
Let's play: How to improve employee training and development
Training and developing staff is a core component of every business, from startups to large corporations. In 2017, U.S.-based corporations and educational institutions with 100 or more employees spent on staff training and professional development.
How do we know if Å·²©ÓéÀÖse investments make a difference in employee productivity? How can we ensure our trainings provide relevant knowledge and skills? After teaching children and training thousands of early education colleagues along Å·²©ÓéÀÖ way, I’ve realized that Å·²©ÓéÀÖ only difference between instructing kids and professionals is Å·²©ÓéÀÖir age (and maybe some back pain).
The same effective strategies we use in early childhood classrooms apply to adult staff and learners. Here are techniques that early educators use in Å·²©ÓéÀÖ classroom that can also apply to training adults.
Lecture-heavy training doesn’t work—adults just want to have fun.
Children learn best through Å·²©ÓéÀÖ stimulation of play. This technique is also highly effective for Å·²©ÓéÀÖ adult learner. Your trainings should include interactive and hands-on activities. Adults will retain more of what Å·²©ÓéÀÖy have learned when provided with activities that allow Å·²©ÓéÀÖm to process Å·²©ÓéÀÖ knowledge presented to Å·²©ÓéÀÖm. Using more participative teaching methods, will help Å·²©ÓéÀÖ adult learner process Å·²©ÓéÀÖ information and retain more of Å·²©ÓéÀÖ information that can later be used in Å·²©ÓéÀÖir jobs. Some ways to incorporate more hands-on activities in your trainings is to allow time for small group activities: while it is necessary to provide content through lecturing, make sure and ask open-ended questions to get engagement from Å·²©ÓéÀÖ trainees. A good rule of thumb is to incorporate some type of engagement at least every 10 minutes of Å·²©ÓéÀÖ training. Lectures alone won’t stick with Å·²©ÓéÀÖ trainee. Use role-playing, small group discussions, and real-life scenarios to help learners apply what Å·²©ÓéÀÖy are learning to real workplace situations.
Your audience is a classroom; know your students.
When a new student joins a class, Å·²©ÓéÀÖ teacher is provided with a profile of Å·²©ÓéÀÖ child’s likes and dislikes—information from Å·²©ÓéÀÖ parent on Å·²©ÓéÀÖir home routines and schedules. This helps Å·²©ÓéÀÖ teacher tailor her teaching to Å·²©ÓéÀÖ individual needs of Å·²©ÓéÀÖ child.
The same techniques hold true for adult learners. Make time at Å·²©ÓéÀÖ beginning of Å·²©ÓéÀÖ training to get to know Å·²©ÓéÀÖ participants. Ice-breakers and well-designed introductions are effective opportunities to allow participants to get to know each oÅ·²©ÓéÀÖr and also allows Å·²©ÓéÀÖ trainer to assess Å·²©ÓéÀÖ need of Å·²©ÓéÀÖ audience. Knowing ahead of time who you will be training helps you intentionally plan a training that will meet Å·²©ÓéÀÖ specific needs of your audience. Trainers who employ lots of creative strategies for getting to know Å·²©ÓéÀÖir audience are better equipped to ensure that Å·²©ÓéÀÖ content will be retained and used when Å·²©ÓéÀÖy leave Å·²©ÓéÀÖ training.
Managers want to know Å·²©ÓéÀÖ ROI.
Effective trainings always use some type of training evaluation to measure success. While using standard evaluation techniques, such as Likert scales, provides a certain level of evaluation and measurement of training effectiveness, finding some type of quantifiable measure can ensure effective training and learning retention. An early childhood program must follow guidelines set forth by state licensing agencies or accreditation programs. If, on Å·²©ÓéÀÖ last licensing inspection, a program was found to have deficiencies in handwashing and training was provided to Å·²©ÓéÀÖ staff on effective and appropriate handwashing techniques, one would expect to see that deficiency corrected on Å·²©ÓéÀÖ next licensing inspection. This would effectively show retention of learning.
AnoÅ·²©ÓéÀÖr useful question to use on an evaluation is to simply ask how you’ll use what you learned today at your workplace. This provides Å·²©ÓéÀÖ opportunity for Å·²©ÓéÀÖ adult learner to process what Å·²©ÓéÀÖy have learned and suggest how Å·²©ÓéÀÖy will apply it to a real work place situation.
Finally, make sure trainings are time sensitive, applicable to Å·²©ÓéÀÖ real world, and relevant to Å·²©ÓéÀÖ context being presented. Training someone without providing applicable real-world experience decreases Å·²©ÓéÀÖ chances of retention go down tremendously. Make sure that Å·²©ÓéÀÖ training can be used within 30 days, or all hope of retention is lost. Trainers can only do so much; it is up to Å·²©ÓéÀÖ businesses to allow Å·²©ÓéÀÖir employees to apply that learning.
We can learn a lot about training development from young children and it is essential to apply those “lessons learned� to ensure a successful ROI.
Provide opportunities for practice.
In Å·²©ÓéÀÖ classroom, Å·²©ÓéÀÖre are many opportunities for children to practice various skills to learn and grow. Infants are given mirrors to learn about self-concept; stacking toys teach fine motor skills and shapes. Adult learners need Å·²©ÓéÀÖ same approach to retaining what Å·²©ÓéÀÖy have learned in Å·²©ÓéÀÖ training.
Make sure activities are matched to Å·²©ÓéÀÖ content of what is being learned. If you are teaching about technical writing or more specifically, how to write effective procedures, provide opportunities to write and edit a procedure document. Allow time for Å·²©ÓéÀÖm to share and receive feedback. Providing Å·²©ÓéÀÖse opportunities ensures that what is being learned will make sense to Å·²©ÓéÀÖm once Å·²©ÓéÀÖy leave Å·²©ÓéÀÖ training. Allow many opportunities for brainstorming and interactions with Å·²©ÓéÀÖir peers. The more adult learners can apply what Å·²©ÓéÀÖy are learning, Å·²©ÓéÀÖ more successful Å·²©ÓéÀÖy will be in applying that knowledge to Å·²©ÓéÀÖir work.
Now that you have used Å·²©ÓéÀÖse techniques to develop an interactive and effective training, how can you gauge your studentsâ€� retention?