The purpose of training should be to effect behavioral change in the firm and individuals.

If the organization does not create a connection between what is being taught and how the firm operates, the training is useless. Trainees will quickly perceive that the content of the training is irrelevant to their work.

For example, when David Maister was invited to conduct a seminar on the need for people to embrace the firm’s values, including the value of collaboration, he asked if he could survey participants to determine their opinion on the degree of collaboration currently practiced. His idea was rejected for fear of the disturbance it might create.

There must be a determination that training will help the firm achieve its goals. In the preceding example, it appears the firm may not have established a framework for collaboration. Therefore, training people to embrace it would be useless.

Training will not be effective unless the training program is viewed by participants as something essential to their futures.

Teaching people how to manage is often conducted in a misguided way. Teaching the rational elements of management will not help someone who does not have management skills. In other words, knowing about management does not mean you can manage. Managing means influencing people. You cannot learn that by taking courses in psychology. To learn how to manage, you must go through an experiential process where you try different techniques and evaluate results. It is more like the kind of training one gets in an exercise class.

Considered from the perspective that training is a process for creating change, there are four steps in the process:

1. The firm must have the systems to monitor, support, and reward the new conduct.
2. People must have the desire to change.
3. A knowledge base must be established.
4. Skills to put that knowledge into practice must be learned.

Skill development, which is often the first step in a training program, should be the last step, as above.

Other important points include:

• Senior management may need to change to demonstrate the necessity for the training. Otherwise the desired behavior will not seem important.
• Performance measurement systems need to be developed to measure the results of changed behavior.
• Continuous coaching must be a part of any training program.
• Training is best conducted within regular work groups. Training that brings together disparate group elements is educational but will not develop skills.
• Group leaders should be part of the training even if they have been through it before.
• Training in large groups is less effective.
• Whatever skills are being taught should be implemented immediately.
• Training by inside people is more effective. Outside resources can be used to develop training programs and to train the trainers.
• All attendees should be equally prepared for the training, including completing required reading and testing.

From David Maister, Professional and Business Life, 2006, http://davidmaister.com. For the complete article, click on the following link: http://davidmaister.com/articles/1/96/.