随着对不断发展的劳动力不断提高技能的要求的增加，培训成本也在不断上升。根据ATD（人才发展协会）的数据，每个员工每年的平均学习支出大约是$1,300。这还不包括将员工从正常工作中拉出来进行培训的相关费用。
Then, there is “the new workplace normal.” The COVID-19 pandemic forced vast numbers of employees to work remotely from home. Both trainers (internal and external) and learners had to make a hard pivot to online solutions, opening up new challenges – and opportunities – to ensure training is as effective as possible. In this environment, the pressure has never been greater for Learning & Development to demonstrate that training is an investment rather than a cost center.
为了评估培训的有效性，企业需要建立一个技能发展框架，将员工从培训到知识保留再到持续的行为改变。一旦你知道你的培训计划是以这种方式为框架的，就会更容易衡量真正的商业影响。
The changing learning landscape makes measuring ROI challenging
根据ATD的报告，2019年，传统的教师主导的课堂培训大约占了50%的学习时间。在2020年事件的刺激下，这种交付方式正迅速让位于新型的敏捷、适应性学习。
随着大部分人口的远程工作，比以往更需要灵活的学习模式。数字化培训或电子学习可以提供给分散在各地的听众，并且可以在任何地方和任何时候通过任何设备进行培训。方案可以定制，并适应不同类型的学习者，格式包括在线材料、讲解视频、播客、MOOC（大规模开放在线课程）、互动课程等等。
此外，像Zoom、WebEx和Microsoft Teams这样的通信平台的发展，使培训机构能够在网络世界中更紧密地反映物理教室的经验。有了更多的工具和方法来传授知识，教员不需要在现场呆上几天就能产生影响。
Of course, not all work can be performed from home. On-site employees still require upskilling and training and will benefit from on-the-job training. On-site learning can be intertwined with work activities such as coaching, job shadowing, job rotations, and stretch assignments (jobs assigned outside of current employee roles).
Simulation and gamification are experiential learning methods that help employees apply new skills in low-risk, safe-to-fail practice environments. Experiential learning easily engages tech-savvy millennial & Gen Z employees, and also helps to overcome any learning resistance from a workforce of varying ages, cultures and languages through its “hands-on” learning design.
对于L&D和工作场所的学习者来说，这既是一个令人兴奋的时代，也是一个充满挑战的时代。不断发展的学习环境为我们打开了通往培训新世界的大门，但新的授课方式也会使我们难以评估培训效果并将其转化为可衡量的结果。
将培训转化为成果的框架
要使培训的结果最大化，就必须了解学习者和组织可能具有的不同层次的目标，以及它们之间的联系。这四个层次--学习、知识、行为、结果--通常因角色而异，并可随着组织的成熟而不断发展。
Kepner-Tregoe投资回报率框架
- 学习--主要关注培训经验本身，确保内容与学习者相关。
- 知识 - 侧重于知识的保留程度，并能根据主要的理论情景和问题进行应用，如考试或案例研究。
- 结果 - 培训对硬指标（KPI）的影响
The point of having a framework is to identify gaps and opportunities for improvement. Knowing that a progression is required in turning training into “hard results” is an important realization. Results will not appear out of thin air just because someone receives training.
It’s also important to understand that this framework is a continuum. There is a natural cause-effect relationship between these levels – they are interrelated. Note too, that there isn’t a wrong place to start. It all depends on what the training objectives are and where your organization is in the journey.
However, there is a critical transition point that needs to be crossed to truly capture the value from any training effort. That point is the translation of knowledge into behavior: Without behavior change, there can be no change in outcomes. For that to happen, you need to focus on the adoption of the skills you are looking to instill.
推动采用的关键
When new skills are underused or ignored as soon as employees are back to work, behaviors and processes don’t change, the output remains the same, and training dollars are wasted. With so much time, money and effort devoted to training, achieving measurable results must start with one question, “Did learners change their behavior after training?”
That’s why the behavior level is the critical point of the ROI Framework. If addressed with clear intention, it can unlock a return on your training investment of significant proportions. The key is defining those critical behaviors that the training sought to instill and sustain in individuals, teams and entire organizations… and then driving the adoption.
确保持续行为的七个构件
持续的行为改变和推动结果可能是具有挑战性的。这里有七种想法，可以帮助使培训活动更加成功。
1.领导人必须支持培训--事前、事中和事后
没有领导层的支持，行为改变是不可能的。领导必须从一开始就参与进来，以表明他们对培训的承诺，并强调其对公司的重要性。
领导应该与学习者进行培训前的沟通，让他们为培训做好充分的准备，解释他们需要学习的技能以及新技能与他们的工作有什么关系。此外，领导应该在培训项目本身开始时在场，并在结束时回来听取潜在学员的发言，以确保培训达到预期效果。但是，他们应该避免在培训期间逗留，以免给学员带来压力。
在工作中，领导者必须鼓励、支持和监督学习者在工作场所不断应用新技能。领导者必须
- 强化期望以及行动或不行动的后果
- 打破任何阻碍行为改变的内部障碍
- 管理团队的优先事项以限制冲突
- 展示并示范新技能的使用。
- 向员工提供指导，告诉他们何时应该使用新技能
- 观察并记录新技能在工作场所的使用情况
为了激励新的学习者，领导者可能希望调整工作概况以反映所需的行为，将新技能的使用纳入定期的工作绩效评估和反馈/辅导课程，并考虑为改变工作方式的人提供奖励。
当领导者对使用新技能保持一贯的兴趣时，他们所管理的人也会如此。
2.使培训与学习者相关并为他们所接受
学习者需要能够将培训与他们的工作直接联系起来。通过建立这种联系，他们看到了培训的价值，并更有信心在工作场所使用他们的新技能。
首先，L&D需要与运营部门合作，清楚地了解培训要求和员工需要新技能的原因。其次，培训必须与工作环境紧密结合，以使培训与学习者相关。
To reduce the mental distance between training and applying new skills on the job, training must focus on the application of new skills to solve real-world problems from the workplace. Use actual on-the-job problems and ask employees to resolve them with new learned skills. Provide one-on-one coaching from instructors/coaches who have experience in achieving operational results. Don’t aim for perfection. Instead, encourage a “fail fast, fail forward” culture and focus on incremental improvements.
Learning doesn’t end when the clock strikes 5pm on the last day. After training, participants will require access to on-demand tools and resources so they can put their new skills into practice when they are on the job. Tools might include demonstration videos, templates, workflow tools or checklists, and quick reference guides for specific problem-solving.
The more employees can connect new skills to their job, the more likely they are to continue using them. Eventually, new sustained learning becomes simply the way work gets done.
3.提供深化新技能的机会
After training, learners return to their workstations or desks where day-to-day distractions take over. Deadlines, projects, a backlog of emails, and “firefighting” relegate those precious hours of training to the bottom of the pile.
How do you help employees maintain focus on what they’ve learned for the successful transfer of new knowledge to the workplace? Before they have a chance to make new learning a distant memory, extend the classroom with opportunities for them to deepen their skills. Make sure these opportunities can be “consumed” easily and in a flexible manner without disrupting the day-to-day work.
额外的课后复习内容，如自定进度的电子学习课程，可以非常有力地巩固他们所学的技能。
Experiential training or simulation opportunities where employees can practice skills and receive feedback in a “safe-to-fail” environment optimize the application of new skills and can help build confidence for faster adoption and shorter time to results. Find out more about the simulation-based training solutions that we offer.
Conduct follow-up exams to test employees’ comprehension of the new concepts they have learned about. Instead of testing the “what”, test the “how”. How do the new skills learned apply to real-life scenarios? Where should these skills be applied, when should they be used, and when should they not be used?
4.通过辅导和反馈支持成功
Applying new skills in a fast-paced, day-to-day work environment can be daunting. Often, it is simply easier to fall back on old ways. But a good coach or facilitator can make the transition to new processes easier.
教练可以指导员工在工作中应用他们的技能，确保技能得到正确使用，并帮助发展员工的信心。
One critical factor for performance success is feedback. Practice makes permanent, but feedback makes perfect. Coaches can use feedback to address application errors in real time when leading individuals or a group. Coaches give learners an opportunity to correct their work and learn from their efforts. Plus, positive feedback encourages others to take the extra effort and use a new skill.
Coaching can be provided in person by someone who is a constant presence in the operation or who is available for coaching during specific hours and can respond in a timely fashion. Coaching can also be provided virtually through platforms like Skype, Microsoft Teams, or WebEx. Coaches can be on-site employees or external SMEs. Make sure that coaching fits within the context of the employee’s role, happens during daily routines, and is short and targeted.
5.观察并记录新技能的持续使用情况
你的人已经接受了培训，并开始将新的概念应用到他们的工作中。你如何鼓励他们在未来继续使用这些概念？
Leaders and learners can work together to look for operational problems and determine how to use new skills to find solutions. If the problem is particularly difficult or the impact of the problem is significant, the learner may default to old habits. It’s up to their leaders to slow them down and encourage the use of new learned skills (which should produce a better outcome anyway).
Leaders can ensure that training has a lasting impact by requiring employees to document their use of new skills. In this way, skills are reinforced through regular reporting, and eventually resolutions are arrived at faster and easier. Consider issuing training certificates or official credentials only after learners have documented use of their new skills. That way, praise is tied to outcomes rather than to proof of presence at training or conceptional knowledge.
此外，员工的成功故事和应用应该存储在一个在线知识库中，以便将来出现类似问题时，其他人可以快速参考。领导层应该让财务部门参与到记录过程中，以验证问题解决后的财务节约或效益，这些结果可以共享。
6.将新技能嵌入到现有流程中
回到工作中，学习者必须确定如何在标准操作程序中应用他们的新知识。当现有的流程和系统不支持新技能的使用时，学习者就会感到困惑并失去积极性，培训很快就会被搁置。
The key is to embed the new skills into an organization’s standard day-to-day operation. The common pitfall here is positioning the use of new skills as special occurrences rather than simply the way work is done.
Clear triggers for use and a common understanding of how to use new skills in processes are vital for successful implementation. Involve learners in designing these process integrations, and be careful not to add steps for the sake of adding detail. In other words, if you are adding or modifying process steps, what can you remove in order to keep the use of new skills from becoming cumbersome? The new designed business process becomes part of the basis for coaching around skill use.
Learning & Development and operational leaders should also consider involving the IT department to take advantage of existing workflow tools for documentation, sustainability and to increase organizational learning.
7.考虑到对学习者的最初影响，这些影响可能会破坏成功。
必须找出并消除阻碍理想行为的障碍，为新技能的整合扫清道路。如果工作环境使得新的学习难以应用，那么培训费用就会被浪费。
一旦人们接受了培训，他们在技术上已经准备好在工作环境中应用新技能。但是，可能会有一些障碍或短期冲突的优先事项，阻碍他们应用新的学习。例如，额外的文书工作可能使使用新技能成为一种负担。学习者可能被鼓励使用新程序，但没有足够的时间将其付诸实践。
这不仅仅是定义工作职责的问题。在什么对组织有利和什么对学习者有利的斗争中，基于学习者的影响通常会推动持续的行为。这就是组织和个人之间后果平衡的斗争--也是大多数组织的不足之处。
比如说。一个工厂工程师通常了解为什么解决问题对一个组织很重要。他拥有解决问题的技能和知识。同样的工程师也明白预防问题的思维方式是有帮助的。这些都是对组织的积极影响，但对它们的认识通常是延迟的。
Some conflicting short-term impacts related to the engineer may start to play a role. The focus may be on completing documentation over solving a problem permanently. The engineer may be rewarded publicly for effectively fighting fires, but not acknowledged for 避免 a problem.
与学习者有关的个人影响总是胜过对组织的长期延迟影响。
培训是为了提高个人和团队的表现，并反过来影响你的组织的整体表现。评估培训效果并确保最初的目标得以实现是很重要的。同样重要的是运用所学的知识来更新和改进项目，找到更好的解决方案，甚至是终止项目。
Recognize that many benefits of training are hard to measure because they are mostly qualitative in nature. Factors like job satisfaction, high morale, and increased employee retention may seem intangible, but these can be extremely beneficial to the bottom line.
Overall, remember that training should not be a one-time event – but rather a learning journey. Organizations that define and support continuous learning paths enable employees, and hence their companies, to stay relevant in the rapidly transforming landscape.
作者
Christoph Goldenstern, Vice President of Innovation and Product Development
全球咨询/培训服务和产品的领导者，拥有25年以上的经验，帮助企业在解决问题、运营/流程改进、战略和项目管理等方面发展能力，并拥有强大的创新、销售和营销专长，专注于IT和技术/服务行业。
Broad experience in the creation of new market/product strategies and solutions as well as their execution including the go-to-market-plans and business development/sales management to drive growth. Christoph has held executive leadership positions both in the US and Europe and has worked with clients across the US, Europe and Asia.
Christoph’s work supports KT’s products globally, traveling to regional operations for project implementations and training. He resides in the Netherlands and can be reached at cgoldenstern@kepner-tregoe.com