Training Industry Magazine - May/June 2020 - 29

makes a measurable contribution to
organizational results.
There is strong agreement that formal
training alone yields a fairly small portion of
the results for any program. On-the-job
experiences are the biggest source of
learning for employees, according to the
"Deconstructing 70-20-10" research
report published by Training Industry.
The on-the-job environment and culture
significantly impact what employees do in
their roles, regardless of their knowledge.
Here are practical tips learning
professionals can use to add to and
demonstrate the value of the informal
learning that is likely already occurring
in their organizations.

making, so the company achieves the
highest possible level of profitability
and mission accomplishment with the
information and resources they have.

Identify Performance
Standards
From there, a training professional
should assist Angela in identifying
specific tasks she can perform on the
job to ensure that her team's reports are
accurate and delivered on time (Level 3:
Behavior). For example:
* Discuss the purpose, timeline and due
date for each report with the team.
* Check report progress at predefined
points throughout development.
* Review and approve each report prior
to submission.
Defining performance standards is a
critical step in creating a plan that
will produce results, yet it's often the
one most overlooked. Invest time
in discussing exactly what training
graduates should be doing in their
work - in observable, measurable
terms - that subject matter experts
and supervisors believe will have the
biggest impact on desired results.

Define the
Desired Outcome
The first step in creating and
demonstrating training value is to define
the desired organizational outcome that
the training is supposed to support - the
Level 4: Results. For example, as a new
supervisor, Angela could spend countless
hours engaging in all kinds of leadership
development training on a variety of
topics. However, she will get the most
impact if she first defines the specific
outcomes her organization believes are
most important for her to accomplish in
her role.
As a senior analyst, Angela is responsible
for providing accurate, timely reports to
support good organizational decision-

Make sure the conversation centers on
actual behaviors the employee should
exhibit rather than competencies that
define skills and traits. What the
employees must do to be successful
must be clearly and specifically defined
to both trainees and their observers.
In Angela's case, success would be
easy to determine if each report had
a stated purpose, a defined timeline
and due dates announced. The other
performance standards are similarly
observable and measurable.

Locate Targeted
Training Content
The performance standards identified
for Angela help define the training she
may require. Training professionals
should facilitate conversations between
trainees and their managers to assess
their current level of experience and
proficiency in performing the new
behaviors. Any gaps represent potential
areas to target with training.
From there, the training professional
assists in curating content, or in
Angela's case, she could find it on
her own. The key is that the search is

The Kirkpatrick Model of Training Evaluation
LEVEL 4: RESULTS
The degree to which targeted program outcomes occur and
contribute to the organization's highest-level result.
LEVEL 3: BEHAVIOR
The degree to which participants apply what they learned during
training when they are back on the job.
LEVEL 2: LEARNING
The degree to which participants acquire the intended
knowledge, skills, attitude, confidence and commitment based on
their participation in the training.
LEVEL 1: REACTION
The degree to which participants find the training favorable,
engaging and relevant to their jobs.

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Training Industry Magazine - May/June 2020

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