伟创力管理目标培训(全英文)-Training For Results

Training for Results It’s Not Just ContentIntroductionJob training so critical for successful business results is influenced by twoessential conditions. The first is an inspiring learning experience. The second(which may come as a revelation to some because it is easily overlooked) is asupportive workplace environment. Without one or the other, training may belittle more than exposure to content.Inspiration typically comes from training that coincides with a work situation.As such, learners readily associate new knowledge and skills with job tasks andperformance, making smooth transition of the overall learning process. Thisincludes gaining new information, tying and modifying to what is alreadyknown, internalizing and then delivering results.However, delivering results is not automatic. Environment is cause andsustenance for things happening. An environment that activates learninglargely draws energy from supervision communicating performance targets andincentives. So while inspiration allows learning transition, the settingsupervision creates actually makes it possible to turn what is learned intoaction on the job.Activating LearningSending employees to “go get trained” but doing little else to support learningmay yield acceptable results. But if purpose is not stated before andexpectations not set after the learning event, it may take longer andperformance may never be as good as it can be.Performing optimally is challenging to employees where there is little or nosupport for new knowledge and skills once they are back at work. Knowledgeand skills are not apt to thrive without encouragement. People select responsesto suit environmental circumstances. The “right” support system takesadvantage of this, urging rapid use of new learning that is readily applied andsustained over time.For most, a prerequisite of learning is the need to make sense of it. Thatengages emotions. There’s a certain psychology involving “What’s in it for me?”that is very powerful. For example, knowing “why” one needs to learnsomething, “what” one can expect to gain and “how” it can make one moreproficient is really very empowering.This is motivation and special to each individual. Even good intentions can fallflat where personal motivation lacks. Motivation is a key element for fosteringemployee learning satisfaction and success. It is also central to processing newbehaviors, action, productivity and ultimately best practices.Reality CheckWhat can supervision do about motivating employee learning?A good start is realizing there is more to training development than justallocating budget or providing workday time.Think of learning as “pull” much as the pull in demand flow technology (DFT).In this way, put learning in a context similar to Flextronics’ manufacturingoperation where relevant, just in time, current, interactive, practical, hands-on and never-ending are qualifying factors.Supervision plays an integral role in motivating “pull” learning change. Without support, even the best training experience can go virtually unused. Knowledge and skills are not independent phenomena; instead, they are set into motion by surroundings as noted earlier. Learning has been described as a processoccurring in social interaction. In that case, newly trained employees arequicker to produce in association with others. The consequence of notproviding interpersonal stimulation is nominal returns…or less.To boost results, manage motivation like other “people” resources, using aholistic approach. Strategies like the following increase learning appeal and set up learner satisfaction:• Begin by being clear why employees are sent to training in the first place.For example, is it to address quality issues, improve problem solving, help team collaboration, increase communications, enhance project management skills, create effective presentations…?• Question if the training is relevant. Does it tie to employees’ work activities so they can see the value and why the learning is important to them?• Set realistic goals on the job. Is there likelihood of success?• Stimulate interest and curiosity ahead of time.Are there ways to get employee attention and cultivate a healthy attitude so they are more receptive to new information?• Give a clear understanding of what employees are going to learn. What is the compelling reason why they need to know this?• Let employees know how the learning experience will use their present or prior knowledge and skills.Can they start building on these even before they participate in the training?• Relate how the instruction will be useful now. What is the immediate use?• Require quick practice of newly learned knowledge and skills so that these “stick”. How can employees use just-learned information to increase likelihood of retention?• State realistic expectations of what employees need to do with the new knowledge and skills.Is it obvious what and how they will perform so they put the needed amount of energy and effort into the learning experience?• Encourage employee self-sufficiency so learning transfers easily without prompting. Will employees make independent near- and long-term productivity decisions as needed?• Give positive reinforcement frequently in the beginning. How will this ease off and vary as time progresses?• Provide plenty of opportunities back on the job. Can employees continue processing information and repeat applying new knowledge and skills in the context of everyday work on the job?• Begin the achievement. Are risk factors moderate and chances for success high?• Inspire employees to continue targeted behavior on the job. What opportunities are provided?• Give positive feedback in a timely manner, or fair and balanced corrections.Are employees motivated to continue learning?• Credit employees appropriately for good performance. Do they feel appreciated?• Verify success as a result of employee efforts. What measures are there?• Help employees feel good about learning results to encourage them to learn more. Does the work situation prompt taking intelligent risks due to employee confidence in their own ideas and competence?• Note the role “you” the supervisor play in helping employees experience self confidence-building success.How are “you” doing?• Maintain consistent standards for success.Are employee performance expectations shaped by and in sync with supervision’s?ConclusionEngaged, satisfied learners become motivated employees when they perceive value in what they do, understand what is to be learned along with the outcomes sought, appreciate the advantages for being trained, and realize the urgency of training transfer.Newly learned knowledge and skills need immediate application so the behavior maintains. Developmental performance activities should be supported with simple yet robust techniques such as timely and appropriate feedback suitable to the level of task difficulty.The bottom line is this: When supervising the human side of business, make learning meaningful, promote positive expectations and help employees believe they can succeed. These increase the likelihood that training provided will be learned and used. Successful learning shows up in job performance and ultimately business results.###Copyright © 2002 Flextronics University. All rights reserved.。