An excellent article in the December 15 Wall Street Journal focuses on training and the keys to effective learning. As the author, Harry Martin of Cleveland State University points out, the keys to effective learning aren't found in the classroom. And the fact is that less than 40% of training is ever used in the workplace.
Instead, training that results in the acquisition and use of new competencies takes place best in a supportive work environment--an environment "that actively encourages people to change."
Martin makes a number of useful suggestions. "Simple activities such as having trainees write down how they plan to use new skills or knowledge on the job, or having them discuss their progress with peers and supervisors can significantly increase the amount of learning that is transferred to the workplace."
In my coaching of clients, I stay on top of their learning. Indeed, the initial social contract with a client sets expectations, gets buy-in to those expectations--and that always includes modelling for learning effectiveness. Clients understand from our conversation that "your success is my success. And that I intend to make certain they succeed--because it supports my business." The result is that I have their permission to be very direct with them. However, I refuse to work with clients who are not on a fast track or viewed as high potential--so I'm blessed with a great group of clients. They can expect that I will check on their learning with them, their peers and their boss.
I have a built-in learning protocol for client development meetings. At the conclusion of each session, the client is tasked to detail how he/she will use the training, as well as the specific reporting needed for the next session. As a result, clients bring exact reports of specific steps they have taken between sessions--including very concrete information for what went well, and what needs to go better. Periodically, my client and I sit down for updates with the involved senior executive and that also creates an excellent learning environment. As Martin suggests, when employees know that they are going to be observed, and will receive feedback, the incentives for learning are built in.
As Martin also adds, peers can make a significant contribution to learning. On occasions when I have 2 to 4 people working on similar skills, I put them together for a training and updating session. Listening to each other discuss successes and failures, not only emphasizes collegiality, but also provides the problem solving expertise of members of the group to resolve learning issues. Although I give time to expert input in these hour-and-a-half meetings, most of the time I facilitate the learning with extensive questioning. That enables the group to cover all the learning issues. Peers and a boss (when available and open to the process) learn a great deal from each other. Of course, the knowledge that there will be another follow-up next month is highly motivating to these managers and execs.
I'm very curious to know what other approaches my colleagues in the field are taking to the learning process. Your feedback would be very helpful.
