Informal Instructors: The Glue of the Organization

Even when an organization has a formal learning program, informal instructors play a critical role in transferring what was learned in the classroom to implementation on the job. The observation and practice provided to new hires while working with informal instructors is invaluable. Informal instructors help cement the connection between concept and implementation for learners, translating into better learning retention and reducing the need for retraining.

So, what’s the trick to making learning stick?

There are three practices informal instructors can use when working with new (or new-to-their-role) employees, which enhance the learning experience. By including these practices during on-the-job learning, direction from informal instructors helps new employees better understand the purpose behind the tasks included in their job responsibilities.

1. SHARE THE WHY

The first way informal instructors can help new employees connect content with the practical use of that information is by sharing the “why.”

Have you ever had someone walk you through a task by quickly dictating each step without any context? It may have sounded like this: “Click there, scroll down, click that button, etc.” Likely the next time you had to perform that same task, you needed to ask for assistance again. Content without context is quickly forgotten.

Information shared during class or in an instructional document may not include key details that help convey the purpose behind a process or procedure. Informal instructors know how any given task contributes to completing a larger process. By including the why, they bridge that gap for the learner. An explanation before starting instruction, and during each step when needed, helps create a more in-depth understanding and boosts learning retention.

When a new employee is instructed to follow specific steps in a process, but some seem redundant or unnecessary, they may question the process. If they don’t understand the purpose behind a task, they may look for shortcuts. Understanding the why can reduce the chances of employees altering processes, which can negatively affect the desired outcome.

2. RECOGNIZE THE EXPERIENCE OF NEW EMPLOYEES

Adult learners all bring past experiences, both professional and personal, with them. A second practice informal instructors can use to engage new employees is to allow them to share their experiences. This can be challenging at times. New hires may say, “At my last job, we did…” It would be easy to reply, “Well, this is how we do it here.” However, that type of reaction discourages the employee from sharing ideas and observations during the learning process.

Instead, the informal instructor can use those interactions to encourage new employees to share their experiences. Instead of cutting the conversation short, informal instructors should remain curious and ask questions. Responding openly, such as, “That’s a different approach than I have seen before; tell me more about it,” acknowledges the employee’s experience and demonstrates respect. With technology advances and many other fields evolving quickly, a new set of eyes may see something longtime employees might not. Opening the door for discussion allows for the possibility of improvement and innovation.

As a role model for incoming employees, informal instructors set an example by remaining curious and realizing they can learn from anyone.

3. CLARIFY FOR BETTER UNDERSTANDING

The third practice an informal instructor can use is to spell out what may be unclear to the learner. Informal instructors are typically subject matter experts (SMEs). Because SMEs are experienced, their tasks become second nature. Informal instructors should remember when working with new employees that this may be their introduction to a process, concept, or terminology (other than in the classroom, where formal learning takes place).

To make the learning experience as effective as possible for the new employee, informal instructors should explain the meaning of all industry acronyms and terminology, including informal jargon. For example, while it may seem evident that SOP means “standard operating procedure,” a new employee may not know and hesitate to ask for clarity – especially in a group setting.

An informal instructor could state, “To ensure we are on the same page, I will clarify any acronyms and industry terminology. If you already know, that’s great. This way, we confirm we have the same understanding and avoid any confusion. If I miss explaining one, it’s your job to let me know.”

It helps to pause often for questions. Instead of asking if the new employee has any questions, try, “We just covered a lot of content – what questions do you have?” This acknowledges that the new employee is being asked to absorb a large amount of information, and questions are expected. Phrasing this way helps ease any reluctance by learners to ask questions.

By implementing these three practices into the learning process, informal instructors increase their effectiveness and support the future success of new employees.

INDUSTRIAL SUPPLY MAGAZINE

The March/April issue of Industrial Supply magazine features an in-depth cover story about Joyce Lansdale and Vallen. Plus, we're featuring articles by contributing writers Dirk Beveridge, Frank Hurtte, and David Kahle, as well as interviews with numerous product and distribution industry experts.