Turning

training outcomes
Into organizational
What is the difference between Training for impact
and training for activity ?

Why do you want to have more impact with your training?

What is your biggest frustration in developing training?

What is your biggest frustration in delivering training ?

Who do you see as stakeholders in your training outcomes?




Unless there is a problem there should not be a solution
Organisations never call with a problem they always call with a solution



Are the training needs really needs or are they training wants


Does the training need analyses focus on the problem or on the symptoms
TRAINING NEEDS:

employer wants the employee trained for tasks
or behaviour which the business considers important
TRAINING WANTS

employees desire training for tasks and behaviour
in which they are not proficient and which the business
consider unimportant



What to do to take care that there will be transfer of
knowledge, skill and or attitude change

What to do to calculate the return of investment


http://www.youtube.com/watch?v=Rnpm1RfKybc
Return on investment % =
Net Program Benefits (benefits -costs)
Program cost
X 100%
$321,600 -$38,233
$38,233
X 100% = 741%
1$ invested return $7,41
$68,281 -$32,984
$32,984
X 100% = 107%
1$ invested return $1.07
Program Benefits = Time saving, increased productivity,
improved quality output,
enhanced employee performance,
bigger market share
Program Cost
course development or purchase
Instructional materials
equipment / facilities
salaries instructors staff
lost productivity due to training attendance
- Difference and similarities between a
good trainer and a good consultant

- Consultative training approach

- When are company training effective

- How to make company training effective




Staff training and development is an investment
and not an expense

From training for activity to training for impact

Real effectiveness is more than technical skills it
is also about behavior and relationships
-Desire to learn
-Commitment to act
-Freedom to experiment
-Accountability
Yes that is when
we started
with Training
for Impact

Key points of training for activities approach?

- HRM department is held accountable for its activities not
for its results

- Trainers are held accountable for number of programs
training's they deliver

- Skills transfer from class to job is unknown or absent

- No alignment with business need focussing on Wants
instead of Needs

- Trainers are only responsible for delivering the course
not for the results
Key points of training for impact approach?

- linking training to business results

- creating management support for training

- creating positive work-conditions for transfer of
knowledge

- developing essential training courses

- providing managers with ROI figures
on training investments

TRAI NI NG FOR ACTI VI TY

- design / delivery
- not for results
- not responsible for transfer
- no alignment with business
- no management responsibility
for results




TRAI NI NG FOR I MPACT

- needs driven
- result-oriented
- business result is :
learning experience
X
work environment
- front-end assessment
- measurements for results


TRAI NI NG FOR ACTI VI TY
RESULTS

increased:

- skills
- knowledge
- awareness




TRAI NI NG FOR I MPACT
RESULTS

improved:

-work performance
-quality of service
- revenue
reduced cost of


Identify
business need
audience
Form a collaborative
relationship with
customer / audience
Conduct initial
project meeting

performance
effectiveness
assessment
Conduct
cause analyses
Tabulate
interpret
data
Report results
to client
Design
evaluation
system
Design
tracking system

Conduct training
implementation
plan / solution

Evaluate
plan solution
Report to
client
B
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Learning Experience X Work environment = Business result
STEP 1:

I NDENTI FYI NG BUSI NESS NEED

I NDENTI FYI NG CLI ENT
Analyzing the request for training and linking it to the business
needs
Business need are:
- problems past focused
- opportunities future focused
Clients call with a solution not with a problem
project driven instead of curriculum-based
- 2 or more levels above learners

- improves significant actions associated with training project

- owner of the business need

- is in the chain of command of the learners

- receives all reports regarding the project

methods identifying client pg. 43.
Opening
- mutual introduction
- pleasant climate

Open attitude
- Open / stimulating questions
- Not testing of hypothesis
- Consultants listens
- Interest in others
- focus on clarifying
Summarize
- using terms of clients
- check understanding

Suggest necessity to clarify problem statement
- priority
- backgrounds
- suitable approach

Propose a Preliminary survey


Conclude meeting as soon as agreement is reached
Prospecting
- core business company
- features company
- philosophy company( Mission, Vision)
- culture of the company
- customers of the company
- organizational structure
- need for your service
- fulfill requirements service
- Who has authority to close deal
- relationship company and your competitors
- company satisfaction of competitors
Planning time
- What outcome
( long term view / range of objectives)
- Why outcome

Exploration of options
- more options / more change for success
- sticking points (limits (ranges) + reason)

Common ground
- search for information on client
- put your self in client shoes
(needs client - assumptions client situation)



Long terms Versus short terms
(spend enough time on long term issues

Strategy ( strong / weakness)
( What is the mutual interest)

Adjusting your communication style
(4 types of communication styles)
Detail, result, harmony and excitement seeker
How to communicate with a Excitement-Seeker:
How to communicate with a Excitement-Seeker:

- Be friendly

- touch his arm

- be enthusiastic

- be quick paced

- do not wear you pinstriped suit

How to communicate with a Harmony-seeker?
How to communicate with a Harmony-seeker:

- gingerly introduce something that would rock the boat

- have patient

- They fear being wrong

How to communicate with a Detail Seeker:
How to communicate with a Detail Seeker:

- respect the need for personal space

- do not be too relaxed or informal

- keep yourself businesslike

- give correct facts

- give enough information

How to communicate with a Result Seeker:
How to communicate with a result Seeker:

- be straightforward

- do not chit-chat about weather or family

- be forceful

- give him one piece of paper as a summary of what you are proposing


Asking questions your most powerful sales tool
- direct thinking of customers

- collecting inf. to construct sale

- building relationship

- convey perception of your competence
FEATURES / BENEFITS

FEATURES:
- content of the service
- most important aspects
- characteristics of service

BENEFITS:
- what is in it for the client
- follow facts

10 COMMON BENEFITS RELATED TO BUYING

- make money - for recognition - flexibility
- save money - security - satisfaction
- save time - comfort - status
A. Respect and stimulate self esteem of client
- look client in eyes
- compliment client for what he has achieved
- listen carefully ( pay attention to last statement)
- help client to state problem, so empathy for his situation
- do not disagree
- show your confidence in him

B Reinforce the points you want to make

- client words that fit with
your perception of the problem

- respect and stress arguments client

- repeating your point


C. impression of freedom to choose and decide

- know what can be attained

- through proper questions discuss your points

- Restate the problem in clients words
(clients definition problem)

- Present alternatives but preferable
alternative is presented more attractive

STEP 2:

Form collaborative relationship
with client
HRD professional / trainer responsible for the learning experience

The client responsible for the work environment

both trainer and manager have to resolve business needs

learning experiences X work environment = business need
1. Expert style
(Consultant decides: what, where, when and how)

2. Pair of hands style
(Client decides: what, where, when and how.
The consultant implementer of decisions)
assistant of client


3.Collaborator style
Client - consultant are partners in diagnosing,
determining and implement the solution
(p63)
STEP 3:


conduct initial project meeting

Not conducting a training course immediately

Involving other key managers linked to the business need

Raising management awareness creating research time
1. Confirm - agree purpose meeting

2. Summarize your understanding of the situation

3. Seek additional information

4. Identify the client`s expected outcomes

5. Indicate what actions are required by the client and you
to accomplish outcomes

6. Agree on actions to be taken and next steps

7. Summarize the agreement (p.76)


- Facilitating meetings

- Designing, implementing, tabulating, reporting front-end assessments

- Designing, purchasing, delivering training efforts

- Managing logistical and administrative requirements

- Measuring organisational impact


- Communicating business need (employees + management)

- Providing access (people + information)

- Availability client team

- Allocating time for project meetings

- Kicking off project

- Creating supportive work environment

- Managing work environment activities



- listen carefully

- summarize

- ask for more explanation

- translating weak points into strong points

- separate emotions from facts

- stimulate communications of objections
- Do not argue blindly

- Do not change your to reach quick agreement

- Avoid voting, coin tossing, bargaining

- Involve everyone decision process

- Allow disagreement

- Do not focus on winning / losing

- Discuss assumptions
- The personal approach
( recognizing individual contribution)

- Encouragement
( the meeting must be risk free)

- Involving people
(design opportunities for participating)

the group will take their lead from a number of positive (green)
and negative (red) signals from the presenter
GROUPLEADER
BUILDING RAPPORT
Green signals Red signals

smiling looking bored
nodding looking irritated
good eye contact bad eye contact
noises of approval tapping fingers
shuffling papers
checking clock / watch
turning back on speakers

TYPICALY PHARSES

That is right obviously
well done we can not go into that now
any ideas we would better move on
how could we we are pushed for time
- Providing enthusiasm

- Creating understanding
do not use complicated words
do not talk down to people
do not use jargon or technical terms

- Empathizing with the group

- Highlighting the areas in common

GROUPLEADER
BUILDING RAPORT
STEP 4:

conduct a performance effectiveness
assessment
Determine what should happen
What gap exists between isand shouldstate

SOURCES:
- interview

- questionnaires

- documents
MEASURMENT OF INDIVIDUAL APTITUDES & EXPERIENCES

Methods of measurement

- performance appraisal

- productivity quality output

- assessment centres

- checklist or questionnaires

- skills audit
- purposes of the assessment

- review data (conclusions)

- sources of information
*clients
* potential learners
* managers of potential learners
* other parties (colleagues, subordinates, customers)
*organisational records

- data comparing/
data divided into:
* functional groups
*managerial level
* years of employment
* geographical location
*technical expertise
*management style

- how many people included

- data collection method

- skills resources limitation
OPERATIONAL RESULTS
ON THE JOB PERFORMANCE
SHOULD QUESTIONS IS QUESTIONS
ENVIRONMENT EXTERNAL
ENVIRONMENT INTERNAL
organisation process job & people
Structure
Management
is
should
is
should
STEP 2 Specification of the problem
Specification

WHAT
Object
Defect

WHERE
Location

WHEN
Discovery first time
After discovery

EXTENT
Amount
how many
Is















Is not















STEP 6:
Tabulate, interpret data
- tips technique
for content analyses p.136

- statistical display
of data p.142
Data results

conclusion

possible
interventions

action


STEP 7:

Report to client

- Information should be provided for joint interpretation

- actions should be jointly identified

- client must draw conclusions /possible interventions
* PERFORMANCE IMPROVEMENT INTERVENTION



*LEARNING INTERVENTIONS



*ENVIRONMENTAL INTERVENTIONS
STEP 5:
Conduct causes analysis of performance gap

B
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Learning Experience X Work environment = Business result
- learner
- manager
- organisation (p.114)