Training Industry Magazine - Winter 2022 - 55

Focus on the entire
journey of a learner and
keep your eyes on the
desired proficiency.
formal interventions like classroom
training. Most of their learning either
comes through social interactions
or by practically experiencing it.
Several studies also showed that the
performance achieved in training is
usually not an accurate reflection of
the job performance.
Thus, while designing a training program
for speed, keep two things in mind:
1
excellent training but very poor posttraining
mentoring. When managers
tell them, " Sit with Joe. And if Joe is not
available, then sit with Jim, " employees
are being set up to go slow.
4
UNCLEAR OR POORLY
DEFINED JOB EXPECTATIONS
More often, the learning designers are
not given the proficiency metrics for the
job roles, or they are not given the exact
time to proficiency reduction goals.
In the absence of those expectations,
most training programs get designed to
emphasize a preset body of information,
constituent skills, specific behaviors,
tasks or activities. These programs fail
to make the employees proficient in
delivering the actual job outcomes.
Rather, the previously mentioned pitfalls
get introduced in the design.
As an observation, training program
designers are pressed to reduce
the duration of the training program
instead of focusing on a direct goal to
reduce overall time to proficiency. Such
objectives do nothing more than save
some money. Learners may not yet be
there in terms of proficiency to deliver
the required customer satisfaction.
HOW TO GET TRAINING
DESIGN RIGHT FOR SPEED?
Models like 70:20:10 argue that people
learn only a tiny part of the job from
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FOCUS ON THE
ENTIRE JOURNEY
Focus on the entire journey of a learner
and keep your eyes on the desired
proficiency. You can use a combination
of formal training, informal training,
social learning, on-the-job interventions
or other performance support tools.
When you design training programs for
acceleration, you need to think of what
comes before, during and after the
formal training and at various points in
the entire trajectory of an employee.
You need to make sure your design,
delivery, and support processes avoid
the pitfalls mentioned above.
2
DESIGN FOR ON-THE-JOB
PERFORMANCE BEYOND
TRAINING
Look at ways to provide an efficacious
performance support system, OJT
checklists, and other tools that
allow
learners
to experience the
job at an accelerated rate. One of
several ways you could do so is to
make sure the training is designed
around actual job scenarios and
problems rather than pure content.
This is where it is vital to make
certain managers and learning
designers work in unison to design
assignments or projects that take
learners towards a shorter time
to proficiency.
CONCLUSION
The goal of training and learning is
not simply to provide knowledge,
content and skills - but to prepare
learners faster, there must be
some productive mindset changes
towards what really should happen
for the business. The goal of any
training should be to accelerate
efforts to prepare employees to do
their job.
Dr. Raman K Attri is a training thought
leader and a global authority on the
science of speed in learning and
performance. He is the author of 20
books, including " Designing Training
to Shorten Time to Proficiency "
and " Accelerated Proficiency for
Accelerated
Times. " He is also
founder of a research forum, XpertX.
Email Dr. Raman.
TAKEAWAYS
Design training to be context-heavy and content-light.
Deliver skills within the context of the job.
Implement proper post-training support mechanisms.
Define the job expectations accurately.
Consider the entire journey of the employees.
Design for on-the-job performance beyond training.

http://www.ramankattri.com/ https://www.amazon.com/gp/product/9811406456/ https://www.amazon.com/gp/product/9811406456/ https://www.amazon.com/gp/product/9811462747/ https://www.amazon.com/gp/product/9811462747/ https://www.trainingindustry.com/magazine

Training Industry Magazine - Winter 2022

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