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From Workbook to Workplace:

Smart Strategies for Sustained Learning Success By Seleste Lunsford

Developing the 21st century workforce

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In many ways, organizational learning is like personal training. You can invest in a gym hip and work

out for a week or a month, but without long-term changes in eating and exercise habits, all that work is in vain. In the organizational learning arena, if the organization doesn’t maintain the learned behaviors, then time and effort invested in the training are often for naught. Recent research1 shows that as much as 60 percent of learning is ‘scrap’, meaning it is not applied to the job. While the notion of wasted effort is discouraging, perhaps even more frustrating is the fact that scrap learning is not a new concern. In fact, this “leftover” learning has been a concern for decades. The good news is that there has been some progress in recent years (See Figure 1). The training industry can pride itself on major advancements that have contributed to learners maintaining and applying classroom lessons learned in the workplace, including: blended workflow learning, experiential instruction, rapid development, informal learning tools, and more. At the same time, these advances have not entirely solved the fundamental problem of training transfer. In fact, changes in both technique and technology are heightening expectations, even as the industry and our offerings become more complex. Figure 1: A Historical Perspective on Organizational Learning

THEN • Solutions comprised primarily of instructor-led training (ILT) • Focusing on learners as the key stakeholder group • Planning for events and activities that take place immediately before and after • Planning for rollouts in the shortand intermediate-term

NOW • Complex solutions with multiple modalities as well as formal and informal components • Identifying roles of learners, managers, senior leaders, trainers, and peers • Planning for a time horizon that starts well before ‘training’ and continues until results are achieved • Focusing on sustaining behavior change over the long-term

Today’s environment is one in which solutions grow in complexity, stakeholder groups expand, and time frames extend from “getting it out there” to “getting business results.” Against this context, a new approach to implementation is required to gain ground on the persistent challenge of sustained behavior change.

Source: KnowledgeAdvisors, Metrics that Matter

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A Missing Element

When implementing a training solution, organizations must address a few fundamental steps, including: • Assessment of the skill gaps and learning opportunities that will help the business grow • Design and development of a solution that will serve to close the existing gaps • Actual delivery of learning solutions • Evaluation strategies for measuring impact While each one of these steps is a critical part of the solution, we argue that there is an additional element that is often neglected or missing. That element is a strategic approach to sustainment. Figure 2: Sustainment Roap Phases

A Way Forward

READY

As described in Figure 1, the lens of organizational learning has expanded from simply planning and executing training to a wider view of attaining long-term change. Yet the training industry still struggles with figuring out where to spend our limited resources.

LEARN

In order to overcome these enduring challenges, AchieveGlobal has changed the paradigm­, evolving implementation from rollout plans to “Sustainment” strategies. We have mined contemporary research and lessons learned from more than 50 years in the business to assemble a “Sustainment Roap,” a concise and definitive model that distills the infinite set of before, during, and after activities into a manageable and actionable set of research-based practices.

Prepare the organization for learning

Deliver learning solutions with impact

TRANSFER

Guide the transfer of learning to the job

The roap outlines key outcomes and actions in four phases (See Figure 2): • Ready – fostering the motivation, , and engagement of senior leaders, managers, and learners • Learn – maximizing the impact of the training that is delivered, no matter what the modality

SUSTAIN

Embed the learning outcomes into long-term organizational culture

• Transfer – helping learners utilize learned skills and knowledge in the work environment • Sustain – moving learning from a program or project to behaviors that are embedded into the organization in the long run

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READY Readying the Organization Ever since the mid-90’s2, the learning industry has recognized the importance of activities that occur before a training solution. Yet, this phase is often short-changed in an effort to get solutions to learners as quickly as possible. This is the point in an intervention where you need to go slow in order to go fast. This is not to suggest a leisurely pace, but rather an increase in focus. Greater invest“READY” PHASE ment here can mean enormous rewards in BEST PRACTICE: later phases. Early on, identify influencers who will be important change agents in your executive, learner, and leader populations. Create steering committees of these individuals and leverage them to shape the solution and the sustainment strategy, which will result in a more realistic, practical solution and creates commitment among key stakeholder groups.

For an organization to become ‘ready’ for a learning intervention requires a multi-audience approach. It starts with senior leadership and executives in positions of influence who connect the initiative to overarching business strategies. Visible commitment from these stakeholders sets the stage for ability and alignment. This is vital since so many initiatives fall short because people are not held to specific behavioral expectations or because their focus is diverted to other, seemingly contrary or unrelated, priorities. Additionally, learners’ managers must be engaged and equipped for their role in each phase of the process. While this is a time-honored implementation tactic, it often fails because managers don’t have time to do everything they are asked. Some of this is, of course, a result of prioritization. Yet, much of this is attributed to a very real capacity crunch in “READY” PHASE lean organizations. Therefore, the key to this element of the roap is to identify the few BEST PRACTICE: areas where manager involvement is critical and Create a communication plan for your learning initiative. then equip managers for their role, for example Structure the plan like an external marketing plan. Consider providing managers with time-saving tools branding, clarify key messages (case for change, linkage to such as talking points and meeting templates to business strategies, individual benefits, etc.), and identify enable them to conduct brief pre- and posttarget audiences and distribution points. Devise a rhythm of training meetings with participants. messaging using a mix of media choices. Finally, the organization must help learners build excitement for the experience so that they become motivated to learn. This sures the usual pre-training communications and includes activities such as giving learners a voice in shaping the solution, creating opportunities to self-assess gaps and to identify personal benefits. Consider recent training initiatives. Did learners know why they were there? Were they excited to be there and motivated to learn? With the proper attention in getting stakeholders, managers, and learners ready, more can be accomplished in the “Learn” phase.

Broad, M. L., & Newstrom, J. W. (1992). Transfer of training: Action packed strategies to ensure high payoff from training investments. Reading, MA: Addison-Wesley.

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LEARN ing Learning Through Environment and Experience Without question, the learning industry has made significant strides in recent years. Many of these advancements in both design and technologly enhance success in the “Learn” phase. From a sustainment perspective, we first ensure a rigorous design based on best practices and research, and then focus on the planning and execution of the learning phase. The “Learn” phase begins with considering the organization’s learning culture. Does the organization value or prioritize development activities, or are they viewed as nice-to-have, compliance activities, or punishment for poor performance? Is the learning environment respected? These are important questions since sustainment becomes more likely when “LEARN” PHASE the organization encourages and s full particiption in learning activities. BEST PRACTICE: Bridge from “Learn” to “Transfer” by having participants conclude training by committing to measurable goals and the specific actions that they will take to apply learning in the short-, intermediate, and long-term. Ask, “What will you do to apply these skills: 3 hours from now? 3 days from now? 3 weeks from now? 3 months from now?”

Participation can be encouraged by crafting a learning experience that includes such core considerations as skilled trainers, experiential instructional design, and relevant business context. Measurable goals and actions for the participants must also be clear.

Participation must also be ed. This can be as simple as individual managers providing to their learners to be fully present during the learning experience (for example identifying a backfill plan and minimizing interruptions and disruptions) or as robust as working to establish a formal learning climate for the organization.

TRANSFER Transferring Skills Back to the Job Even as the learning industry continues to find new ways to the “Learn” phase, transferring newly learned skills and knowledge can still be problematic. The “Transfer” phase is when these skills and knowledge are applied in the work environment and refined through practice and reinforcement activities. Transfer requires significant organizational and begins with setting clear and realistic expectations. What will learners know and be able to do when they emerge from the learning environment? How will competence be measured? What will happen with the measurement data? And who does what in the transfer process? Mutual expectations provide a head start for post-training manager-learner interactions. Even if just a brief conversation held as part of a regular coaching or check-in session, such interactions are a “must-do.”

“TRANSFER” PHASE BEST PRACTICE: Create a simple, visible way to celebrate and reward successes. Allow peers, observers, and leaders to nominate learners who have been ‘caught in the act’ of demonstrating positive skills use. Similarly, add a behavioral piece to regular recognition programs. For example, recognize the top sale of the week as well as the behaviors used to close that sale.

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“TRANSFER” PHASE BEST PRACTICE: Plan for a series of reinforcement activities such as quick refresher trainings and application meetings. Schedule sessions well in advance in order to get them on learners’ calendars. However, wait until after observation to select the content/topics for the sessions. That way reinforcement will be tied to specific development opportunities.

With the stage set, learners need to practice and refine what they have learned through on-the-job application. This is best accomplished with the help of a Subject Matter Expert (SME), who may participate in live observations (listen-ins, ride-alongs) or ‘hindsight’ conversations (“tell me about what that customer was trying to accomplish,” ‘what were the two coaching issues you addressed with your employee?’), or other methods of work review. In this way, learners can get specific on what is working and how they might improve performance.

Collecting development opportunities across a team or group creates a baseline for performance and allows for targeted reinforcement sessions. Utilize formal group learning components such as refresher sessions and role plays to address performance gaps that are shared across the team. In addition, encourage individuals to take advantage of self-directed refreshers (i.e., eLearning and reading assignments) to address any individual learning needs. Most organizations plan for transfer activities, yet even with the best intentions, these activities are often hampered in execution because of an over-reliance on managers. While manager involvement in all transfer activities can be impactful, it may not be practical. Words to the wise: In a time of lean capacity, focus on the critical few. Specifically one-on-one coaching from a manager is essential. At the same time, managers don’t have to be the ones to conduct the observations and run the refreshers. Rather than forgoing these key elements of transfer, instead find other SMEs who can assist: field coaches, peer mentors, high potentials (future managers), trainers, and others. With the right expertise, observation, and skills, a field coach can be a powerful er of transfer activities, so be creative when thinking through roles and responsibilities.

SUSTAIN Sustaining Behavior Change in the Long-run While “Transfer” is the phase where the organization has to step up and lend a hand, “Sustain” is the phase where the organization needs to let go and make it possible for the learners to drive. With skills practiced, refined, and applied, now the focus is getting behaviors to stick in the long-haul.

“SUSTAIN” PHASE BEST PRACTICE:

For sustainment to take place, learners have to be surrounded by behavioral drivers that are in alignment with learned skills and knowledge. This means that systems such as performance management, CRM, and reward/recognition reflect taught

Seek out learner-generated job aids. Post these tools in easily accessible places in the workflow, in reference repositories, etc. Resist the urge to mandate or drive use. Instead focus on identifying informal learning tools, communicating their availability, and keeping them current.

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skills. It also means that performance tools are embedded in the workflow and accessible to learners. For example, call center agents using order entry screens might have customer-service tips pushed to their screens or a salesperson might access a repository of just-in-time call-planning tools. At this point, the learner and his/her peers (rather than managers or trainers) drive sustainment by leveraging such tools and systems. Perhaps most importantly, sustainment happens when the ‘buzz’ is coming from the learners themselves. If organizations can empower the peer networks that surround learners, they are even more likely to ensure sustainment of learning. One caution however: The goal is to facilitate and enable rather than drive. Give learners access to peer networks, and look for the and interactions that follow. Ultimately, if a learner is surrounded by peers, conversations, tools, and systems that align with, as opposed to inhibit, long-term application, then true sustainment can be achieved. At this point, the learning becomes embedded in the culture of the organization.

Putting the New Approach Into Practice

At first, these practices may seem like an intimidating amount of work for just one initiative. However, sustainment activities are scalable. Depending on your culture, stakeholders, and desired outcomes, more or less investment may be required in each phase. Use the Quick Check Tool (See Figure 3 on page 9) to focus your efforts in two ways: 1) At the beginning of an initiative: Determine where your organization typically excels

and where you may have opportunities to increase sustainment. By considering your approach upfront, you can proactively plan for all four phases of your initiative. 2) To evaluate a completed or in-progress initiative: This will allow you to identify specific

ways to improve results. For example, you may need to go back to the “Ready” phase and recommunicate the case for change. Or you may need to deploy additional learning solutions, rethink refreshers, or create job aids. No one would argue the need to surround training with activities; the industry has built and deployed such activities for 20 years. Yet the continued presence of ‘scrap’ learning indicates that such activities may be ineffective, missing, or misplaced. By identifying the “right things,” we can better invest limited time and resources in activities that will make a difference, leading to sustained performance improvement and answers to the persistent challenges that plague most training initiatives.

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Quick Check Tool: Assess Your Organization’s Sustainment Activity Consider the phases of the Sustainment Roap that were described in this report: Ready, Learn, Transfer and Sustain. Thinking about your organization’s approach to learning, use the Quick Check Tool on the following page to give yourself a score for each phase on a scale of 0 to 10. A score of 0 means very little sustainment activity occurs in your organization during that phase, and a score of 10 means your organization’s sustainment activity in that phase is outstanding/industry-best. In order to assist with your rankings, we have provided examples of sustainment activities that would indicate rankings of 0, 5, and 10. This will allow you to compare the phases to each other and identify areas of strengths and weaknesses.

Figure 3: Quick Check Tool SUSTAINMENT ACTIVITY

WEAK

STRONG

READY

0

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2

3

• Learning is not linked to a bigger picture. • Managers are not involved in the learning process. • Learners come to training unsure why they are there.

4

5

6

7

• Learning s general benefits, like improve coaching skills. • Managers are aware of initiatives. • Learners are aware of “what and why” behind the training.

8

9

10

• Learning is tightly and visibly aligned to specific business strategies. • Managers commit to fully participate in sustainment activities. • Learners are excited and motivated to learn.

LEARN

0

1

2

3

4

5

6

7

• Learning iss ed by the general organization as a secondary benefits e.g. ‘improve coaching’ • consideration. Managers are aware of initiatives. • Learning solutions built with Learners are awareare of “what and sound design,coaching. but are missing why” behind opportunities to create relevance.

• Learning The organization is not linked doestonota have a bigger learningpicture culture. • Managers Learning isare generic not involved (disconnected in from thework learning environment) process and relies on lecture-based or • Learners come toILT training page-turning elearning. unsure why they are there

8

9

10

• The organization Learning is tightly,s and visibly, aligned to specific business development as a key tenet. strategies. • The learning experience is • Managers fullybusiness participate optimized commit via relevant in sustainment activities. context, appropriate surrounds, rigorous design principles. • and Learners are excited and motivated to learn training unsure why they are there

TRANSFER

0

1

2

3

• Roles for post-training activities are not clarified. • Coaching does not take place. • No opportunities for on-the-job practice. • Refreshers are not offered beyond self-study.

4

5

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• Post-training roles are clear, but there is no ability. • Coaching occurs, but doesn’t directly reference learning. • Live practice observed sporadically. • Refreshers are used, but not geared to specific gaps.

8

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10

• Realistic expectations are set for post-training. • Managers coach learners on learned skills 1:1. • Learners apply skills with formal observer . • Refreshers are used to close remaining gaps.

SUSTAIN

0

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• Systems drive behaviors that are contrary to what was learned. • Informal learning is not part of solution sets. • Peer-to-peer learning is not enabled with networks or platforms.

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5

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• Some systems are aligned with learning. • Informal tools exist, but are accessed outside the workflow. • Peer network activity occurs, but is not monitored for sustainment clues.

7

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10

• Systems and processes are aligned with and learning. • Informal learning tools are embedded in the workflow. • Reinforcement and refinement of learning occurs in peer networks. • Networks are monitored for best practices and tools.

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About Seleste Lunsford

Seleste Lunsford, based in Tampa, Florida, is AchieveGlobal’s Director of Delivery, managing AchieveGlobal’s world-class training and consulting force. This team is responsible for performance improvement consulting, instructor-led training and virtual delivery, dazzling more than 35,000 learners each year. In prior positions, Ms. Lunsford worked as an Executive Consultant for AchieveGlobal specializing in sales effectiveness and customer experience. She has managed a multi-million dollar portfolio of sales effectiveness products and services, leading all market analysis, product development, and sales force education activities. She has also worked as a Senior Consultant in the payments industry, helping global banks manage customer experiences over multiple delivery channels. Seleste has contributed to numerous articles in a variety of publications, including SellingPower, Entrepreneur Magazine, DestinationCRM, Chief Learning Officer, HR.com, PharmaVoice and more. She has co-authored the books Secrets of Top Performing Salespeople (McGraw Hill 2003) and Strategies That Win Sales (Dearborn 2005). Ms. Lunsford earned an MBA degree from Florida State University, where she also earned a B.S. degree in Physics.

About AchieveGlobal

In the 21st century, the level of human skills will determine organization success. AchieveGlobal provides exceptional development in interpersonal business skills, giving companies the workforce they need for business results. Located in over 40 countries, we offer multi-language, learning-based solutions— globally, regionally, and locally. We understand the competition you face. Your success depends on people who have the skills to handle the challenges beyond the reach of technology. We’re experts in developing these skills, and it’s these skills that turn your strategies into business success in the 21st century. These are things technology can’t do. Think. Learn. Solve problems. Listen. Motivate. Explain. People with these skills have a bright future in the 21st century. AchieveGlobal prepares you for that world.

World Headquarters 8875 Hidden River Parkway, Suite 400 Developing the 21st Tampa, Florida 33637 USA century workforceTM Toll Free: 800.456.9390 www.achieveglobal.com © 2013 AchieveGlobal, Inc. M01422 v. 1 (05/2013)