HR Blog

Travel log: Jan Mouton from Washington (3)

One topic that kept coming up during the conference is ROI (Return On Investment) and the effective results of training sessions.
After several workshops on the subject, it became clear that good results depend on having an appropriate design for the entire process on the one hand and teaching methods which re-enforce the material, on the other hand.
 

A better ROI in 6 steps

In “The Six Disciplines of Breakthrough Learning, How to Turn Training and Development Into Business Results” Cal Wick and Andrew Jefferson describe how you can reach a better ROI in six steps. In three sessions, they highlighted each of the six steps: 

Step 1: Determine which is the desired result for the company

• What type of benefits would the program generate for business?
• How would this translate into better performance for the participants and the organisations as a whole?
• How will a possible improvement be measured and documented?
• Who will be able to see and confirm this?

Step 2: Design the entire experience process

We should never speak of agendas being 3 days long, a week or three weeks. Each programme should last at least 3 months.

The real question should be: what will you be able to do Monday? What about Monday 6 weeks from now? 6 months from now?

Learning is a continual process; not an event. The teaching programme should encompass the entire learning experience and not only what happens in the classroom. Programmes with high success rates start the learning process before the actual teaching session and continue long after. This holistic approach also coordinates de different factors outside the teaching session (especially manager and work environment). The Training & Development department needs to work together with management to maximise the chance of success.

Step 3: Deliver participants who can readily apply what they’ve learned

It is the method used to bring the learning process which makes applying the theory easier or harder. Trainers with a high applicability ratio
- clearly state what the applicability expectations are at the start of the session and repeat this at regular intervals
- link learning to working
- take time to determine goals with the participants
- not allows get a positive evaluation after the session (because participants have to make homework)

Step 4: Actively direct follow-up

Ken Blanchard says: To change behaviour and attain the results you want, structure, support and responsibility are absolutely necessary. In other words mechanisms have to be created that allow participants to set appropriate goals for themselves and follow-up on their commitments. Managers need to also be able to discuss these goals and commitment to them with their employees. Setting up these mechanisms is the most difficult step in getting to the right results. Most often, if the learning process stops, it is at this stadium.

Step 5: Provide active support

The best results are always achieved when people are given responsibility combined with proper support. While a direct manager usually has quiet a major impact, their coaching efforts are often below par. How can managers than be brought more actively into the learning process?
- by allowing them to recognize the value of the programme for themselves and for their department
- by clarifying the goals their employees have set for themselves
- by making them responsible for supporting their employees
- by providing them with information and skills giving them the confidence needed to coach their staff
- managers won’t automatically ask for help in coaching their staff after a training session; if you offer help, they will accept it if it is sufficiently practical and specific

Step 6: Document the results

The sixth step is documenting the results so that investments in learning will continue. Providing proof of the results here, is no different than what gets asked in other departments! Cuts in training and development budgets will become a lot harder, if credible proof of the impact on business is available.