| We all instinctively know that learning and development | | | | make many programs non-effective for both the |
| within the corporate space is 'supposed to' make a | | | | participants as well as the energy level of the |
| difference. Yet, far too often the programs (not | | | | instructor. |
| necessary the people) fail due to the following reasons. | | | | The converses of a lengthy delivery are programs |
| Some of these reasons are structural, but too many | | | | that are so short that no material can be delivered. It |
| times it is just poor project management. | | | | takes time for participants to get into the groove of a |
| A primary reason many programs and courses fail is | | | | program. Unless the participant is fully prepared, |
| because there is no "Accountability". Learning and | | | | offering an extremely short program is ineffective for |
| Development departments think that they provide | | | | anything but a procedural program. |
| accountability by counting the number of seats in the | | | | The fifth reason many programs fail is the 'short term |
| program, or talking about how and why this program is | | | | feel good' aspect of too many programs. Since when |
| valuable. But they fail in the correlation of the program | | | | does a company offer programs that do little for the |
| to the participant job or position. | | | | effectiveness of an employee? Who approves these |
| If accountability exists, then the second most prevalent | | | | programs anyway? Corporate learning and |
| reason programs fail would be evident. Most programs | | | | development is exactly that: 'Learning and |
| lack any type of "Monitoring". I see many programs | | | | Development'. The programs offered should meet |
| that do not have any requirements on monitoring the | | | | those basic criteria at the development stage. Why |
| participants. Monitoring is not just watching the student | | | | waste your development resources on programs that |
| sit in the program, and do some exercise. Monitoring is | | | | offer nothing towards the corporate goals? Feel good |
| an actively engaging effort that is time-consuming, yet | | | | programs are for the summer picnic and winter party. |
| highly valuable. Monitoring is done by everyone | | | | Aside from those events, all of the training programs |
| involved: it involves the student, the direct supervisor | | | | should have a specific objective and criteria for |
| and the HR department. The work is hard in this arena | | | | delivery and value to the firm. |
| and yet the payoff is highest. It is a shame that far too | | | | This brings us to the sixth reason why many programs |
| many Learning & Development groups miss this. | | | | fail. I am cheekily going to refer to this as the 'what |
| Monitoring is more than just happy sheets. It needs to | | | | then' part of many programs. Program manager, line |
| include pre, mid or post program testing and a | | | | managers, stake-holders too often have a 'what then' |
| 30-60-90 day post program implementation of the | | | | approach to corporate training. All these stakeholders |
| concepts taught in a course and/or program. | | | | know that they need programs, but have no foresight |
| "Implementation" is the third area in which many | | | | as to how to continue and elevate the programs that |
| programs fail. HR departments create comprehensive | | | | their staff attends. Once the staff have taken the |
| programs that no one seems to ever complete. | | | | introduction programs, where do they go next to |
| Learning paths are not just something to create, but | | | | develop deeper and more meaningful skills in various |
| HR departments need to insure that staff follow-up to | | | | areas. |
| completion. What use is having staff take the | | | | Ideally, all training programs should be completely |
| introductory programs and then 'get too busy' to | | | | aligned with the corporate objective. This alignment |
| complete the balance of the curriculum? The value to | | | | and high correlation provides the biggest return on |
| the program creation and completion is to shorten the | | | | corporate training, insuring that what is delivered has |
| time that it takes for an employee with limited | | | | relevancy, value and effectiveness to both the |
| knowledge to evolve into a fully functional member of | | | | employee as well as to the company. By providing and |
| the team. | | | | developing programs that not only support the |
| The fourth reason many programs fail is that they | | | | corporate objectives, but continuing these programs by |
| allow the employee to 'lose focus' and effectiveness. | | | | delving deeper skills with the company's staff, most |
| Courses, learning paths and programs need to be | | | | companies and their employees will see a greater |
| highly coordinated, delivered in a meaningful way, and | | | | return on both the personal and corporate investments. |
| continued in a reasonable time frame. I have seen way | | | | This list of six constraints is often the reason many |
| too many courses cram too much information into a | | | | corporate training programs fail. This is not an |
| short period of time. Even the best of us can only | | | | indictment of the programs, but more of a roadmap to |
| effectively absorb new information for only certain | | | | the bumps, potholes and log jams that many programs |
| periods of time. Seeing staff subjected to nine-hour | | | | encounter in their development and delivery. Avoiding |
| programs for multiple days is catastrophic. Learning | | | | these issues can only make many programs better |
| levels drop off so quickly in the late period that they | | | | and more valuable. |
| become useless. Repeated days of long learning hours | | | | |