Training vs. Results
Companies seem to want immediate results and often are not willing to invest the time and resources to establish a performance culture where use of new skills is expected. They do not create the “conditions for productive work” (Drucker) by putting in place systems to manage the data required to use the new skills; eliminate roadblocks and organizational obstacles; reinforce and reward the desired behavior; and take steps to eliminate or correct the undesired behavior. All too often, the quick fix is all they want.
The best success we’ve experienced in our problem-solving/problem-prevention training was from those clients who had leadership support. In one case, all the top managers, including the CEO, went through the same training as everyone else in the company and then had a strategy session to talk about implementation needs. They then conducted training commensurate with the need and level of use in the organization (not the shortest version they could find to minimize time away from work), provided follow-up support from internal and external sources, and created incentives to use the new skills properly. Management held people accountable for the quality of the work as well as holding supervisors accountable for ensuring that the problem-solving teams (or individuals) had the time and resources to solve problems properly.
Training is only one part of the equation, usually the easiest. The systemic issues that need to be addressed at the management level are more difficult and most often ignored. Until those areas are addressed, even the best companies will experience only pockets of excellence from people who make it work despite the environment. The inability to address the systemic issues results in frustration that turns any training effort into another flavor of the month.
In a recent targeted training project to develop employees’ problem-solving skills at a manufacturing facility we used very limited classroom training with most of the time devoted to on-the-job coaching. Employees spent a few hours learning processes for solving operating problems and then we worked with them on the plant floor to apply those processes to their real-life job situations. The coaching converted the classroom learning into skills employees could use on an ongoing basis. We have also trained a team of Process Coaches to help facilitate use of the processes with teams and individuals. The plant management team is committed to other changes to make sure the problem-solving process becomes part of the “conduct of operation” in the facility, which is already achieving outstanding results through this approach.
Tips for Structuring Targeted Training
- Analyze - Determine the new behaviors expected
- Define - Specify the desired performance outcomes and measures
- Design - Determine how the skills will be delivered, performance tracked and results evaluated.
- Develop - Create the training content and the materials to support and sustain the learning on-the-job
- Implement - Conduct the training including training of instructors and/or facilitators.
- Evaluate - Assess the results, the learning process, the behavior change and the business results
- Modify - Adjust the training and performance environment as required to sustain performance and business results