L&D Obstructions

“Obstacles don’t have to stop you. If you run into a wall, don’t turn around and give up. Figure out how to climb it, go through it, or work around it.” Michael Jordan

There are many factors that get in the way of effective learning and development. As a result, both the organization and the employees suffer.

Below is a list of L&D obstructions for you to consider. I’ve distinguished those who design the curriculum (Curriculum Designers) from those who conduct the training programs (Trainers), although they may, of course, be the same individuals.

The Organization

1. Organizations that don’t see the value of training.
2. Organizations that don’t provide the necessary training and development staff, time, or resources.

The Managers

1. Managers who want to use training to avoid handling a management issue.
2. Managers who don’t clarify the real training needs.
3. Managers who don’t support employee participation in development programs.
4. Managers who don’t reinforce their employees’ newly learned behaviors and skills.
5. Subject matter experts who aren’t available or responsive.

The Curriculum Designers

1. Designers who don’t conduct a needs assessment because they assume they know what learners need.
2. Designers who don’t align the learning goals to specific business requirements.
3. Designers who don’t create specific, observable, and measurable learning objectives.
4. Designers who focus on what the trainer will do rather than what the learners will do.
5. Designers who use outdated content.
6. Designers who overload the learners with too much content and no time for reflection.
7. Designers who use only one learning activity rather than a variety of different activities.
8. Designers who determine learning effectiveness based on written test results rather than in-class skill demonstrations.

The Trainers

1. Trainers who don’t create and maintain a welcoming, comfortable, and equitable learning environment.
2. Trainers who don’t use lesson plans, so they overlook key content or activities.
3. Trainers who don’t immediately obtain the learners’ buy-in with relevant and interesting content.
4. Trainers who lecture instead of helping learners build and practice skills through engaging learning activities.
5. Trainers who put all of their content into text on their PowerPoint slides- and then read them aloud.
6. Trainers who never give breaks so the learners can refresh themselves and reflect on what they’ve learned.
7. Trainers who don’t learn from participant feedback and revise their materials, as needed.

Conclusion

Effective workplace learning and development depends upon a collaborative partnership between the powers that be, the training department, skilled curriculum designers, skilled trainers, subject matter experts, and participants.

One key to overcoming many of these obstacles is to ensure that your curriculum designers and trainers have the necessary knowledge and skills. Deborah can help. Set up a brief meeting with her using this link: https://bit.ly/3olwAiR