Across the land, training budgets are shrinking and experienced trainers are finding themselves without a job. Why is that? Could it be something that we need to change in our approach? We know that there is a shift from training to learning, could that have something to do with it? What is the impact of eLearning, Knowledge Management and Performance Coaching? These were some of the questions I hoped we'd answer.

The first thing that we learned is that the Rockford area has some very interesting bright spots. There were representatives from two local organizations that have recently committed to full time training staff, plus one of our largest local organizations is beginning to organize a Corporate University. This is a time it's very good not to follow the crowd.

The discussion was very loose, I brought in a series of handouts (see links above) to start some discussions about different approaches and methods that can be used to support learning processes.

We discussed the ADDIE process (Analyze, Design, Develop, Implement, Evaluate) and why some people do, or do not, feel that it's appropriate for today's learning development environment. There seemed to be general agreement that we all do the basic steps but not with the lengthy detail that usually included in a full ADDIE approach. I confessed that I've had difficulty with the linear aspects of the ADDIE model and had developed a process borrowed from software developers - Rapid Application Design, aka Rapid Prototype Design. The basic idea is to develop prototypes of your learning modules as earlier as possible in the process, then you evaluate and gather more needs information as you incrementally iterate to the next version. It's a very nonlinear approach but it also appears to be quicker because each version of the prototype allows you to ask your intended audience very specific questions about each module's prototype. We live in a non-linear world so it makes sense that we should consider nonlinear development approaches - similar to spinning plates.

We also, very briefly, reviewed the Human Performance Technology Model from the International Society for Performance Improvement (http://www.ispi.org/). We agreed that there were too many tasks that appeared to involve circular references to have any application to anything we've experienced. I started investigating this organization based on a presentation made by Daniel Nelson last year. Their iterative approach is "a systematic combination of three fundamental processes: performance analysis, cause analysis, and intervention selection" which makes sense to me. I've joined this organization and will keep everyone posted as I learn more.

To me, Training is part Motivational Speaking, Knowledge Management and Performance Coaching processes. It's always puzzled me that Training usually receives less funding but higher performance impact expectations that those other processes. One member commented that he operates under whatever name the client wants to call him and that put in a piece of the puzzle. If your organization is funding Knowledge Management, then perhaps that's what you should be. Kind of the old "follow the money" approach.

We also discussed how there are usually 2 Objectives for every learning process. One that addresses the need you were given and one that you know is the true problem. Where do you find the true causal problems to solve? By going to the intended audience, where ever they are, and finding out WHY someone believes this learning is needed for these people at this time in this way. Many times you'll find yourself in a political squeeze between 2 managers and their agendas. If you don't know the "Why", you could end up getting squished.

There was one simple statement that I made during the discussion that came up repeatedly on the evaluations as "MOST useful item I learned today". What was that statement? "Learning is a process, NOT an event." This reflects our need to start supporting our learners with methods that support them before, during and after a presentation event. The process of learning is ongoing, it does not have a start and stop point. With the technology tools that we have available, we can easily and cost-effectively support a learning impacts that extends beyond a single presentation. Start a discussion group, post results, create 24 X 7 job aids, support learners helping learners. This is also a good place to get information that supports the future value presentations you'll need to make to your organization to prove your positive impact on performance.

That leads us to another item that was mentioned on the evaluations, different ways that you can "Prove the Value of Training". I presented a case that numbers tell a story and you have to understand financial terminology and flow to make your case in a way that your management will understand. Numbers will never "sell" management on a learning process, but they keep you in the conversation. What you need is a case that can prove a positive impact on performance, either by increasing sales or decreasing costs. That means that your evaluation process should at least include a Level 3 evaluation and should go to Level 5.

How does this work in real life? How can you make a financial (ROI) case when you can't obtain baseline numbers or other criteria? If you can't obtain those numbers, then your management also does not have those numbers. Try using a learner break-even analysis or some other approach using the numbers you can obtain.

Yes, anecdotal evidence of the value of your training can be successfully used to prove the value of your efforts. We heard one story where the performance target was to reduce the length of meetings. After the training, the meetings were actually longer but the training was considered highly successful. How could that be? Because the training met the true need - to increase the effectiveness of the meetings. Resolving that underlying need was recognized by the management team as the true value of the training they received. How do you put a number on that? Guess what, you don't need to because the management team is already convinced about the value of your efforts. However, since memories can be short, it is still a good idea to document and summarize your results.

When you're looking at proving the value of your efforts, don't forget to consider the overall strategic value (oh, is THAT why they're called strategic skills?) of your efforts to the organizational performance as a whole. What we do has tremendous strategic value, but if we're not invited to site at the strategy table we cannot influence those discussions. One member was fortunate to have a long term position that included training the present management as they had advanced through the ranks. Those individuals valued the training that they received to the extent that they involved the training department in the organizational strategy meetings. It certainly didn't hurt that as each person who received the training advanced up the internal career ladder, they wanted new staff to receive the same training that they'd received. Now that's proving strategic value.

We didn't answer all of our questions during this discussion, but we did share stories and frustrations that are common to everyone's experience and we learned something very important. We are not alone. Our personal, professional and organizational challenges are shared. Now, we just need to learn to share solutions.