'Why training doesn't seem to work for my firm anymore?'
Enhancing the power of training with instructional design
Learning can be considered a life- long process that takes place beyond the academe and extends into the corporate setting or in the workplace. This is why companies spend for training, with the intention to enhance their employees' knowledge and to help them acquire additional skills, which will eventually enable them to do their jobs better and to achieve organizational goals.
Armi Treñas, founder of Learning and Performance Partners Inc. (LPPI) says that for more effective learning to take place, the proper structure, content, and process have to be put in place. These are tenets of a relatively unknown but fast- spreading discipline called instructional design.
With her extensive experience in the corporate world, Treñas is fully aware of the "training crisis" that many firms face today. One of the biggest questions she encounters from professionals in the human resources and learning and development ( L&D) fields today is that "Why training doesn't seem to work for my organization anymore?"
Training departments have been part of many organizations for a long time now, yet the tasks being delivered are routine. Training is also seen as an "end-all" and "be-all" solution - a knee-jerk reaction to management's analysis of problem areas. Whenever a skill or knowledge deficiency is perceived, training is immediately called in and external subject matter experts are usually enlisted to discuss figures, facts, and processes.
Interestingly enough, when no immediate results or changes are seen, training programs become an easy target for subsequent cost-cutting. Management often wonders if there is a return on their investment in upgrading their inhouse training capability.
The Bangko Sentral ng Pilipinas Institute (BSPI), the training arm of the central bank, is a good example of an organization that sought to understand and appreciate the skill of training in a different light.
According to BSPI director Carlyn Pangilinan, "there was an increasing awareness of the relevance of capacity building or training as a vital tool in strengthening the BSP, to ensure that its people are skilled to meet the requirements of a very complex and dynamic operations of central banking."
They approached Treñas’ firm because they felt they have been doing what they felt was right, but they knew there was still a lot to improve or achieve. They had the same question in mind of why training doesn't seem to work for their company objectives anymore.
"Training itself is not the culprit, " answers Tre as. "It's just that the effectiveness of training is not maximized or correctly utilized." This is where instructional design comes in - it complements, enhances, or when necessary "corrects" the training practice.
"Instructional design is foundational knowledge that would be of great help to an L&D professional or organization," declares Treñas.
Instructional design can be likened to an architect drawing up a blueprint for a house, or in the case of a trainer, being able to design targeted interventions toward building the knowledge and skills of employees - as well as knowing how to impart these to the trainees.
According to Treñas, instructional design would basically entail a number of strategic processes, most basic of which is analysis of needs and situations; and based on this, the design of targeted learning programs. The resulting clarity of what the training programs are supposed to achieve allow for more effective evaluation of results and continuous improvement.
With this kind of orientation toward critical thinking and analysis, company HR personnel and trainers are also called to a greater and more value-added role in the company-as they have always been meant to be.
"Instructional design ultimately helps unlock added value that trainers and L&D practitioners in the workplace can bring to their organization," she reveals.
Just observe any HR department and you would see how trainers and L&D personnel are virtually rel- egated to an administrative function Ð receiving requests for training, engaging resource speakers, implementing programs, and focusing on menial details such as attendance and completion of the program.
"It's a common pitfall to focus on these indicators to ensure effective training, when in fact they may be the completely wrong aspects to measure," Treñas warns.
In the case of BSPI, the training department has now evolved from being a mere implementor, to a proactive process owner and genuine L&D resource. Armed with the instructional design discipline, they have become empowered to determine the appropriate training interventions of various other departments to develop their competencies.
“The benefits could immediately be seen especially among the thought processes of BSPI members. Like doctors, they diagnose organizational problems and prescribe knowledge solutions. Recommendations to undergo training are no longer approved based on what internal clients want, but on what they need," says Pangilinan.
Such success stories of organizational transformation are compelling proof of the immense power of instructional design. "Once a company realizes the benefit of being capable of instructional design, they will view training and learning in a whole new, different light," enthuses Treñas.