Developing Training for Transformation Programmes

Clear Purpose for Training

So you are going to be training the people who will be using the technology and processes you are rolling out in your latest transformation programme. Do you have a clear purpose for this training?

I ask because too often training is an add-on to change. Something that does not get the focus it needs until we are ready to rollout.

And then we focus on training that develops practical competence but not the mindset change we need for people to willingly unlearn what they know and let go of old ways of working.

Thus, I’m suggesting developing a clear purpose for training that encompasses both cognitive understanding of how to use the system and processes, plus mindset change so people feel confident working in the new ways and believe these are better than old ways.

Just because people say the technology they currently use is archaic, clunky, time consuming and slow, doesn’t mean they will naturally shift to something better. They have to be convinced; training is an interactive way of giving them first-hand experience of how the new technology is better for them, their colleagues and customers.

Identifying Training Audiences

What types of audiences will need training during change? And what sort of training will they need? Chances are you are not 100% sure, nor sure how to work this out.

Too often I see transformation audiences segregated by their job titles; this may seem obvious but it is not always helpful as it doesn’t take into account their attitudes towards change.

A better way is to segment people according to how positive or negative they are towards the change and how frequently they will use the new systems and processes.

This gives us two spectrums that intersect to create four quadrants we can position audiences in: positive & frequent user, positive & occasional user, negative & frequent user, negative & occasional user.

Some or all of those in the positive & frequent user group are ideal for testing and piloting training. We can share their experiences to encourage other groups to also complete compulsory change training.

The negative & occasional user group can be a focus once everyone else has gone through the training and we’ve ironed out any issues.

Creating SMART Objectives for Training

I’m a fan of using SMART objectives to measure training effectiveness, not just on paper in a plan, but actually measured and monitored in the midst of the stress as we deliver transformation.

Changing what people know – their head knowledge; what they feel – their perceptions and feelings; and their behaviours – how they do their jobs; are the steps we take our stakeholders on during transformation programmes.

These three steps have a variety of different names. I use marketing terminology with my clients, partly because I am a marketer, but also because the words are self-explanatory. In marketing the three steps are known as familiarity, favourability and behaviour change.

Having a learning management system that training can be monitored through helps. As an example here are the training objectives we recently set for a global transformation programme in the telecoms sector.

Familiarity

• 100% of users complete the mandatory training before they move onto the new platform.

Favourability

• 80% of users say the new platforms makes their lives easier, freeing up time for other essential tasks – three months after they move onto the platform.

Behaviour change

• 80% of users are using the new platform within one month of moving onto it, and still doing so two months later.

Buddying Training Methodology

Buddying is a simple framework for delivering technical training and upskilling individuals. It ensures people understand and can apply new skills in their daily work.

I first learnt this technique many years ago in a BT sales and service organisation where it was used to develop field engineers’ technical capabilities. Now it is known as T3 training.

The philosophy is that people are taught through theory, observation and practice with the freedom to make mistakes in a safe environment, learn from their mistakes and refine both their skills and confidence.

It has four steps:

• I do, you watch
• We do together, I lead
• We do together, you lead
• You do, I watch.

You can see with this method there is lots of role modelling, observation, practice and discussion about what we expect against what actually happens.

Mistakes and failures are opportunities to learn rather than be criticised or reprimanded. Users relax during the training because they feel supported, consequently they remember what they learn.

Creating Buddying Training

Buddying training works a bit like pyramid selling. We train a core of trainers, they train our elite users who in turn train the mass of users whose ways of working are changing.

Training becomes a mix of new operational or functional skills users need for their work, and the interpersonal skills that enable trainers to create a positive learning environment both face2face and virtually.

These interpersonal skills may include active listening, giving feedback, presenting and speaking, facilitating discussions and debate, building trust and respect, how to use our online training app and how to deliver buddying training.

As an example let me give you an overview of buddying training I’m developing for a global transformation programme. We have a dozen modules, each 90 minutes, that can be delivered singly, or put together in half day and day-long sessions.

Five cover interpersonal skills, the other seven cover how to use the features of a new contract management platform.

Each module can be delivered face2face or online to small and large groups. Each is 40% demonstration explaining how to do and 60% practical with users trying out each feature until they feel confident using it.

Framework for Creating Training Content

How do we work out how to create the content for our training modules, transformation teams often ask me. They’re puzzled about how to get heads round what to include and what to leave out, as well as how much detail to go into.

I’ve been delivering training inhouse and on open courses globally since 2005, so this is second nature for me. I share with them the framework I use when creating training content, tailored for transformation and change.

Starting point is an outline document that explains how training supports the business change, who will be trained, measurable objectives, learning outcomes for participants and the business, and bullet point overviews of content for each module. This gives a structure for creating the content once it is signed off by the client.

Interpersonal skills content I create on powerpoint slides. Each slide I treat as an aide memoire for the trainer, with key points they will cover under each topic and sub-topic, along with images that help participants pay attention to their words.

Job skills content is different. This I create as a series of prompts – on printed cards or a word document – trainers can refer to as they take participants through modules using a demonstration test platform.

Both these types of delivery include plenty of time for participants to practice themselves observed by the trainer. They may work singly, or in small groups so they can give each other feedback.

There is also plenty of time for questions, an assessment to check what the remember and are able to apply, plus feedback on how interesting, useful and relevant the module is.

Monitoring and Evaluating Training

What is the point of teaching people new ways of working if we don’t know and can’t prove their competency levels once they are back at their desks?

I ask because too many transformation teams deliver training, assuming they have upskilled users without checking they really have.

Having a Learning Management System (LMS) in our organisation helps enormously. With an LMS we can create a training portal for our programme, load training videos, invite people to sign up for virtual and face2face training modules and track that they do so.

We may even be able to automatically issue certificates that confirm individuals have completed modules and obtained the required level of competency. Plus identify who has not booked each module by a specified date, or who has not reached the competency level and needs to repeat a module.

We can flag no-shows to their managers for support ensuring their teams do the training. Perhaps people need permission to take time away from their computers, make time in their busy days, or reminders that training is critical in their roles.

Without an LMS all this is still possible, though much more time intensive for the transformation team.

Planning Your Own Training

Here are some questions to stimulate your ideas as you begin planning training for your transformation programme:

1.   What are the specific behaviour changes you require training to deliver?

2.   Who or what could block these changes?

3.   What is the criteria for good solution?

4.   What resources do you have to deliver the training?

5.   How will you tell that the training has worked?

6.   What have you tried before? Did it work?

7.   What value do you want the training to add?

Jo Ann Sweeney is an Explaining Change Expert supporting change and transformation professionals as they build trust and rapport with their stakeholders.

You can bring Jo Ann in to lead engagement and communications, develop training, and mentor key individuals.

Find out more by booking an exploratory conversation with Jo Ann at https://calendly.com/jo-ann-sweeney/engagement-call