{"id":1400,"date":"2018-02-20T11:00:34","date_gmt":"2018-02-20T10:00:34","guid":{"rendered":"http:\/\/modernworkplacelearning.com\/magazine\/?p=1400"},"modified":"2019-01-17T09:39:00","modified_gmt":"2019-01-17T08:39:00","slug":"10-reasons-to-modernize-workplace-training","status":"publish","type":"post","link":"http:\/\/modernworkplacelearning.com\/magazine\/10-reasons-to-modernize-workplace-training\/","title":{"rendered":"10 reasons to modernize workplace training"},"content":{"rendered":"

\"\"The current training model can no longer keep pace with the speed of business and the continuous nature of change. It is time to give it an overhaul.<\/p>\n

Here are 10 issues associated with current training approaches and some brief pointers about how they can be addressed.<\/p>\n

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1 – Training is often ineffective<\/strong><\/p>\n

Problem<\/strong>: There have been a number of reports in mainstream newspapers about costly and ineffective training. For example,\u00a0\u00a0in Companies waste billions of dollars on ineffective corporate training”<\/a>, Roberta Holland writes.<\/p>\n

\u201cAbout $162 billion was spent in 2012 in the United States on corporate training\u2014in what Harvard Business School Professor Michael Beer calls the \u201cthe great training robbery\u201d. It\u2019s a huge amount, and some of it works, and a lot of it doesn\u2019t,\u201d Beer says, citing the example of an oil company that built a $20 million safety training facility but still suffered several fatal accidents nonetheless \u2026 Some studies have shown that only 10% of corporate training is effective, he says.\u201d<\/em><\/p><\/blockquote>\n

<\/a>Pointer<\/strong>: Training needs to have an impact on the job, so start by considering what new performance is needed and provide training that meets those needs, rather than just considering what people need to learn. Use a performance (rather than training) design and assessment approach like Performance Consulting or Design Thinking.<\/p>\n

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2 – Classroom training is often unappealing<\/strong><\/p>\n

Problem<\/strong>: Classroom training is often regarded as a boring, passive activity, as Ross Page succinctly summarised in “Most trainers and training sessions are boring” (no longer available online)<\/p>\n

\u201cGrey room, black type, white background, 550 PowerPoint slides per hour, some bozo beating his gums out the front while the class sleeps and that most dreadful and horrific of all training room afflictions: Flat Bum (from 2 hours of chair based, brain numbing, spirit sapping, soul draining facilitator tongue flap!)\u201d<\/em><\/p><\/blockquote>\n

Pointer:<\/strong> If some form of training is to be held in the classroom, then the broadcast format needs to be replaced by something that is more collaborative and technology-friendly.<\/p>\n

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3 – E-Learning is often unappealing<\/strong><\/p>\n

Problem<\/strong>. Many training departments have recognised that spending long periods of time in a classroom is not effective, and turned to e-learning to convert their face-to-face training into online courses. However, now employees are required to spend a considerable amount of time sitting in front of their computers working through online courses instead! And as low-cost authoring tools made it easy – or rather too easy – to create e-learning, this resulted in a lot of \u201cclick-next-button\u201d e-learning, which simply moves the user from one slide to the next.\u00a0\u00a0Clark Quinn<\/a>\u00a0summed up this type of le-learning as\u00a0\u201cknowledge dumps tarted up with trivial interactions\u201d<\/em>. <\/em>But as a result of all this, e-learning has also become unappealing and frustrating to many users.<\/p>\n

<\/a>Pointer<\/strong>: Avoid the click-next approach, and create content that is short, visual and can be used flexibly. <\/strong>Consider the appropriateness of experiential or social learning approaches instead.<\/p>\n

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4 – Training takes too long to develop or deliver <\/strong><\/p>\n

Problem<\/strong>: It takes time and effort to design, develop and deliver training content \u2013 both in the classroom and online – and speed-to-competence is often compromised.\u00a0 Additionally, once a course, programme or curriculum has been developed there is often so much invested effort and cost that it\u2019s unlikely to be changed or discarded as fast as it needs to be in order to keep pace with changing circumstances. In fact, e-learning can quickly become outdated, which can lead to frustration and confusion.<\/p>\n

Pointer<\/strong>: Create or curate short, flexible resources for on-demand use that can easily be updated.<\/p>\n

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5 – Training is often a one-size fits all experience<\/strong><\/p>\n

Problem:<\/strong>\u00a0Since training is usually designed to meet the needs of a diverse group of people,\u00a0 both content and approach often don’t match the personal needs or preferences of individuals. The \u201csheep dip\u201d approach, that ensures everyone has the same learning experience, is no longer appropriate.\u00a0 Andy Molinsky<\/a> believes that one of the problems with corporate training is that it is too generic.<\/p>\n

\u201cWhen encountering – and ultimately learning to perform – new skills in a corporate training context, everyone’s challenges will be different. But in a one-size-fits all training system, it’s hard to provide this sort of differentiation. And here too the sports analogy is apropos. In professional sports, you typically see a range of different coaches working with small groups and individuals on honing their personal technique and addressing the specific, individual challenges they face.\u201d<\/em><\/p><\/blockquote>\n

Pointer<\/strong>: Ensure that individuals can personalize their learning and are not obliged to work through and use any (e-)training in a prescribed way.<\/p>\n

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6 – Trainees often don\u2019t see the purpose of training<\/strong><\/p>\n

Problem<\/strong>:\u00a0Elon Musk<\/a> believes that if individuals don\u2019t see the purpose for learning, they are not motivated to learn.<\/p>\n

\u201cAdults learn new skills to make them more promotion worthy, to learn how to solve a specific problem (problems that you can clearly outline for them), to feed a desire for an increased sense of competency and self-esteem, or to nurture a love for continual learning in and of itself. The point of learning for adults has to be clear and linked to their self-interests and\/or what really matters to them. In other words, learning should be linked to a purpose.\u201d<\/em><\/p><\/blockquote>\n

Pointer<\/strong>: Make sure that any training is firmly related to their work so they can see its relevance to their jobs.<\/p>\n

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7 – Training is often an inappropriate solution for a performance problem<\/strong><\/p>\n

Problem<\/strong>: Training is not always the best answer to a problem, but is usually the first \u2013 sometimes the only – option to be considered, as\u00a0Charles Jennings<\/a> explains.<\/p>\n

\u201cTraining is a certain and unquestioned component of every business strategy and plan, particularly when faced with the rollout of new systems and processes. Rolling out a new Finance or Business Suite, or a new CRM system?\u00a0 Training is required, naturally. Have a new set of processes to implement across the organization?\u00a0 Of course, we need training \u2026\u00a0Corporate learning and capability-building needs to grow up. For any organization trying to stay competitive, conventional training is no longer enough, or even the answer in many cases.\u201d<\/em><\/p><\/blockquote>\n

Harold Jarche<\/span><\/strong><\/a>\u00a0also points out that “training is often a solution looking for a problem and is frequently used to cover up poor systems, unclear procedures or poor management practices”<\/em>.<\/p>\n

Pointer<\/strong>: Don\u2019t assume training is the only answer to every problem. Work collaboratively with the target group to find the optimum solution – which may or may not require any organised training or self-learning.<\/p>\n

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8 – Too much training leads to over-training <\/strong><\/p>\n

Problem<\/strong>:\u00a0If every solution to a problem is seen as a need for training or e\u2011learning, then this is both a waste of resources as well as a symptom of over-training.\u00a0 Francine Haliva<\/a> describes 5 symptoms of overtraining in employees: stress; loss of interest; too much time in the classroom; running out of time and money; and losing staff.<\/p>\n

Pointer:<\/strong>\u00a0 Reduce the amount and type of training you offer, and instead provide a variety of resources and other opportunities for on demand use, as well as support continuous independent learning.<\/p>\n

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9 – Most training does not reflect the new ways people are learning <\/strong><\/p>\n

Problem<\/strong>: My 11-year longitudinal study of the Top Tools for Learning<\/a> shows how individuals are learning in many different ways at, for and through work. It also shows the key characteristics of modern professional learning today:<\/p>\n