How much training is actually applied on the job? PART 2

To continue my thoughts from the last entry, busy people must manage a sometimes overwhelming number of “information inputs,” so they want information that is relevant to them right now. If they could, they would choose exactly what information they get and when. You may think people don’t get to make that choice, but in fact they do make the choice in one important way. For example, if they deem that a scheduled training course is not ‘relevant,’ they may sit in the classroom as required but not “attend the training.” That’s when memos get written, spreadsheets get analyzed, and emails get answered. (Note that companies have only recently made this choice possible, by providing facility-wide Internet access to employee laptops).
Some answers to this problem:

• Give your employees more latitude to decide what they need and when they need it. New information will be relevant to them and as a result will be more likely to be applied to the job. In addition, this gives employees a sense of confidence since you trust them to choose what is best for them. E-learning works well and performance support systems work even better here.
  
• Use classroom activities in a more limited way, for those things that work best with groups: give-and-take discussions, sharing experiences, practice sessions, etc. More and more companies are using “blended learning”, not relying on one or two conventional training methods.
  
• Turn your training model around. Most models use the sequence “educate about the skill – learn to apply the skill – find a need to apply the skill – apply the skill.” Often the more productive model is “find a need to apply a skill – apply the skill using support tools – learn the application of the skill through repeated use.”

How much training is actually applied on the job? PART 1

At the recent ASTD Conference and Expo in San Diego several presenters asked a common question about interpersonal/leadership training, “What percentage of this kind of training do you think is retained by your employees?” Answers ranged from 2-20%.
Of course, there probably is no one “correct” answer to that question. Many variables contribute to the retention or lack of retention of training. But if the question was, “What percentage of this kind of training is actually applied to the job?” we’d probably all agree the number is pretty low.
Why is that? Most employees want to do the best job they can. They certainly have the capacity for learning and the willingness to change, especially if it’s in their best interest to do so. What roadblocks prevent the utilization of training? In our work, we’ve identified several reasons.
First, everyone is a lot busier today. People have more responsibility but fewer resources to get things done. For example, in our role as performance consultants in a major industry, we’ve experienced managers responding to their e-mails during meetings that they had called! No wonder so many don’t pay full attention during a training session. Another consequence of having busier people is that conventional training is reinforced less frequently back on the job. Reinforcement and coaching of new skills is critical, but takes time away from normal job duties – time that is often considered too valuable to “waste.”
Second, everyone wants instant results. We all strive for quickness and immediacy – that’s what high-speed internet, cell phones, PDAs and other devices that connect us with the world are all about. So when a person who just concluded a major business deal in 5 minutes via his PDA discovers that he will need to spend hours learning a new skill, some resistance is perhaps understandable. Or, when a person is accustomed to getting immediate answers online, she may wonder why she has to wait weeks for the next training program.I’ll conclude this topic in a few days and touch on some answers to this issue.