Supervisors—During Learning

Participate in or observe training

Discuss with trainers what sessions would be most helpful or appropriate for you to attend (e.g., sessions that include problem-solving discussions concerning implementation of new knowledge and skills at the work site). When practical, attending the training demonstrates your support of the trainers as well as the learners. Training interventions that use on-the-job and self-directed learning components include activities that occur at the job site and therefore provide excellent opportunities for you to be involved in the learning and transfer of skills.

Protect learners from interruptions

Supervisors have an important role in guarding the learners’ time by not allowing others to interrupt or take learners away from training activities. Be prepared to limit your demands on learners during the training period. Missed sessions create learning gaps that decrease the training’s positive impact and affect performance. By your actions, you can communicate that training is a priority and that mastering the new knowledge and skills is essential.

Plan post-training debriefing

Set aside some of your time to meet with learners soon after the training to discuss the implications of what they have learned. Allow a few days for the learners to prepare their notes and organize their thoughts prior to this meeting. Also schedule some time for the learners’ co-workers to meet with the learners to share ideas and discuss implementation.

Provide supplies and space and schedule opportunities for learners to practice

If learners will be introducing a new procedure or service at the work site, you may need to procure additional supplies and possibly some new instruments or equipment. Some procedures and services may require a dedicated space and equipment within the facility. You should arrange for supplies and regular maintenance of equipment, schedule time for learners to practice with the instruments and equipment, and help ensure that learners have opportunities to master the new procedures.

Feedback Misinterpreted?  Feedback that is given (or understood) inappropriately can backfire and result in decreases in desired performance and reductions in worker motivation. Be sure to explain why and how you are giving feedback and the benefits to be gained. Here is a personal example from an experienced trainer of trainers. "I was observing a new trainer doing a session from the back of the training room. I was taking care to make notes about specific examples of things she did well, could improve and should stop doing. The trainee was furious because each time I wrote something down she assumed it was a mistake she made. The irony was that most of my writing referred to things she did well, but by then she was so angry at me that there was no more communication possible. It took a while to heal the relationship." Good Intentions Gone Bad?  Learning interventions that are conducted to fill training quotas or to serve as perks or incentives for workers rather than to meet a specific performance need are generally unsuccessful. If you find yourself in a situation where training is occurring but doesn’t appear to be the best intervention or where you were not involved in selecting those to attend training, make the most of it and explore ways to use the training opportunity to improve services. Be creative about how to take advantage of the present situation. Suggest to administrators and policy makers that those who best understand the needs should make decisions regarding who attends future training events. Did you know…?  In the 1980s, several researchers surveyed top executives and trainers about barriers to transfer of learning. Lack of reinforcement on the job and lack of involvement by upper level management (i.e., supervisors) was the number one reason given by both groups. Your support and involvement is probably the most effective way to make the transfer of learning successful. (Kotter JP, 1988; Newstrom JW, 1983)