| Training programs are designed to create an | | | | consideration as training points. Training points are |
| environment within the organization that fosters the | | | | topics that the manager feels would improve |
| life-long learning of job related skills. Training is a key | | | | productivity. Lessons learned can also be provided to |
| element to improving the overall effectiveness of the | | | | the Human Resources Department (if detached from |
| organization whether it's basic skills to perform the job | | | | the instructors) for consideration in redefining the job |
| or advanced skills to improve current abilities. Training | | | | description or selection process. |
| enables life-long learning through personal and | | | | The instructor must also ensure that the training being |
| professional growth. It allows managers to solve | | | | provided meets organizational needs by continuously |
| performance deficiencies on the individual level and | | | | developing his/her own skills. The instructors, whenever |
| within teams. An effective training program allows the | | | | possible, should be a professional working in the field |
| organization to properly align its resources with its | | | | they teach. |
| requirements and priorities. Resources include | | | | The student should have a firm understanding of the |
| employees, financial support, training facilities and | | | | organization's expectations regarding the training being |
| equipment. This is not all inclusive but you should | | | | provided; increased responsibility, increased pay, or a |
| consider resources as anything at your disposal that | | | | promotion. The student should also express his |
| can be used to meet organizational needs. | | | | enthusiasm (or lack of) for the specific training. The |
| An organization's training program should provide a full | | | | student should want the organization to know that he |
| spectrum of learning opportunities to support both | | | | she can be trusted by truthfully exposing their |
| personal and professional development. This is done | | | | commitment to working for the organization. This gives |
| by ensuring that the program first educates and trains | | | | the management the opportunity to consider |
| employees to organizational needs. The organizational | | | | alternatives and avoid squandering resources. The |
| requirements must be clearly established, job | | | | student should also provide post-training feedback to |
| descriptions well defined, communication forthright, and | | | | the manager and instructor regarding information or |
| the relationship between the trainers and their | | | | changes to the training that they think would have |
| customers must be open and responsive. Customers | | | | helped them to prepare them for the job. |
| are those that benefit from the training; management, | | | | In the late 80's I worked for a Wal-Mart Distribution |
| supervisors and trainees. The training provided should | | | | Center in Laurens, South Carolina. There were ten of |
| be exactly what's needed when needed. An effective | | | | us in the evening section; a supervisor, two fork-lift |
| training program provides for personal and professional | | | | operators and seven shop personnel. The supervisor |
| growth by helping the employee figure out what's | | | | notified the seven shop personnel the day before |
| really important to them. There are several steps an | | | | training was scheduled to start that we all had to |
| organization can take to accomplish this: | | | | attend fork-lift training outside of our normal working |
| 1. Ask employees what they really want out of work | | | | hours and that this was not paid training. Needless to |
| and life. This includes passions, desires, beliefs and | | | | say, four personnel didn't show up for the training. |
| talents. | | | | Once training was completed, my coworkers found |
| 2. Ask the employees to develop the type of job they | | | | employment elsewhere because they couldn't |
| really want. The ideal or dream job may seem out of | | | | conceive working on the shop floor when they could |
| reach but it does exist and it may even exist in your | | | | get paid more as a fork-lift operator elsewhere. The |
| organization. | | | | supervisor failed to clarify his expectations of those |
| 3. Find out what positions in your organization meet | | | | who attended the training. The distribution center was |
| their requirements. Having an employee in their ideal job | | | | expanding which meant more fork-lift operators and |
| improves morale, commitment and enthusiasm. | | | | shop personnel. They thought it would be easier and |
| 4. Have them research and find out what special skills | | | | more beneficial to train current employees as fork-lift |
| or qualifications are required for their ideal position. | | | | operators and hire shop personnel, which the only |
| Employers face the problem of finding and surrounding | | | | requirement is the ability to lift heavy objects. The |
| themselves with the right people. They spend | | | | supervisor should have made it clear that this would |
| enormous amounts of time and money training them | | | | have meant a pay increase and promotion. The |
| to fill a position where they are unhappy and eventually | | | | distribution center was ultimately required to hire from |
| leave the organization. Employers want people who | | | | outside the company. Some of the new employees |
| want to work for them, who they can trust, and will be | | | | were already licensed operators and some had to |
| productive with the least amount of supervision. How | | | | receive training. The bottom line is that poor |
| does this relate to training? Training starts at the | | | | communication and lack of enthusiasm resulted in a |
| selection process and is a continuous, life-long process. | | | | squandering of resources. |
| Organizations must clarify their expectations of the | | | | Instructors of adult learners should be professionals |
| employee regarding personal and professional | | | | working in the field they teach providing practical, real |
| development during the selection process. Some | | | | world experience. Instructors must continuously |
| organizations even use this as a selling point such as | | | | research and develop their skills, both through their |
| the G.I. Bill for soldiers and sailors. If an organization | | | | own initiative as well as exchanging information with |
| wants committed and productive employees, their | | | | other knowledgeable professionals. Active involvement |
| training program must provide for the complete | | | | is the first key in being a competent trainer. Secondly, |
| development of the employee. Personal and | | | | both students and instructors should always be open |
| professional growth builds a loyal workforce and | | | | to constructive criticism and new ideas. Even |
| prepares the organization for the changing technology, | | | | instructors have room for improvement. Thirdly, keep in |
| techniques, methods and procedures to keep them | | | | mind that the students are professionals too. |
| ahead of their competition. | | | | Instructors should provide them with the same level of |
| The managers must assist in ensuring that the | | | | respect that they expect from them. The goal is to |
| organizational needs are met by prioritizing training | | | | create an environment where everyone feels safe to |
| requirements. This requires painstaking analysis coupled | | | | share ideas. Finally, the organization, the instructor and |
| with best-value solutions. The managers must | | | | the students must accept the attitude that training |
| communicate their requirements to the trainers and the | | | | doesn't stop here. It must be a continuous process in |
| student. The manager also collects feedback from | | | | order for the organization to stay ahead of the |
| various supervisors and compiles the lessons learned. | | | | competitive market. |
| Lessons learned can be provided to the instructors for | | | | |