Despite all of the issues of training relevance and training context, most participants are typically well-intentioned when it comes to training! While there will always be those participants who, for whatever reason, are unable to approach learning with the best of intentions, they are in the minority. Most learners are keen to improve themselves and make change. But learners are also busy. They can be easily distracted.
Many training courses provide participants with, or ask participants to set, learning outcomes (‘In this module, you will learn…’). However, the goal of training involving behavioural change is not merely to learn. It is to change. The context of what you will learn is good – the context of how you are expected to change is better. Giving context to expected change helps learners self-direct their pathway to that change.
Participants are naturally attracted to learning they find inherently relevant. Relevancy trumps almost everything else in the mind of an adult. Yet the economics of many training solutions often do not allow for relevance because relevance requires customisation. We examine what relevance is and how it can boost the transfer of knowledge.
In part four of our examination of training success, let’s examine the measurements of business outcomes (Kirkpatrick Level 4 measurement). Kirkpatrick Level 4 results measurements provide a professional services firm with demonstrated proof that its investment in training is justified. It brings full circle the purpose of training. It connects online and offline training, knowledge with application, behaviours with outcomes.
Clearly, the role of the manager in training is critical. However, it’s not all on the shoulders of managers! Training participants have a role too and can’t sit there blaming management for their poor training outcomes. The problem for most staff when approach training, is that – frankly – they are not good learners. Staff ruin training all the time. Let’s find out why, and how to avoid that!
In professional services, managers play the most important role in training. Not the trainer or expert. Not the participants themselves. Managers – the person to whom your staff report to on a daily basis. Yet managers ruin training. All the time. Let’s find out why and what we can do to help managers support, not ruin, training.
If you want to source training content from internal knowledge, there are a variety of ways to readily achieve this. Like many solutions, there are both simple and powerful alternatives. The training content and objectives will determine whether you need a quick fix or a dedicated solution. In part 2 of this series, we examine additional ways to capture knowledge including social media, presentations, knowledge sharing platforms and eLearning.
If you want to source training content from internal knowledge, there are a variety of ways to readily achieve this. Like many solutions, there are both simple and powerful alternatives. The training content and objectives will determine whether you need a quick fix or a dedicated solution. In part 1 (of 2), let’s consider a range of options to easily capture knowledge for training content.
Studies have long revealed that successful businesses – those with more profit, higher staff engagement, and long-term growth – are often leaders in managing training. They take staff training seriously and ensure managing training forms a part of their strategic planning. Yet many HR and training staff in a professional services firm can face multiple hurdles to implementing training plans. There is great intention to deal with training, but the hurdles to getting started just seem too high to overcome. Here’s five strategies to help overcome those starting hurdles.
Whether you manage a growing range of training topics or are looking for inspiration on how to map out learning pathways, it’s useful to use the concept of a ‘training stream’ within your business. So let’s review the most common training streams found in professional services firms to help you define your most suitable streams.