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Training Credibility – A Case Study
By Geoff Rip
The following case study reveals how lack of ‘transfer know-how’ impacts credibility of training:
The Problem
Training credibility 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.
Why-Why Analysis
At each level multiple causes were considered, but only the ‘critical path’ to the root cause is summarised below:
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 transferred to the workplace. It is either not applied or, if it is applied, it does not stick. Essential learning from application does not happen. 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 transferred?
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 large backlog of work, leader behaviours that contradict what was learnt, etc. Participant motivation to transfer is eroded.
4. Why is the work environment unsupportive?
Because leaders do not exert appropriate influence (in the form of transfer strategies). They do not adequately encourage, assist or reinforce transfer. Their apparent lack of interest sends a powerful signal. Day-to-day operational issues are the focus of attention. By default, transfer is seen as less important, or even irrelevant.
5. Why do leaders not exert appropriate influence?
Primarily because they lack an understanding of learning transfer, including their critical role and influence, the range of practical strategies available and the many potential benefits and or opportunity costs.
The client identified ‘leveraging transfer’ as a learning need for all managers. 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.
In Conclusion
Credibility of training (including e-learning) is a ‘lag indicator.’ It has many ‘drivers,’ one of the most important being active encouragement and reinforcement by leaders of the organisation. Harnessing leader influence in support of transfer is essential to the success of any training investment.
Geoff Rip is Managing Director of ChangeLever International and a Fellow of the Australian Institute of Professional Facilitators. He can be contacted at: +61 (0)7 3878 4730
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