Programme training
THE MENTION of `Training programme' would elicit a stifled yawn from even the most dedicated worker. It sums up images of dull, dreary and drab sessions of monologue delivered by an instructor.
On the other hand, managers see training programmes as opportunities to engage employees who are temporarily disengaged from productive work.
Or, as necessary evils forced upon teams due to client pressure, or mandatory process requirements. The result can then be an irrelevant and poorly formulated training programme, which deviates from ground reality.
Before we go any further, we need to analyse the various types of training requirements that may exist in any organisation. These requirements can be broadly classified as:
Induction of new recruits
Orientation for new members or to introduce a new processes
To meet shift in technology
To match client requirements
Mid-course training
To fulfil the needs projected by employees
To introduce new business processes
For career enhancement
If these are the broad training needs of an organisation, how should they be made interesting and beneficial for both the employee and the employer?
To answer this question, we need to adopt a large degree of flexibility in identifying training needs, formulating relevant programmes, scheduling the sessions, obtaining feedback from trainees and lastly evaluating the impact.
Let us consider the first issue, which is to identify a training need. How does one identify a training need? Most organisations opt for a feedback system wherein the employees are asked for their inputs.
This process allows the management to obtain data on the training needs; this also gives the management an insight into the probable weak spots in the organisation. Some organisations use metrics derived from a combination of processes to arrive at the training needs of their employees. Some others utilise the expertise of their staff to identify the training needs.
Having identified the training needs, the next important step is to convert the need into a relevant training programme. Training objectives and goals need to be set, lesson plans made and participants delegated.
Training objectives should be specific; there may be long term and short-term goals. The instructor should be aware of the goals of the training programme and should adhere to them.
The instructor is the key contributor to the success of a training programme. He should posses both practical and theoretical knowledge of conducting training programmes.
The instructor should identify with the participants and be able to conduct the training session in an interactive manner, encouraging the employees to participate. Training sessions should be enlivened through use of computers and other aids. Spot quizzes and own timework assignments will help hold the interest of participants.
The instructor should also ensure that all the participants are first brought up to the same level, so that further sessions become more meaningful.
Scheduling of training programmes is equally important. They should not be held during traditionally slack hours like immediately after lunch. It's better to start off the day with a short training session. Care should be taken to schedule the programmes in a manner that there is no need to disrupt them due to administrative and operational reasons.
The last issue is to collect feedback from the participants with respect to the conduct of the training programme. The feedback should then be analysed and relevant issues should be taken note of in order to implement the same in the next training session. The management should also obtain feedback from the stakeholders or managers of the trainees, so as to ascertain the efficiency of the trainee post training. This will also help in identifying loopholes in the system.
MALLIKA JAYASHEELLA
faqs@cnkonline.com
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