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Author: Alex Brittain-Catlin

The Evolving Role of Facilitation in Corporate Training: Adapting to Hybrid Environments and Learning Journeys

Posted on by Alex Brittain-Catlin

Introduction

In the vibrant and ever-changing sphere of corporate training, the importance of effective facilitation cannot be overstated. As we transition from traditional face-to-face training to dynamic hybrid models, a strategic reassessment of our facilitation techniques is essential. Here we look at some of the vital adjustments necessary for facilitation success in hybrid learning environments, highlighting its impact on the overall efficacy of training programs.

Recent studies on the Promote platform reveal a significant link between managerial and facilitator support and improved completion rates in training programs. These findings are not only quantifiable but also enriched by qualitative insights, showing enhanced engagement levels and practical application of learned skills. Enhanced manager involvement, achieved through structured check-ins during the learning journey, plays a crucial role, although it demands a paradigm shift in how Learning and Development (L&D) is perceived and valued within the business.

Active facilitation emerges as a key element that directly influences the outcomes of training initiatives. What remains the same is that the facilitator needs to understand the content, it’s specific application into a given company environment, and the actual challenges that exist. However, to achieve superior results, active and continuous facilitation throughout the training process is crucial, rather than a more limited approach largely limited to the classroom.

The Essence of Effective Facilitation

Facilitation today builds upon traditional practices but extends significantly to meet the demands of contemporary training programs. My experience collaborating with L&D organizations and training providers has shown that despite the critical need for ongoing, high-quality facilitation, there are recurring challenges and often a disconnect in facilitator performance leading to subpar learner engagement.

This indicates a prevalent misunderstanding among facilitators regarding their role in the new training paradigm. More than just a change in facilitation techniques is necessary; a simultaneous transformation in training design, implementation, and understanding of how training supports organizational goals is imperative.

Understanding Facilitation in Hybrid Settings

Facilitation in hybrid training environments is not just an old concept wearing new clothes; it requires novel, tailored approaches. The growing prevalence of hybrid training models, incorporating learning journeys, mandates a re-evaluation of the facilitator’s role. In these settings, facilitators must adeptly engage both remote and in-person participants, necessitating a blend of traditional skills and new technological competencies. This shift not only changes the nature of facilitation but also significantly enhances the reach and effectiveness of training programs by integrating innovative techniques and interactive technologies.

Ongoing Presence

Hybrid training, especially when bolstered by a Learning Experience Platform, redefines facilitation by providing continuous support throughout the duration of a training initiative. This approach ensures that learners receive help precisely when they need it most—when they’re back at their desks, applying new strategies in real-world scenarios.

This doesn’t mean facilitators must be on call around the clock; rather, it emphasizes the need for more frequent and timely interactions. By promptly responding to learners’ queries and inputs, we create a supportive atmosphere that not only fosters a sense of being cared for but also allows us to address their questions early and effectively.

Traditionally, queries might wait until the next scheduled session, causing delays and diminishing the relevance of the help provided. Learners, understanding this delay, often felt their real-world application of skills wasn’t a priority. Now, we’re shifting this dynamic. Instead of periodic check-ins, our approach ensures that facilitation is an ongoing conversation, enhancing the relevance and impact of the support provided.

Active facilitation transforms the role of both facilitator and participant. For participants, the expectation to demonstrate what they’ve learned becomes a tangible part of their training experience. Positive peer pressure and group dynamics encourage this sharing, but more importantly, once learners see that facilitators are genuinely there to support them, their engagement levels soar. This transition from mere attendance to active engagement is crucial for demonstrating the effectiveness and results of the training.

Ultimately, our goal is to establish a facilitation process where learners understand they have continuous access to thoughtful and relevant support. Engagement is not a one-way street; it’s about creating a reciprocal relationship where facilitators are as invested in the learners’ real-world application of skills as they are in the training sessions themselves

Training Facilitators for Hybrid Environments

To thrive in this evolved training landscape, we must equip our facilitators with more than just their prior classroom experience. They need to understand the distinct differences between traditional and hybrid training environments and embrace new methods and mindsets.

Unfortunately, many seasoned facilitators, despite years of expertise in conventional settings, struggle to adapt to this shift. The belief that their role remains unchanged—that the same old techniques will suffice—has led to underwhelming results. Today’s training demands a fresh approach, one that aligns with the dynamic needs of modern organizations and their employees. By retraining our facilitators with these principles, we ensure that they are not just transferring knowledge but are catalysts for genuine, measurable change in workplace performance.

Adapting Skills for Online Facilitation

Facilitators who have traditionally excelled in the classroom may find the shift to online facilitation to be a unique challenge. This transition involves several key changes:

  • Embracing New Roles

    The focus shifts from being the star of the classroom to facilitating engaging discussions that promote practical application of skills at work. While a well-delivered live session remains valuable, the role of a facilitator now extends beyond the live environment. It's no longer about commanding the stage; it's about mastering digital tools, transforming oratory skills into effective online communication, and becoming more of a coach and guide than merely an entertainer.

  • Rapid Response and Engagement

    In hybrid environments, facilitators must offer timely and relevant feedback to foster real-time application and sustain engagement. This proactive approach helps facilitators be seen as allies in the application of skills in the workplace, rather than mere reviewers of participant input. Moving away from generic responses to providing thoughtful, personalized feedback is essential, and much more effective than the often seen "thanks for your input" approach.

For many seasoned professionals, this shift from a classroom-centric focus to a balanced approach that values digital interaction just as highly can be daunting. The old way of thinking—that real teaching happens face-to-face—no longer holds. Today, digital facilitation is not just a nice-to-have; it’s crucial for effective training and requires just as much effort and skill as traditional methods.

Commitment Across the Learning Journey

Successful facilitation demands consistent dedication throughout the training program, particularly in structured learning journeys where real transformation happens. This commitment shifts the facilitation from a “nice-to-have” extra to a vital part of the training effectiveness.

Several factors need alignment for this transition to succeed:

  • Cultural Shift in L&D

    The mindset within Learning and Development must evolve from merely providing training to actively supporting and driving performance. This broader perspective encourages L&D professionals to deeply consider their impact on organizational success.

  • Participant Engagement

    Learners must understand that their active involvement is required throughout the entire training initiative—not just passive attendance, but meaningful participation and application of skills. Setting clear expectations and providing proactive follow-up, especially at the beginning of programs, helps establish standards for continued engagement.

Experience shows that once participants realize facilitators are genuinely there to support their growth, engagement levels rise significantly. However, this change does not happen overnight and may initially cause some anxiety as it takes root.

While dedicated ongoing facilitation significantly boosts engagement and performance, it’s important to recognize that it is just one element of successful program management. When integrated with a broader strategic approach to training, this focused facilitation can truly transform outcomes and bring immense value to an organization.

The Importance of Program Factors

Successful facilitation is more than just the act itself; it’s profoundly shaped by the structure and elements of the program. Consider these critical aspects:

  • Participant Engagement

    A program's effectiveness largely hinges on participants recognizing the benefits it offers them. This awareness not only increases their interaction with the content but also encourages them to apply what they learn directly to their work situations.

  • Setting and Following Up on Expectations

    Clear communication of expectations and consistent follow-up are essential. Acknowledging strong contributions and addressing weaker efforts help cultivate a culture of meaningful engagement and continuous improvement.

  • Connection to Daily Work

    Linking training closely with participants' daily roles is vital. Learning Experience Platforms (LXP) are instrumental in bridging the gap between theoretical learning and practical job demands, ensuring a continuous loop of application and feedback.

Changing Organizational Acceptance of Facilitation

Integrating facilitation with organizational goals requires a shift in perspective:

  • Adjusting Mindsets

    It's crucial to recognize that effective facilitation extends beyond in-person interactions and plays a central role in driving measurable performance outcomes.

  • Allocating Budgets for Facilitation

    While initially perceived as an added expense, effective facilitation is a critical investment in unleashing the true potential of training initiatives.

Enhancing Engagement and Completion Rates

By scaling back on in-person components and enhancing online facilitation, training programs can not only cut costs but also improve engagement and completion rates. We have examples of programs that demonstrate that the absence of face-to-face meetings did not hinder engagement—thanks to the strategic use of an LXP that supported active, ongoing interactions.

Conclusion

The role of facilitation in corporate training is evolving significantly, especially in hybrid learning environments. Today, effective facilitation merges traditional skills with new digital competencies. Organizations and facilitators must embrace these changes to amplify the impact of their training efforts, ensuring they align closely with workplace demands and organizational objectives. This strategic alignment, coupled with adept use of technology and a redefined role for facilitators, is crucial for fostering a culture where continuous learning and practical application propel organizational performance.

Steps to Improve Facilitation

1. Engage Facilitators

What to Do:

  • Foster Engagement

    Encourage facilitators to see ongoing facilitation as rewarding and impactful. Highlight the benefits of closer contact with participants and the resulting improvements in confidence, competence, and motivation.

How to Do It:

  • Regular Check-ins

    Schedule regular meetings with facilitators to discuss their experiences and challenges.

  • Support Networks

    Create a support network where facilitators can share insights and advice.

2. Monitor Facilitator Performance

What to Do:

  • Track Facilitation Activities

    Regularly review the facilitation efforts of your facilitators. Look for patterns in facilitator visits and engagement scores.

How to Do It:

  • Use Analytics Tools

    Implement analytics tools to monitor facilitator activities and participant engagement.

  • Feedback Mechanisms

    Establish feedback loops where facilitators can receive constructive feedback on their performance.

3. Reinforce Facilitation Practices

What to Do:

  • Provide Follow-up Support

    Ensure program managers follow-up with facilitators to reinforce their key roles and responsibilities.

How to Do It:

  • Role Modelling

    Pair less experienced facilitators with seasoned ones to observe and learn best practices.

  • Social Learning

    Organize periodic gatherings for facilitators to discuss challenges and share solutions.

4. Introduce New Technologies

What to Do:

  • Adopt a Learning Experience Platform (LXP)

    Utilize LXPs to enhance learning and facilitation capabilities.

How to Do It:

  • Leverage LXP Features

    Use the LXP to facilitate interactions among participants, facilitators, and subject matter experts.

  • Training on LXP

    Provide dedicated training sessions on how to effectively use the LXP for facilitation.

5. Conduct Facilitator Training

What to Do:

  • Deliver Targeted Training

    Offer specific training sessions focused on the new facilitation approaches and expectations.

How to Do It:

  • Interactive Training

    Incorporate role-playing and scenario-based training to put facilitators in participants' shoes.

  • Performance Metrics

    Clearly communicate the performance benefits of enhanced facilitation and set expectations accordingly.

6. Allocate Budget and Prioritize Time

What to Do:

  • Allocate Resources

    Ensure that there is a dedicated budget and sufficient time allocated for facilitation activities.

How to Do It:

  • Time Management

    Schedule regular facilitation sessions and integrate them into the program timeline.

  • Budget Planning

    Include facilitation costs in the overall training budget to support it as a priority.

7. Integrate AI Support

What to Do:

  • Utilize AI Tools

    Use AI to support facilitators, especially novice ones, by providing guidance and suggestions.

How to Do It:

  • AI Assistants

    Implement AI tools that can offer facilitation tips and handle routine participant queries.

  • Train-the-Trainer Programs

    Use AI to enhance train-the-trainer initiatives by providing consistent support and feedback.

8. Manage Resistance to Change

What to Do:

  • Address Concerns

    Recognize that experienced facilitators may resist new facilitation methods and address their concerns sensitively.

How to Do It:

  • Change Management

    Implement change management strategies to ease the transition to new facilitation practices.

  • Involve Experienced Facilitators

    Engage experienced facilitators in the development process to leverage their expertise and gain their buy-in.

9. Make it Easy to Succeed

What to Do:

  • Gradual Implementation:

    Introduce new facilitation approaches incrementally to allow facilitators to adapt over time.

How to Do It:

  • Phased Rollout

    Start with small, manageable changes and gradually increase the level of facilitation required.

  • Supportive Environment

    Provide continuous support and encouragement to facilitators as they adjust to new methods.

Let us guide you to successful training initiatives!

Contact me!

Alex Brittain-Catlin Performance Consultant

6 common barriers in training – and how to overcome them

Posted on by Alex Brittain-Catlin

Why do training programs sometimes fail? There are several reasons why the expected outcomes of training initiatives may not be achieved. In the following, we’ve identified six prevalent barriers to performance that obstruct the effective application of acquired skills, along with potential strategies for overcoming them.

Barrier nr 1: Not Enough Time

When returning to work, learners often encounter other priorities or lack enough time to apply what they have learned. This results in newly acquired skills and behaviors not being practiced, and old ways of doing things persist.

How to address this:

  • Break the learning into smaller, usable parts instead of one extended training session. Participants should identify relevant aspects in their own tasks and scenarios. Encourage them to recognize opportunities during training to apply what they’ve learned. This process creates a concrete action plan based on their own connections to their work. Learning in smaller, actionable pieces avoids the need to tackle everything at once. Read more about learning journeys here.

  • Be clear what the time expectations and the level of effort/commitment required to apply the learnings at the outset of the program. To assist with this there can be an 4 assignment called “plan your success” that actually involves a sit down between the participant and their manager to plan out the time that is needed. When the manager sees the output, they are far more likely to support the learning and make the application of learning a priority. Make clear the benefit of applying the learning, that the benefit will outweigh the cost/time spent.

  • Provide flexible virtual solutions, such as support materials, templates, checklists, and videos, for quick access when needed. Boost learners’ confidence in applying their acquired knowledge. Additional material can be incorporated into assignments, sessions, or tasks—referred to as resources in the Promote platform. Moreover, you have the option to specify which role should have access to the resource, enabling you to include separate materials for coaches if desired.

Barrier nr 2: Not enough manager support

For decades, we’ve recognized that ‘manager support’ plays a crucial role in maximizing ROI from training investments. However, the question remains: What kind of support is needed, and when, how, and to what extent?

Managers may not fully grasp why the training is taking place or its intended outcomes. They often prefer engaging in activities with a clear purpose. Alternatively, they might disagree with the training’s objectives, hindering learners from applying their acquired knowledge. In certain cases, managers may be uncertain about the support to provide due to a lack of awareness regarding the content and objectives of the learning program.

How to address this:

  • Engage managers in shorter or virtual training sessions to equip them with the essential competencies needed to support their learners. While many managers may have been promoted for their individual skills, they may lack expertise in coaching and providing feedback. Remember, coaches also benefit from coaching! Consider implementing the Manager Onboarding Program — a self-paced, individual program and job aid designed to help managers offer practical, easy, and efficient support to their team members, precisely when and as needed.

  • Include managers in the program as co-designers, co-facilitators, or participants in application tasks—not solely for follow-up conversations.

  • Assist managers with job aids, templates, question lists, and toolkits for follow-up conversations. The more straightforward the support tools, the greater the likelihood that managers will engage with and secure buy-in from their direct reports. Consider offering updates on the training progress of their team members, even if at a general level. Ensure coaches also have access to specific resources when constructing the program. In the Promote platform, you can incorporate resources and designate the role for which the resource is accessible—allowing you to include distinct materials for managers.

  • Checklist – How to be a great coach throughout a training process.

Barrier nr 3: No incentives or misaligned incentives with the learning application

The learning might conflict with the formal incentive system, or there may be no motivation to adopt new practices. In these instances, learners may be actively discouraged from applying new skills or behaviors, especially when there is no incentive or when the incentivized actions run counter to the learning.

How to address this:

  • Encourage feedback from managers. Learners become more engaged when they feel recognized and acknowledged. Structure tasks and assignments to include effective feedback systems.

  • Track performance and behavioral changes using established business tools such as CRM or employee feedback systems. Regularly check the progress of the learners by allocating time to log in and assess their development. Schedule follow-up meetings, either face-to-face or online, at the beginning of each learning event and throughout the program.

  • Have a clear way to recognise/reward application from learnings and the eventual results. Share any incentive gaps that arise with leadership during the design phase or that come up during implementation.

Barrier nr 4: Not enough feedback

The absence of recognition or feedback, when learners apply new skills, impedes effective performance. Support during the early post-training stages is crucial for continuous development. If skills are not adequately learned, the deficiency may go unnoticed, leading to incorrect application and reliance on old methods, ultimately resulting in underwhelming performance without a clear understanding of the reasons behind it.

How to address this:

  • Incorporate feedback into the learning process and cut costs by utilizing technology instead of depending on in-person meetings. Implement confidential feedback to avoid creating barriers for learners progressing at different speeds. Utilize AI Facilitation Assistance in Promote to streamline the facilitator’s workflow, enhance engagement with learners, and ensure that each individual receives the attention necessary for success.

  • Establish precise training evaluation objectives. What are you aiming to achieve, and who should witness your success? The Promote platform empowers you to guide your program toward its goals by responding to deviations or promoting success in real-time. Grounded in recognized training evaluation methods by Kirkpatrick and Professor Binkerhoff, the platform ensures a robust framework for assessment.

  • Create peer groups among colleagues for sharing learning-related feedback. Promote simplifies the sharing of experiences throughout the learning process. Participants inspire, share experiences and best practices, reflect, collaborate, and network with each other, fostering a more profound learning experience.

Barrier nr 5: Not confident enough to apply learned subject matter in real situations

The learner didn’t fully comprehend the subject matter to confidently apply it in a real situation. While the learning emphasized relevant areas, it might have leaned more towards theory than practical application. Consequently, the learner lacks confidence in applying the new skills or behavior in an actual workplace situation.

How to address this:

  • Provide continuous training opportunities rather than a one-time event. Achieving proficiency in a skill or knowledge area takes time, repeated training, and patience. Clear instructions, qualified feedback, and a bit of encouragement are essential. In essence, it requires a learning journey to secure confidence and competence.

  • Encourage Peer learning and the sharing of best practices. Introduce a buddy system to foster interaction and social learning. Utilize the Promote Platform to integrate peer review and team tasks, where learners are tasked with reviewing and providing feedback.*

  • Provide useful job aids using diverse technologies. Supply online practice resources for learners to utilize outside the classroom, creating more space in class to enhance their confidence. In the Promote platform, you can incorporate additional material into assignments, sessions, or tasks.

Barrier nr 6: Not enough opportunities to apply

Although the insights gained from the training are intriguing, the learner’s current role may not afford them the opportunity to apply these learnings.

How to address this:

  • Allow participants to choose activities that align with their interests and enable them to identify these in advance. Additionally, offer learners the opportunity to showcase what they’ve learned and teach others, depending on the subject matter.

  • Apply the knowledge through a sequence of guided social learning sessions in a safe environment, providing learners with the opportunity to put into practice what they have acquired.

  • Maintain focus by considering the next steps. Create a plan to ensure that learners have the opportunity to apply what they’ve learned in a meaningful and impactful manner.

By utilizing an effective training process and system, you can overcome these barriers and unlock the untapped potential in your employees. The Promote platform can help you boost on-the-job application within your training initiatives, delivering five times better results. This means five times more participants apply their knowledge to contribute to the company’s success. Interested in trying the platform? Click the link below.

Try the Promote Platform here

Creating Digital Content to Support Your Training Initiative

Posted on by Alex Brittain-Catlin

There are a number of crucial factors that a content creator needs to ascertain before the creation of program material. Firstly, there needs to be a clear understanding of what results we are after as a result of the program, whether we are after learning transfer or the delivery of performance. If we are after the latter, then there also needs to be a clear agreement of how this performance is to be achieved over the course of the training, to successfully drive application of that learning in the workplace.

  • Learning Acquisition or Driving Behaviour

The first question is perhaps contentious, because few instructors would say that training they deliver is designed to only support knowledge acquisition. However, only recently has the focus on application and how to achieve this really been in focus. When talking about application, we are talking about the specific skills/approaches that the participant will be expected to apply on their job whilst participating in the training program. Generally, we still see that there are two broad approaches to delivering training: event-focused learning transfer (where the participant is expected to learn the content), and learning journeys designed to support guided application over time (where the participant is guided to apply the learning in their working scenario).

Once again, if the training program is more event focused then there are limited new demands on us as content providers because most of the theory is still delivered verbally by instructors. However, if we are moving towards learning journeys, then this changes the type of content that we need to support such journeys.

  • Increasing Complexity

This provision of content and then the self-paced access to this material places other demands on us as content creators. Firstly, we need to separate the theory into different parts. This will depend on the type of material that we are trying to deliver but should also relate to gradually increasing the complexity of the subject matter. So, we may start with an early introduction of a particular theory and ask participants to reflect on this, this can then be followed by a specific model or theory as well as a possible template for an approach that we would like them to apply. As the participant begins to understand the theory, and becomes more competent and confident in the approach, we may then need to supply them with additional material. This material may relate to more complex scenarios, or the next level of application that we can now provide to provide deeper understanding and relevance.

The key is to provide ongoing guidance and reference material so that the participants can gain a level of mastery before they graduate the training, to ensure that they are equipped to continue carrying out the specific areas that are covered. Here the journey enables us to have several interactions with participants, meaning that we should aim at bite-sized learning to incrementally increase the participants knowledge, understanding, and ability to apply. This means that we need to create material that is gradually more complex or addresses more challenging application scenarios as participants become more familiar with the basics and move beyond these into application.

  • Content Types

We also need to determine what format this theory takes. Is the material going to be written documentation, a video, a podcast, a checklist, supporting or relevant article, or even a supplementary eLearning? Ideally, we need to provide our participants with some different approaches to learning the content. However, we also need to be aware of the trend for bite-sized learning too. We may be able to provide a participant with several hundred pages of written or PowerPoint documentation, but should we? We need to ensure that we are only providing the right amount of material, so that they are able to understand and apply the content in their own working situations, not drown them in endless material.

The key seems to be to have a balance of different types of material, that can be consumed easily by a participant with limited time. When looking at videos, ensure that they are short, around 3-7 minutes and then address different points with additional videos rather than try and include everything in one. The same is true for written or PowerPoint documentation. A rough guide is that it is better to have shorter articles, than longer ones. Though we should remember, that because this is delivered digitally, we are also able to include links to additional material if participants want to dig further. When doing this, it’s key to remember that we need to base our training expectations on the main, not the additional, content.

  • Creating Context in a Digital Format

A further consideration is how we add “context” to the content that we provide. By context, we mean the company-specific relevancies, the experience of application, and perhaps also the challenges and successes that others have experienced when applying the same approaches previously. This is a strength of face-to-face training and indeed this is also the value that an experienced trainer provides. It is this context that can also be added to provide cohesion and relevance to the specific models that are introduced. The challenge with digitally driven learning is that there is no natural home for this element. At Promote we address this issue by including some elements of context in the overall assignment descriptions, where the participants are brought into the relevancy of the model that will later feature through more specific content.

There are once again two approaches when it comes to context. One is to remove it all together, in favour of keeping content to a minimum and the requirement on participants to a minimum. The other is to include the context but keep it to a few key points/stories rather than relay too many points or stories to underlie the points we are trying to make. The decision as to which way to go is to look at the entire flow of the training, to ascertain what type of learning and application we are attempting to drive.

Communication between the program designer and content creator is key. In many cases we are no longer looking for purely supporting material but for content that will drive application and behavior. The intentionality behind the content is a key element that needs to be clarified and communicated between the program designer and the digital content creator. The degree to which we intend to increase complexity over the course of a journey and what type of application are we expecting participants to apply. The type and extent of the application is absolutely key here, because this is what the content needs to directly support.

Let us guide you to successful training initiatives!

Contact me!

Alex Brittain-Catlin Performance Consultant

Webbinar: Think value, not “results”

Posted on by Alex Brittain-Catlin
See recorded webinar

Watch this free webinar to learn how to stop wasting time and money over-designing training that does not warrant such efforts, and put your time and resources into the high-value initiatives your organization needs to survive and thrive.

 All L&D investments have to deliver value, but the routes to value differ dramatically. Some training doesn’t even have to produce learning to produce value; some training relies on transfer to produce value; others do not.

An oft heard aphorism is that if something looks like a duck, swims like a duck, and quacks like a duck, then it probably is a duck. Applied in the context of learning and development (L&D), if an intervention is provided by the L&D function, involves instruction and learners, then it is “training”. This is an unfortunate truth, because to external appearances, most training does indeed look the same.

Despite the fact that the worth of a L&D investment derives from the underlying value proposition, L&D selling and purchasing transactions are commonly discussed and negotiated with little if any dialogue about value propositions. The result? Lost value opportunity, wasted resources, dissatisfied L&D customers, and blunt instrument budget cuts that hobble success.

In this free webinar, Professor Robert Brinkerhoff and Promote Solutions consultant Alex Brittain-Catlin, present the Six Fundamental L&D Value Propositions that a viable organization needs to be fluent in to effectively understand customer needs and make pinpoint design resource decisions to deliver the specific value needed at the most reasonable cost.

See answers from webinar

Year of the Tiger (L&D) 2022

Posted on by Alex Brittain-Catlin

5 steps for L&D to climb the food chain

– How can L&D create education with claws in it?
– How do you iron out the stakeholders?
– And how do you put your claws in results that help the business?

In the guide “Year of the Tiger – Five ways to show your L&D stripes in 2022” we show you how you as L&D should think and do to take the results to the next level.

It’s time for you to bring out your stripes and embrace 2022 – the year of the tiger.

Download the guide here.

L&D Transformation

Are you looking for a way to transform or modernize your L&D department?

We have the tools to run a successful L&D department.

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Cracking the learning journey code

Posted on by Alex Brittain-Catlin

The Covid Pandemic has challenged the way that many Learning and Development departments and training providers deliver training. There has been a necessity to move away from face-to-face classroom training and instead deliver virtually. This has spurred on the adoption of both Learning Journey methodology and the adoption of a Blended Approach to learning – where both digital and live training are utilised. Both of these have been aided by organizations’ rapid and widespread adoption of digital as a means to deliver training, which was a barrier for many to really embrace these approaches prior to the pandemic.

Both the Learning Journey methodology and the Blended Approach to learning were areas that Promote has championed for the last few years. However, there has been limited demand for such programmes, largely because it’s been easier to apply traditional learning approaches and organizations have been wary of trying something new. This changed with Covid 19 and its extended impact on how organization’s deliver training. Companies now realise that they need to adopt new approaches and move ahead with the new reality of Learning and Development, rather than waiting to see when Covid will end and “normality” will return.

The new normal enables new opportunities

This “new normal” enables us at Promote to apply both the Learning Journey and Blended approaches to a wider degree, which has included the creation of a four-month leadership learning journey in partnership with a couple of our customers. Putting the theory into practice has led to some interesting lessons when it comes to implementing such approaches. What it has shown is that this is not just an adequate alternative, but is actually a better alternative for such training initiatives. We can produce better results, create more impact and performance, and at a lower cost to the customer organization. Some lessons have also become evident, that whilst these approaches may be similar to many which have gone before, changes are required to really realise the results that organizations are looking for.

Engagement is key

Engagement is a key factor for any programme. Without it results are negligible and the application of the learning can be very limited in the majority of cases. There are different elements when it comes to Engagement, whether it’s Participant Engagement, Manager Engagement, and even Facilitator Engagement and changes in approach need to be adopted with all of them.

The content of the programme needs to contain a balance between Group Learning and an Individual Focus to be relevant and applicable by participants. This furthers the idea that Learning and Development initiatives need to have an increased Focus on Application of the learning delivered in trainings rather than on the accumulation of the knowledge itself. We only see impact when participants apply their learning in key situations which actually deliver the performance outcomes that we are after.

Our Learning Journey also incorporated programme dynamics such as spreading learning over Time, ensuring that the Duration of the programme itself, and its constituent parts, were of the right length. We also had to ensure the right level of Content, to provide learners with the key understanding and ability to apply the learning in their everyday working scenarios.

The result: we’ve cracked the learning journey code

The challenge has been similar to completing a multi-dimensional jigsaw puzzle, where different elements come into play at different times and in different ways over the course of the journey. In doing so, we have learned a number of lessons when it comes to Cracking the Learning Journey Code.

In our guide below we’ve concluded our learnings and put together a guide for you who also would like to learn more about cracking the Learning Journey Code.

Want the full scope?
Download our complete guide on all of our do’s and don’t that we have learned during our work when creating a fully virtual leadership learning journey during the pandemic.

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Key findings and observation from our latest survey (HPLJ)

Posted on by Alex Brittain-Catlin

We recently conducted a survey that was sent out to our certified High Performance Learning Journey community to find out more about the use, design and implementation of High performance learning journeys after completing the Champion certificate level.  19% of the community answered our survey and we’ve now summarized our conclusion and observations.

The survey results confirmed a number of our beliefs when it comes to the implementation of High-Performance Learning Journeys, the trends in the market, and where challenges lie when implementing such approaches.

Following the HPLJ certification, the great majority (91.5%) have applied their learning when designing and implementing their L&D initiatives. This supports the utility of this approach in the contemporary L&D environment. We have also found that over half (53%) of respondents have used the HPLJ approach on several occasions.

A relevant and applicable methodology

There has been a wide application of the approach when it comes to the types of programs designed by the respondents. The majority of the programs related to the area of leadership, but the HPLJ methodology was also adopted in programs that address: Executive Development, Management and Supervisory Skills, Sales, Project Management, Technical Training, and On-boarding. This supports HPLJ’s relevance for a wide range of L&D initiatives, rather than being useful for just a single type of training. Furthermore, the survey responses showed that there is a limited need for compromise when it comes to the implementation of the HPLJ approach, and, as such, that the methodology is relevant and applicable in its entirety.

Trends of more virtual sessions

Two of the trends that we have noticed—a decrease in face-to-face training requests and an increase in the number of virtual instructor-led sessions—were supported in this survey. Both internal L&D and external providers noted the decrease in the number of face-to-face sessions (internal L&D 87% & external 74%) and the increase of virtual sessions (internal L&D 89% & external 84%). This points to these trends continuing beyond the recent Pandemic, and as more of an ongoing future trend.

Barriers and obstacles to overcome when implementing the HPLJ methodology

The HPLJ certification addresses a number of the barriers experienced in the course of implementing a Learning Journey and respondents were ask to share their own experiences having carried out their own journeys. On a positive note, social learning and completion rates were not seen as much of a barrier as might have been expected. However, the survey results also supported the long-held view that proactive action needs to be taken in order to address other expected barriers. Manager engagement is still regarded as one of the greatest hurdles to successfully implementing such journeys. Secondary to this was the challenge of being able to stretch the learning journeys as far as would have been liked. Manager engagement is key because the manager plays a central role in supporting on-the-job application of learning in the workplace, as well as enabling the learner to spend sufficient time on—and demonstrate the positive impact of—what has been learned. Being able to stretch learning journeys over time becomes a challenge due to a lack of understanding by managers and other key stakeholders. Instead of longer journeys, in which skills and approaches are really trained and supported, managers and key stakeholders prefer short, hard-hitting initiatives. Many respondents commented that this is more of a hoped for, rather than a guided application model, which rarely delivers the required outcomes.

There still does not seem to be a greater awareness of Learning Journeys outside of the L&D community, meaning that key stakeholders more often ask for what they know: events. This means that the ability to sell and educate key stakeholders as to the value of such an approach is still required. Part of the challenge here is that L&D is not particularly seen as a decisive factor when it comes to bringing about business results. There is still a view, or hope, that change can be brought about simply and cheaply with fast training initiatives. This was further supported by the view that creating Learning Journey resources was seen by the business as being too extensive, and that the required results takes too long.

In conclusion, the results of this survey point to the HPLJ methodology as being a widely applicable approach with a growing base of practitioners. Furthermore, the trends in the market support the increased relevance of this approach as we move beyond the current pandemic. More work is still required in convincing organizations of the relevance of the HPLJ approach and the value that it can provide.

Key findings and observation from our latest survey on the use of High Performance Learning Journeys

Posted on by Alex Brittain-Catlin

We recently conducted a survey that was sent out to our certified High Performance Learning Journey community to find out more about the use, design and implementation of High performance learning journeys after completing the Champion certificate level.  19% of the community answered our survey and we’ve now summarized our conclusion and observations.

The survey results confirmed a number of our beliefs when it comes to the implementation of High-Performance Learning Journeys, the trends in the market, and where challenges lie when implementing such approaches.

Following the HPLJ certification, the great majority (91.5%) have applied their learning when designing and implementing their L&D initiatives. This supports the utility of this approach in the contemporary L&D environment. We have also found that over half (53%) of respondents have used the HPLJ approach on several occasions.

A relevant and applicable methodology

There has been a wide application of the approach when it comes to the types of programs designed by the respondents. The majority of the programs related to the area of leadership, but the HPLJ methodology was also adopted in programs that address: Executive Development, Management and Supervisory Skills, Sales, Project Management, Technical Training, and On-boarding. This supports HPLJ’s relevance for a wide range of L&D initiatives, rather than being useful for just a single type of training. Furthermore, the survey responses showed that there is a limited need for compromise when it comes to the implementation of the HPLJ approach, and, as such, that the methodology is relevant and applicable in its entirety.

Trends of more virtual sessions

Two of the trends that we have noticed—a decrease in face-to-face training requests and an increase in the number of virtual instructor-led sessions—were supported in this survey. Both internal L&D and external providers noted the decrease in the number of face-to-face sessions (internal L&D 87% & external 74%) and the increase of virtual sessions (internal L&D 89% & external 84%). This points to these trends continuing beyond the recent Pandemic, and as more of an ongoing future trend.

Barriers and obstacles to overcome when implementing the HPLJ methodology

The HPLJ certification addresses a number of the barriers experienced in the course of implementing a Learning Journey and respondents were ask to share their own experiences having carried out their own journeys. On a positive note, social learning and completion rates were not seen as much of a barrier as might have been expected. However, the survey results also supported the long-held view that proactive action needs to be taken in order to address other expected barriers. Manager engagement is still regarded as one of the greatest hurdles to successfully implementing such journeys. Secondary to this was the challenge of being able to stretch the learning journeys as far as would have been liked. Manager engagement is key because the manager plays a central role in supporting on-the-job application of learning in the workplace, as well as enabling the learner to spend sufficient time on—and demonstrate the positive impact of—what has been learned. Being able to stretch learning journeys over time becomes a challenge due to a lack of understanding by managers and other key stakeholders. Instead of longer journeys, in which skills and approaches are really trained and supported, managers and key stakeholders prefer short, hard-hitting initiatives. Many respondents commented that this is more of a hoped for, rather than a guided application model, which rarely delivers the required outcomes.

There still does not seem to be a greater awareness of Learning Journeys outside of the L&D community, meaning that key stakeholders more often ask for what they know: events. This means that the ability to sell and educate key stakeholders as to the value of such an approach is still required. Part of the challenge here is that L&D is not particularly seen as a decisive factor when it comes to bringing about business results. There is still a view, or hope, that change can be brought about simply and cheaply with fast training initiatives. This was further supported by the view that creating Learning Journey resources was seen by the business as being too extensive, and that the required results takes too long.

In conclusion, the results of this survey point to the HPLJ methodology as being a widely applicable approach with a growing base of practitioners. Furthermore, the trends in the market support the increased relevance of this approach as we move beyond the current pandemic. More work is still required in convincing organisations of the relevance of the HPLJ approach and the value that it can provide.

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