Motivation! Motivate Staff to Continue Developing Their Skills and to implement them within the organization!

http://hrweb.berkeley.edu/performance-management/cycle/motivate

Motivation! Motivate Staff to Continue Developing Their Skills and to implement them within the organization!

http://hrweb.berkeley.edu/performance-management/cycle/motivate

Dear Sir, my concern is whether we know that portion or not, if so then we could encourage them by providing them some incentives, points that influence their promotions, sending them for special trips/journeys; and encouraging them to transfer their knowledge to their colleagues.

Trainees should be selected based on the requirements of the organization and the necessary preparation of the trainee. The objectives of the training should be made clear to the trainee in the beginning, then the objectives can be achieved.

However some organizations use training as a means of rewarding an employee for a paid vacation. If that is done, the organization will not benefit by the training.

Dear Mahfuz,

The answer is simple: one should teach what future degree holders really need during their career in the practice. Scientific backgrounds should be explained in a clear and understandable form but without corruption of their scientific and practical message. If possible, the opportunities and circumstances of the given country should be taken into account.

Dear Mahfuz

Knowing the factors that effectively facilitate or inhibit transfer of KSA (knowledge, skills and abilities) gained during the training is very important; these factors include the following:

1. is it a case of public or private sector (In public sector, there are some systemic factors which dilute efficacy of training transfer)

2. Whether the designing of the training program involved the trainee

3. Overall performance climate in the organization, including the motivation/ engagement level of the trainees

4. Whether the training provided is part of building a learning organization..

5. Social support to the trainee concerned from her/his supervisors and coworkers

6. The degree to which trainees identify with the workplace groups that provide this support.

The last one is extremely important and has been found to be critical in the attached research paper on training transfer.

http://web.b.ebscohost.com/ehost/detail?vid=9&sid=4848f265-dacb-4e26-878c-2aa3353cad1c%40sessionmgr115&hid=103&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=bth&AN=14927637

Before any improvement of trainees' skills, they should like their work. See the following link to develop an effective workforce:

http://www.wikihow.com/Develop-an-Effective-Workforce

Dear Nageswara,

I cannot select my trainees or students. I cannot determine their basic knowledge level. I have but one task to teach them the most successfully.

Incentives!

Dear Andras

As a teacher that is precisely what I am doing. However this is purely for an organization which I am advising to send people for training.

To encourage it use award and punishment by insert it in pmf or kpi of the employee as well as plan an evaluation of previous and outcome from training.

They suppose to know that there will be evaluation of training that will be key point for benefit or salary increment.

For employee training to be effective, management should define the goals of the training program in a clear way, and the employees should be involved in determined knowledge, skills and abilities to be learned.

There are two factors: One is teacher and the other is selecting employees on the basis a pre-given test. So if you choose the best teachers, the best program and the best employees, certainly the proportion will be incresed.

The type of leadership and culture of the organization have a lot to do with whether or not employees use the skills that they acquired in training programs.Transformational leaders inspire and encourage employees to be independent and self-directed; they are allowed to make decisions, and mistakes are treated as opportunities to grow. Learning organizations place a high priority on developing employe skills, and encouraging them to apply those skills through appropriate support and reward systems.

Personally, I feel that the greatest impediment to an employee's application of newly acquired skills might be the employee's direct supervisor or manager. Many managers are micro-managers who kill the employee's creativity and ability to apply what has been learned in the workplace. Drucker (2001) pointed to managers as the reason why employees leave firms; he pointedly said "employees do not leave jobs - they leave their managers". Look at the manager's style of managing and the culture of the organization might be understood; then, the mystery of why employees do not use the skills that they acquired in training might be revealed - at least in part.

Reference

Drucker, P.F. (2001). The essential Drucker. NY: Harper Collins.

The most important character of a trainer is the willing to give.

I agree with you Abedallah that the most important character of a trainer is the willing to give. In addition to that, it is essential that the trainee should have the desire to learn.

We need to make sure that the skills and good practice instilled during training are truly needed and followed in practice. Quite often this is not the case. For example, health and safety training workshop is run every year in my place. However, the measures are not strictly followed in practice. So people question the usefulness and seriouness of such a trainign programme.

I believe that many trainees have a willingness to learn greater than the number of opportunities to apply their knowledge.

Motivating employees to upskill themselves is essential. Managers also need to define the goals of the training program in a clear way. Trainees acquire greater knowledge then the available opportuniies to apply them.

I agree with Dr. Mahfoz management should define the goals of the training program in a clear way, and the employees should be involved in determined knowledge, skills and abilities to be learned..

Something of a training experience inevitably remains in the professional background and is applied in the subsequent practice after the training itself. It is clear that the weight of the training on this background depends on the ability of the teacher and the motivation of the learner

You make a point @Ierardi by introducing the fact of the motivation of the learner himself.

Choose training options that use the trainee's workplace to do the required assignments. And:

(a) establish a confidenciality agreement with the provider not to disclose information

(b) develop guidelines for appropriate trainee behavior, which establish how much information can be disclosed or used, topics that can be covered for assignments, etc. This will require to have someone in charge (a Program Manager) of answering questions to all stakeholders, identifying policy batches, negotiating with providers, making periodic assessments of the program development and capturing knowledge (maybe with a "Lessons Learned" and/or "Most Signifivant Change (MSC)" and/or Outcome Mapping methods).

(c) establish a consultation group with managers from different parts of the organization that can provide knowledge and suggestions to tyhe Program Manager

@ Mario. I really agree with you that it is necessary to place a number of incentives such as job security, .a number of scholarships to enable deserving students to proceed without the subscription costs..

Probably, what they learn is lost! Because, mostly trainees are not very attentive, not involved, not sincere at that period, which is actually expected from them. Training them before the training, motivating them, developing a learning culture may help. It's sad that the purpose of training may not be served, if they don't implement what they learn, if they learn.

Sometimes trainees are sent without taking their aptitude into consideration, which may not help.

By setting clear goals, designing appropriate training activities, and conducting assessment at all stages.

I agree with you Jaya. Trainees may be sent without taking their aptitude into consideration.

* If a person who is being deputed for additional learning or skill or new techniques is informed before hand,why he is being sent,in what way he can utilize the training for the benefit of the Organization and for his own benefit and career advancement, he will show interest in learning and implementing the training he had in the Organization.

* The person should be informed before deputation that he has to give a presentation to his colleagues in the presence of the superiors,what he leant,what he felt about the training and what he proposes to do now after having undergone the training.

* Some incentive for fulfilling the purpose of the training may be given to him.

* A fear of penal action in case of failure to fulfill the purpose of the training after undergoing the training ,however punitive it may be like reduction in performance index though not immediate monetary penalty or reduction in rank, may be created among the employees

* More or Less Equal opportunities to be given to the employees for Career Advancement.

P.S.

Dear Mahfuz

I agree with pretty well all the points made about type and quality of training and motivation. and would like to add three more points:

1. Training and development courses that are ' short and sharp' tend to be problematic in terms of transfer of learning, although the evidence I have is anecdotal from informal interviews with managers in a large multi-national organisation. The 'forgetting curve' is steep, probably due to lack of time for proper cognitive processing.

2. Training and development sessions work better if they focus on, or include, elements of transfer since transfer of learning demands additional skills (there is some literature on this; I'll try to find a really succinct 'summary' article I downloaded on this if you're interested).

3. 'Deep' learning leads to improved transfer of learning - see my research (Murphy and Tyler somewhere on this website). This finding suggests that the type of training needs to be conducive to deep learning.

Best regards, Sheila

Dear Mahfuz

Here's the short paper on transfer of learning that I referred to in my earlier response - it's a summary rather than a research paper but I regard it as sound. I also attach the Murphy and Tyler paper as I can't locate it on this website.

Best regards, Sheila

In addition to several key factors raised by previous answers, I would like to include the following:

* conditions for knowledge transfer. Motivated employees, who attend trainings and learn during them, may face actual working situations that do not allow knowledge transfer. Social support is central, but also material support is required. It's common to find expensive trainings for the use of new technologies, for instance, that are not accessible in the workplace. If the workplace does not offer the material (infrastructure, equipment, technology), one cannot expect much transfer of knowledge.

* gap between training conditions and actual job performance setting. Transfer becomes more difficult the bigger this gap. Here training strategies and methodologies will be more successful if they: a) are strongly based on knowledge about the actual working place, b) take into consideration the employees' perceptions on weak points in knowledge so those can be strengthened, c) include hands-on activities that are as close as possible to the actual working conditions, and d) involve more than just one member (or 'representative') of a team to foster social support and collective learning.

I'm a bit concerned about suggestions that add a lot of pressure on the employee without reasonable meaning, such as presentations to supervisors to 'show' learning. These episodic events will not guarantee knowledge transfer to the actual job performance, unless making presentations is part of the training and the job.

This is due to the coach himself, he should apply the benefit of training in their respective fields, which employs an actual example in the field of education or lectures can be applied to coach his skills in the delivery of the required harbor through effective supply and the skill to communicate effectively with the use of tools that enables it to do so.

This is a CHANGE MANAGEMENT intitative, hence care should be taken to customize to each situation, place, people etc.,......Transfer of Learning is the ultimate output of a training activity.... to achieve this the trainee should be facilitated with an ambiance to implement their learning...In our organization at the end of each training session we ask the participants to derive an action plan for implementing some (very few) of their learnings in their work place... it is articulated and each one "take-away" atleast one activity that they own to implement either as a Individual or as a Team... in case of any facilitation is required from some other departments, then the concerned HOD is informed of the required assistance from their end...

A very interesting discussion indeed. I have developed a scale for measuring the employees' respect for company- sponsored training. That captures the most important features of a training that drives transfer of learning.

Employees’ Respect for Company Training

1.I always look forward to the upcoming training programs of our company. 5-4-3-2-1 ( )

2.I take full advantage of training programs. 5-4-3-2-1 ( )

3.I think training programs are more a relief from routine than a learning. (R ) 5-4-3-2-1 ( )

4.During training period, I try to enjoy the fun with my family members that accompany. 5-4-3-2-1 ( )

5.There were a lot of learning take-away points from my previous training. 5-4-3-2-1 ( )

6.I always look for performance-related items of learning, in each of the training programs that I attend. 5-4-3-2-1 ( )

In order to convey what we have learned from our training to develop a plan, it must include changing the way in which it can pass on information or knowledge or skill to the public, whether public employees or students or administrators or others Each of them the way that suits him.

In other words, to be a resource for the human itself to change and relocate a training skills and knowledge in order to be innovative in the performance of his job through the design, communication and preparation for the meetings on time any have had the ability to manage time.

The main influencing factor to internalize what is learnt and to encourage the trainees to apply what they have learned is the organizational culture and the management appraoch toward training and development of the employees. That is, if the training exercise is part of a HR strategy to continuously upgrade performance within a career plan, then the employee will be enthusiastic about applying what is learnt, but if the whole training exercise is a management tool to provide favors to certain employees, well the result is obvious, no application what-so-ever.