By Holly MacDonald

In my last post, I shared some things that could be used as performance support.  This post focuses more on how to know when it’s not just training.  Lots of times training is suggested because it is something tangible and action-oriented.  In my experience, it’s easier for someone to come to me saying they need some training and not “I need help“, which probably feels more like saying “I am obviously incompetent because the people that report to me aren’t doing what I want them to do“.  No one likes to say that. But it’s ok, I’m a performance diagnostician.

Here’s a few current examples:

Situation 1: I’m re-designing a course that is currently done in a classroom and putting it online for a client.  They are looking to “flip” their instruction – move the lecture style into an online format and re-purpose the classroom time for practice, discussion, activities.  As we are analyzing things, I realize that there is a need to introduce structure and process solutions in the mix.  The audience are busy entrepreneurs and have a hard time squeezing in the course work.  So, we’re breaking things down and using calendar alerts to help remind them to schedule assignments.  It will help them get the most out of the training. If people aren’t able to devote their attention to it, doesn’t matter how good your training is…

Situation 2: A client approached me with a training need for communication skills for their global IT team who have language and cultural barriers, but also simple things like time zone and technology barriers.  When we discussed it further, I realized that there was a very heavy emphasis on telephone (synchronous) communication and we could introduce alternatives that might help address the problem and give some decision-tree job aids to know what to use when. Training is probably still needed, but without looking at the work environment, it could fail.

Situation 3: a client is migrating their classroom training online and have a group of instructional designers responsible for doing so.  Training was provided on both the technological side (how to use the new tool) and the skills side (how to design impactful e-learning), but there wasn’t a flurry of new e-learning courses showing up.  There was a bit of a bystander effect at play – “I thought you were going to transition your course from F2F to e-learning”.  So defining expectations would be helpful here. They may know how to do it, just not that they are supposed to do (or when or many other basic questions).

Using consulting skills, you can diagnose what the business problem actually is and what the other factors are surrounding performance as part of your process.  It will position your training solution for success, regardless of whether you use traditional classroom, social network based solutions or performance support.

Holly MacDonald is an independent consultant with well over 15 years of experience in the learning & development field.  Holly is a bit of a techno-geek and can often be found playing online.  When she steps away from her computer, she spends time outside: hiking, kayaking, gardening and of course walking the dog.  She lives on Saltspring Island and is a leader in the live/work revolution.