Turning

training outcomes

Into organizational

What is the difference between Training for impact

and training for activity ?

Why do you want to have more impact with your training?

What is your biggest frustration in developing training?

What is your biggest frustration in delivering training ?

Who do you see as stakeholders in your training outcomes?

Unless there is a problem there should not be a solution

Organisations never call with a problem they always call with a solution

Are the training needs really needs or are they training wants

Does the training need analyses focus on the problem or on the symptoms

TRAINING NEEDS:

employer wants the employee trained for tasks

or behaviour which the business considers important

TRAINING WANTS

employees desire training for tasks and behaviour

in which they are not proficient and which the business

consider unimportant

What to do to take care that there will be transfer of

knowledge, skill and or attitude change

What to do to calculate the return of investment

http://www.youtube.com/watch?v=Rnpm1RfKybc

Return on investment % =

Net Program Benefits (benefits -costs)

Program cost

X 100%

$321,600 -$38,233

$38,233 X 100% = 741% 1$ invested return $7,41

$68,281 -$32,984

$32,984

X 100% = 107% 1$ invested return $1.07

Program Benefits = Time saving, increased productivity,

improved quality output,

enhanced employee performance,

bigger market share

Program Cost

course development or purchase

Instructional materials

equipment / facilities

salaries instructors staff

lost productivity due to training attendance

- Difference and similarities between a

good trainer and a good consultant

- Consultative training approach

- When are company training effective

- How to make company training effective

• Staff training and development is an investment

and not an expense

• From training for activity to training for impact

• Real effectiveness is more than technical skills it

is also about behavior and relationships

-Desire to learn

-Commitment to act

-Freedom to experiment

-Accountability

Yes that is when

we started

with Training

for Impact

Key points of “training for activities” approach?

- HRM department is held accountable for its activities not

for its results

- Trainers are held accountable for number of programs

training's they deliver

- Skills transfer from class to job is unknown or absent

- No alignment with business need focussing on “Wants”

instead of Needs

- Trainers are only responsible for delivering the course

not for the results

Key points of “training for impact” approach?

- linking training to business results

- creating management support for training

- creating positive work-conditions for transfer of

knowledge

- developing essential training courses

- providing managers with ROI figures

on training investments

TRAINING FOR ACTIVITY

- design / delivery

- not for results

- not responsible for transfer

- no alignment with business

- no management responsibility

for results

TRAINING FOR IMPACT

- needs driven

- result-oriented

- business result is :

learning experience

X

work environment

- front-end assessment

- measurements for results

TRAINING FOR ACTIVITY

RESULTS

increased:

- skills

- knowledge

- awareness

TRAINING FOR IMPACT

RESULTS

improved:

-work performance

-quality of service

- revenue

reduced cost of…

Identify

business need

audience

Form a collaborative

relationship with

customer / audience

Conduct initial

project meeting

performance

effectiveness

assessment

Conduct

cause analyses

Tabulate

interpret

data

Report results

to client

Design

evaluation

system

Design

tracking system

Conduct training

implementation

plan / solution

Evaluate

plan solution Report to

client

Business r

esults

Learning Experience X Work environment = Business result

STEP 1:

INDENTIFYING BUSINESS NEED

INDENTIFYING CLIENT

Analyzing the request for training and linking it to the business

needs

Business need are:

- problems past focused

- opportunities future focused

Clients call with a solution not with a problem

project driven instead of curriculum-based

- 2 or more levels above learners

- improves significant actions associated with training project

- owner of the business need

- is in the chain of command of the learners

- receives all reports regarding the project

methods identifying client pg. 43.

Opening

- mutual introduction

- pleasant climate

Open attitude

- Open / stimulating questions

- Not testing of hypothesis

- Consultants listens

- Interest in others

- focus on clarifying

Summarize

- using terms of clients

- check understanding

• Suggest necessity to clarify problem statement

- priority

- backgrounds

- suitable approach

• Propose a Preliminary survey

• Conclude meeting as soon as agreement is reached

Prospecting

- core business company

- features company

- philosophy company( Mission, Vision)

- culture of the company

- customers of the company

- organizational structure

- need for your service

- fulfill requirements service

- Who has authority to close deal

- relationship company and your competitors

- company satisfaction of competitors

Planning time

- What outcome

( long term view / range of objectives)

- Why outcome

Exploration of options

- more options / more change for success

- sticking points (limits (ranges) + reason)

Common ground

- search for information on client

- put your self in client shoes

(needs client - assumptions client situation)

Long terms Versus short terms

(spend enough time on long term issues

Strategy ( strong / weakness)

( What is the mutual interest)

Adjusting your communication style

(4 types of communication styles)

Detail, result, harmony and excitement seeker

How to communicate with a Excitement-Seeker:

How to communicate with a Excitement-Seeker:

- Be friendly

- touch his arm

- be enthusiastic

- be quick paced

- do not wear you pinstriped suit

How to communicate with a Harmony-seeker?

How to communicate with a Harmony-seeker:

- gingerly introduce something that would rock the boat

- have patient

- They fear being wrong

How to communicate with a Detail Seeker:

How to communicate with a Detail Seeker:

- respect the need for personal space

- do not be too relaxed or informal

- keep yourself businesslike

- give correct facts

- give enough information

How to communicate with a Result Seeker:

How to communicate with a result Seeker:

- be straightforward

- do not chit-chat about weather or family

- be forceful

- give him one piece of paper as a summary of what you are proposing

Asking questions your most powerful sales tool

- direct thinking of customers

- collecting inf. to construct sale

- building relationship

- convey perception of your competence

FEATURES / BENEFITS

FEATURES:

- content of the service

- most important aspects

- characteristics of service

BENEFITS:

- what is in it for the client

- follow facts

10 COMMON BENEFITS RELATED TO BUYING

- make money - for recognition - flexibility

- save money - security - satisfaction

- save time - comfort - status

A. Respect and stimulate self esteem of client

- look client in eyes

- compliment client for what he has achieved

- listen carefully ( pay attention to last statement)

- help client to state problem, so empathy for his situation

- do not disagree

- show your confidence in him

B Reinforce the points you want to make

- client words that fit with

your perception of the problem

- respect and stress arguments client

- repeating your point

C. impression of freedom to choose and decide

- know what can be attained

- through proper questions discuss your points

- Restate the problem in clients words

(clients definition problem)

- Present alternatives but preferable

alternative is presented more attractive

STEP 2:

Form collaborative relationship

with client

HRD professional / trainer responsible for the learning experience

The client responsible for the work environment

both trainer and manager have to resolve business needs

learning experiences X work environment = business need

1. Expert style

(Consultant decides: what, where, when and how)

2. Pair of hands style

(Client decides: what, where, when and how.

The consultant implementer of decisions)

assistant of client

3.Collaborator style

Client - consultant are partners in diagnosing,

determining and implement the solution

(p63)

STEP 3:

conduct initial project meeting

Not conducting a training course immediately

Involving other key managers linked to the business need

Raising management awareness creating research time

1. Confirm - agree purpose meeting

2. Summarize your understanding of the situation

3. Seek additional information

4. Identify the client`s expected outcomes

5. Indicate what actions are required by the client and you

to accomplish outcomes

6. Agree on actions to be taken and next steps

7. Summarize the agreement (p.76)

- Facilitating meetings

- Designing, implementing, tabulating, reporting front-end assessments

- Designing, purchasing, delivering training efforts

- Managing logistical and administrative requirements

- Measuring organisational impact

- Communicating business need (employees + management)

- Providing access (people + information)

- Availability client team

- Allocating time for project meetings

- Kicking off project

- Creating supportive work environment

- Managing work environment activities

- listen carefully

- summarize

- ask for more explanation

- translating weak points into strong points

- separate emotions from facts

- stimulate communications of objections

- Do not argue blindly

- Do not change your to reach quick agreement

- Avoid voting, coin tossing, bargaining

- Involve everyone decision process

- Allow disagreement

- Do not focus on winning / losing

- Discuss assumptions

- The personal approach

( recognizing individual contribution)

- Encouragement

( the meeting must be risk free)

- Involving people

(design opportunities for participating)

the group will take their lead from a number of positive (green)

and negative (red) signals from the presenter

GROUPLEADER BUILDING RAPPORT

Green signals Red signals

smiling looking bored

nodding looking irritated

good eye contact bad eye contact

noises of approval tapping fingers

shuffling papers

checking clock / watch

turning back on speakers

TYPICALY PHARSES

That is right obviously

well done we can not go into that now

any ideas we would better move on

how could we we are pushed for time

- Providing enthusiasm

- Creating understanding

do not use complicated words

do not talk down to people

do not use jargon or technical terms

- Empathizing with the group

- Highlighting the areas in common

GROUPLEADER BUILDING RAPORT

STEP 4:

conduct a performance effectiveness

assessment

Determine what should happen

What gap exists between “is”and “should”state

SOURCES:

- interview

- questionnaires

- documents

MEASURMENT OF INDIVIDUAL APTITUDES & EXPERIENCES

Methods of measurement

- performance appraisal

- productivity quality output

- assessment centres

- checklist or questionnaires

- skills audit

- purposes of the assessment

- review data (conclusions)

- sources of information

*clients

* potential learners

* managers of potential learners

* other parties (colleagues, subordinates, customers)

*organisational records

- data comparing/

data divided into:

* functional groups

*managerial level

* years of employment

* geographical location

*technical expertise

*management style

- how many people included

- data collection method

- skills resources limitation

OPERATIONAL RESULTS

ON THE JOB PERFORMANCE

SHOULD QUESTIONS IS QUESTIONS

ENVIRONMENT EXTERNAL

ENVIRONMENT INTERNAL

organisation process job & people

Structure

Management

is

should

is

should

STEP 2 Specification of the problem

Specification

WHAT

Object

Defect

WHERE

Location

WHEN

Discovery first time

After discovery

EXTENT

Amount

how many

Is

Is not

STEP 6:

Tabulate, interpret data

- tips technique

for content analyses p.136

- statistical display

of data p.142

Data results

conclusion

possible

interventions

action

STEP 7:

Report to client

- Information should be provided for joint interpretation

- actions should be jointly identified

- client must draw conclusions /possible interventions

* PERFORMANCE IMPROVEMENT INTERVENTION

*LEARNING INTERVENTIONS

*ENVIRONMENTAL INTERVENTIONS

STEP 5:

Conduct causes analysis of performance gap

Business r

esults

Learning Experience X Work environment = Business result

- learner

- manager

- organisation (p.114)