Why Do Most Training Programs Miss the Mark?
Richard Andrew
? Maximising the Conversion of Ideas Into Long-Term Practice ? Collaborating with Schools, Consultants, Coaches & Subject-Matter Experts ? Raising Agency, Empowering Change ? Self-Reflective, Hybrid & Online CPD
In its first week, this newsletter—Empowering Change Agents—gained 800 subscribers without any promotion. Clearly, many professionals are curious about one of the most persistent questions: How do we make change happen?
This article’s premise—that most training fails to bring about meaningful change—is based on decades of conversations with professionals who echo the same sentiment. On a personal note, much of the training I’ve attended hasn’t led to significant changes.
A Collaborative Endeavour
Rather than relying solely on research or AI insights, this (republished) article draws on responses from readers. I’m happy to weave your input into it should you offer your insights.?
The Need for a Training Cycle
Diego Fernando Sanchez suggests a training cycle that involves presenting new information or skills, followed by scheduled implementation, feedback, and reflection. It’s such a straightforward yet often overlooked approach. As Diego explains, participants need time to reflect on what’s working, what’s not, and make necessary adjustments to apply new learning to their specific context. From my experience, if participants aren’t implementing, reflecting, and adjusting their approaches throughout the training, little change occurs.
Long-term Commitment Carl Williams offers a powerful analogy: “If you’re trying to change your diet, learn an instrument, or get in shape, you know it’s not a one-off.” He makes an important point about the long-term nature of professional development, and here’s a paraphrase of some of Carl’s insights:
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Your Turn
Do you agree that most training programs fail to deliver lasting change? If so, what adjustments could make them more impactful? What training experiences have led you to adopt substantial, lasting changes? I’d love to hear your thoughts, and to weave them into the article.
? Maximising the Conversion of Ideas Into Long-Term Practice ? Collaborating with Schools, Consultants, Coaches & Subject-Matter Experts ? Raising Agency, Empowering Change ? Self-Reflective, Hybrid & Online CPD
9 个月Would love your input: jeyappria dhevi? ? ? Tracy Driehaus ? ? Joanna Parry ? Judith Bowtell ? Yvonne McLean? ? Paul Hannan ? Per Lillie ? Leigh Hodgetts ? Farah Youssef ? Tania Vercoelen ? ? Jeanie Paterson, MA, PCC ?? Laurel Bach Hope Paterson ? Kerrie Hicks ? James Hare ? Sean O'Connor
Leveraging 35 years of global business insights, I help companies and executives drive results through negotiation excellence. I also support educators in preparing students for career success. Author | Keynote speaker
9 个月1.?Undertaking PD as an event as opposed to activating a gradual process. If people seek dietary change, learning to play a musical instrument or getting into shape, they know it’s not a one-off! 2.?Belief systems/lack of participant buy-in. PD is fundamentally dealing with "belief systems." Adults who do not agree with the “why” and "how" and/or have not been asked their consent are going to resist because they feel someone else is controlling their decision making. 3.?Lack of consistent reinforcement: Any behaviourial change needs 1) a clear and collaboratively designed process and 2) people to consistently drive it. If there aren’t people consistently driving the change in the workplace, it simply won’t happen. 4.??PD out of context. Training is usually undertaken out of context i.e. in a place which is not the usual place of work. This equates to asking someone to learn to play Basketball on a Football pitch.?It’s possible to transfer the skills across but it’s unlikely to be done well. 5.?Corrective PD versus professional onboarding. It's always more productive to undertake a comprehensive onboarding than to "correct" months or years later.?
Head of School K-12 | Rector | School Leadership | Focus on academic excellence, operational efficiency & sustainable growth | Learn & grow with purpose | Engage in meaningful action | Put Learners & their Learning First
9 个月When training is a “Once and done” it tends to have little impact in changing practice because once people return to the constant demands of the day-to-day any change is consumed by the usual work. There needs to be a training cycle that includes presenting the new information or skills but followed up by scheduled times for practice, follow-up and feedback over a period of time for anything to stick. People need to reflect on what’s working, what’s not and what adjustments can be made so it works in our specific context.