Do you recognize the training and development needs of your deskless workers? Many leaders don’t, points out Beth McGoldrick in “Training Deskless Workers.” Sure, leaders may understand that new employees need to have a primer on operating a cash register or be given their new driving route. But far too often, leaders fail to recognize the impact deskless employees can have on customer service, or the desire of workers to advance in their careers and to grow.

Who and Why?

McGoldrick cites the Boston Consulting Group’s definition of deskless workers as “those who need to be physically present to do their jobs.” These employees may use computers to check inventory, place orders, or check on a medication dosage.

Often, these employees interact with customers or patients and are needed on the floor, on their shift, or with pupils or patients. That can make training them during their working hours problematic. Too often, leaders train these workers only when there’s a problem, not taking advantage of the opportunity that development affords.

What?

One way to explore the needs and opportunities for training deskless workers is by using the Behavior Engineering Model, created by instructional and performance design pioneer Thomas Gilbert. The BEM is a matrix that provides for analysis of environmental supports and workers’ behavior.

The environmental supports include data, instruments, and incentives, while workers’ behavior centers around their knowledge, capacity, and motivation.

For example, an L&D leader may learn that a company doesn’t include training time as a bucket of employee time. The organization encourages their managers to hurry their direct reports to their stations or positions (such as the manufacturing line, cash register, or delivery route) rather than giving employees the time to learn how to do their immediate work well. This negatively affects workers’ knowledge and, in the end, motivation.

Motivation, McGoldrick points out, is the hardest thing for L&D teams to address. However, if employees are given a positive environment and the tools and capacity to work effectively, motivation often isn’t a problem: they will see that their managers and employer want them to succeed.

It’s important to note, as well, that a TD leader may need to address not only performance but also change management in their efforts. For example, is an organization implementing a new system or technology that leads to workers being fearful of being displaced?

How?

Once an L&D leader determines the factors around performance—which may include looking at data and interviewing managers and employees—they can determine the means of training and development.

Given that time away from their jobs is often a limiting factor in lengthy classroom training, an L&D professional may want to consider employing chatbots, breakroom monitors, augmented reality training, laminated cards with instructions, or job shadowing.

Getting Started

Questions to consider if you’re an L&D leader conducting a needs assessment for deskless workers:

• What strategies do you need to support? What measures indicate success?

• Who are the subject matter experts who can help you learn about business needs?

• What is the ideal on-the-job performance? How does that compare with the current performance?

• What post-training support will managers provide?

• What are learners’ attitudes about the targeted job performance?

• What training methods has the company previously tried? Did they succeed or fail?