Changing a reactive training/learning unit or department (Part 2)

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It's part 2 of our reactive training or learning department series. What is that one step we need to take to transform a reactive training unit to a proactive one? Well it is one step at a step. I don't want to use complex English words like business process re-engineering. The first step is to recognize the need to change.

If you think you are doing a great job;you probably think that you do not need change. If you also conduct loads of training, you probably would think you are doing a lot of work. What is most important is to see how the learning affects the business results. Are the trainings on offer really making a positive change that affects the business results/goals? Are we just responding to requests or critically analyzing what is the most effective solutions to the performance problem(s)? Training only responds to knowledge and skills. 

What is the one question on your mind right now? What am I suppose to do I suppose? Here is one question that will help:

Aside from evaluation sheets, what other ways do you capture the impact of training or learning activities?

  • If the answer is "none", then you would need a serious change
  • If the answer is "we do have one more but it is not measurable", then you need a  serious change
  • If the answer is "we do not capture at all", you need serious change
  • If the answer is "we do have evaluation sheets but it means nothing", you need serious change
*When I mean change, I mean you need to be more proactive.

Note: Training versus learning
The fundamental difference between training and learning and development is that the later takes a multi-dimensional approach to human resource development (HRD). Training, on the other hand, is one-dimensional and based essentially on what has been referred to as the 'production-centred' approach.
https://www.trainingjournal.com/blog/what-difference-between-training-and-learning-and-development-0 





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