Training Programs

Significant learning and personal growth may be simply inseparable. 

Growth as maturity of our thought is learning and for most, we can continue to mature in thought. This affects character development, moral judgment, interpersonal relating, participation, impulse control, self-concept, and how well we function in our culture. 

Some adults may discontinue to grow in this way. However, in cases where a training program will foster workplace competencies, continual assessment and evaluation, with exemplary training practice is by design may establish measurable performance improvements with case in point learner-centered examples. 

Content, practice, and technology evolve most effectively in a culture where the objectives, initiatives, trainings, evaluations, and assessments focus on choosing the methods and materials for individualized and group training. 

Teach workers to think for themselves. 
Training programs give people something to think about. Since people learn in a variety of different ways, a manager must know this and lay out by design a training program that fits the individual being trained. A proactive manager finds out how the employee learns, becoming effective at teaching the job. 

Training Values

Include goal setting, meaningful presentation, modeling, attention to individual similarities and differences, active practice and repetition, project learning, group discussion, with time for feedback and reinforcement. 

• Decide what performance improvements that training may address with an employee.  
  A trainee must set a goal to learn and to create a sense of accomplishment. 
• Select presentations that clarify and demonstrate the desired performance objectives. 
• Modeling performance objectives, give the trainee information that begins to improve performance at a comfortable pace.
  Do not overload employees; as if they are inferior. 
• A manager must know that people learn in different ways and at different rates. 
  Paying attention to individual difference will help both the manager and the trainee. 
• Active practice and repetition is one way that some people learn best. Doing in training what they are going to be doing after training will help them learn faster and retain the information longer. 
• Project-based learning breaks the job down into pieces. 
  Deciding if and how to break up a job has to be determined with the trainer looking first at the whole job.
• Group discussion and participation in groups is important for most high-performance positions. 
• Feedback and reinforcement serves knowledge of results and motivation. 
  The trainee will perform best when the expectations are clarified.

Training can help shape trainee productivity by using positive reinforcement, useful assessment tools, and with strong recommendations for improvement. While this may be referred to as behavior modification, that method may connote less than my intention here. Behaviors alone are not at all the concern nor focus for facilitative vocational training. Vocational training can be grounded on a comprehensive vision.

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