when learning fails: 6 (+1) mistakes and how to avoid them

When Learning Fails Six Classic Mistakes and How to Avoid Them

Tom Gram CSTD National Conference

November 1, 2012


Is Training Succeeding or Failing?

$60 billion annual expenditure (US)

10-20% successful on the job transfer

5% trainees self report applying skills at work after 6 months

Rapid decline after initial training

5-10% return on investment


What Defines a Successful Learning Initiative?

Audience Measure

Participants Experience, Engagement, motivation, relevance, KSA

Training Manager KSA, Cost, Effectiveness

Line Managers KSA used on the job, unit performance improvement, sustainment support

Executives Business results, ROI


What Defines Successful Informal Learning Initiatives?

Activities: Sharing knowledgeAccessing knowledge

through personal networks

Creating new and emergent knowledge

Creating greater collective knowledge

Results: Speed InnovationProductivity Quality


In My Experience So Far…

A. All training initiatives have been successful

B. The majority of training initiatives have been successful

C. About an equal number have been successful as unsuccessful

D. The majority of training initiatives have not been successful

E. All training initiatives have failed to achieve their goals


How Does Your Organization React to Failed Training Initiatives?

A. Failure, What Failure? We don’t know if we are failing or succeeding

B. Claim success and move on

C. Career limiting consequences for those involved

D. Review, analyze causes and learn from mistakes


6 Classic Mistakes (and a bonus mistake)

The Design Disaster

The Solution Slip-up

The TransferTragedy

The Front End

Fail

The Consulting

Crash

The Technology Transgression

The Project Management

Mis-step


The Front-end Fail

Does the initiative support a business goal?

Does the initiative address a performance problem or opportunity?

No link to business or performance need

Mis-identified knowledge and skills

Are knowledge and skills derived from performance gaps

Are the knowledge and skills pre-defined topics?


Managing “Requests”: The Annual Training Plan

Organizational strategy

Org performance trends

Org Development needs

Business Goals

Performance NeedsLearning Projects

Training Plans

Requests for training

Employee development needs

Training campaigns


Business goals and their Learning Implications

Gain market share Enterprise systems New product roll-outs Compliance and Regulation Quality/productivity Channel development Employee engagement

Business Goals Learning Implications

Performance Needs

Learning Projects

Business goal

Business goal

Business goal


Target competencies that differentiate your organization

Know your business critical processes, knowledge and competencies

Identify pivotal processes, jobs, and roles. Target learning initiatives squarely at developing the skills and behaviours that make your organization stand out



The Design Disaster


The TransferTragedy

The Front End

Fail

The Consulting

Crash



Mis-step


The Solution Slip-Up

Instructor-Led

Knowledge Management

Games & Simulation

e-learning

Live Virtual

Performance Support

Cognitive Apprenticeship Communities

of Practice

Action Learning

Projects and Assignment s

Coaching

Informal Learning Social

Learning


Solution Selection Factors

Nature of the workAuthentic work tasks Audience preferences and characteristics Work setting LocationCost


Formal or Informal Learning?

Task Variety

Task Standardization

Knowledge Work

Craft Work

TechnicianWork

RoutineWork

1,000 hrs. 10,000 hrs.

Explicit Knowledge Tacit Knowledge

Formal Learning Informal learning


Long Term Impact Requires Informal Learning

T

T

T

T

Learning

Learn

ing

Learning Expert

Novice

Time

T

T Formal training event



The Design Disaster


The TransferTragedy

The Front End

Fail

The Consulting

Crash



Mis-step


The Design Disaster

Information Glut Too little guidance The misunderstood learning objectiveNot enough relevant practiceStrategies not matched to learning type Bound by formal strategies Event based mentality


Design Backwards

Business Goal

PracticeActivities

Content

Make content and subject matter your last decision, not your first

Custom learning programs too often start with “content” or subject

matter–a sure fire way to produce bloated, dull and low value programs

Behaviour


Getting Learning Objectives Right

Authentic tasks

Objectives

PracticeAssessment

Content


Information Presentation Strategies

Match information presentation strategy to learning objectives or learning type from taxonomies

Knowledge/Skill Category

Information Presentation

Concepts Examples and non- examples

Procedures Demonstrations

Processes Visualizations

Principles Use principles to solve problems

Behaviour Behaviour Modeling


Common Practice Problems

NoPractice

Effective Learning requires

practice with feedback

WrongPractice

Practice must target the

skills defined in the

learning objectives

PartialPractice

Learners must be able to practice

with guidance to competency

and confidence


GK’s Challenge Driven Learning

Layer Purpose

Business challenge Business context and goals

Scenario Presentation of authentic problem or task

Learning Support Concepts, principles, processes, behavior required to resolve scenario

Procedural support Tools, aids, process guides



The Design Disaster


The Front End

Fail

The Consulting

Crash



Mis-step

The TransferTragedy



LMS can drive activity and volume

E-learning only as cost reduction strategy

Gratuitous media Ignoring usability Ignoring existing

infrastructure Technology = eLearning Social media Quit in frustration


Innovate With Technology

Be creative in how you use technology to support learning. It offers more than what comes out of the box.

Use technology as a tool to innovate rather than institutionalize processes that don’t create value



The Design Disaster


The Front End

Fail

The Consulting

Crash



Mis-step

The TransferTragedy


Project Pressures and Requirements

Complexity Speed Low cost Quality and effectiveness

Scope

Time Cost

Quality

Faster, better, cheaper


The Project Management Mis-step

Project Management Cycle Learning Design Cycle


Getting Faster, Better and Cheaper

Combining analysis and design stages Adopting rapid prototyping and agile development

methodsSeparate practice and information Use technology in the design process Adopt informal learning strategies Adopt “lean” principles



The Design Disaster


The Front End

Fail

The Consulting

Crash



Mis-step

The TransferTragedy


Barriers to transfer of learning

1. Lack of reinforcement on the job

2. Interference form work environment

3. Non-supportive organizational culture

4. Non-relevant or impractical training content

5. Discomfort with change and associated effort

6. Poorly designed and delivered training

7. Peer pressure to resist changes


GK’s Design for Transfer

Trainee

Training System

Manager

Prepare Participate Perform



The Design Disaster


The Front End

Fail

The Consulting

Crash



Mis-step

The TransferTragedy


The Consulting Crash

Do you have a client? Contracting and

partneringManaging resistance Building credibility

and trust Developing

commitment


What’s your top cause for learning failures

A. The Front end fail

B. The Solution slip-ups

C. The Design disasters

D. The Technology transgression

E. The Project management missteps

F. The Transfer tragedy

G. The Consulting crash


9 Step Prescription for an Epic Learning Fail

1. Be sure your program is not connected to any business or performance need

2. Choose “topics” from the current fashion rather than actual job requirements

3. Choose a solution that suits you rather than your learners

4. Load the training full of information and assume practice will take care of itself

5. Hmm, lets use tablets!

6. Leave project management to chance

7. Focus on teaching skills. Boldly assume they will naturally be used on the job.

8. Provide no mechanisms to refine, reinforce and sustain skills over time. Not your job!

9. Develop all programs in a client vacuum


“An expert is a person who has made all the mistakes which can be made in a very narrow field”

Niels Bohr


Questions/Comments?

[email protected]

@tomgram1

performancexdesign.wordpress.com

ca.linkedin.com/in/tomgram

when learning fails: 6 (+1) mistakes and how to avoid them

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