A Comparison of Face-to-Face and Distance Coaching Practices: Coaches’ Perceptions of the Role of the Working Alliance in Problem Resolution

By Ian Mondrow, PHR

In psychoanalytical psychology, the term working alliance discusses the relationship that buds between a patient and a therapist but there are many professionals who claim that the working alliance is also prevalent in the relationship with a leadership coach and their client. A working alliance is defined by the commitment between a client and a therapist to agree on the planned therapy outcomes, the process to achieve the outcome, and the bond created between the two that a established a relationship with a capacity for warmth. Much of these factors are also crucial to the success of coaching within the corporate realm. In any coaching scenario, this relationship is essential for success.

However, technology has introduced some modifications to the therapeutic process. A coach now have the option to use telephone, web-conferencing, or e-mail to provide services; with telephone being the most prominent means. Within psychotherapy, the practice of using these technologies has been found to be equally effective to face-to-face sessions when achieving the end result. This study intends to examine the impact of distance relationships on business/leadership coaching.

All data for this study was collected exclusively from professional coaches using the internet as a primary recruitment method. 51 coaches provided all of the needed information. 20 coaches only provided details on a face-to-face client while 26 coached completed the details only about a distance client. Only 51 responses were utilized as these coaches utilized both methods.

 Participants completed a survey online that included a form to collect data on their demographics and coaching experiences/practices. The coaches were asked to identify one coaching client who primarily receives face-face coaching within the past year and are still seeing.  They were also asked to identify an individual who they have and continued to coach over the past year on a distance format.  Participants were asked to complete the Working Alliance Inventory-Short Form, which demonstrates a strong working alliance with higher scores and the Target Complains Scale that lists one to three conditions and the level of severity for which treatment was sought. Additionally, the researchers developed a short survey to understand the coaches’ background.

When examining the results, it was found the clients working with their coach face-to-face or  at a distance had similar levels of problem severity, t = -.37,  p > .05. A repeated-measures MANOVA was conducted to determine the difference between working alliance and the method used by the coach (face-to-face vs. distance). No significance was found and no follow-up analyses were completed. When examining the severity of a client’s condition and the working alliance, a regression showed that the face-to-face condition did not have an impact. However, when working in the distance condition, results were significant between working alliance and client severity, R² =.11, F = 9.65,  p < .01. A MANOVA was conducted to determine if the coaches’ experiencse differed whether they provided services via distance or face-to-face, but no significance was found.

Overall, the study demonstrates that face-to-face and distance coaching are similar in regards to effectiveness. Specifically, working relationships between a client and a coach are not impacted by the distance. However, the change in severity was higher in the distance relationship, which may be a result of a stronger working alliance.

While the study produces some interesting findings, there are some important limitations to consider. One big constraint is the fact that there was a low ceiling in scores in the working alliance and problem resolution measurement, making data difficult to analyze. Furthermore, since the study used a convenience sample, there was an overall low response rate. It is also suggested that recruiting participants online may have been a factor because these participants may have already been technologically savvy.

IMPLICATIONS FOR HR PROFESSIONALS

Although the limitations of the study demonstrate that further investigation is needed, the findings reveal revelations that could be utilized by learning and development professionals. Primarily, future organizational leaders do not have to be limited by locations. Organizations that don’t have mentors available on-site for these employees can utilize mentors at other site to provide distance coaching. The findings show that the coaching relationship continues to impact others even if done through the telephone or internet.

If an organization decides to implement this approach, the structure of a program is the key to success. Organizations should not rely on mentors alone to create the coaching program for growing talent. Instead, human resources can create a structure developmental program by using scheduled telephone calls with the coach, weekly online journaling (to be reviewed by coach), and online group discussions for all employees. Effectiveness of a leadership program relies on providing individuals with a well-rounded a background and therefore introducing a variety of events can enhance the learning experience, whether it be local of through technology.

This also introduces cost-saving methods for organizations. Many smaller organizations have not been  able to afford executive coaches due to the costs of travel expenses. However, today’s technology offers organizations the same coaching quality through a long-distance relationship. Human resources departments can rest assured that there will be resources available to them even if they are not located in a primary city without the need to pay for the travel of the cost.

Much like many other aspects of human resources, technology introduces cost saving methods to assist the organization with its continuous growth. Thanks to technology, affordable and competitive programs can be implemented by organizations without fear of going bankrupt.   


Source: Berry, R.M., Ashby, J.S., Gnilka, P.B., Matheny, K.B. (2011). A comparison of face-to-face and distance coaching practices: coaches' perceptions of the role of working alliance in problem resolution.. Consulting Psychcology Journal: Practice and Research, 63 (4), 243-253.

Trainee reactions to learner control: an important link in the e-learning equation

Summary by Ian B. Mondrow, PHR

The evolution of e-learning technology has revolutionized employee development for corporations due to its convenience, electronic record keeping and learning management. The benefits to e-learning include reduced delivery cycle time, more convenience for learners and consistency within training among locations. E-learning also opens the opportunity for learner control, or the degree to which a learner is given control over the course features including pace, content and structure of courses. This allows the learner to modify the learning experience to their liking.  It may also assist in comprehension of learning content because a learner is able to review unclear information or provide additional details on areas of interest.

In this quasi-experimental study, 237 undergraduate students at a large public university in the Eastern United States were recruited as participants. Participants were put into one of two groups: training with interactive features (no learner control) or training with or without interactive offered at the learner’s choice (learner control). Participants in the group with learner control were asked if they would like to complete the course with interactive controls. 8 individuals in the learner control group opted out of using learner controls and therefore were not included in analysis. In the sample offered learner control, users could chose the number and order of videos to view, utilization of a video progress bar, interactive transcripts, access to an interactive outline and pop-up windows to highlight key learning points.

Reactions to control-based features offered were evaluated using 10 items developed by the researchers to measure affective-based reactions and utility-based reactions on a 5-point scale. Affective-based reactions were used to measure the emotional responses from participants (i.e. if they liked it, annoyed by it, etc.) while utility-based actions are based on their perceived ease of use (i.e. difficult, easy, etc.). In addition, four items were used to measure learner satisfaction on a five-point scale.  Finally, learning was measured using a multiple choice knowledge assessment with 12 questions.

Participants completed the study during a regular class period of their management class and completed the course with 20-35 people in the room at the same time.  Results showed that were was no correlation between control condition and satisfaction as the statistical analysis was not significant. However, a statistically significant correlation was found between learner control and trainee reactions (r = .13, p < .05), suggesting that learner controls created an experience that had more positive reactions. An independent samples t-test confirmed the difference between the two learning conditions, t (225) = -2.00, p <.05), with the no control condition (m = 3.58) and control condition (m = 3.74).  It was also found learner satisfaction was positively related to course reactions (r = .42, p < .01). Training satisfaction was then examined to determine if it positively affected learning satisfaction. Findings were significant using a hierarchical regression on training program satisfaction and learner GPA (β = .14, ΔR²=.02, p <.05).

The study introduces a variety of findings. First off, it shows that overall satisfaction is not enhanced by control but participants are more likely to prefer an e-learning program with learner control, even if makes the training more complex. As a result of the findings, learners are likely to be more satisfied with a learning course that provides control, thus increasing the overall perception of learning.  However, several limitations are present in this study. First off, the sample used is composed of college students, who are generally accustom to web-based technology. In addition, they are not working professionals so their preferences for learning may be different. Furthermore, the study only included students from one university, and therefore cannot be applied to the population.

IMPLICATONS FOR HR PROFESSIONALS

The study introduces some fascinating findings that are applicable to both training and instructional design professionals. It shows that learners like to feel as though they are control of the online training. To increase the overall reactions, it is suggested to provide learners with a variety of options within e-learning modules. This can include the option to obtain additional information, controlling the speed of the presentation, and providing different learning options (i.e. audio transcripts, outlines, etc.), and the order of information.

These findings show how important it is for organizations to utilize instructional designers. Instead of just creating a basic slideshow, instructional designers can create innovative online courses that grant learners more control of the content. Instructional designers are knowledgeable about the tools offered in software, such as Adobe Captivate or Articulate, and can design intricate learning.

One easy way to achieve learner control is develop e-learning that is not sequential. Therefore, learners can cover different sections of the training as long as they complete it all. This allows learners to first learn about the content that appeals to them most. Online training should not feel like participants are watching a slideshow that only allows them to move forward. Give learners the option to replay, review and pause. This can be easily achieved by providing a table of contents on the side of the training. This allows for easier navigation for the learner.

If learners are offered online courses that provide them more control, it may be suggested that learners feel more empowered in their learning; thus, resulting in more positive reactions towards training offered and increasing their satisfaction of the overall learning experience. This is crucial for learning organizations that emphasize employee development and want their employees to continue to utilize learning resources.

Source: Fisher, S.L., Wasserman, M.E., Orvis K.A. (2010). Trainee reactions to learner control: an important link in the e-learning equation. International Journal of Training and Development, 14 (3), 198-208. 

Understanding Participation in E-Learning in Organizations: a Large-Scale Empirical Study

Summary and Commentary by Ian B. Mondrow

In 2009, it was estimated that the training industry was worth $90 billion worldwide (ASTD, 2009 as cited in Garavan, Carbery, O’Malley and O’Donnell, 2010). $20 billon was focused primarily on e-learning (Patterson et al.,2 009 as cited by Garavan et al., 2010). In the UK alone, it is estimated that the e-learning business will increase 8-15% per annum. This increased interest is the reason that e-learning has become a popular topic in academic research.

E-learning is education that is supplied and facilitated through modern technology with the intent of employee development. As e-learning has increased in popularity, several concerns have been identified, including: poor participation, increased drop-outs, and e-learning acting as a sole source of learning. Garavan, Carbery, O’Malley O’Donnell (2010) sought out to examine a several variables that may impact the participation of employees in e-learning training (the dependent variable). These are listed and defined below:

•  General-person characteristics – The general demographics of a population. In this specific study, it focuses on age, gender, education level, years of experience, mobility experiences and organizational tenure.
• Instructional Design Characteristics - Characteristics of e-learning that include the quality of the content, quality of facilitation, allotted time and the option to provide feedback or receive additional support.
• Motivation to learn – An individual’s motivation to learn reflects the extent to which an individual is interested in participating in a training and utilizing the knowledge acquired.
• Self-efficacy – An employee’s perception of his/her ability to participate in e-learning.
• Perceived barriers and enablers – Events or conditions that can hinder or encourage the participation in e-learning activities.

Surveys were administered to 275 Irish organizations with a response rate of 557 individuals. 40% of these individuals worked for a multinational organization that were Irish owned. Participants had the option to complete the survey online or mail in a paper copy. The survey asked for responses on a 5 point scale (1 strong disagree/low importance; 5 strongly agree/high importance) with 16 items evaluating motivation to learn, 13 items to measure self-efficiency,  32 items to review perceived barriers and enablers, 12 items reflecting on the instructional design of e-learning.  Participation in learning was measured by asking participants if they had participated AND completed any e-learning sessions in the past year.

General-person characteristics (β = .12, p < .05) shared a positive relationship with participation in e-learning. More specifically, positive small relationships existed between social class (β = .10, p < .05) and participation. Job tenure (β -.12, p < .05) also had a minor relationship to e-learning participation. Several negative relationships were also present for the following variables: age (β = -.42, p < .05) and company tenure (β = -.14, p < .05).

Instructional design characteristics (β = .11 p < .05) had significant relationships to participation. Motivation to learn also had a relationship to participation. After further examination, it was found that content quality (β = .15, p < .05) and feedback/recognition (β = .11, p < .05) shared a weak relationship with e-learning participation.

Furthermore, motivation (β = .49, p < .05) shared a moderate relationship with e-learning participation. Social support and self efficacy (β  = .37 , p < .05) were found to have a positive relationship with learning participation but situational constraints (β = -.32, p < .05)  shared a negative relationship with participation.

The findings show that motivation to learn had the strongest relationship to course participation. Motivation can be influenced by creating a culture that encourages employees to be continuous learners and regularly provides them with learning opportunities. In addition, if leadership and management demonstrate this behavior, employees will be more likely to see the value of education and be more motivated to participate in e-learning. All of the other findings support the notion that training needs to be applicable to the job, easy to understand, and engaging.

Overall, the study had a large population of data to work with, which is a rare quality of academic articles. However, one limitation of the study is that the data was collected using self-reprots from participants. Therefore, there is a possibility of bias from study participants.

As a reader, there were several additional concerns that were noticed. What was most shocking was to find several typos in an article published in an academic journal. There were several instances where the wrong letter was missing or the numbers did not match up to the wording. This raises some questions regarding the validity of the journal and the article. If it was able to be published with these mistakes, what does it say about the researchers attention to detail when implementing the experiment, entering data and conducting analysis. One must question if their results are truly accurate.

IMPLICATONS FOR HUMAN RESOURCES PROFESSIONALS

While there are some valid concerns about the articles creditability, it introduces some interesting findings.

First and foremost, it identifies that e-learning may not be appropriate for all audiences. There is a possibility that older employees may benefit more from classroom training. Therefore, it is would be an organization’s best interest to determine their intended audience for all training before it is implemented in e-learning. A training is no help if the intended audience has no interest in its training approach.

It also identifies that learner motivation is crucial for participation in e-learning. Therefore, for an organization to  ensure the e-learning courses are being utilized, it is vital to instill a culture that encourages employees to take the initiative in their own professional development. Management should work closely with employees to help them with developmental plans so they are aware of what training they need to grow. Company executives should also demonstrate the importance of learning by regularly discussing its value, participating in professional associations and participating in learning opportunities within the company. An organization that does not communicate this is likely to have employees with less motivation and interest in utilizing the available e-learning courses.

The study also demonstrates the importance of appropriate instructional design. Employees need to ensure that they are receiving the content they need to be successful in their role at the organization. However, there are two levels to content: (1) offering the right courses and (2) providing accurate and easy to understand information. The best way to achieve both of these is to conduct a needs assessment before designing any training. A needs assessment will help to determine if a training will assist employees in their job or if there is a solution outside of training that would be more efficient. During a needs assessment, a designer will also work with subject matter experts to understand the content. This is an opportunity for the designer to ensure that learners will get the information that is applicable to their job and the organization. In addition, learners should have the option to provide feedback on training to allow instructional designers to make needed updates. Employee feedback is crucial for employees to continue using e-learning because they want to ensure that their voice is being heard.

Source: Garavan, T.N., Carvery, R., O’Malley, G., & O’Donnell, D. (2010). Understanding participation in e-learning in organizations: a large-scale empirical study of employees. International Journal of Training and Development, 14 (3), 155- 168). 

Making Transfer Climate Visible: Utilizing Social Network Analysis to Facilitate the Transfer of Training

Summary & Commentary by Ian B. Mondrow, M.A.

The transfer of training is when current knowledge, skills and abilities have an impact on the learning of new skills or knowledge. There are three main players involved the in the transfer process, including: the learner, the manager and the trainer. The climate of transfer is influenced by the perceived support of managers/peers, the ability to utilize the new knowledge learned, and the perceived outcomes of applying the new training content.  Climate plays a key role in whether or not the transfer of training is successful, and the communication network determines the climate.

The social network theory is the study of how interpersonal relationships within a department or whole organization affect the beliefs and opinions of other individuals. Wasserman and Faust (1994) concluded several assumptions in regards to social networks: (1) actors and their actions within networks are influenced by the actions of others; (2) connections between individuals is can be a formal or informal route for information sharing; (3) network models can identify any barriers in the successful transmission of information. Social networks can be utilized to identify key contributors with an extensive outreach who may have drastic impact on a training transfer's success.

Social networks can be analyzed with either the ego network analysis or complete network analysis. An ego network analysis examines the communications exhibited by one individual. This type of analysis is useful in examining individuals participating in a training in isolation from the rest of the organization. The complete network analysis  examines a group of individuals (whether is a team, department or entire organization) and the communication streams within the group. Collecting information for either analysis can be achieved through observations, interviews, surveys or archival documents. Data can be measured in two ways: (1) Using the numbers 0 and 1 to show the existence of a relationship and (2) using a likert scale to show the degree in which two individuals interact with one another. Once this data is collected, data can be analyzed using UCINET 6 and the network maps can be developed using NetDraw. An example of a social network map is shown below.

The social network data can be extremely useful in the implementation of training. Key actors in the networks can be used to determine what/why training is needed, obtain feedback on training content, determine the best methodology to deliver training, how to increase the transfer of training and encouraging others to use the information learned in training. Additionally, the network results can be used to determine what groups are for or against the new training. Once identified, researchers can examine these groups to determine why the outliers are not supportive. 

IMPLICATIONS FOR HR PROFESSIONALS

Social Network Analysis is a new statistical analysis that has recently been introduced into the business sector. Therefore, its credibility may be questionable to high level executives, especially if only data is presented. Utilizing the visualization of the maps assists in overcoming resistance as it shows all connections and the magnitudes of each individual within a network. Explaining the network is only half the battle. One must be able to explain how these results will be used within the organization.

The results can prove to be especially useful in large organizational changes. The network can identify key individuals that communicate across the organization and have high credibility. Much like a change agent network, these individuals can be used to ensure that the correct messages are being communicated throughout the organization (i.e. killing inaccurate rumors before they begin). The support of these individuals can also assist in proving the value of the change to the rest of the organization. As mentioned earlier, these individuals are also valuable in providing feedback about training and how to improve the facilitation methods. 

This method can be costly and time lengthy therefore it would not be effective for small initiatives but rather large scale changes. In addition, HR professionals should not attempt to conduct the analysis themselves. Instead, it is suggested they hire someone with a background in industrial/organizational psychology or psychometrics. Although costly, the benefits of this analysis can be extremely beneficial in large scale changes. 

Source: Hatala, J.P. & Fleming, P.R. (2007). Making transfer climate visible: utilizing social network analysis to facilitate the transfer of training. Human Resource Development Review, 6 (1), 1-31.

There's a Policy for That: Sexual Harassment

Source: Hertzog, J.L., Wright, D., & Beat, D. (2008). There's a policy for that: a comparison of the organizational culture of workplaces reporting incidents of sexual harassment. Behavir and Social Issues, 17, 169-181.

Summary and Commentary by: Ian B. Mondrow, M.A.

Unfortunately, recent research by Hertzog, Write and Beat (2008) reveals that policy alone is not enough to  remove sexual harassment from the workplace. Their study utilized data from 303 companies included in the 2002 National Organizational Survey. All of these companies had policies related to sexual harassment. Out of this sample, 29% of the companies have had a formal complaint filed against them for sexual harassment. These companies were found to experience patterns of negative workplace behavior compared to organizations that did not have a formal complaint. They were also more likely to have occurrences of sexual harassment.

Most the organizations in the study were found to offer training to managers and employees. However, organizations that had claims against them were more likely to offer classes on sexual harassment, workplace violence, conflict resolution, and overcoming negative behaviors.

Since policies alone are not enough to prevent sexual harassment, the researchers suggest implementing behavioral interventions that aim to increase reporting behaviors and reduce sexual harassment behaviors. Merely implementing a policy does not change the organizational behavior, it only protects the company from liability.

IMPLICATIONS FOR HR PROFESSIONALS

A policy alone is not sufficient in preventing sexual harassment from occurring in the workplace. The policy sets the foundation and then it is up to managers to communicate and support its initiative. To create a culture that reduces the chance of sexual harassment behaviors, the organization should continually offer training on the topic as well as communicate [on a regular basis] that any type of negative workplace behavior is not accepted in the company. 

As HR professionals, we should ensure that the message of the policy is clear and that all accusations of sexual harassment should be investigated. Ignoring any accusations put the organization at risk for a legal complaint. Sexual harassment should not be ignored by any individual and all complaints or concerns should be taken seriously, regardless of the source. 

Mentoring in tough times

Reference: Emelo, R. (2009). Mentoring in tough times. Industrial and Commercial Training, 41 (4), 207-211.

Summary by: Ian B. Mondrow

Randy Emelo, CEO of Triple Creek Associates, discusses how organizations can make a shift from matching mentees to mentors using an excel spreadsheet (and spending hours staying organized) to utilizing web based mentoring.

For starters, web based mentoring makes matching mentors and mentees easier. It is all done electronically and automatically. No personnel is spending time trying to match individuals to ideal mentors. Instead, mentors complete a profile that describes their professional history, skill and expertise. Mentees also create a profile but designate what skills/abilities they want to improve and/or learn. The system then provides the Mentee with several mentors to choose from. Once a decison is made, the mentee sends an invite to the individual asking if they would be a mentor. It is very similar to utilizing an online dating profile or sending a friend invite on Facebook.

Much like Facebook or LinkedIn, web based mentoring allows people to interact with others that they would not regularly socialize with. The systems allows mentees to find mentors that are outside of their department and creates connections across the organization. This provides employees with the opportunity to learn about areas outside of their expertise and thus increase engagement and commitment.

CDW provides a variety of tips to assist in implementing a web based mentoring system:

1. Ensure stakeholders support the process.
2. Relate it to the organization's mission and/or strategy.
3. Make it available to every individual regardless of their position, tenure or employment status (full-time vs. part-time).
4. Provide training and instructional materials to assist employees with utilizing the system.
5. Communicate the program to employees continually so they log in and utilize the system.

Implications for HR:

Consider a web based mentoring program if funds are available. If funds are not available, see if a free intern is available to help design this (depending on how good he/she is). Once the system is running, it seem increases communication across the organization and provides employees with developmental opportunities (at no cost to the organization). Just be sure to communicate the benefits of the system regularly and host events that encourage mentoring (i.e. lunch-ins, bowling nights, etc.).

Before purchasing any web-based software, be sure to compare the pricing and features of several companies. Always ask for samples of work and references. It is crucial to use a technology company that provides support following the implementation of the system.

Image from: http://alumni.concordia.ca/images/programs/mentor/alien.gif

Balancing training and development programs for your team

Reference: Preston, A. (2009). Balancing training and development programmes for your team. Industrial and Commercial Training, 41(3), 142-145.

Reviewed by: Ian B. Mondrow, M.A.

Andy Preston is the Director and Head Trainer at Outstanding Results in Stockport, United Kingdom. Although Preston focuses on sales training, much of the content that he writes about can be applied to any department or industry. Preston speaks of his experiences interacting with companies and how they exclaim their training is ineffective. As a result, he compiled a list of four reasons as to why training can fail in an organization. The four reasons (and an unofficial reason) are as follows:

1. TIMING. It can be claimed that the timing of training is crucial for its success. If training is too early, then the information may be forgotten. However, if it is too late, employees may see no value.
2. CREDIBILITY. As previously demonstrated, timing plays a crucial component in the credibility of training. Furthermore, the attitudes of supervisors & managers impact the credibility. If a manager demonstrates that he/she does not approve training, then employees are less likely to take the training seriously. This is also true for senior level executives.
3. INSPIRATION. A trainer must be enthusiastic about the content. If not showing inspiration, then the training will have no impact on its learners.
4. LENGTH. If a training is too long, then the participates lose interest and engagement decreases. It is common for organizations to make their programs too long, especially new hire orientations. A more effective method is a series of formal training with on-the-job training.
5. NO BALANCE BETWEEN EXTERNAL & INTERNAL. Internal personnel become very bored of seeing the same content repetitively. Hiring an external resource (such as a consultant or training firm) can provide a different perspective on the content. Organizations are missing out if they are not utilizing these resources.
6. NOT FOLLOWING TRAINING THROUGH. After the completion of the training, it is vital to follow up. This is a common practice for organizations. Training should be followed with action plans, coaching and feedback to optimize the information learned in training.

Implications for Human Resources:

For a training program to be successful, HR professionals should...

• Ensure that it is being administered in a timely fashion.
• In addition, HR should attempt to achieve buy-in from supervisors and managers. Their support can assist in employee participation and engagement.
• Utilize external consultants to develop innovative training and facilitate training sessions to bring variety to the organization.
• Spread the training out over several days and ensure it is no longer than a few hours.
• Follow-up with training by ensuring managers are modeling the new information and coaching employees on what they learned.
• Ensure the facilitator is generally interested in the topic.

Making retirement possible once again

At the age of 24, I have not even begun to start planning for my retirement. In fact, 83% of employed individuals do not have a plan of how to convert their savings into a source of income at retirement (Christman, 2010). What is more alarming is that 73% of retirees had wished they started planning their retirement income at least 10 years earlier (Christman, 2010). In today's time, pension plans are decreasing and there is a uncertainty regarding the future of Social Security. Below are some suggestions of how companies can assist with retirement planning:

• Invite a Financial Advisor on Site. There are an abundance of financial firms available that provide advisement services on retirement planning. Research these local firms and invite them to spend a day in the offices. Most of these firms jump to this opportunity because it helps them to increase business. These advisors can either leader group training sessions or have short one-on-one sessions.

• Utilize autosaving. Procrastination is our worst enemy. Employees continually delay registering for plans. Automatic enrollment and automatic deferral allows employees to register for plans quickly and easily. In addition, it can assist employees with understanding their contributions.

• Do not neglect the young employees. Training younger employees on the benefits of saving can have a drastic influence on their savings. They may be able to contribute less over the years or create plans that allow for a more comfortable income at retirement.

• Communicate with older employees. It is suggested to start educating five years from retirement. People are generally starting to plan their retirement at this stage but they also have plenty of time to make needed changes.

• Invite Social Security on site. Research a local Social Security office and contact them about having a representative visit the office. The representative can speak to individuals about how Social Security will function in their retirement, potential changes in Social Security and to address any concerns.

Work Cited

Christman, B.D. (2010). The next retirement hurdle: why today's employees need more than a savings plan. Benefits Quarterly, 2, 30-35.

Catering to Adult Learners

In a previous post, I discussed how to utilize an andragogy approach to training. Once again, andragogy is the approach that learning is focused around the learner and requires the learner to be involved. Other factors must also be considered when developing training materials for adult learners. The simplest things can make a dramatic impact. Below are suggestions when designing/facilitating a training session for employees.

1. Use large font - When interacting with older employees, one must take into consideration that some individuals may distorted vision.
2. Reiterate any question that an audience member may ask - Some of the participants may be hard of hearing.
3. Create a comfortable environment - Ensure that the lighting, temperature and personal space are all at appropriate levels.
4. Provide plenty of breaks - People get bored easily, therefore, allow people to use the bathroom or get food at a variety of breaks.
5. Stay put during breaks - While the participants may get a break, the facilitator may not. The facilitator should stay in the room to allow learners to approach him/her with any questions or comments. (In other words, bring plenty of water and use the bathroom before training).
6. Provide handouts - As stated earlier, learners may have difficulty with the vision. Providing them handouts of any presentation will allow them to see the content with ease.
7. Arrange Chairs in a U or Circle - Using a circle or U format will allow sound to travel around the classroom easier.
8. Check for clarity - Be sure to ask participants if they understand the topic or if they have any questions. Encourage participants to approach you during breaks if they feel uncomfortable asking in front of the group.
9. Interactive Activities - To maintain the attention of learners, try to incorporate activities that require working together or moving around the room.

Successful training relies on ______________.

Adults do not learn the same way as children. School systems use a teaching approach called Pedagogy, where learning is organized by a teacher and students are not involved in the decision-making. Andragogy, on the other hand, is a teaching styles that focuses on the learner and the learners hold a responsibility to acquiring the knowledge [In other words, they get what they put in]. For organizational training,it is highly suggested to utilize an andragogy approach. This can be achieved by explaining how the training will benefit them as an employee and how it may assist them on the job. . In addition, the training will ask learners to reflect on their past or current experiences to assist in learning.

Below are some suggestions to assist in creating a andragogy focused training session:

1. Use a combination of activities that encourage discussion.
2. Clearly state how the training will help them succeed in their jobs.
3. Start with ice-breakers or trust-building exercises to encourage open discussion.
4. Instead of playing the role of a lecturer, be the facilitator. Facilitate discussion among the group and ask questions.
5. Identify introverted people and encourage them to speak up. (This can be achieved by allowing people to write their ideas/answers before the discussion)
6. Have the employees set goals [related to the topic] at the end of the training. Be sure that they identify a partner that will help them to achieve these goals.
7. Arrange tables/chairs in a layout that encourages discussions. The following arrangements are suggested:

RECTANGLE/SQUARE

U-SHAPE

CIRCLE OR HALF CIRCLE

CLUSTERS

Diversity Training and the Design

Diversity training has been a controversial topic in the training industries. It is obvious that as trainers, it is not beneficial to try and change an individual’s beliefs. Instead, we focus on training behavior. For instance, we teach employees that any behavior related to discrimination can be reprehended. However, can the designer or facilitator influence diversity training? In my personal opinion, yes, it can.

If an organization has diversity training, I have often found that the training mainly focuses on protected class that the trainer most identified with. For instance, if an African American is facilitating the course, he/she may present racial discrimination as the main topic. I have seen my preferences in diversity as well. Why does this occur? It is primarily a result of our passion or past experiences. It is not bad to focus on one aspect but a trainer must question if the training provides sufficient information on other protected classes.

There a variety of solutions to assist trainers in overcoming their personal biases. For instance, piloting a training session with your peers can provide significant feedback. The trainer should ask their peers to rate them on how he/she trained on each protected group. Another suggestion is to create a training program in a team setting. It would even more successful includes individuals from diverse backgrounds. Finally, trainers should always ask participants to evaluate the training. There is no need to ask participants about each protected group. Most likely, they will speak up if they felt a certain group did not receive enough attention.

Diversity is always a crucial topic to train on but facilitators encounter problems when they view diversity with specific groups. Diversity is about embracing individual differences. It is not just race and sex but it is also hair color, intelligence, social class, and gender.