A Training Credibility Problem

This is a real-life situation from my consulting archives.

The Problem

The general credibility of training at a new client was low, especially in relation to ‘soft’ skills. Lip service was given to training even though the courses related to strategic and operational needs. At the same time, participant feedback had generally been positive, in particular indicating that the learning was relevant.

?Symptoms of the problem included:

• Managers who did not turn up for introductory courses or briefings.
• Repeated deferral or cancellation of training courses.
• Last-minute withdrawal and replacement of participants.
• Participants who had no idea why they were nominated.
• Participants pulled out of courses to deal with work-related issues.
• Feedback from participants that they did not have time to apply new learning.
• Managers who passed derogatory or sarcastic comments about training.

Problem Analysis

I suggested a working session with the client to examine the problem, at which time we completed a comprehensive and thorough analysis that identified a number of key causal factors.

One of the tools used was a Why-Why Analysis. The following is my summary of one such analysis, which revealed a significant issue with management support.

1. Why does training have a credibility problem?

Because much of it is perceived as ineffective, i.e. not delivering sufficient benefits. Managers do not perceive the training as making a real difference in the workplace. Time away from the workplace has an immediate cost and performance is not seen to be improving as a result of training.

?2. Why is the training perceived as ineffective?

Because the learning is not successfully implemented in the workplace. It is either not applied or, if it is applied, it is often abandoned. Consequently, individual behaviour is deficient or does not clearly change for the better. In some cases, application attempts are seen as having an adverse effect on performance.

?3. Why is the learning not successfully applied?

Mainly because the work environment is unsupportive or inhibitive. Transfer is subtly and not so subtly discouraged. Restraining factors include: negative comments, lack of management follow-up, a backlog of work, leader behaviours that contradict what was learnt, etc. Participant motivation to put their new learning to work is quickly eroded.

?4. Why is the work environment unsupportive?

Because managers do not exert appropriate influence or use transfer-enhancing support strategies. They do not adequately encourage, assist or reinforce application. Their apparent lack of interest sends a powerful signal. Day-to-day operational issues are the focus of attention.?By default, anything to do with training is seen as less important, and even an inconvenience.

?5. Why do leaders not exert appropriate influence?

A primary reason is they are not held accountable for doing more than nominating employees, providing time off work, and reporting on quantity of training provided.

Another key reason is that they lack an understanding of learning transfer, including their critical role (dominant influence), the range of practical strategies available, and the many potential benefits and opportunity costs.

Outcome

The client identified the skill of ‘influencing transfer’ as a learning need for all managers. A short course entitled 'Leveraging Results From Learning' was developed and included in their management development program. Application of the learning required the managers to use transfer enhancing strategies.

Another important outcome was the recognition that trainers lacked essential know-how for improving training effectiveness and credibility. This was one of the key reasons that the lack of transfer had not been addressed.

Author

Throughout my L&D career I have continuously researched and experimented with ways to increase learning effectiveness. Along the way I have immersed myself in the 'science of learning' and the 'science of instruction' and have learned from successes and failures.

I know from experience that training can be very powerful if appropriate and implemented properly, which means addressing both drivers in the Training Effectiveness Equation . I have personally been involved in designing and implementing training programs that consistently produced an ROI in excess of 100%.

Over the last 20+ years I have successfully delivered many professional development programs for learning specialists. I have also created and delivered programs to help managers get better results from employee development.

If you would like to chat about my research or how I can help you, please email me at [email protected] .