Seven Reasons Why Training Doesn't Produce the Desired Results and What You Can Do To Improve Your Results
Overview
Abraham Maslow said, "If the only tool you have is a hammer,
every problem looks like a nail." As managers, leaders and
change agents, we want to improve our organizational
performance. Often training is seen as an important tool in
this pursuit. Training is a fabulous tool! It can
provide awareness, knowledge, skills and maybe even a chance to
practice. However, all of our change efforts aren't nails,
so training isn't our only tool. This special report identifies
seven common reasons why training doesn't meet it's goals - even
when it is the right tool - and more importantly - gives you some
action steps to avoid these pitfalls.
The "Who's Accountable?" Game
People rarely are held accountable for using what they learned in
a course or workshop when they get back to the workplace.
So some people recognize going to training as a game.
That's why training is seldom seen (by anyone in the
organization) as what it could and should be - a strategic part
of the business, with responsibility for performance
enhancement. Regardless of how training is viewed, if
people aren't held accountable, how likely is it that real
performance change will occur? All of the actions below
will make accountability clear.
What You Can Do
? Give people a clear message before participating in
training what the expectations of them will be when they
return.
? Plan some time with the participant both before and after
the training session.
? Let participants know before they attend that an action
plan is expected as a result of the training session. (Then
be interested in the outcome.)
? Ask participants how you can help them reach their new
performance goals.
The Cafeteria Cause - "Course du Jour"
Often training has no connection to the strategic objectives of
the organization. Whether true or not, the prevalent
perception in the organization is that there is no rhyme or
reason to the latest training course. This cause is called
"Course du Jour" because often organizations offer new training
just like some people try new diets. New business books
(and accompanying "hot" new training topics) are published with
the frequency of new diet plans - and the similarities
continue! With the fad popular diets, people hear about the
new approach, buy the book, get excited, try the diet, and soon
leave it - usually before they received any real benefit.
The same thing happens in an organization. The new training
topic, approach, idea or craze is tried and dropped before
results can occur.. There's usually nothing wrong
with the training introduced, but usually it isn't supported in
the organization - or given the time to work. In these
instances, the company is wasting time and money and confusing
the majority of the employees. Maybe most costly however is the
risk of fostering cynicism and reducing the credibility of
leadership.
What You Can Do
? Make training decisions based on strategic direction
and real performance gaps. Once those training priorities
have been set, stick to them.
? Make a commitment to get a return on that training
investment.
? Resolve to give the training time and support to work.
? Determine clear performance outcomes for the effort up
front.
? When a new "hot topic" training course is proposed, ask,
"How does this fit with what we've been doing? Is this just our
next diet?"
? Use real work in the training when possible.
The Piling on the Work Paradigm
Many times managers and leaders see training as an expensive
waste of time. When they attend classes, they continually
think about all the work that is piling up "back in the
office". Their employees see this attitude through their
leader's actions. This thinking grows because leaders don't
explain the reasons for the course and don't help people deal
with the workload while they are gone. Since you can't make
people learn, these situations can be disastrous in the training
session itself. People may resent having to be in the
training because they don't understand why they're there, and
they know they'll have to work harder when they get back to the
job to catch up. In this situation the participants may
leave more cynical than when they arrived, with few if any new
skills to counteract that possible effect.
What You Can Do
? Do everything possible to make sure all of management
is on-board with the training and its purpose.
? Make a commitment to get a return on that training
investment.
? Resolve to give the training time and support to work.
? Determine clear performance outcomes for the effort up
front.
? Set up a plan to handle the work while the participant is
learning. This action speaks volumes about the importance
of the training. It will also improve their
ability to focus on the session (e.g. "My critical
work is being handled", and " Whew, I'm sure glad that
most of my mail will have been handled when I get back!")
The January Third Application Assignment
Well designed training with motivated learners will result in
people leaving training with some clear ideas about how they plan
to apply what they've learned back on the job. But well
intentioned as those plans might be, they may be no more
effective than most New Year's Resolutions. Old habits are
hard to break! Habits are especially hard to break when
there is no support for the new skills and behaviors back in the
workplace.
What You Can Do
? Give people a clear message before participating in
training what the expectations of them will be when they
return.
? Plan some time with the participant both before and after
the training session.
? Let them know before they attend, that an action plan is
expected as a result of the training session. (Then be
interested in the outcome.)
? Ask them how you can help them reach their new performance
goals. All of these actions will make accountability
clear.
? Give an entire work group training in new information and
skills at the same time. (Whenever possible and appropriate.)
? Use real work in the training when possible.
The Sleepwear Syndrome - "One-Size-Fits-All"
Often times a T-shirt or sleepwear is designed to be "one
size-fits-all" and serves its purpose. Training isn't
sleepwear and probably won't be effective that way. Look at
it this way: though all the teen-age kids might wear one size of
sweatshirt to school, would people wear the same size suit or
skirt to work? If they did, would they look as good or
perform well? In other words, one-size-fits-all garments
aren't all that versatile for different situations. The
basic goal of clothing - to cover our body and provide warmth -
would be achieved, but many other reasons why we wear clothing
would not be satisfied. The same is true for training in
the workplace. Too often, generic, across-the-board
training is administered. The basic premise with this
syndrome is that "We'll give it to everyone - to be fair - maybe
everyone doesn't need this information or lack the skills, but at
least we will make sure we don't leave anyone out." In
reality often management doesn't really know who needs the new
skills and knowledge.
What You Can Do
? Base training and participation decisions on skills needed to be effective in the workplace.
The Lone Ranger Situation
Often people are sent to training as a perk, a reward, or as a
way to get them in a new surrounding for awhile. In most
cases, people in a team or work group may never all see the same
training, except for the "Course du Jour" or "One-Size-Fits-All"
variety. Some times people need specific skills to perform
a specific part of their work. Often though, the "perk"
training workshops are for skills many people in the group could
use (or maybe they'll all be sent over-time; after all, everyone
can't be gone at once.) The result? People come back
to work in a vacuum. Not only are they not accountable
(Reason Number One above), but no one they work with has the same
new skills and knowledge that they do. Without support, as a Lone
Ranger, the new ideas they bring back may not get implemented due
to peer resistance or ignorance.
What You Can Do
? Give an entire work group training in new information
and skills at the same time. (Whenever possible and
appropriate.)
? Build training that is linked to the problems at work as
well.
? Use real work in the training when possible.
The "Name That Tune" Game
This problem arises when, in the name of expediency or
efficiency, training time is compacted. Trainers are asked
to "Name That Tune" (or complete the training) in shorter and
shorter time blocks. This show starts with "The Management
Team only needs an overview", and ends with training being
designed to fit a time slot, as opposed to being designed to
build specific skills. The typical result of the "Name That
Tune - shorten the session for my people Game", is training that
is little more that exposure to a topic area - not training which
can transfer real skills, with real practice time in the
classroom.
What You Can Do
? Give the training staff some muscle - let them be
strong advocates for training that is skill based, and not
just meant to fill the ever-shortening time slot.
? Determine clear performance outcomes for the effort up
front.
Final Thoughts
Training can be expensive, often time consuming, and
disappointing - both to the individuals and to the
organization. Training and learning is also vitally
important to the success of organizations. These Seven
Reasons are often why training is so disappointing and time
consuming. Taking the actions listed will help reduce the
cost, lower the frustration and disappointment and drastically
increase the effectiveness of the training in your
organization.
©1999, All Rights Reserved, Kevin Eikenberry. Kevin is the President of The Kevin Eikenberry Group, a learning consulting company that helps their Clients reach their potential through a variety of training, consulting and speaking services. Go to http://www.kevineikenberry.com/training/training.asp to learn more about our customized training service offered or contact Kevin at toll free 888.LEARNER.
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