[Focus on Training] 10 Reasons Training Succeeds

Have you thought about some of the reasons why training fails? You put together a solid training program, literally overnight, delivered it well and found out later it did not have the desired impact. Many times training programs are put together in a rush. These rushed programs probably were developed without sufficient forethought, proper rationalization and lack the proper objectives, leading to wasted hours in development and additional wasted hours for those participating.

To be an effective trainer you have to ask some difficult questions before the training program is designed and developed. This article identifies 10 reasons training succeeds and will hopefully help you succeed with your overall training efforts.

1) Align With Business Needs. A training program’s primary payoff comes from business measures that drive it. If a training program is not aligned to a business measure, business improvement cannot be linked to the training program itself. Too often, training is implemented for a desire or perceived need and not connected to a business measurement.

2) Recognize Non-Training Solutions. If a wrong solution is implemented, little payoff will result. Often, training is perceived as a solution for a variety of performance problems. Attempting to solve job performance issues with training may not work when factors such as reward systems, job design and motivation are the real issues. Proper rationalization can look at other solutions that may be a better answer.

3) Establish Objectives To Provide Direction And Focus. Training program development should be a focused process that allows management to concentrate on desired key results. Each training program should contain an overall course objective with multiple lesson objectives. Well written objectives will provide the needed direction and focus for an instructor’s delivery to achieve the desired learner’s performance.

4) Regard Training As A Process. When training is considered a single event, the odds of improving behavior are slim. Without behavior improvement, training fails to generate the desired key results. A workshop or seminar, without additional goals, is like going to a gym for a single workout. A continuous process, with proper motivation and support, will achieve desired results. Effective training is a process that is spread out over time with a series of lesson activities and periodical coaching.

5) Hold Participants Accountable For Results. Participants must individually drive performance improvement. Sometimes, trainers fail to focus on the participants’ role in the process. These trainers should develop a "learner focused" mentality. Many learners do not see improving their behavior as their responsibility. When it comes to improving an individual skill, only the individual himself can actually put that improved skill in motion consistently.

6) Provide The Job Environment For Transfer. Regardless of what participants learn from a training program, without transferring it to the job itself, performance will not change. This training-transfer problem has been an issue for decades. Barriers must be understood early in the development process. Some of these barriers, not all inclusive, are noted in bullet form below and can serve as a job environment transfer checklist.

7) Require Management Reinforcement And Support. Without management support, participants will rarely implement new knowledge or skills in the workplace. A manager’s role is critical in the learning process; however, most do not realize the impact of their influence. Many managers feel they should not have to probe further into each learner’s application of new skills or knowledge.

8) Isolate The Effects Of Training. Failure to isolate training’s contribution may cause some training programs to be discarded or become irrelevant. Such programs may bolster the bottom line, but if there is no attempt to isolate their impact, executives are puzzled about the actual connection to business improvement. Techniques to isolate a training program’s benefits are most helpful.

9) Obtain Commitment And Involvement From Executives. Without top executive commitment and involvement, the training function will not be effective and programs will fall short of expectations. Commitment from company owners leads to resources being allocated for the training and development of specific programs. Involvement should include the actual training presence and actions of the pest control company owners/operators.

10) Provide Feedback And Use Information About Results. Employees require feedback on their progress; developers need feedback on program design; facilitators need feedback on their delivery; learners need feedback on the improved performance; and trainers need feedback on the program’s success. A training program cannot reach expectations without feedback. If you can measure it, you can manage it.

CONCLUSION. Chances are these 10 reasons may sound familiar. With increased pressure to show the payoff in training and overall learning, success can be assured. If training is to live up to desired expectations and be successful, trainers must challenge themselves to look at their programs from a continuous improvement perspective.

Author’s acknowledgement: The author would like to thank ROI Institute’s Jack Phillips, Ph.D., and Patricia Phillips, Ph.D. The ROI Institute is a research, benchmarking and consulting organization that provides workshops, publications, and consulting services on the ROI methodology.

The author is owner of Quality Centered Consulting, Kansas City, Mo. He works with clients on inspections, education and training programs, and pest management and sanitation design. He can be reached at odosland@giemedia.com.

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Barriers of Transferring Training to the Job
• Immediate manager does not support the training.
• Culture in the work group does not support training.
• Limited opportunity exists to use the knowledge or skills.
• Knowledge or skills could not be applied to the job.
• Systems and processes did not support the knowledge or skills.
• Resources are not available to use the newfound knowledge or skills.
• Knowledge or skills no longer apply because of a change in job responsibilities.
• Knowledge or skills are not appropriate in the individual work unit.
• A need to apply what was learned is not evident or relevant.
• Old habits could not be changed.
• Reward systems do not support new knowledge or skills.