HOW TO FOLLOW UP AFTER FORMAL TRAINING

INTRODUCTION

The learning of new knowledge, skills and behaviour is experiential. This means that a person must constantly try and test new learning in their work situation and build up a body of "experience" which tells him/her why the new knowledge, skill or behaviour works, how it works, under what conditions it is most severely tested, and in what situations he/she shows particular strength or areas for development in using and practising the new knowledge, skills or behaviour. The more the person tries and tests the new learning, the more practice he/she gets; the more practice and the more experience he/she builds, the more effective his/her use of the new learning.

So TRANSFER of skill, knowledge or behaviour from the formal training programme to THE JOB is a critical step in effective training. Often the biggest hurdle for the learner is feeling confident enough to try and test the new learning back on the job. The classroom is a safe and secure place to test and try new learning because there are no consequences to mistakes made. Back on the job, the situation is real and consequences are real. This is where your employee needs your help in transferring new learning to the job; encouragement to try, recognition that mistakes may be made but that they are essential to experiential learning, reinforcement of success, and help in overcoming problems.

It is therefore essential that you create a supportive climate in which your employee will feel encouraged to transfer his/her new knowledge to the job. Some general guidelines for creating this supportive climate are

• Provide personal support and encouragement
• Recognise individual differences in respect of skill levels, confidence, strengths and limitations amongst returning learners
• Ensure you have realistic expectations of your employees, and that they have realistic expectations of themselves
• Ensure regular and appropriate types of follow up with your employees
• Be alert to the need for and promote and encourage appropriate refresher training or retraining
• Make use of and encourage your employees to make use of effective liaison with training facilitators and advisors.

Having created a supportive climate, and knowing what you can realistically expect from the employee as a result of his/her formal training programme, and being determined to maximise the return on your training investment, you are now ready to follow-up and reinforce your employee's learning. The following interpersonal behaviour guidelines will assist you.

1. STATE THE PURPOSE OF THE SESSION AND ASK THE EMPLOYEE TO SUMMARISE THE MAJOR LEARNING POINTS OF HIS/HER TRAINING PROGRAMME.
   
   

   a)

   The Purpose of the Session If this is the FIRST follow up with your employee after returning from a formal training programme, you probably need to let him/her have a few days to re-orientate back into the job and try out the new knowledge, skills or behaviour to which he/she has been exposed. Consider the following points: If this is your first follow up session, WHAT is the purpose of the session and HOW are you going to explain it? How should you set the scene for this and future follow up sessions - continuing to maintain a supportive climate? Should you stress the importance of - transfer of skills, knowledge or behaviour? - your role and responsibility in assisting the employee? - re-emphasize the reason for the employee's training need? - Your expectation that the employee will apply the new learning?

   b)

   The Major Learning Points Ask the employee to summarise the major learning points of the training programme. This serves as a REINFORCEMENT of learning for the employee and as a reminder of the performance and skill requirements that are expected, and creates a framework for your discussion. It also gives you the opportunity to assess how the employee has responded to the training, and some idea of his/her level of absorption of the skills and confidence in trying them out. This is very important in helping you to focus on the employee's individual needs and feelings and adapt your approach to him/her accordingly. When you are having the second or third follow up discussion, it is more appropriate to ask the employee to summarise the major learning points he/she agreed to focus on at the last meeting. (Remember that it is important you know and are aware of the major leaning objectives of the Training Programme. See "Preparing an Employee for a Formal Training Programme.")

   
   
2. ASK THE EMPLOYEE WHERE HE/SHE IS DOING WELL IN APPLYING HIS/HER NEW KNOWLEDGE, SKILLS AND/OR BEHAVIOUR. GET SPECIFIC EXAMPLES AND COMPLIMENT/REINFORCE SUCCESS AND EFFECTIVE TRANSFER.
   
   It is important for the employee to focus on successful experience first. This allows you to compliment and reinforce effective responses and approaches at an early stage in the discussion, and helps to build the employee's confidence and self-esteem.
   
   Ask for specific details of the situations in which he/she has used and applied the knowledge, skills or behaviour well. Note and praise specific points, and reinforce continued use of the skills by highlighting the positive and constructive consequences and results of using the skills.
   
   Watch for aspects that the employee feels he/she has handled well, but which you assess may require improvement. DON'T LET THEM PASS. Constructively point out to the employee WHY improvement is indicated and either help him/her to think through the correct way to respond, or OFFER your suggestions for alternatives.
   
   
3. ASK THE EMPLOYEE WHERE HE/SHE IS HAVING PROBLEMS IN APPLYING HIS/HER NEW KNOWLEDGE, SKILL OR BEHAVIOUR. ELICIT SPECIFIC EXAMPLES.
   
   Ask the employee to describe any problem areas, or tell you about any situations that he/she feels have not gone well. Again, ask the kind of questions that will elicit specific answers. For example:
   

"Which skill did you not use which may have helped you deal the situation better?"

"What did you specifically do which resulted in the problem, or unsuccessful outcome?"

If the employee is hesitant, perhaps because he/she is afraid to admit to having problems, you may need to explain that it is normal for one to have areas for improvement, and to make mistakes when new skills are being practised. The employee needs to know that you accept that making mistakes is an essential part of learning. Reassure the employee that you wish to help and support him/her by referring to possible "areas for improvement" which you have observed. Try and identify all the issues that are of concern to the employee at present. Once you have the employee talking, help him/her to analyse what actually happened and identify the skill breakdowns.

This may be easier in your second or third follow up with the employee as you will have agreed on specific improvement areas in the last discussion, and are likely to focus your discussion on continuing problems within these areas.


4. SUMMARISE THE PROBLEM AREAS AND GUIDE THE EMPLOYEE TO FIND WAYS AND MEANS TO IMPROVE OR CORRECT THEM; OFFER YOUR HELP WHERE NECESSARY.
   
   Summarise, or ask the employee to summarise, all the problem areas you have identified with the employee, and guide the employee to solution of each one by discussing alternative approaches or the effective use the newly learnt skills to do so. Use your asking and listening skills. Ask the employee for suggestions and alternatives. Assist him/her to identify whether these are effective. Be sure to reinforce good ideas that the employee raises.
   
   Sometimes an employee will get stuck and not be able to identify how to resolve a skill application problem. Be prepared to offer your suggestions, alternatives and help.
   
   Before going on to the next Key Behaviour, make sure that you have identified with the employee a potential solution for each and every problem area summarised at the beginning of this Key Behaviour. This will enhance the employee's prospects for success before the next follow up.
   
   
5. ASK THE EMPLOYEE TO SUMMARISE HIS/HER PERSONAL APPLICATION OBJECTIVES IN TRANSFERRING HIS/HER NEW KNOWLEDGE, SKILLS AND BEHAVIOUR TO OVERCOME PROBLEM AREAS.
   
   Ask the employee to summarise the specific areas for improvements and the ways you have mutually agreed to try and solve them. In this way you will facilitate his/her commitment to act on them, and ensure that he/she has a clear action programme to further enhance his/her transfer of the new skills to their job.
   
   Be sure to correct any misunderstandings. One of you should also note down these objectives for review and discussion at the next follow up discussion. If applicable, also make sure that you have summarised the action you have personally committed to take to assist the employee.
   
   
6. EXPRESS YOUR CONFIDENCE IN THE EMPLOYEE'S ABILITY TO MASTER AN APPLY HIS/HER NEW KNOWLEDGE, SKILLS AND/OR BEHAVIOUR, BUILDING ON STRENGTHS.
   
   It is important to end the discussion on a positive note, reinforcing the employee's successes and what he/she is doing well. The art of positive reinforcement is to lay the emphasis upon the knowledge, skills and behaviour that are being effectively applied so as to increase the chances of this success continuing to occur. In this way you help to build the employee's confidence and self-belief. At the same time you should reassure the employee of your continued interest and support.
   
   
7. AGREE A SPECIFIC FOLLOW UP DATE TO REVIEW PROGRESS.
   
   You should allow a reasonable time for the employee to try and test the new knowledge, skills or behaviour again before your next follow up discussion. Ask the employee what period of time he/she would suggest, and by and large try to accommodate his/her needs. Also make sure that you agree target dates for any other follow up action agreed upon.
   
   Close the discussion positively so that the employee leaves feeling good about him/herself. Gradually his/her confidence and skills will improve, and so will results.

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