have a meeting with the supervisors and trainers and layout the “why, what and how” behind the training program. This should be a meeting that is both informational and motivational. Additionally, this meeting should be focused on soliciting feedback on how to go about the blocking and tackling of the train-ing process. Once the word is out about the training program and value proposition is in place for the front-line staff, the next step is to inform all participants about the training structure. Ideally, training will take place in two basic formats: Classroom-based lecture and demonstration and performance-based competency training. The timeframes for classes and on-the-job training will be determined based on the specifics of your company. Another key point to implementing the program is to make sure the trainees take an active role in the training process. The responsibility on this point falls directly on both the trainer and the trainees. The trainer needs to create a transaction-based learning environment where infor-mation is actively exchanged between trainer and trainees and not simply dictated by the trainer. One method to facilitate transaction-based learning is to make the trainees responsible for sharing in the training process. There are many different ways to do this. Remember, your use of these or other methods will largely be determined by the timeframe you have for training and the materials available. No matter your specific situation, there will be a number of ways to utilize active learning tools, such as: Divide the trainees into small groups of three or four and give each group the task of preparing a training presentation on a specific topic to be delivered with the assis-tance of the trainer Have individuals co-train with the train-er in their area of expertise Present the group with several job-related problems to solve using new mate-rials and procedures that were introduced as part of the training program; the group would then work together and present the solutions Create a “quiz show” informational session on new topics with the winners get-ting some sort of prize; a game-like compe-tition will also help build teamwork skills. Tracking the results of the training pro-gram should begin with some kind of exam or on-the-job testing. There are many options for logging exam scores — from simple spreadsheets to the use of web-based applications. Outside of improved performance, some mode of testing is the best option to gauge the initial take-away of the training and the effectiveness of the trainer. Another tracking mechanism to utilize is a quality rating system that attaches a sat-isfaction level to a number, such as 1-10 with 10 being the best rating. For BSCs, these ratings will be attained from the customer on a monthly or quarter-ly basis, and supervisors can perform more frequent inspections. Customer ratings can be solicited through e-mail, phone calls or in-person visits. Facilities with in-house custodial staff can also use a quality rating system. The ratings would be given by the occu-pants and management-level staff on a continuous basis. One other valuable metric to track in order to gauge the effectiveness of the training program is to monitor efficiency: How many square-feet per hour is each employee cleaning effectively? This can be tracked via timecards or log sheets that list start and end times, as well as a list of duties performed. After data begins to accumulate, you will have the ability to audit this information and see where improvement has occurred or can occur. These audits can be used to further tweak the production habits of the front-line employees and provide managers with a useful tool to gauge performance over time. It is important that assessing the training progress and training needs of the organi-zation is an ongoing process that becomes a part of your businessʼ core culture. CM Circle Product Information no. 207 on page 34 www.cmmonline.com 19
CMM – Archives Apr 2009: 19
