How much of new learning from a training programme actually gets applied in a value-enhancing way back on the job? It’s probably somewhere between 5% and 20%. That means out of a hundred learners, only a few are actually delivering performance improvement that leads directly to business results.
The solution? Most organisations would go on a search for a ‘new’ training programme that promises to solve their immediate problems. This training will then be seen as the ‘silver bullet’ that produces the long-awaited results. Hopes are raised amid an atmosphere of expectation and excitement. And more often than not, the training proceeds according to plan, the learners finish the programme highly motivated and determined to apply their new skills, and – nothing happens. Back at their jobs they react to the same interpersonal and environmental triggers that set off their familiar patterns of behaviour, and within a few days have lost their motivation and forgotten much of what they had learnt. The trouble is, they don’t return to the same situation they were in before they went for the training. Rather, they feel deflated and exhausted, and they work with a feeling of promises broken. The impact on morale can be devastating.
Often, the reasons why the learning was not applied on the job do not lie with the training programme. Much good training has met with similar results. It is a waste of time to blame the training programme and then go on to sign up an alternative training provider in the hope that this time it will be different.
Instead, a holistic approach needs to be taken. Training on its own will never result in performance improvement. What is needed is a whole-organisation approach to performance improvement and training support. Training effectiveness is influenced by many organisational, cultural and systemic issues.
For example, research indicates that new skills will only be applied back on the job if the employee receives proactive support for the change from his line manager. In many cases, learners return to work full of enthusiasm to try out their new skills only to receive at best a lack of interest and at worst an injunction to do things the way they’ve always been done. I have received feedback many times from participants on business writing skills courses that it is all very well learning new ways to communicate, but when they produce such writing in the office their boss changes it back to the ‘old’ style of writing. What a waste!
But merely acknowledging that the learner has some new skills and passively observing him trying them out is insufficient. The line manager needs to have a method for systematically following-up with the employee, monitoring the results he produces, giving regular feedback and support, and providing the Learning and Organisational Development Department with sound evaluations of performance resulting from the training.
This is but one of a variety of actions that can and should be taken before and after the training event so that training moves from being a one-off event to a performance improvement process. It requires the inclusion of all the stakeholders, from learning executives to line managers, senior managers and employees who all need to be aligned behind an agreed set of objectives and actions to be taken.
Training done the right way is one of the most powerful methods for creating positive business results, so let’s bring it out of the closet and let it show us what it can really do.
James Irvine and the Egyii team, Singapore
