MKSOLUTIONS www.mksolutions.co.in: April 2008

Employee Training and Development: Reasons and Benefits

Typical Reasons for Employee Training and Development
Training and development can be initiated for a variety of reasons for an employee or group of employees, e.g.
When a performance appraisal indicates performance improvement is needed
To "benchmark" the status of improvement so far in a performance improvement effort
As part of an overall professional development program
As part of succession planning to help an employee be eligible for a planned change in role in the organization
To "pilot", or test, the operation of a new performance management system
To train about a specific topic (see below)
Typical Topics of Employee Training
Communications: The increasing diversity of today's workforce brings a wide variety of languages and customs.
Computer skills: Computer skills are becoming a necessity for conducting administrative and office tasks.
Customer service: Increased competition in today's global marketplace makes it critical that employees understand and meet the needs of customers.
Diversity: Diversity training usually includes explanation about how people have different perspectives and views, and includes techniques to value diversity
Ethics: Today's society has increasing expectations about corporate social responsibility. Also, today's diverse workforce brings a wide variety of values and morals to the workplace.
Human relations: The increased stresses of today's workplace can include misunderstandings and conflict. Training can people to get along in the workplace.
Quality initiatives: Initiatives such as Total Quality Management, Quality Circles, benchmarking, etc., require basic training about quality concepts, guidelines and standards for quality, etc.
Safety: Safety training is critical where working with heavy equipment , hazardous chemicals, repetitive activities, etc., but can also be useful with practical advice for avoiding assaults, etc.
Sexual harassment: Sexual harassment training usually includes careful description of the organization's policies about sexual harassment, especially about what are inappropriate behaviors.

General Benefits from Employee Training and Development
There are numerous sources of online information about training and development. Several of these sites (they're listed later on in this library) suggest reasons for supervisors to conduct training among employees. These reasons include:
Increased job satisfaction and morale among employees
Increased employee motivation
Increased efficiencies in processes, resulting in financial gain
Increased capacity to adopt new technologies and methods
Increased innovation in strategies and products
Reduced employee turnover
Enhanced company image, e.g., conducting ethics training (not a good reason for ethics training!)
Risk management, e.g., training about sexual harassment, diversity training
How to Know When to Facilitate, Train or Coach
As a consultant, you might provide a variety of types of consulting, such as management consulting or technical/specialized consulting. In addition, you might perform a variety of other roles, primarily the roles of facilitator, coach, expert or trainer. This is true whether you are an external or internal consultant.

There are no specific indicators as to when you should fill a certain role. However, there are general guidelines from which you can get an indication as to which roles you might fill based on current conditions in a project.

When You Might Fill the Facilitator Role
Collaborative organizational consulting is about working, as much as possible, in partnership with your clients to accomplish powerful, long-lasting change in your client’s organization. That usually requires a highly facilitative role in your consulting. Facilitating is helping a group of people to decide what results they want to achieve together, how they want to achieve them and then helping the group to achieve them.
Styles range from directive to indirectly suggestive. The conditions that often exist in an organizational project and require the consultant to fill the facilitator role include:

1. When the project needs ongoing trust, commitment and participation of clients.
Ongoing contributions usually do not come from clients during trainings or when receiving
advice from experts. Instead, the buy-in of members comes from knowing that their beliefs and
opinions are being solicited and valued. This can be especially important when a diverse group
will be involved or impacted by the project. The essence of facilitation is to bring out those
beliefs and opinions and to help members decide what they want to do and how they want to do
it.

2. When working to address complex problems or major goals with clients.
The most accurate understanding of priorities in an organization often comes from considering
the perspectives of as many members as possible. The most relevant, realistic and flexible
strategies to address those priorities are developed and implemented from the active participation
of members. Facilitation is the most powerful role from which to cultivate that participation.

When You Might Fill the Coaching Role

You might choose to fill the coaching role when the following conditions exist.
1. An individual in the project seems stalled or troubled.
Coaching can be a powerful means to guide and support an individual to clarify current
challenges or priorities, identify suitable strategies to address the challenges and then to actually
implement the strategies.

2. To maximize an individual’s learning from experience.
Individuals learn differently. Coaching can be a powerful means to guide and support individuals to reflect on their experiences and then use that learning to improve effectiveness.
Adapted from “Field Guide to Consulting and Organizational Development” – to obtain the entire book,

When You Might Fill the Expert Role

You might choose to fill the expert role when the following conditions exist.
1. The project needs general knowledge that would likely be the same in any context.
There are certain types of general knowledge that would likely be the same, especially:
a) General frameworks from which to develop and/or operate systems, for example,
performance management systems, financial systems or marketing systems.
b) Guidelines for conducting general practices, for example, planning, evaluation, organizational
change, addressing ethical dilemmas, use of capacity building approaches or developing
learning plans.

2. The project needs knowledge that is highly specialized and proceduralized.
For example, installing computers, conducting market research, conforming to laws and
regulations, designing and providing certain services, financial processes and procedures, or use
of specific tools for problem solving and decision making.

When You Might Fill the Trainer Role
Training is activities to help a learner or learners to develop or enhance knowledge, skills and attitudes to improve performance on current or future task or job. You might choose to fill the trainer role when the following conditions exist.

1. Expert knowledge needs to be conveyed in a concise and timely manner.
There may be times in your project where members need to learn certain expert-based knowledge
and need to do so in a highly focused and efficient manner. The knowledge might be any form of
expert-based knowledge as listed in the above topic.
2. Knowledge needs to be conveyed to a group of people.
Training is often most useful when a group of people need to learn expert-based knowledge. This
can be quite common in projects, for example, when training project members about the nature of
organizational change, the project’s change plans or methods of data collection.

Basic Requirements of Supervisors with Employees in Training and Development
Include Learners in Training and Development Planning
The learner will get the most out of the plan is he or she feels strong ownership in the plan. Ownership comes from taking part in developing the plan. Also, professional development rarely includes only gaining knowledge and skills about a job role. Professional development often includes self-development, as well, e.g., admitting one's limits and capabilities. Learners are often the best experts at realizing their own needs for self-development. Therefore, learners should be involved in as much as possible in developing the plan.
If Available, Have Human Resources Representative Play Major Role
A trained human resources professional can be a major benefit in employee development. The representative usually has a good understanding of the dynamics of training and development. The representative often has strong working knowledge of the relevant policies and procedures related to training and development. In addition, the representative can an be an impartial confidant for the learner.
Provide Ongoing Feedback and Support
Even if things seem to be going fine, be sure to stop in and visit the learner on a regular basis. Some learners may not feel comfortable asking for help. Supervisors should provide any feedback, that is, timely and useful information for the learner. Provide ongoing affirmation and support.
When Assessing Results of Employee's Learning, Maximize Feedback About Performance
Consider getting feedback from the learner's peers and subordinates about the learner's needs and progress to meet those needs. A 360-degree performance review is a powerful practice when carried out with clarity and discretion. When first carried out, it may be wise to get the help of an outside professional.
Budget Necessary Funds for Resources Learner Will Need
Funds may be required, e.g., for course tuition and materials, self-study materials, videos, training fees, labor to attend courses, etc.

Supervisor and Learner Should Set Aside Regular Times for Meetings
Scheduling meetings beforehand makes it much more likely that regular, ongoing feedback will occur between the supervisor and learner.

Suggestions to Enrich Any Training and Development Plans
Introduction
NOTE: The following considerations are meant to round out the vast advice offered in the section Overview of Training and Development. These considerations do not replace information in that section. This framework should not be used without having first read that section.
As previously noted, training and development can be initiated to address a "performance gap" (learning needed to meet performance standards for a current task or job), "growth gap" (learning needed to achieve career goals) or "opportunity gap" (learning needed to qualify for an identified new job or role). The following considerations apply to any of these situations.
The information frequently references supervisors and employees/learners. However, information also applies to learners wanting to develop their own training and development plan.
The terms "employee" and "learner" are used interchangeably in the following.
Planning - Some Considerations When Developing the Plan
Be Sure to Document a Training and Development Plan (Goals, Methods and Evaluation)
Carefully consider using some form of a training and development plan, even if thinking about informal means of training and development. Sketching out a plan with goals, intended methods and evaluation, will at least give you a sense of what you want and how you'll recognize if you've gotten it or not. Don't expect perfection in the plan or the learner. Start simple, but start. Then update the plan as you go along.
Don't Worry About Whether Your Plan is Perfect or Not -- The Plan is Guide, Not Law
The key is to get started. Start simple, but start. Do the best that you can for now. There is no perfect plan. You're doing the plan according to your nature and needs.
Also, it's not important to stick to the plan for the sake of the plan. Deviations from the plan are to be expected. It's important that deviations are recognized and explained.
Remember that Development is a Process
Often, the ongoing reflection and discussions between supervisor and learner are far more important than results produced by learners during the training and development process. Appreciate this interaction as much as reaching any objectives in the plan.
Goals - Selecting Training and Development Goals
Select 2-4 Goals to Get Started
Each of these goals will be associated with, e.g., 2-4, learning objectives that when reached by the learner will result in the learner reaching the overall training goal. (More about learning objectives later in a basic framework for developing a training and development plan.)
Determine the Goals Yourself -- Don't Adopt Them from Another Program, Writer, etc.
It's very tempting to get a copy of a formal training program's goals and make them your own. It's very tempting to read a writer's suggestions about what a leader should be and adopt those suggestions as requirements in your program. Almost everyone wants to have more character, be charismatic, be more visionary, work well with groups, be more communicative, support followers, etc.
But you may very well have already have met those goals! Because writer's suggestions sounds very virtuous, e.g., to have more character, does not mean that you don't already have a great deal of character that already incorporates the values needed for strong and effective leadership in your organization.
Therefore, give careful thought to your training and development goals. Ultimately, you and your supervisor are the best judges of what you should aim to learn.
Set Realistic Expectations
As explained in previous information about Training Analysis, learning goals should be established based on needed areas of knowledge and skills. These needs are established by referencing relevant strategic goals, competencies lists, job descriptions, job analysis, tasks analysis, etc. Be sure these goals are realistic.
There is a vast amount of management literature today, much of it asserting the need for continued change among organizations and employees. Often, we're expected to achieve total quality and total integrity. We're encouraged to transform ourselves and our organizations. These expectations can serve as powerful visions to provide direction and purpose. However, as these expectations become strong requirements in the workplace, they must be carefully considered and planned. Otherwise, they can spawn a great deal of despair and cynicism.. Consequently, be realistic about training and development plans. Particularly regarding development efforts such as leadership development, it can be very seductive to have goals such as "total integrity". If you want "total integrity" as a goal, know what behaviors will depict total integrity and then identify those behaviors in your training and development plan.
Don't Forget the Most Important Sources of Suggestions Supervisors and Subordinates
When selecting training and development goals, ask your supervisor for feedback. For example, if you're planning a leadership development program for yourself, ask your supervisor for suggestions about how you could improve. He or she may be the best person to give you ideas for goals and methods. He or she has had to develop leadership skills and also has watched you over the years. Also, don't forget to ask your subordinates for suggestions. They often have impressions about you that you'll never find out about, unless you ask for them.
Integrate Results Expected from the Learner with Goals in the Performance Plan
Include the training and development goals in the performance review planning and discussions. This affords ongoing tracking and discussion to ensure that training and development results are actually carried over into the results in the workplace. If the supervisor and employee have been conducting the employee performance management process and perceived a "performance gap", then the performance review process already includes the goals needed by the training and development plan. "Growth gap" and "opportunity gap" training goals should also be included in the performance review process as career development goals to ensure ongoing tracking and discussion. However, be very careful about evaluating the employee on whether they achieved career goals or not. Many variables can occur which hamper the employee from achieving career goals. Instead, focus performance evaluations on achievement of performance standards.
Methods - Remember Basic Principles about Adult Learning
Adults Learn Best by Applying Information to Current, Real-World Needs
Therefore, select training and development methods that include the learner's actually applying new information and methods in the workplace to a real-life problem. It's often difficult for learners to translate discussion about simulated situations (e.g., case studies) back to the workplace. On-the-job training can be very powerful when complemented with new information and methods, and time for reflection.
Adults Learn Best by Exchanging Feedback About Experiences
Learners benefit a great deal from ongoing feedback around their experiences when applying new information and materials. Ideally, training and development experiences afford learners the opportunity to describe the results of applying new information and methods, what they thought would happen, what actually happened and why, and what the learner gained from the experience.
Methods - Some Basic Mistakes to Avoid
Particularly after 12 to 16 years of classroom education, we tend to fall pray to several common myths about training and development. The following advice is geared to help learners avoid those myths.
Don't mistake data and information for knowledge and wisdom.Too often, when we want to learn something, we take a course, carefully analyze the material and consider ourselves as having learned the information. Yet how much of the material from our courses have we really practiced? Paulo Freire, who is probably responsible for educating more human beings than anyone in history, asserts that “without practice, there is no knowledge”.
Don't mistake entertainment for enlightenment.Go to your library, look at the hundreds, maybe thousands of books there. How many did you really need? How much of the authors' advice did you actually follow? How many books met the strong promise you felt when you first read the title?
Don't mistake analysis for learning.Assignments over the years ask us to “analyze the content and then write a paper”. Yet, Eastern philosophies that have existed thousands of years before ours, remind us of the role of intuition, and of the role of reflection on our experiences (on our practices). Use more than your brain, use your intuition and your heart.
Don't mistake education to occur only in classrooms.Yet research indicates that adults learn best when they apply information to meet current, real needs in their lives, that is, when they ground their theories in practice. And they learn best when exchanging ongoing feedback around these practices.
General Suggestions to Build More Learning into the Plan
For every learning method, answers “How will this learning affect the real world?”Have your supervisor or best friend hold you accountable to answer that question. It may be the most important question in your plan and its answer may leave you feeling the most fulfilled when the plan has been implemented.
Include learning activities that go well beyond the safety of reading and writing papers.Take some risks. Have your spouse or close friends suggest what you most need to learn and how. Ultimately, ensure that you’re not engaged in extended arguments about “How many angels will fit on the head of a pin -- come the New Millennium?”.
Take advantage of real-life learning opportunities in the workplace.Your life and job afford you numerous opportunities from which to learn. For example, if you're designing a plan to develop leadership skills, then select learning methods that involve leading efforts in your community. Volunteer to a local nonprofit or professional organization.
Practice principles of unconventional educators, such as Paulo Freire and Myles Horton<.Freire and Horton taught people to read, not just for the sake of learning, but to meet real and current needs in the lives of their learners. Horton, who didn’t write any scholarly papers in his life, started the Highlander Folk School. The school had no classrooms, no expert lecturers. Yet, Martin Luther King said that Highlander probably had more to do with addressing desegregation than he did. In another case, after leaving Highlander, a young black learner refused to go to the back of the bus -- Rosa Parks.
General Considerations to Build More Learning into Our Lives
Many of us give far more attention to the learning we glean from our classrooms than we do from the rest of our lives. Many of us come to realize this situation only after we’ve graduated. Again, some suggestions:
Write Down Ten Most Important Things You've Learned -- How Did You Learn Them?.It’s ironic that, considering the thousands of exercises we’ve been assigned in our lives, this exercise is never among them! Yet it’s probably one of the most important. Next to each thing you learned, note what you did to learn it. Do you know? Did it occur in a classroom? What theory spawned that learning?
Once a Week, Write Down a Key Learning Experience -- What Did You Learn?.You will learn far more from your real-world experiences (or practices), including from your intimate relationships with others, than you will from all of the classrooms and all of the books in the world! (See One Simple Private Learning Journal.)
Involve Yourself in Community Service -- Great "Classroom" in Life!.These services are powerful “practices” that soon spawn rich, deep learning in our lives!
For One Minute, Stare At Yourself in the Mirror: Ask "How Do I Feel About Myself?”Update your training and development plan to address any concerns you have about the person staring back at you in the mirror. As with any successful therapy or managing or teaching, you must first start with yourself.

Summary of Above Suggestions to Enrich Training and Development
Some Basic Requirements of Learners
Learners Must Be Willing to Grow, to Experience
Growth Involves the Entire Learner
Growth Requires Seeking Ongoing Feedback
Some Basic Requirements of Supervisors
Include Learners in Development of Training and Development Plan
If Available, Have Human Resources Representative Play Major Role
Provide Ongoing Feedback and Support
When Assessing Results of Learning, Maximize Feedback About Performance
Budget Necessary Funds for Resources Learner Will Need
Set Aside Regular Times for Supervisor and Learner to Meeting
Developing the Training and Development Plan
Document a Training and Development Plan (Goals, Methods and Evaluation)
Don't Worry About Whether Your Plan is Perfect or Not -- The Plan is Guide, Not Law
Remember that Development is a Process
Selecting Training and Development Goals
Select 2-4 Goals to Get Started
Determine the Goals Yourself -- Don't Adopt Them from Another Program
Set Realistic Expectations
Don't Forget the Most Important Sources of Suggestions: Supervisors and Subordinates
Integrate Results Expected from the Learner with Goals in the Performance Plan
Basic Principles About Adult Learning When Selecting Methods
Adults Learn Best by Applying Information to Current, Real-World Needs
Adults Learn Best by Exchanging Feedback About Experiences
Basic Mistakes to Avoid When Selecting Methods
Don't Mistake Data and Information for Knowledge and Wisdom
Don't Mistake Entertainment to Be Enlightenment
Don't Mistake Analysis to be Learning
Don't Mistake Education to Occur Only in Classrooms
Basic Considerations to Build More Learning into the Training and Development Plan
For Every Method in Your Plan, Ask “How Will This Learning Effect the Real World?”
Go Well Beyond the Safety of Reading and Writing Papers
Take Advantage of Real-Life Learning Opportunities in the Workplace
Consider Principles of Unconventional Educators, Such as Paulo Freire and Myles Horton
Basic Considerations to Build More Learning into Our Lives
Write Down Ten Most Important Things You’ve Learned -- How Did You Learn Them?
Once a Week, Write Down the Key Experiences Over Past Week and What You Learned
Involve Yourself in Community Service -- Great "Classroom" in Life!
Finally, Take Five Minutes to Stare in the Mirror. Ask “How Do I Feel About Myself?”
Basic Terms and Definitions
Note that trainers, developers and educators vary among their own definitions of the following terms, as you can see in Training Versus Education.
Information
At its most basic form, a piece of information about something is a "unit of awareness" about that thing. (A field of philosophy, epistemology, includes analysis of what is really information and what isn't. This field might visit the question: "If a tree falls in the forest, does it make a sound?") Some people think that this awareness occurs only in the brain and, therefore, usually comes from some form of thought. Other people also accept information as a form of realization from other forms of inquiry, e.g., intuition.
Knowledge
Knowledge is gleaned by organizing information. Typically, information evolves to knowledge by the learner's gaining context, perspective and scope about the information.
Skills
Skills are applying knowledge in an effective and efficient manner to get something done. One notices skills in an employee by their behaviors.
Task
A task is a typically defined as a unit of work, that is, a set of activities needed to produce some result, e.g., vacuuming a carpet, writing a memo, sorting the mail, etc. Complex positions in the organization may include a large number of tasks, which are sometimes referred to as functions.
Job
A job is a collection of tasks and responsibilities that an employee is responsible to conduct. Jobs have titles.
Role
A role is the set of responsibilities or expected results associated with a job. A job usually includes several roles.
Learning
Typically, learning is viewed as enhancing one's knowledge, understanding or skills. Some people see learning as enhancement to one's knowledge, awareness and skills. Some professionals view learning as enhancing one's capacity to perform. Some view learning as a way of being that includes strong value on receiving feedback and increasing understanding. It's important to note that learning is more than collecting information -- more than collecting unreferenced books on a shelf. Depending on the needs of the learner, knowledge is converted to skills, that is, the learner knows how to apply the knowledge to get something done. Ideally, the skills are applied to the most appropriate tasks and practices in the organization, thereby producing performance -- results needed by the organization. Here's another perspective.
Continuous Learning
Simply put, continuous learning is the ability to learn to learn. Learning need not be a linear event where a learner goes to a formal learning program, gains areas of knowledge and skills about a process, and then the learning ceases. If the learner can view life (including work) as a "learning program", then the learner can continue to learn from almost everything in life. As a result, the learner continues to expand his or her capacity for living, including working. (See Continuous Learning.)
Training
This term is often interpreted as the activity when an expert and learner work together to effectively transfer information from the expert to the learner (to enhance a learner's knowledge, attitudes or skills) so the learner can better perform a current task or job. Here's another perspective.
Education
This term seems to be the most general of the key terms in employee training. Some professionals view education as accomplishing a personal context and understanding of the world, so that one's life and work are substantially enhanced, e.g., "Go get an education." Others view the term as the learning required to accomplish a new task or job. Here's another perspective.
Development
This term is often viewed as a broad, ongoing multi-faceted set of activities (training activities among them) to bring someone or an organization up to another threshold of performance. This development often includes a wide variety of methods, e.g., orienting about a role, training in a wide variety of areas, ongoing training on the job, coaching, mentoring and forms of self-development. Some view development as a life-long goal and experience. Here's another perspective.

Adapted from “Field Guide to Consulting and Organizational Development” – to obtain the entire
book, select “Publications” at http://www.authenticityconsulting.com
Copyright; Authenticity Consulting, LLC 217

Different Kinds of Learning (Loops of Learning)

Key breakthroughs in helping people understand the dynamics of learning are the concepts of singleloop, double-loop and triple-loop learning. These concepts help you to realize and appreciate the kinds of learning that you and your client can glean during a project. The concepts are largely from the works of Argyris and Schon (1974).

Single-Loop Learning (Following the Rules)
The conventional example used to explain this concept is the thermostat. It operates in one mode.
When it detects that the room is too cold, it turns on the furnace. When it detects that the room is too hot, it turns off the furnace. In other words, the system includes one automatic and limited type of reaction – little or no learning occurs and little or no insight is needed. Experts assert that most organizations operate according to single-loop learning – members establish rigid strategies, policies and procedures and then spend their time detecting and correcting deviations from the “rules.”
You might exhibit this kind of learning when you notice that your client has not produced a certain deliverable on time during a project, so you get angry at your client and demand that your client produce the deliverable – without ever really exploring why your client did not produce the
deliverable in the first place.

Double-Loop Learning (Changing the Rules)
In double-loop learning, members of the organization are able to reflect on whether the “rules”
themselves should be changed, not only on whether deviations have occurred and how to correct
them. This kind of learning involves more “thinking outside the box,” creativity and critical
thinking. This learning often helps participants understand why a particular solution works better
than others to solve a problem or achieve a goal. Experts assert that double-loop learning is critical to the success of an organization, especially during times of rapid change.

To continue the above example of your client not producing a deliverable, double-loop learning
occurs when you engage your client in discussion about their reasons for the absence of the
deliverable, and whether your expectations were realistic or not. Results of the discussion might be, for example, that project timelines are changed or that communications between consultant and client are improved.

Triple-Loop Learning (Learning About Learning)
Triple-loop learning involves “learning how to learn” by reflecting on how we learn in the first place.
In this situation, participants would reflect on how they think about the “rules,” not only on whether the rules should be changed. This form of learning helps us to understand a great deal more about ourselves and others regarding beliefs and perceptions. Triple-loop learning might be explained as double-loop learning about double-loop learning.
To continue the above example, triple-loop learning occurs when, after having engaged in discussion with your client, both of you discuss the dynamics of your conversation, including how it was conducted, what learning was produced from the conversation and how that learning was produced.

Ways to Look at Training and Development Processes: Informal/Formal and Self-Directed/Other-Directed
Two Dimensions for Training and Development Processes
You could describe training and development processes using two dimensions - one for the degree of formality and one for the balance between self-directed and other-directed learning.
These two sets of choices result in four overall approaches. That is, one can take an informal approach to self-directed or "other-directed" learning. Similarly, one can take a formal approach to self-directed or "other-directed" learning.
Decision Factors on Those Dimensions
The decision about what approach to take to training depends on several factors. These factors include the amount of funding available for training, specificity and complexity of the knowledge and skills needed, timeliness of training needed, and capacity and motivation of the learner.
Other-directed, formal training is typically more expensive than other approaches, but is often the most reliable to use for the learner to achieve the desired knowledge and skills in a timely fashion. Self-directed, informal learning can be very low-cost, however the learner should have the capability and motivation to pursue their own training. Training may take longer than other-directed forms.
Highly specific and routine tasks can often be trained without complete, formal approaches. On the other hand, highly complex and changing roles often require more complete and formal means of development, which can be very expensive as a result.
If training is needed right away, then other-directed training is often very useful, e.g., to sign up for a training course at a local university, college or training center. Or, a training professional can be brought in. Again, other-directed training is usually faster and more reliable, but more expensive.
Self-directed forms of training require that the learner be highly motivated and able to conceptualize their approach to training, particularly in formal training.
Informal and Formal Training and Development
Informal Training and Development
Informal training and development is rather casual and incidental. Typically, there are no specified training goals as such, nor are their ways to evaluate if the training actually accomplished these goals or not. This type of training and development occurs so naturally that many people probably aren't aware that they're in a training experience at all. Probably the most prominent form of informal training is learning from experience on the job. Examples are informal discussions among employees about a certain topic, book discussion groups, and reading newspaper and journal articles about a topic. A more recent approach is sending employees to hear prominent speakers, sometimes affectionately called "the parade of stars".
Informal training is less effective than formal training if one should intentionally be learning a specific area of knowledge or skill in a timely fashion. Hardly any thought is put into what learning is to occur and whether that learning occurred or not. (However, this form of training often provides the deepest and richest learning because this form is what occurs naturally in life.)
Formal Training and Development
Formal training is based on some standard "form". Formal training might include:a) declaring certain learning objectives (or an extent of knowledge, skills or abilities that will be reached by learners at the end of the training), b) using a variety of learning methods to reach the objectives and then b) applying some kind(s) of evaluation activities at the end of the training.
The methods and means of evaluation might closely associate with the learning objectives, or might not. For example, courses, seminars and workshops often have a form -- but it's arguable whether or not their training methods and evaluation methods actually assess whether the objectives have been met or not.
Formal, Systematic Training and Development
Systematic, formal training involves carefully proceeding through the following phases:a) Assessing what knowledge, skills and /or abilities are needed by learners;b) Designing the training, including identifying learning goals and associated objectives, training methods to reach the objectives, and means to carefully evaluate whether the objectives have been reached or not;c) Developing the training methods and materials;d) Implementing the training; ande) Evaluating whether objectives have been reached or not, in addition to the quality of the training methods and materials themselves
A systematic approach is goal-oriented (hopefully, to produce results for the organization and/or learners), with the results of each phase being used by the next phase. Typically, each phase provides ongoing evaluation feedback to other phases in order to improve the overall system's process.
(There will be much more on systematic training and development later in this topic in the library.)
Note, again, that not all formal methods are systematic. Some courses, workshops, and other training sessions have goals, methods and evaluation, but they are not aligned, or even integrated. The methods, in total, do not guide the learner toward achieving the training goal. The evaluations are too often of how a learner feels about the learning experience, rather than of how well the learning experience achieved the goal of the training.
Self-Directed and "Other-Directed" Training
Self-Directed Training
Self-directed training includes includes the learner making the decisions about what training and development experiences will occur and how. Self-directed training seems to be more popular of late. Note that one can pursue a self-directed approach to informal or formal training. For example, self-directed, informal training might include examples of informal training listed above (book discussion groups, etc.), as long as the learner chose the activities and topics themselves, either for professional or personal reasons. Self-directed, formal training includes the learner's selecting and carrying out their own learning goals, objectives, methods and means to verifying that the goals were met. (For additional information about self-directed learning, see The Importance of Self-Directed Learning.)
Other-Directed Learning
This form, of course, is where someone other than the learner drives what training activities will occur. Other-directed, informal training includes, e.g., supervisors sending employees to training about diversity, policies, sexual harassment in the workplace.
Other-directed, formal training includes where someone other than the learner specifies the training goals will be met in training, how those goals will be met and how evaluation will occur to verify that the goals were met. This form of learning is probably the most recognized because it includes the approach to learning as used in universities, colleges and training centers. This form of learning typically grants diplomas and certificates. Note that this form of training, although readily available in universities, etc., is usually somewhat "generic", that is, the program is geared to accommodate the needs of the most learners and not be customized to any one learner. Therefore, a learner may pay tuition fees to learn knowledge and skills that he or she may not really need.
Another form of "other-directed', formal training is employee development plans. The plans identify performance goals, how the goals will be reached, by when and who will verify their accomplishment.
"Other-directed', formal training can be highly effective for helping learners gain desired areas of knowledge and skills in a timely fashion. A drawback is that learners can become somewhat passive, counting on the "expert" to show them what they should be doing and when.
Strong Value of Self-Directed Learning in the Workplace:
What is Self-Directed Learning?
Self-directed training includes the learner initiating the learning, making the decisions about what training and development experiences will occur, and how. The learner selects and carries out their own learning goals, objectives, methods and means to verifying that the goals were met.
Probably the most important skill for today's rapidly changing workforce is skills in self-reflection. The highly motivated, self-directed learner with skills in self-reflection can approach the workplace as a continual classroom from which to learn.
Supervisors and employees who work together to accomplish formal, self-directed learning in the workplace also accomplish continuous learning for continued productivity and learning.
Most Learning is Informal and Self-Directed in Nature
We buy a book and think about the writer's viewpoint. We attend a presentation given at a local school. We take some time at the end of the day to think about our day and what we learned from it. These are all informal forms of self-directed learning.
Self-directed learning becomes even more powerful when it's systematic, that is, when we decide:
What areas of knowledge and skills we need to gain in order to get something done (our learning needs and goals)
How we will gain the areas of knowledge and skills (our learning objectives and activities)
How we will know that we've gained the areas of knowledge and skills (learning evaluation)

Self-Directed Learning is Ideal for the Workplace
Self-directed learning programs hold numerous advantages over traditional forms of classroom instruction for employees in the workplace, whether they be leaders, managers, or individual contributors. Bouchard (Self-directed Learning in Organizational Settings (working paper), Concordia University, Montreal, Canada) explains, “Over the years, it has become increasingly clear that traditional approaches to program design and delivery in the workplace and in associative organizations present some important weaknesses. Problem areas include: coping with the short life span of useful knowledge; passing down acquired competencies to succeeding cohorts; accommodating the demands of productivity while providing for a continuity of learning; [and!] enabling learners to pursue activities that correspond to their learning styles and needs” (p. 1).
After many years of reflection about learning, eminent psychologist, Carl Rogers, founder of self-directed therapy, asserted that “anything that can be taught to another is relatively inconsequential, and has little or no significant influence on behavior” (On Becoming a Person: A Therapist’s View of Psychotherapy, Houghton Mifflin, 1961, p. 276). He adds, “The only learning which significantly influences behavior is self-discovered, self-appropriated learning” (p. 276).
Self-directed learning programs
Are more effective in development because learning accommodates employees’ learning styles and objectives
Save substantial training costs because learners learn to help themselves and each other with practical and timely materials
Achieve increased employee effectiveness in their jobs as they learn to learn from their own work experiences and actually apply their learning in their places of work
How Supervisors Can Help Employees Learn in the Workplace
The supervisor's attitude and knowledge about learning has a tremendous impact on the development of employees (thus, the major reason the Free Management Library was developed). Thomas D. Fisher, in Self-Directedness in the Workplace: A Re-Examination, cites numerous suggestions (from Lowry) in order to better enable self-directed learning in the workplace. Some of those suggestions are listed below, and are wonderful ways for supervisors and learners to turn the workplace into a classroom (pp. 4-5):
Help the learner identify the starting point for a learning project and discern relevant [ways!] of examination and reporting.
Encourage adult learners to view knowledge and truth as contextual ... and that they can act on their world individually or collectively to transform it
Create a partnership with the learner by negotiating a learning contract for goals, strategies and evaluation criteria
Be a manager of the learning experience rather than an information provider
Teach inquiry skills, decision making, personal development, and self-evaluation of work
Help learners develop positive attitudes and feelings of independence relative to learning
Recognize learners' personality types and learning styles
Use techniques such as field experience and problem solving that take advantage of adults' rich experience base
Encourage critical thinking skills by incorporating ... such activities as seminars
Create an atmosphere of openness and trust to promote better performance
Behave ethically, which includes not recommending a self-directed learning approach if it is not congruent with the learner's needs
Obtain the necessary tools to assess learner's current performance and to evaluate their expected performance
Provide opportunities for self-directed learners to reflect on what they're learning
Promote learning networks, study circles, and learning exchanges, self-managed teams of self-directed learners)
Provide staff training on self-directed learning and broaden the opportunities for its implementation.
Formal (Not Necessarily Systematic) Training and Development
Informal Approaches to Employee Training and Development
Formal training typically includes involvement of training experts to design training, experts on the subject matter that learners are learning about, training goal(s), training methods that suit the goal, and methods to evaluate the quality of the training and results achieved among learners.
Informal training is less planned and more incidental. There are a large number of informal training methods. Many of the methods are so common that they are probably not viewed as training methods at all. Examples include:
discussions,
debates,
mentoring,
giving of directions,
verbal and written communications,
reading books,
any other learning activities that do not invole explicit training goals that will be evaluated.

Systematic Approaches to Training and Development
Benefit of Systematic Approaches to Training
Many of us assume that we already have good training for ourselves and our employees After all, we answer our employees' questions as they have them. We send our employees to a course once in a while. Sure, our approach to training isn't intentional, that is, planned and focused. But our employees seem to be doing their jobs without have any real problems.
Unfortunately, we don't know what we don't know. It may be that our employees could be performing much better than we realize if they had better skills. It might be that we supervisors could get back a lot of time that otherwise is spent answering our employees' questions. We might retain our employees much longer, as well. Addressing this possibility isn't a "what if" question, it's a primary responsibility of a supervisor.
Adopting a systematic approach to training helps ensure that supervisors are getting the most out of themselves and their employees. A systematic approach to training includes taking the time to analyze what results the organization needs from its employees, if employees are accomplishing those results, and what training and development approaches are needed by employees to better accomplish those results. A systematic approach includes evaluating approaches before, during and after training to ensure employees truly benefited from the training in terms of enhanced results to the organization.
Effective training and development includes using sound principles of performance management and good, basic training techniques.
Basic Overview of Some Systematic Approaches to Training
The following manuals outline systematic training processes. A systems approach ensures a comprehensive training process that remains focused on the needs of the organization. The process typically includes the phases:
Analyze the organization's needs and identify training goals which, when reached, will equip learner's with knowledge and skills to meet the organization's needs. Usually this phase also includes identifying when training should occur and who should attend as learners.
Design a training system that learners and trainers can implement to meet the learning goals; typically includes identifying learning objectives (which culminate in reaching the learning goals), needed facilities, necessary funding, course content, lessons and sequence of lessons.
Develop a training "package" of resources and materials, including, e.g., developing audio-visuals, graphics, manuals, etc.
Implement the training package, including delivering the training, support group feedback, clarifying training materials, administering tests and conducting the final evaluation. This phase can include administrative activities, such as copying, scheduling facilities, taking attendance data, billing learners, etc.
Evaluate training, including before, during and after implementation of training.
In a systematic approach to training, each phase of the process produces results needed by the next phase. For example, the training analysis phase produces learning goals that are used by the next phase, training design. Training design (often called instructional design) references the goals to design methods and materials from which learners can reach the goals and objectives. Typically, each phase provides ongoing evaluation feedback to other phases in order to improve the overall systems process.Instructional System Design (ISD) (complete manual to implement ISD)Alternative Systematic Approaches to Training Instructional Design Models (rather academic, but still accessible)Instructional Design Resources
Similarity between Systematic Training Process and Performance Management Process
Readers who have read Performance Management: An Overview in this library will note the similarity between the processes of systematic training and performance management. The results from implementing the two processes are highly integrated as well. That's why if a supervisor uses good principles of performance management then training and development can be a straightforward activity which almost always contribute to the organization's bottom line.
The performance management process is repeated below from the library section, Performance Management. When reviewing the steps below, think of the word "domain" as applying to the employee being trained. Comments are added in italics. The words "employee" and "learner" are used interchangeably.
Review organizational goals to associate preferred organizational results in terms of units of performance, that is, quantity, quality, cost or timeliness (note that the result itself is therefore a measure) - Reviewing these goals will prepare the supervisor and employee for soon ensuring that training produces useful results for the organization. Implementing a good training plan will produce results for the organization.
Specify desired results for the domain -- as guidance, focus on results needed by other domains (e.g., products or services need by internal or external customers) - The training process should have specific learning goals to accomplish which, in turn, help the learner accomplish specific results.
Ensure the domain's desired results directly contribute to the organization's result -- A good training plan must be geared to help the employee produce specific results, which in turn, directly contribute to results needed by the organization
Weight, or prioritize, the domain's desired results - Knowing what range of results are needed from the employee and which are the most important, helps the supervisor and employee to pick what training is needed and when.
Identify first-level measures to evaluate if and how well the domain's desired results were achieved - This refinement of expected results from the employee helps the supervisor and employee to ensure that training is highly focused on results for the employee -- and organization. this step is similar to setting standards against which the training will be evaluated
Identify more specific measures for each first-level measure if necessary - This step is similar to setting up-front training goals in the training plan, and associating measures from which the effectiveness of training can later be evaluated.
Identify standards for evaluating how well the desired results were achieved (e.g., "below expectations", "meets expectations" and "exceeds expectations")
Document a performance plan -- including desired results, measures and standards - This is similar to developing the training plan, with preferred training goals and measures.
Conduct ongoing observations and measurements to track performance - The training plan is implemented and includes ongoing evaluation before, during and after carrying out training methods.
Exchange ongoing feedback about performance - Effective training requires ongoing feedback between learners and trainer.
Conduct a performance appraisal (sometimes called performance review) - Effective training includes evaluation to judge the quality of the training itself and identify what results were achieved by learners.
If performance meets the desired performance standard, then reward for performance (the nature of the reward depends on the domain) - Hopefully, the learning experience includes time to acknowledge successes and the trainers' and learners' roles in those successes.
If performance does not meet performance standards, develop or update a performance development plan - A good training plan will include measures for noting changes in the employee's performance. If improvement is needed, a performance plan should be updated or started, and may include cause for more training. Likewise, the trainer should review results of learners' evaluations to improve the quality of his or her training design.
Overall Purpose of Training Analysis
A training analysis is conducted ultimately to identify training goals, that is, what areas of knowledge or skills that training needs to accomplish with learners in order that learners can meet organizational goals (usually in terms of a performance standard).
Usually this phase also includes identifying when training should occur and who should attend as learners. Ideally, criteria are established for the final evaluation of training to conclude if training goals were met or not.
Note that employees can require training for a variety of reasons, which usually fall into two categories:1. Training to fill a "performance gap" as identified during the performance management process2. Training to fill a "growth gap", that is, to be promoted or be able to fill another open position in the organization
Listing of Typical Activities Involved in Designing Training
During the design phase (which is usually closely integrated with the development phase), trainers work from learning goals to Design a training system that learners and trainers can implement to meet the learning goals. This phase also typically includes identifying learning objectives (which culminate in reaching the learning goals), needed facilities, necessary funding, course content, lessons and the sequence of lessons. The various training media are selected, e.g., instructor-led, computer-based, World Wide Web-based, self-directed, interactive and computer-based, or multi-media. Course content is often piloted during the development phase, or initially tested, to ensure the content is understandable. Therefore, this design phase can also can include identifying evaluation criteria to evaluate if course content is understandable by learners.
Some considerations when during this phase are:a. How complex is the training that is needed?b. How much time do learners have to learn the new knowledge and skills?c. How much money is available to pay for the training, whether in-house or using a consultant?d. How capable are learners to undertake the training?e. What are learner's learning preferences and styles?
Description of Learning Objectives and Their Purpose
Training programs should be designed by trainers and/or learners to achieve certain overall goals for the learner. Programs should also include various learning objectives that when reached culminate in the learner achieving the overall goals of the training program. Learners implement one or more learning strategies/methods/activities to reach learning objectives.
When designing a training plan, each learning objective should be designed and worded to the extent that others can clearly detect if the objective has been achieved or not. From reading the learning objective, readers should be able to answer the question: "What will the learner be able to do as a result of the learning activities/methods/strategies?"
As much as possible, learning objectives should also be written to be SMART (an acronym for Specific, Measurable, Acceptable to you, Realistic to achieve and Time-bound with a deadline). For more guidance, see Goals and Objectives Should Be SMART.

Examples to Convey Nature of Well-Written Learning Objectives
To help learners understand how to design learning objectives, the following examples are offered to convey the nature of learning objectives. The examples are not meant to be offered as examples to be adopted word-for-word as learning objectives. Trainers and/or learners should design their own learning objectives to meet their overall training goals and to match their preferred strategies for learning.
(NOTE: The following learning objectives were developed by a client of mine.)
The topic of the learning objective is included in bolding and italics. Learning objectives are numbered directly below.
Topic: Communication
1. explain four basic principles of communication (verbal and non-verbal) and active, empathetic listening.2.outline four barriers and bridges to communication3. list at least four ways communication skills which encourage staff involvement will help crate a positive work environment.
Topic: Mentoring
1. explain basic job duties and standards from job description to staff2. outline at least five specific learning goals with staff by comparing performance with job duties3. develop a yearly plan with staff to accomplish learning needs, supervision plan and rewards
Topic: Effective coaching
1. state at least three job expectations for staff that focusing on meeting resident’s needs2. plan five strategies to give frequent verbal and non- verbal encouragement and rewards3. identify specific performance concerns with staff asking for possible solutions and decide together methods of measuring successful outcomes
Topic : Cultural Diversity
1. plan workable strategies for incorporating new staff into the work team2. select their own means to exhibit an appreciation of how values and perceptions affect communication 3. make available for staff a series of learning opportunities for increased world knowledge and cultural information
Topic: Time Management
1. list job expectations of staff2. provide tools to use in prioritizing tasks of resident care3. create with staff a tentative schedule for cares based on these facts
Topic: Conflict resolution
1. explain at least five basic principles of empathetic communication to handle conflict2. develop policy that gives current front-line leaders the permission and expectation to work with other staff on conflict resolution3. develop policy for progressive discipline and explain how this works to current front line leaders
Topic: Stress Management
1. list and recognize major symptoms and behaviors related to too much stress2. outline three to five stress management strategies3. list quick strategies staff can use during work shift as well as at home to reduce stress level4. educate staff about basic guidelines to build support work teams
Topic: Communication skills/Cultural Approaches
1. teach each other and staff about different cultural approaches and living styles2. identify three steps to foster a climate where differences in cultures are reviewed as positive and additive3. learn at least three methods of problem solving when cultural differences and practices interfere with necessary resident care.
Topic: Job expectation/Coordination including authority and responsibility
1. learn three approaches to problem solving which includes identification of the underlying problem2. make staff assignments based on input from staff3. evaluate approaches and make corrections based on outcomes
Topic: Team work/Positive work environment/Positive Rewards
1. identify characteristics of an effective team2. describe four skills leaders can use to foster commitment and collaboration3. develop at least five guidelines to treating staff with respect and helping staff learn from each other
Topic: Goal Setting/Performance Reviews
1. develop guidelines to set specific goals with staff and help them plan to meet these goals2. develop policy that encourages staff to seek education goals through career ladders3. develop guidelines for effective observation and feedback toward goal achievement (by staff)
Topic: Constructive Criticism/Consequences
establish clear standards of behavior, and that recognize and reward staff when they meet the standards2. list ways to approach staff whose performance is a concern (with a win-win frame of mind)3. describe how learning empathetic communication will help front line leaders handle conflict/constructive communication and help plan for solutions
Some Typical Ways of Learning
Training methods are either on-the-job, implemented outside the organization or a combination of both.The following is a brief overview of rather typical methods of development (in alphabetical order):
Apprenticeships
For centuries, apprenticeships were the major approach to learning a craft. The apprentice worked with a recognized mastercraftsperson. Particularly during times of low unemployment, businesses are eager to get any kind of help they can find. Seeking an apprenticeship may be a very useful and effective way to eventualy develop a new skill.
Career Counseling
Hopefully, learners have the opportunity to work with their supervisors to develop career plans which identify areas for improvement or advancement, how those areas can be addressed and when.
Coaching
Coaching is becoming a very popular means of development, and often includes working one-on-one with the learner to conduct a needs assessment, set major goals to accomplish, develop an action plan, and support the learner to accomplish the plan. The learner drives these activities and the coach provides continuing feedback and support.
Continuing Professional Development
Many professions require verification of ongoing training to retain certification, e.g., social workers, some fields of law, nurses, etc. Professionals must stay up-to-date in the views and practices necessary to lead and manage in today's organizations. There seems to be an increasing number of universities, colleges and training centers associating continuing education units (CEU's) with their courses and workshops.
Continuous Learning
Continuous learning is learning how to learn. Typically, this involves developing skills in reflection, which is the ability to continually inquire and think about experience to draw conclusions and insights. It also involves the ability to conceptualize the learning process. Continuous learning is often associated with the concepts of systems thinking and organizational learning. See Continuous Learning.
Courses
Universities, colleges and training centers often have a large number of courses in management, professional and personal development. If the learner is looking to build a skill, then he or she must actually apply new information from these courses -- otherwise, the learner is collecting information (hopefully, knowledge), rather than building skills.
Distance Learning
Distance learning has become a mainstream approach in training and development. This typically includes learning by getting information and / or guidance from people who are not face-to-face with the learner, e.g., learning via satellite broadcast, broadcast over the Internet, e-mail or postal mail correspondence, etc. Some people consider online learning (e.g., information, tutorials, etc., available on diskette, CD-ROM, over the Internet, etc.) to be distance learning, as well. See Distance Learning for more details.
Internships
Internships are offered usually by organizations to college students wanting to find work experience during the summer months. The internships offer precious, real-life job experience and the organizations often get skilled, highly dedicated service. Many times, interns go on to be hired by the organizations, as well.
Job Assignments
Job assignments are wonderful opportunities from which to learn. We just aren't used to thinking of them that way. To cultivate learning, consider having employees write short reports, including an overview of what they did, why they did it, what areas of knowledge and skills were used, how the job might have been done better, and what areas of knowledge and skills would be needed to improve the job.
Job Rotations
This can be one of the most powerful forms of development, allowing learners to experience a broad range of managerial settings, cultures and challenges.
Lectures
Lectures, or focused presentations by experts on subject matter, are held in a wide variety of locations, not just in classrooms. Professional associations often bring in speakers. Guest lectures are often sponsored by local universities, colleges and training centers, and announced to the public. Many times, the lectures are repeated over local radio and television.
Management Development Programs
Local universities, colleges and training centers usually offer these programs. Carefully review their program content and design to ensure that training includes real-life learning activities during which learners can develop skills for the workplace.
Mentoring
Hopefully, learners find experienced managers in the workplace who are willing to take learners "under their wing" and provide ongoing coaching and mentoring.
Online Training
There are an increasing number of approaches to online learning. See Online Learning. Sources of online training include learning from computer diskette, CD-ROM, the Internet or Web-based training, etc. (Digital Think offers a free experience of using Web-based training.)
On-the-Job Training
This form helps particularly to develop the occupational skills necessary to manage an organization, e.g., to fully understand the organization's products and services and how they are developed and carried out.
Other-Directed Learning
This includes having someone other than the learner identify the training goal, methods to achieve the goal, and approaches to evaluating the training and progress toward achieving the training goal.
Orientation to New Jobs or Roles
A carefully developed procedure for orienting new employees is very helpful for getting employees "off on the right foot" when starting their jobs.
Peer-Based Methods
This includes formats where peers focus on helping each other learn, e.g., by exchanging ongoing feedback, questions, supportive challenges, materials, etc. Perhaps the best example is the action learning process, originated by Reginald Revans.
Professional Organizations
A wide variety of professional organizations often offer courses, seminars, workshops and sessions from conventions.
Self-Directed Learning
Highly motivated learners can usually gain a great deal of knowledge and skills by identifying their own learning objectives, how to meet those objectives and how to verify they've met the objectives, as well.
Television
Various television networks often have a wide variety of very enlightening shows about basic job skills, such as computer basics, business writing, etc.
Tutorials
Tutorials includes guidance to proceed through learning some technique or procedure, e.g., a tutorial on using a computer software package. There are an increasing number of online tutorials (tutorials available on diskette, CD-ROM, over the Internet, etc.).
Training Courses and Workshops
Workshops, seminars, convention sessions, etc. are useful, in particular, for highly focused overviews of a particular subject or training about particular procedures.
University and College Programs
It seems there is an exponential number of management development programs in universities and colleges.
Workshops
Workshops typically include some hands-on practice by the learner, and can be very practical means to learn a certain technique or procedure.

Selecting a Trainer
Most Important Selection Consideration
The most important consideration when selecting a trainer is if they are well suited to the training design required to meet the learning goals.
For example, if learners prefer computer-based instruction, they'll benefit from a trainer who understands online training technologies. If learners prefer ongoing coaching, they'll benefit from a trainer who is readily accessible to the employee for ongoing advice and guidance. If learners struggle with communication skills, they'll benefit from a trainer who can integrate remedial communications strategies with other training methods.
Collaborate
Consider whether other supervisors or companies have employees who need similar training. If so, one might combine your needs and funding to get a trainer to conduct in-house training.
Former Employees as Trainers
Consider using an ex-employee who has the skills needed by the learner. Of course, this option depends on whether the ex-employee left the organization under good terms and remains in good standing with the organization.
Consultants as Trainers
If hiring a consultant to conduct training then consider issuing a Request for Proposal which asks potential trainers for the following information.
a written proposal for how they would carry out training, evaluation methods, cost, etc.
the goals preferred from the training, when to have training and what evaluation results should occur
request that trainers remain available for follow-up consultation if desired
ask the trainer what methods they use to ensure their consultation projects are successful with clients
ask for at least three references
consider having the employee briefly meet with the consultant to discuss training needs and establish a rapport
See the extensive advice and the sample forms for a request for proposals, a proposal from consultants and a consultation plan.
Self-directed Learning
If a suitable outside consultant or training program cannot be found, consider self-directed learning. Self-directed is accomplished primarily by the learner who leads or takes a strong role in determining learning goals, how they will be accomplished and how learning will be verified. Self-directed learning can be used where employees are highly motivated and self-reliant. Learning can be verified with a variety of means, e.g.,
Written reports describing what learning activities have occurred and what results were produced
Observation of the employee by a supervisor or other skilled expert equipped to assess progress of the employee
A portfolio or collection of results showing the employees' improvement over time
A presentation from the employee that includes description of learning activities and a display of results, etc.
Evaluating Training and Results
Perspective on Evaluating Training
Evaluation is often looked at from four different levels (the "Kirkpatrick levels") listed below. Note that the farther down the list, the more valid the evaluation.
Reaction - What does the learner feel about the training?
Learning - What facts, knowledge, etc., did the learner gain?
Behaviors - What skills did the learner develop, that is, what new information is the learner using on the job?
Results or effectiveness - What results occurred, that is, did the learner apply the new skills to the necessary tasks in the organization and, if so, what results were achieved?
Although level 4, evaluating results and effectiveness, is the most desired result from training, it's usually the most difficult to accomplish. Evaluating effectiveness often involves the use of key performance measures -- measures you can see, e.g., faster and more reliable output from the machine after the operator has been trained, higher ratings on employees' job satisfaction questionnaires from the trained supervisor, etc. This is where following sound principles of performance management is of great benefit.
Basic Suggestions for Evaluating Training
Typically, evaluators look for validity, accuracy and reliability in their evaluations. However, these goals may require more time, people and money than the organization has. Evaluators are also looking for evaluation approaches that are practical and relevant.
Training and development activities can be evaluated before, during and after the activities. Consider the following very basic suggestions:
Before the Implementation Phase
Will the selected training and development methods really result in the employee's learning the knowledge and skills needed to perform the task or carry out the role? Have other employee's used the methods and been successful?
Consider applying the methods to a highly skilled employee. Ask the employee of their impressions of the methods.
Do the methods conform to the employee's preferences and learning styles? Have the employee briefly review the methods, e.g., documentation, overheads, etc. Does the employee experience any difficulties understanding the methods?
During Implementation of Training
Ask the employee how they're doing. Do they understand what's being said?
Periodically conduct a short test, e.g., have the employee explain the main points of what was just described to him, e.g., in the lecture.
Is the employee enthusiastically taking part in the activities? Is he or she coming late and leaving early. It's surprising how often learners will leave a course or workshop and immediately complain that it was a complete waste of their time. Ask the employee to rate the activities from 1 to 5, with 5 being the highest rating. If the employee gives a rating of anything less than 5, have the employee describe what could be done to get a 5.
After Completion of the Training
Give him or her test before and after the training and development, and compare the results?
Interview him or her before and after, and compare results?
Watch him or her performs the task or conduct the role?
Assign an expert evaluator from inside or outside the organization to evaluate the learner's knowledge and skills?

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