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By Chris ChristensenStudies investigating modern learning theories have revealed ten essential principles thatshould influence adult training practices. These nine principles are briefly described in thisarticle and the implications of each of them on the development of corporate training programs are reviewed.

Change the Learner’s

ntal Mod

There is no such thing as an open mind

—

every human being possesses pre-conceivedideas on every topic the individual encounters. In many cases these mental models aretightly held by the individual so it is difficult for a trainer to get the individual to learn anew perspective or to acquire a new behavior. Since 1972 the three-step process for learning new ideas that J.S. Rhoades proposed has been widely adopted. In this model

the old mental model must first be “unfrozen,” then changed, and finally the new mentalmodel must then be “refr

ozen.Unfreeze-Change-RefreezeThe implications for a corporate training program of this principle is that old mental ideasor paradigms must be identified, challenged and critiqued, and the new mental modelsmust then be substituted and reinforced during the training activities. Most training programs identify the new mental models and paradigms desired, but fail to deal with theold ones and only a few corporate programs successfully discredit the old paradigms.

Training i

Only On

Part of a B

havior Chang

Program

The primary purpose of a corporate training program is to change the behavior of thetrainees. Modern learning theory has revealed that to change behavior, the trainee must be motivated to make the desired changes and provided with the resources and facility tomake those changes. The facility to change behavior includes training but training isonly one part of a total behavior change program. Other elements of a successful behavior modification program are (1) clearly defined objectives, (2) significant and realrewards for making the desired changes, and (3) accountability for exhibiting the desired behavior. While many corporate training programs are effective in delivering reasons for individual behavior changes to the trainees, few corporations integrate the training into anoverall behavior modification program. Without significant rewards and a systematicmeans of measuring performance coupled with feedback to the individual, training willseldom result in significant changes in behavior.

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Many corporate training programs include workshops, classes, and activities designed tohelp trainees identify weaknesses and develop the means to overcome those weaknesses.This is occasionally but rarely successful. Experience with individual behavior modification programs and studies of adult learning practices have shown that the mosteffective means to achieve improved performance from individuals is to build on the

individual’s strengths. For exam

ple, a senior manager was highly regarded for histechnical knowledge and skills, but was unsuccessful as a leader because he failed tolisten to his direct reports. He had tried for years to be more attentive to his employees but his reputation as a poor listener persisted. However, when he considered that fromtime to time he did listen attentively to some individuals, he was able to improve hislistening skills in all situations. He discovered that he managed to listen if he liked thetalker even if he was not interested in the subject matter. By focusing on his direct reportsas individuals he was able to pay attention to them even when they discussed topics hefound boring. Training programs focused on discovering weaknesses and encouragingindividuals to overcome their weaknesses will be less effective than those that helptrainees discover their strengths and learn how to build on those strengths to compensatefor weaknesses.

Apply L

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Nothing is more frustrating to an individual than to learn a new skill but then discover there will not be an opportunity to apply the new skill for a long time. Corporate coursesin how to use MS Project were not successful when the trainees returned to their work stations only to discover that

the software had not been installed on the trainees’ work

stations. By the time MS Project was installed, the trainees had developed negativeattitudes toward their employer and moral remained low for several months.The solution to this problem is to ensure that the students who receive training canimmediately apply what they have learned on their jobs. Just-In-Time (JIT) training isdesigned to offer only that training that will be needed just before it is needed. Corporatetraining programs should adopt a JIT perspective any time that is possible because thatwill greatly increase the usefulness of the training.

Even better, if the training can be offered as an integral part of the students’ active work,

then what is learned will be immediately applicable. Such training is referred to as

“Action Learning.” Corporate training programs should incorporate as much Active

Learning as feasible since it maximizes the value of the training, although it is oftendifficult to find trainers/facilitators who are capable of performing jobs and teachingothers to perform them simultaneously.

Training Mu

t Improv

As stated earlier, the primary purpose of any training program is to change behavior.But, the only reason for changing behavior with effective training is to improve the business. However, most corporations and organizations are incapable of measuring theimpact of the training on the business. Donald Kirkpatrick developed a scale for measuring the effectiveness of training by considering four levels:Level 1

—

Did the trainee feel there was value in the training? After the training iscompleted, the students are asked whether they felt the training was effective. Nearly all corporate training programs include an assessment by the participants at the end of the formal training. The problem with this evaluationis that the trainees are not ordinarily well equipped to determine the ultimatevalue of the training. Most firms determine the Level 1 value of the training but that knowledge has very little practical impact on the business.Level 2

—

Was knowledge or skill acquired by the trainee? Ordinarily a test isadministered at the end of the formal training. If the student passes the test,then the training is judged to have been successful in transferring knowledgeand skills to the trainee. In some corporate training programs, a test is given atthe beginning and at the end of the formal training and improvement can bespecifically measured. Most corporate training does not include Level 2evaluations but colleges, universities and high schools in most cases do.Level 3

—Did an improvement in the trainee’s behavior result from the training? A

qualified interviewer/observer returns to the company some time after theformal training has concluded and determines if there has been an improvementin the behavior of the trainees. This measurement is performed by interviewing

the trainees, his/her peers, and his/her supervisor to answer the question: “Did

you observe an improvement th

at you attribute to the training?” While most

trainers are extremely reluctant to perform a Level 3 assessment, ChristensenAssociates, Inc., makes it a policy to include a Level 3 assessment at noadditional expense to the client in every training and coaching engagement.Level 4

—

Did the training increase the

quality of the business’ performance? Ideally,

this Level assessment would result in finding a direct link between the trainingand the share price, profits, or market share. But it is virtually impossible toattribute any change in share price, profits, or market share to any one causesuch as training

—

these measures of business performance are complex andchanges in these measures may be due to many things outside the control of thecorporate trainer. Accordingly, most corporations and organizations do not tryto perform Level 4 assessments. But in those cases where the linkage betweentraining and business performance is obvious, Level 4 assessments can andshould be made. For example, training a project team to employ Gantt Chartschedules should improve the communications and overall performance of the