training process ideas and outline process

Here is a relatively simple overview of typical reference models, processes and tools
found in the effective planning and delivery of organizational training.

1. Assess and 2. Create 3. Consider 4. Plan 5. Design

agree training training or learning training and materials,
needs development styles and evaluation methods and
specification personality deliver
training
Conduct some Having People's Consider
sort of training identified what learning styles evaluation Consider
needs analysis. you want to greatly affect training modern
Another method train and what type of effectiveness, innovative
example of develop in training they which includes methods - see
assessing and people, you will find easiest before-and- the
prioritising must break and most after Businessballs
training is DIF down the effective. Look measurements. Community for
Analysis. training or also at lots of providers
learning personality The Kirkpatrick and ideas.
This commonly requirement types. model
happens in the into Remember you especially helps Presentation is
appraisal manageable are dealing withyou to structure an important
process. elements. people, not training design. aspect to
objects. People delivery.
Involve the Attach have feelings asConsider
people in standards or well as skills Bloom's theory See also
identifying and measures or and knowledge. too, so that you running
agreeing parameters to can understand meetings and
relevant aligned each element. what sort of workshops.
training. The Erikson development
The 360 degree model is you are actually Good writing
Consider process and wonderful for addressing. techniques help
organizational template and understanding with the design
values and the simple more about Consider team of materials.
aspects of training planner this. activities and
integrity and (also in pdf exercises. So do the
ethics, and format) are So is the Johari principles of
spirituality, love useful tools. Window model. See the self- advertising - it's
 and compassion study program all about
at work as well Revisit the 'skill- Consider the design tips meaningful
as skills. sets' and team and the below - the communication.
training needs group. Adair's internet offers
Look also at analysis tools - theory helps. So more There is a
your they can help does the opportunities useful training
recruitment organize and Tuckman than ever. providers
processes - training model. selection
there is no elements template on the
point training assessment on sales training
people if they a large scale. page, which
are not the can be adapted
right people to for all sorts of
begin with. providers and
services.
Why people
leave also helps
identify
development
needs.

There are many different training and development methods. On-the-job training,
informal training, classroom training, internal training courses, external training courses,
on-the-job coaching, life-coaching, mentoring, training assignments and tasks, skills
training, product training, technical training, behavioural development training, role-
playing and role-play games and exercises, attitudinal training and development,
accredited training and learning, distance learning - all part of the training menu,
available to use and apply according to individual training needs and organisational
training needs.

Training is also available far beyond and outside the classroom. More importantly,
training - or learning, to look at it from the trainee's view - is anything
offering learning and developmental experience. Training and learning
development includes aspects such as: ethics and morality; attitude and behaviour;
leadership and determination, as well as skills and knowledge.

Development isn't restricted to training - it's anything that helps a person to grow, in
ability, skills, confidence, tolerance, commitment, initiative, inter-personal skills,
understanding, self-control, motivation (see the motivation theory section), and more.
If you consider the attributes of really effective people, be they leaders, managers,
operators, technicians; any role at all, the important qualities which make good
performers special are likely to be attitudinal. Skills and knowledge, and the
processes available to people, are no great advantage. What makes people
effective and valuable to any organization is their attitude.

Attitude includes qualities that require different training and learning methods. Attitude
stems from a person's mind-set, belief system, emotional maturity, self-confidence, and
experience. These are the greatest training and development challenges faced, and
there are better ways of achieving this sort of change and development than putting
people in a classroom, or indeed by delivering most sorts of conventional business or
skills training, which people see as a chore.

This is why training and learning must extend far beyond conventional classroom
training courses. Be creative, innovative, and open-minded, and you will discover
learning in virtually every new experience, whether for yourself, your team, or your
organization. If you want to make a difference, think about what really helps people to
change.

Many of these methodologies are explained on this website. Explore them and enjoy
them, and encourage others to do the same.

All supervisors and managers should enable and provide training and development for
their people - training develops people, it improves performance, raises morale; training
and developing people increases the health and effectiveness of the organization, and
the productivity of the business.

The leader's ethics and behaviour set the standard for their people's, which determines
how productively they use their skills and knowledge. Training is nothing without the
motivation to apply it effectively. A strong capability to plan and manage skills training,
the acquisition of knowledge, and the development of motivation and attitude, largely
determines how well people perform in their jobs.

Training - and also enabling learning and personal development - is essential for
the organisation. It helps improve quality, customer satisfaction, productivity, morale,
management succession, business development and profitability.

As regards conventional work-related training planning, and training itself, these are
step-by-step processes - see and download a free training process diagram. More free
training tools are available for download at the free training tools and resources page.
See for example the training planner and training/lesson plan calculator tool, which are
templates for planning and organising the delivery of job skills training and processes,
and transfer of knowledge and policy etc. See also the training induction checklist and
planner tool.

Use these tools and processes to ensure that essential work-related skills, techniques,
and knowledge are trained, but remember after this to concentrate most of your
'training' efforts and resources on enabling and facilitating meaningful learning
and personal development for people. There is no reason to stop at work-related
training. Go further to help people grow and develop as people.

Having said this, we do need to start with the essentials, for example induction training
for new starters. Induction Training is especially important for new starters. Good
induction training ensures new starters are retained, and then settled in quickly and
happily to a productive role. Induction training is more than skills training. It's about the
basics that seasoned employees all take for granted: what the shifts are; where the
notice-board is; what's the routine for holidays, sickness; where's the canteen; what's
the dress code; where the toilets are. New employees also need to understand the
organisation's mission, goals and philosophy; personnel practices, health and safety
rules, and of course the job they're required to do, with clear methods, timescales and
expectations.

Managers must ensure induction training is properly planned - an induction training

plan must be issued to each new employee, so they and everyone else involved can see
what's happening and that everything is included. You must prepare and provide a
suitable induction plan for each new starter. Here's a free induction training checklist.

These induction training principles are necessarily focused on the essential skills and
knowledge for a new starter to settle in and to begin to do their job. However there is
great advantage in beginning to address personal development needs, wishes,
opportunities, particular strengths, abilities, talent, etc., during or very soon after the
induction process. The sooner the better.

An organisation needs to assess its people's skills training needs - by a variety of

methods - and then structure the way that the training and development is to be
delivered, and managers and supervisors play a key role in helping this process.

People's personal strengths and capabilities - and aims and desires and special
talents (current and dormant) - also need to be assessed, so as to understand, and
help the person understand, that the opportunities for their development and
achievement in the organisation are not limited by the job role, or the skill-set that the
organisation inevitably defines for the person.

As early as possible, let people know that their job role does not define their potential
as a person within or outside the organisation, and, subject to organisational policy,
look to develop each person in a meaningful relevant way that they will enjoy and seek,
as an individual, beyond the job role, and beyond work requirements.

If possible 'top-up' this sort of development through the provision of mentoring and
facilitative coaching (drawing out - not putting in), which is very effective in producing
excellent people. Mentoring and proper coaching should be used alongside formal
structured training anyway, but this type of support can also greatly assist 'whole-
person development', especially where the mentor or coach is seen as a role-model for
the person's own particular aspirations.

It's important that as a manager you understand yourself well before you coach, or
train or mentor others:

Are your own your own skills adequate? Do you need help or training in any important
areas necessary to train, coach, mentor others? What is your own style? How do you
you communicate? How do you approach tasks? What are your motives? These all
affect the way you see and perform see the training, coaching or mentoring role, and
the way that you see and relate to the person that your are coaching, or training, or
mentoring. Your aim is to help the other person learn and develop - not to create
another version of yourself. When you understand yourself, you understand how you
will be perceived, how best to communicate, and how best to help others grow and
learn and develop.

And it's vital you understand the other person's style and personality too - how they
prefer to learn - do they like to read and absorb a lot of detail, do they prefer to be
shown, to experience themselves by trial and error? Knowing the other person's
preferred learning style helps you deliver the training in the most relevant and helpful
way. It helps you design activities and tasks that the other person will be more be more
comfortable doing, which ensures a better result, quicker. Various models and tests are
available to help understand learning styles - look at the Kolb model. Look at multiple
intelligences and the VAK learning model and free learning style tests.

See also the Johari Window model and adapted theory - it's a useful explanation of the
importance of open communications and strong mutual understanding among staff in
organizations, and for all situations where people work together. It's also a useful
model for personal awareness and self-development.
 

prioritising training

Given the vast range of skills and other competencies which can be developed in people
it is useful for some sort of prioritising to take place so that training focuses on the
areas which will yield best benefit, in other words, return on investment (typically in
terms of organizational performance, although the needs of teams and individuals can
also be very significant in prioritising training and development, depending on the
situation.)

In addition to the skill-sets and training needs analysis tools on this website, here are
three other examples of methods for prioritising training:

Essential/Desirable - simply and quickly define each activity (skill, competency,

whatever) according to whether it is essential or desirable for the job purpose and
organizational performance. Training priority is obviously given to developing essential
competencies.

Importance/Competency matrix - the highest training priorities are obviously the

activities (skills, competencies, whatever) which are high importance (of task to
organizational performance) and low competence (of trainee skill level).

high importance
and low high importance and
competence = high competence =
high training low training priority
priority
low importance and low importance and
low competence = high competence =
low training priority zero training priority

DIF Analysis - DIF stands for Difficulty, Importance, Frequency. DIF Analysis is a
sophisticated (and potentially very complex) method of assessing performance,
prioritising training needs and planning training, based on three perspectives: Difficulty,
Importance, and Frequency. The system looks at tasks and activities (or skills,
competencies, whatever) rather than looking at development from a personal individual
perspective. DIF Analysis can be used in different ways: for example as a flow diagram
to consider each activity using a simple yes/no for each of the three factors in sequence
of Difficulty (yes/no), Importance (yes/no) and Frequency (yes/no), which generates
eight possible combinations. At a simple level, an activity that scores low on all three
scales is obviously low priority; whereas an activity that scores high on all three scales
is a high priority. Weighting (significance of each factor relative to the job
purpose/aims) is required in order to optimise the usefulness and relevance of the
system, especially if applied to a group or organization. Analysis can become extremely
complex, so it is sensible to ensure that the level of analysis is appropriate for the
situation before starting to build complex analysis systems. For such a potentially
detailed system, DIF Analysis does not automatically take account of personal
preferences and potential capabilities, and as such consideration to this aspect is wise
where trainee commitment is influential upon development, which in most situations is
the case. The Skill-set and TNA tools on this website could, given modest expertise in
spreadsheets and logic, be adapted to manage DIF Analysis, although better dedicated
DIF Analysis tools exist. If you have one to share please send it.

Other methods exist for prioritising training. Choose or develop a method which is
appropriate for your situation. Resist the tendency to become overly detailed. Analysis
and detail should always be a means to an end (to achieve effective training and
development), not an end in themselves.

Ultimately the best way to prioritise training is can be simply to agree with the trainee
what they are most keen to commit to. All the analysis and detail in the world will not
guarantee trainee commitment, which is generally the most powerful force for effective
training and development.

Task-based analysis is important for organizational development measurement and

planning, but approaching training prioritisation from purely a task perspective ignores
the vital personal factor.

developing people and capabilities

Many organizations face the challenge of developing greater confidence, initiative,

solutions-finding, and problem-solving capabilities among their people. Organisations
need staff at all levels to be more self-sufficient, resourceful, creative and autonomous.
This behaviour enables staff can operate at higher strategic level, which makes their
organizations more productive and competitive. People's efforts produce bigger results.
It's what all organizations strive to achieve.
However, while conventional skills training gives people new techniques and methods, it
won't develop their maturity, belief, or courage, which is so essential for the
development of managerial and strategic capabilities.

Again, focus on developing the person, not the skills.

Try to see things from the person's (your people's) point of view. Provide learning and
experiences that they'd like for their own personal interest, development and fulfilment.
Performance and capability are ultimately dependent on people's attitude and emotional
maturity. Help them to achieve what they want on a personal level, and this provides a
platform for trust, 'emotional contracting' with the organisation, and subsequent
skills/process/knowledge development relevant to managing higher responsibilities,
roles and teams.

Participative workshops work well in beginning this type of attitudinal development.

Involve people right from the start. Focus on what they want. You could also use a
personal development questionnaire to begin to set the scene and provide examples of
'alternative' learning opportunities. It starts with the person, not the skills. It's about
attitude and emotional maturity. The Emotional Intelligence principles and
methodologies fit very well with modern approaches to developing people's belief,
maturity and attitude.

When people develop confidence, integrity, emotionally, they automatically become

more proactive, solutions-focused, responsive, etc., which across a whole team has a
cumulative effect. Johari is a useful model too. So many people at work are simply
'going through the motions', acting in a 'conforming' state, often because they feel
insecure, lack confidence to do what they think is right, or are nervous about being
bold, whereas boldness is absolutely required for self-sufficiency, initiative,
greater responsibility; in fact all of the behaviours that organizations strive to
encourage.

You can't 'teach' boldness - people have to experience things which enable them to feel
bolder, to take risks, and to want to take risks.

This means the rewards must be there too, or people have no reason to stick their
necks out. And not just the prospect of financial reward. More importantly the
Herzberg-type motivators - real extra responsibility, recognition, and involvement in
new successful and interesting projects. This is the fuel of people's growth and change.

 
designing self-study training and learning
programmes

The same basic principles apply to designing self-study programs as to any other sort of
training design.

The internet enables self-study learning and development programs to be more useful,
empowering and cost-effective than ever before.

The only limits are those you imagine. Be creative and innovative. Look on the web for
ideas and self-study and self-development resources, methods, groups, and
technologies. There are many.

This website is effectively a self-study program. It's not a particularly conventional one,
nor an accredited or measurable one. Like any sort of learning it will appeal to some
people but not others.

The growing businessballs community contains many other different innovative,

interesting and excellent ideas, providers, and free resources.

You will find many other self-development offerings on the internet if you tap into
relevant communities and portals.

As ever consider what you seek to achieve, before you design how to achieve it.

Know yourself as a trainer (and/or encourage this among your trainers), and help
trainees and learners to know themselves. Then it is easier to decide how and what will
help best.

To help you structure and design and assess learning, read the training design and
evaluation materials on this page and elsewhere on the website, for example the
Kirpatrick evaluation and design model, the learning styles and multiple intelligence
theories, and the Bloom learning domains taxonomy model.

The group selection recruitment and assessment centre guide is also relevant.
Assessment and development are tightly connected.
To help you understand yourself read the materials relating to personality and
motivation, such as Erikson's theory, the personality styles theories, and the ideas of
Maslow, Herzberg, McGregor, etc.

Designing a good self-study program should by its nature if possible involve the
students.

Involving people from the beginning increases ideas, relevance and commitment.

mentoring linked to projects and objectives

activities

Linking mentoring with objectives and project tasks or activities is a highly productive
and effective modern method of training and developing people in organizations,
especially for staff in teams and departments, and for developing organizations
themselves. The approach builds on management by objectives (MBO's) principles,
but is more participative, voluntary and inclusive. By comparison, MBO's are a 'one-way
street'; isolated and individually separate, prescribed along a single-channel towards a
task focus. Well-facilitated 'activity focused mentoring' is consensual, team-orientated,
with a personal development and team building focus, across multiple organizational
interfaces, particularly to and between management/subordinate/peer levels. Activity
focused mentoring methods also help develop systems (not IT and processes, but
overall systems: ie., how an organization works), organizations, management and
communications, in an open, dynamic, organic, three-dimensional way. The activity-
mentoring approach uses several integrated techniques which produce more reliable
and relevant training and learning outputs, in terms of individual skills, attitudinal
development, and direct job and organizational performance improvement. The
approach is facilitative rather than prescriptive, and broadly features:

 strat
egic
asse
ssm
ent
of
orga
nisat
ional
 and
dep
artm
ent
prior
ities
and
'high
-
yield
'
train
ing
nee
ds

 inter
pret
ed
disc
ussi
on
with
line-
man
ager
s of
train
ing
dele
gate
s
and
strat
egic
man
ager
s of
the
orga
nisat
ion
 pre-
train
ing
skills
/beh
avio
ural
nee
ds-
anal
ysis
- all
train
ing
dele
gate
s-
and
pre-
train
ing
prep
arat
ory
work

 smal
l
grou
ps -
prac
tical
work
shop
s-
shor
t
sessi
ons
-
highl
y
parti
cipat
 ive
and
situa
tion/
solut
ion-
base
d-
focu
sed
on
prac
tical
job
issu
es,
indiv
idual
pers
onali
ty/le
arni
ng
style
and
orga
nisat
ional
prior
ities

 indiv
idual
ly
agre
ed
task
s
and
assi
gnm
ents
-
focu
 sed
on
prac
tical
prior
ities
and
indiv
idual
nee
ds
(SM
ART
and
WII
FM
fact
ors)

 follo
w-
up
coac
hing
and
men
torin
g
one-
to-
one
supp
ort -
givin
g
high
acco
unta
bility
and
relia
ble
deliv
 erab
les

 ong
oing
feed
back
and
revie
w
with
line-
man
ager
s
and
strat
egic
man
ager
s-
coac
hing
/tas
k
note
s for
line
man
ager
s

The process works on several different levels: individual, team, task, organisational and
strategic. Activity focused mentoring also gives strong outputs in skills, behaviour and
job priority areas, as well as being strongly motivational and where necessary resolving
conflict and attitudinal issues.

mentoring cost analysis and justification

Mentoring can be provided in various ways and programmes take a variety of shapes.
Mentoring can be external, where the mentoring is essentially provided by external
people, or an internal activity, using mentors within the organisation.

Due to the relative newness of mentoring as a formal organised process, and because
mentoring programmes are so varied, statistics as to general costs and returns across
industry are not easy to find. Here however are general cost indicators for a program
essentially delivered by internally appointed mentors.

The main elements of a mentoring programme that carry quantifiable cost would be:

 Trai
nin
g of
me
ntor
(s) -
com
forta
bly
achi
evab
le
for
£1,0
00/h
ead
- it's
not
rock
et
scie
nce,
but
sele
ction
of
suita
ble
men
tor
is
abso
 lutel
y
critic
al -
goo
d
natu
ral
men
tors
nee
d
little
train
ing;
othe
r
peo
ple
who
are
not
read
y or
able
to
help
othe
rs
can
be
beyo
nd
any
amo
unt
of
train
ing.

 Men
tor
tim
e
awa
y
fro
m
nor
mal
acti
viti
es -
nee
ds
to
be a
mini
mu
m of
an
hour
a
mon
th
one-
to-
one
or
noth
ing
can
usef
ully
be
achi
eved
, up
to at
mos
ta
coup
le of
hour
sa
wee
k
one-
to-
one,
whic
h
woul
d be
inte
nsiv
e
almo
st to
the
poin
t of
over
loadi
ng
the
men
tore
e.
That
said,
ther
e
may
be
occa
sion
s
whe
n
the
one-
to-
one
woul
d
nece
ssari
ly
invol
ve a
whol
e
day
out
for
the
men
tor,
for
insta
nce
clien
t or
supp
lier
visit
s.
Say
on
aver
age
a
day
a
mon
th
inclu
ding
the
asso
ciate
d
admi
nistr
atio
n
work
,
parti
cular
ly
whe
re
the
men
 torin
g is
requ
ired
to
be
form
alise
d
and
reco
rded
.

 Ove
rsee
ing
the
pro
gra
m,
eval
uati
ng
and
mo
nito
ring
acti
vity
,
pro
gre
ss
and
out
put
s-
dep
ends
on
the
size
of
the
prog
ram,
ie.,
num
ber
of
men
tors
an
num
ber
of
'men
tore
es' -
if
the
men
torin
g is
limit
ed
to
just
a
singl
e
one-
to-
one
relat
ions
hip
then
it's
larg
ely
self-
man
agin
g - if
it's a
prog
ram
me
invol
ving
seve
ral
men
tors
an
men
tore
es
then
esti
mat
e an
hour
per
quar
ter
(3
mth
s)
per
one-
to-
one
men
torin
g
relat
ions
hip -
prob
ably
the
resp
onsi
bility
of
an
HR
or
train
ing
man
ager
. If
this
pers
on
with
the
over
view
/mo
nitor
ing
resp
onsi
bility
nee
ds
exte
rnal
advi
ce
you'
d
nee
d to
add
on
two
or
thre
e
days
exte
rnal
train
ing
or
cons
ulta
ncy
cost
s.
 (Me
ntor
ee
tim
e
awa
y
fro
m
nor
mal
acti
viti
es -
effec
tive
men
torin
g
shou
ld
ideal
ly
inte
grat
e
with
the
men
tore
e's
nor
mal
activ
ities,
and
enh
ance
prod
uctiv
ity,
effec
tiven
ess,
 etc.,
so
this
is
argu
ably
a
credi
t not
a
debi
t.)

mentoring principles and techniques

Rather than simply give the answers, the mentor's role should be to help the
'mentoree' find the answers for him/herself. While giving the answers is usually
better than giving no help at all, helping the mentoree to find the answers for
him/herself provides far more effective mentoring, because the process enables so
much more for the mentoree in terms of experience of learning. Give someone the
answers and they learn only the answers; instead mentors need to facilitate the
experience of discovery and learning. The mentor should therefore focus mentoring
effort and expectations (of the person being mentored especially, and the organisation)
on helping and guiding the mentoree to find the answers and develop solutions of
his/her own.

Accordingly, many of the principles of mentoring are common to those of proper

coaching, which are particularly prominent within life coaching. You should also refer to
aspects of NLP (Neuro-Linguistic Programming), and Sharon Drew Morgen's Facilitative
Questioning methodology.

Mentors need to be facilitators and coaches, not tutors or trainers. Mentorees need
simply to open their minds to the guidance and facilitative methods of the mentor. The
mentor should not normally (unless in the case of emergency) provide the answers for
the mentoree; instead a mentor should ask the right questions (facilitative, guiding,
interpretive, non-judgemental) that guide the mentoree towards finding the answers for
him/herself.
If a mentor tells a mentoree what to do, then the mentoree becomes like the mentor,
which is not right nor sustainable, and does not help the mentoree to find his/her own
true self.

The mentor's role is to help the mentoree to find his/her own true self; to
experience their own attempts, failures and successes, and by so doing, to
develop his/her own natural strengths and potential.

We can see parallels in the relationship between a parents and a child. If a parent
imposes his or her ways, methods and thinking upon a child, the child becomes a clone
of the parent, and in some cases then falsifies his or her own true self to please and
replicate the model projected by the parent. The true self might never appear, or when
it begins to, a crisis of confidence and purpose occurs as the person tries to find and
liberate his or her true self.

When we mentor people, or when we raise children, we should try to help them
develop as individuals according to their natural selves, and their own wishes,
not ours.

tips on establishing a mentoring service or

programme

There are very many ways to design a mentoring programme, whether within an
organization, or as a service or help that you provide personally to others.

Here are some questions that you should ask yourself. The answers will move you
closer to what you seek to achieve:

What parameters and aims have you set for the mentoring activity?

What will your mentoring programme or service look and feel like?

What must it achieve and for whom?

What are your timescales?

How will the mentoring programme or activity be resourced and managed and
measured?

What type of design and planning approach works best for you? (It makes sense to use
a design and planning approach that works for you.)

What are your main skills and style and how might these influence the programme
design?

What methods (phone, face-to-face, email, etc) of communication and feedback are
available to you, and what communications methods do your 'customers' need and
prefer?

What outputs and effects do you want the programme to produce for you, and for the
people being mentored?

How might you build these core aims, and the implied values and principles, into your
programme design?

How can you best measure and agree that these outputs - especially the agreed
expectations of the people being mentored - are being met.

How can you best help people in matters for which you need to refer them elsewhere?

What skills, processes, tools, experience, knowledge, style do you think you will need
that you do not currently have?

What do your 'customers' indicate that they want in terms of content, method and style
or mentoring - in other words what does your 'target market' need?, and what parts of
those requirements are you naturally best able to meet?

Mentoring is potentially an infinite demand upon the mentor so you need to have a
clear idea of the extent of your mentoring 'offering'.

Establishing clear visible parameters enables proper agreement of mutual expectations.

 
general training tips

These tips apply essentially to traditional work-related training - for the transfer of
necessary job- or work-related skills or knowledge.

These tips do not apply automatically to other forms of enabling personal development
and facilitating learning, which by their nature involve much wider and various
development methods and experiences.

When planning training think about:

 your
obje
ctive
s-
keep
the
m in
min
d all
the
time

 how
man
y
peo
ple
you
are
train
ing

 the
met
hods
and
form
at
you
will
use
  whe
n
and
how
long
the
train
ing
lasts

 whe
re it
hap
pens

 how
you
will
mea
sure
its
effec
tiven
ess

 how
you
will
mea
sure
the
train
ees'
reac
tion
to it

When you you give skills training to someone use this simple five-step approach:

1. pr
ep
ar
e
 th
e
tr
ai
ne
e
-
ta
ke
ca
re
to
rel
ax
th
e
m
as
lot
s
of
pe
op
le
fin
d
le
ar
ni
ng
ne
w
thi
ng
s
str
es
sf
ul
2. ex
pl
ai
n
th
e
jo
b/
ta
sk
,
sk
ill,
pr
oj
ec
t,
et
c-
di
sc
us
s
th
e
m
et
ho
d
an
d
w
hy
;
ex
pl
ai
n
st
an
da
rd
s
an
d
w
hy
;
ex
 pl
ai
n
ne
ce
ss
ar
y
to
ol
s,
eq
ui
p
m
en
t
or
sy
st
e
m
s
3. pr
ov
id
e
a
de
m
on
str
ati
on
-
st
ep
-
by
-
st
ep
-
th
e
m
or
e
co
m
pl
ex
,
th
e
m
or
e
st
ep
s-
pe
op
le
ca
nn
ot
ab
so
rb
a
w
ho
le
co
m
pli
ca
te
d
ta
sk
all
in
on
e
go
-
br
ea
k
it
do
w
n
-
al
w
ay
s
sh
o
w
th
e
co
rr
ec
t
w
ay
-
ac
ce
nt
ua
te
th
e
po
sit
iv
e
-
se
ek
fe
ed
ba
ck
an
d
 ch
ec
k
un
de
rst
an
di
ng
4. ha
ve
th
e
tr
ai
ne
e
pr
ac
tic
e
th
e
jo
b
-
w
e
all
le
ar
n
be
st
by
ac
tu
all
y
do
in
g
it
-
 ('I
he
ar
an
d
I
fo
rg
et
,I
se
e
an
d
I
re
m
e
m
be
r,
I
do
an
d
I
un
de
rst
an
d'
-
Co
nf
uc
iu
s)
5. m
on
ito
r
pr
og
re
ss
-
gi
ve
po
sit
iv
e
fe
ed
ba
ck
-
en
co
ur
ag
e,
co
ac
h
an
d
ad
ap
t
ac
co
rdi
ng
to
th
e
pa
ce
of
de
ve
lo
p
m
en
t
Creating and using progress charts are helpful, and are essential for anything complex -
if you can't measure it you can't manage it. It's essential to use other training tools too
for planning, measuring, assessing, recording and following up on the person's training.

Breaking skills down into easily digestible elements enables you to plan and manage the
training activities much more effectively. Training people in stages, when you can build
up each skill, and then an entire role, from a series of elements, keeps things
controlled, relaxed and always achievable in the mind of the trainee.

Establishing a relevant 'skill set' is essential for assessing and prioritising training for
any role. It is not sufficient simply to assess against a job description, as this does not
reflect skills, only responsibilities, which are different. Establishing a 'behaviour set' is
also very useful, but is a more difficult area to assess and develop.

More information and guidance about working with 'Skill-Sets' and 'Behaviour Sets', and
assessment and training planning see training evaluation, and performance appraisals,
and other related linked articles on this site. Using Skill-Sets to measure individual's
skills and competencies is the first stage in producing a training needs analysis for
individuals, a group, and a whole organisation. You can see and download a free Skill-
Set tool and Training Needs Analysis tool the free resources page.

This will not however go beyond the basic work-related job skills and attributes
development areas. These tools deal merely with basic work training, and not with
more important whole person development, for which more sophisticated questioning,
mentoring and learning facilitation methods need to be used.

Psychometric tests (and even graphology - handwriting analysis) are also extremely
useful for training and developing people, as well as recruitment, which is the more
common use. Psychometric testing produces reliable assessments which are by their
nature objective, rather than subjective, as tends to be with your own personal
judgement. Your organisation may already use systems of one sort or another, so seek
advice. See the section on psychometrics. Some of these systems and tools are
extremely useful in facilitating whole-person learning and development.

Some tips to make training (and learning, coaching, mentoring) more enjoyable and
effective:

 keep
instr
uctio
 ns
posit
ive
('do
this'
rath
er
than
'don'
t do
this'
)

 avoi
d
jarg
on -
or if
you
can't
then
expl
ain
the
m
and
bett
er
still
prov
ide a
writt
en
glos
sary

 you
mus
t
tailo
r
train
ing
to
 the
indiv
idual
, so
you
nee
d to
be
prep
ared
to
ada
pt
the
pace
acco
rdin
g to
the
perf
orm
ance
once
train
ing
has
beg
un

 enco
urag
e,
and
be
kind
and
thou
ghtf
ul -
be
acce
ptin
g of
mist
 akes
,
and
treat
the
m as
an
opp
ortu
nity
for
you
both
to
lear
n
from
the
m

 focu
s on
acco
mpli
shm
ent
and
prog
ress
-
reco
gniti
on is
the
fuel
of
deve
lop
men
t

 offer
prais
e
 gen
erou
sly

 be
enth
usia
stic -
if
you
sho
w
you
care
you
can
expe
ct
your
train
ee
to
care
too

 chec
k
prog
ress
regu
larly
and
give
feed
back

 invit
e
ques
tions
and
disc
ussi
on
  be
pati
ent
and
keep
a
sens
e of
hum
our

Induction training tips:

 asse
ss
skill
and
kno
wled
ge
level
befo
re
you
start

 teac
h
the
reall
y
easy
stuff
first

 brea
k it
dow
n
into
smal
l
step
 s
and
piec
es of
infor
mati
on

 enco
urag
e
prid
e

 cove
r
heal
th
and
safet
y
issu
es
fully
and
care
fully

 try
to
iden
tify
a
men
tor
or
help
er
for
the
train
ee
As a manager, supervisor, or an organisation, helping your people to develop is the
greatest contribution you can make to their well-being. Do it to your utmost and you
will be rewarded many times over through greater productivity, efficiency, environment
and all-round job-satisfaction.

Remember also to strive for your own personal self-development at all times - these
days we have more opportunity and resource available than ever to increase our skills,
knowledge and self-awareness. Make use of it all.

recognise and acknowledge training and

development achievements - letter examples

As an employer or manager, take the time to recognise and thank employees for
successfully (or unsuccessfully) completing training and development courses, projects
or challenges. Receiving recognition is a powerful motivator and stimulant towards
further training and personal development.

And yet the opportunity to acknowledge people's achievements is often overlooked. A

simple letter of congratulations - especially in this age of disposable emails, or a
mention in a company magazine or newsletter is often all that it takes to give people a
huge boost.

An email, or even a verbal 'well done' or pat on the back is better than nothing at all,
but a letter is a very powerful indeed. Think about it: A letter, sent to the home
address, is special. It's on official letterheaded paper. It's personally signed. It took time
and care to write, sign and send. It's something people tend to keep. It is likely to be
opened so that the partner or family sees it too, which dramatically adds to the power
of the recognition. So, an email is good, but not nearly so impactful as a letter.

Here's are some short examples of simple sample letters of congratulations or

encouragement for completing training and development aims, successfully, and also
encouragement for unsuccessful effort, when some people need a boost more than
ever.

Letters of recognition and congratulations are appropriate from line managers, and
higher up the organisation especially. An individual signed letter of congratulations from
the MD or CEO is a hugely motivational event in most employee's lives. People's valiant
failures deserve recognition too, and often help the person to keep positive, and keep
striving to succeed in the future.

Remember that training and development is not restricted to training courses. Projects,
delegated tasks, job-swaps, temporary postings and other responsibilities can all be
forms of learning and development and are worthy of recognition when carried out well,
or encouragement when a brave effort fall short.

Adapt these examples to give encouragement to people when they are striving to
improve and achieve. It can make the difference between them wanting to try again or
not.

sample letter of congratulations

(name, home address, date)

Dear ..........

My warmest congratulations to you on your completion of your ............... training

course/programme on (date).

Your achievement (of ...... qualification/accreditation) is richly deserved, and is a great

example for others to follow.

I encourage you to continue to strive towards further personal development.

Best wishes, etc.

sample letter of recognition of successful effort

(name, home address, date)

Dear ..............

I am writing to give you my personal appreciation for a job well done when you
recently ................................ .

I recognise this was a tough challenge for you. The way you handled the demands and
pressures is an inspiring example to others.

You will I suspect go on from this to greater challenges and achievements in the future.

Keep up your excellent efforts.

Best wishes, etc

sample letter of recognition of unsuccessful effort

(name, home address, date)

Dear ..............

I realise that your recent failure to achieve/complete ................................

qualification/course will have been a disappointment to you.

However, I wanted to let you know that I was greatly impressed by your efforts and
attitude in approaching your challenges, and I have every faith that you will succeed on
your next attempt.
The lessons we learn from our failures are often even more valuable than the
experience we gain from our successes.

Keep up your excellent efforts.

Best wishes, etc

leadership and management training and

development - processes overview

Here's an overview of some simple processes for training and developing management
and leadership skills, and any other skills and abilities besides. Use your own tools and
processes where they exist and are effective. Various tools are available on the free
resources section to help with this process, or from the links below.

Refer also to the coaching and development process diagram.

1. O
bt
ai
n
co
m
mi
t
m
en
t
fr
o
m
tr
ai
ne
es
fo
r
de
ve
lo
p
m
en
t
pr
oc
es
s.
Co
m
mi
t
m
en
t
is
es
se
nti
al
fo
r
th
e
de
ve
lo
p
m
en
t.
If
po
ssi
bl
e
lin
k
thi
 s
wi
th
ap
pr
ai
sa
ls
an
d
ca
re
er
de
ve
lo
p
m
en
t
sy
st
e
m
s.
2. In
vo
lv
e
tr
ai
ne
es
in
id
en
tif
yi
ng
le
ad
er
sh
ip
qu
ali
tie
s
an
d
cr
ea
te
's
kil
l/
be
ha
vi
ou
r-
se
t'
th
at
yo
u
se
ek
to
de
ve
lo
p.
Tr
ai
ni
ng
an
d
de
ve
lo
p
m
en
t
w
 or
ks
ho
ps
ar
e
id
ea
l
fo
r
thi
s
ac
tiv
ity
.
3. As
se
ss
,
pri
ori
tis
e
an
d
ag
re
e
tr
ai
ne
e
ca
pa
bil
iti
es
,
ga
ps
,
ne
ed
s
ag
ai
ns
t
th
e
sk
ill/
be
ha
vi
ou
r-
se
t;
in
di
vi
du
all
y
an
d
as
a
gr
ou
p,
so
as
to
be
ab
le
to
pl
an
gr
ou
p
tr
ai
ni
ng
an
d
in
di
vi
du
al
tr
ai
ni
ng
ac
co
rdi
ng
to
ne
ed
s
an
d
ef
fic
ie
nc
y
of
pr
ov
isi
on
.
Us
e
th
e
sk
ill/
be
ha
vi
ou
r-
se
t
to
ol
fo
r
thi
s
ac
tiv
ity
.
Us
e
th
e
tr
ai
ni
ng
ne
ed
s
an
al
ys
is
to
ol
fo
r
as
se
ssi
ng
tr
ai
ni
ng
ne
ed
s
pri
 ori
tie
s
fo
r
a
gr
ou
p
or
w
ho
le
or
ga
ni
za
tio
n.
4. D
es
ig
n
an
d/
or
so
ur
ce
an
d
ag
re
e
wi
th
tr
ai
ne
es
th
e
ac
tiv
iti
es
,
ex
er
cis
es
,
le
ar
ni
ng
,
ex
pe
rie
nc
es
to
ac
hi
ev
e
re
qu
ire
d
tr
ai
ni
ng
an
d
de
ve
lo
p
m
en
t
in
di
ge
sti
bl
e
ac
hi
ev
ab
le
el
e
m
en
ts
-
ie
br
ea
k
it
do
w
n.
Us
e
th
e
tr
ai
ni
ng
pl
an
ne
r
to
pl
an
th
e
de
ve
lo
p
m
en
 t
an
d
tr
ai
ni
ng
ac
tiv
iti
es
an
d
pr
og
ra
m
m
es
.
Re
co
rd
tr
ai
ni
ng
ob
je
cti
ve
s
an
d
lin
k
to
ap
pr
ai
sa
ls.
5. Es
ta
bli
sh
an
d
ag
re
e
m
ea
su
re
s,
ou
tp
ut
s,
ta
sk
s,
st
an
da
rd
s,
mi
le
st
on
es
,
et
c.
Us
e
th
e
S
M
A
R
T
ta
sk
m
 od
el
an
d
to
ol.

Training and development can be achieved through very many different methods - use
as many as you need to and which suit the individuals and the group. Refer to the Kolb
learning styles ideas - different people are suited to different forms of training and
learning.

Exercises that involve managing project teams towards agreed specific outcomes are
ideal for developing management and leadership ability. Start with small projects, then
increase project size, complexity and timescales as the trainee's abilities grow. Here are
examples of other types of training and development. Training need not be expensive,
although some obviously is; much of this training and development is free; the only
requirements are imagination, commitment and a solid process to manage and
acknowledge the development. The list is not exhaustive; the trainer and trainees will
have lots more ideas:

 on
the
job
coac
hing

 men
torin
g

 dele
gate
d
task
s
and
proj
ects

 read
ing
assi
 gnm
ents

 pres
enta
tion
assi
gnm
ents

 job
dep
utisa
tion
or
seco
ndm
ent

 exte
rnal
train
ing
cour
ses
and
semi
nars

 dista
nce
lear
ning

 even
ing
class
es

 hob
bies
- eg
volu
ntar
 y
club
/co
mmi
ttee
posit
ions,
spor
ts,
outd
oor
activ
ities,
and
virtu
ally
anyt
hing
outsi
de
work
that
prov
ides
a
usef
ul
pers
onal
deve
lop
men
t
chall
eng
e

 inter
nal
train
ing
cour
ses
 atte
ndin
g
inter
nal
brief
ings
and
pres
enta
tions
, eg
'lunc
h
and
lear
n'
form
at

 spec
ial
resp
onsi
biliti
es
whic
h
requ
ire
obta
ining
new
skills
or
kno
wled
ge
or
expo
sure

 vide
o
 inter
net
and
e-
lear
ning

 cust
ome
r
and
supp
lier
visit
s

 atta
chm
ent
to
proj
ect
or
othe
r
tea
ms

 job-
swa
p

 accr
edit
ed
outsi
de
cour
ses
base
d on
new
quali
ficati
 ons,
eg
NVQ
's,
MBA
's,
etc.

management training with no guarantee of a

management job

Training people, especially graduates, young rising stars and new recruits, is commonly
linked to the veiled promise of or allusion to management opportunity. But what
happens when the organisation is unable to offer a management promotion at the end
of the training programme? This is a familiar pattern and challenge in many
organisations. How can you encourage people into a management development
programmes, with no assurance of a promotion into management at the end of it?

The problem lies in the mismatched expectations at the outset: the trainee hopes
(which develops into an expectation) for promotion. The organisation cannot (quite
rightly) guarantee that a management job will be offered. No wonder that it often ends
in tears, and what should have been (and actually still is) a positive experience, namely
the learning and experience achieved, turns into a crisis for HR to diffuse, because the
trainee feels let down and disappointed.

Here's a different way to approach management development:

First, come back a few stages and consider the values, beliefs and real nature of the
emotional, spiritual and personal development that these people (the management
trainees) might need and respond to most. Then you'll find it easier to define an honest
set of expectations on each side (the graduates and the employer).

If the 'training' is positioned as a possible step towards a management promotion,

people will become focused on the wrong expectations and aims, and when, as most of
them will do, people fail to achieve a promotion they will feel they have failed, and the
experience turns sour.
Better to design the 'learning' as a 'significant personal development experience' in its
own right, with absolutely no promise of a job or a promotion at the end of it. That way
everyone's (employer and employees) expectations match openly and honestly, and
people are all focused on enjoying and benefiting from the learning as the central aim,
rather than continually hoping that the management job happens, or in the case of the
employer and program manager, preparing to defend and appease folks at the end
when there's no job.

Added to which, by defining and designing the programme as personal development,

enrichment, experience, life-learning, etc (there are many highly appealing and worthy
ways to specify and describe a programme like this) - and not being afraid of doing so -
you will attract the right sort of people into it; ie., the more emotionally mature and
positive ones, who want to do it for the learning and experience, rather than purely for
the chance of a promotion into management.

The irony of course is that students who respond to a learning and personal enrichment
opportunity per se, with no guarantees or allusions to management promotion, will be
the best management candidates of all.

tips for assessing organizational training

effectiveness

Look at and understand the broad organizational context and business environment:
the type, size, scale, spread, geography, logistics, etc., of the business or organization.
This includes where and when people work (which influences how and when training
can be delivered). Look also at the skills requirements for the people in the business in
general terms as would influence training significance and dependence - factors which
suggest high dependence on training are things like: fast-changing business (IT,
business services, healthcare, etc), significant customer service activities, new and
growing businesses, strong health and safety implications (chemicals, hazardous areas,
transport, utilities). Note that all businesses have a high dependence on training, but in
certain businesses training need is higher than others - change (in the business or the
market) is the key factor which drives training need.

Assess and analyse how training and development is organized and the way that
training is prioritised. Think about improvements to training organization and planning
that would benefit the organisation.
Review the business strategy/positioning/mission/plans (and HR strategy if any exists)
as these statements will help you to establish the central business aims. Training should
all be traceable back to these business aims, however often it isn't - instead it's often
arbitrary and isolated.

Assess how the training relates to the business aims, and how the effectiveness of the
training in moving the business towards these aims is measured. Often training isn't
measured at all - it needs to be.

Look at the details and overview of what training is planned for the people in the
business. The training department or HR department should have this information.
There should be a clear written training plan, including training aims, methods,
relevance and outputs connected to the wider aims of the business.

Look also at how training relates to and is influenced by appraisals and career
development; also recruitment, and general ongoing skills/behavioural assessment.
There should be process links between these activities, particularly recruitment and
appraisals, and training planning. Detailed training needs should be driven substantially
by staff appraisals. (It goes without saying that there should be consistent processes
and application of staff appraisals, and that these should use suitable job performance
measures that are current and relevant to the operations and aims of the business.)

Look particularly at management training and development. The bigger the business,
generally the bigger the dependence on management training and development.

Look at new starter induction training - it's critical and typically a common failing in
situations where anything higher than a low percentage of new starters leave soon after
joining.

Look for the relationships between training, qualifications, job grades and pay/reward
levels - these activities and structures must be linked, and the connections should be
visible to and understood by all staff.

Look especially at staff turnover (% per annum of total staff is the key indicator), exit
interviews, customer satisfaction surveys, staff satisfaction surveys (if they exist) for
other indicators as to staff development and motivational needs and thereby, training
deficiencies.

Look for any market research or competitor analysis data which will indicate business
shortcomings and weaknesses, which will imply staff training needs, obviously in areas
of the most important areas of competitive weakness in relation to the business
positioning and strategy.

Look to see if there is director training and development - many directors have never
been trained for their roles, and often hide from and resist any effort to remedy these
weaknesses.

Base training recommendations and changes on improving training effectiveness in

terms of:

 relev
ance
to
orga
nizat
ional
aims

 met
hods
of
staff
asse
ssm
ent

 train
ing
desi
gn/s
ourci
ng

 train
ing
type
,
mix
and
suita
bility
,
give
n
staff
and
busi
ness
circu
msta
nces
(con
sider
all
train
ing
opti
ons
avail
able
-
ther
e
are
very
man
y
and
som
e
are
relat
ively
inex
pens
ive,
and
prov
ide
othe
r
orga
nizat
ional
ben
efits
; in-
hous
e,
exte
rnal
train
ing
cour
ses
and
semi
nars
,
work
shop
s,
coac
hing
,
men
torin
g,
job-
swa
p,
seco
ndm
ent,
dista
nce-
lear
ning
,
day-
rele
ase,
accr
edit
ed/q
ualifi
catio
n-
linke
d,
etc)
 rem
edie
s for
iden
tifie
d
orga
nizat
ional
and
busi
ness
perf
orm
ance
prob
lem
area
s,
eg.,
high
staff
turn
over
,
gen
eral
attrit
ion
or
diss
atisf
actio
n
level
s,
cust
ome
r
com
plain
ts,
mor
ale,
supp
lier
rete
ntio
n
and
relat
ions
hips,
wast
age
and
shrin
kage
,
legal
and
envi
ron
men
tal
com
plian
ce,
recr
uitm
ent
diffic
ultie
s,
man
age
men
t
and
direc
tor
succ
essi
on,
and
othe
r
key
 perf
orm
ance
indic
ator
s of
the
busi
ness
(whi
ch
shou
ld
be
stat
ed
in
busi
ness
plan
ning
docu
men
ts)

 com
para
tive
cost
s of
diffe
rent
type
s of
train
ing
per
hea
d,
per
staff
type
/lev
el
 mea
sure
men
t of
train
ing
effec
tiven
ess,
and
espe
ciall
y
feed
back
from
staff
bein
g
train
ed:
inter
view
dep
artm
enta
l
hea
ds
and
staff
to
see
wha
t
they
thin
k of
train
ing -
how
it's
plan
ned,
 deliv
ered
,
mea
sure
d,
and
how
effec
tive
it is

measuring and increasing training days or hours

per person

Measuring training hours per person as an average across the organization, typically per
year, is often a useful training and development KPI (Key Performance Indicator) of the
training function - more training acronyms here. If you can't measure it you can't
manage it, the saying goes.

The degree of difficulty in measuring training time per person depends on what you
define as training: training time per person on training courses is relatively easy to
measure, but on-the-job coaching, informal mentoring, personal reading and learning -
these are less quantifiable - you'd normally need to get this data from the employees
via a survey or other special report.

It is possible to manage 'training time per person' aims and data via annual appraisals,
when training past and future could be quantified - this could be a relatively simple
add-on to whatever appraisal system you are using currently, and could relatively easily
be cascaded via managers.

Your previous year's total training course time - i.e., 'person-days' spent on training
courses - divided by number of employees in the organization is an easy start point.
This will give you the average training course time per employee, and if you have no
other benchmarks is as good a start point as any. Then perhaps agree a sensible target
uplift on this, assuming the training requirement is linked to organisational aims and
personal development, rather than training for the sake of it just to increase the hours
per person. You can make this calculation for a team, a job grade, a department or a
whole organization.

You could also survey the managers as to their estimate of how much on-the-job-
coaching they provided per person as an average during a week. This gives another
benchmark, albeit it an estimate, for which you can target an uplift and then monitor
via managers reporting back every month or quarter. Remind managers to include, and
if possible to categorise all the different sorts of training and coaching that takes place,
as they will tend to forget or ignore certain types, for example; job cover, training at
meetings, taking on new tasks and responsibilities, delegated tasks, shadowing, etc.
Training comes in various forms - if you are measuring it make sure you don't
underestimate the level of activity.

training planning factors

These guidelines essentially deal with conventional work skills training and
development. Remember that beyond this, issues of personal development and
learning, for life, not just work, are the most significant areas of personal development
to focus on.

To plan traditional training of work skills and capabilities that links to organizational
performance improvement you must first identify the organizational performance needs,
gaps, and priorities. These are examples of typical training drivers which give rise to
training needs. It is rare to use all of these aspects in determining training needs -
select the ones which are most appropriate to your own situation, the drivers which will
produce the most productive and cost-effective results, in terms of business
performance and people-development:

examples of training drivers

 Cust
ome
r
satis
facti
on
 surv
eys

 Busi
ness
perf
orm
ance
stati
stics
and
repo
rts.

 Fina
ncial
repo
rts
and 
ratio
s.

 Com
petit
or
anal
ysis
and
com
paris
on,
eg
SW
OT
anal
ysis.

 Man
age
men
t
feed
back
on
 empl
oyee
nee
ds,
inclu
ding
from
appr
aisal
s.

 Trai
ning
audi
ts,
staff
asse
ssm
ent
cent
res.

 Staff
feed
back
on
train
ing
nee
ds.

 Dire
ctor-
driv
en p
olicy
and
strat
egic
prior
ities.

 Legi
slati
 ve
pres
sure
s.

 Rele
vant
quali
ficati
on
and
certi
ficati
on
prog
ram
mes.

 
Use the results and indicators from the chosen driver(s) to produce prioritised training
needs per staff type, which will logically enable staff and management to achieve
improvements required required by the organization.
 
There are several free training needs analysis and planning tools on the free resources
section which might help you assess and analyse staff training needs, and then
construct training plans.

potential conflict between HR/training function

and business management
 
Conflict can arise between HR/Training and other parts of the organization, commonly
due to differing priorities among performance management functions within a business,
and notably relating to training, development and welfare of staff. If so, you need to
identify conflict and manage it. Conflict is often caused by the different aims of the
departments, and you need to facilitate understanding and cooperation on both sides.
This is especially important in order to achieve successful training needs assessment,
training design, planning, delivery and optimal take-up and implementation. Aside this
there are very much deeper implications for organizations seeking to be truly cohesive,
'joined-up', and aligned towards common set of corporate aims and values. If you see
any of the following symptoms of conflict, consider the root cause and facilitate
strategic discussion and agreement, rather than limit your activity to simply resolving or
responding only to the symptom.
 

 man
age
men
t
resis
ting
rele
ase
of
staff
for
train
ing
due
to
day-
to-
day
work
dem
ands

 shor
t-
term
nee
ds
of
perf
orm
ance
man
age
men
t vs
long
-
term
outl
 ook
of
HR

 HR
have
no
line
auth
ority
over
train
ees
ther
efor
e
cann
ot
cont
rol
train
ing
take
-up

 Trai
ning
is
rarel
y
well
follo
wed
-
thro
ugh
once
dele
gate
s
are
back
in
jobs,
 desp
ite
HR
effor
ts to
achi
eve
this
via
man
ager
s

 HR
bud
gets
are
ofte
n
cut
if
profi
ts
com
e
und
er
pres
sure

Generally conflict would stem from the values and priorities of directors, managers and
staff involved, and the aims and processes of the different HR functions. Here are some
subject headings that serve as a checklist to see that the aims and priorities of
HR/Training align optimally with those of other departments (the list is not exhaustive
but should enable the main points of potential misalignment to be addressed):

 profi
t,
cost
s,
bud
gets
 well-
bein
g of
staff

 ethic
s
and
mor
ality
in
treat
men
t of
staff

 legal
adh
eren
ce

 busi
ness
strat
egy

 train
ing
and
deve
lop
men
t
nee
ds
(skill
s,
kno
wled
ge,
EQ,
etc)
 succ
essi
on
plan
ning

 asse
ssm
ent
and
appr
aisal
s

 pro
moti
on

 recr
uitm
ent

 age,
gen
der,
disa
bility

 polic
ies

 hara
ssm
ent

 coun
selli
ng

 work
forc
e
plan
ning
 man
age
men
t
stru
ctur
e

 deci
sion-
maki
ng
and
appr
oval
proc
esse
s

 outs
ourci
ng

 cont
racts
of
empl
oym
ent

 corp
orat
e
miss
ion
and
valu
es

 acqu
isitio
ns
and
dive
 stme
nts

 pre
mise
s

 pay
and
rem
uner
atio
n
plan
s
and
mar
ket
posit
ionin
g

 use
of
age
ncie
s

 adve
rtisi
ng
and
imag
e

positioning statement and introduction to training

courses and materials for groups of mixed abilities
In many training and teaching situations it is not possible to identify and assemble
groups of delegates whose needs, experience and ability levels closely match each
other.

Groups will therefore often comprise of trainees and learners who have different levels
of experience, and/or abilities, styles, expectations, needs, aims, etc.

This places additional demands on the training provider/facilitators to ensure that the
needs of all delegates are met, while not causing any frustration or boredom for
delegates who already know or possess certain parts of the information and abilities (or
think they do) that the teaching seeks to transfer.

As such it is often helpful for trainers and delegates to acknowledge and accept this
situation at the beginning of the course or training session, with the purpose of
reducing potential frustrations and negative reactions and effects as far as possible.

Here is a suggested introductory statement, which aims to achieve a commitment to

understand the needs of others. You will notice that the statement is designed to
appeal to the mature and responsible nature that exists in virtually all people. The
challenge is to tap into this at the outset, in order to set a positive constructive
atmosphere and standard of behaviour for the training. Adapt it to suit your own
situation.

This special training introduction is additional to any other introduction that you'll be
using to outline the training aims, domestic arrangements, fire-drill, etc.

The statement or an adapted version can also be included within the introduction
section of training course notes and manuals.

Example training introduction for groups of mixed abilities and needs:

Training Introduction - Please help to make this

course/session as positive and helpful for all
delegates

While every effort has been made to design this

course/session to appeal to the needs of all delegates, it is
almost inevitable that each of you will have slightly (and in
some cases significantly) different past experiences, levels
of ability and knowledge, personal skills and styles, and
needs and expectations.

Therefore during this course/session some of the learning

might already be known or familiar to you.

Please bear in mind that this will not be the case for all of
your fellow delegates. We are all different.

As such we would greatly appreciate your cooperation,

tolerance and awareness as to the needs of others on this
course.

If you find yourself thinking that you've 'heard at all

before' please take a few moments to think:

Have you really 'heard it all before', or are you overlaying

your own experiences onto some new ideas? This is not
an unusual reaction among very capable people when
confronting new ideas, so first it's good to test your initial
reaction - it would be a pity to miss out.

If you are convinced that the training is covering an area

that you know well please then consider how to make the
best of this situation.

If you know the area well, look for opportunities to make

constructive suggestions and to provide helpful examples
to the group. Trainers and facilitators have a tough job to
do and will generally appreciate constructive help and
participation from senior or experienced members of the
group.

If you find yourself completing exercises much quicker

than your fellow delegates, look to help others, especially
 if the trainer or facilitator is working alone with a large
group, and especially if other members are struggling.

If you find yourself knowing the answers to lots of the

questions that arise during the training, consider if less
experienced delegates will benefit from working out the
answers for themselves, with some prompting from you if
helpful. Nobody ever learned much from answering an
easy question, but we learn a lot from helping someone
else who finds a question difficult.

Delegates who help the group as well as learn new things

for themselves, invariably get the most from training
courses.

Thank you in anticipation of your understanding and

contribution towards making this a helpful session for
everyone.

Adapt this training course introduction to suit the situation. It is more relevant to mixed
groups of delegates from different experience and skills backgrounds than to groups
which have been selected according to closely matching needs and ability levels.

This sort of statement can be included at the beginning of course notes, or given as a
separate handout (as a sort of philosophical scene-setter), and/or explained and
discussed verbally with the group.

In any event it's good also to seek agreement from the group that the concept of
making the most constructive use of time and everyone's ability to contribute, is the
right and proper approach.

The message to training course delegates is effectively: that learning new things is an
enjoyable rewarding part of life and personal development, and so too is helping others
to do the same.
 

resources for training and development - building

your own resources - and helping others do so

We all need to maintain and develop our value in the marketplace.

Then we will always be in demand.

Two generations ago, jobs were for life - now some careers last just five or ten years.

The world is changing faster.

Organisations, and everyone individually, must be able to assess their capabilities, and
re-skill when necessary.

Trainers, teachers, coaches, managers and leaders are central to these assessing and
re-skilling processes.

Whether you are a trainer, specialist, manager, leader, entrepreneur, whatever, building
your own resources will enable you to maintain and grow your capabilities and value,
and to help others do the same.

Here are some questions and answers about building training and development
resources.