HOW PSYCHOLOGY CAN IMPROVE TRAINING
In the last edition of The Juice, we described the first 3 elements of ‘The Training Cycle’: Analysing Needs, Developing Objectives and Devising the Programme, providing some insights from the world of psychology. This month, Helena Murray, Junior Business Psychologist, completes the cycle by describing the processes of implementing and evaluating training, giving some practical tips based on our own experiences of delivering effective training programmes.
To see last months article click here
The Training Cycle:
Step 4: Implement Training
There are many different ways of implementing or delivering training. The chosen method should be based on the training objectives and the abilities / needs of the attendees. Generally, it is important to use a variety of techniques to try and cater for all needs. For example some people learn best when material is presented visually whilst others are more receptive to information when it is in an audio form. Some find it easier to understand concepts when presented with diagrammatic information, others when it is brought to life through the use of real life examples. Therefore, it can be useful to use a variety of presentation material (e.g. flip charts, power point, audio clips, diagrams, printed materials etc) throughout the course. This ensures you are best placed to meet the needs of all trainees and it also reduces boredom and increases engagement.
Top Tip! At the very beginning of a training programme it is useful to clarify the expectations of the attendees. Depending on numbers, try to ask each group member the following questions:
- What do you want from the day or training programme?
- Do you have any previous knowledge or experience of the topic area?
- Do you have any particular concerns that you would like addressing?
This has several benefits, firstly it helps you to ensure the training is tailored to the group’s needs and it also gives some early insights into the nature of the group and, if relevant, who to group/pair together for different activities. It can be useful to have such discussions early on, as this allows you to both manage expectations and also gives you the opportunity to check in with attendees throughout the training, to ensure that what they wanted from the training is being delivered. Finally, we know that people are more likely to engage with such a programme if they are asked about what they want from the training rather than just being told.
Top Tip! In any group situation there is always the potential that you may come across difficult delegates who can potentially disrupt the function of the group as a whole. This can be particularly troublesome in training situations especially if time is tight or groups are large. There are however, steps you can take to try and minimise any such disruption: a simple yet effective technique is to set out some ground rules at the start of the session, these can be simple things such as ‘listen to others, all views are valid, be positive’ etc. Putting these on a flip chart and in full view so that they can be referred to throughout can be helpful. This also can serve as a form of ‘self policing’ between attendees as they remind each other of the rules, when abused.
Make the most of group dynamics; any negative behaviour exhibited by a minority can often be managed through utilising the power of the majority. For example, if during the training someone objects to what you are saying or disagrees with the training content it can be useful to ask the views of the rest of the group. Often peer pressure can placate a disruptive attendee or at least give you some time to formulate an appropriate response.
Whilst techniques used during the training session are undoubtedly critical to the success of a programme, it is also important to consider the processes which occur after training has been completed.
For a training programme to be considered successful, trainees must be able to both retain the information learnt over time and have the confidence to apply it. You may return from a training course enthusiastic about the new skills you have learnt however, often the day to day pressures and stresses of work take their toll and it’s easy to forget about the new skills and continue with old habits.
Top Tip! If you have the luxury of time, one way to encourage effective transfer of learning is to use a phased approach to implementing training. This involves designing a programme which spans several weeks, so that the attendees have the opportunity to implement or practice the new skills they have learnt in the workplace whilst then having the chance to report back and get further information/guidance from the trainer. Goal-setting is particularly important with this approach: attendees should commit to a number of action points at the end of each training day, with a copy also being given to the trainer. At the beginning of the next training day, all attendees then report back on what skills they have been able to put into practice and any successes or obstacles they have encountered. The trainer can then use these comments to tailor forthcoming sessions to ensure they are as appropriate as possible and meet the needs of the individual attendees.
If you have less time, ensure you maximise the transfer of learning throughout the training session itself by ensuring there is plenty of opportunity for attendees to practice their new skills whilst receiving constructive and timely feedback. Allowing attendees to provide feedback on each others’ performance can also help both parties improve.
Step 5: Evaluate Training Once a training programme has been completed, its effectiveness should be evaluated and reflected on. The training needs analysis developed at the start of the programme can be used to assess whether the original objectives were met. This evaluation process serves as a check to investigate whether the initial investment was worthwhile and also gives the opportunity to ensure that the new learning is being applied in the workplace and to identify any gaps and future training needs.
There are different ways to evaluate training; a simple technique is to assess delegate reactions immediately after training. Whilst this can be a useful measure and is easy to obtain, the information provided tends to be rather limited and might be more focused on short term practical issues, such as timings, structure, quality of materials etc. More useful evaluation techniques focus on the longer term benefits of training, for example the new knowledge and skills required or the improvements in individual or organisational performance. Such information tends to be more useful in terms of providing detail about business outcomes.
Conclusion
Designing an effective training programme is much more than simply delivering it. In order to achieve the most productive and cost-effective solutions training should be considered as part of a wider process, following the steps sets out in the training cycle. Psychology can further enhance the process though the careful and systematic consideration of need, attention to the principles of learning, the use of innovative methods, and a process of continuous evaluation. We hope to have been able to provide you with some practical tips of how to manage and conduct the most effective training programmes, if you wish to discuss your training requirements in more detail please email info@mendas.com or call 0207 0149 440.
Article written by Helena Murray, Junior Business Psychologist, Mendas Ltd
