<p style="text-align: justify;">Is Training a prayer or a science?  A tick in the box, a mandated number of days/hours to be clocked at all costs without a specific outcome to be achieved; or is it a targeted tool with an aim to achieve a specific change or business outcome for the learner organization?  Most of us in the Training space, including yours truly, would like to believe that it is the latter – that it is a science aimed at achieving a specific, measurable, desired outcome.  Evidence, however, points to the contrary.  How else can one explain away the fact that Training is often seen as an item of “cost” rather than an investment by the learner organization – many a times, one of the first costs to be trimmed/chopped altogether should the organization find itself in troubled waters.  Paradoxical, wouldn’t you say?</p>
<p style="text-align: justify;">It is true that training is no longer a shot in the dark, which may by happenstance bring about the desired change.  After all, don’t most HR Managers and Training companies alike talk of Training Need Analysis (TNA) and of providing tailor made solutions to address specific problem statements?   A TNA typically identifies specific problems and relevant skill requirements that can help address those problems at an organizational, functional and individual level.  The learning intervention is then designed to ensure transfer (usually at the knowledge level – Kirkpatrick Level 2) of the necessary skills/behaviours to the target audience.  “Scientific”, you would say.  Yep. Only where are the measures for successful skill transfer at Kirkpatrick Level 3 – the behaviour level - which is what we need if we are to truly impact business outcomes?   (refer smart art)</p>
<p style="text-align: justify;">In most learning interventions, Training efficacy continues to be measured in terms of immediate learner feedback (L1), and at best, an assessment to test knowledge transfer (L2).  Wouldn’t it be more <img class="alignright wp-image-1695 " src="http://www.mentor.in/wp-content/uploads/2016/10/Kirkpatrick-Level.png" alt="kirkpatrick-level" width="591" height="292" />appropriate to measure for display of requisite skills/behaviours at work-place?  Isn’t that the whole purpose of the TNA - to bring about a change in skill/behaviour levels post the learning intervention to meet specific business outcomes?  Until this happens, expenditure on training will continue to remain yet another item of cost rather than an enabler of business outcomes.</p>
<p style="text-align: justify;">At <strong>Mentor Learning</strong>, we have spent over a decade in delivering training interventions that measure displayed behaviours at work (Kirk Patrick Level 3) and resultant business outcomes (at Kirk Patrick Level 4) for our client organizations.  To us, a good L1 feedback is hygiene, L2 incidental.  We understand that while knowledge transfer may happen instantaneously in a class room session or through an e-learn; trial of the new soft skill/behaviour would undoubtedly take longer to get assimilated, accustomed and ingrained.  With our focus on delivering L3 results (exhibited application at work place) for every learner entrusted to us, all our training programs come with L3 activities built into them at the design stage.  The learner typically stays with us over a 6 to 8-week period during which he experiences repeated triggers to try out the newly acquired skills/behaviours.  For this, we use our own brand of Multi-Stimuli-Model (MSM) which ensures that a variety of stimuli are provided to a learner.  Here’s a brief peep into the process:</p>
<p style="text-align: justify;">Every Mentor program begins with a Pre-work which aims at initiating a sense of curiosity and anticipation of what is to follow.  Like a farmer who prepares the ground to receive the seed, the Pre-work prepares the mind of the learner for the skills/behaviours to be shared in the class room by establishing a need for the program in the consciousness of the learner.</p>
<p style="text-align: justify;">Next comes the first self-assessment by the learner – a Pre-Assessment.  This helps the learner gauge his existing belief and skill levels for the identified skills/behaviours.  It is important to measure a learner’s belief and plan to impact these through the program as Actions can only be impacted by building necessary Supporting Beliefs in the learner.</p>
<p style="text-align: justify;">The Class Room Training (CRT), which is the next stimulus in the MSM, is briefly about knowledge dissemination and mostly about trial of skills through simulated situations.  The Learning Design ensures that all skill models discussed in the class-room are last mile ready.</p>
<p style="text-align: justify;">The CRT is followed by a Post-Assessment to check for understanding of application.  Both assessments, Pre and Post, are scenario based and at Blooms Level 3.  Each scenario captures a work place related situation with 4 possible learner reactions/behaviours to choose from.  In the Post-Assessment, the learner is required to choose his response by consciously applying the skills/behaviours imparted during the CRT.  Both assessments are graded objectively to measure change in skill/behaviour.</p>
<img class="  aligncenter wp-image-1697" src="http://www.mentor.in/wp-content/uploads/2016/10/Msm.png" alt="msm" width="828" height="392" />
<p style="text-align: justify;">Unlike most interventions that end at the Classroom, Mentor’s learning design provides for a spill-over of skill trial at the learner’s workplace through a Learning Application Project (LAP).</p>
<p style="text-align: justify;">The LAPis typically deployed 3-4 weeks after the CRT, just when the novelty of the CRT begins to wear off.  It comprises of activities which induce trial of relevant skills/behaviours in real life scenarios, thereby ensuring that these newly acquired skills do not fall into disuse with passage of time.  The LAP provides the learner an opportunity to try out his new skills/behaviours in a non-threatening environment with the support of his manager who is briefed for this activity.</p>
<p style="text-align: justify;">Post the LAP, Mentor offers continued support through webinars and one-on-one coaching sessions based on organization specific requirements.  Learners are encouraged to share any challenges that they face while trying out the newly acquired skills/behaviours with internal and external stakeholders.  Finally, a Behaviour Perception Survey (BPS) is administered to the learner’s peers, managers and direct reports to gauge intensity of transfer of designated skills/behaviours in the learner real-time.</p>
<p style="text-align: justify;">The entire journey, beginning with the Pre-work and ending with the BPS requires commitment and investment of time and effort from the learner, his manager and often the entire organization.  Yet, there are no shortcuts for those who wish to make a difference.  The process that begins with “not knowing what we don’t know” to then discovering “what we don’t know”, leads us to “consciously practice what we now know”, culminating in “unconsciously using what we now know” with consistency and ease – is truly empowering and liberating.</p>
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Happy Learning!