1. Performance Coaching:
Training

2. What is Training?

3. Training
Training improves and develops employees’ knowledge,
skills or competencies in their current jobs.

4. Types of Training
• Computer-based training
• Interactive video
• Instructor-led training
• Satellite programs
• Employee self-directed learning
• On-the-job training

5. Training
Training can be conducted in both formal and informal
learning settings.

6. Unstructured Training
• Giving information not required by the organization
as a part of formal training

7. Unstructured Training
• Giving information not required by the organization
as a part of formal training
• Based on the insight and experience of the supervisor

8. Structured Training
• Offered to all employees equally to provide continuity

9. Structured Training
• Offered to all employees equally to provide continuity
• Designed to provide the correct or exact procedures
for conducting a particular job

10. Structured Training
• Offered to all employees equally to provide continuity
• Designed to provide the correct or exact procedures
for conducting a particular job
• Takes many hours to complete

11. Structured Training
• Offered to all employees equally to provide continuity
• Designed to provide the correct or exact procedures
for conducting a particular job
• Takes many hours to complete
• Very detailed, and often sequenced with other training
activities

12. Four Principles of Training

13. Training Employees
• Present new information only if it is meaningful and
practical

14. Training Employees
• Present new information only if it is meaningful and
practical
• Present information in a manner that permits mastery

15. Training Employees
• Present new information only if it is meaningful and
practical
• Present information in a manner that permits mastery
• Present only one idea or concept at a time

16. Training Employees
• Present new information only if it is meaningful and
practical
• Present information in a manner that permits mastery
• Present only one idea or concept at a time
• Use feedback and frequent summaries to facilitate
retention and memory recall

17. Seven Laws of Training

18. Two People
• Trainer

19. Two People
• Trainer
• Learner (employee)

20. Two Mental Factors
• Common language or medium of
communication

21. Two Mental Factors
• Common language or medium of
communication
• Tasks, skills or competencies to be
communicated

22. Three Activities
• Delivery by the trainer

23. Three Activities
• Delivery by the trainer
• Learning by the employee

24. Three Activities
• Delivery by the trainer
• Learning by the employee
• Review and application of tasks, skills and
competencies by the employee on the job

25. Three Activities
Each of these three activities should be present, regardless
of the length of the training session.

26. Seven Laws of Training
• The Law of the Manager

27. The Law of the Manager
Manager or trainer must have knowledge of and
experience with the task, skill or competency being
taught.

28. Seven Laws of Training
• The Law of the Manager
• The Law of the Learner

29. The Law of the Learner
Learners must focus their attention on the task, skills or
competency being taught.

30. Types of Attention
• Passive attention

31. Types of Attention
• Passive attention
• Active attention

32. Types of Attention
• Passive attention
• Active attention
• Secondary passive attention

33. Passive Attention
• Is instinctive

34. Passive Attention
• Is instinctive
• Involves no effort

35. Passive Attention
• Is instinctive
• Involves no effort
• Facilitates inadequate learning

36. Active Attention
• Requires employees to distinguish separate stimuli
and select the appropriate ones

37. Active Attention
• Requires employees to distinguish separate stimuli
and select the appropriate ones
• Present during activities that require involvement

38. Secondary Passive Attention
• Demands little or no effort

39. Secondary Passive Attention
• Demands little or no effort
• Learner is focused on material, and is persistent in
understanding it

40. Attention Hindrances
• Apathy

41. Attention Hindrances
• Apathy
• Distraction

42. Apathy
Refers to the lack of interest in a subject or skill.

43. Distraction
Employees’ attention is divided among a variety of
stimuli.

44. The Law of the Learner
Make an attempt to discover the interests and prior
experiences of your employees when presenting material.

45. Seven Laws of Training
• The Law of the Manager
• The Law of the Learner
• The Law of the Language

46. The Law of the Language
Language used between the trainer and the learner must
be common to both.

47. The Law of the Language
• Make sure your explanations are in your audience’s
language, and not the definitions of someone else

48. The Law of the Language
• Make sure your explanations are in your audience’s
language, and not the definitions of someone else
• Make sure you test for understanding before moving
forward

49. Seven Laws of Training
• The Law of the Manager
• The Law of the Learner
• The Law of the Language
• The Law of the Training Session

50. The Law of the Training Session
• Explain the task, skill or competency in a way that
employees can comprehend

51. The Law of the Training Session
• Explain the task, skill or competency in a way that
employees can comprehend
• Identify a point at which to begin, one that associates
the material to something the employee is familiar
with

52. The Law of the Training Session
• Explain the task, skill or competency in a way that
employees can comprehend
• Identify a point at which to begin, one that associates
the material to something the employee is familiar
with
• Base training activities on an identified set of learning
objectives

53. The Law of the Training Session
• Prioritize and sequence objectives in order to link
concepts

54. The Law of the Training Session
• Prioritize and sequence objectives in order to link
concepts
• Share information in a way that links the unknown to
the known

55. The Law of the Training Session
• Prioritize and sequence objectives in order to link
concepts
• Share information in a way that links the unknown to
the known
• Delay presenting a new step until your employees
have mastered the previous one

56. Seven Laws of Training
• The Law of the Manager
• The Law of the Learner
• The Law of the Language
• The Law of the Training Session
• The Law of the Training Process

57. The Law of the Training Process
• Make the training process motivating and exciting

58. The Law of the Training Process
• Make the training process motivating and exciting
• Provide the material in a manner that motivates
employees to become absorbed by it

59. The Law of the Training Process
• Make the training process motivating and exciting
• Provide the material in a manner that motivates
employees to become absorbed by it
• Stimulate your employees’ minds and challenge their
abilities and skills

60. The Law of the Training Process
• Don’t exhibit inappropriate and impatient attitudes
toward your employees regarding their abilities, skills
and lack of comprehension

61. Seven Laws of Training
• The Law of the Manager
• The Law of the Learner
• The Law of the Language
• The Law of the Training Session
• The Law of the Training Process
• The Law of the Learning Process

62. The Law of the Learning Process
The learning process is complete when employees can
apply what they have learned to the job

63. Seven Laws of Training
• The Law of the Manager
• The Law of the Learner
• The Law of the Language
• The Law of the Training Session
• The Law of the Training Process
• The Law of the Learning Process
• The Law of Review and Application

64. The Law of Review and Application
• Give employees the opportunity to review, rethink
and apply the tasks, skills and competencies they’ve
learned

65. The Law of Review and Application
• Give employees the opportunity to review, rethink
and apply the tasks, skills and competencies they’ve
learned
• Ensure employees fully understand what they have
learned and how it can be used on the job

66. The Law of Review and Application
• Give employees the opportunity to review, rethink
and apply the tasks, skills and competencies they’ve
learned
• Ensure employees fully understand what they have
learned and how it can be used on the job
• Pose realistic problem or circumstance, and give
employees the opportunity to apply what they
have learned to the problem

67. The Law of Review and Application
• Don’t neglect the review and application process

68. Transfer of Learning Strategies

69. Transfer of Learning Strategies
• Reinforces previous learning

70. Transfer of Learning Strategies
• Reinforces previous learning
• Practices new skills

71. Transfer of Learning Strategies
• Reinforces previous learning
• Practices new skills
• Integrates new knowledge

72. Transfer of Learning Strategies
• Refresher programs
• Journals and daily logs
• Training and performance aids
• Follow-up activities
• Failure analysis

73. Refresher Programs
• Identify barriers that prevent learning transfer

74. Refresher Programs
• Identify barriers that prevent learning transfer
• Talk about difficulties employees are having
integrating the new skill or knowledge to their jobs

75. Refresher Programs
• Identify barriers that prevent learning transfer
• Talk about difficulties employees are having
integrating the new skill or knowledge to their jobs
• Share how employees have incorporated the new skill
or knowledge to their particular situation

76. Refresher Programs
• Identify barriers that prevent learning transfer
• Talk about difficulties employees are having
integrating the new skill or knowledge to their jobs
• Share how employees have incorporated the new skill
or knowledge to their particular situation
• Get reinforcement of the major learning points
employees were trained on

77. Journals and Daily Logs
• Allow employees to document the circumstances and
events surrounding the application of skills or
integration of knowledge

78. Journals and Daily Logs
• Allow employees to document the circumstances and
events surrounding the application of skills or
integration of knowledge
• Events should be described in as much detail as
possible

79. Training and Job Aids
• Provide training or job aids that allow new skills and
knowledge to be applied more easily

80. Training and Job Aids
• Provide training or job aids that allow new skills and
knowledge to be applied more easily
• Design these aids in a user-friendly manner

81. Training and Job Aids
• Provide training or job aids that allow new skills and
knowledge to be applied more easily
• Design these aids in a user-friendly manner
• Discuss how these tools can help your employees transfer
skills or knowledge to the job

82. Follow-Up Activities
• Give proper and prompt follow-up activities

83. Follow-Up Activities
• Give proper and prompt follow-up activities
• Use individual and group follow-up sessions to help you
determine how you will train the next time

84. Failure Analysis
• Analyze the long-term effect of how the new skills
and knowledge interfere with current employee
performance, and determine their impact on
productivity

85. Failure Analysis
• Analyze the long-term effect of how the new skills
and knowledge interfere with current employee
performance, and determine their impact on
productivity
• Use failure analysis to help you identify possible
conflicts, so you can better integrate learning in the
future

86. Failure Analysis
• Analyze the long-term effect of how the new skills
and knowledge interfere with current employee
performance, and determine their impact on
productivity
• Use failure analysis to help you identify possible
conflicts, so you can better integrate learning in the
future
• Allow employees to try out new skills or knowledge in
safe environments, such as work simulations and case
studies

87. Learning Failure
• Allows for a quicker, more accurate application of
new skills and knowledge

88. Learning Failure
• Allows for a quicker, more accurate application of
new skills and knowledge
• Helps employees increase long-term productivity and
improves overall job performance

89. Transfer of Learning Strategies
As a manager, you have the responsibility to
communicate to your employees that they are responsible
for the transfer of learning.

90. Transfer of Learning Strategies
Employees must have the desire to manage themselves
and the work environment in order to allow a learning
transfer.

91. Performance Coaching:
Training