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- Herausgeber: John Wiley & Sons
- Kategorie: Fachliteratur
- Sprache: Englisch
A proven framework to fill the gap between "knowing" and "doing" Training Reinforcement offers expert guidance for more effective training outcomes. Last year, US companies spent over $165 Billion on training; while many training programs themselves provide valuable skills and concepts, even the best-designed programs are ineffective because the learned behaviors are not reinforced. Without reinforcement, learned information gets shuffled to the back of the mind in the "nice to know" file, never again to see the light of day. This book bridges the canyon between learning and doing by providing solid reinforcement strategies. Written by a former Olympic athlete and corporate training guru, this methodology works with human behavior rather than against it; you'll learn where traditional training methods fail, and how to fill those gaps with proven techniques that help training "stick." There's a difference between "telling" and "teaching," and that difference is reinforcement. Learned skills and behaviors cannot be truly effective until they are engrained, and they can only become engrained through use, encouragement, and measureable progress. This book provides a robust reinforcement framework that adds long-term value to any training program. * Close the 5 Reinforcement Gaps and master the 3 Phases for results * Create friction and direction while providing the perfect Push-Pull * Follow the Reinforcement Flow to maintain consistency and effectiveness * Create measureable behavior change by placing the participant central to the process Reinforcing training means more than simple repetition and reminders, and effective reinforcement requires a careful balance of independence and oversight. Training Reinforcement provides a ready-made blueprint with proven results, giving trainers and managers an invaluable resource for leading behavioral change.
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Seitenzahl: 315
Veröffentlichungsjahr: 2018
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“The problem with training is that when the learners get back to work, people are waiting for them! Soon they're too busy to apply what they just learned, and the training investment is wasted. By implementing the expert strategies in this highly readable book, you can assure that the knowledge and skills people have learned are put into practice—and make the most of your training dollars.”
—Ken Blanchard, co-author of The New One Minute Managerand Servant Leadership in Action
“DDI's Global Leadership Forecast reveals that over 50 percent of the highest quality leadership development occurs on the job—after the classroom concludes. However, executing this type of follow-up to formal learning can be incredibly challenging. The 7 Principles presented by the authors will help you powerfully reinforce learning and drive your talent and organizational strategies forward.”
—Tacy M. Byham, Ph.D., CEO, DDI, and co-author of Your First Leadership Job
“As former CLO at Hilton, I know that reinforcement is needed to transfer learning into applying. The methodology of The 7 Principles of Reinforcement presented by the authors will help you to design an effective reinforcement program that creates lasting behavior change and an impact on your organization.
Thanks to the engaging stories, sports examples, and useful tools, this is one of the most readable books on reinforcement I've read.”
—Kimo Kippen, VP, Global Workforce Initiatives,former Chief Learning Officer, Hilton
“I'm a believer. For the past few years I have transformed from being a client, to a practitioner, and ultimately to an evangelist of the reinforcement principles in this book. I've personally researched most of the alternative players in this industry, and while they are good at reminding and regurgitating, they don't get reinforcement like the authors do. If you want lasting change, employee and customer satisfaction, and revenue growth, then read and apply the principles in this book.”
—Treion Muller, Chief Product Officer, TwentyEighty
“We all know the problem with corporate training. After the training the learner gets back to their work, they forget what they've been taught, and/or they're too busy to apply what they just learned. Nothing changes. The training investment is wasted.
A reinforcement program based on the methodology presented by the authors in The 7 Principles of Reinforcement solves this industry problem. I amconvinced that this book helps you to create lasting behavior change and create impact in every organization.
It is your guarantee to increase productivity, improve communication, and boost the bottom line.”
—Anne Stawiski, Global Business Owner, Learning Solutions, Amway
“I've been in many industries as a learning professional, from health care, to truck rental, food processing, and now the payments industry. Adult learning comes in a variety of delivery vehicles: e-learning, webinars, classroom, how-to videos, etc. The key is retention and how to get the intended audience to retain the knowledge gained from their learning experience. I believe The 7 Principles discussed in this book are a home run in terms of applying key reinforcement principles to help learners retain critical knowledge they have learned! By incorporating The 7 Principles of Reinforcement, I know that my intended audience will put what they have learned into practice, and to me, that is success!”
—Brian Condie, Director, Instructional Design, Visa Inc.
TRAININGREINFORCEMENT
The 7 Principles to Create MeasurableBehavior Change and MakeLearning Stick
ANTHONIE WURTH
KEES WURTH
Cover Design: Wiley
Cover Images: screw, © DNY59/Getty Images;sticky note, © loops7/Getty Images
Copyright © 2018 by John Wiley & Sons, Inc. All rights reserved.
Published by John Wiley & Sons, Inc., Hoboken, New Jersey.
Published simultaneously in Canada.
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Library of Congress Cataloging-in-Publication Data
Names: Wurth, Anthonie, 1967- author. | Wurth, Kees, 1969- author.Title: Training reinforcement : The 7 Principles to create measurable behavior change and make learning stick / Anthonie Wurth, Kees Wurth.Description: First Edition. | Hoboken : Wiley, 2018. | Includes bibliographical references and index. | Identifiers: LCCN 2018018080 (print) | ISBN 9781119425557 (hardback) Subjects: LCSH: Employees—Training of. | Employee motivation. | BISAC: BUSINESS & ECONOMICS / Training.Classification: LCC HF5549.5.T7 W87 2018 (print)LC record available at https://lccn.loc.gov/2018018080
This book is dedicated to people who changed my lasting behavior.These special people influenced my life forever:
My parents, who did not change my life or behavior;they helped me discover it.
My coach, Mr. Henneveld,who developed my top sport mentality.
My wife, Monique, who continuously challenges me indeveloping as a human being.
My three kids, Max, Sem, and Fleur, who changed the reasonwhy I am on earth.
My brother, Kees, whose behavior I admire and use as amirror to develop mine.
CONTENTS
Introduction
We Did It!
Part 1 Understanding Reinforcement to Reach Behavior Change
Chapter 1 Eyeing Gold
Laying the Groundwork
Headed to the Olympics
Olympic Training Versus Corporate Training
Chapter 2 What Is Reinforcement?
The Effect of Mind-Set on Learning
Memories and Emotions Play a Role
You Will Forget
Chapter 3 Behavior Change Is Critical
Phases of Behavior Change
Meaningful Information
Spaced Repetition
Starting with Goals and Objectives
Chapter 4 Influencing Behavior Change
Learning the Value of Repetition
Sending the Right Message
Considering the Environment
Tracking the Data
Engaging Through Actions and Reactions
Thinking Through the Reasons
Taking Advantage of the Opponent’s Power
The Power of Principles
Part 2 Building the Foundation
Chapter 5 An Overview of The 7 Principles of Reinforcement
Principle 1: Master the 3 Phases of Behavior Change
Principle 2: Close the 5 Reinforcement Gaps
Principle 3: Create Measurable Behavior Change
Principle 4: Provide the Perfect Push and Pull
Principle 5: Create Friction and Direction
Principle 6: Follow the Reinforcement Flow
Principle 7: Place the Learner in the Center
The Cohesion of The 7 Principles of Reinforcement
Chapter 6 Principle 1: Master the 3 Phases for Results
Working on Awareness
Assessing Knowledge
Applying Reinforcement with the DO-DID-GO Approach
Knowing How Long Each Phase Should Last
Even a Loss Is a Win
Chapter 7 Principle 2: Close the 5 Reinforcement Gaps
Overcoming Uncertainty
Examining the 5 Gaps
Evaluating the Gaps
Chapter 8 Principle 3: Create Measurable Behavior Change
The Measurement Plan
Actionable Intelligence
Chapter 9 Recap of Building the Foundation
Principle 1: Master the 3 Phases of Behavior Change
Principle 2: Close the 5 Reinforcement Gaps
Principle 3: Create Measurable Behavior Change
Part 3 Engagement
Chapter 10 Principle 4: Provide the Perfect Push and Pull
Pairing the Principles
Pushing the Brain to Engage
Balancing Push with Pull
Chapter 11 Principle 5: Create Friction and Direction
The Basics of Friction and Direction
Balancing Friction and Direction
Putting Friction to Work
Putting Direction to Work
Chapter 12 Principle 6: Follow the Reinforcement Flow
The Value of Feedback
The CCAF Model
Examining Flow
Using Reinforcement Flow to Grow
Chapter 13 Recap of Engagement
Principle 4: Provide the Perfect Push and Pull
Principle 5: Create Friction and Direction
Principle 6: Follow the Reinforcement Flow
Chapter 14 Principle 7: Place the Learner in the Center
Project Wurth
Focus on the Learner
The Learners’ Intention
An Adaptive Approach
Part 4 Analyzing Your Reinforcement Program
Chapter 15 Finding Balance with the Reinforcement Lever
Understanding Reinforcement Levers
Plotting Your Reinforcement Lever
Analyzing the Different Reinforcement Levers
Chapter 16 Crafting Reinforcement Messages
The S.A.F.E. Method of Messages
Chapter 17 Reinforcement for Different Training Types
Training Types
Moving Beyond the Principles
Chapter 18 Introducing Your Reinforcement Program
Relying on the Trainers
Chapter 19 Sore Made
Appendix Tools for Building a Reinforcement Program
Reinforcement Assessments
Resources
About the Authors
Anthonie Wurth, Founder of Mindmarker
Kees Wurth, CEO of Mindmarker
About Mindmarker
How We Started
How We Do It
What We Offer
Who Uses Mindmarker?
Why We Do It
Index
End User License Agreement
List of Tables
Chapter 3
Table 3.1
Chapter 6
Table 6.1
Table 6.2
Chapter 7
Table 7.1
Chapter 8
Table 8.1
Table 8.2
Table 8.3
Chapter 10
Table 10.1
Table 10.2
Table 10.3
Chapter 11
Table 11.1
Chapter 12
Table 12.1
Chapter 14
Table 14.1
Table 14.2
Chapter 15
Table 15.1
Table 15.2
Chapter 16
Table 16.1
Table 16.2
Chapter 17
Table 17.1
Table 17.2
Table 17.3
List of Illustrations
Chapter 2
Figure 2.1. The Forgetting Curve
Figure 2.2. The Effect of Repetition on Forgetting
Chapter 5
Figure 5.1. How The 7 Reinforcement Principles Fit Together
Chapter 6
Figure 6.1. Master the 3 Phases
Figure 6.2. Time Spent in a Training Event vs. Time Spent in a Reinforcement Program by Phase of Behavioral Change
Chapter 7
Figure 7.1. Close the 5 Reinforcement Gaps
Chapter 8
Figure 8.1. Create Measurable Behavior Change
Figure 8.2. Using Data to Take Focused Action
Chapter 10
Figure 10.1. Provide the Perfect Push and Pull
Figure 10.2. The Pull Thermometer Helps You Assess the Progress of Your Reinforcement Program
Chapter 11
Figure 11.1. Create Friction and Direction
Figure 11.2. Different Combinations of Friction and Direction Result in Different Outcomes
Chapter 12
Figure 12.1. Follow the Reinforcement Flow
Figure 12.2. Flow Is the Balance Between Skills and Challenges
Figure 12.3. Balancing Challenges and Skills Development
Figure 12.4. Push Your Learners from Their Comfort Zones to Their Flow Zones
Figure 12.5. A Challenge Moves Learners into the Flow Zone and Results in a Performance Increase
Chapter 14
Figure 14.1. Put the Learner in the Center
Chapter 15
Figure 15.1. A Reinforcement Lever Based on Perfect Foundation and Engagement Assessments
Figure 15.2. Principles 1 Through 6 Influence Principle 7
Figure 15.3. Create Your Own Reinforcement Lever
Figure 15.4. A Solid Reinforcement Program
Figure 15.5. This Reinforcement Program Could Use Some Work
Figure 15.6. A Mediocre Reinforcement Program
Figure 15.7. Learners in This Reinforcement Program Need More Engagement
Figure 15.8. A Reinforcement Program with Low Participation
Figure 15.9. A Reinforcement Program with Good Participation but Limited Progress
Figure 15.10. A Reinforcement Program with No Participation and No Results
Appendix
Figure A.1. Blank Reinforcement Lever to Assess Your Own Reinforcement Program
Guide
Cover
Table of Contents
Introduction
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INTRODUCTION
Corporations spend billions of dollars every year on employee training. These investments are meant to increase productivity, improve communication, and boost the bottom line, but often managers and executives feel as if they’ve thrown away their training dollars. Nothing changes.
The problem with corporate training is that when the learners get back to their work, they forget what they’ve been taught, and/or they’re too busy to apply what they just learned. The training investment is wasted.
My brother, Kees, and I (Anthonie) wrote this book because we’ve seen this happen too many times. [Editor’s note: Although Kees and Anthonie wrote this book together, “I” refers to Anthonie throughout the book.]
We are former top athletes who competed at the highest Judo level in the world. We spent many hours every day for many years becoming the best in our sport. We know how to train, and we know how to make training principles stick.
After my Judo career with experience as an Olympic athlete in 1992 in Barcelona, I was a corporate business trainer for knowledge and soft skills for more than ten years. When I compared how training was applied in the sports world versus the corporate world, I noticed a big difference. Training was given, but it was never followed up with reinforcement.
The combination of training and reinforcement is what transformed Kees and me from kids who liked to be physical into Judo champions. Without training reinforcement from our coach, we would never have made it to that level.
Solutions offered in the learning industry are good at regurgitating lessons and reminding learners of what they’ve been taught, but they don’t reinforce lessons, which is required to create lasting behavior.
In this book, we describe an effective methodology that has proven its success in the last 12 years. We want to educate the learning industry and inspire every learning professional to see that reinforcement is much more than just sending reminders or a focus on knowledge retention.
By using this book, learning professionals can create a solid reinforcement program. The methodology used in The 7 Principles of Reinforcement is perfectly balanced between engagement and results. Using The 7 Principles we describe, you can develop a program that reinforces learning and drives your talent and organizational strategies forward. Then you can be assured that the knowledge and skills your learners have been trained in are put into practice and that you are spending your training dollars well.
By applying The 7 Principles of Reinforcement, you drive training results and increase learners’ engagement. A strong reinforcement program with a focus on results, but with no participation, does not create lasting behavior change or impact in your organization. But high engagement does not always guarantee good outcomes. Only the perfect balance between a strong foundation with measurable results and a focus on engagement guarantees the transfer of training from learning into application.
We have divided the book into four parts, and throughout the book we use a lot of examples from our sports careers to explain The 7 Principles and the methodology.
Part 1 explains how you can achieve behavior change by using reinforcement. We explain what reinforcement is, what is needed for behavior change, the difference between training goals and reinforcement objectives, and what influences behavior change.
In Part 2, we provide an overview of The 7 Principles of Reinforcement, and then explain how the first three principles are used to build a strong foundation to drive results. Chapters 6, 7, and 8 contain tools and assessments to help you to build and improve your foundation.
Part 3 helps you build your engagement to increase learners’ participation. In Chapters 10, 11, and 12 we explain the three principles that help you create messages that will reinforce the training and keep your learners’ minds engaged. Again, each chapter provides tools and assessments.
To analyze your reinforcement program, you will find a more detailed look at the methodology in Part 4. A methodology based on your specific reinforcement lever helps you determine when improvement is needed. Chapter 16 suggests ways to check and improve your reinforcement messages. The S.A.F.E. methodology is based on 12 years of analyzing reinforcement messages and determining their impact.
Chapter 17 explains the different approaches by training type. Chapter 18 provides you the best practices on how to introduce training reinforcement programs in your organization and explains the role facilitators have in a successful reinforcement program. In Chapter 19 we describe the final recommodations to become a reinforcement expert.
The Appendix contains all the tools you need to build an effective reinforcement program. Also make sure to visit www.the7principlesofreinforcement.com, where you will find digital versions of all the assessments, tests, and action plans, along with reporting options. You can also download additional reinforcement programs based on this book.
We Did It!
Winning an Olympic gold medal is not easy. I never won one; neither did my brother, Kees.
Writing a book is also not easy. But we did it! I am so proud of our accomplishment. It feels like our gold medal. You never win gold alone. I want to thank many people.
My wife, Monique, who listened for two years to all the ideas I had. My son Max (20 years old) who was part of the research team, my son Sem (14 years old) who asked lots of questions while he practiced his English via this book, and my daughter Fleur (12) who assisted me with food and drinks while I was writing.
Besides all the other people who read the book, gave feedback, and asked lots of questions to help me improve this book, I want to thank my late coach, Koos Henneveld, who asked me the “two questions.” My parents, Wout Wurth and Nennie van der Matten, who always showed their pride during our journey of writing this book.
Finally, I want to thank my soul mate, brother, business partner, and co-author Kees for all his input and support and for being a sparring partner not only on the Judo mat but also on paper. This time we did it!
PART 1UNDERSTANDING REINFORCEMENT TO REACH BEHAVIOR CHANGE
You train your employees until you think you can’t teach them anything else, but you aren’t seeing the results you expect or want. What’s the problem? Where’s the disconnect?
You’re missing the reinforcement component: the application of what people have learned. Reinforcement is required to change behavior and to reach the outcomes you seek.
The chapters in this part of the book explain what reinforcement is, how behavior change happens, and how you can influence behavior change in your learners.
CHAPTER 1Eyeing Gold
“Clean up your sports bags.” This is what my mum and dad said every day when my brother and I came home from our Judo training. For some reason, we were in the habit of dropping our sports bags right behind the door when we entered the house.
Kees, my younger brother, and I trained in the Dutch national selection for Judo. Our sports bags contained Judo suits, wet towels, our Judo belts, and materials to prevent injuries. Those bags were heavy—probably too heavy to carry them inside to the scullery where the washing machine was. As soon as we put one foot in the house, we dropped the bags. (Maybe this bad habit runs in the family, because I recognize the same behavior with my kids, and so does Kees.)
My dad had his own company and always came home late. As soon as he opened the door, he needed to “climb” inside. In a loud, irritated voice, he let us know that our behavior was not acceptable. But for some reason, we could not change this behavior. I must admit, perhaps we did not try hard enough and we were just lazy.
If I remember correctly, this laziness was the only behavior that didn’t suit our role as top athletes in martial arts. Judo is a Japanese martial art that requires a lot of discipline and respect. It also requires lots of practice to master all the skills.
LAYING THE GROUNDWORK
Kees and I began taking Judo lessons when we were five years old. We attended classes at a local sports club with lots of other kids. Mum and dad spent lots of hours driving us to the club and then waiting to drive us home, just as lots of other parents do.
When I was 12, we started riding our bikes to the club. Using bikes is a common means of transport in Holland. When we came home after a two-hour training session, we would park our bikes in the garage and drop our sports bags on the floor. We trained seven days a week, and every day my father saw our bags behind the door. “Clean up your bags!” he’d shout. For some reason, we could not change this behavior.
In our teenage years, Kees and I were part of Holland’s national team. We traveled a lot and won medals at international tournaments. Judo became our life. All of our teachers at school knew that we could not always be present in class or had to leave early for training.
Our friends knew we would not join them when there was a party or a birthday with cake. Judo athletes compete in different weight classes, so at every tournament, the athletes must weigh in to check their body weight for the class they will compete in. Kees and I fought in different weight classes. My mother was happy that we never had an official fight against each other.
When we weren’t training, we were thinking about food. Kees and I both had to lose a lot of weight before each competition. Our fat percentage was extremely low, and we could not eat a lot the week before the weigh-in. Our diets consisted of well-balanced meals. Sweets and candy were rare treats. The benefit of living on a strict diet was that our family and friends accepted our behavior and did not offer any drinks, candies, cake, or food that was not good for a top athlete. With so few temptations, it was quite easy to stick to a strict diet.
The same for our rest. We slept, rested, and prepared ourselves for the next training. We did this 365 days a year for many years. Our life was different from most young men’s. We did not drink, and we did not go to parties, birthday celebrations, or summer camps. We lived in locker rooms, sports halls, and airports—and on the Judo mat. Without being aware of what we were doing, we slowly changed our lives and our behavior. Except for the sports bags.
In 1987, I had finished my Judo training for the day; I was in the locker room. I was tired and sitting on a wooden bench. My coach Koos Henneveld entered the room, and I looked up.
“Anthonie, do you want to become an Olympic champion?” he asked.
“Yes.”
My coach stepped closer and looked into my eyes and asked a second question. “Anthonie, is it also your choice?”
“Yes,” I said again, not exactly knowing what this would mean for the rest of my sports career.
For the next five years, I followed a strict diet; my schooling was extended by two years, and I had a girlfriend but hardly saw her. I lived for a year in Japan. I trained more than 20 hours a week. My strength, my flexibility, my conditioning—everything—was measured.
We went to tournaments, completed evaluations to determine our improvement, did repetitions of specific moves more than 2,000 times a day. My whole life was a consequence of my choice.
In 1991, I won several international medals and became the European champion at a tournament in Prague. Based on these results, I was selected for the Dutch Olympic Team to represent the Netherlands in the Barcelona 1992 Olympics.
My coach also coached Kees, who is two years younger than I am and a talented athlete. Five years before the Olympic games in 1992, my coach asked him the same two questions: “Do you want to become an Olympic champion?” and “Is it your choice?” Kees also answered yes to both questions.
Kees also did all the hard work, trained 20 hours a day, followed a strict diet, and lived the life of a top athlete. When it was time for him to go to Japan, the Mecca of the Judo sports, for more training, he chose to go to the United States instead through an exchange program at his school.
He lived in the United States for almost seven months. During that time, the hard daily training, the diet, and the life of a top athlete became less of a priority. When he returned to Holland in 1990, he realized that he had only answered yes to the first question, “Do you want to become an Olympic champion?” Answering the second question yes and facing all the consequences of your choice is extremely difficult.
Kees was inspired by me and started to train again when he returned. He trained extremely hard, as if he were punishing himself for the seven months of not living like a top athlete. When I looked at his training effort, I felt I need to do more, too. That year, 1990, was our best training year ever.
In 1991 Kees became Dutch champion and won many medals at international tournaments, but it was not enough to qualify him for the Dutch Olympic Team. Competing at the top level of a sport is hard, very hard. Kees realized that the results he achieved were not enough and were a consequence of his choices. “That is how it works,” Kees said when we heard he was not selected for the Dutch Olympic Team.
Kees became my sparring partner for the last part of “our” Olympic journey. He trained with me every day. He ate the same food as I did. He was always there when I needed him.
HEADED TO THE OLYMPICS
It was 1992. The Olympic Judo tournament was conducted at the Palau Blaugrana Arena. After all those years of focus, the day—Thursday, July 30, 1992—was finally here. This day had been marked on our calendar for years.
Based on my results I was favored to win the gold medal. In the first part of the program, every fight was perfect; they all went just as planned. I didn’t have any trouble with my opponents. Every hour we came closer to our gold medal.
At the end of the day, only a few athletes were left. They all won their fights, and these final rounds decided who became Olympic champion. I had to fight an American. After five minutes, I lost with a minimum score. I still feel pain from this memory. When I left the fighting arena, I was crying. I was a broken athlete. I lost my gold medal. I lost my dream. I lost!
A Japanese athlete whom I defeated in 1991 at the World Championships won the gold. That made my loss even more painful. With tears in our eyes, Kees and I listened to the Japanese anthem during the medal ceremony at the end of the day—silent, anonymous, somewhere at the top of the stands. We left the Palau Blaugrana Arena in silence.
We realized that our dream was finished. We couldn’t live another four years under this extreme training regimen. Even if we did, we would not become better contenders for the gold medal than I was in 1992. Days after the competition, we evaluated our performance. Now I had two questions for my coach that had been running through my mind for the last few days:
“Why did I lose?”
“What did I do wrong?”
Sitting at the pier in the Olympic Village, my coach answered me:
“Anthonie, you did not do anything wrong.”
“But why didn’t I win the gold medal? What did I do wrong?”
He looked out over the sea before answering. “If you do not do anything, you cannot do it wrong! You should take initiatives. You should attack to win. Only waiting and defense is not the way to win gold.” Then he paused. The silence created impact.
“You have to take initiative to win the gold medal,” he repeated. He stood and helped me up. “It’s the same in life. Mark that in your mind.”
I was speechless. While I thought about what he had just said, he walked away. He held his head upright and stately. His job was done. He had also lost gold.
Although I didn’t know it at the time, this is the fundamental principle of a successful reinforcement program: “Take initiative.”
After our Judo careers ended, Kees and I continued our lives as entrepreneurs. Kees moved to the United States and created and built up his company. I stayed in Holland and joined the corporate training industry. Using the same high-level sports mentality we grew up with, we have both succeeded in growing our businesses. Every day someone is waiting for you to take initiative!
Kees runs a retail business. He knows that “retail is detail,” exactly like top-level sports. You must pay close attention to the details. There is no shortcut to the gold medal. Kees has never lost his sports mentality.
I joined Europe’s biggest training company. I have trained thousands of groups on soft skills, such as communication, leadership, sales, presentation skills, and cultural change, as well as holding many individual coaching sessions.
After 10 years in the training industry, I feel comfortable comparing corporate training to athletic training. What is the difference between the way Olympic athletes train and how employees in corporations train? Not many athletes can compare their lives as athletes with life in the corporate training world. Only long experience in both worlds allows them to understand both worlds and to compare the two.
OLYMPIC TRAINING VERSUS CORPORATE TRAINING
After spending more than 10 years training as a top-level athlete and working for 10 years as a corporate trainer and consultant, I started to compare the results of various sports training methods to corporate training.
In top-level sports, everybody knows the 10,000-hour rule. The key to achieving world-class expertise in your field is to practice in a correct way for a total of 10,000 hours. A quick calculation shows that 10,000 hours is three hours of training per day for 52 weeks per year for 10 years. I did not see that happening in the corporate world. In the 1990s, training consisted of a two-day classroom event and maybe a follow-up after a couple of months.
I also noticed that the results of training in the corporate world were rarely measured. At the end of training sessions, learners might give feedback on how the training was and how the trainer performed. But that’s not what matters.
Training outcomes should focus on the effect of the training, how it influenced behavior change, its impact in the organization. In sports, everything is measured—your speed, your condition, your fat percentage, your strength, how you performed in the training, the competition. Everything is analyzed to determine the next training period. Everything is focused on the performance and getting results.
In the corporate training industry, everything seemed to be focused on the training itself: How well did the trainer do? Did HR select the correct training? Does it help you in your daily work life? Evaluation and reflection are valuable approaches in top-level sports. Every tournament, every performance gets a solid evaluation. Every athlete is realistic about receiving an honest evaluation.
When I became the Dutch Judo champion, my coach came to me and said, “Anthonie, tomorrow morning, 8 a.m.” I replied that 8 a.m. was a bit early for a party. He told me, “Remember, our goal is not to become Dutch champion. Our goal is Olympic champion.” So we evaluated the championship match and determined what details to work on next. We did this every day. Our evaluation always started with self-reflection. My team of coaches carefully listened to how I thought the tournament went and how I thought I could improve. We talked not only about the tournament but also about the food, the training, the preparations, the coaching, everything.
In corporate training, I see a lot of underutilized assessment tools. I am convinced that behavior change starts when you can perform a good self-reflection. If you cannot identify your own necessary improvements, you are probably not aware of them. Behavior change starts with Awareness.
Just after the millennium, I started to investigate how I could combine lessons learned from the top-level sport world and the corporate training world. What did I know from both worlds, and how could I implement some synergy?
I figured out that, strangely enough, a conflict of interest exists between the client and the trainer in the corporate world. The trainers’ business model at that time was not based on results. They earned money by holding classroom training or training events. The more events, the more money. The client, in contrast, wanted to employ the training outcomes as long as possible. So the trainer earns money with more training events, but the clients want to profit from the training as long as possible. Imagine what would happen if this occurred in sports! In top-level sports, the athlete and the trainer or coach have the same goal—results at the highest level.
By asking: What is more important than the training itself ? I could solve the conflict of interest. The answer is: The period after a training event. The most important part of training should be how people apply what they have learned in the training.
When I competed in Judo, the work with my coach wasn’t important. It was all about the way I applied and used the Judo techniques he taught me. The important part wasn’t how I trained or whether I remembered the moves or how often we trained. It was how I applied what I learned, how I changed my behavior, my Judo moves, when I had to perform.
The bridge between the training event and applying what you have learned is called reinforcement!
