Use the Six Disciplines to Create Breakthrough Learning

Corporate learning and development programs play an undeniable role in successful business endeavours. But in today’s competitive environment, business leaders are looking for more than just great instruction; they want learning and development to deliver significant business results.

 The Six Disciplines of Breakthrough Learning, 3rd Edition by  Roy Pollock, Andrew Jefferson, Calhoun Wick, is a must read for Learning and Development professionals who is interested in fostering real workplace learning.

The 6D concepts and the approach outlined in the book have helped my team and myself create successful learning experiences that have led to real behavior change and improved business performance. One client, increased sales by 30% and this performance was sustained.

 Here are the basics of the 6Ds:

• D1 – Define Business Outcomes
• D2 – Design the Complete Learning Experience
• D3 – Deliver for Application
• D4 – Drive Learning Transfer
• D5 – Deploy Performance Support
• D6 – Document Results

D1 – Define Business Outcomes

We need to start with the end in mind. We need to look ahead to what the business is trying to accomplish, not just look at learner needs in a vacuum.

 The four key questions of this discipline are:

1.  What business need will be met?

2.  What will participants do better and differently?

3.  What or who could confirm these changes?

4.  What are the specific criteria of success?

D2 – Design the Complete Learning Experience

We should never just send a delegate on a once off training event, we need to understand that learning is a process and what happens before and after the event is as important as the training itself.

The complete learning experience includes four phases of learning, which are:

1. Preparation (pre-work, experience, etc.)

2. Learning (Instruction / coursework)

3. Learning transfer (Application to work)

4. Achieve (a sense of accomplishment)

D3 – Deliver for Application

If we truly want learners to do something different, because of what they have learned, we need to make sure they understand the context of what they are learning, make the learning relevant to their needs and ensure they have plenty of opportunity for practice and feedback.  

Most programs try to convey too much information (theory) with too little opportunity for practical application.

During and after the training, the learner will ask these two questions:

1.  Can I?

• Did the training teach me how?

 2.  Will I?

• Am I motivated to make the effort because I understand relevance?
• What is in it for me?

 CAUTION: “Content covered is not content Learned.”

D4 – Drive Learning Transfer

 Great learning is essential, but not sufficient. You need both great learning and effective transfer.

Ask these questions to drive learner transfer:

• Can learners repeat what they have learned in the work environment?
• Will they have opportunity to use the skills?
• Will they be motivated to do so?
• Will they have the support of their managers and peers?

All of this must be considered in the Prepare phase, so that when learners get to the Transfer phase, the mechanisms to support learning transfer will be in place and working properly.

In most programs today, learning transfer is the missing link. Learning that is not transferred and applied on the job is a failure.

 You must not leave transfer to chance.

 No transfer = No results

D5 – Deploy Performance Support

Performance support is especially important when applying new skills.  This means learners have the support of their manager. They have job aids, performance support tools and receive coaching to help them during the Achieve phase. Performance support should be part of every program design.

 The goal of performance support is to:

 Ensure everyone does the right thing every time.

 Four key attributes of effective performance support are:

1.  Available (when and where needed)

2.  Practical

3.  Concise (provides just enough information)

4.  Clear and easy to understand

It is important for L&D to ensure that managers have the knowledge and tools they need to reinforce training on the job. They can do this by providing short, practical, specific guidelines and instructions for post training follow up.

D6 – Document Results

Training is an investment that must create value. It is critical to measure performance. It is important for learners, their managers, the learning department and business leaders to know what is working, what is not and what the impact is to the business.

Two reasons to document the results of training is to:

1.  Prove its value

2.  Improve future programs

Many measures that are important to operate the training department are not the results the business is looking for. What business leaders really want to know is:

Are people performing better?

The three guiding principles for an effective evaluation are:

1.  Relevant; measure the purpose for which the training was created.

2.  Credible; believable to the stakeholders.

3.  Compelling; big and interesting enough to persuade stakeholders to act.

More information can be found on https://the6ds.com/