The Trainer’s Role in
Making Training Stick!
The transfer of learning requires a strong partnership between the trainer, the manager/supervisor and the learner. The strength of this partnership is like a three-legged stool - knock out one leg and the rest fall.
In her book, “Managing the Training Function for Bottom-Line Results” Jean Barbazette, founder of The Training Clinic, very succinctly outlines the role we trainer’s play in this partnership. Barbazette states, “When training managers build a partnership with management, it is easier to gain access to management and support for the training function.” To build this partnership, she illustrates the specific roles of each party before, during and after a training event.
Although all three of these parties need to work together (as legs of the stool for it to stand), since we are the keepers of the learning process it is our leg that is the key to this stability. So, let’s focus on our role as Trainers in this process.
The partnership you forge between you and management before the training intervention is key. Although it is crucial to conduct a needs assessment with the learners, building trust and cooperation in the process, the success of this phase of training rests on your ability to build a solid partnership between you and the supervisor. Here are some things that will help you in this process:
- Define and assess the learners’ training needs with supervisor.
- Know your learners- conduct a simple, but thorough target population analysis.
- Set expectations and objectives of the training process with the supervisors. Ensure they agree on your role and theirs.
- Develop the program content to meet agreed upon objectives using a solid instructional design approach.
- Schedule the training with consideration for workload and/or the organization’s needs.
- Provide an overview and/or pilot of the program for supervisors – how to decide which one?
What is the difference between a Management overview and a Pilot? Barbazette explains that a management overview allows a “brief introduction of the training objectives and content and is intended to sell the program and build support for attendance.” She reminds us to also remember to focus on the business need for the training and other aspects of the performance intervention.
Having a hard time getting all the managers in one place? Barbazette recommends scheduling the overview during an existing meeting time rather than trying to create yet another event for them to attend. Have written materials for them to follow during the overview and take them through an activity or two to give them a taste of the training.
A pilot, on the other hand, Barbazette points out is a way to validate the content and learning process. It can be used to reconfirm management’s buy-in and clarify expectations that relate to a business need. Who to invite? Barbazette suggests a sampling of the target learners, managers, supervisors and stakeholders – and don’t forget the subject matter experts who helped with the design! Afterwards, elicit feedback from the participants. This will help you refine the workshop prior to the roll out. Also, invite other trainers to give you feedback on the instructional process.
Not sure which to have – a management overview or a pilot? Ask yourself, do they (management) have the skills that will be trained in the workshop? If the answer is no, opt for a pilot vs. an overview!
Once this “solid ground” is established, it’s time to move on to the next phase of the training process to ensure the transfer of learning takes place: the training intervention itself. Although you may be an expert in this process, Barbazette reminds us of the following important tactics to weave into our training:
- Use and model adult learning principles throughout your training.
- Address real issues and problems – this makes it easier for the learner to relate.
- Stress application to job and invite their questions, comments and even challenges as to how they will do this.
- Evaluate learning at Levels I and II – what is the learner’s reaction to the training and what did they learn during the session?
- Provide appropriate practice and feedback during the training. Remember, practice is part of the learning process, not a result of it!
If you’re like most trainers, when the training is complete, there’s a big “WHEW!” and then we move onto the next event. Here, Barbazette stresses the importance of our follow up. After the training, the manager’s role is key to the transfer of learning and it is our responsibility (remember, we are keepers of the learning process) to ensure they have the skills to do this job.
Here are some items Barbazette outlines that are crucial during this last phase of the training process:
- Provide supervisors with information to assist in follow-up coaching and support. This is crucial if they are to reinforce use of these new skills and knowledge back on the job.
- Validate content with observation of use of skills on the job
- Evaluate results of changed behavior with supervisors
- Review and revise training as needed
- Publish successes
In addition, Barbazette advises us to ensure that the manager’s have removed any barriers that would serve as obstacles to the new learning. And finally, show managers how to incorporate this new learning into the performance appraisal process so that employees are held accountable. Pay close attention to this phase as a trainer, for it holds valuable information regarding the evaluation of training and possible revisions to the training itself.
Our role in training is to offer support, guidance, coaching and our expertise in adult learning throughout our partnership with management before, during and after the training. Follow these tactics from Barbazette and put your feet up on that three-legged stool with confidence that it is not going to fall!
