Download to read offline
More Related Content
Similar to Is Training the Right Solution?
Is Training the Right Solution?
- 1. IS TRAINING THE RIGHTSOLUTION? Live Webinar featuring: Tim Buteyn, President of ThinkingKap Learning Solutions & Becky Lucas, CPT August 17th, 2023 9:30am PDT, 12:30pm EDT, 5:30pm BST Tara Dwyer eLearning Learning moderated by
- 2. Started and runby a successful group of digital media entrepreneurs, Aggregage Is reimagining and building out the next generation of business media in a way that meets the needs and expectations of today's business professionals and B2B marketers. Using social media, machine intelligence, smart algorithms, and big data, Aggregage's ever-growing portfolio of industry sector focused verticals delivers the most engaging and relevant content to each industry's professionals. Learn more at aggregage.com
- 3. Having audio issues? Trydialing in! TO USE YOUR TELEPHONE: Dial: +1 646 558 8656 Webinar ID: 865 9834 1174 Webinar Passcode: 659443 This information can also be found In your Zoom Webinar confirmation email. Have questions for our panelist? Use the Q&A Panel to engage with our panelists!
- 4. TIM BUTEYN &BECKY LUCAS IS TRAINING THE RIGHT SOLUTION?
- 5. HOW TO DECIDE IFTRAINING IS TO ADDRESS your performance gap
- 6.
- 7. What We’ll doToday LEARN about the key factors that impact performance. IDENTIFY which factors can be influenced by training. DISCOVER how to evaluate the role of training in the solution to address your performance gap.
- 8. Is Training theRight Solution? TRAINING CAN’T FIX EVERYTHING
- 9. There is anew app for service technicians to document their service calls. The app is very simple to use. Technicians are using the app, but only 13% of documented calls include a customer signature. Should you create a short training module showing technicians how to capture customer signatures? Consider this…
- 10. The Purpose ofTraining To prepare employees to meet the requirements of their jobs • Increased awareness • Knowledge • Skills
- 11. Training and Performance •Used as a cure-all to fix performance issues • Does not address all the factors that influence performance • Recognize when training is not a good solution
- 12. THE SIX BOXES™ MODEL IsTraining the Right Solution?
- 13. The Six Boxes™Model The Six Boxes™ Model 1. Expectations and Feedback 2. Tools and Resources 3. Consequences and Incentives 4. Skills and Knowledge 5. Selection and Assignment (capacity) 6. Motives and Preferences (attitude)
- 14. How We CanUse the Six Boxes™ Model The Six Boxes™ Model Expectations and Feedback Tools and Resources Consequences and Incentives Skills and Knowledge Selection and Assignment (capacity) Motives and Preferences (attitude)
- 15. The Process • Determinewhether each factor is adequately addressed. • Determine whether training can address the gaps. • If so, develop appropriate training solution in partnership with the client. • If not, advise the customer to investigate other solutions.
- 16. Is Training theRight Solution? CAN TRAINING MOVE THE NEEDLE?
- 17. Using the SixBoxes Model The Six Boxes™ Model Expectations and Feedback Tools and Resources Consequences and Incentives Skills and Knowledge Selection and Assignment (capacity) Motives and Preferences (attitude)
- 18.
- 19. Team leads aretasked with listening to calls to evaluate agents’ performance and provide coaching. This is not happening as often as managers would like. A focus group is set up to find out why coaches are not monitoring calls more frequently. Consider this…
- 20. Do employees know what’sexpected of them and how their performance compares to those expectations?
- 21. Expectations • Frequency • Calltimes • Accuracy • Sales goals • Units manufactured • Orders completed
- 22. • Clear descriptionof expectations • Access to relevant guidelines • Regular feedback on performance What Employees Need
- 23. Can Training Closethe Gap? No. If employees don’t know what is expected of them and don’t realize their performance is sub-standard, it’s too premature to think about training.
- 24.
- 25. Do employees have thetools, resources, and facilities required to achieve the desired performance?
- 26. Agents are expectedto document customer issues and resolutions. There has been a downturn in the documentation rate. Some agents are reporting system crashes when trying to save call notes. Consider this…
- 27. Tools and ResourceExamples • Time • Computer equipment and software • Tools and equipment • Processes and procedures • Access to specialists/expert advisors • Appropriate work environment
- 28. Can Training Closethe Gap? No. If employees don’t have the right tools to do the job, or something in the environment is hindering completion of the required tasks, no amount of training will help them overcome that.
- 29.
- 30. How is employees’ performance impactedby consequences or incentives?
- 31. There seem tobe plenty of leads, but individual sales goals are not being met. Refresher training on how to close a sale has been suggested The current incentive structure rewards sales reps based on the number of leads they pursue. Consider this…
- 32. • Financial (bonus,commissions, etc.) • Career advancement opportunities • Recognition • Negative consequences • Unintentional consequences Examples of Incentives
- 33. Can Training Closethe Gap? No. If proper incentives are not in place, additional training will not make employees want to do their jobs.
- 34.
- 35. A survey capturescustomer satisfaction scores. Despite an incentive program that rewards top-scoring agents, employees are still not meeting the desired goal. Agents feel pressure to get customers off the phone quickly. Consider this…
- 36. Are employees willing toperform the work necessary for the available incentives?
- 37. • Attitude • Personalpreferences (type of work, available incentives, etc.) • Company culture • Work environment What Impacts Motivation Levels
- 38. Can Training Closethe Gap? No. If employees are not properly motivated to do their job, training is not going to make them want to perform better.
- 39.
- 40. Have we selected employeeswith the aptitude, physical ability, social skills, etc. to perform the expected tasks?
- 41. Can Training Closethe Gap? No. If employees do not have capacity to perform a job, no amount of training is going to change that.
- 42.
- 43. Do employees have therequired skills and knowledge to perform the expected tasks?
- 44. • Soft skills(leadership, communication) • Subject knowledge • How to use tools & resources • Experience Examples of Skills and Knowledge
- 45. A new softwaresystem has been implemented to document customer contacts. Business process and performance expectations are not changing, but the new software is very different. Consider this…
- 46. Can Training Closethe Gap? Yes. Training is intended to help employees develop the skills and knowledge they need to do the job. But… …training should be engaging, relevant, and require participation from the learner.
- 47. Training is notthe best solution Training is only part of the solution Training with support can close the gap What is the Role of Training in my Solution?
- 48.
- 49. What We CoveredToday Training cannot fix everything, and it’s important to recognize when training is not a good solution The factors that influence performance defined by the Six Boxes Model™ How to use the model to determine if training is a viable solution Even if there is a skills or knowledge gap, training may be just one part of the solution
- 51.
- 52.
- 53. Q&A Tim Buteyn President, ThinkingKap BeckyLucas, CPT /in/timbuteyn/ thinkingkaplearning.com Tara Dwyer eLearning Learning /in/taradwyer/ elearninglearning.com /in/beckylucascpt/ eBook Download www.ThinkingKapLearning.com/resources
Editor's Notes
- #6 (2:00) T OK, welcome to How to Decide if training is the right solution to address your performance gap. As trainers, it’s easy to think training…training…training…any time there’s a performance issue. However, there are other factors that could be involved, which could either lessen the benefit of training, or possibly even render it ineffective. Finding performance gaps and determining when training is the right solution is what we’ll be diving into during this webinar.
- #7 (2:40) T Key Discussion Points: Before we get started, I want to thank Becky for participating today. She and I have worked together for many years, and she was actually the one who introduced me to this topic years ago. So, she’s a great resource to have on our call. A bit about ThinkingKap before we begin, we help businesses meet their training goals either by serving as their training department, or supplementing an existing team. And over the years we’ve been fortunate enough to win a number of awards. We’ve won the Articulate guru awards multiple times for scenario-based training, and in 2021 we had a cover article as one of the top corporate training companies. But enough about us, you came here to talk about when training is the right solution to address performance gaps in your organization.
- #8 (3:40) T Key Discussion Points: OK, what are we going to cover today? We’re going to: LEARN about the key factors that impact performance. IDENTIFY which factors can be influenced by training. DISCOVER how to evaluate the role of training in the solution to address your performance gap.
- #9 (4:00) T Key Discussion Points: As training professionals, we all strive to deliver the best solutions we can, but does that always mean training? That’s what we’re here to discuss today.
- #10 (4:10) T Key Discussion Points: So, consider this situation… You’ve just rolled out a new app for service technicians to document their service calls. Although no formal training has been provided, the app is very simple to use. As expected, technicians are consistently using the app to document their service calls, but only 13% of documented calls include a customer signature. Unfortunately, you were expecting a much higher percentage. In response to this, someone suggests putting together a short training module showing technicians how to capture customer signatures. Is this an appropriate solution? I know we’ve just gotten started, but I’m gonna throw this to you all. In the Q&A box, answer whether you think training is the right way to address this performance gap? The question really comes down to…have users been informed that they’re expected to capture customer signatures? If not, and considering the app is so easy to use, training would be a waste. A simple communication documenting expectations would be a simpler and more effective strategy.
- #11 (5:40) T Key Discussion Points: Let’s talk about the purpose of training. To decide whether training is the right solution to address any given performance gap, we need to first consider the reason we train people. The primary purpose of training is to prepare employees to meet the requirements (sometimes the changing requirements) of their jobs. This is done by helping them develop an increased awareness of their role in the organization, the knowledge necessary to be successful in their jobs, and the skills needed to complete the required tasks. Training can apply to newly hired employees or to existing employees as their job evolves, they take on more responsibility, or transition into new jobs.
- #12 (6:30) T Key Discussion Points: As you’re aware, training is often suggested as a solution to address performance gaps when employees are not meeting an organization’s expected level of performance – and this is where things can get tricky. Armed with a good understanding of what training is supposed to do (increase skills and knowledge), we need to do a little more work to decide if training can make an impact, because if the performance gap we’re trying to close is not caused by a lack in skills or knowledge, all the training in the world is not going to fix the problem. So, although training tends to be used as a cure-all to address all kinds of performance issues, it can’t fix everything. There are other factors besides skills and knowledge that influence employees’ performance. …and since training solutions can be expensive and time-consuming, it’s important to recognize when training is not a good solution. PASS TO BECKY: SIX BOXES MODEL
- #13 (7:30) B Key Discussion Points: So, how can you recognize when training is not the right solution? Models developed commonly used in the performance improvement or performance technology field can help us. You may have heard of the Behavior Engineering model, first introduced by psychologist Thomas Gilbert to help explain the reasons for potential performance gaps. The Six Boxes Model, considered by some as one of the most useful models in use, was developed by Carl Binder to expand on and simplify the language used in the Behavior Engineering Model. The Six Boxes model can be used to help explain the factors that impact performance, which in turn can help us identify gaps and potential solutions. As training professionals, we can use this model to determine when to focus on training and when to look for solutions that address gaps training cannot.
- #14 (9:30) B Key Discussion Points: This model summarizes the six key factors that influence behavior and forms the basis for discussions about potential solutions to address performance gaps. Each box describes, in easy-to-understand language, a separate category of influences that can impact how well employees perform their jobs. Expectations and Feedback: what tasks employees are expected to perform, to what standards, and how their own performance compares to those expectations Tools and Resources: the tools employees need to perform their jobs and the support mechanisms available to help them use these tools successfully Consequences and Incentives: positive and negative consequences that influence whether employees will strive to perform to desired standards Skills and Knowledge: the technical or soft skills and knowledge required to do the job that can be developed over time with training and experience Selection and Assignment: personal qualities, social skills and other things an employee has make them a good fit for the job Motives and Preferences: attitude, personal motivation and personal preferences that influence employees’ satisfaction levels. If any of these factors are not adequately addressed, employees are probably not performing as desired, or at least not as well as they could. As training professionals – whose primary job description is to develop training solutions – we generally don’t have influence over all of the factors listed here. Our sphere of influence is usually limited to the Skills and Knowledge category, with some small influences on Tools and Resources in the form of job aids, reference materials, or other support for the existing tools. But just because we can’t influence these other areas directly, that doesn’t mean we should ignore them – understanding all of these influences can help us determine whether the training we are being asked to develop will achieve its intended goal.
- #15 (10:30) B Key Discussion Points: As we’ve discussed, the primary function of training is to help employees develop the skills and knowledge necessary to fulfill their job requirements. Because clients often come to us already having determined that they need training, it is all too easy to just develop the training they ask for and move on to the next project. But if we want to deliver the best, most effective solution we can – and we do – then we should always take some time to consider whether training is the best solution. And because we’re trying to rule out negative impacts on performance from all other factors before we hit the start button on training, we like to consider the factors in a clockwise direction, starting with Expectations and Feedback.
- #16 (12:30) B Key Discussion Points: By evaluating whether each factor is sufficiently addressed we can determine whether other solutions should be considered in addition to, or instead of, training. One way we might do this is to involve employees in the discussion and have them identify the factors they feel are preventing them from meeting performance expectations. We may be surprised that the factors they identify are not always the ones we expected. One we have identified which factors are negatively impacting performance, we can either develop a training solution to address the gap or advise our clients to investigate other possible solutions that target those areas. Let’s take a closer look at how this works.
- #17 (14:30) B Key Discussion Points: As we’ve already mentioned, in order to determine whether training is an appropriate solution to address a performance gap, we need to consider all the factors that could be impacting performance of the desired tasks or behaviors.
- #18 (15:00) B Key Discussion Points: Starting at the top left, address each of the first 5 boxes before you determine that training is the right solution.
- #19 (15:30) T Key Discussion Points: Now that Becky has given us a brief overview of the entire model, we’ll go through each of the categories individually, starting with the first box: Expectations and Feedback.
- #20 (15:40) T Key Discussion Points: Let’s start by considering the following scenario: Team leads in a call center are tasked with listening to calls regularly to evaluate agents’ performance and provide coaching. Managers have noticed this is not happening as often as they would like, even though they keep emphasizing the importance of quality control and coaching. Someone suggests that maybe coaches need training on how to monitor and document calls…but before a decision is made, a focus group is set up to find out why coaches are not monitoring calls more frequently. Let’s see what they learned…
- #21 (16:20) T Key Discussion Points: Let’s consider this scenario in the context of the Six Boxes Model. The first factor we would consider using in this model is Expectations and Feedback. A good question to pose when looking at this factor is “Do employees know what’s expected of them and how their performance compares to those expectations?” In this case, when coaches are asked why they’re not meeting management expectations, it’s found that no established standard has been communicated for how frequently these evaluations should happen. It seems the answer to the question, then, is no, since the coaches aren’t even aware of the standard. Before we move on, let’s get you involved again. Let’s review some examples of standards or expectations that employees might be measured against in your organization. Take a moment to type one example in the in the Q&A box. [Respond to a couple of the answers in the Q&A.]
- #22 (17:50) T Key Discussion Points: There were lots of great responses, and obviously these will vary depending on the organization and what type of work employees are doing, but just in case you guys didn’t provide any responses, we came up with a short list so we had some answers to review: Frequency Call times Accuracy Sales goals Units manufactured Orders completed
- #23 (18:20) T Key Discussion Points: Let’s talk briefly about what employees need. To adequately perform their jobs, employees need to know what’s expected of them, and whether they’re meeting those expectations. This means there needs to be a clear description of any job expectations, and employees need access to relevant guidelines regarding adequate behavior. Not only that, but they need to be given regular feedback and guidance on their own performance, so they can make adjustments if they’re falling short.
- #24 (18:50) T Key Discussion Points: So, that brings us to the key question: can training address a performance gap in a situation like this? It shouldn’t surprise you that the answer is no. If employees don’t know what is expected of them, and don’t realize their performance is sub-standard, it’s too premature to think about training. In this scenario, training the coaches on how to monitor and document calls does not address the real problem. Instead, they need to be made aware of the frequency with which they are expected to monitor calls and coach agents. If there continues to be a performance gap once they’re made aware of the expectations, and have been given adequate time to adjust, training may be appropriate to address remaining gaps. PASS TO BECKY: TOOLS & RESOURCES
- #25 (19:30) B Key Discussion Points: If employees know what is expected of them and have access to regular feedback on their performance, the next thing to look at are the tools and resources available to them.
- #26 (20:00) B Key Discussion Points: When evaluating this factor, we can ask the question: “Do employees have the tools, resources, and facilities required to achieve the desired performance?” In other words, do the tools, resources, and physical environment support the basic needs of the employee to perform the job? Let’s take a look at an example…
- #27 (20:30) B Key Discussion Points: Technical support agents are expected to document customer issues and resolutions, with detailed notes in case a customer calls back. Over the last several months, there has been a downturn in the documentation rate. At the same time, after the release of a new update to the software agents use to document their calls, some agents are reporting system crashes when trying to save their call notes. The underlying problem here seems to be that call notes aren’t being saved because of system crashes, and agents may not be saving call notes in order to avoid time-consuming and inconvenient system crashes. So, in this scenario, the software employees need to fulfill their job requirements is inadequate. What are some other examples of tools, resources, or facilities that might be required for a job? Take a moment to type an example in the in the Q&A box. [Respond to a couple of the answers in the Q&A.]
- #28 (22:30) B Key Discussion Points: Here are some examples that we came up with: Time Computer equipment and software Tools and equipment such as ladders, forklifts, welding equipment, and other specialty tools Processes and procedures Access to other people like specialists or expert advisors An appropriate work environment with adequate space, ventilation, etc.
- #29 (23:30) B Key Discussion Points: So, where does training fit in here? If employees don’t have the right tools to do the job, or something in the environment is hindering completion of the required tasks, no amount of training will help them overcome that. However, if a new tool or procedure, or a workaround, is introduced that will enable employees to meet performance expectations, training may be required to teach employees how to use it. In other words, training alone cannot address this factor, but may be part of the solution in certain situations.
- #30 (24:30) T Key Discussion Points: The next thing we want to consider, and the 3rd box in the model, is the consequences and incentives associated with employees’ performance.
- #31 (24:40) T Key Discussion Points: This can refer to formal incentive programs that reward employees for achieving specified goals or performance levels. Other consequences, whether positive or negative, may be more informal, or even unintended. The main question we’re concerned with here is, “How is employees’ performance impacted by consequences or incentives?” In other words, what consequences or incentives exist, and do they support the desired behavior or expectations?
- #32 (25:10) T Key Discussion Points: So here’s a scenario: Sales figures are down, and although there seem to be plenty of leads, individual sales goals are not being met. It’s been suggested that all sales reps go through a refresher training on how to close a sale, but a closer look at the incentive structure reveals that sales reps are being rewarded based on the number of leads they pursue, rather than on the sales closed. The problem here, is that although there are incentives in place, and they are tied to performance, they do not actually reward the desired behavior. With this in mind, what are some other examples of consequences or incentives that might impact employees’ performance? Take a moment to type an example in the in the Q&A box. [Respond to a couple of the answers in the Q&A.]
- #33 (26:40) T Key Discussion Points: Most people immediately think of financial incentives here, like bonuses and commissions, but incentives could come in the form of career advancement opportunities. Even something as simple as recognition for their efforts can make employees feel valued and make them want to do a good job. There may be negative consequences that effect performance as well, so we need to consider whether employees are being punished for performing as expected. Finally, it’s important to note that some incentives or consequences may be unintentional, or they may promote unintentional behaviors – like employees taking shortcuts to meet or exceed the goal so they can collect the reward.
- #34 (27:30) T Key Discussion Points: Well, what happens when employees don’t have incentives that are contingent on performance, or when the incentives are rewarding the incorrect behavior? Can training address performance gaps in these situations? The answer here again is no. If proper incentives are not in place, additional training will not make employees want to do their jobs. Additional training addressing the skills and knowledge required for the job may result in a temporary spike in performance, but it doesn’t address the underlying problem, and the performance gap will reoccur as the immediate effects of the training recede. PASS TO BECKY: MOTIVES & PREFERENCES
- #35 (28:00) B Key Discussion Points: The next box we need to address is motives and preferences, which speaks to employees’ attitude and overall job satisfaction, both of which directly impact performance. Let’s look at an example.
- #36 (28:30) B Key Discussion Points: A new survey is implemented to capture customer satisfaction scores for customer service agents. At the same time, an incentive program is also introduced that rewards agents who receive top scores with points at the company merchandise store… But after several months, employees are still not meeting the desired goal. A little digging reveals that agents feel that that the overwhelming pressure to get customers off the phone quickly undermines their ability to achieve the desired customer satisfaction scores. They’re also not very excited by the merchandise in the store. Do you think refresher training on customer service and the survey questions will address the performance gap? Why? Take a moment to type your answer in the Q&A box. [Respond to a couple of the answers in the Q&A.] Let’s consider this scenario in the context of the Six Boxes Model.
- #37 (30:30) B Key Discussion Points: Motivation can be tricky. Some people are just naturally more motivated than others, and you can’t force someone to care about the quality of their work. One question you might ask when evaluating this box is “Are employees willing to perform the work necessary for the available incentives? If not, why?” In other words, do the employees care enough, are they motivated enough, to perform the job to the desired expectations? An important thing to mention here is that failure to address the other boxes in the model over a period of time can contribute to low motivation and bad attitudes.
- #38 (32:00) B Key Discussion Points: So, while personal preferences for things like type of work, the attractiveness of available incentives, and other subjective factors play a large role in employee motivation, companies can positively impact employee motivation by making sure they have adequately addressed the other boxes in the model. Some of the things that impact motivation include company culture and work environment. In our example, the company culture of putting the bottom line before the customer seems to be in direct conflict with the desired outcome. Agents are frustrated by the mixed messages they are getting and have just thrown their hands in the air and done the easy thing.
- #39 (33:00) B Key Discussion Points: So, what happens when employees are not motivated to do their jobs to the expected standard? Can training fix that? The answer here is no. If employees are not properly motivated to do their jobs, training alone is not going to make them want to perform better.
- #40 (33:30) B Key Discussion Points: Next, let’s look at how selection and assignment impact performance.
- #41 (33:40) B Key Discussion Points: This box is concerned with whether employees selected for a particular job have the capacity to complete the tasks required of them. One question we can ask to help answer this question is “Have we selected employees with the aptitude, physical ability, social skills, etc. to perform the expected tasks?” This question is about determining whether employees’ innate personal qualities are compatible with the job – what qualities does an employee bring to the table that allows him or her to do the job? Since an employer is unlikely to be able to change the personal qualities of their employees, the main focus is on whether the right people have been selected for the right job. For example, do the people we have assigned to interface with potential customers have the necessary social skills? Or did we hire someone with a bad back to do a job that requires them to lift heavy boxes or stand for long periods of time?
- #42 (35:00) B Key Discussion Points: So where does training fit in here? The bottom line is that employees have been assigned to jobs they don’t have the capacity to perform, no amount of training is going to change that.
- #43 (35:20) T Key Discussion Points: After all that, we’ve finally come to Skills and Knowledge. So let’s take a look at the last box.
- #44 (35:45) T Key Discussion Points: To determine whether this factor is adequately addressed we ask, ”Do employees have the required skills and knowledge to perform the expected tasks?” What do you think we mean when we talk about skills and knowledge? One last time, take a moment to type your answer in the Q&A box. [Respond to a couple of the answers in the Q&A.]
- #45 (36:30) T Key Discussion Points: Examples of skills and knowledge include soft skills, like leadership, communication, and coaching skills; in-depth subject knowledge; how to use the tools and resources you need to do your job; and experience. Now, let’s consider an example of what this might look like.
- #46 (36:45) T Key Discussion Points: Let’s say a new software system has been implemented to document customer contacts. While basic business process and performance expectations are not changing, the new software is very different from the old, and it’s taking longer for employees to process calls. In this case, employees are clearly not meeting expectations because of a lack of knowledge – they’re unfamiliar with the new software and how to use it to fulfill their job requirements. While employees might eventually figure out everything they need to know about the software on their own, we probably want to get them up and running as quickly as possible.
- #47 (37:30) T Key Discussion Points: So, in this case, training that affected how employees complete the most commonly used tasks in the new software would be an effective solution. However, there is an important caveat here: Simply sitting through a training class doesn’t mean someone can do the job – they need to actively participate. Good training should always be engaging, relevant, and require participation from the learner.
- #48 (38:00) T Key Discussion Points: So far we’ve discussed the factors that influence performance, and whether or not training is an appropriate solution to address performance gaps resulting from each factor. Now, assuming we’ve identified that there is a skills or knowledge gap, let’s talk about how training might fit into a solution to address that gap. In our experience, we typically see one of three scenarios: First: training, with appropriate support after the training event, is enough to address the performance gap. Second: formal training would work, but it’s not the best solution. For example: There is a knowledge gap, but the scope is so small that a formal training program doesn’t make sense, either because of the number of employees impacted, or because the knowledge could be disseminated in another way. Think of a simple communication or a job aid. Third: training is only part of the solution. For example: You determine that employees don’t have the right tools for the job. Training alone cannot address the issue; however, once the right tool is identified, or the existing tool is modified, training might be necessary to ensure employees know how to use the new or updated tool to complete the required job tasks.
- #49 (39:30) T Key Discussion Points: And that’s about it. Before we wrap up, to review, our 6 categories of performance are: Expectations and Feedback Tools and Resources Consequences and Incentives Motives and Preferences Selection and Assignment Skills and Knowledge As we saw, the ideal resolution for each of these stages is different, and it definitely wasn’t always training.
- #50 (40:00) Key Discussion Points: In closing, what we covered today is that: Training cannot fix everything, and it’s important to recognize when training is not a good solution We looked at the factors that influence performance defined by the Six Boxes Model™ We discussed how to use the model to determine if training is a viable solution And we saw that even if there is a skills or knowledge gap, training may be just one part of the solution
- #51 (41:00) T Key Discussion Points: So if any of this sounded interesting, or if you feel like you could use a little guidance, we’d love to hear from you. Officially we’re a training company, and probably do more eLearning than anything else, but ultimately we’re in this for the success of everyone we have a relationship with. So, whether you need help designing or developing training, or assistance with determining whether training is the right solution (and if not what is), then please reach out and we’d love to discuss your situation.
- #52 (41:30) T Key Discussion Points: Finally, before we get to the Q&A, I’d like to point you to a companion guide we’ve put together. This resource briefly reviews the six boxes model, and then provides you with Performance Cause Analysis worksheets to assist in locating your performance gaps. These are provided for each of the 6 categories and will help you identify, quantify, and prioritize your gaps.
- #53 (42:30) T
- #54 (42:30) T