Why Troika Training and Development?

Troika Training and Development can be initiated for a variety of reasons for an employee or group of employees, e.g.

  • When a performance appraisal indicates performance improvement is needed
  • To "benchmark" the status of improvement so far in a performance improvement effort
  • As part of an overall professional development program
  • As part of succession planning to help an employee be eligible for a planned change in role in the organization
  • To "pilot", or test, the operation of a new performance management system
  • To train about a specific topic (see below)

General Benefits from Troika Training and Development:

  • Increased job satisfaction and morale among employees
  • Increased employee motivation
  • Increased efficiencies in processes, resulting in financial gain
  • Increased capacity to adopt new technologies and methods
  • Increased innovation in strategies and products
  • Reduced employee turnover
  • Enhanced company image, e.g., conducting ethics training (not a good reason for ethics training!

          In present business scenario of rapid technological change, organizations need to focus not only on enhancing competencies of their people but also to link training needs with business goals or rather goals of specific teams. Just as action in business allows for the practice of new ideas, reflection allows for the creation of a new way of mentally organizing those ideas. Learning and doing should be totally integrated and seamless, if true retention of information and skills is to occur. Training built on learn-by-doing experiences allows people to practice new activities and behaviors with colleagues and managers who share the same goals and intent. People should be allowed to practice this learning through application early, and often, in the process. As a result, transfer back to the daily job becomes second nature and learning is absorbed. Research indicates that effective training is built on learn-by-doing techniques, and that these "doing" activities are most effective when relevant to the job. Offsite events can be valuable if they take place away from a work environment fraught with existing barriers to better performance. However, these events become much more powerful when companies link lessons learned directly to the job. For example, reinforcing a class on understanding what customer value becomes much more effective when individuals call actual customers and ask them what they really value. Today's business environment requires teamwork to solve difficult, complex problems. Because those teams must cooperate to achieve desired results, it makes sense to learn in teams as well. Groups can be used to create a shared sense of urgency and enthusiasm, convey consistent messages to a sizeable audience, and promote collaboration. On the organizational level, collaboration skills and a cooperative mentality have become critical in today's flatter organizations. People must be pushed to learn—but not to the point where their self-esteem is at risk or they feel too threatened to reveal their present limitations. On an organizational level, support must be in place to coach and facilitate new training, encourage high performance, eliminate unhealthy competition between colleagues, assign relevant projects that build on training, offer constructive criticism, and reward results. A good rule of thumb is that the more support a company provides to its training systems, the more challenge it can place before employees


Our Training Principle

Training is centered around five core principles of learning:

Principle 1: Learning is a transformation that takes place over time

The learning process occurs in phases over time. People become aware of their assumptions as they encounter new ideas. They adopt new ideas and use them in a variety of situations. As the learning cycle proceeds, they may take on the responsibility of teaching others about the ideas and even improving ideas.

Principle 2: Learning follows a continuous cycle of action and reflection

People learn by doing and then consciously thinking about the process. Actions, upon which people reflect—that is, examine and assess—lead to new understanding, which in turn guide's future actions.

Principle 3: Learning is most effective when it addresses issues relevant to the organization/learner

People learn in order to respond to challenges in their environment. They are motivated by either a personal desire to acquire new knowledge and skills or by recognition of the consequences of not learning. When learning activities are linked to personal or organizational objectives, learning is accelerated.

Principle 4: Learning is most effective when people learn with others

When people learn together, they share and build on one another's perceptions. As a result, they are able to hear other interpretations and test their own. In addition, team learning increases the likelihood of cooperation back on the job, and that cooperation in turn leads to better results for the organization.

Principle 5: Learning occurs best in a challenging and supportive environment

When an environment is not threatening to status or security, people are more willing to take risks, explore new ideas and try new actions. It is essential, however, to balance support with a sufficient level of challenge. Learning results more from closely observing small failures than from celebrating comfortable successes.