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Assess training needs
This activity is to expose specific knowledge and ability training required for identified roles. The objective is to determine the optimal approach to training employees for best effect.
Format
The change manager is to provide output of earlier work, in the form of context/history and role impacts documents, to participants for individual assessment within a training context. Stakeholder participants should consider the type of content needed and the capacity for training while the training representative evaluates alternatives and options for delivery, setting expectations for timing and cost.
After allowing some time (days, maybe a week) for that individual consideration and preparation, hold a workshop with all participants. Discussion should first settle the general direction of training path(s), given available lead time and resource constraints (capacity). Then, the training professionals can provide their perspective on what to do, responding to the new information discussed, and setting up a further discussion of the practicality of options on the table.
Should a chicken-or-egg standoff arise, make content first and discuss. Then invert it by making the cost and schedule first. The practically possible options will soon be obvious. Move forward with that/those.
Description
This activity is to expose specific knowledge and ability training required for identified roles. The objective is to determine the optimal approach to training employees for best effect.
The organizations training team (Learning & Development) should be engaged to lead and determine the most appropriate training, the media or method for delivery, and timing of production and delivery. This is crucial in its own right, but also essential to rough schedule lead time and estimate costs. At this point, the rough sketches of a training program (plan and structures) can be started. Specific and detailed content can be added as it becomes available.
Some training may be higher level and used more broadly for multiple target roles. That is, the training may be generic and suitable for multiple roles. Knowledge-imparting training typically falls into this class. Other training will be specific to roles and even to smaller, more precise elements of work being done. Training for new protocols or abilities—for example, how to follow a new process, use a new tool, or take on a new skill—fall in this grouping. This type of training, being much closer to the specific behaviour changes needed, is often more valuable for success.
It is possible several, maybe many such specific lower-level training formulations will be needed. For efficiency and economy, they must be combined to some extent. Before rolling up the specific needs of different audiences though, identify and thoroughly consider all the variations and nuances—for necessity and impact. Some unique things may be too valuable and important to roll into a mediocre average. That choice is circumstantial.
My usual recommendation at this first stage, is to ensure you can do every granular thing that ought to be done; that neither time nor money is an obstacle. Lay out everything and see where it leads. Remember: it is always easier to cut and combine than it is to extend and expand.
