3 Training Truths I've Learned in 35 Years

As a full-time trainer for over 35 years I've seen many things come and go, but 3 key truths really stand out.

1. You can Teach More By Covering Less,
2. Learners Never Argue With Their Own Data,
3. and Without Management Buy-in We Are Almost Wasting Our Time

By knowing these 3 truths and acting upon them, you can:

• Make a difference by focusing upon what the organisation and the learner really needs now.
• Get learner buy-in and avoid conflict.
• Maximise the potential of what you teach actually being applied by the learners in their everyday work.

Teach More By Covering Less

In other words, it's better that your learners leave being able to do 3 thing the way the organisation needs them to do them and that they need now, than to hear about 50 things and not be able to do any of them.

'If you want them to hear it, you talk.
If you want them to learn it, they do it!'

So, if we focus upon the key need-to-know content (rather than the nice-to-know) and ensure our learners practice applying the knowledge in real-world examples or performing the skills then we can be certain that when they leave their training they can do what the organisation needs them to do. We can be certain because we will have observed them doing this during their training

Suggestion

• Designing all formats of training (eLearning, webinar, face-to-face etc) so that 70-80% of the training time is dedicated to your learners doing ie applying the
  knowledge or performing the skill. So ...
  - for eLearning, ensure that learners have handout and resource documents to download or access. Learners can then start to apply content eg if you want learners to find specific products in a catalogue make sure they have the catalogue and that there is an activity where they have to find the correct product and get feedback via the eLearning upon their choice. If the eLearning is for preparing for an appraisal meeting or writing a report etc, make sure that they have a template that is completed by them for an upcoming need as they progress through their eLearning. A manager or trainer could assess this following their eLearning.- for webinar, ensure that you design the webinar for collaboration rather than interaction ie make sure that the majority of the time learners are in small breakout rooms applying content to real-world scenarios and use the main room only to bring things together or offer new ideas.
  - for face-to-face training, ensure that 80% of the time is your learners performing the skill or applying knowledge to real world situations.

Because...

'Too Much, Too Fast, Wont Last'

Learners Never Argue With Their Own Data

Have you ever tried to facilitate something like a Customer Service Workshop or a New Process or Procedure - only to find that whatever you suggest as good practice, learners argue or disagree with your suggestions or company policy?

If you keep in mind 'Learners never argue with their own data' then you'll take an alternative route to get your points across. In other words, if you create activities that lead leaners to generate their own way of doing something (which, if designed correctly, will be the same way as the organisation wants them to do it), then you know that they will embrace this and not contradict themselves ie they won't argue with their own data (methodology). Even if it's not exactly as required they will be happy to take on board the odd suggestion you might have to align their ideas 100%.

Suggestion:

• For 'Excellent Customer Service' training, instead of telling your learners what excellent customer service is, ask them work in groups and describe to each other the worst customer service they ever received and what made it so bad. Have teams share key points and list them on a flip chart. Repeat for great customer service. Teams can then use these lists to develop an Excellent Customer Service Charter that incorporates excellent service and ensures that bad service is eliminated. Teams can then just do a quick check against what the organisation checklist is.
  nb - this methodology (with a little tweak) can be applied to eLearning, webinar as well as face-to-face

Try the same technique whenever there may be something controversial. You can almost guarantee that anything your learners are going to 'come-up-with' will be almost identical to what you wanted them to take away. The only difference is, you won't have to argue your points.

When the best facilitators work is done, the learners say,
"We did it ourselves!"

Without Management Buy-in We Are Almost Wasting Our Time

Something we don't often think about. But my own experiences align to the research from Mary Broad and John Newstrom in 'Transfer of Training' regarding the key role managers play in the transfer of learning from the training room to the workplace.

Their study concluded that the managers active involvement with the learner prior to and after training and also with the trainer were the top 3 activators out of 9. Here we are not talking about managers just going through the motions but:

• Setting expectations prior to the training as to what they want to see the learner actually doing as a result of the training and letting them know they will be checking.
• Holding the learner accountable for applying their learning with specific projects etc and ensuring they are following the methods from the training.
• Checking with the trainer that the training will enable learners to do what they will need to do.

In other words, the role of the trainer is to make sure that learners can do what they need to do while the role of the manager is to make sure that they actually do it.

But why does this rarely happen? Simple, it's seen as just another thing to do from the managers perspective. BUT, if the WIIFM from the managers perspective was made explicit ie how in the long term it would save them time, help hit targets, less attrition etc then we would have the managers buy-in to ensure transfer into the workplace takes place.

Suggestion:

• Explain to learners managers the specific things learners will be able to do as a result of their training and how being able to do this will benefit them (the manager).
• Let managers know how important their role is if transfer is to happen.
• Offer training to managers on how to maximise performance when considering training and on what training can and cannot do ie it can ONLY develop skills and the ability to apply knowledge and that's it.

If you don't have managers active buy-in,
you're almost wasting your time training"

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