Campground Training

Training Engagement In typical training, trainees forget almost 80% of what was covered a month after completing the training. Research shows, however, that we can increase retention by increasing the trainees’ engagement during training. Listed below are some strategies that can be used to increase trainee engagement. Grab and sustain attention - Our brains are wired to alert to the new, novel and unexpected. Throughout training create the unexpected. Provide variety in how you present your content and how trainees interact with it. Unexpected activities, unique presentations and other creative techniques help grab and keep attention. Bring in a manager/supervisor dressed in a ridiculously incorrect uniform to teach proper uniform wear. You’ll get and keep people’s attention (and have fun.)   Tap into emotion - In addition to asking trainees to connect with your content cognitively, find ways to connect them emotionally. Stories are a particularly effective way to enga

Transfer of Training Transfer refers to whether the knowledge, skills and attitudes developed during training are then used on the job. The goal is for training to transfer into positive, on the job performance. Research indicates that unless strategies are used to specifically improve transfer, only about 20% of training content is actually used on the job. Discussed below are research-based strategies that have proven effective at increasing transfer.   Trainee Motivation - In addition to teaching knowledge and skills, training also needs to target the motivation of trainees to use what they have learned. Explaining the importance of the content and how the trainee will benefit from using the skills are two methods for increasing motivation. Confidence - Trainees who are confident are far more likely to use the skills they’ve learned in training. Build opportunities for trainees to have success in training and offer positive, affirming feedback to increase transfer.

Habits Research indicates that 47% of our behavior in a typical day is a result of habits. They play a crucial role in the behavior we exhibit when we’re on the job. Organizations are increasing focusing on developing positive habits as a strategy for improving employee performance. 1.       The first step in creating habits is to break performance goals down into minimum viable behaviors.   These are small, simple, discrete behaviors. They should be observable in a snapshot and are binary… the employee either did it or didn’t do it. 2.       Behavior, including habits, are shaped over time. They are learned through successive efforts that get closer and closer to the desired behavior. Encouraging and rewarding each successive approximation shapes behavior into a habit. 3.       The idea that habits develop by doing something for 21 days is a myth. Research indicates that creating habits is more complex and takes longer. We should plan for at least 66 days for a habit

Adult Learning While the model most of us have in mind of teaching and learning comes from our time in school, adults learn very differently than children. Unfortunately, because our primary model is school, too often the methods used in on-the-job training are ineffective for adults. Malcolm Knowles, an expert on adult learning, identified several unique characteristics of adult learners that should inform how we train. These traits and how they impact training are listed below. Adults want to know why they should learn – Adult learners will put the time and effort into learning when they see a direct benefit.   As we train we need to make a case for why what we are teaching is important and how it will benefit them and the organization.   We must help answer the “what’s in it for me” question. At every opportunity we need to include the why along with the how in our training. Adults are self-directed learners – Adults want to be seen as capable of taking responsibilit