Too often, some trainers believe that their preferred method and use of training strategies are conducive to all learners’ learning style preference. However, not all learners process information in the same way and could have different learning style preferences that dictate how they learn best. The varied learning style preferences of the learner should be taken into consideration when designing training programs and implementing training strategies. The training strategy should not be determined solely by what the trainer prefers as methods for providing instruction. Our goal as trainers is to teach learners. Who is the most important to consider in a training and learning situation? If our objective as trainers is to ensure that learners learn the content we teach, then our training strategies used to meet those objectives should foster a learner-centered training approach. Carl Rogers, who is known for his theory on client-centered counseling, is one of the pioneers who helped to transfer the student-centered approach to learning into the field of education. In the workplace, the new employee is the trainee (the learner). Educator Dr. Carol Ann Tomlinson uses the term, “differentiated instruction,” to describe “instruction to accommodate the different ways learners’ learn.” The term has changed over the years, but the intended purpose is still the same: implementing diversified training strategies to help ensure all learners have an equal opportunity to learn. If trainers want to successfully achieve learning objectives, then trainers should provide training strategies that support all learning styles. Questions Are a Learning Experience In my experience as a trainee, trainer, and educator, I noticed over the years that not all trainers use effective training strategies that are conducive to the learning styles of diverse learners. Too often, when learners have a difficult time grasping training concepts, they tend to ask a lot of questions, perform poorly, experience frustration from lack of knowledge gained, and are usually dismissed from employment or resign on their own. Sometimes, when trainers receive questions from learners regarding training instructions, they jump into defense mode, as if the trainee is saying the trainer did something wrong. However, if we look at trainee questions as a learning opportunity for both the trainee and the trainer, we begin to understand that information can be misinterpreted and that the trainee is merely asking for clarity to avoid misunderstandings and/or mistakes. Trainee feedback helps trainers modify instruction to make the information clear and easier to understand. Learners will teach you how to teach them, meaning learners will teach you how to teach them in the best manner conducive to their learning style. Therefore, trainers should be flexible with the use of training strategies. When developing training programs, the training strategies used in an online or face-to-face training format is critical to meeting learning objectives. The way in which trainers convey information to learners can and will affect trainee learning outcomes. Because there are different types of learners from diverse backgrounds in every business setting, trainers should use a blend of training strategies, including a verbal component (auditory), a visual component (visual graphic illustration and/or video), written instructions and questions that are clearly written and easy to understand by all audiences, as well as hands-on practice (kinesthetic) opportunities, where learners can apply what they learn in real-world situations. At the end of any training program, learners should be able to make the transition from applying theory to practice. It is important to implement training strategies that will provide learners with a theoretical framework that they can apply and/or make an analogy in comparison to a real-world situation. Although teaching and training are different words, both have the same goal in mind: to teach learners what you want them to know about a specific topic area. Planning Components Dr. Tomlinson is an educator at the University of Virginia’s Curry School of Education, who discussed on the Reading Rockets Website (an organization that supports literacy efforts and provides resources and guides on teaching, reading, and writing) three important things to consider when planning teaching strategies:
Trainers can administer a pre-evaluation, questionnaire, or quiz to learners prior to or the start of the first day of training to help determine their readiness, interest, and learning profile. Dr. Tomlinson also discussed four components to consider during the planning phase/process:
Here are some suggestions on how these components can work in a training environment:
Obtaining feedback from trainees allows the trainer to determine learners’ preferred method for receiving, processing, and retaining information. Trainers can use this information when planning training design and training strategies that can help to meet the needs of all learners. Often, necessary training modifications that result from trainee feedback also can help to improve employee retention. Trainers have to know that direction does not mean correction. When learners ask questions and/or challenge training content, it is a learning opportunity for both the trainee and the trainer. It gives the trainee the opportunity to gain better clarity about training content and expectations, and it provides the trainer with the opportunity to modify/revise training instructions that are unclear to learners. Training objectives should be connected to trainee learning outcomes that are measurable, so with each learning objective, there should be measurement tools used to assess whether or not the intended outcome was met successfully or if further training and/or support is needed. A good way to determine if learners are grasping training concepts is by asking trainees to describe in their own words how they can demonstrate or apply the use of the concept in a real-world situation. Diversifying instruction with the use of various training strategies—such as training/instructional videos, graphic organizers, hands-on practice activities, collaborative working group activities for peer-to-peer learning, and verbal and written instruction related to job responsibilities—is important in any training environment. Whether or not a trainer considers his or her training strategies effective, keep in mind that resources and other support services and accommodations could be needed, as well, to ensure that all trainees are learning and have what they needs to perform their job responsibilities. Therefore, when needed, encourage learners to seek additional resources available to help them. Always remember that a trainer’s preferred method/strategy used for training might not be the learner’s preferred method for learning concepts. This will help you focus on designing differentiated training programs that give all learners an equal opportunity to learn. In short, be as innovative as possible in your approach to training and learning. REFERENCES Tomlinson, C. A., “Fulfilling the Promise of Differentiation.” Retrieved on June 22, 2017, http://www.caroltomlinson.com/ Tomlinson, C. A., “What Is Differentiated Instruction,” Reading Rockets. Retrieved on March 3, 2017, http://www.readingrockets.org/article/what-differentiated-instruction – content Lynnette Clement, M.Ed., is the program director for the B.A. in Organizational Leadership and M.S. in Human Capital Development programs, as well as an academic advisor and adjunct instructor, who trains new staff and new instructors in her respective programs at La Salle University. |