TeamProsource @ VOV beurs 2011 - Leuven 'De training is voorbij, wat nu?'

De training is voorbij; wat nu?

On how to increase the effectiveness
of a training course

© 2011 TeamProsource
Rev.03
1
www.teamprosource.eu
© 2011 TeamProsource

Effectiveness of training

“No more than 10% of training actually result in
transfer to the job”.

This myth is NOT based on any studies or research, but on a rhetorical
question asked by David Georgenson, Xerox learning systems

2 © 2011 TeamProsource

What is your opinion?

… % of training actually result in transfer to the job
• > 60%
• 40% - 60%
• < 40%


How to evaluate Training effectiveness?
Kirkpatrick Model for Evaluating Effectiveness of Training Programs

1 happiness sheet
REACTION

2 (on the job) test
LEARNING
4
levels of training
3 On the job observation effectiveness
BEHAVIOUR/APPLICATION

4
BUSINESS IMPACT


Why training often does not have the
expected business impact?
Participants claim that the learnings cannot be applied because:

I don’t have the time to apply what I have learned Too much theory

… We tried it before and failed People aren’t motivated enough to
apply what they’ve learned
Symptoms
Causes My boss does not support this way
of working

The case that was used didn’t fit our situation

I don’t know why I had to be in that training, I don’t
see the value


What is the root cause?

The organisation is
not ready for the
implementation of
the learned skills

Improvement
project

Structure of the presentation

• Part 1
How to make sure that the training will result in the
expected business impact?

• Part 2
How to improve the transfer of new skills from the
training room to the job?


PART 1

 How to make sure that the training will have
the expected business impact?


How to prepare the organisation for
improvement ?

The improvement framework

AS IS TO BE
How do we manage GAP How well do we want to
projects today? manage projects in 2012?

Improvement project
objectives

Strategic Action Plan


Why start with an assessment?

AS IS TO BE

Situation analysis = expert judgement
• A snap shot of the project management practices

• Identification of the pain points

• Identification of improvement opportunities

• Recommendations


Resistance

Management is not available We are in the middle of a
reorganization
… There is no time for an analysis,
people want to start right away.
People are not available, they
are extremely busy
There is no budget for an
We can do this analysis
ourselves (self-
evaluation)

We already know what We want to do this, but people
the pain points are. cannot be interrupted.


Why start with an assessment?

AS IS TO BE

Situation analysis (snap shot)
• The assessment demonstrates the pain points to
management

• The interviews of representative project managers
stimulate the involvement & motivation of the project
managers for change.

Performing the analysis is even more important than the result
It stimulates the buy-in of future trainees


How to prepare the organisation for
improvement ?

The improvement framework

AS IS TO BE

Improvement project
objectives



What do we want to achieve?

Improvement project
SMART Business objective
In 2013 the number of projects that deliver the
objectives agreed deliverables on time/on budget should
increase from 50% to 75%

SMART Training objectives
Project managers should be able to:
• Complete a project charter matching
stakeholders expectations
• Get buy-in from the team for the project
plan
• Make reliable progress reports
• ……….


How do we want to improve?
What does the organisation wants to improve?

Improvement project Process improvement
objectives plan

Tools implementation
Strategic Action Plan plan

Competence development
plan


Building blocks of a
competence development plan

On the job coaching

Training roadmap
Competence Just in Time, Just Enough
development plan

Synergy groups


PART 2

 How to improve the transfer to the job?


How to improve the transfer to the job?

How to improve the transfer of new skills
from the training room to the job?



How to improve the transfer of new skills from
the training room to the job?



Before the training
• Organisational maturity
– Prepare the organisation, create a work environment stimulating transfer
– Update relevant processes, policies and procedures before training begins
– Clarify role responsibilities and update relevant role descriptions
– Link learning outcomes to role descriptions

• Line Management support
– Agree and set measurable organizational and individual goals, translate goals into required
on-the-job behaviors
– Brief employees before the training on the purpose and application of the training program
– Introduce the training and discuss what the course is about, why it’s important, and your
expectations of them as learners
– Send colleagues to training together. Inform them they will be required to jointly report on
the training when they return.

• Trainer
– Include relevant case studies and scenarios to build connections with real life
– Incorporate myths and misconceptions to be discussed and clarified during the training


During the training
• Effective animation skills
– Connect the learners to the topic, to what they already know or think they know
– Connect the learners to the organisational and their personal learning objectives
– Connect the learners to the Business impact of the training on their job
– Encourage employees to create and share their own job aids with each other

• Effective learning tools
– Personal learning objectives plan to guide coaching after the training
– Learning log to keep track of the learning points.


Learner self evaluation



After training
• Line-Management support
– Close the training to answer questions and debrief learning points with participants.
– Discuss all kinds of transfer barriers, they need to be addressed
– Provide opportunities to apply the new skills; including the time and space needed.
– Adapt incentives to reward goal achievement and expected behaviors

• Individual Coaching
– Consider pairing with an experienced staff member who can serve as a peer coach, model
good practice and provide immediate correction
– Provide coaching and mentoring to help learners overcome the roadblocks in application of
new skills
– Provide feedback frequently and using a variety of methods

• Synergy meetings
– Stimulate the exchange of experiences between members of the community


CONCLUSIONS

 the critical success factors


Conclusion

What are the success factors for a competence development initiative?

• Make sure that the organisation is ready for the implementation
of the learned skills

• Treat a competence development initiative as an organisational
improvement project
– Situational analysis (AS IS/TO BE)
– Strategic action plan (processes, tools, competences)

• Develop a competence development roadmap
– Optimal mix between on-the-job learning, training and coaching

• Involve line-management
– Get their commitment to support the training initiative before,
during and after the training


Let's enter into a
dialogue, shall we?
THANK YOU

Twitter:
Michel Coens
TeamProsourceEU

Hanne Van Kerckhoven
www.teamprosource.eu
LinkedIn groups:
TeamProsource www.prosourceacademy.eu
360° Project Manager
Prosource Academy


TeamProsource @ VOV beurs 2011 - Leuven 'De training is voorbij, wat nu?'

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