific feedback and researching best practices

✓ A respect for the diversity of today’s labor market and diversitywithin a training audience

• Group facilitation today requires a broad range of skills An tive facilitator is able to:

effec-✓ Guide participants to arrive at their own conclusions

✓ Draw on the group’s expertise, knowledge, and experience

6 Training Today

✓ Adjust strategies and approaches to meet the learner’s needs

✓ Describe and discuss behavioral models

• Trainers need continuous feedback about:

✓ Influencing diverse audiences

✓ Consulting with business leaders

✓ Gathering and acting on meaningful feedback

✓ Setting personal development goals

• When communicating with others in a learning environment, notrainer can be successful without meeting the following three keyprinciples:

1. Demonstrated commitment to—and enthusiasm for—coursecontent and outcomes

2. The ability to remain neutral on organizational issues

3. Respect for adult learners

A trainer who does not follow these rules cannot be a successfultrainer

ses-of unique individuals who will make their own judgments abouttraining’s mission and learning outcomes, and to discover how best

to meet individual preferences in group settings

Today’s trainees are influenced by:

• Prior Learning Experiences.Today’s learners, especially newer trants to the labor market, have been educated differently Many

en-7 Today’s Trainees

college and university courses rely heavily on online technology,distance learning, and group assignments Within organizations,classroom learning is often supplemented by online assignmentsand self-directed activities We may need to prepare trainees formaximizing their learning in the different training media, includ-ing the classroom

• The Extended Workplace.The workplace has expanded to pass many forms of off-site and contract workers, including tele-commuters Training outcomes must consider what the trainee’sworkplace looks like—who the key contacts are, how one commu-nicates with colleagues and customers, and how success is mea-sured Training programs that assume a traditional workplace arenot relevant for all workers Also, programs that use enhanced de-livery technology should identify resources and contacts for post-course follow-up when on-site coaching is not available

encom-• The Value Proposition.Today’s trainees, similar to today’s ers, want to invest time and energy wisely This means that traineeswant effective and relevant training, delivered competently, thatjustifies the time away from the job This means paying attention

consum-to demonstrating the relationship between skills taught and theirapplication in the workplace for every learning activity and train-ing outcome

• Personal Development Goals Employees understand that they arelargely responsible for managing their own careers As trainees,they hope to acquire skills that are both relevant and portable,within their organization or others

• Diversity.Diversity among trainees encompasses much more thancultural, religious, and ethnic diversity Trainees differ in othermajor ways, including:

✓ Expectations about long-term employment

✓ Desire for upward mobility

✓ Expectations about support they will receive from the tion in terms of pre- and post-training support

organiza-✓ Expectations about support for development from immediatemanagers

✓ Learning skills and learning styles

✓ Preferences for training media and tools

✓ The value and applicability of previous training experiences

✓ Confidence about applying new skills and learning

• Time-Tested Learning Principles. While needs and expectations of

✓ They need to be involved and consulted Letting them knowwhat will be learned, by whom, and when it will be done willincrease the buy-in and the commitment to participate enthusi-astically.

✓ They want to feel that the content is relevant They need to feelthat the materials have been designed with their special circum-stances in mind

✓ They like to be able to challenge the content and process Adultsneed to feel that they can critique ideas frankly

✓ They enjoy being able to ask questions The issues that they raiseneed to be treated seriously and answered within an agreed-upon time

✓ They like to be treated as equals No one likes to be talked down

to or treated as a child

✓ They want to be able to practice in a risk-free environment

✓ They appreciate feedback on how they are doing Without propriate validation of their behavior, they may not develop theconfidence to repeat the skills that they have learned or correctthe skills they performed incorrectly

ap-✓ They listen actively, confirming the ideas that they agree withand challenging those they disagree with

✓ They need to be challenged They should be given tasks that willmake them think and behave in ways that will require them tostretch

✓ People learn differently and work at different rates, because ofeach person’s unique experience, background, ability, and learn-ing styles

✓ They may need to unlearn old ideas and habits before they canlearn something new

✓ Trainees need to build on their own experiences and knowledge

✓ They are interested in seeking practical solutions to their lems

prob-✓ People remember concepts they:

• Learned most recently

9 Training Trends—Then and Now

• Heard about more than once

• Were able to practice

• Could implement right away

• Understand are important to know and use

• Are encouraged or rewarded for using by their manger orother important people in the organization

Training Trends—Then and Now

‘‘Education is what survives when what has been learned has been forgotten.’’

—b f skinner

Psychologist and Author of New Scientist

Training delivery, content, and objectives are influenced by thesame dynamics that shape organizational priorities including:

• Employee demographics, including turnover and pending ments

retire-• Employee learning styles (shaped by education, prior learning periences, and the new skills they will need)

ex-• Customer demographics, preferences, and expectations

• The competitive landscape (for example, time to market, speed tomarket, or industry standards)

• Training media options

• Judicious use of training dollars

• Mix of off-site and contract workers

Thus, measures of success for training and learning strategies areevolving, and yesterday’s recipe for success may not be valid for to-day’s deliverables Here are some key shifts that have occurred in thepast five years:

10 Training Today

• training investment per em- • (training investment per

• large in-house training depart- • smaller training departmentsments focused on facilitating focused on consulting and rec-and delivering courses ommending action plans

• canvassing employees to de- • canvassing senior business

velop training needs analyses leaders to assess training needs

priorities

• training departments as sepa- • training departments linked

rate business units closely with human resources

departments and practices

• extensive in-house training • smaller suite of core courses

training initiatives as needsemerge

• identifying and measuring • identifying skill-to-business

skills transfer to evaluate train- transfer to evaluate training

• classroom training as the key • the workplace as the key

• trainers and facilitators as the • coaches, role models, mentors,key learning agents and subject-matter experts as

the key learning agents

• larger classes that reduce cost • smaller class groups that

in-per participant crease value per participant

• replacing classrooms with on- • determining the most effectiveline learning whenever techno- training medium on a course-

• pre-course assignments • post-course learning

assign-ments and action plans

• skills self-assessments con- • skills self-assessments

con-ducted prior to a training course ducted before and after a

train-ing course