| We all know the importance of staff training to | | | | everybody, try to include a variety of |
| capitalise on and develop the skills of your staff. | | | | presentation methods and the ability to work |
| We are also aware of the benefits that staff | | | | through at the trainee's own pace. Usingtraining |
| enjoy through increased motivation, enhancement | | | | management software makes your training |
| of skills and the opportunities to advance to higher | | | | system much more flexible, as it is reachable 24 |
| levels. | | | | 7 and can be taken at the trainee's own pace. |
| So, what can you do to make your next training | | | | - Train the Trainer. All supervisory staff should be |
| exercise a successful one? Here are10 tips that | | | | familiar with the training material that is presented |
| you can follow to make sure you maximise the | | | | to other staff beforehand. Use your supervisors |
| impact of your online induction and at the same | | | | to support your training conent, so make sure |
| time ensure that your staff enjoy it. | | | | they understand it before it is presented to the |
| - Set Expectations. Participants need to | | | | staff they supervise. |
| understand that they should take responsibility for | | | | - Ensure Supervisors Meet Their Staff First. After |
| their own training. Give initial instructions to outline | | | | supervisors have received their initial training, it is |
| what can be expected of the training module but | | | | a good idea for them to mingle with the staff |
| it is up to the individual participant to ensure they | | | | before the general training session begins. This will |
| get the best out of the session. If the session | | | | allow staff to be more prepared and will set the |
| aims to enhancing skills, point out the benefits | | | | standard for a continuum of training after the |
| auch as the chance of a pay rise or a better job. | | | | formal session is over, where supervisors |
| - Take advantage of different learning styles. Talk | | | | continue the training process. |
| and test won't work for everyone. Think about | | | | - Involve Supervisors at Every Stage. Even after |
| your audience when planning the training. Will they | | | | training has begun, involve your supervisors in a |
| learn by seeing, hearing, or doing? Are they mainly | | | | review of what has taken place so far. |
| tradespeople who need hands-on learning? Are | | | | - Bits and Pieces. It is a good idea to break up the |
| they young people who need to talk ideas | | | | training into bite sized proportions so that trainees |
| through after hearing them? include different kinds | | | | can assimilate all knowledge in manageable chunks. |
| of learning experiences in your training. | | | | With supervisors to back the processor, |
| - High Quality Instruction. Ensure high quality | | | | employees will get the maximum benefit if training |
| training. All materials supplied should also be of the | | | | is conducted in this piecemeal way. |
| highest standard. Make sure that the training is | | | | - Emphasise Knowledge, Skills and Attitudes. Good |
| pitched at the right level for the trainees. | | | | learning has taken place when it leaves people |
| - OH &S. OH&S elements must be | | | | knowing more, being able to do more, and |
| incorporated into every training package to fulfil | | | | understanding more. Design your training with a |
| regulatory requirements. Use the training to | | | | genuine commitment helping trainees improve |
| underscore health and safety goals in your | | | | themselves. |
| organisation. | | | | Although there are many more elements of a |
| - Flexibility. Training works best when it takes | | | | successful staff training program, these quick tips |
| account of individual needs. If you can, let people | | | | provide a good basis for achieving your training |
| work at their own pace. Whilst it is not always | | | | goals. |
| possible to individually tailor a package for | | | | |