When jets take off from aircraft carriers, catapults throw them intothe air so fast that they can fly the moment they leave the flight deck. We oftenthink of training the same way. Let me explain.
What we imagine happens vs. what actuallyhappens
Figure 1: What we imagine vs. what isreal
As illustrated in Figure 1, there is an assumption that training is thecatapult that provides enough learning and support to launch someone right to proficiencyand competence the moment they leave the classroom (line 1). If the training isgreat and the learners learn, we are told, they ought to be able to “fly” back atwork and perform competently from day one. This is hardly ever the case.
Line 2 illustrates a more likely scenario. It’s easy and comforting tosuggest that training leads directly to competence, but more likely, and onlyif done well, training leads to readiness.Competence, not to mention mastery, comes with time and experience. Thisimportant distinction goes to the heart of what happens after training. The realities of building competence are much morecomplex than just putting together a training program. Training can do a greatjob of getting people ready to be successful, but achieving and sustaining thatsuccess requires action beyond the course.
The easy way out
Figure 2: The easy way out: lowerthe standards
Some people might suggest that if we can’t get the learners tocompetence through training, our standards may be too high. In Figure 2, above,the proficiency/competence level was lowered so that it would seem thattraining accomplished its goal. Now there is likely a disparity between thetraining standards and the work standards, which is clearly not good! This is certainly the wrong way to go.
The risk of doing nothing
Figure 3: Why support after trainingis important
Line 3 represents the danger of abandoning learning support once thecourse has ended. Sure, some participants may get to competence under their ownpower, but many won’t. Without adequate learning support back on the job, thechance that performance will decline and the performer will crash, rather thanimprove, is too great. Furthermore, there is likely a tipping point where thedecline in performance may become so pronounced and irreversible that you mayhave to start over. A very costly outcome, for sure.
The value of post-training support
Finally, line 4 in Figure 3 illustrates the tremendous leveragetraining gets when what is learned in the classroom (or online) is reinforcedand supported in the workplace. This can include, but is not limited to:
- Getting front-line managers and supervisorsinvolved in pro-active post training coaching.
- Enabling training participants to collaboratewith each other through social networkingand other means.
- Providing access to knowledge bases that contain valuable, accurate,rich, easy-to-find and easy-to-use information that supports workplaceperformance. This includes print and online documentation, presentations, bestpractices, and much, much more.
- Equipping workers with performance support tools (perhaps introduced in training) to make jobseasier and more productive.
- Redesigningthe work itself to be more aligned with the processes and practices taughtin training (or, redesigning the training to match the work; you’d be surprisedhow often this is overlooked), reducing any disconnect between the way thingsare taught and the way things are actually done.
Training no longer works in isolation. The transition from classroom(or an online experience) to the workplace must be seamless. This adds designdecisions that transcend instruction. What will learners do after training? Howwill their new knowledge and skill be supported on the job? How should managersand supervisors be prepared to help their people after training? Do workershave the tools, resources and help they need to apply what they learned and besuccessful? No training program should be developed without also answeringquestions like these.
Achieving launch speed
Thejet on the aircraft carrier has only a set amount of distance to travel on theflight deck before launch speed mustbe reached. The technology and costs behind this are extraordinarily high,primarily because the risks are even higher. Sure, we can launch everyone toassured and sustainable competence through training, but the cost and time is almostalways prohibitive, and the efficacy of using training alone to accomplish this task is risky. So we need to rely ongreater and better post-training support in the workplace. If we don’t, crashesare inevitable.
