Many QA /HR Training Managers have the responsibility for providing a train-the-trainer course for their designated trainers. While some companies send their folks to public workshop offerings, many chose to keep the program in-house. And then an interesting phenomenon occurs. The course content grows with an exciting and overwhelming list of learning objectives.
The supervisors of the SMEs struggle with the loss of productivity for the 2 – 3 day duration and quickly develop a “one and done” mindset. Given the opening to “train” newly identified SMEs as Trainers, the instructional designer gets one opportunity to teach them how to be trainers. So s/he tends to add “a lot of really cool stuff” to the course in the genuine spirit of sharing, all justifiable in the eyes of the designer. However, there is no hope in breaking this adversarial cycle if the Training Manager doesn’t know how to cut content.
I used to deliver a two-day (16 hour) workshop for OJT Trainers. I included all my favorite topics. Yes, the workshop was long. Yes, I loved teaching these concepts. I honestly believed that knowing these “extra” learning theory concepts would make my OJT Trainers better trainers. Yes, I was in love with own my content. And then one day, that all changed.
Do they really need to know Maslow’s Hierarchy of Needs?
During a rapid design session I was leading, I got questioned on the need to know Maslow’s Hierarchy of Needs. As I began to deliver my auto-explanation, I stopped mid-sentence. I had an epiphany. My challenger was right. Before I continued with my response, I feverishly racked my brain thinking about the training Standard Operating Procedures (SOPs) we revised, the forms we created, and reminded myself of the overall goal of the OJT Program. I was searching for that one moment during an OJT session when Maslow was really needed. When would an OJT Qualified Trainer use this information back on the job, if ever I asked myself?
It belongs in the Intermediate Qualified Trainers Workshop, I said out loud. In that moment, that one question exercise was like a laser beam cutting out all nice-to-know content. I eventually removed up to 50% of the content from the workshop.
Oh, but what content do we keep?
Begin with the overall goal of the training program: a defendable and reproducible methodology for OJT. The process is captured in the redesigned SOPs and does not need to be repeated in the workshop. See Have you flipped your OJT TTT Classroom yet?
Seek agreement with key stakeholders on what the OJT QTs are expected to do after the workshop is completed. If these responsibilities are not strategic or high priority, then the course will not add any business value. Participation remains simply a means to check the compliance box. Capture these expectations as performance objectives.
Once there is agreement with the stated performance objectives, align the content to match these. Yes, there is still ample room in the course for learning theory, but it is tailored for the need to know only topics.
In essence, the learning objectives become evident. When challenged to add certain topics, the instructional designer now refers to the performance objectives and ranks the consequences of not including the content in the workshop against the objectives and business goal for the overall program.
What is the value of the written assessment?
With the growing demand for training effectiveness, the addition of a written test was supposed to illustrate the commitment for compliance expectations around effectiveness and evaluation. To meet this client need, I put on my former teacher hat and created a 10 question open book written assessment. This proved to need additional time to execute and hence, more content was cut to accommodate the classroom duration.
My second epiphany occurred during the same rapid design project, albeit a few weeks later. What is the purpose of the classroom written assessment when back on the job the OJT QTs are expected to deliver (perform) OJT; not just know it from memory? The true measure of effectiveness for the workshop is whether they can deliver OJT according to the methodology, not whether they retained 100% of the course content! So I removed the knowledge test and created a qualification activity for the OJT QTs to demonstrate their retained knowledge in a simulated demonstration using their newly redesigned OJT checklist. Now the OJT QT Workshop is value added and management keeps asking for another round of the workshop to be scheduled. -VB