Time to demand better training from your system training providers?
Accelerated digitalisation offers huge benefits to organisations working across the justice sector but the reality is that the technology systems used to manage and share information, streamline tasks and collect accurate data are only ever as good as the skills of the people using them.
Few organisations disagree with this sentiment, especially since the sheer volume of different systems now used in most organisations is huge. But many find it tough to prioritise training because of the considerable pressure it places on staff time and resources – both of which are in short supply, and the current pressures on spending and efficiency savings make things even harder.
But if we don’t get this right, we can’t rely on the data collected to inform decisions and if this is the case, the impact could be catastrophic.
So how do you strike the right balance between training and managing operational demand? How can you equip people with the skills they need so your technology systems work to optimal levels, your organisational risk is reduced, and you achieve a good return on the investment made? And if you are a software provider, what part does training play in enabling your clients to get the most from your products, so they remain satisfied and with you for the long haul?
First, we need to accept that it’s impossible for organisations to deliver training on the scale and at the accelerated pace required if they rely on traditional training methods, such as classroom learning and train the trainer. Training technology and in particular digital learning has opened up a wealth of possibilities and this is an area which is developing at speed - the art of the possible is constantly changing for the better.
If you’re looking for people to learn how to use technology so it becomes second nature, you need a training solution which adapts to their learning style and preferences and which is highly convenient, so they can learn right up to go-live and beyond if they need to.
Secondly, we need to acknowledge that many of the systems we ask people to use simply aren’t sufficiently intuitive for users to pick-up on the job; that the different configurations adopted by individual organisations mean ‘vanilla’ often doesn’t work; and the amount of staff churn makes ‘buddying’ and ongoing classroom training unsustainable.
Finally, we need to recognise face-to-face training is great for some things but it doesn’t fit everyone’s learning styles or pace, so it’s not inclusive. It’s also unsustainable because it doesn’t support ongoing organisational needs, particularly for training new employees or temporary staff.
At Me Learning, we find digital learning works best for training people on the core aspects of a system, the things everyone needs to do in the same way. Blending this with virtual classrooms gives people the opportunity for purposeful practice in a safe space and helps to build confidence. Having an expert on-hand for support and guidance helps to reduce tech-stress and change-anxiety and so supports employee wellbeing. Making learner pathways relevant to roles and workflows helps people remember what they need, because it's relevant and it also reduces the overall learning time because people learn only what they need for their job.
Repetition is key to successful training outcomes and achieving system adoption. Digital training gives people continuous access to tools and techniques so they can keep practising, any time on any device.
We use the 5Cs as a guide to ensure training meets organisational and learner needs and changes behaviour: Consistency, Comprehension, Comfort, Confidence and Continuity. So, if your training solution doesn’t address those key requirements, then you may want to think about how you can improve your learners’ experience and demand better.
To find out more about the latest digital training options, contact Shirley Berry at [email protected].
Further casestudies of Me Learning's work in this field can be found below -
Me Learning case study - Northumbria.pdf
Me Learning case study - Lancashire.pdf
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