This form of training can have a dramatic impact on the performance of all types of organizations. However, when poorly implemented, WPI can do much more harm than good. Let us take a look at some common mistakes that are made during Working Performance Improvement Training.

First, too many managers rely on self-study or trial and error when it comes to deciding how to enhance their company's performance. Then they attempt to implement this information into their own groups and departments. While the goal is for supervisors to learn about Performance Improvement, however, this process can be hindered by the fact that most managers already know a great deal. To put it differently, the more you know, the less useful your Coaching sessions become.

Second, most performance-driven training exercises are overly focused on the creation of specific, quantifiable skills. Most managers tend to focus their attention on generating numbers, on figuring out how to measure things, and on creating the best possible results for their own teams. This may lead to an increase in the risk of workers taking short cuts and causing problems for the organization. Instead of focusing on creating raw, inherent ability, the objective of successful training must be to develop the capacity of employees to produce and deliver on desired results, regardless of short-term budgetary restraints. A good training program will also help managers to foster a culture of communication within the enterprise.

Next, the overwhelming majority of managers use many different techniques, systems, and processes to evaluate workers. They don't focus on providing individualized training that addresses each employee's unique set of problems and goals. They also don't facilitate the development of individual leadership abilities, such as those required for problem solving. Managers spend too much time micromanaging the wrong things. Additionally, these techniques and systems are often inefficient and costly.

The third mistake is to downplay or dismiss the significance of informal learning and practice. The development of new ideas, the encouragement of new attitudes and behaviors, and the improvement of individual and team skills are intrinsic parts of the work environment. Yet the majority of the training programs and initiatives developed by the majority of managers don't involve these sorts of practices. As a result, employees are rarely able to apply what they learn within the classroom for their work outside the classroom. This"on the job" training often leads to ineffective performance.

Finally, most managers focus only on one or two dimensions of employee performance. They don't give any thought to the interdependence of the three components. For example, while many supervisors instruct employees to"self-monitor" to test on their own performance, few teach them to develop their trust and rapport with other workers. People who do so find that their performance improves because of this. Similarly, employees who learn to effectively communicate with each other also improve their working performance. If a worker is trusted and respected, he is much more likely to offer high quality work because he knows that his superiors and co-workers will provide honest feedback.

Working through performance improvement is possible. However, it requires the leadership to believe that it can be done and that workers can do it. And it requires that leaders promote, develop, and empower employees to take part in performance improvement activities. Otherwise, the effort simply will not produce the desired positive results.

If you want to improve your company's productivity and employee satisfaction, use some discretion when deciding what you will and will not do in the workplace. Listen carefully to your employees' needs and concerns. Educate them in effective communicating skills, and foster open communication within the business. Working through performance improvement, regardless of all your best efforts, is not impossible.


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