When developing a new training program, it’s easy to focus narrowly on what will happen during training – that is, on delineating content, organizing material, preparing the delivery format and instructional strategies. However, this is not the only thing that matters. To effectively design and deliver training, learning and development leaders must broaden their view of training as a system. Training is more than a one-time event – it is a process that takes into account the factors that matter before, during, and after the training event. Here are some quick tips so you can ensure appropriate conditions are met throughout the process of training. This information was pulled from a research-based article by leading experts in organizational training and development.

Before Training

Prepare the learning climate.

• Expectations can significantly impact the learning outcomes of a training program so one should be certain not to overvalue the training material. Learners should have realistic expectations regarding what and how content will be covered and how the training connects to their job.
• Learners should perceive the training as an opportunity (that is, as a way of elevating one’s career) rather than as a test. This kind of framing is more likely to encourage learners to stay on task and master the content.
• Communication should be structured in such a way as to reduce anxiety and self-consciousness among learners. Specifically, communication should emphasize the benefits of training and the potential for progress among trainees rather than their deficiencies. 
• Supervisors should be prepared to promote the training, support their employees and emphasize learning objectives. The role of supervisors cannot be underestimated– it has been found that one negative comment by a team leader regarding training can completely undermine a program’s effectiveness.

During Training

• During training, every effort should be made to instill self-confidence in learners about their ability to acquire new knowledge and skills. This can be done by reminding learners about their successful performance in past trainings or by providing positive learning experiences early on in the program.
• Facilitators should adhere to principles of effective training design. Trainees should be given exercises and examples that pertain to their job. In addition, they should have opportunities to interact, observe, and practice, and they should gain feedback on how they are doing with respect to learning goals.
• Facilitators should prompt learners to self-reflect and regulate their learning. Ask questions such as, “Are you learning everything you need to learn?” and “Do you feel ready to take a test on the material?” Questions such as these are often enough to get learners to initiate cognitive strategies that improve learning.

After Training

The organizational climate following training greatly affects whether trainees apply their new skills on the job.

• Supervisors should ensure trainees have opportunities to practice with they learned and receive feedback. Once applied, trainees and supervisors should debrief what happened and set goals for how to improve performance in the future.
• Organizations ought to provide learners with access to job aids and knowledge databases that can refresh learning as time goes by. As new job demands arise that require training-related knowledge, these tools will always be accessible to maximize the transfer of knowledge back on the job.  
• Cultivate “communities of practice” within the organization to support learning following training. Communities of practice are groups of individuals with similar job demands or interests who engage in activities and discussions for the purpose of helping each other and sharing information. This kind of social environment is conducive to learning and perpetuating training-related knowledge over time. Successful managers do not necessarily mandate communities of practice, but they encourage their formation and provide the necessary conditions to help them flourish.

By broadening your awareness and ensuring these elements are in place, you increase the odds that your program will succeed. 

Natalie Wolfson, Ph.D is an organizational research consultant at TRACOM Group.