Five Points that Ensure Quality Training

As you contemplate creating a training session keep in mind that all training is intended to either prevent problems, correct problems or prepare people to make a change.  In a few cases, a training program is aimed at all three of these. 

 

Here are five points to mull over as your plan your training session.

1.      Establish clear learning objectives.

               What is the point of the training?

               What are the expected outcomes and takeaways of the training?

Example: The point of the training is to increase accuracy, speed and efficiency with the new account platform system. 

2.       Create targeted content

What content will best support the stated goals?

Example: If the learning objective is “to increase accuracy, speed and efficiency with the new account platform system”, what information should you include and present to reach that objective

3.       Consider all delivery options

What teaching methods will you employ?

Example: Teaching methods that draw on the knowledge, experience and expertise of experienced users in class and generate discussions with less experienced users may be a highly effective option to support transfer of knowledge. 

4.       Monitoring, assessing and tracking results

How will you know if the trainees have learned the content?

How will you know if the learning objectives were achieved?

Example:  A hands-on demonstration by the trainer and then by the trainees might be used to indoctrinate and educate users on the platform system application.  For these types of skills, a mastery of at least 90% of the exercise content is a reasonable standard.  

5.       Post training support and learning reinforcement

What tools will trainees leave with that can help them implement the learning?

What additional support will be available for trainees?

Example:  If lack of understanding persists after having attended the initial training, you should provide additional resources, coaching, reinforcement, discussions, etc.  A Quick Reference Guide is the type of tool trainees can quickly access for reminders or independent instruction until they have mastered the learning objective.

Quality training demands pre-planning and passionate execution.  Walk through these five points the next time you are ready to create quality training.

Still learning,

Honey

interaction-training.com

Hot Tips for Training Others at Your Bank

Take Control of the Training Room Right Away

If you are committed to being effective at training others at your bank or credit union, here are few hot tips for you.  Whether you are training one person or fifty, lay the ground rules in your training environment first thing.  Solicit input from attendees about what they think are best practices that make for an excellent training environment.  Post the results on a flip chart or whiteboard for everyone to see throughout the training event.

Here is a starter list...keep the to about ten or so.

1.   Cell phones off or on vibrate.
2.   Check messages at breaks.
3.   No texting during class.
4.   Participate willingly.
5.   Be on time for class and when breaks are done.
6.   Answer questions.
7.   Have fun. 

Learn more about excelling at trainer bankers

Click on TRAIN THE TRAINER BOOT CAMP 

Stay Tuned to What You See

Be observant and respond to what you see by taking action that keeps the trainee's interested. Watch for signs they aren't "getting it" or, they need a break.

Behaviors	What It May Mean
Smiling Nodding affirmatively Leaning forward Making eye contact	Enthusiasm, Interest, Understanding
Yawning Vacant stare Shuffling feet Leaning back in chair Looking at clock	Boredom, We need a Break, Get Me Out of Here!
Frowning Scratching head Pursing lips Vacant stare Avoiding eye contact	Confusion, I'm lost, I need help

  

Still learning,

Honey

The Bank Teller & The Bank Secrecy Act

Since inception, the Bank Secrecy Act’s impact on the teller position has been, in large part, about complying with the regulation’s requirement to report and/or maintain information on certain cash transactions.  Your financial institution will provide you with required Bank Secrecy Act training.  Use this checklist to verify your expertise.

Bank Secrecy Act Checklist for Tellers
Question	Yes/No
The teller can explain how BSA impacts work on the teller line
The teller is aware of who at the company can provide guidance on BSA
Training has been provided for the teller on the following:
·        The distinction between placing a hold and sending an item for collection
·        The company’s Customer Identification Program (CIP)
·        Rules that impact cash transactions specifically:
$3,000 Monetary Instruments rule
Greater than $10,000 Currency Transactions rule
Suspicious Structuring of Cash
How to complete work expected of the teller that relates to the rules
How to discuss following the rules, when applicable, with the customer
How to handle uncooperative customers when obtaining required information for BSA reporting
Identifying and reporting suspicious activity for any combination of transactions that are not “the norm”

This is just an example of the types of training tools you will find in our Essential Teller Issues manual.  Click right here, right now,  to order one for each of your tellers.  Train them, coach them and raise the bar on the teller line!

Still learning,

Honey

Cross-Selling and Customer Service - Perfect Match!

Cross-selling is not about being pushing. It is about building on the existing relationship you have with the customer. When you perform your job in a friendly, knowledgeable, efficient way, customers will be inclined to think of your institution first when a need for additional products or services surfaces. 

 

Are you aware that it costs five times more to acquire a new customer than it does to sell an additional product or service to an existing customer?  So it makes perfect sense to maximize and expand the relationship you with have with your existing customer. The road to that success is paved with cross-selling.  The branch is one of the best stops on that road!

The customer’s attitude toward their financial institution is highly influenced by two key factors—location and customer service.  That points directly to the branch and those that work there!

All branch personnel are encouraged to acquire the skills and “attitude” necessary to detect, and on occasion, create prime opportunities to cross-sell and refer customers to product specialists.

Who all benefits from cross-selling success at the branch? The answer is three-fold:

Customer:       Your customer wants all the convenience and satisfaction your company has to offer!  Never assume the customer magically knows what you have to offer that will enhance satisfaction and elevate convenience! As a dedicated quality service provider the teller must complete the job of taking good care of the customer by first seeking out what the customer may need and then matching that need with services available. 

Company:       Your employer expects a fair return on the dollars spent on state-of-the-art technology to offer competitive products and services.  No matter the size of your financial institution, investments have been made to create Internet visibility, stay as competitive as possible in product offerings, attract new customers and keep the ones they have. The ultimate intention of cross-selling is to bolster both customer satisfaction and profitability. Plus, the frontline is in a primary position to engage the customer and create a positive experience that reinforces the likelihood the financial institution will retain the customer.

Frontline:           Your reputation for excellence in your position rides on many things including product knowledge and customer focus.  Success at cross-selling and referrals will be dependent on your skills and attitude about taking exceptional care of the customer.

Cross-selling and referral-making are legitimate expectations of all frontline personnel. It takes the efforts of all financial institution personnel to grow the profitability of the institution, as well as working to maintain and grow the depositor relationship.  

Still learning,

Honey

Money Matters for the Teller!

There are many key disciplines when it comes to handling money.  Here are just a few...

All currency in the teller’s possession should be face-up, appear orderly and stored neatly.

When purchasing currency, the teller should verify the purchase immediately turn the strap or replace it with a new strap, stamp the strap with his or her teller stamp, and initial it.  All strapped currency in the possession of a teller should have the purchasing teller's initials and dated teller stamp on the up side of the strap. In order to prevent misuse, it is important all used currency straps be torn in two.

The teller's cash handling responsibilities begin anew daily.  Starting with the moment the teller takes possession of the cash and right up to the point the money is returned to safekeeping at the end of the day.  A best practice is for the teller to start the day counting and recording the cash drawer validating the drawer is intact. 

If interrupted during counting, stop and start again.  It's better to take the extra minute than to shortchange or overpay someone.

Avoid making unnecessary conversation when counting cash or preparing a cashier’s check.  Discipline is important to avoid being distracted during the counting steps.

Ask customers to count large amounts of cash before they leave the window. As an added precaution, follow procedures for having customers sign for large amounts of cash, to indicate receipt of the money.

Handling currency and coin in a consistent and professional manner assures the work is simplified and the chance of error is reduced. Equally important, tellers develop the skill to concentrate on both the transaction and the customer.

Ace all audits by following proper procedures and being consistent.  Email me, honey@interaction-training.com for your free copy of the Audit Checklist for Tellers.

Still learning,

Honey

Teller Training - Overcoming Resistance

Begin with exploring what the purpose of the training will be for the established teller. Some tellers have done this job a long time and may be described as "stuck in their ways" or even "not going to change".   Whether you are the teller trainer, the mentor or the supervisor when your training efforts hit the armor of a resistant teller it will never feel good.  So prepare your training with resistance in mind so you can meet it and turn the resistant teller into a learner. 

Email me today for information on

Train the Trainer Boot Camp, honey@interaction-training.com

Keeping in mind all training must be purposeful, here are five points to consider that can help you be well prepared for training a resistant teller.

Be certain to communicate to all learners the value and purpose of the training from their perspective.  Always assume people want to excel on the job.

1.  Clearly Stated Goals

What is the point of the training?

What are the expected outcomes of the training?

Is the training intended to prevent problems?  Correct problems? Prepare the teller to make a change?  Is the training intended to introduce or change new skills or best practices?

Example: The point of the training is to increase efficiency, reduce errors and heighten understanding of using the platform system.

2.  Content

What content is needed to support the stated goals?

Example: If the goal is “to increase efficiency and heighten skills linked to using the platform system” what information should you present to reach that goal?  Create a workbook with screenshots?  Can you build in using a “test bank”?

3.  Appropriate Delivery Option

How should you present the training?

Example: One-on-one?  Classroom?  Virtual?  How will you make it memorable?  How will you keep the learners involved?   What training tools will they leave with?  Will you include a quick reference guide and exercises they can do on their own?

 4.  Assessment of Learning

How will you know if trainees have learned the content?

How will you know if the learning goal was achieved?

Example: A hands on demonstration by the trainer and then by the trainees might be used to teach the platform system application.  For these types of skills, a mastery of at least 90% of the exercise content is a reasonable standard.  If an individual achieves the 90%, the goal has been met.

5.  Additional Support

What kind of an intervention should you plan or implement to provide additional support for the trainee?

Example: If lack of understanding persists after having received initial instruction on a task, you should provide additional information, experience, discussion, etc. Will you provide follow-up or advanced training?  What expectations for additional support have been conveyed to the supervisor?  Re-enforcement instruction should continue until the trainee displays mastery of the task or information.

Overcome resistance by developing training programs that are purposeful and focused on the learner.  Help move the resistant teller to being cooperative and unstuck!

Still learning,

Honey