Training won't solve all problems.
Not all problems are training problems.
The novice trainer is well advised to remember these two statements. Ambitious practitioners, anxious to make their presence known to new employers, may be prone to suggest training as the panacea for all the organization's ills. Usually, however, this is not the case.
Training programs should be offered as a response to a need, not merely as a quick, sure-fire solution to a given problem. It may well be that the solutions to these problems may be found in the area of personnel, product, promotion, or production. These, and a host of other factors, should be explored before embarking on the training program.
The three basic areas involved in performance are the generally accepted types of learning: cognitive (knowledge), psychomotor (skills), and affective (attitudes).
A person must have the basic conceptual knowledge of what is to he done on the job, the rationale for the job, and what the results of doing the job will be. Cognitive understanding of how to perform the job is equally important.
The second basic area, the skills or psychomotor area, relates to motor or manual skills. This area includes specific physical movements and actions that people take in the performance of their jobs. Often trainers can play an important role in increasing productivity through training activities that shorten the number of movements and actions or that establish new movements that are more productive than the old ones. Work simplification programs, for example, continually attempt to find a "better way."