How much training is actually applied on the job? PART 2

To continue my thoughts from the last entry, busy people must manage a sometimes overwhelming number of “information inputs,” so they want information that is relevant to them right now. If they could, they would choose exactly what information they get and when. You may think people don’t get to make that choice, but in fact they do make the choice in one important way. For example, if they deem that a scheduled training course is not ‘relevant,’ they may sit in the classroom as required but not “attend the training.” That’s when memos get written, spreadsheets get analyzed, and emails get answered. (Note that companies have only recently made this choice possible, by providing facility-wide Internet access to employee laptops).
Some answers to this problem:

• Give your employees more latitude to decide what they need and when they need it. New information will be relevant to them and as a result will be more likely to be applied to the job. In addition, this gives employees a sense of confidence since you trust them to choose what is best for them. E-learning works well and performance support systems work even better here.
  
• Use classroom activities in a more limited way, for those things that work best with groups: give-and-take discussions, sharing experiences, practice sessions, etc. More and more companies are using “blended learning”, not relying on one or two conventional training methods.
  
• Turn your training model around. Most models use the sequence “educate about the skill – learn to apply the skill – find a need to apply the skill – apply the skill.” Often the more productive model is “find a need to apply a skill – apply the skill using support tools – learn the application of the skill through repeated use.”