Organizational training programs
Training programs are designed to create an environment within the organization that encourages lifelong learning of job-related skills. Training is a key element in improving the overall effectiveness of the organization, whether it is basic skills to get the job done or advanced skills to improve current skills. Training enables lifelong learning through personal and professional growth. It enables managers to resolve performance deficiencies at the individual level and within teams. An effective training program enables the organization to properly align its resources with its requirements and priorities. Resources include employees, financial support, facilities, and training equipment. This is not all-inclusive, but you should consider resources as anything at your disposal that can be used to meet the needs of the organization.
An organization’s training program must provide a full spectrum of learning opportunities to support both personal and professional development. This is done by ensuring that the program first educates and trains employees on the needs of the organization. Organizational requirements must be clearly stated, job descriptions well defined, frank communication, and the relationship between trainers and their clients must be open and responsive. Customers are the ones who benefit from the training; management, supervisors and apprentices. The training provided should be exactly what is needed when needed. An effective training program enables personal and professional growth by helping the employee discover what is really important to him. There are several steps an organization can take to achieve this:
1. Ask employees what they really want from work and life. This includes passions, desires, beliefs, and talents.
2. Ask employees to do the kind of work they really want. The ideal or dream job may seem out of reach, but it does and may even exist in your organization.
3. Find out which positions in your organization meet your requirements. Having an employee at your ideal job improves morale, commitment, and enthusiasm.
4. Ask them to research and find out what special skills or qualifications are required for their ideal position.
Employers face the problem of finding and surrounding themselves with the right people. They spend an enormous amount of time and money training them for a position they are unhappy in, and eventually they leave the organization. Employers want people who want to work for them, who they can trust, and who are productive with the least amount of supervision. How does this relate to training? Training begins in the selection process and is an ongoing process that lasts a lifetime. Organizations should clarify their expectations of the employee regarding personal and professional development during the selection process. Some organizations even use this as a point of sale, like the GI Bill for Soldiers and Sailors. If an organization wants engaged and productive employees, its training program must provide for the full development of the employee. Personal and professional growth builds a loyal workforce and prepares the organization for changing technology, techniques, methods, and procedures to keep it ahead of the competition.
Managers must help ensure that the organization’s needs are met by prioritizing training requirements. This requires careful analysis along with better value solutions. Managers must communicate their requirements to the trainers and the student. The manager also collects feedback from various supervisors and compiles lessons learned. Lessons learned can be provided to instructors to consider as training points. Training points are topics that the manager believes would improve productivity. Lessons learned can also be provided to the Human Resources Department (if separated from instructors) for consideration when redefining the job description or selection process.
The instructor must also ensure that the training provided meets organizational needs by continually developing his or her own skills. Instructors, whenever possible, should be professionals working in the field they teach.
The student must have a firm understanding of the organization’s expectations regarding the training being provided; more responsibility, higher salary or a promotion. The student must also express his enthusiasm (or lack of) for the specific training. The student should want the organization to know that he / she can be trusted by sincerely stating their commitment to working for the organization. This gives management the opportunity to consider alternatives and avoid wasting resources. The student should also provide post-training feedback to the manager and instructor regarding information or changes in training that they believe would have helped them prepare for the job.
In the late 1980s I worked for a Wal-Mart distribution center in Laurens, South Carolina. There were ten of us in the afternoon section; a supervisor, two forklift operators and seven shop employees. The supervisor notified the seven members of the shop staff the day before the training was scheduled to start that we all had to attend forklift training outside of our normal working hours and that this was not paid training. Needless to say, four staff members did not show up for training. After the training was completed, my co-workers found employment elsewhere because they couldn’t conceive of working in the shop when they could be paid more as forklift operators elsewhere. The supervisor did not clarify his expectations of those who attended the training. The distribution center was expanding, which meant more forklift operators and shop personnel. They thought it would be easier and more beneficial to train current employees as forklift operators and hire shop personnel whose only requirement is the ability to lift heavy objects. The supervisor should have made it clear that this would have meant a raise and a promotion. Ultimately, the distribution center had to hire personnel from outside the company. Some of the new hires were already licensed operators and some needed to be trained. The bottom line is that poor communication and lack of enthusiasm resulted in a waste of resources.
Instructors of adult learners must be professionals working in the field they teach and providing practical, real-world experience. Instructors must continually research and develop their skills, both on their own initiative and by exchanging information with other expert professionals. Active participation is the first key to being a competent trainer. Second, both students and teachers must always be open to constructive criticism and new ideas. Even instructors have room for improvement. Third, keep in mind that students are professionals too. Instructors should give them the same level of respect that they expect from them. The goal is to create an environment where everyone feels safe to share ideas. Finally, the organization, the instructor and the students must accept the attitude that the training does not stop there. It must be a continuous process for the organization to stay at the forefront of the competitive market.
