What Really Gets to Learning Officers These Days? Professionals Chime in With Their Biggest Pain Points (cont.)

As mentioned previously, I had started an interesting discussion on LinkedIn earlier this motnh, not with the intended purpose of a blog post, but rather I was just curious – why not turn to experienced people involved in training/learning within organizations and ask them, what their 3 biggest pain points are rights now = what really bothers them?  Not necessarily just a list of known challenges and barriers to successful employee learning and knowledge transfer, but what really gets to them, what makes their blood boil.  I got so many interest responses, that in I changed my mind and decided to share some of their thoughts on this blog (all with their permission).

Our weekly contributor Kevin Goldberg has covered previously the question of potential barriers and common training issues facing training from a variety of angles.  I myself also wrote earlier this year n about 7 potential barriers to organization learning.   But I wanted to hear from those in the field right now.

Monali Ringe, Lear Corporation:

  • Certainly as mentioned by most of you all, Training is not considered important from Management as well as Trainees 
  • Personally I think as a training professional, another challenge is to relate Training to the day to day business or worklife of participants, finding out practical tools and techniques which are easily implementable rather than big theories. 
  • Another challenge is to actually measure the effectivness of training, although there can be different formats and levels etc. it is very difficult to really understand the impact of trainings especially softskill training.

Susan Gatrett, Chief Learning Officer, Training Specialist:

  • Conflicts (both personal and organziational) regarding time to accomplish focused learning. 
  • The age old dilemma – cost of time away from core responsibilities 
  • Organizational learning strategy that adds value and really works for both the organization and the individual professional.

Jim Heffernan, Founder of Insights53:

  • Not differentiating between the need to inform and the need to change behaviors. Product, marketing and sales stakeholders need guidance in selecting the best forum for achieving their goals. If training for understanding and behavioral change is the answer, then those same stakeholders must allow SME content to be translated by educators into teaching and learning practices. And, the stakeholders must commit to managing to the desired behavior for ROI to be recognized.

Colleen Morris, Corporate University Training & Integration Manager at Brown-Forman Corporation:

  • Learners are ready to embrace new ways to learn. If we want our learners to be engaged and our training to have greater impact, we need to find new ways to deliver our training and leverage the technology around us. If we can do this, learners can always go back and review and reinforce what they learn, at any time and place where the technology exists.

Karen Rae, of Aspire Performance Training:

  • The lack of understanding about how people learn amongst training “professionals”
  • Dodgy operators who detract from the importance of quality education in the pursuit of dollars
  • People who think they can train/teach a subject because they are subject matter experts.
  • Learners distracted by the day to day activities of their roles because they can’t disconnect from their technology.

Ana T. Gomez, Strategic Global Human Resources Manager and Development Coach:

  • It’s key that managers set expectations to their employees before they attend a development program, the program should not be “an event”, it should be structured so there is accountability on the part of the manager and the participant, on what is required before, during and after the program.

Jayshree Ganesan, EZVidya

  • Initial resistance to learning which comes from complete lack of awareness of problems , a barrier that a trainer takes time to overcome .
  • Lack of dexterity in participants to personalize the concepts they learn, in other words participants take time to see what is in the concept for them.
  • Pre-empted notion of the participant that application of any learning is time-consuming/requires effort and hence an unwillingness to even try anything new.
  • Seeking external motivation all the time, completely charged during training sessions,participants easily give up trying in real time scenarios.

Laura Lingle, Arbitron

  • People given training and/or instructional design responsibilities although they are not qualified. (And people who accept the responsibility although they have no business doing so.)
  • People who perpetuate misconceptions about training by filling training requests as though one can/should order training the same as one would order a pizza.
  • Failure to put ultimate responsibility on those who most directly impact the performance of the employee — the employee and his/her immediate supervisor/manager.

Adriana Marques Teixeira,

  • Absence of a planed strategy for training activities in the Company;
  • The fact of the Majority of companies have to finance with public funds their internal training plan to assure the respective functuining;
  • Lack of internal and external promotion of training activities.

Jason Silberman
Jason is the former Lead Author & Editor of TrainingStation Blog
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