Training with impact : Whitepaper on how to effectively train graphic design teams and how to assess the impact of the training programme

1. Training withTraining with
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2. TRAINING COURSES AND ROI
Are you responsible for Learning & Development within an organisation
or a company? Or are you an HR manager and do education and training
courses fall within your competence? You might wonder what all these
different courses, workshops and training ultimately yield for your
company? In other words, what is the Return on Investment (ROI) of
a particular course?
That question is, of course, justified. A training programme should
result in a better performance, a faster service, more customers or
an increased turnover.
This e-book demonstrates that the Typografics training programmes,
which are tailored to your company, yield tangible results.
Do you want to train your
graphics department?
Offer them training
with IMPACT!

3. The scientifically
based method
Part 1

4. 10 %
20 %
70 %
1.THE 70-20-10 PRINCIPLE
Research shows that 70% of our knowledge and skills are derived from
learning based on experience, namely experiential learning. That means
working with InDesign or Photoshop, running into a problem, solving it
and trying again.
20% of our knowledge is derived from interaction with others, such as a
colleague or a coach.
Only 10% of our knowledge stems from formal learning.
Unfortunately, many training courses focus mainly on formal learning.
New knowledge is handed to the participants, new insights or
methodologies are offered, but they are not given the opportunity to
embed this newly gained expertise in their daily routines.
The most important challenge for HR managers? To ensure that students
effectively apply what they have learned and don't fall back on their old –
and less efficient – ways.
How does Typografics tackle this problem?
We focus on blended learning.
10% CLASSROOM TRAINING
20% ASSIGNMENT + COACHING
70% PROJECTS

5. 2. THE CASE
Company X, active in the audio-visual sector, has a graphics department
of 6 employees. They mainly work with the graphic applications of
Adobe Creative Cloud (CC). Because the software developments of
Adobe CC have been following each other at a fast pace in recent years,
it is high time for an update of knowledge. The management wants to
offer its employees a training programme in which everyone receives a
thorough technical update.
As a result, employees should be able to work faster and deliver a
higher quality of work.
3. BLENDED LEARNING: WHAT IS IT ALL ABOUT?
After having clarified the need and the anticipated result,
we can now look for the appropriate approach.
The following methods are generally proposed:
• A classic classroom training (ex cathedra)
• E-learning
• An individual coaching programme
Typografics proposes a blended learning solution: a mix of classic
classroom training complemented by individual coaching and online and
offline training.
Our many years of experience in training graphics professionals –
which ultimately resulted in our recognition as an Adobe Authorised
Training Centre – has taught us that this method is the fastest way to
the desired.

6. 4.THE UNIQUE TYPOGRAFICS SCREENING TOOL
To successfully guide a heterogeneous group of graphic artists
through a common training programme, preparation is key.
If their level of knowledge differs greatly, it may not be the best idea
to opt for a standard training package, since this will not meet the
individual needs of the participants.
We therefore start with a technical screening of all participants.
An online questionnaire will provide us with an insight into the
technical competencies of the various graphics employees.
Among other things, we test their knowledge of:
• InDesign
• Photoshop
• Illustrator
• Printing techniques
• HTML
• CSS
• …
After the test, a spider chart will be provided for each participant,
giving you an insight into his/her strengths and weaknesses. This way
we can thoroughly map the entire team. We now have the perfect Fit/Gap
analysis. In what way are the participants complementary and is there
any overlap? This will help us to assess their training needs.

7. 5.THE CLASSROOM METHOD
We provide a broad common basis for the classroom training. If we notice
that the differences in terms of technical competencies are too great, we
offer a preliminary programme to reduce the existing disparities.
For example:
One of the participants is lagging behind with his InDesign competencies.
Thanks to the screening tool, we know exactly which sub domains are
the problem. We will help the participant to catch up through our LMS
(Learning Management System) platform, with pdf documents, video
tutorials, exercises, etc. Sometimes individual coaching is advisable.
This approach paves the way for classroom training that is tailored to suit
all participants, to avoid a scenario in which the level is far too low for one
participant and too ambitious for another.
The starting point would be the level of knowledge of the best
scoring employee.

8. 6.AFTER FINISHING THE CLASSROOM TRAINING
After finishing the classroom training of company X, we put together
two teams. Based on the screening results, we try to make the teams as
heterogeneous as possible by looking for complementary competencies. So,
we will pair up an InDesign pro with a Photoshop specialist and an Illustrator
wizard. Each team will therefore have someone specialised in the different
applications of Adobe CC.
Within 2 days following the classroom training, each team will receive an
assignment via the LMS system. To successfully complete the assignment,
they must apply their recently gained knowledge. In addition, we also provide
an online coaching moment, during which the trainer answers questions and
gives advice.
Within a week, the project must be completed and uploaded on to the LMS
system for revision and final feedback.
The final feedback consists of a feedback report. The revision is done both
online via the LMS platform and offline through coaching sessions.

9. 7.PROJECTS BASED ON BUSINESS PRACTICES
During the third phase we reallocate the teams and assign each team
one or more projects. These will be selected from actual projects that
the graphics team is currently working on, to avoid additional workload.
Working and learning are thus combined, and the projects will produce
direct results.

10. In conclusion:
• During the classroom training,
we focus on the 10 % of formal learning.
• During the first project phase,
participants will learn from their colleagues
and receive feedback from the coach. This accounts
for 20 % of the knowledge acquisition.
• In the final project phase,
we will switch to practical learning for the remaining 70 %.
The participants are given ample opportunities to apply
and embed their acquired skills.

11. Evaluation
on four levels
Part 2

12. 1.
1.EVALUATING TRAINING COURSES
WITH THE KIRKPATRICK ­MODEL
The Kirkpatrick model is a widely used tool for evaluating the impact or
effectiveness of training. It describes four levels of impact:
1. REACTION:
Evaluates how the participants respond to the training
2. LEARNING:
Evaluates the extent to which the participants have learned something
from the training
3. BEHAVIOUR:
Evaluates the extent to which the participants have adjusted their
behaviour because of the training
4. RESULTS:
Evaluates to what extent the training is an added value for the company
During the evaluation of a training course, most companies do not go much
further than the first level. Typically, the questions are: what did you think of the
training, the teacher, the course material, the accommodation, the lunch, etc.?
These questions give us virtually no insight into what the participants have
remembered of the training. We also don't know whether they can apply
the knowledge independently or whether there is any real added value for
the company.
Would you like to know what the ROI of a training course is?
To gain the correct insight into the ROI you should measure the impact
of levels 2, 3 and 4.

13. 2.TYPOGRAFICS METHODOLOGY
LEVEL 2: Learning
We map this level by means of a knowledge test. Via the
LMS platform, the participant receives a short technical
questionnaire, 3 weeks after the training session. Their progress
is compared to the baseline measurement (the screening at
the beginning of the learning process).
LEVEL 3: Behaviour
The third level, the behavioural change, is mapped through the
input of the coaching sessions and the evaluation of the projects.
Our coach will obtain a realistic picture of the extent to which
the subject matter has led to a change in behaviour among the
different participants.
LEVEL 4: Results
We also measure the positive added value of the training at
level 4, the company level.
It is important that the goals are defined in
advance, so that Typografics can determine
the right methods and programmes.

14. Your graphic partner. Always. Everywhere.
3.CONCLUSION
Typografics’ in-company training programme perfectly matches the needs
of your graphics professional or your graphics team. We not only ensure
the transfer of knowledge, but also that the participants get to use their
knowledge in practice through coaching and follow-up. Since our training
courses are practically oriented, the participants will be encouraged to
work on ongoing projects within your company or organisation with our
help and guidance.
Our scientifically proven method therefore gives a very strong guarantee
for a training programme with impact.
The Typografics Academy is recognised
as an Adobe Authorised Training Centre.
All our coaches are Adobe Certified
specialists or coaches.
Discover our open offer of training courses on
www.typografics.be/en/training-programmes

15. Your graphic partner. Always. Everywhere.