Train to Ingrain Presentation


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Presentation on the concept of Train to Ingrain presented at a local ASTD chapter meeting

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  • Train to Ingrain Presentation

    1. 1. Train to Ingrain Central PA ASTD
    2. 3. Q1. My company identifies high performers and manages their development. Strongly Agree/ Agree 46% Neutral/Disagree/ Strongly Disagree 54%
    3. 4. Q2. My company has processes in place to ensure a consistent supply of leaders in the long term. Strongly Agree/ Agree 36% Neutral/ Disagree/ Strongly Disagree 64%
    4. 5. Q3. Supervisors and Managers have the skills to support the development of their direct reports Strongly Agree/ Agree 29% Neutral/ Disagree/ Strongly Disagree 71%
    5. 6. Q4. Supervisors in my company have the necessary skills to effectively resolve workplace conflict that impacts productivity. Strongly Agree/Agree 43% Neutral/Disagree/ Strongly Disagree 57%
    6. 7. Q5. Supervisors and Managers in my organization are effective in communicating expectations to employees. Strongly Agree/ Agree 38% Neutral/ Disagree/ Strongly Disagree 62%
    7. 8. Q6. My company has measured the business impact of increasing leadership effectiveness at all levels. Strongly Agree/ Agree 17% Neutral/ Disagree/ Strongly Disagree 83%
    8. 9. Transfer of Training Before During After Manager Participant Trainer 1 3 2 4 7 8 5 6 9
    9. 10. Why? <ul><li>Roots in education </li></ul><ul><li>We adopted their “end point” </li></ul><ul><li>Not accepted business outcomes as our objective </li></ul>
    10. 11. Accountability—the manager’s perspective <ul><li>No one said this was “my role” </li></ul><ul><li>I “paid” for it </li></ul><ul><li>I released participants from normal work </li></ul><ul><li>I don’t know what they were taught </li></ul><ul><ul><li>(was HR trying to make their </li></ul></ul><ul><ul><li>subordinates better than the boss) </li></ul></ul><ul><li>No organizational systems hold me accountable </li></ul>
    11. 12. Accountability—participants’ perspective <ul><li>Know they have some responsibility </li></ul><ul><li>Get mixed message </li></ul><ul><ul><li>No one asks about it </li></ul></ul><ul><ul><li>No one reinforces it </li></ul></ul><ul><ul><li>“ My manager doesn’t do these things” </li></ul></ul><ul><ul><li>Something that I was supposed to know, but not necessarily to implement </li></ul></ul><ul><li>All pressures of job immediately return </li></ul><ul><li>Lots of forces combine to have participants behave consistently with their past </li></ul>
    12. 13. Accountability: HRD perspective <ul><li>We are responsible for an informative, engaging classroom or e-learning experience </li></ul><ul><li>Our content should be relevant to work </li></ul><ul><li>We have no responsibility for learners once they cross the threshold of the doorway. </li></ul>
    13. 14. Visibility <ul><li>HRD has no line of sight when people return to job </li></ul><ul><li>The line manager has visibility only in selected instances: </li></ul><ul><ul><li>Sales manager making calls with salesperson </li></ul></ul><ul><ul><li>Customer service manager listening in to calls </li></ul></ul><ul><ul><li>Manager observes a presentation from someone who just completed a presentation skills class </li></ul></ul><ul><li>Overall, a giant fog-bank </li></ul>
    14. 15. Follow-up <ul><li>When HRD followed up, it was on the traditional f’s---faculty, facilities, food and fun. Never, “what did you do?” </li></ul><ul><li>Follow-up has 3 functions: </li></ul><ul><ul><li>a reminder to keep commitments top-of-mind </li></ul></ul><ul><ul><li>incentive to plan actions for coming period </li></ul></ul><ul><ul><li>accounting or reporting on past actions </li></ul></ul><ul><li>When it is done, implementation soars. When it is not done, little implementation takes place. </li></ul><ul><li>It can be done in many ways: </li></ul><ul><ul><li>Write a letter – Surveys </li></ul></ul><ul><ul><li>Phone calls – Additional sessions </li></ul></ul><ul><ul><li>Managerial discussions – Email messages </li></ul></ul>
    15. 16. In most organizations… <ul><li>There is no up-front motivation of participants </li></ul><ul><li>The role/responsibility of managers and participants is not clearly defined in the training process </li></ul><ul><li>There are no ongoing support groups to help the learner move from a skill which CAN be accomplished to an automatic behavior </li></ul>
    16. 17. Our Goal <ul><li>Know specifically who needs what training </li></ul><ul><li>Provide training that is linked to business outcomes </li></ul><ul><li>Ensure highly motivated participant learners </li></ul><ul><li>Prepare the organization to ensure long-term success </li></ul><ul><li>Implement feedback loop to help supervisor recognize and celebrate growth and to support the coaching process </li></ul><ul><li>Insure that post training support is in place and is working for the learner </li></ul>
    17. 18. Group Discussion: Implementation Strategies <ul><li>How would you get managers to commit to the things that will ensure successful behavior change and hold them accountable? </li></ul><ul><li>How would you gain access to, and educate, the executive team to gain needed support for time investment required by managers and supervisors in this process? </li></ul><ul><li>How would you track what is / is not happening between Manager/ Participant following training and feedback? </li></ul>
    18. 21. Train to Ingrain … changing how you view training
    19. 22. “ Primal Leadership” Daniel Goleman, Richard Boyatzis & Annie McKee “ Roughly 50 to 70 percent of how employees perceive their organization’s climate can be traced to the actions of one person: the leader. More than anyone else, the boss creates the conditions that determine people’s ability to work well.” Why is that important?
    20. 23. <ul><li>Gallup documented the impact of optimum performance. </li></ul><ul><ul><li>103% higher success rate </li></ul></ul><ul><ul><li>2-4 points higher in customer satisfaction </li></ul></ul><ul><ul><li>$80K - $120K higher monthly revenue </li></ul></ul><ul><ul><li>lower turnover </li></ul></ul><ul><ul><li>fewer safety incidents </li></ul></ul>Why is that Important?
    21. 24. Transitioning from SUPER-worker to SUPER-visor is Complex and Difficult Stage II Stage III <ul><li>Wider focus </li></ul><ul><li>Responsible for larger business picture </li></ul><ul><li>Supports/coaches others as a manager, mentor, or idea leader </li></ul><ul><li>Produces results through team </li></ul><ul><li>Represents workgroup effectively to management & customers </li></ul><ul><li>Less technical, more general </li></ul><ul><li>Strong internal & external network </li></ul>Leader : Leveraging Others <ul><li>Narrow focus </li></ul><ul><li>Assumes responsibility for important work </li></ul><ul><li>Does not rely on supervision; works independently </li></ul><ul><li>Produces significant results </li></ul><ul><li>Develops credibility and a reputation </li></ul><ul><li>Increases in technical competence and ability </li></ul><ul><li>Strong internal collegial network </li></ul>Specialist : Individual Contributor
    22. 25. Long term “behavior change” is critical <ul><li>“ The central issue is never strategy, </li></ul><ul><li>structure, culture or systems. </li></ul><ul><li>The core of the matter is always about </li></ul><ul><li>changing the behavior of people.” </li></ul><ul><li>- John Kotter, Harvard Business School, </li></ul><ul><li>Fast Company May 2005 </li></ul>
    23. 26. <ul><li>It takes 10,000 practice tennis swings to change your serve. (Mark Townsand, Upper Main Line YMCA </li></ul><ul><li>9 out of 10 people when given the choice between change or death, choose death! ( Fast Company, May 2005) </li></ul>Just how hard is change?
    24. 27. <ul><li>Dr. Dean Ornish* “giving people information about what they are doing wrong is important but not sufficient.” </li></ul><ul><li>His weekly reinforcement group meetings achieved a 77% SUCCESS rate … compared to a typical 90% failure rate </li></ul><ul><li>*Founder - Preventative Medicine Research Institute </li></ul>Just how hard is change?
    25. 28. Why change is difficult… How the brain learns Anatomy of a Neuron Forming new neuron pathways is hard. It takes time, training, feedback, reinforcement and coaching and lots of practice
    26. 29. <ul><li>Synaptic Connections </li></ul>Why change is difficult… How the brain learns In order for change to occur… physical changes must take place in the brain to actually form new neural pathways. Without extensive reinforcement , new neural pathways won’t establish themselves Without new neural pathways , new behaviors won’t become comfortable and habitual If new behaviors don’t become comfortable & habitual , learners fall back on old behaviors Synaptic Connections
    27. 30. <ul><li>Learners need practice and more practice and a forum to discuss what they are doing </li></ul><ul><ul><ul><li>Brown Bag lunches, spaced learning, support groups </li></ul></ul></ul><ul><ul><ul><ul><li>Positive skill modeling </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Discussions of real issues using skills </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Reports of Success stories and failures, learning from each </li></ul></ul></ul></ul><ul><ul><ul><li>Reinforcement feedback </li></ul></ul></ul><ul><ul><ul><li>Coaching & Assistance from management </li></ul></ul></ul><ul><ul><ul><li>Continued access to content online </li></ul></ul></ul>What’s Needed? Ongoing Reinforcement
    28. 31. <ul><li>After skill practice on the job, assess behaviors </li></ul><ul><ul><ul><li>Results to coaches/ managers </li></ul></ul></ul><ul><ul><ul><ul><li>Immediate intervention and support </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Demonstrate organizational commitment to training </li></ul></ul></ul></ul>What’s Needed? Ongoing Assessment
    29. 32. An integrated learning solution Commit Prepare & Commit Preparing a detailed plan of action that commits leadership, human resources, and participants to a reinforcement-centered learning process is a critical first step toward achieving behavior change. Assess Assess & Motivate Meaningful participant skill assessment provides powerful, insightful feedback prior to training and develops understanding of individual skill strengths/gaps and builds personal motivation to want to learn. Train Learn & Train High impact training provides awareness of possibility, new ideas and methods to apply, and structured, and safe opportunity to rehearse the use of new skills. Reinforce Reinforce & Practice Continued structured reinforcement that focuses on ongoing learning, ongoing feedback, coaching, and accountability ingrains the training in ways that overcome old patterns of behavior. Integrate Integrate & Implement Integrating methods learned in training into daily business practices and organizational policies ensures continued reinforcement of behavior change. Train to Ingrain Train to Ingrain Consulting 360 Feedback Classroom Training Online Reinforcement Feedback Loop Train to Ingrain Consulting
    30. 33. Senior Management Intro/Kick-off Work Thru Online Modules Review, Discuss & Rehearse Modules One-on-One Follow-up Coaching Review, Discuss & Rehearse Modules Online Reinforcement + Application Tools Work Thru Online Modules Many Pieces to the Puzzle
    31. 34. 1. How can we ensure feedback summaries provided to the manager are used properly? 2. How can we use a feedback loop without raters tiring from the process? 3. What are some of the normal challenges with 360 and what can be done about these? Group Discussion: Implementation Strategies
    32. 35. Mini Train to Ingrain Experience <ul><li>Take Online Communication Training Module </li></ul><ul><li>Plan to implement learning </li></ul><ul><li>Discuss plans with accountability partner (AP) </li></ul><ul><li>Practice skills on the job/ discuss with AP </li></ul><ul><li>Assess your performance - 360 feedback </li></ul><ul><li>Debrief and share goals with AP </li></ul>
    33. 36. Train to Ingrain … changing how you view training