 Have
you ever wondered why training programs, especially
the softer skills, don’t seem to stick? I have.
I think much of it has to do with grades. When
we were in school we learned because there were
grades attached. We also knew that the next class
would be based on what we learned in the class
we were in at the time. So why don’t we grade
participants in the workplace. I believe part
has to do with how the participants come to the
training and the accountability back on the job.
Participants
As a trainer, I know that in my class I usually
have prisoners (these participants could be
either aggressive or passive), vacationers and
learners. Prisoners are only there because they
were told to come. These individuals have no
desire to learn or even be in the room. The
vacationers are just glad to not be working
and too aren’t necessarily interested in learning.
Then there are those that are there to learn.
The challenge of the trainer is to try to convert
as many vacationers and prisoners into learners
while not losing the learners.
Accountability
In many cases employees go to a workshop or
training knowing that they will not be tested
or even be asked “What they learned?” Therefore
participants that are in the class either to
just get out of “real” work or are forced to
go, chose not to learn anything while in the
training. This impacts those that are trying
to learn by either distracting them or by not
participating in the activities. It also makes
the task of running the class by trainer tougher.
Grades
I am not advocating establishing a grading system
for each class. What I am advocating is a more
intentional system of:
• setting up learning objectives for the participants,
• ensure that the skills learned are used on
the job, and
• that managers/supervisors can coach further
development of the skills on the job.
The continued development and training of employees
is critical to the future success of your organizations.
With shrinking budgets and other stains on the
organization, the training must be effectively
designed, implemented, and reinforced. Holding
participants accountable for their learning
is just one step.
By: Margie Thomas
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