Training is a vital component of leadership development, but it can also be a source of frustration and waste if not designed well. In this article, we will explore some of the most common training program design mistakes and how to avoid them.
One of the first steps in designing a training program is to define the learning objectives. These are the specific, measurable, and relevant outcomes that you want the participants to achieve after the training. Without clear objectives, you risk creating a vague, unfocused, or irrelevant training program that does not align with the needs and goals of the learners or the organization. To avoid this mistake, use the SMART framework to set your objectives: Specific, Measurable, Achievable, Relevant, and Time-bound.
Training may not be effective when it is used for improving performance whereas the underlying issues behind lack of it (performance) might be totally different from what training objectives are. Training is the solution only when the underlying issues are related to knowledge or skill gaps. If performance issues stem from factors like organizational culture, communication, or system flaws, addressing those specific issues may be more effective than training alone.
In my opinion, the success of any training session is not only driven by knowledge of the trainer but with the prowess, how well the trainer keeps his/her audience engaged in the subject. Contributing factors could be size of the participants batch, appropriate time allocation wrt the topic, avoid information overloading, understanding of audience needs, not just limited to running through the presentation slides but make training more practical by using various tools & techniques, keep communication two ways etc.
It’s important to have good background and sometimes lived experiences in the areas you are training. Especially in DEI where you are addressing racial or gender equity. Authentic stories and experiences makes huge difference.
In my experience,one of most common training programme design mistake is failing to conduct a thorough needs assessment to identify specific skills gaps or performance issues. Also, one- size- fits -all approach fails to engage participants. Also, at times, trainers neglect to consider various learning styles and preferences. Limited interaction and engagement is also one of the common mistakes.
The first step in training design must be to check if training is really the answer to the performance issue at hand. Too often I have seen training designs for individuals, whereas the performance problem is organisational, relational or systemic. It is hard to design effective training of individuals without some awareness of the context in which that individual can put the training to good use.
Another essential step in designing a training program is to conduct a thorough needs assessment. This is the process of identifying the gaps between the current and desired performance, skills, knowledge, or attitudes of the target audience. A poor needs assessment can lead to a training program that is too basic, too advanced, too broad, or too narrow for the learners. It can also miss out on the root causes of the performance problems or the opportunities for improvement. To avoid this mistake, use multiple sources and methods to collect and analyze data, such as surveys, interviews, observations, tests, or feedback.
The thing that is important in designing a training program which adress the needs of the learners are competencies that are needed to be developed. Then we need to ensure that any joiner of this program has a need to develop those competencies whether for his current role or for his career pathway development. This will ensure optimum targeting and impact.
This evaluation entails recognizing and comprehending the precise requirements, skill gaps, or obstacles that the training is intended to solve. A needs assessment guarantees that the training program is relevant, focused, and successful. This is done by thoroughly examining the target audience, the context in which they work, and the desired goals. The content and approach can be tailored to the individual needs of participants and organizations, resulting in more successful and impactful training.
A great tool can be developed through designing a three pronged strategy: 1. Well designed feedback form 2. Interactive session with participants 3. Independent observers who then record their own analysis of the gaps observed
An important component of needs assessment is understanding the best means of delivery for the training. Often, asynchronous online trainings are seen as more accessible and therefore preferable. However, where possible, creating an in person facilitated learning opportunity can see drastically improved outcomes in terms of impact for the individual and for teams. It also reduces the likelihood of training being reduced to a meaningless, box ticking exercise.
One key element in the adoption of any change plan or training program is a felt need for change. Too often leaders assume they know what their team needs. A pre-assessment that identifies skill gaps, pain points, and desires for growth will help ensure that the training will be well received and productive.
A training program that does not engage the learners can result in low motivation, retention, and transfer of learning. Learner engagement refers to the degree of interest, involvement, and interaction that the learners have with the training content, activities, and facilitator. A low level of engagement can be caused by factors such as boring or irrelevant content, passive or lecture-based delivery, lack of feedback or reinforcement, or mismatched learning styles or preferences. To avoid this mistake, use a variety of instructional methods and media, such as simulations, games, case studies, videos, or quizzes, to appeal to different learning styles and preferences. Also, encourage learner participation and collaboration, provide frequent and constructive feedback, and link the training to real-world scenarios and applications.
One of the most common mistakes I see training facilitators and programme designers make is only accounting for one engagement style. Typically, this will operate on the assumption that the audience is similar to the trainer. Talking at the audience via lecture style delivery will lose people and lead to tune-out. On the other hand, over-reliance on singling out audience members and asking for their thoughts could trigger anxiety or fail to account for different information-processing speeds. A good facilitator will budget additional time to build trust, generate engagement and get a feel for the different voices in the room. Make sure you have co-facilitators if the ratio is too high.
Passive and lecture-based delivery is something we still see too often. It’s a trap that any facilitator can find themselves in, especially when asked to deliver what is typically a longer, experiential program in a shorter amount of time. So much material to cover / not enough time = risk of giving the learners a firehose of information without enough practical application opportunities. That’s why it’s important to remember that quality of time together in a workshop or learning experience is more important than quantity of content delivered.
In addition to the above , making sure that the participants have the motivation to participate . A program should start always by a discussion on expectations of the learners and explanation on how they will benefit from the training . No training program should end without ensuring the learners understand how they should apply the learning on their daily work and interactions.
A major factor blocking learner engagement in training is when participants are expected to continue doing all their regular day-to-day activities in addition to attending the training. For best results, organizations need to clarify with participants that training is an investment and that they are not expected to answer emails, go to meetings, or work on other tasks when they are attending the training.
Training should be both relevant and memorable. Stories are one of the best ways to help learners remember, also getting them to internalize and share their learnings with someone else helps reinforce the learning. Even if training is impactful in the moment if the participants can’t remember and use the content after the training it is wasted time for everyone.
A training program that is not evaluated can miss out on the opportunity to measure its effectiveness, impact, and return on investment. Evaluation is the process of collecting and analyzing data to determine the extent to which the training program has achieved its objectives and met the expectations of the stakeholders. A lack of evaluation can be due to factors such as limited resources, time, or expertise, or lack of clear criteria or indicators. To avoid this mistake, use the Kirkpatrick model to evaluate your training program at four levels: reaction, learning, behavior, and results. Also, plan your evaluation strategy before, during, and after the training program, and use both quantitative and qualitative methods to collect and analyze data, such as tests, surveys, interviews, observations, or performance metrics.
Any training program must have an evaluation component. It is impossible to assess a program's efficacy, impact, and return on investment without first analyzing it. Evaluation gives critical feedback that may be used to determine whether training objectives were accomplished. It also tells how learners benefitted, and how the training affected their performance or behavior. It also provides insights into areas to improve in future training. Without this review, there is a wasted opportunity for continual development and ensuring that the training resources spent provide the intended results.
Asking the participants about what they have learnt from the Training and how they are going to implement it in their professional lives, is very important, to confirm whether the actual learning has taken place or not.
Do not end with just a level one evaluation or a 'smile sheet'. Although knowing whether your participants felt the content was relevant immediately can be helpful, you must identify, based on clear objectives that you presented, whether you achieved your goals. Did it make an impact?
In the landscape of training program design, insufficient evaluation is tantamount to organizing a race without a designated endpoint. It obstructs the crucial ability to measure success and refine strategies. Rigorous evaluation functions as the guiding compass for improvement, offering essential insights into the effectiveness of training initiatives. It transcends mere checklists; it's the pivotal element for ongoing enhancement, guaranteeing that the training journey isn't a conclusion but an ongoing evolution that nurtures enduring growth and proficiency within the organization.
Happy sheets are ‘ok’ and a good gauge of how people found the learning experience 📝 Link in performance and hr metrics, like what is the impact on promotions, retention etc. 🔍 Introduce 360s and get delegate to lead pre and post ‘learning programme.’ 😎 Interview in an agreed time frame, what are the individuals targets and did ‘session’ provide useful tools? Record everything, share successes and reflect on areas of improvement 🧐
A training program that does not include follow-up can fail to sustain or enhance the learning outcomes and transfer of learning. Follow-up is the process of providing ongoing support, reinforcement, and feedback to the learners after the training program. A lack of follow-up can be due to factors such as lack of commitment, accountability, or resources from the learners, the facilitators, or the organization. To avoid this mistake, use strategies such as coaching, mentoring, peer learning, action plans, or refresher courses to reinforce and extend the learning. Also, monitor and track the progress and performance of the learners, and provide feedback and recognition.
So many programs end after the final session and smile sheet. However, this can sell both the program and more importantly, the learners, short. Retention is vastly improved when there is a post-program cadence of nudges, content, feedback, interaction, and of course, application of the new skills or behaviors. This also reinforces that learning is ongoing, not a once-and-done experience.
When a training program is well designed to adress certain competencies needed by the learner and when the learner understands what are the expectations from him to do with the learning, there is a very high probability that the learner will start applying the learning . If the training is linked to a competency it is the role of the organisation to follow up on how this learning contributed to the development of the learner.
I like to say that a program should be shaped like a peacock: A sturdy body (delivery of learning) and a robust and beautiful tail (follow-up). Specifically, I like to use the 3-to-1 model: For every one formal learning, they should implement three application exercises. Here's a quick example for effective feedback: Week 1: Live workshop to learn and practice an effective feedback framework. (B.I.G. model - Behavior, Impact, Get Agreement). Week 2: Participants ask their team members to give them feedback (support materials like model emails and a job aid for giving feedback) Week 3: Participants give their team members feedback – but only positive feedback. Week 4: Participants give constructive feedback.
Without it, there is a danger of failing to sustain or improve learning outcomes, as well as failing to transfer learning to the workplace or real-life circumstances. Follow-up activities reinforce the skills and information gained throughout the training, by offering opportunity for practice and resolving any difficulties in implementing the learning. It also keeps the training momentum going and fosters continual progress. As a result, integrating follow-up mechanisms such as extra sessions, support materials, and performance monitoring is critical to a training program's long-term effectiveness.
I agree, lack of followup is pervasive in many programs and disciplines. It’s very much a missed opportunity! Followup engagement requires planning and multiple interactions. It also requires deep listening followed by intentional action. Think about the relationships that you cherish most. My guess is that most of them include engagement with others who say what they do and do what they say, all the while listening for greater understanding.
In my experience having led and worked with some amazing people trainers the number one mistake is deploying subject matter experts to build training materials. Invest in learning and design professionals to ensure your training programs are correctly designed, delivered, and measured for results.
Having too much content that ends up making learners feel overwhelmed and not getting inspired to take actions after the training. It is important to provide healthy flow of learning through small digestable chunks of materials, and allowing some time for learners to interact and discuss. Sometimes learners also stumble upon their own "aha!" moments, which is even more powerful because the insights are the result of the learning experience they have during the training.
Organizational leaders must partner with training leaders and follow the advice of the training leaders. When a leader without a learning and development background pushes forward a training initiative without the consideration of expert advice, this can and will harm learners and negatively impact morale. Also: training is not a quick fix. Understanding that alone can help improve a training program design.
One of the most common mistakes in training program design is the assumption that training is a one-size-fits-all solution for organizational challenges. Often, training is requested as a quick fix, overlooking the need for a thorough analysis of the underlying issues. This approach can lead to ineffective training that fails to address the real problems, such as systemic issues, process inefficiencies, or cultural dynamics within an organization. Effective training should be strategically aligned with identified needs and integrated with broader organizational development strategies. It's crucial to first understand whether a training program is the appropriate solution and then design it to target specific gaps or needs.
Feedback from participants is important and must be utilized to to improve leadership development programs. Participants have diverse backgrounds and different lived experiences. Feedback provides crucial information and perspectives that may have been missed. Leadership development must be adaptive in order to be effective.