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Article Title: How To Achieve Permanent, Measurable
Improvements In Performance
Author: Dennis Coates
Word Count: 2229
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The decades-long quest to transfer what is learned in the
classroom to improved performance in the workplace has been a
confounding one.=20
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For one thing, it isn’t easy to change behavior patterns,
because they’ve been ingrained over time. To correct
performance issues, new behaviors have to be introduced and
consistently reinforced over the long term. This means
following up programs with enough continued learning, feedback,
coaching and accountability to stimulate the growth of new
neuronal connections that eventually take the place of old
ones.=20
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Unaware of this reality, organizations have wasted billions of
dollars annually investing in learning programs that fail to
change behavior.=20
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The greater challenge of the quest for this “Holy Grail” is
that the solution doesn’t involve fixing just one thing. A
myriad of variables within an organization influence whether
learning is reinforced until new behavior patterns are
established. A process I call Train-to-Ingrain was designed to
achieve permanent, measurable improvements in performance by
optimizing aspects of training and development that impact on
learning transfer:=20
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- COMMITMENT =96 Support follow-up reinforcement=20
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- COACHING =96 Prepare direct managers for their development role
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- FOLLOW-UP =96 Integrate reinforcement programs with assessment
and training programs=20
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- ACCOUNTABILITY =96 Measure performance improvement and
calculate ROI=20
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- TRAINING FOR TRANSFER =96 Incorporate learning strategies that
promote application and reinforcement of skills=20
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- LEARNING NETWORKS =96 Coordinate support for reinforcement=20
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- FOCUS =96 Identify training needs that will have a positive
impact on business results=20
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- CULTURE =96 Align the organization’s policies and practices to
support performance improvement=20
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However, even decision-makers who’ve been burned repeatedly by
failed programs may find this systems-wide strategy daunting. A
predictable reaction: “This is too much.”=20
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The good news is that it’s neither necessary nor desirable to
try to improve all areas at once. The best approach is to get
positive results quickly by doing three things, which can be
accomplished in a very short period of time:=20
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1. Acquire integrated assessment and training technologies that
support ongoing skill reinforcement.=20
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2. Involve direct managers in the learning process. Define
their staff development responsibilities and hold them
accountable.=20
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3. Measure performance improvement. Assess skill areas before
and after instruction to establish developmental goals and
accountability.=20
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These actions will produce immediate successes, and your
organization can then build on this foundation with a gradual,
tailored strategy to optimize the key areas that influence
learning transfer. The purpose of this article is to explain
how to carry out these three “quick start” initiatives
effectively.=20
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QUICK START INITIATIVE #1: Acquire Integrated Assessment and
Training Technologies that Support Ongoing Skill Reinforcement=20
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The immediate goal is to dramatically improve=97in the near
term=97the ability of your developmental programs to create
lasting improvements in workplace performance. As a minimum,
your organization will need to put into place assessment and
training programs that:=20
=20
- Focus on the behaviors needed in the workplace=20
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- Are compatible and integrated with each other=20
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- Support ongoing feedback, continued learning, coaching and
accountability during reinforcement=20
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Laying the foundation for this technology infrastructure is
relatively simple:=20
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FIRST =96 Acquire a versatile, economical multi-source feedback
system.=20
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A robust performance feedback assessment system is absolutely
essential, in which learners get feedback from the people who
work with them. For assessing leadership, sales, service, team
and other interpersonal skill areas, 20/20 Insight GOLD is an
ideal choice for Train-to-Ingrain because it provides
quantitative assessment of areas of performance that are
otherwise hard to measure. The system is completely
customizable and can support any type of feedback survey, so it
can be integrated with practically any training program. It’s
economical enough to be used as often as needed for
reinforcement, because you can purchase relatively inexpensive
permanent individual licenses, permitting frequent feedback and
repeat measurements at no extra cost.=20
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NEXT =96 Acquire a training program with resources that support
an extended period of reinforcement.=20
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Ideally, the training program will have built-in reinforcement
resources. Other desirable tools are online video behavior
modeling, post-course exercises and a troubleshooting guide to
ensure successful application on the job.=20
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THEN =96 Integrate the assessment with the training program.=20
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Integration means that the performance feedback survey exactly
describes the behavioral outcomes of the training. Both the
assessment system and the courses should be behavior-based,
fully support the requirements of an ongoing process of
reinforcement, and be fully integrated with each other. A
versatile feedback survey platform such as 20/20 Insight GOLD
is the key to quick customization.=20
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QUICK START INITIATIVE #2: Involve Direct Managers in the
Learning Process=20
=20
At least four major factors affect individual performance:=20
=20
- Self-awareness=20
- Competence=20
- Motivation=20
- Support=20
=20
Managers are empowered to influence all these factors, and they
lead people by doing so. When focused on developing competence,
managers set an example, communicate expectations, demonstrate
desired performance, give feedback, and coach performance. Most
organizations expect their managers to fulfill these traditional
staff development responsibilities. However, some managers still
have the perception that performance improvement should be the
exclusive responsibility of the training department. This is an
erroneous mindset.=20
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Trainers work hard to present the best possible learning
programs. But they have the attention of learners for only a
few days, while managers interact with their team members for
years and can influence career advancement and other personnel
decisions. This is why WHAT DIRECT MANAGERS DO IN THE WORKPLACE
INFLUENCES INDIVIDUAL PERFORMANCE FAR MORE than what trainers do
in the classroom. The role of trainers is to introduce skills
and behavior models. The reality is that trainers have
practically no control over what happens back in the workplace,
where new skills must be diligently applied in order to be
ingrained.=20
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Changing behavior patterns takes months, not days=97even in ideal
circumstances. Only the learner’s direct manager is in a
position to give enough support, oversight, encouragement,
feedback, coaching and reinforcement over the long term to
change behavior. In most cases, how well the manager carries
out this role will make or break the transfer of new knowledge
into permanent improvements in workplace performance=97no matter
how much was invested in the learning programs.=20
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Up front, you’ll need to do three things to draw direct
managers into a “learning triangle” with their direct reports
and trainers:=20
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A. Clarify the direct managers’ developmental responsibilities.
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The purpose of this step is to require direct managers to coach
and develop direct reports=97to make this a formal aspect of their
responsibilities. Expectations such as the following should be
communicated in writing by upper-level management:=20
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- Communicate with trainers to be informed about and support
assessment, learning and reinforcement programs=20
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- Meet with direct reports before each assessment, training and
reinforcement initiative to help them prepare to make the most
of these learning opportunities=20
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- Define expectations for direct reports and help them set
learning goals=20
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- Frequently observe the work of direct reports, paying special
attention to aspects of performance that direct reports are
trying to improve=20
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Some organizations revise the job description; others issue a
new set of “competency descriptions.” The goal is to overcome
any uncertainty or reluctance direct managers may have.=20
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B. Prepare direct managers to be more effective performance
coaches.=20
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Coaching subordinates to improve their skills and job
performance is a traditional leadership role for managers. But
many managers simply aren’t prepared to carry it out
effectively. If your managers haven’t previously been expected
to take responsibility for the day-to-day development of their
direct reports, they may lack understanding, relevant skills
and confidence.=20
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The most effective immediate solution in this case is a program
that explains what managers need to do and how to do it before,
during and after training to reinforce the new skills of
subordinates. Consistent efforts by the manager ensure that
direct reports ultimately change behavior patterns and improve
performance. An excellent resource is John Whitmore’s how-to
book, COACHING FOR PERFORMANCE, 3rd Ed. (Nicholas Brealy,
2002).=20
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C. Hold managers accountable for carrying out their role as
performance coaches.=20
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First, inform managers that they=97and the learners
themselves=97will be held accountable for how much the direct
reports have improved performance.=20
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One effective way to establish accountability is to administer
the brief 15-item performance feedback survey, “Developing and
Coaching Others,” available in the 20/20 Insight Survey
Library. The survey is an ideal precursor for a manager’s
coaching course and can be administered using the 20/20 Insight
software before training. Direct reports will provide respondent
feedback, and the results will reveal areas of strength and
needs for improvement of the direct manager. Let managers know
that they’ll be given an identical follow-up assessment in six
to twelve months to measure improvement.=20
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QUICK START INITIATIVE #3: Measure Performance Improvement=20
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When executives invest heavily in any product or service to
improve a vital aspect of operations, productivity or
profitability, you’d expect at some point to hear the question,
“Has performance actually improved? Was it worth all that
money?” And what they’re asking for is proof of results=97not
somebody’s opinion about the program.=20
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When it comes to training, the traditional way of evaluating
impact is Donald L. Kirkpatrick’s four-level model (Donald L.
and James D. Kirkpatrick. TRANSFERRING LEARNING TO BEHAVIOR,
Berrett-Koehler, 2005), which recommends measuring four types
of outcomes.=20
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Level 1 focuses on REACTION - participants’ satisfaction with
the program. End-of-course evaluations serve this purpose.
Level 2 focuses on KNOWLEDGE - what participants learned in the
course. Trainers administer knowledge tests that focus on
concepts and principles related to course content=97very much
like the exams used in high school and college. While these
evaluations can help trainers improve their programs, they fall
short of showing whether the training actually improved
workplace performance.=20
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By contrast, Level 3 evaluations focus on BEHAVIOR. They
address the transfer of training=97whether people are routinely
performing in the workplace the skills they learned in the
classroom. While this kind of evaluation can demonstrate
whether a program has done its job, most organizations haven’t
settled on an effective solution.=20
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However, there is a simple, economical method for generating
performance improvement data.=20
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BEFORE TRAINING =96 Administer a pre-course assessment.=20
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The feedback surveys used in a typical Train-to-Ingrain process
are perhaps the most effective technique ever devised for
measuring improvements in on-the-job performance. The procedure
is simple. Set up a multi-source feedback survey consisting of
questions that describe the behaviors taught in training.
Administer the survey before training to gather feedback from
participants’ boss, coworkers and others. Let participants know
that the survey will be administered again several months after
training. This pre-course diagnostic helps participants set
quantified, behavior-based performance improvement goals, so
their minds are more focused during learning activities.
Knowing that follow-up measurements will be taken later
increases their attention and motivation as they work with
trainers=97the ideal mindset for learning.=20
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AFTER TRAINING =96 Administer a post-course assessment.=20
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About six months after training, administer the first follow-up
feedback survey, using the same respondent group. Since
post-course assessments are derived from the pre-course
assessment, scores may be easily compared. Improved scores will
confirm improved performance. The quantitative and qualitative
data will reveal whether areas of performance have improved.
Learners and direct managers will find out whether ongoing
reinforcement has had the desired effect. For continued
feedback and measures of performance improvement, repeat the
assessment at the twelve-month and eighteen-month marks.=20
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This simple, commonsense approach to measuring performance
improvement requires a technology that can support it: a fully
customizable multi-source feedback survey system. Assessment
items need to be tailored to exactly mirror the desired
behaviors taught in the training program. In other words,
assessment and training need to be integrated. Also, the
assessment system should have inexpensive unlimited assessment
licenses for each participant, which makes it possible to give
them all the feedback they’ll need after training without
additional expense. The 20/20 Insight onsite feedback platform
meets these requirements and is extremely easy to use.=20
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FINALLY =96 Hold the key players accountable.=20
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Measuring performance improvement provides hard evidence of
whether programs are changing behavior, making it possible to
hold the key players in the “learning triangle” accountable:=20
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- The learner, who must make a determined effort to change
behavior patterns during the lengthy and sometimes frustrating
period of reinforcement=20
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- The direct manager, who observes and coaches the subordinate
while providing opportunities to apply skills in an encouraging
environment=20
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- Trainers, who present behavior-based training that is
optimized for skill transfer and who coordinate follow-up
programs=20
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Implementing these three simple, straightforward initiatives
will profoundly improve the effectiveness of your training and
development programs. As you learn more about Train-to-Ingrain,
you’ll appreciate that getting started quickly is only the
beginning. To achieve maximum results, you’ll need to implement
more changes. Going forward, you can build on the foundation of
these early successes to optimize learning support in all
areas.=20
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Copyright =A9 2007, Performance Support Systems, Inc. All rights
reserved.
About The Author: Dennis E. Coates, Ph.D. is CEO of Performance
Support Systems, Inc., publisher of 20/20 Insight GOLD
(http://www.2020insight.net), a highly flexible software
program for gathering all types of performance feedback about
individual, team and organization performance.
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For more free-reprint articles by Dennis Coates please visit:
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