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Train to Ingrain
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Create permanent changes in
leader behavior
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Senior Managers Are Accountable for Training Results Too
The conventional wisdom: Trainers should be held accountable for training results.
The reality: Many people - including senior managers - play key roles to influence whether training translates to workplace performance and has an impact on business results.
Yes, there's a lot a trainer can do to focus courses on performance gaps, motivate learners, make the content behavior-based, stimulate involvement, and integrate workplace-relevant practice exercises.
Obviously, the participant is responsible for his or her own learning and is a key factor in whether the skills taught are actually translated to on-the-job performance.
Consider what the learner's manager can do in the role of performance coach, both before and after training - senior managers play an important role, too. See Should We Evaluate Training or Learning? This reality is certainly not widely acknowledged or understood in organizations today. But consider the potential positive impact of executive actions such as these:
- Understanding the realities of skill development and the need for extensive reinforcement to making lasting changes in behavior
- Accepting the roles and responsibilities of the executive for making lasting improvements in workplace performance
- Meeting with trainers to discuss performance gaps that affect business results
- Requiring trainers to arrange for developmental programs that correct performance gaps that have a clear link to business results
- Showing interest and involvement in these developmental programs
- Supporting high-quality training and reinforcement programs
- Making sure there are ample resources for an extended period of post-training follow-up reinforcement
- Investing in training for managers to be effective performance coaches
- Being patient to allow realistic time frames for reinforcement of new behaviors
- Asking for measurements to show whether on-the-job performance is improving
- Removing barriers to conflicts with learners who are trying to apply new skills on the job
- Reviewing incentive systems to ensure they support application of desired skills in the workplace
- Ensuring that coaching responsibilities are a part of managers’ job description, evaluation and incentive system
Senior managers may expect learning to transfer to behavior in the workplace and have a positive impact on the bottom line. And this is an achievable goal. But based on what they do or fail to do, executives clearly share responsibility and accountability for these results.
- Dennis E. Coates, Ph.D., CEO, Performance Support Systems, Inc.
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ALD, Inc. | 3021 Lake Forest Drive | Hayden Lake, ID 83835
PHONE: 1-888-762-9699 or 208-762-1322
FAX: 208-762-2653 | EMAIL info@ald-inc.com
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