High Performance Training Process
Training for high performance is a process, not an event. The training process that leads to improved performance has many interrelated elements that are critical to success. Planned separately, these elements have little impact on performance. But planned in conjunction with all of the other elements, high performance is likely. The process is composed of four subprocesses that point to four interrelated tasks:
- Formulating training goals that are linked to business needs.
- Planning training strategies that will consistently and efficiently achieve those goals.
- Producing
learning outcomes necessary for effective performance.
- Supporting performance improvement that will add value to products and services.
Each of these subprocesses is directly affected by at least six interrelated elements. These subprocesses and elements are presented in the graphic below. You may think of additional elements that could be included in these clusters.
Look at the Needs Assessment element in the Formulating Training Goals subprocess as an example. Although it’s a key element of this subprocess, the Needs Assessment information affects decisions in every other part of the process. Clarity of training goals requires an understanding of the learning and performance needs of individuals and of the organization. You will learn much more about needs, however, as you plan training strategies, provide learning opportunities, and continue to support high performance on the job. As you discover more and more about needs, you can use this information to plan, deliver, and support training.
Consider the following case. Your company wants to use a new suite of software products to facilitate collaboration among work group members. In initial interviews with group members you find out how much each person knows about using this and other types of groupware (Formulating Training Goals). You use this information to design a training program (Planning Training Strategies). When you begin the program, you find out more about each person’s skill level. You find that some learners have less ability than they had reported while others have more. You observe indicators of their attitudes toward the use of groupware and attitudes toward collaboration. You use this additional information to shape the training and to support the transfer of their new learning to their jobs (Producing Learning Outcomes). You also discover that even though company executives support using the software, many managers are not enthusiastic about it. You realize that the company will have to add incentives for using the software and you will have to modify the training goals and redesign the training program (Supporting Performance Improvement).