Can you assess whether or not they have developed knowledge, skills and competence?

Transcription

1 Training your team Can you plan and deliver a short training session for your team? Can you assess whether or not they have developed knowledge, skills and competence? Being able to train your team will help them to perform more effectively. In Planning to train your team you learnt about the first two steps in training your team: 1. Decide on the learning outcomes. 2. Decide on the training content. These two steps help you to plan your training effectively, by identifying what it is the learners should be able to do and what it is they have to learn. In this session you will learn how to: 3. Plan the learning. 4. Identify the resources needed. 5. Assess the learning. By the end of the session, you will know how to plan and deliver effective training to your team. As a result you will be able to take an active part in helping your team members to develop their performance. Page 1

2 Step 3: Plan the training session When you start planning how team members can learn something, you should always start from what they already know. Think about the human brain as being like a filing cabinet. All that we have learnt throughout our lives is stored away in drawers with labels on them. The things we have learnt about a particular topic or activity are all stored together, so when we learn something new about it, we simply add it to the existing store. If we start to learn something completely new, we have to find somewhere to put it. If we don't have a drawer to put it in, we have to start a new one. What we have just learnt is stuck away on its own, and is a lot harder to find when we want it. If we can link it to existing knowledge and skills, we will find it much easier to find it again when we need it. Case Study Tim decides that he will ask Peter if he's ever bought anything from a mail order company or over the Internet. That way he can ask him if there was a list in the package saying what had been sent. He also decides to ask him if he's ever seen those variety packs of breakfast cereals that have about eight small boxes all wrapped together, like the outers that the goods are delivered in to the warehouse. Tim is using Peter's existing knowledge to add on some new knowledge. Since what he's covering isn't very hard to understand he doesn't need to do much more than this, but if the learning was quite complicated, he would also break it down into steps, starting with something fairly easy and familiar, and then adding to it. Five simple rules can help you to plan a training session and make it effective: 1. Start with what learners already know or can do. 2. Add to that learning in small steps - people learn best when it's little and often. 3. Go round the experiential learning cycle 4. Where there are standard rules and exceptions, make sure that learners are very clear about the standard rules before introducing the exceptions. 5. Vary the pace and activities you use. Page 2

3 Starting with what learners already know or can do helps them to gain confidence. If you want to introduce a new, more complex form which team members have to learn to use, start by looking at the old one. Get them to identify what it s for, the main features of the form, and any faults in it. Then show how the new one does the same thing, has similar features but (hopefully) overcomes most of the faults. Break down what you want team members to learn into small steps. That way you can give the training some structure. Structure means that the training makes sense to the learners and you know what stage you are at as you work through your planned programme. The experiential learning cycle is something you learnt about in How do people learn. You should use team members experience to develop ideas and principles, get them to reflect about what they have learnt, to plan how to use what they have learnt and put it into action. It is very difficult to learn something all at once. Learning should be built up bit by bit. Start with the straightforward elements and make sure that they have been learnt well. Carrying out simple tasks, using simple tools, dealing with ordinary orders, for example. Then introduce the exceptions, the problems, the unusual. That way, the team members have a sound base to learn from. Finally, don t make your training repetitive. Repetitive means that the same things are done every time. Variety of pace (go steady, and then do something quick) or variety of activity (learn a rule then do an exercise based on it) keeps learners interested. Without interest they won t learn. Case Study Tim is organising a training session for his team to use the new stock control system. They have to enter details of deliveries onto the computer as the goods arrive. He starts by getting them to list the main details that they enter at the moment and then he asks them: What s the worst problem with the system? Annie: Having to type in every supplier s name and address. It takes ages, and I m not a very good typist. (Continued on page 4) Page 3

4 Tim smiles, and writes her answer down. After everybody else has added some other faults, he starts the new system. Tim: OK Annie, sit here. She sits at the computer. The others gather round. See where it says Supplier, type in Jones. Annie: Shouldn t I put D. Jones or Jones and Sons? Purchasing are always complaining we don t put the full name. Tim: No, just Jones. Annie starts typing J - o - and the names D. Jones and Jones and Sons appear on the screen. Hey, where did they come from? Tim: Just use the mouse to click on one and it will fill in the rest of the details. Annie: Wow, that s amazing. Tim has started with what his team members know, and then shown them something new. He s shown them one new thing and used two different activities - drawing up a list and a practical demonstration. He s also got one of his team to do the practical activity, rather than do it himself. Exercise Why do you think getting Annie to do it herself is better than Tim showing the team? People will always remember something that they have done themselves better than watching someone else. Annie will remember. The other team members will not have done it themselves, but they will have been struck by Annie s surprise, which will help them to remember as well. Page 4

5 To help you manage the training session well, list all the steps you want to take and try to work out how long each one will take. You will find that training always takes longer than you think. Don t try to write a script of what you are going to say. List the main points (perhaps on a flipchart or an overhead projector slide) and use these as a guide. Your team don t expect you to be an expert trainer. Make your sessions short (no more than half an hour) to start with. That way you won t feel that you have to do too much and you will get some experience quickly and easily. Make sure that the team know what they are supposed to do with what they have learnt at the end - plan how to use their learning and then apply what they have learnt. Step 4: Identify the resources needed Before Tim could do his demonstration he needed to think what resources he needed. Resources are the materials and equipment you and the learners will use. Here is a list of some standard training resources with some suggestions about how and when to use them. Video/DVD Really good for showing how things are done, and giving some variety to a training session. You will need to make sure that you have seen the video, and that you know what you want your team to get from it. Lots of commercial training videos are available on all sorts of topics, but they can be expensive to buy or hire. Whiteboard This is a permanent board with a smooth white surface which you can write or draw on and then rub it out. You should practice before using one as writing on a board isn t easy. Make sure you have the right pens. Some can be wiped off with a cloth (dry markers); others need water or even special cleaner. They are useful for drawing diagrams, working out ideas as a group, or writing up lists. Flipchart These are pads of large paper (Size A2) which can be written or drawn on and the pages torn off to hang on the walls. Good for brainstorms, diagrams and lists. You can prepare some beforehand and keep them for later training sessions. Quite easy to use, but it s useful to practice before you use one. Page 5

6 Overhead projector (OHP) These shine a light through clear plastic film and project the image on to a screen. Good for showing diagrams and lists which you have prepared beforehand. They can use colour and project charts and graphs. Ideally you should prepare them on a computer (use 18 point font or larger) and either print off direct onto film or onto plain paper and photocopy onto film. (NB: Only use photocopy, laser or inkjet film in the appropriate machine.) You can produce them by hand, using special OHP pens. These come with fine, medium or broad points and either permanent or washable ink (useful if you make a mistake). Digital projector These are like slide projectors, but are connected to computers and can project a presentation using software like Microsoft PowerPoint. These can only be prepared beforehand and you have to stick to a planned presentation. On the other hand they can include movement, colour and even sound. You should rehearse a presentation before you make your first. Electronic whiteboard These combine the ordinary whiteboard with a digital projector. This allows you to control your presentation from the whiteboard. More importantly, you can leave blanks in your presentation for the group to suggest answers and fill them in, using pens as if it where an ordinary whiteboard. These handwritten elements can be saved and printed out, so that you have the benefits of a projector, whiteboard and flipchart. Handouts You can use all sorts of handouts to give learners. They can contain summaries of the training session, exercises for them to complete, problems for them to work on, or information for them to use. Always think beforehand about what information people need to take away with them at the end and make sure that you have copies for everyone. Tools and equipment If you want people to practice skills then they need tools to do it (like the computer Annie used). Make sure that you have enough, as people will get bored waiting their turn. They may be able to work in pairs or threes, but don t expect too many people to share equipment or it won t be very much use. Check all the equipment works beforehand. Page 6

7 Step 5: Assess the learning This doesn t mean that you have to be working towards a qualification, although you could be. What it does mean is that you should make sure that you know if your learning objectives have been reached. It s not enough that they know how to work the machine and all the health and safety rules; can they work it safely? There are two main ways of assessing learning: Setting tasks or exercises for team members to do, to test their knowledge and skills. Observing team members actually doing the task in the workplace, to test their competence. Let s visit Tim in the warehouse for the last time. Case Study Tim has been training Peter to receive and record deliveries. He decides to test Peter, by asking him some questions: What are the three main pieces of information you should look for on the delivery note? Peter: Who it s from, what the goods are and, ah what quantities there are of each. Tim: That s right. And why do we always try to keep the drivers happy when they deliver here? Peter: So that they are willing to keep to our procedures and are helpful if we want them to do something for us. Tim: That s right. But will Peter actually remember this when he has to receive and record a delivery? Tim decides to get him to do the job next time a delivery arrives. He tells Peter that he will observe him. He won t say anything unless Peter does something seriously wrong. Afterwards he sits down with Peter and says: Well done. You did that fine. The only thing you could have done was to open the carton with only five units in to check that it was correct. We usually do that with non-standard quantities. Otherwise, well done. Page 7

8 Tim has assessed that Peter has understood what he had to learn and that he can apply it. He will tick Peter as being competent on the skills matrix after observing him once or twice more. If you use competence-based S/NVQs qualifications in your organisation, you may become a workplace assessor. You will have to have some more specialist training, but one thing you will know is the difference between assessing competence and assessing the knowledge and skills needed to be competent. Using your knowledge Assessment is the last of the five steps in training: 1. Decide on the learning outcomes. 2. Decide on the learning content. 3. Plan the training session. 4. Identify the resources needed. 5. Assess the learning. Knowing that training should follow these five steps doesn t mean that you know how to do it - that takes practice. You should now look for opportunities to plan and use what you ve learnt. That way you will help to reinforce your own learning. As a team leader, being able to train your team means that you can make sure they achieve the high standards that you and your employer set for them. Page 8

9 Comprehension Check Complete the following exercises. Refer back to the session if necessary. A. What are the five rules for planning effective training? B. What are the two main way of assessing learning? C. Complete each sentence. Circle the letter in front of the answer. 1. Breaking the training down into small steps: a. helps to fill out the time available. b. can confuse learners. c. gives your training some structure. 2. By starting with what learners already know: a. you give them confidence that they can learn. b. you can show them how little they have learnt. c. you can confuse learners. 3. Repetitive activity as part of a training exercise: a. helps people to learn. b. makes people lose interest. c. is a way to stimulate interest. 4. Where there are exceptional or unusual cases which people need to learn about: a. these should be ignored. b. these should be introduced right at the start of the training. c. these should be covered once people have learnt about the standard cases. Page 9

10 Making Connections Answer the questions following the case. Angharad has been asked to train her team in a new customer service procedure at work. She has decided what the learning outcomes are and what she needs to cover in the training. Now she has to plan the actual training. She has broken it down into some clear steps. The first of these is to get the team to draw up two lists, one of the good features of the current procedure, the other of its weaknesses. She then intends to list the main elements of the new procedure. Her manager has suggested that she uses a flipchart to do this, so that she can write up the stages in turn. However, the training manager has suggested that she uses the Overhead Projector so that she can prepare slides beforehand and put them onto the projector one by one. Having outlined the main steps of the procedure, she intends asking her team to look at each one and think how it will work. They should compare it to the existing one and see if any of the weaknesses or good features have been removed. Finally, she will give them some examples to do, using the new paperwork, to test it out and see if they have understood it. What advantage would there be for Angharad in using the OHP rather than the flipchart to describe the new procedure? Has Angharad used the Experiential Learning Cycle in her training plan? How? Is the exercise sufficient to test if people can use the new procedure? Why or why not? Page 10

11 Think and Apply How well do you use the skills in this session? Think about any training which your team might need. Could you plan a training exercise to develop their performance, following the five steps you have learnt? Would it help you practice using any of the learning resources available to you, to help you feel more confident about training your team? Why don t you suggest to your manager that you do a small scale training exercise to develop your competence? 1. Read the list of skills. Tick the boxes to show your strengths and weaknesses. Skills strengths < > weaknesses I m good at this I m quite good at this I m not so good at this I m quite poor at this planning the training session identifying the resources needed assessing the learning feeling confident about training your team 2. Do you want to improve any of these skills? 3. How do you plan to improve the skills you listed in question 2? (You might want to discuss this with your line manager or your tutor/mentor/coach.) Page 11