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Training climate

The document outlines the concept of training climate, encompassing tangible and intangible aspects that affect how training is perceived and its effectiveness. It provides methods for creating a positive training climate, including engaging participants and utilizing effective presentation techniques. Additionally, it discusses factors influencing training climate, emphasizing the importance of both trainee and trainer feelings in fostering a supportive learning environment.

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TRAINING AND DEVELOPMENT Training Climate
CONTENTS 1. Meaning of training climate 2. How to create training climate 3. Factors affecting training climate
MEANING OF TRAINING CLIMATE Climate is what it feels like to work somewhere, how motivating that is, and consist of six clear elements:-  Clarity  Commitment  Standards  Responsibility  Recognition  Teamwork All of which can be measured and managed
 A prerequisite for effective training to take place is the establishment of a climate that is conducive to training.  Training climate includes the tangible and intangible aspects related to the training environment. These comprise of ambience, perceptions for the training programs, feelings, etc.  It refers to workplace characteristics that either inhibit or facilitate the transfer to the job of what has been learned in training.  If there is a good training climate within an organization, staff will understand that their comments are important and their feedback will begin to reflect their overall needs within the training program rather than an immediate reaction.
HOW TO CREATE A TRAINING CLIMATE IN THE TRAINING ROOM  Enabling objectives:- • Identify characteristics of how people learn. • Explain how group form and develop. • Use effective presentation skills. • Use questioning techniques. • Summarize a presentation.
 Characteristics of learner: • Require learning to be relevant • Need participation and active involvement in the learning process. • Desire a variety of learning experiences. • Desire a positive feedback. • Have personal concerns and need and atmosphere of safety. • Have high expectations for themselves and their trainer. • Must maintain their self-esteem.
 Involving participants:- • Allowing participants to provide input regarding schedules, activities and other events. • Questioning and feed back. • Brainstorming and discussions. • Hands-on work. • Group and individual projects. • Classroom activities.
 Use a variety of methods:- • Audio-visual aids. • Illustrated lectures. • Demonstrations. • Group discussions. • Role plays and case studies. • Guest speakers.
 Use the positive feedback:- • Give verbal praise either in front of other participants or in private. • Use positive responses during questioning. • Recognize appropriate skills while coaching. • Let the participants know how they are progressing toward achieving learning objectives.
 Treat participants as individuals:- • Use participant names as often as possible. • Involve all participants as often as possible. • Treat participants with respect. • Allow participants to share information with others.
 Individual become group:- • They share a common purpose. • They share a common experience in attending the course. • Each member’s contributions and questions are valued and respected. • An open and trusting climate develops. • The members pay attention to how they work together.
 Understand group dynamics:- • Observe • Develop increased awareness. • Discuss observations with co-trainers. • Develop options to support the group.
 Effective presentation skills:- • Follow a plan and use trainer notes. • Communicate in a way that is easy to understand. • Maintain eye contact with participants. • Project your voice. • Be sure to ask both simple and more challenging questions. • Display a positive use of humor. • Be an effective role model.
 Purpose of introduction:- • Capture interest. • Make participants aware of the clinical trainer’s expectations. • Help foster a positive training climate.
 Introduction techniques:- • Reviewing the objectives. • Asking a series of questions about the topic. • Sharing a personal experience. • Using a content expert. • Using a game, role play or simulation relating the topic to future work experience.
 Questioning techniques :- • Ask a question of the entire group. • Target the question to a specific participant. • The key in asking questions is to avoid a pattern. • Repeat a participant’s correct response. • Provide positive reinforcement.  At the end seek feedback, both Formal/ Informal.
FACTORS AFFECTING TRAINING CLIMATE  Training climate is the result of interaction between trainees and trainers in the context of training environment.  Climate can either be favorable or unfavorable for effective delivery of training.  Favorable climate is manifested high degree of teamwork, trust and commitment on the part of both trainer and trainee.  Unfavorable climate is expressed in low trust, unhealthy competition and lack of interest on the part of stakeholders.  Favorable climate leads to high collaboration between trainer and trainees whereas unfavorable climate results in low motivation and defensive behavior.
PARTICIPANTS AND TRAINERS FEELINGS MEDIATE TO CONSTRUCT A FAVORABLE OR UNFAVORABLE TRAINING CLIMATE AS EXPLAINED BELOW: • Participant’s feelings:- participant’s feelings are the outcome of interaction between the following factors:- 1) Individual factors:- these are related with individual priorities, personal life situation and comfort level. 2) Group factors:- these include the sense of relatedness in the group, dynamics of the group, prior association among group members. This contribute to the participant’s feelings in training environment. 3) Pedagogical factors:- pedagogical factors which contributes to trainers ability to relate, timing, structuring, scheduling, and methodology.
4) Organizational factors:- organizational factors are perceived organizational support, work context in which training will be implemented and perceived positive or negative consequences of training on performance enhancement and assessment.  Trainer’s feelings:- trainer’s feelings are dependent on factors classified as follows: 1) Trainer-related factors:- trainer-related factors are dependent on trainer’s command over training subject, level of motivation and prior preparation. 2) Trainee- related factors:- trainee-related factors are participants prior understanding of the subject and involvement in the training program.
• Organizational factors:- organizational factors are resources and time commitment and perceived importance given to training. It is imperative on the part of organization to ensure that all the stakeholders behave in the manner so as to facilitate construction of favorable climate. Since organization has the biggest stake in successful conclusion of training, it is the prime responsibility of training managers to evaluate the factors which lead to evolution of favorable or unfavorable climate.
Training climate