training transforms

Training and Development 2012

Training Transforms

2 inprintxtra | August/September 2012 | www.britishprint.com

inprintxtra

3 InTroducTIonA guide to training

4 TraInIng desIgnPutting the individual at the centre

6 TraIn The TraInerHow to plan training delivery

8 career PLannIngMapping career development

10 aPPrenTIceshIP frameworkUnderstanding traineeship terminology

13 resPonsIbLe TraInIngUnderstanding governmental requirements

14 managIng The baLanceA joint commitment to success

16 bPIf TraInIng What courses are available

Marketing and Communications Director: Alison HarperMembership Director: Dale WallisFinance Director: Michael GardnerTraining and Development Director: Kay SmithChief Executive: Kathy Woodward

Contributors: Kathy Woodward, Amrita Ahmed, Richard Gibson, Amy Hutchinson, Scott Campbell, Andrew Bracey, Kay Smith

Design: The Page Design Consultancy LtdSuite One, Matthew Temple House, The Broadway, Woodhall Spa, Lincolnshire LN10 6STT: 01526 353555 E: [email protected] W: www.thepagedesign.co.uk

Printing sponsored by: Precision Printing Co Ltd47 Thames Road Barking IG11 0HQT: 0845 606 4001 W: www.precisionprinting.co.uk

British Printing Industries Federation2 Villier's Court, Meriden Business Park, Copse Drive, Coventry, West Midlands, CV5 9RNT: 0845 250 7050 F: 01676 526 033 W: www.britishprint.com

Advertising Enquiries please contact: Mark Wilkins T: 01753 714 999 E: [email protected] Alison HarperT: 020 7915 8390E: [email protected]

Paper sponsored by: TalkPaper, Billericay, Essex, CM12 0DZ T: 01277 652888

Imagery: Shutterstock, iStockphoto

Inprintxtra 2012 all rights reserved. Inprintxtra is circulated to members of the BPIF. Reproduction in any form, or by any means, whole or in part without written permission from the British Printing Industries Federation is strictly prohibited.

Editor: Amy HutchinsonT: 020 7915 8373E: [email protected]

conTenTs

2 inprintxtra | August/September 2012 | www.britishprint.com www.britishprint.com | August/September 2012 | inprintxtra 3

The CIPD says ‘learning and talent development

ensures that people of all levels of the organisation possess and develop the skills, knowledge and experiences to fulfil the short and long term ambitions of the organisation, and that they are motivated to learn, grow and perform.’

A good way for a manager to start to think of the future skill requirements of the organisation is to take each category of job and think through the skills and knowledge that the job currently requires to be carried out effectively. This gives a baseline to review each individual’s performance and identify potential training needs. It also provides the starting point to consider how customer requirement or changing technologies might impact the role and require

additional training for those staff involved. At an organisational level this process is sometimes referred to as an organisation and management view, and some companies compliment the activity with individual appraisal processes. The benefits of adopting an effective skills analysis and training needs review are many, but they include:

n Increased employee motivation, satisfaction and moralen Increased efficiency n Reduce risks within the organisation, e.g. health and safety, equality and discriminationn Reduction in employee turnovern Increased innovation in strategies and productsn Increased output

n Joint commitment to continuous development between company and employeen Reduction of skill gapsn Allowing individuals and groups to fulfil their potentialn A communication vehicle for the company to communicate their valuesn A positive statement when tendering or pitching for work

inprintxtra | Introduction

THe sTArT of THe TrAining joUrneyIdentifying the training needs of both your company and your individual employees is a critical activity in all organisations.


inprintxtra | Training Design

Each individual interprets everyday activities through

a filter of previous experience that will have been influenced at every stage of their own personal development. The main influencers tend to be close family followed by school friends and then work colleagues and other social groups. Often individuals react to a situation carrying either positive or negative perceptions from the past, which can manifest itself in a variety of ways when an individual comes to a training situation. Whilst some employees relish the opportunity to talk about their personal development and acquire new skills, for others it will bring fear of failure and feelings of inadequacy.

It’s important when developing training activities to understand the different perceptions that each individual will bring to the situation. Try always to develop relationships that are seen as supportive and part of an ongoing process of continual improvement rather than critical of current performance or skill levels. Behaviours that might manifest, and which the trainer should be able to recognise by reading body language and expression can include:

n Rejection of the training as unnecessaryn Overconfidencen Shynessn Open hostility

Some people are natural joiners and will embrace training, while others will consider it to be their worst nightmare. It is essential for trainers to vary their approach so that they can be inclusive of everyone in the group. Once they have been won over, those who resist change often become its greatest champion.

It often helps when planning training to have some understanding of the theories that have been developed about how individuals learn. One general theory is Kolb’s Learning Cycle.

David Kolb, an American researcher and educationalist, published his Learning Styles model in the 1980s. Whilst the language can be a little

off-putting, the concept is simple - by doing something, individuals have an experience, and if they are encouraged to review and reflect on that experience they can draw conclusions that they can apply to future situations to enable them to develop new knowledge and improved performance. This can be further simplified to ‘do it, review it and improve it’, an important technique used in most management situations.

A simple example of this could be a trainee preparing a make-ready of a job. Having carried out the make-ready, the trainee is asked by the trainer how it went and how it could have been improved.

PUTTing THe individUAl

aT The hearT of TraInIng desIgn


inprintxtra | Training Design

The trainee identifies a range of things that would have made the make-ready easier or faster. He then applies that learning when planning the next make-ready.

Learning stylesOver the years, learning theory has found that individuals have a preference in the way they like to learn, and if trainers understand that preference they will be able to tailor training activities to meet the individual’s needs and thus make the training more effective. Four main styles have been identified:

Activists: Want to learn by divingstraight into new experiences andlike being centre of attention.

Pragmatists: Want to see thepractical use of what they arelearning and want practicaltechniques.

Theorists: Want to fullyunderstand the theory behinda subject before they feelcomfortable with it.

Reflectors: Want to stand backand gather information beforethey decide on a conclusion.

felder and silverman’s Index of Learning stylesOne of the most widely used models of learning styles is the Index of Learning Styles developed by Richard Felder and Linda Silverman in the late 1980s. According to this model (which Felder revised in 2002) there are four dimensions of learning styles. Think of these dimensions as a continuum with one learning preference on the far left and the other on the far right.

Intuitive learners prefer conceptual, innovative, and theoretical information.

They look for the meaning.

Verbal learners prefer to hear or read information. They look for explanations with words.

Reflective learners prefer to think things through, to evaluate options,

and learn by analysis. They enjoy figuring out a problem on their own.

Global learners prefer a holistic and systematic approach.

They see the big picture first and then fill in the details.

Sensory learners prefer concrete, practical, and procedural information.

They look for the facts.

Visual learners prefer graphs, pictures, and diagrams. They look for visual

representations of information.

Active learners prefer to manipulate objects, do physical experiments, and learn by trying. They enjoy working in

groups to figure out problems.

Sequential learners prefer to have information presented linearly and in an orderly manner. They put together the details in order to understand the

big picture.

Sensory Intuitive

Visual Verbal

Sequential Global

Active Reflective

Felder and Silverman’s Index of Learning Styles

concrete experience

(doing / having an experience)

reflectiveobservation

(reviewing / reflecting on the experience)

abstractconceptualisation(concluding / learning from the experience)

activeexperimentation(planning / trying out

what you have learned)

Kolb’s Learning Cycle


inprintxtra | Train the Trainer

When planning to deliver effective training, there

are two important processes. One is called the ADDIE (see below), which is a mnemonic for following a systematic approach to designing the content of training. This considers the effectiveness of different delivery paths and is complemented by Dale’s Cone of Experience.

Training Process: ADDIEAnalysis = formal/informal needs, determine goals and objectivesDesign = determine the content and delivery methodDevelopment = create the materialsImplement = deliver the contentsEvaluation = results based on objectives

To get effective training, you need to link together the section on perception, the section on learning styles and these two models to identify the best

PlAnning THe AcTUAl TraInIng deLIvery

content and delivery options for the individual.

setting the machineAnalysisWhat do you want the individual to know and be able to do differently at the end of the training? List those things that have maximum impact first. Highlight the health and safety features and the elements that are critical to achieve effective settings. Health and safety could include stop mechanisms and general care, whilst the operational detail will point to minimising waste, achieving quality and reduced setting times.

DesignDecide the content derived from the analysis and determine the best way to convey the message to the learner using both the individual learner’s learning style preference and Dale’s Cone of Experience.

The Cone of Experience shows the different retention of different delivery mechanisms and demonstrates that learners retain only 10% of what they read but 90% of what they do. Getting learners to read manuals has little lasting effect compared to a demonstration followed by the learner undertaking supervised tasks with a guide partner.

ImplementationWhilst planning is important to ensure that the learner has an opportunity to physically experience particular activities, and that the activities are

repeated at sufficient frequency to enable the learner to consolidate the experience, a strong learner supervisor relationship will maximise the opportunistic production situations that will contribute to the learner developing a bank of knowledge.

EvaluationLearning objectives are often described as SMART - Specific, Measurable, Action, Realistic, Time-framed. When assessing the learner against these parameters, it’s important to give effective feedback.

n That the learner sees the feedback as positive rather than critical n That the learner is encouraged to analyse their own performance, and consider and own their progress. n That feedback follows the Do it, Review it and Improve it philosophyn That the end result is an action plan to support future developmentn That successes are celebrated

criteria for effective feedback:

People generally remember:

10% of what they read

dale’s cone of experience

Design/perform a presentation - do the real thing

Simulate or model a real experience90% of what they do

70% of what they say and write Design collaborative lessons

Participate in hands-on workshop

AnalyseDesignCreate

Evaluate

50% of what they hear and see

Watch a demonstration

Attend exhibit/sites

Watch video

View images

Hear

Read

30% of what they see

20% of what they hear

DemonstrateApply

Practice

DescribeExpain

DefineList

People are able to: (learning outcomes)


do’s and don’ts

do:

n Do praise and encourage n Do keep a record of progressn Do ensure that training is not allocated on any discriminatory criterian Do ensure that training promotional material reflects a cross section of potential learnersn Do ensure that learners are not excluded for inappropriate reasons n Make sure the employee conducting the training possesses the skills the trainee needs to learn, has a high quality of work, and is an enthusiastic and engaged team membern Set out a training plan and learning objectives as well as the length of the training period

n Ensure there is time built into each day for a review of what was learned, questions from the trainee and constructive feedback about performancen Give the trainee responsibilities as soon as possible so that they will be able to make use of their newly learned skills, speeding up the learning curve and increasing confidencen The more positive the experience with training, the more engaged and productive the workforce

don’t:

n If you don’t have the time to do the training yourself, don’t have your most recent hiring train a new recruit in skills they have only just learned themselves

n Don’t give the trainee repetitive and unimportant tasks when they should be practicing what they learntn Don’t stray from giving the trainee a sense of how their role fits with the rest of the organisation as this will lead to a great deal of confusion about their relationship with other departmentsn Don’t ask the trainee to simply job-shadow another employee without developing a plan of what they need to know n Don’t start with the basics if a new hiring has considerable experience in a skill arean Whilst socializing may seem friendly, ensure you are never compromised by the situation

Below are some effective guidelines, some shaped by legislation and others by best practice, to take into consideration when putting together your training programme:


inprintxtra | Career Planning

Printing, packaging and graphic communications is one of the UK’s

largest manufacturing industries with sales exceeding £14 billion. It employes around 135,000 people in over 10,000 companies. The print and media industry offers a range of exciting career development opportunities. Working in companies that combine the latest technology with innovative marketing and design capabilities.

The success of individual companies and the industry as a whole is dependent upon attracting and retaining the highest calibre employees and ensuring that they have the skills to enable them to realise individual ambitions. Our schematic is a very simplified overview of some of the roles and training accreditations to support career development from entry level to director level.

cAreer PLannIng

Entry

Pre-Press Assistant


Team Leader &Professionals

NVQ2/Apprenticeship

Supervisory Management & Advanced ProfessionalsNVQ L3/4/Apprenticeships/Advanced apprenticeships

Senior management/technical expert roles

NVQ 5-7/MBA

Sales/BD Director/Account Director

Customer ServiceDirector

Estimating CommercialManager

CommercialDirector

Graphic Design Senior GraphicDesigner

Art Director/ Freelance Graphic

Designer

Pre-Press Operative Senior Pre Press Operative

Studio Manager

PrintingPlanning &

Scheduling Exective

Production/Operations

Manager/Director

Printing Printer

Finishing/Warehousing/Dispatch

Team Leader Finishing/Warehousing/Dispatch Manager

Sales/BD ExecutiveSales/BD Manager/Account Manager

Customer ServiceCustomer Service

Manager


inprintxtra | Apprentice Framework

People often think of NVQs and apprentice frameworks

as being frighteningly bureaucratic and confusing, but although the terms may seem unfamiliar they are in fact quite simple to implement, and your training adviser will minimise the paperwork and provide advice throughout the traineeship.

An apprentice framework

consists of all three of the following:

NVQs are made up of a set of units, some of which are mandatory and some of which are optional.

Functional Skills are qualifications developed by the government as part of an initiative to improve the country’s literacy, numeracy and ICT skills.

Technical Certificates equip you with all the basic theory and knowledge you need to be able to work effectively in the printing sector.

You’ll learn skills for a specialist role such as machine printing, print finishing, mechanised binding, desktop publishing and carton manufacture.

APPrenTice frameworkA simple explanation of the terms used in traineeship


national vocational QualificationNVQ’s are qualifications that demonstrate ability at work and are available to all ages, at any career stage. No previous qualifications are necessary. The training is mainly on the job and the skills are assessed through work-based evidence, which means there are no ‘end of unit’ tests or exams. The qualification certificate is based purely on evidence of the skills and is made up of a number of units.

what is a unit? A unit is defined as a set of learning outcomes and related assessment criteria, with a title, credit value and level. In order to achieve a qualification, a specific minimum number of credits must be achieved. Some units are mandatory whilst others can be selected from a number of options. Your learning adviser will help you and your supervisor to select the appropriate units and will help you to develop a plan to enable you to meet the requirements of the unit.

what is a portfolio?A portfolio can either be paper based or electronic. It normally contains the standards for each unit on a summary sheet to allow the learner, the supervisor and the assessor to monitor progress towards achieving the unit qualification criteria. It also provides evidence against each of the criteria, planning sheets for

each of the assessments, and feedback sheets that will either confirm that the standards have been met or suggest a plan for additional activities and future assessments. roles and responsibilities

Trainer/mentorThis is the most important role in the relationship between the learner and the company in ensuring that the learner has the opportunity to develop both the knowledge and skills necessary to demonstrate that they are able to competently carry out the tasks as specified in each unit.

TutorThe tutor will deliver the theoretical knowledge to underpin the practical activities so that the learner understands the background to the actions that they are taking. In some cases, this may be delivered by the assessor or someone else within the organisation.

assessor The assessor provides a number of activities to support the learner. These include:n Planning and delivering NVQ programmesn Examining a candidate’s portfolio of evidence

n Observing candidates in their place of employmentn Providing constructive feedback and advice if the standards are not metn Asking the candidates questions in order to assess how they would handle a variety of situationsn Signing off the NVQ when all the requirements have been met by the candidaten Maintaining excellent records of the candidate’s progress

The assessor will look at evidence to evaluate whether the learner meets the standards required, and will check the evidence and validate against the following criteria:

n Consistent: you can do it more than once to the same standardn Authentic: your own workn Relevant: timely - recent

Internal verifier The internal verifier will sample an assessor’s work to ensure that they are operating to the required standards.

external verifierAn external verifier will check that all of the assessors and internal verifiers are operating effectively.

Terminology:


inprintxtra | Responsible Training


Those delivering Government funded training are required

to demonstrate that not only has the trainee met the skills and knowledge criteria but he or she has also enhanced his or her understanding of social responsibility. It is the responsibility of employers and trainers to help the learner to understand the raft of legislation that is there to protect individuals and to enable learners to understand their own behaviour and what is and is not appropriate, and also how to raise issues where they feel they are being inappropriately treated.

It’s important for managers to clearly articulate what constitutes discrimination in the workplace.

What is factory banter for one person is offensive behaviour for another. It’s crucial for the supervisor, particularly of a young trainee, to encourage independence of behaviour to resist joining in with inappropriate actions. It is also important to describe scenarios that could be interpreted as bullying and harassment either from their colleagues or themselves. Companies will typically have discrimination policies, including anti-bullying, and learners should be provided with copies of the policy and be encouraged to discuss scenarios and how they might react and what to do if they perceive there is a problem.

Young people, particularly those under the age of 18, are identified as vulnerable adults, and trainers and supervisors must take particular care not to put themselves or the trainees in compromising situations.

Trainers should seek guidance on the requirements of criminal record bureau clearance, and their responsibilities where a trainee advises them of a potential risk either in or out of work to the learner’s perceived safety.

The printing industry is a dangerous operating environment without adherence to the well developed safety precautions. It is essential that a full risk assessment is undertaken of all the environments and activities that the trainee will be exposed to, and that training is documented to evidence that the trainee has been adequately advised and trained to minimise the risks involved.

The BPIF Health and Safety checklist is a good starting point to evaluate your health and safety. It’s divided into 22 subheadings (see right) and the 150 plus questions enable you to indentify any gaps in your current practice.

n General arrangementn Management and communicationn General trainingn Firen Electricity and Gasn Controlling machinery and equipment hazardsn Mandatory equipment testing n Transport and traffic routesn COSH solvents and manageable materialsn Skin Caren Personal protective equipmentn Noisen Slips and Tripsn Manual handling/upper limb disordersn Working at heightn Signs and Signalsn First aidn Health surveillancen Offices/studiosn Storagen Control of contractors/visitorsn Special risk assessments

resPonsible TrAining

MAnAging THe bAlAnce


inprintxtra | Balance

www.britishprint.com | August/September 2012 | inprintxtra 15

In his work on effective management, John Adair spoke

of the need for a balance between task, team and individual. He emphasised how it was essential to:

n Achieve the taskn Build and maintain the teamn Develop the individual

While training is aimed at maximizing these three essentials, a significant amount of research has produced 8 key issues (see right) that both individuals and groups look for to create both a successful and fulfilling working environment.


a clear understanding of what is expected of me at work

individuals seek more than a broad job description and need to have a clear definition of what success looks like and how it is going to be measured.

This is usually described as either outcomes or goals.

do I have the equipment, materials and information to enable me to perform effectively?

An important element in creating a culture of success is jointly agreeing with both teams and individuals what can be produced cost effectively to enable

them to succeed. This is not just a non-commercial wish list but a joint investment in achieving the commercial goals of a business.

does my manager and the organisation give me the opportunity to accentuate my positive skills

rather than expose my weaknesses?

really successful organisations create teams that compensate for each other’s weaknesses and build on individual strengths. genuinely effective cultures

welcome honest discussion about creating effective skill combinations.

do I work in an environment that celebrates success?

Positive cultures are built by organisations that focus on creating winning teams and winning individuals rather than a

constant emphasis on negative feedback.

Is someone interested in my personal development?

ongoing feedback is an important element in improving performance and allows both the employee and the

employer to plan future developments.

do I feel that the job I do is important and that the job our company does makes a positive

difference to someone?

individuals perform better when they identify with organisations that have a positive message they are taking to market. it is important for an organisation

to spell out what its mission is and what its values are.

am I valued as an individual?

individuals need to feel that their contribution is valued at an individual level and not just as a member of a team. often when people leave a job it is because they feel that their manager does not appreciate them and the

value they bring to the organisation.

Is there a joint commitment to delivering quality work?

clearly communicated standards increase individual accountability and reduce the risk of establishing a ‘not my fault’ attitude.

Joint commitment

to success

BPIF TraInIng

For more information please contact Kay Smith, Head of Training and Development, on 07771 834 453 or email [email protected]

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