VICTORY Training Process
We do not give lectures. Lecturing is not training. We believe it is not normally a suitable approach for adult learning, especially in the workplace. Adults today expect more than a lecture when it comes to learning. We do not want to focus on one particular area and let the participants learn only information. The mistake is that they may learn information but not have the ability to take action on what they are learning. We always refer back to the objectives when deciding what to include.
Our approach to training is balance. The participants can look at themselves and relate affective, behavioural and cognitive to their learning. Allowing the trainees time to practice and then demonstrating their new skill back to the trainer makes lots of sense! If they can see, touch, feel, or smell then they become involved in the activity, rather than simply watching. Our training process creates ‘VICTORY' to conduct the training programs successfully.
1. Needs Analysis We conduct training needs assessments to gauge the gaps between what employees currently know and what they need to learn using the range of collection techniques:
- Observations of the participants as they work
- Consultation and interviews
- Reviewing work samples
This formal type of assessment will help us to identify the following:
- Gaps between what employees currently know and what they need to learn
- Training that is required
- Training that would be nice to have
- When training may not be needed, or is not the right approach
- The benefits and negative aspects of providing training
- A method for collecting feedback and evaluating the program
|- Short answer||- Prepare for workshop presentation|
|- Essay questions||- Research projects|
|- Quizzes||- And many more|
|- Reading assignments|
What is the purpose of including a pre-training assignment?
- So that the trainer can review the assignment in advance and gauge interest or background knowledge in the subject matter
- To help establish a rapport between the trainer and participants
- To ensure that participants have the appropriate background knowledge
- To clearly determine what objectives need to be covered in the training
- To allow participants to explore the subject individually
- To break down complex topics into smaller pieces
- To get participants thinking about the subject in advance
- To collect material that can be used during training (examples, case studies, etc.)
3. Pre-testThe pre-test is designed to measure a participant's knowledge of the chosen topic beforehand. If given before the workshop, it can help the trainer focus on areas needing improvement. It can also help participants identify their weak areas, or it can help supervisors identify areas that need training.
If the company is not aware of gaps in an employee's knowledge, skills and attitude, we report the problems to the appropriate head. We demonstrate the training value to the organization by relating detected problems with organizational strategic plan. For example, an employee with excellent technical skills who gets promoted to a supervisory role needs to understand the dynamics of leadership, motivation, and performance management. Training can help to solidly establish the person in their new role, which can often be challenging when a team is making a transition from having a co-worker become their new boss. Training will also help the new supervisor gain confidence and understanding of their leadership role. These key skills will help the new manager work more effectively, meaning the company gets more for their money.
|Interactive methods and activities||Structures|
|- Rounds||- One on one|
|- Brainstorming||- Individual work|
|- Role plays||- Pairs|
|- Problem solving||- Small group|
|- Group discussions||- Large group|
|- Q & A|
|- Guided teaching|
|- Case studies|
|- Games and Energizers|
|- Debriefs and Others|
1. Impact Evaluation
- True-false questions
- Multiple choices
- Fill in the blank
- Short answer
- Essay questions
- Surveys and questionnaires
2. Course Evaluation This evaluation captures the general information about each participant and general evaluation about the course completed by the participants.
3. Post-test The post-test is designed to measure a participant's transfer of learning. This test can help the trainer identify the effectiveness of the workshop, and it can help the participants identify areas of further study.
4. Personal action plan An action plan participants will set after successful completion of the training program. Participants will write the significant aspect of the training and date by which they intend to implement.
For example, a sales company that provides Call centre-sales training for its entire staff may choose to measure changes like increase in sales volumes, reduction in customer complaints as a demonstration of improved teamwork. Reinforce Insights always look to find ways and improve participant's knowledge even after the workshop through:
Follow ups –
- Phone Calls/E-mails