How do you showcase your employee training skills?

Identifying training goals is an essential step in the training and development process. So here is a step-by-step process as a trainer I always try to follow: 1. Conduct Training Needs analysis 2. Understand the context of the training 3. Breakdown the objectives of the training 4. Consider the learner's need 5. Align with the organization's goal

1. Aside from identifying your training goals, you also have to identify the division's needs and align them with the vision and goals of the organization. 2. Identify also the team's individual strengths and opportunities for growth before crafting a training plan. 3. Forecast the outcome of the training project if it sees to meet the needs to the team, the division or the client. Each training project should have a pyramid impact (self, others/team, organization/client).

in a nut shell, DE&I, attitude, hire a person not a resume and seek out a "Purple Squirrel" like me, Hire me and you will get all the working tools in your back pocket. Enough said?

In my experience, one of the biggest driver for employee training is business goals and the performance gaps to reach those goals. It is imperative to recognize that we are at the edge of a vastly changing world, and the training objectives have to remain flexible yet SMART (specific, measurable, achievable, relevant, and time-bound). Being able to build bite-sized and structured workplace training programs is half of being an invaluable asset to any business. Aligning the training goals to stay abreast of changing business models and technologies is the other.

You can start with the impact you want to make from training. Like working backwards from the Kirkpatrick 4 Levels of learning to then build the appropriate training plan for the desired result. I'm also a believer in investing in people. They might leave one day, but they also might stay.

1. A good training method should be crafted based on the learning skills of each participant. It should cover auditory, visual, tactile-kinesthetic and logic. 2. An effective training method challenges the participant to think, be creative and explore the available tools and resources at hand.

1.Training program should necessarily commence in identifying TRAINING NEEDS of the participants. 2. Assessment of skill set of participants prior to or during training program. 3. Ideal participant strength necessarily should not be more than 20-25 4. Faculty/ trainer must have presentability and main tain effective communication mode, study participants psychology whether they are grasping the content, and must understand their likes and dislikes without forcing them to learn or taking for granted , they understood all. 5. Faculty/ trainer must adopt latest audio-visuals or power point presentations 6. Participants understanding depends on effective communicative skills of the faculty

If you want to develope teams (group dependend on each other) or a department. Difference! Team: everyone has the same requirements and needs the same level. like surgions Department: Different groups have different tasks. But for both go's: what is the current level and what is the goal. Prioritize the skills you want to build. And like sports define the right dosage of stress on the person. So devide the end goal into subgoals. If you reach a milestone: evaluate and keep close contact to the teams. What is the perceived level of exhaustion and how fast do I see new knowledge in practise. Remember: the gras doesn't grow faster if you pull it! And the chain isn't stronger than it's weekest link (mainly for 'teams' as defined above)

To have staff take time off their projects and daily tasks for training is a luxury of yesteryears. Without highly committed stakeholders in lifelong learning, and a nifty business model that works around growing manpower costs, workplace learning via structured on-the-job trainings is quickly becoming the new norm. In order not to fatigue the employees, it is recommended to provide microlearning + DEPAF (Demonstration, Explanation, Practice and Feedback) on bite-sized tasks. For theory heavy curriculum, I would advise injecting experiential learning techniques (interactive games, sharing, role-playing) while designing the learning plan. While there are a multitude of examples to follow online, it takes creativity for flawless execution.

Include in training: auditory, visual and tactical learning. Everyone has a primary learning style, if you build the training with all three everyone will be able to learn. Have a person who is responsible for daily touch bases with the trainee to make sure they are following the training program, they understand the material and can explain what they have learned.

Engaging learning experiences often focus on letting the learner understand, "What's in it for me to learn or do this?" Is this going to help them do the job more quickly or efficiently? Will this make the work more fun and interactive? Will this open up time and opportunity to focus on other more interesting activities? Will mastering the learning guide them into raises or promotional opportunities? If the learner doesn't understand how the knowledge will help them, they likely won't be as interested or involved in the learning process.

My approach to engaging my team is straight empathy. I've been in their shoes many times, and I will be in the future. As long as they are earnest with communicating questions and concerns with me, there is no wrong question or wrong reason to be frustrated with the material. Once this level of respect is earned, I like to let them lead the show. Once the material is presented, I want them to take over and try to solve problems / break the system so we can as a group try to find a solution. I try to avoid providing the answer, until we have a few incorrect answers to discuss and review.

For learner engagement, we can lean on some of the core principles of human motivation in general. For example, self-determination theory teaches us that we are most motivated when we have 3 needs met: autonomy, competence, and relatedness. Creating space for learners to have choice creates buy-in. Creating space for learners to demonstrate skills creates self-efficacy (and useful program evaluation data). Creating space for learners to connect to one another creates community. Community is a key here; it unlocks learning beyond just one training by fostering a community of practice. I've also found something as simple as showing up as a human instead of an expert goes a long way.

I aim to create a dynamic and interactive learning experience that empowers participants with the knowledge and skills they need to effectively manage stress in their personal and professional lives. I do this through interactive exercises, real-life scenarios, visual aids, storytelling, open dialogue, and experiential relaxation techniques.

Engaging learners is probably the hardest part of training. Knowing who you are training helps and if it is departmental training of a new change then you know that can be challenging. You have those willing to change, those resistant and some who aren’t fussed either way. So it is important to know your ‘in’ what is the change going to fix and how will it make their lives easier. Then having a go, practical training, then a collaborative approach as we give feedback. Throughout is recognising individual training needs and personality types to get the most out of the session. Buying in to the training and being enthusiastic goes a long way too!

The assessment needs to align with the training goals; there isn't a one-size-fits-all solution. For example, some training is designed for short-term impact and can be easily assessed with participant surveys (a must-have for all training, in my opinion) or demonstrative output. However, other training is intended to foster long-term behavior change which is better assessed in ongoing pulse surveys, focus groups, or follow-up coaching sessions. Having a variety of qualitative and quantitative data collection and analytic skills is a critical and sometimes overlooked need of an instructional designer.

I include in all of my training programs a daily touch base with the trainee and a weekly meeting with direct supervisor. I get feedback from all parties, make adjustments as needed. To verify it’s working is the trainees ability to do the job with minimal errors.

I implement thorough evaluation and feedback mechanisms in my training programs. I share data on participant satisfaction and improvements in stress levels to support the effectiveness of my training. I also encourage learners to set personal goals and track their progress in managing stress. This helps them stay motivated and see tangible improvements.

I find that good, old-fashioned, word of mouth works great. What I mean by that is, lean into your network. You will find it easier to advance your career or move into new roles with new organizations when you already run in the same circles. If you’re doing great work and have an online presence, as well as engagement with special councils, do volunteer work, or serve on committees, you’re bound to be noticed.

At the workplace, most senior employees have critical skills required at work and needs to be harnessed and transferred for strategic business growth. Work demands prevents them from showcasing their training capabilities aside on the job experience. What I have experienced is to directly engage, encourage and support such employees to: - 1. Build content in a structured way and showcase through training. 2. Partake in a train-the-trainer session to provide clarity on training techniques and confidence to train. 3. Create a profile of their background and expertise to establish credibility. 4. Plan training in collaboration with L&D and the training needs analysis. 5. Facilitate session and seek feedback to improve

In my experience, it's crucial to support training efforts with comprehensive training materials. This is particularly important because trainees might occasionally forget certain aspects of the training, and having detailed training resources readily available can greatly enhance and facilitate the learning process.

Effective employee training is crucial for organisational success. So showcase those capabilities by: 1. Needs Assessment: Determine the specific knowledge, skills, and abilities employees need to improve their performance. 2. Create training programs that directly address identified needs. 3. Establish clear and measurable learning objectives for each training program. 4. Ensure that objectives align with organisational goals and employee development needs. 5. Make training content relevant and applicable to employees' daily work. 6. Use a variety of training methods, such as lectures, group discussions, case studies, and simulations, to keep learners motivated 7. Ensure that trainers have necessary expertise to deliver effective training

In my experience, it is crucial to set the bar and realistic goals and expectations. Give people space to learn in their own way and at their own speed. Get to know them and develop training and materials which cater for their individual learning methodologies to facilitate them getting the best benefit fom the materials. Have patience to allow them to fail, after all failure is a great teacher. Mentor and support them to find a solution. And when all of that has been achieved, set the bar a little higher to allow for improvement.

It is important to provide a detailed outline of the training and what is expected from the trainee. Simple things like expecting the trainee to take notes and refer back to them is an important expectation to set. In my experience, you have to allow a trainee to do some self learning and not be so readily available to answer all of their questions at the drop of a hat.

A planned and prepared training is needed for the theoritical information. This needs to be supported by practical use of this information. Besides all, role modelling and continuous constructive feedback are also very important in employee training.