Coaching performance coaching_training

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Coaching performance coaching_training

  1. 1. Performance Coaching: Training
  2. 2. What is Training?
  3. 3. Training Training improves and develops employees’ knowledge, skills or competencies in their current jobs.
  4. 4. Types of Training • Computer-based training • Interactive video • Instructor-led training • Satellite programs • Employee self-directed learning • On-the-job training
  5. 5. Training Training can be conducted in both formal and informal learning settings.
  6. 6. Unstructured Training • Giving information not required by the organization as a part of formal training
  7. 7. Unstructured Training • Giving information not required by the organization as a part of formal training • Based on the insight and experience of the supervisor
  8. 8. Structured Training • Offered to all employees equally to provide continuity
  9. 9. Structured Training • Offered to all employees equally to provide continuity • Designed to provide the correct or exact procedures for conducting a particular job
  10. 10. Structured Training • Offered to all employees equally to provide continuity • Designed to provide the correct or exact procedures for conducting a particular job • Takes many hours to complete
  11. 11. Structured Training • Offered to all employees equally to provide continuity • Designed to provide the correct or exact procedures for conducting a particular job • Takes many hours to complete • Very detailed, and often sequenced with other training activities
  12. 12. Four Principles of Training
  13. 13. Training Employees • Present new information only if it is meaningful and practical
  14. 14. Training Employees • Present new information only if it is meaningful and practical • Present information in a manner that permits mastery
  15. 15. Training Employees • Present new information only if it is meaningful and practical • Present information in a manner that permits mastery • Present only one idea or concept at a time
  16. 16. Training Employees • Present new information only if it is meaningful and practical • Present information in a manner that permits mastery • Present only one idea or concept at a time • Use feedback and frequent summaries to facilitate retention and memory recall
  17. 17. Seven Laws of Training
  18. 18. Two People • Trainer
  19. 19. Two People • Trainer • Learner (employee)
  20. 20. Two Mental Factors • Common language or medium of communication
  21. 21. Two Mental Factors • Common language or medium of communication • Tasks, skills or competencies to be communicated
  22. 22. Three Activities • Delivery by the trainer
  23. 23. Three Activities • Delivery by the trainer • Learning by the employee
  24. 24. Three Activities • Delivery by the trainer • Learning by the employee • Review and application of tasks, skills and competencies by the employee on the job
  25. 25. Three Activities Each of these three activities should be present, regardless of the length of the training session.
  26. 26. Seven Laws of Training • The Law of the Manager
  27. 27. The Law of the Manager Manager or trainer must have knowledge of and experience with the task, skill or competency being taught.
  28. 28. Seven Laws of Training • The Law of the Manager • The Law of the Learner
  29. 29. The Law of the Learner Learners must focus their attention on the task, skills or competency being taught.
  30. 30. Types of Attention • Passive attention
  31. 31. Types of Attention • Passive attention • Active attention
  32. 32. Types of Attention • Passive attention • Active attention • Secondary passive attention
  33. 33. Passive Attention • Is instinctive
  34. 34. Passive Attention • Is instinctive • Involves no effort
  35. 35. Passive Attention • Is instinctive • Involves no effort • Facilitates inadequate learning
  36. 36. Active Attention • Requires employees to distinguish separate stimuli and select the appropriate ones
  37. 37. Active Attention • Requires employees to distinguish separate stimuli and select the appropriate ones • Present during activities that require involvement
  38. 38. Secondary Passive Attention • Demands little or no effort
  39. 39. Secondary Passive Attention • Demands little or no effort • Learner is focused on material, and is persistent in understanding it
  40. 40. Attention Hindrances • Apathy
  41. 41. Attention Hindrances • Apathy • Distraction
  42. 42. Apathy Refers to the lack of interest in a subject or skill.
  43. 43. Distraction Employees’ attention is divided among a variety of stimuli.
  44. 44. The Law of the Learner Make an attempt to discover the interests and prior experiences of your employees when presenting material.
  45. 45. Seven Laws of Training • The Law of the Manager • The Law of the Learner • The Law of the Language
  46. 46. The Law of the Language Language used between the trainer and the learner must be common to both.
  47. 47. The Law of the Language • Make sure your explanations are in your audience’s language, and not the definitions of someone else
  48. 48. The Law of the Language • Make sure your explanations are in your audience’s language, and not the definitions of someone else • Make sure you test for understanding before moving forward
  49. 49. Seven Laws of Training • The Law of the Manager • The Law of the Learner • The Law of the Language • The Law of the Training Session
  50. 50. The Law of the Training Session • Explain the task, skill or competency in a way that employees can comprehend
  51. 51. The Law of the Training Session • Explain the task, skill or competency in a way that employees can comprehend • Identify a point at which to begin, one that associates the material to something the employee is familiar with
  52. 52. The Law of the Training Session • Explain the task, skill or competency in a way that employees can comprehend • Identify a point at which to begin, one that associates the material to something the employee is familiar with • Base training activities on an identified set of learning objectives
  53. 53. The Law of the Training Session • Prioritize and sequence objectives in order to link concepts
  54. 54. The Law of the Training Session • Prioritize and sequence objectives in order to link concepts • Share information in a way that links the unknown to the known
  55. 55. The Law of the Training Session • Prioritize and sequence objectives in order to link concepts • Share information in a way that links the unknown to the known • Delay presenting a new step until your employees have mastered the previous one
  56. 56. Seven Laws of Training • The Law of the Manager • The Law of the Learner • The Law of the Language • The Law of the Training Session • The Law of the Training Process
  57. 57. The Law of the Training Process • Make the training process motivating and exciting
  58. 58. The Law of the Training Process • Make the training process motivating and exciting • Provide the material in a manner that motivates employees to become absorbed by it
  59. 59. The Law of the Training Process • Make the training process motivating and exciting • Provide the material in a manner that motivates employees to become absorbed by it • Stimulate your employees’ minds and challenge their abilities and skills
  60. 60. The Law of the Training Process • Don’t exhibit inappropriate and impatient attitudes toward your employees regarding their abilities, skills and lack of comprehension
  61. 61. Seven Laws of Training • The Law of the Manager • The Law of the Learner • The Law of the Language • The Law of the Training Session • The Law of the Training Process • The Law of the Learning Process
  62. 62. The Law of the Learning Process The learning process is complete when employees can apply what they have learned to the job
  63. 63. Seven Laws of Training • The Law of the Manager • The Law of the Learner • The Law of the Language • The Law of the Training Session • The Law of the Training Process • The Law of the Learning Process • The Law of Review and Application
  64. 64. The Law of Review and Application • Give employees the opportunity to review, rethink and apply the tasks, skills and competencies they’ve learned
  65. 65. The Law of Review and Application • Give employees the opportunity to review, rethink and apply the tasks, skills and competencies they’ve learned • Ensure employees fully understand what they have learned and how it can be used on the job
  66. 66. The Law of Review and Application • Give employees the opportunity to review, rethink and apply the tasks, skills and competencies they’ve learned • Ensure employees fully understand what they have learned and how it can be used on the job • Pose realistic problem or circumstance, and give employees the opportunity to apply what they have learned to the problem
  67. 67. The Law of Review and Application • Don’t neglect the review and application process
  68. 68. Transfer of Learning Strategies
  69. 69. Transfer of Learning Strategies • Reinforces previous learning
  70. 70. Transfer of Learning Strategies • Reinforces previous learning • Practices new skills
  71. 71. Transfer of Learning Strategies • Reinforces previous learning • Practices new skills • Integrates new knowledge
  72. 72. Transfer of Learning Strategies • Refresher programs • Journals and daily logs • Training and performance aids • Follow-up activities • Failure analysis
  73. 73. Refresher Programs • Identify barriers that prevent learning transfer
  74. 74. Refresher Programs • Identify barriers that prevent learning transfer • Talk about difficulties employees are having integrating the new skill or knowledge to their jobs
  75. 75. Refresher Programs • Identify barriers that prevent learning transfer • Talk about difficulties employees are having integrating the new skill or knowledge to their jobs • Share how employees have incorporated the new skill or knowledge to their particular situation
  76. 76. Refresher Programs • Identify barriers that prevent learning transfer • Talk about difficulties employees are having integrating the new skill or knowledge to their jobs • Share how employees have incorporated the new skill or knowledge to their particular situation • Get reinforcement of the major learning points employees were trained on
  77. 77. Journals and Daily Logs • Allow employees to document the circumstances and events surrounding the application of skills or integration of knowledge
  78. 78. Journals and Daily Logs • Allow employees to document the circumstances and events surrounding the application of skills or integration of knowledge • Events should be described in as much detail as possible
  79. 79. Training and Job Aids • Provide training or job aids that allow new skills and knowledge to be applied more easily
  80. 80. Training and Job Aids • Provide training or job aids that allow new skills and knowledge to be applied more easily • Design these aids in a user-friendly manner
  81. 81. Training and Job Aids • Provide training or job aids that allow new skills and knowledge to be applied more easily • Design these aids in a user-friendly manner • Discuss how these tools can help your employees transfer skills or knowledge to the job
  82. 82. Follow-Up Activities • Give proper and prompt follow-up activities
  83. 83. Follow-Up Activities • Give proper and prompt follow-up activities • Use individual and group follow-up sessions to help you determine how you will train the next time
  84. 84. Failure Analysis • Analyze the long-term effect of how the new skills and knowledge interfere with current employee performance, and determine their impact on productivity
  85. 85. Failure Analysis • Analyze the long-term effect of how the new skills and knowledge interfere with current employee performance, and determine their impact on productivity • Use failure analysis to help you identify possible conflicts, so you can better integrate learning in the future
  86. 86. Failure Analysis • Analyze the long-term effect of how the new skills and knowledge interfere with current employee performance, and determine their impact on productivity • Use failure analysis to help you identify possible conflicts, so you can better integrate learning in the future • Allow employees to try out new skills or knowledge in safe environments, such as work simulations and case studies
  87. 87. Learning Failure • Allows for a quicker, more accurate application of new skills and knowledge
  88. 88. Learning Failure • Allows for a quicker, more accurate application of new skills and knowledge • Helps employees increase long-term productivity and improves overall job performance
  89. 89. Transfer of Learning Strategies As a manager, you have the responsibility to communicate to your employees that they are responsible for the transfer of learning.
  90. 90. Transfer of Learning Strategies Employees must have the desire to manage themselves and the work environment in order to allow a learning transfer.
  91. 91. Performance Coaching: Training

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