Introduction
Different people tend to use different learning styles and techniques, and coaches should take into account these peculiarities when developing planned training programs. The learning style is an individual’s preferred method of achieving the goals in the context of learning. The quality of the learning styles used by individuals is likely to determine the quality of learning outcomes. The learning styles are used to compare various curricular approaches used by different educational institutions. Learning style defines the way in which individuals concentrate on study materials, perceive and memorize new information. According to Eugene and Carol (2006, p. 89), the interaction of these elements of learning styles takes place differently in individuals. Thus, it is essential to establish what is likely to generate an individual’s concentration and how to gain the maximum effects from his or her preferred style. The learning styles have a direct impact on education and training programs because this consideration is important for developing different teaching and learning techniques.
Consideration of learning styles for the training programs
The learning styles should be considered for improving the learners’ outcomes from education and training. There are three main learning styles, namely auditory, visual and kinesthetic. Auditory learners prefer listening to the channel of retrieving the information. Visual learners need certain visual images and techniques for creating associations between the concepts and their visual representations. The kinesthetic learners prefer to carry out a physical activity when learning the materials. These peculiarities need to be taken into account by the frontline managers, preparing training programs for employees.
The consideration of individual learning styles can positively affect the outcomes of training programs, and the trainees may achieve better results. By tailoring the training programs to the individual needs of the trainees, the coaches would be able to maximize the effects of their programs. The profound knowledge of individual learning styles can help coaches to find an individual approach to the trainees and enhance their abilities. According to Eugene and Carol (2006, p. 105), the learning style theories assume that training programs should emphasize general principles. Thus, trainees should be properly motivated to apply the acquired knowledge in their professional practice and choose the best suitable alternatives among the available options. Thus, the measure of training outcomes is not only focused on whether trainees received knowledge and developed the necessary skills, but also whether they applied these skills and knowledge in practice. For the purpose of enhancing the cultural knowledge, the learning styles should be integrated into the training programs. Awareness of the learning styles will help the program, and coaches to develop a curriculum addressing individual learning needs. Trainees spend a significant amount of time and efforts on training programs in order to achieve their objectives and obtain a better learning experience.
Eugene and Carol (2006, p. 105) indicated that individual learning styles could be essential in creating a favorable learning environment. Trainees use their own strategies and use their preferred strategies to acquire the necessary knowledge. The trainees should be provided with opportunities to choose individual strategies for completing particular tasks. Therefore, trainees should have freedom of choice. This demand should be taken into account by coaches preparing particular training materials. The learning style differences among trainees can contribute to their preferences for certain training approaches over others. Learning styles are aimed at developing the learning process and making trainees more independent. By providing the employees with opportunities to use their preferred learning styles for acquiring the training materials, the companies can benefit from formal learning opportunities.
The main principles of effective training programs
Coaches should consider the content and technical aspects of their training programs. Knowledge of the individual learning styles and integration of these peculiarities into the planned training programs can benefit the trainees and significantly improve their outcomes. The main options available for the coaches include personalization of the planned programs or inclusion of different types of activities so that they can comply with the needs of different groups of learners. For instance, the coaches can use various visual aids, group discussions and role games to reach out to different kinds of learners.
One more option that gives a lot of room for diversification and personalization of training materials is e-training. This option allows the trainees to choose their preferred activities instead of doing different assignments with only a few of them belonging to their preferred learning style. According to Eugene and Carol (2006, p. 95), the e-training can help in maximizing the effectiveness of training programs. It is flexible and convenient because it allows firms to deliver the materials anywhere and at any time. Meanwhile, e- training is fast and efficient. These characteristics are important for enhancing the effectiveness of training. However, the design of online materials can be rather expensive and time-consuming. Meanwhile, this approach is one of the best ways to tailor the training programs to the individual learning styles of the employees. Another important factor deserving serious consideration is the individual levels of motivation. For instance, if individuals do not understand the advantages of learning, they will not benefit from the training programs. In that regard, e-training offers opportunities for socializing between the trainees and can encourage those who lack motivation because of their shyness.
The evaluation of the training outcomes should become an important element of any training. Cole (2009, p.190) stated that the testing could also be used before the beginning of the training so that the trainees create awareness of the main concepts that will be covered and see the need to deepen their knowledge and develop their skills. Meanwhile, the testing after training can help coaches to evaluate the effectiveness of their efforts and chosen methods. The pre- and post-training results can be compared to measuring the learning outcomes. The evaluation part is essential to evaluating the effectiveness of particular programs and revising the programs for enhancing their effectiveness. Cole (2009, p.180) argued that performance evaluation provides feedback to employees on how the firm views their performance; hence, it encourages them to make efforts and improve their skills. The performance evaluation should be followed by appraisal. Thus, the content, individual learning styles and proper motivation of employees are the most important factors critical to developing effective training programs, and e-training is one of the alternatives which can combine the main principles of effective training.
Conclusion
The training of employees can help employees to acquire valuable knowledge and apply it in their professional practice. The diversity training programs might provide a vehicle for increasing awareness among the trainees. The most effective training programs are based on the principles of motivating the trainees and considering their individual learning styles. The training programs can affect work behaviours by improving the skills needed to complete the job. By providing the employees with opportunities to choose their favourite strategies for processing and memorizing the information, the coaches can significantly improve the outcomes of the training programs. The training program helps learners to organize their information and make it more readily available for solving management problems. Finally, the performance evaluation should become a part of training programs to assess the individual’s performance accurately as a basis for making wise decisions.
References
Cole, K. (2009), Management: Theory and practice, Pearson-Prentice Hall, New York.
Eugene, S., and Carol, E. (2006), Learning styles in education and training, Emerald Group Publishing, New York.