Si la formation est la réponse, quelle est la question ? Partie IV : Fournir un encadrement sur le lieu de travail

What support do people need to successfully use new ideas back in the workplace?

Using new ideas during a workshop vs. applying them in the workplace are two very different situations. In the workshop the issues may not be real or may not be of the moment. The workshop leader and other participants provide support in using the new ideas. To reinforce using the new ideas back at work, real-time guidance should be available from skilled practitioners of the new ideas. Skilled coaches can monitor application of the new ideas and provide useful feedback.

It is important to identify the capabilities and characteristics that these coaches or mentors need to have and to set clear expectations for their role.

Characteristics:

  • Crédible au sein de l'entreprise (connu comme une personne compétente et capable) ;
    Être à l'aise pour critiquer les autres en utilisant une nouvelle formation ;
    Volonté de créer et de maintenir le changement ;
    être capable de consacrer une partie importante de son temps de travail à cet effort ; et
    Compétence dans l'application de la formation aux problèmes du travail.

Expectations:

  • Ce que la direction attend d'eux ;
    Comment ils sauront quand coacher les autres ;
    Qui couvrira leurs responsabilités quotidiennes pendant qu'ils encadrent ou facilitent ;
    Quelles seront les conséquences d'une animation ou d'un encadrement efficace ?

En situation de stress, les gens reviennent souvent à leur zone de confort, à la façon dont les choses ont "toujours" été faites. La présence d'un coach qui reconnaît ce qu'ils font bien et qui leur donne des conseils sur la manière de s'améliorer fait souvent la différence entre une formation qui est utilisée et une formation qui est oubliée.

Exemples

In this blog series we have drawn from KT’s experiences helping clients achieve targeted results through training by structuring and supporting the training to achieve specific objectives. The following are examples of how organizations used coaching and facilitation to transition new skills to the workplace.

To support the adoption of new procedures that integrated new skills, a telecommunications and wireless device company created several positions within the company, one of which was to coach and support engineers who had completed training in using the new common procedures while working with clients.

Managers in a pharmaceutical company recognized that adopting a common approach to conducting and documenting investigations represented something of a cultural shift for the supervisors who represented the primary writing population. They also recognized that QA would need to be a part of the change as they were the reviewers of investigations and the initial source of feedback about the quality of the investigations. So, they identified a select group of QA auditors to train as facilitators to coach corrective and preventive action teams.

The hospital group of a large healthcare services provider certified six employees, who are part of a shared service in the quality division, to offer monthly KT Problem Solving & Decision Making training classes and facilitation services. They train over 200 people a year and provide ongoing facilitation help and coaching. People who have been through the training can contact the coaches at any time to facilitate, coach behind the scenes and help with planning.

A computer chip/electronics manufacturer recognized from the beginning that coaching was an essential component in their improvement efforts. After the completion of the first workshop, the participants continued working on and successfully resolved important issues begun during the workshop. In addition to training close to 100 people in effective troubleshooting and decision-making techniques, they trained three program leaders to train additional troubleshooters on an ongoing basis and seven facilitators to travel across sites and lead groups of troubleshooters in tackling complex issues. The strongest performers have become in-house coaches.

After structuring training so that it is sure to address the desired business results and delivering the training, new skills must be transitioned to the workplace to support their ongoing use. This is done by integrating new skills into procedures  and supporting their effective use with coaching and facilitation. Next time we will look at the role of “the human performance system” in helping organizations meet objectives through training.

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If Training is the Answer, What is the Question? Part I: Four Principles
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Si la formation est la réponse, quelle est la question ? Partie II : Structurer la formation
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Si la formation est la réponse, quelle est la question ? Partie III : Intégrer les nouvelles compétences
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Si la formation est la réponse, quelle est la question ? Partie V : Intégrer les nouvelles compétences dans la performance

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