Out of the ivorytower andintothe real world

Advice for academics who want to becorporate trainers

Aaron W. Hughey and Kenneth J. Mussnug

Colleges and universities are becoming more involved in providingtraining to companies in their regional service areas. Faculty who areproficient in a traditional classroom, however, do not always excel ascorporate trainers. Instructional strategies that are inherently effective inacademe seldom yield comparable results in an industrial setting.Employee training programmes generally demand a more applications-oriented approach and tend to focus succinctly on immediate outcomes.Furthermore, training initiatives often encounter considerable resistancefrom session participants. This can precipitate serious difficulties forprofessors who are accustomed to maintaining absolute control via thegrading process. Corporate trainees want to know precisely how theinformation presented willassist them in the performance of their currentjob responsibilities or how it will help prepare them for future assignments.This paper explains how faculty members can adapt their academicteaching styles to meet the unique needs of company employees.Included in the discussion are explicit recommendations for preparing fora specific training assignment, developing a customized training plan,dealing with critical logistical considerations, and ultimately facilitatingasuccessful training experience. Several problems that can occur are alsodescribed along with suggestions for resolving them as efficiently aspossible. Finally, the importance of following-up after the training has beencompleted is addressed.

Aaron W Hughey is Associate Professor in the Department of Educational Leadership,TPH 417-0, Western Kentucky University, Bowling Green, KY 42101, USA. Tel: +15027454849. Fax: +15027455445. E-mail: aaron.hughey@wku.edu. Kenneth J. Mussnug isAssociate Professor in the Department of Industrial Technology, EST 216, WesternKentucky University, Bowling Green, KY 42101, USA. Tel: + 15027455949.E-mail: ken.mussnug@wku.edu

During the last decade or so, many colleges anduniversities have sought to forge stronger ties with theprivate sector. There has been an increasing realizationthat the future of both education and business is

inseparably linked by similar societal and economicre.yities. One of the primary ways in which higher

education has aspired to enhance its relationship withindustry is through the provision of employee trainingprogrammes. At a growing number of institutions, theprofessorate is being encouraged to become moreactively involved in providing this type of assistance tolocal and regional companies. Unfortunately, many

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faculty members are ill-prepared to be effectivecorpomte trainers because they erroneously assume thatwhat works on the college campus will also work onthe production floor. The purpose of this paper is toexpose this fallacy and achieve a functionalunderstanding of what it takes to be a successfulcorporate trainer.

Indeed, it is an understatement to assert thatcorporate training differs significantly from college'teaching. In a traditional classroom, instructors usuallyhave a captive audience over which a certain degree ofcontrol can be maintained via the grading process. Inmany instances, the motivation for learning the materialis merely to pass the course. But educational strategieswhich work quite well with college students, such aslectures focusing on specific content followed byobjective tests designed to measure retention, are notparticularly effective with most company employees.Training in an industrial environment requires a hands-on approach with an emphasis on applications. It istypically a much more intense experience than thatfound in the Ivory Tower.

For the most part, company employees are notparticularly impressed with the theoretical aspects of agiven subject. Although they will tolemte some theory,especially if it is used to establish overall context, mosttrainees instinctively look for practical implications.They tend to focus on highly specific outcomes andwant to know precisely how the training relates to theircurrent job responsibilities or how it will help preparethem for future assignments. The objective may be tolearn how to solve problems more efficiently or how toachieve personal and/or company goals in a morecohesive manner. In any event, employeeschamcteristically covet information that can help themin a timely and explicit sense, and they have littlepatience for concepts that seem too vague orphilosophical. They are certainly not interested ingrades, degrees or examinations.

Corporate training is usually a short-termproposition. In a conventional academic environment,instructors normally have ample time to get to knowtheir students personally. Employee developmentprogrammes, by their very nature, do not ordinarilyinspire the formation of such intimate relationships.Often, there is barely enough time to get to know eachparticipant's name and departmental affiliation. It istherefore imperative that trainers are able swiftly andaccurately to assess the degree to which the material isbeing grasped by participants. It is equally essential thatinteraction patterns and potential problematic situationsare identified quickly and dealt with decisively.These skills are foreign to the majority of collegefaculty.

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Faculty as trainersSome professors make contact with a company, sellthemselves, provide a few training sessions, and thenpromptly disappear. When trainers are also facultymembers at a local college or university, however, theywilJ always be associated with that institutionregardless of whether or not they are acting under itsofficial auspices. This can either be a blessing or acurse, depending on their performance. If they do well,their reputation, and consequently the reputation oftheir school, will be appreciably enhanced. Everyonebenefits. If, on the other hand, they act irresponsibly orperform at a sub-standard level, everyone is adverselyaffected by the experience. Academics who pursuecorporate training opportunities have a specialobligation to maintain a high degree of professionalism.

Most of the responsibility for the ultimate success orfailure of any training programme lies with itsfacilitators. As such, trainers should always endeavourto ascertain the attitude, motivation, and overallreadiness of the target audience before initiating anytraining activity. These factors are critical todetermining which instructional techniques are likely tobe most effective with a particular group of employees.Faculty who plan to become extensively involved incorporate training should attempt to work with as manydifferent types of trainees as feasible. If theyconsistently present to only one particular kind ofemployee, or if their repertoire of topics is somewhatlimited, instructors may discover that they are unable toeasily relate to some participants. A group which ispopulated exclusively by high-school graduatesrequires an altogether different approach from onewhich contains individuals with advanced degrees.Successful trainers have the ability to adjust instantly tothe unique characteristics of each training group.

Faculty members who venture into corporatetraining must be acutely aware of their personalstrengths, weaknesses, and limitations. It is suggestedthat trainers determine what skills they need to enhancebefore initiating a particular training programme. Ifknowledge is lacking in a particular subject area, it isnever advisable for trainers to try and bluff their waythrough a training session. Employees frequently knowmore about a topic than may be evident at least initiallyand can sense when trainers do not truly understandtheir subject. If instructors do not know the answers toparticular questions, it is best if they acknowledge thisby indicating that the concerns raised will bethoroughly researched prior to the next scheduledmeeting - and it should never be assumed thatemployees will forget about such questions. Trainersshould always follow-through and be prepared to revisitthe relevant issues at the beginning of the next session.

INDUSTRY & HIGHER EDUCATION December 199~

A special problem can arise when some facultymembers experience early success at corporate training.Occasionally. employees respond positively to trainingregardless of the perceived competence of thefacilitator. And while this can make the trainer's job alittle easier in the short-term. it can precipitate long-term difficulties. Trainers can come to believe that thesuccess is due principally to their efforts. As a result,they may attempt to repeat their prior accomplishmentby structuring future sessions in a similar fashion. Buteach training group, even those within the samecompany or department. has unique characteristics.What works with one set of employees often does notwork with another. Trainers must keep their egos incheck and always strive to provide customized activitieswhich reflect the unique needs of each group.

Perceptions and potential problems

Variousconstituencies within a company perceivetraining in distinct ways. Managers and othersupervisory personnel tend to see the value of trainingin terms of how it can help create a more productiveworkforce. They perceive training as a tangible way tobolster teamwork. enhance communication, andmanage conflict. In short. they view training as avaluable weapon in the company's competitive arsenal.This being the case, those in leadership roles areusually more enthusiastic about training than othergroups within the company and tend to exhibit thisattitude during the sessions. As a trainer, it is importantto reinforce their positive expectations at everyopportunity.

When the training group contains both middle andupper management, two distinct and potentially seriousproblems can arise. Some middle managers tend toremain quiet, passive, studious and attentive in thepresence of their supervisors. They do not want to riskmuch involvement and can become visibly agilalt::djfsingled out for an individual response. Other middlemanagers, in an obvious effort to impress theirsupervisors, become overly excited and attempt todemonstrate their' extensive' knowledge of the trainingtopic. They view the training session as an idealplatform to let their superiors see how smart they are.

If middle managers seem to be exhibiting either kindof behaviour, trainers must quickly find ways toovercome the negative consequences of thesedetrimental interaction patterns. If corrective action isnot taken immediately, the training session candeteriorate into more of a sideshow than an educationalexperience. Activities which allow everyone to accruesome success early in the training process help tominimize the impact of this type of behaviour. When

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trainees experience success. they feel less threatened,more motivated. and tend to focus on learning newskills rather than on impressing others. Heightenedconfidence among all trainees precipitates good rapportand keeps the session flowing smoothly.

In contrast, production and other non-supervisoryemployees can perceive training very differently fromthose in leadership positions. Some see training as away to enhance their job performance and thus helpthem attain future promotions or raises. They seekinsights regarding better ways of solving specificproblems, cutting costs, or reducing scrap. As such,they may demonstrate a genuine desire to learn. Othersmay view training as a potential threat to their jobsecurity and adopt a more defensive posture. Accuratelyassessing trainee attitudes is extremely important.Preferably, this should be accomplished prior to theactual beginning of the training programme. Oncetraining actually starts, it is difficult to adjust if theinstructor has miscalculated the employees' perspectiveconcerning the experience.

Sometimes employees are compelled to attendtraining as part of a company-wide professionaldevelopment initiative. Trainers need to be apprised ofthis in advance since motivation can be a seriousproblem in these situations. If employees are forced toattend training sessions, they will most likely feel someresentment, at least initially, toward both the instructorand any ideas that are presented. Individuals who havelittle or no personal interest in a topic, or feel that theyare there because they have to be, are prone to becomebelligerent and even aggressive. Unfortunately, whenone or two participants become disruptive, the qualityof the training experience is diminished for everyone.Rebellious behaviour from an adult is childish andimmature, yet it can bring a certain satisfaction to thosewho see it as a way of getting back at those in charge. Itis importl'lntthat trainers do not take such conductpersonally. The employees involved are merely rallyingagainst whoever mandated their presence at the trainingsession.

Resistance to training

Resistance to training can stem from a number offactors, including the educational nature of the process,the specific topic being presented, the current skill setsof the participants, the personality mix present in theroom, or even the perceived competence of theinstructor. Many employees may not have been in astructured learning environment since high school.While supervisors traditionally have more exposure totraining activities, production workers tend to beslightly more intimidated at the prospect of returning to

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the classroom. Furthermore, older employees seem tobe particularly apprehensive, especially if the instructorand/or the other trainees are significantly younger thanthey are.

Employees usually develop personal relationshipswith their co-workers. Whether the company hasadopted a team approach or has maintained ahierarchial arrangement, most employees interact witheach other constantly throughout the workday and someeven socialize after hours. To them, training canrepresent a threat to their self-esteem - they may beafraid that they will somehow be embarrassed duringthe training sessions. It is essential for trainers torecognize this natural anxiety and take steps to ensurethat everyone feels comfortable and relaxed. This typeof atmosphere is necessary for trainees to be open tonew ideas, concepts and skills. Participants in acorporate training session can change from enthusiastic,eager learners to defensive, intimidated trouble-makersin a matter of minutes if the instructor fails to monitorcorrectly the response to each training activity.

Resistance to training tends to be manifest as eitherunresponsive or disruptive behaviour. Unfortunately, itis not always possible to predict when a particularparticipant will decide to act in a such a detrimentalway. It can occur just when things appear to be goingwell. It is crucial that trainers do not become defensiveand take these incidents personally. In a majority ofcases, the reasons why an employee becomes difficulthave nothing to do with the training per se. Disruptiveor unresponsive trainees are usually unhappy aboutsomething totally unrelated to the training in progress -the instructor simply constitutes a convenient target forthe venting of their frustrations. Still, it is critical todeal with this type of behaviour instantly and decisivelyin order to prevent the trainer's credibility from beingquestioned and the integrity of the training programmefruUlbt:iug compromised.

The target audience

Company trainees tend to be distinct from their on-campus counterparts. They have typically had muchmore experience than the average college student andare more motivated toward specific goals. As such, theycan be quite demanding and harder to reach than thestudents who populate a traditional academicclassroom. Employees want assurance that the timethey spend in training will actually help them performtheir jobs more proficiently. Their tolerance for abstract,theoretical ideas which do not have immediateimplications for their daily work lives is extremely low.

A pivotal first step for training facilitators involvescompiling as much information as possible about the

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target audience. This is important regardless of whetherthe company's principal business consists of productdevelopment, manufacturing, distribution or provisionof services. Instructors always need detailedinformation about the trainees who will be attendingtheir classes. Are they primarily production workers,team memberslleaders, support staff, managers andsupervisors, or some combination of these groups?What is their individual and collective motivation forparticipating in training? Is this a voluntaryarrangement or are they required to attend? What hasbeen their previous experience with training? What hasthe training coordinator told them about the sessions?The answers to these questions are integral to theultimate success or failure of any training project.

It is equally important to determine precisely howmany groups will be involved in training and whichshifts they represent. When will the training beconducted with respect to participants' frame ofreference? Will they be completing their regular shiftprior to attending the session? Or will they be comingin early to attend training, before their regular shiftstarts? Are they requested to attend training on their dayoff? Or is the training scheduled during their regularshifts? If employees from different shifts will beparticipating in the training, it is advisable to visit eachshift personally before beginning the sessions. Not onlywill this provide a degree of credibility ('if the trainer iswilling to come in at 2am to meet with us, he/she mustbe OK'), it also helps instructors to customize eachsession to the individual needs of participants. Traineesin a 3pm session will probably exhibit an entirelydifferent set of characteristics from those in a 3amsession.

Likewise, trainers need to understand that presentingthe same content to different groups within the samecompany can pose a significant challenge. Manycompanies insist on uniformity of delivcry whcn scvcralgroups receive training at the same location. But eachgroup will contain participants who differ significantlywith respect to their pre-existing knowledge, skills andoverall commitment to the particular training topic.There is usually a wide range of distinct personalitytypes within the groups. Such conditions demand thattrainers develop multiple strategies for covering thesame material. Trainers routinely have to prepareseveral different plans in order to ensure that eachgroup is able to achieve the same learning objectives.

It is important to keep in mind that the constituencyof training groups routinely changes without priornotice. Employees are usually given a lot of freedom tochoose the dates and times of the sessions they want toattend. Vacation schedules, unexpected illnesses, set-ups and other realities of modem working life can also

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intervene and detennine who is able to attend whichsessions. It is not uncommon for trainers to show up ata company expecting twenty participants and end upwith fifty. Larger groups obviously require more timefor administrative tasks such as distributing hand-outsor scoring individual assessments and this extra timecan severely restrict what can be accomplished within afixed period. Effective trainers understand the potentialimpact of these variables on the efficacy of theirtraining efforts and are prepared to deal with them in atimely and efficient manner.

The pre-training visit

In the best of all worlds, working at a company for ashort period of time would be the ideal way to gain arealistic perspective on its organizational culture.Undoubtedly, the experience would provide trainerswith invaluable infonnation which could be especiallyuseful when implementing relatively long-tenn projectsencompassing a large number of topics and/or sessions.Admittedly, actually working at a client company isgenerally not a practical option. Scheduling such asignificant block of time is problematic for trainers, andcompanies are not always receptive to having outsiderslearn their proprietary processes in great detail. This iswhy the pre-training visit is considered indispensable.

A pre-training visit should be standard procedure forall corporate trainers. The visit must be carefullyplanned and scheduled several days in advance as it isnever appropriate to show up at a companyunannounced. The primary aim of the visit is to securebackground infonnation about the company, theproducts and/or services it provides, the nature of itsoperations, and the current state of employee relations.This type of qualitative infonnation cannot be obtainedthrough phone calls, websites, or e-mail. It can only beacquired through the personal interaction that takesplace when trainers spend a significant amount of timeon-site conversing with company personnel.

It is always prudent to talk with as many people aspossible while visiting the company. Moreover, havinga set of structured questions prepared prior to the visitis strongly recommended. Managers and othersupervisory personnel can provide trainers with anoverview of the company environment. And while theirperceptions are indeed important, trainers should alsoseek out the human resources director, the trainingcoordinator, and as many representatives from as manydifferent departments as time permits while at thecompany. Certainly, those who will be directly involvedin the training should be interviewed. Trainers shouldlisten very closely to their perceptions as they areperhaps the most relevant. The reasons for instituting

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training should be explored as should the anticipatedoutcomes and any problems that the variousconstituencies think might arise. Look for differencesas well as points of agreement within their answers. Itis important to solicit maximum support for the trainingbefore it actually begins. There is no substitute for goodrapport.

Along those same lines, it is not atypical for trainingto involve specific, technical infonnation that isgennane to an individual company. Many companieshave their own language to describe various operations.It is also common practice for companies to developstandards that can vary considerably from those of theindustry in general. Trainers should use the pre-trainingvisit to familiarize themselves with any tenns ('buzz'words) that may be endemic to the industrial processesused at the site. Aside from making sure that theseunique tenns and standards are reflected in the trainingsessions, such awareness gives trainers instantcredibility with company employees. An extensiveknowledge of company jargon allows trainers to relateto session participants on an interpersonal basis.

The training plan

After the pre-training visit, it is time to prepareseriously for the individual training sessions. To thisend, the cardinal rule is customization. Employees donot respond favourably to trainers when they feel thattheir presentations are canned - using the sameassessments, activities and even jokes regardless ofwhere the training is being conducted. During the pre-visit interviews, several goals and objectives typicallysurface. Although most of these are rather overt, thosewhich allude to underlying deficiencies are likely torequire interpretation. Experienced trainers caninstinctively 'read' the implicit needs of a company andsubtly incorporate this infonnation into theirinstructional strategies.

After the goals of the training programme have beenidentified, specific (measurable) objectives need to befonnalized for each component of the experience.These are nonnally based on the idiosyncraticcharacteristics of each individual company and tend tobe unique for each training session. Furthennore,intended outcomes should be put in written fonn tofacilitate the development of a functional training plan.It is critical to have an overall game plan beforeinitiating any corporate training; countless programmeshave disintegrated into virtual chaos due to trainers whoinsist on perpetually 'winging it'. By the same token, itis crucial to remember that any plan is subject tomodification depending on what happens as the trainingprogresses.

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A formal training plan demonstrates and helps toensure accountability. The company has a legitimateright to expect a tangible return on the resources itallocates for corporate training. A well-defined trainingplan goes a long way toward alleviating client concerns.When completed, the plan should be shared withappropriate company representatives and trainingshould proceed only if it receives their full andunconditional approval. Those responsible forcontracting for training services should understandexactly what is scheduled to take place during eachsession.

Finally, when developing a training plan, note that afew topics could be considered 'off-limits'. In somecompanies, for instance, trainers are told emphaticallyto stay away from any discussion of unions. Similarly,companies which employ the team approach may insistthat terms such as 'supervisor' and 'manager' bereplaced with 'team leader'. These requests fallsquarely within the company's prerogative and mustalways be honoured. Sometimes employees willattempt to elicit the instructor's support for an idea orconcept that has not gained much acceptance withupper management. When these solicitations occur,trainers should avoid stating their personal opinions.They should be polite, of course, but work to changethe subject without delay. These situations are trickyand can jeopardize relations with the company.

Logistical considerations

Once the formal training plan has been created andapproved, the logistics of each session should receivecareful attention. Except in the case of a direemergency or unanticipated disaster, it is absolutelyessential that trainers are not late and do not miss a

scheduled training class. First impressions are oftenlasting impressions and this is one of the surest ways toguarantee that training will not be successful. It isalways discerning to arrive at the company at least ahalf-hour before the beginning of each session. Forthe initial session, an hour in advance should be therule.

The training facility should be thoroughly preparedbefore participants arrive. Arrange the room in amanner which best supports the planned trainingactivities. Adjust the lighting and sound systems ifapplicable. Always check any audiovisual equipmentthat will be used to make sure it works properly. Notonly is it embarrassing if the TVNCR does notfunction correctly when a tape is inserted, but such amishap can seriously compromise the trainer'scredibility. Make sure that the bulb in the overhead

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projector is not burned out and that the markerboard,chalkboard, or flipchart is ready for use. Computerequipment should receive special attention. The point isthat no detail, regardless of how trivial it may seem,should be overlooked.

Hand-outs should be prepared which reiterate andreinforce session content. These can either bedistributed during the session or upon its conclusion.Additionally, hand-outs can serve as back-ups ifaudiovisual equipment fails. If the computer suddenlycrashes, a detailed set of hand-outs can salvage thepresentation. Hand-outs can also provide trainees withmore detail than is covered during the session; they areideal for illuminating core concepts and elaborating onspecific applications. Above all, trainers need to makesure they bring enough copies with them for eachsession.

Trainers must recognize and accept that mostsessions seldom go exactly as planned. It is alwaysbetter to be overprepared than underprepared. Iftraining is scheduled to last two hours, instructorsshould have at least three hours of activities available.

Two major dilenunas can arise with respect to time.First, trainees may complete an exercise in less timethan anticipated due to minimal discussion orinteraction. Second, trainees could respond adversely toan activity or complain that they have encounteredsomething similar in a previous training class. Eitherproblem requires inunediate deviation from the trainingplan. The ability to alter the course of a training sessionat a moment's notice in a completely seamless manneris an integral skill for trainers to possess.

Along with arriving early and starting each sessionon time, it is equally important to bring the experienceto a close when the allotted time has expired. It is neveradvisable to finish prior to the announced ending time.Companies go to considerable trouble and expense tomake training available to their employees and it can beextremely disruptive if trainees are dismissed early.Going beyond the announced ending time is evenworse. Employees tend to lose their motivation andcompany officials tend to lose their patience if trainersdo not bring their sessions to a close on time.

Conducting the training

Versatility is truly the key to effective corporatetraining. Trainers must be able to change directioninstantly if conditions warrant. Material should bepresented in modules that are rather brief, to the point,easily digested, applications-oriented, and perhaps evenmildly entertaining. While a few audiences respondwell to the lecture format, most employees favour a

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more hands-on.interactiveapproach.This is whyproblem-solving and consensus-building exercises areso popular among corporate trainers. The goal is tostrike a balance continually between meetingstated objectives and maintaining sufficientinvolvement.

It is good to have some type of 'icebreaker' activityplanned for the initial session, especially if the traineesdo not work together on a consistent basis. The purposeof these introductory exercises is to establish rapportamong the trainees and reduce their collectiveapprehension. Jumping straight into content-driventraining without allowing time for participants to get toknow the instructor or each other sets the stage forproblems to surface later. If the training session istechnical in nature, the trainer can develop a crosswordpuzzle using tenns that trainees will be exposed tothroughout the remainder of the programme. This typeof activity helps to ease trainees into the proper mind-set for what is to follow.

Discussion groups work particularly well as avehicle for facilitating corporate training. Most adultsinstinctively like to talk to one other. The compositionof the groups should receive a great deal of preliminaryconsideration. It is always advantageous to get to knowthe trainees before forming discussion groups. Groupsshould be balanced with respect to knowledge andskills, attitude and motivation, and personality anddisposition. Since they thrive on differences of opinion,the best groups seem to consist of employees who donot nonnally work together in the same department.Employees who do not interact with each other on aconsistent basis have different frames of reference.Moreover, they are not as comfortable with each other,at least initially, as they are with their departmentalpeers. This anxiety, if channelled appropriately, can bea powerfully creative force.

At the same time, there are situations in whichhaving a discussion group comprised of employeesfrom the same department is desirable. When trainingentails highly specific, technical infonnation,employees who are already familiar with the gennaneconcepts and terminology have a distinct advantage. Itis important to determine which type of discussiongroup is most appropriate for a given training objective.As with everything else associated with a successfultraining programme, experience seems to be the bestteacher.

While working in groups is an excellent way tofacilitate training, there is always a chance that trainersmay lose touch with some participants. Even if atraining session seems to be going well, it is importantto keep in mind that all employees do not learn at thesame rate. Some will be able to absorb the subject

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matter comparatively quickly. while others can takesignificantly longer to assimilate the same content. Iftrainees seem unusually quiet. the chances are they arenot adequately grasping essential concepts. Theseindividuals generally do not want their peers to beaware of their plight and may go to considerablelengths to disguise their lack of understanding. Sincecorporate training is, by design, a rather intenseexperience. it is imperative that trainers are able to spotthese situations quickly and intervene promptly. It isalways better to frustrate the faster learners than losethe slower ones. Trainers must always be willing toadjust the pace of a session to ensure that a positivelearning environment is consistently maintained for allparticipants.

A functional understanding of adult learningprinciples is a necessary prerequisite for effectivecorporate training. Research indicates, for example, thatit is wise to change the method of presentation at leastthree times every hour for the duration of a trainingsession. If an activity lasts for more than twentyminutes, participants' minds slowly but surely begin towander. Most employees have a relatively shortattention span and prefer infonnation to be presented inbrief, digestible fragments. Intense, focuseddeliberation can quickly degenerate into trivial,meaningless chatter when trainees are pushed beyondthe twenty-minute barrier.

While varying the presentation style helps maintaininterest, it is just as important to keep the discussionfairly narrow in scope. Situations invariably arise whichcause the dialogue to range rather far from the primaryobjective of the session. In fact, this is a commonoccurrence with training groups that are particularlyresponsive. Trainers must work to make sure that allcomments are perceived as relevant to the discussion athand, regardless of how unrelated they may seem on thesurface. This helps participants feel more connected tothe training process, which has a positive effect on theirretention.

Ultimately, the best strategy is to have participantsfeel like they are training themselves. Employees arenaturally more receptive to new ideas if they feel theyhave played a major role in developing those ideas.Obviously, trainers are still in control when using thistechnique. They merely provide the framework inwhich participants explore predetermined possibilities.When this procedure is employed, however, traineesinevitably take ownership of their 'discoveries'. Asstated earlier, employees come to most training sessionswith an extensive set of experiences and priorknowledge. It is the trainer's job to tap into thisreservoir of infonnation and guide trainees to a higherplane of understanding.

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Final considerations

Once the training programme has been officiallycompleted, additional guidance may be required toimplement successfully the concepts and skillspresented. In such instances, trainers might consideroffering a series of training sessions designated as'applications'. These frequently consist of intensediscussions regarding how the ideas presented in theprevious classes can best be instituted in the trainees'respective departments. Applications sessions shouldnot follow immediately after the initial training, asemployees need a little time to think about what theyhave learned and how it applies to their individualcircumstances. Ideally, though, these sessions should befacilitated by the same instructors who provided theoriginal training. Familiarity with the participantsallows trainers to move quickly when demonstratingpotential applications - there is no need to spendvaluable time going through the 'getting to know eachother' phase allover again.

Employees deserve some type of formal recognitiononce they have completed a training programme. Anextraordinary amount of time and energy is often spenton training activities; the investment for both thecompany and the individual can be substantial. It istherefore fitting to acknowledge those who manage toC9mpletethe training and are subsequently able todemonstrate mastery over the material presented. Somecompanies make this a very elaborate process byhQstinga reception or banquet and presenting.q.*

certificates at a formal graduation ceremony. Othercompanies take a more informal approach and simplypost the names of those completing the programme onbulletin boards or in newsletters. The point is thatemployees should feel that they have accomplishedsomething worthwhile when they complete a trainingprogramme. This lends integrity to the process andhelps ensure enthusiasm for future training projects. Italso helps to put closure on the experience.

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When faculty members have completed a trainingassignment at a particular company, a 'thank you'lettershould be sent to the appropriate companyrepresentatives. Likewise, it is a good idea to call someof the participants after a little time has passed to see ifthey are having difficulty implementing the training.Concepts which seem relatively simple andstraightforward in the training room are typically muchmore difficult to apply on the plant floor. Supplementalexplanation and support might be needed. At the veryleast, trainers should always provide employees with aphone number where they can be reached shouldproblems arise. Not only does this demonstrateaccountability, it sends a signal to the company thattrainers are willing to stand behind the information theyhave disseminated. It is also a good way to ensure thatthey will be invited back in the future.

In the final analysis, the primary purpose ofcorporate training is not to relieve companies of excessfinancial resources or to receive community servicecredit that can be used to gain promotion and tenure.The only legitimate reason companies engage intraining is to enhance employee performance. This, inturn, helps the company to be more competitive.Companies do not exist to make their employees betterhuman beings - but at the same time it is important toreaIize that better human beings almost always makebetter employees.

The partnership between higher education andprivate industry will no doubt continue to grow strongerin the next century. It is fuelled by inescapableeconomic and philosophical realities that areincreasingly global in scope. The provision of trainingservices is one way colleges and universities can betterserve the communities that support their existence. Thereality is that most college faculty have the potential tobe excellent corporate trainers. With patience,perseverance, and the right attitude, they can offer atremendous advantage to any company seeking toimprove the quality of its goods and services.

INDUSTRY & HIGHER EDUCATION December 1998

Volume 12 Number 6 December 1998

OREdmondson ..

-.INDUSTRY& I-ligherI:ducation

328 MonitorNSF introduces new training grants/British Aerospace and Rolls-Royceestablish new partnerships with universities/Oxford Business School closer tohome/New Canadian Academy for Science/UK business and governmenturged to improve university-industry links/IPR Helpdesk for EuropefToo manylife-sciences PhDs in USA

332 Links between universities and their spin-offs:variation by type and sector BrianRappertandAndrewWebster

339 Out of the ivory tower and into the real world: advicefor academics who want to be corporate trainersAaronW.Hugheyand KennethJ. Mussnug

347 The Eastern European transition: barriers tocooperation between university and industry in post-communist countries Franc Mali

357 Interaction between industry and academia: theexperience of a German pharmaceutical companyGunterStock

362 Russian-UK academic-industrial collaborationJ.R. Taylor

SPECIAL FOCUS: ENCOURAGING ENTREPRENEURSHIP -PERSPECTIVES FROM THE EUROPEAN CONSORTIUM OFINNOVATIVE UNIVERSITIES (ECIU)(Guest editor: Peter van der Sijde)

367 Support for entrepreneurship at the University ofTwente P.C.van der Sijdeand J.A.van Alste

373 From regional teacher training college to researchuniversity: the University of Joensuu and its role inregional development Seppo Holtta

377 Technology transfer from university to SMEs:activities at the University of StrathclydeH.G. Thomson

379 Calendar

380 Notes for authors

381 Index to Volume 12,1998