Please take the time to read this entire article.
The idea’s all come together at the conclusion of the last paragraph.
Purpose of Classroom Training: When you have classroom training you are attempting to educate your associates on specific subjects. This could fall under two basic categories: 1) Informational/Cultural and 2) Skill/Skill Set/Behavior based. The training needs to focus on instilling confidence in the curriculum provided. This is done by engaging the class so they come to the conclusion (Learning Objective) themselves, that the material is important and relevant. This concept is called “Guided Discovery”. From a skill/skill set/behavior based class, we have the associates role-play often to create the needed confidence, so the skill/skill set/behavior makes it to the real world. Another words, the client has the skill/skill set/behavior presented to them during a actual business interaction. WHAT A CONCEPT, TRAINING THAT ACTUALLY CHANGES APPROACH!
The Challenge With ONLY Class Room Training: No matter how much role-play; how well written the curriculum; or how masterfully it is facilitated; none of these efforts substantially guarantee’s that the education or skill/skill set/behavior will find its way to the customer. Our challenge is to set up the expectation from the onset (Reverse Engineering) of any training program, on how it will be monitored and endorsed by the coach’s, team leads and or managers. If these leaders are not crystal clear on the curriculum, learning points, procedures, intent and application, the training results will be lackluster at best.
A Lesson from Kirkpatrick: A book was written by an author with the last name of Kirkpatrick, I will summarize my understanding to make a point. It seems that there are four levels of evaluation with any training program: 1) Level One Evaluation—To get the initial reaction from the learner on their take of the training as well as the event; 2) Level Two Evaluation —To have the learner tested before the class and after the class to judge progress from a knowledge standpoint, as it relates to, the curriculum facilitated; 3) Level Three Evaluation—To observe (Usually Managers Doing The Observation) the learner applying the skill/skill set/behavior with the client/customer. This allows the manager to make adjustments for improved application through Face-To-Face/One-On-One Coaching Sessions; 4) Level Four Evaluation—Statistically researching the impact (trends/patterns) the training actually had on the organization/work group. Level Four Evaluations are rarely done and rarely done well due to the focus as well as commitment needed for accuracy. We need to focus on Level Three Evaluations to get our greatest “Bang for our Training Buck”.
Short Intense Coaching Sessions Are the Solution: Initially, let’s look at my organizations basic definition of management: “A manager’s job is to get their associates to ACT and REACT properly. Therefore the manager must be crystal clear on what PROPER looks, smells and taste like”. Some basic steps to support this topic and my organizations definition of Management. The Steps include:
1. Start with The End-Game In Mind (Reverse Engineering): We should always be clear that the purpose of training, especially skill/skill set/ behavior developmental classes is to gain improvements in all four of the organization business outcomes. NOT just to train for training sake.
2. Training: If you have a training class, every manager should attend, participant and be held accountable to internalize the curriculum being presented. The express purpose, as indicated above, is so they can coach the skill/skill set/behavior with their team members. This allows for all training session to start, with the end-game in mind. Remember, the end-game is always increasing the four business outcomes.
3. Management Style Change: When you change your style of how you interact with your associates, you must first let them know what you intend to change and how it benefits all. This is done during a face-to-face very short one-on-one meeting with each associate. This meeting is called a “Verbal Contract” meeting. You simply discuss the 1) Reason for the change in your style; 2) New approach/skill/skill set/behavior you will be using as a coach; 3) Positive effect it will have on all involved; and 4) Gain verbal agreement from the associate. This technique allows for style changes with reduced resistance and improved acceptance. You can actually see and hear this technique done in video format on my website: www.garytilkin.com under the “Video Tips” tab, in the “Management” section with the video clip called “Verbal Contracts”.
4. Intense Focus on Using Skill/Skill Set/Behavior in the Real World: Once you have agreed and discussed with your associate that new approaches will indeed be used (Verbal Contract) now comes the management technique to gain real-world usage of the skill/skill set/behavior. This management technique is called “Forced Execution”. Simply stated, it forces the associate to use a specific skill in their next customer interaction, as long as it is appropriate. To do this, we as managers and coaches have to observe the associate using or not using skill/behaviors learned in class room training (Level Three Evaluation). We then have a very short coaching session choosing one skill/skill set/behavior to work on (Example: The Art of Questioning). Once our short coaching session is completed, we assign this skill/skill set/behavior to be used with the very next customer interaction and observe its usage. Finally, we review the usage and create an assignment for the associate to accomplish before the next coaching session. This simply “Forces the Execution” of what was learned in class. Without this technique of “Forced Execution”, rarely does classroom education ever get used with customers, leading towards future improvement of business outcomes. You can actually see and hear this technique done in video format on my website: www.garytilkin.com under the “Video Tips” tab, in the “Management” section with the video clip called “Forced Execution”.
Final Thought: If you are not going to hold your management team accountable for the effective and professional execution of skill/skill set/behaviors learned in a developmental class, save your money and skip the training event. “Either commit to doing it right or commit to not doing it at ALL”. Remember; always be a “Professional For Life™”.