Challenges of Effective Corporate Education

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Murphy’s LawMurphy’s LawAnything that can go wrong will go wrong

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Definition of Insanity?Definition of Insanity?

• Doing the same thing over and over again yet expecting different results.

Challenge of Challenge of EffectiveEffective Corporate EducationCorporate Education

Translating Knowledge into Sustainable Business Results

Dr. Hossein Nivi

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Effectiveness Must be LearnedEffectiveness Must be Learned

Intelligence, Imagination, and Knowledge are essential resources, but only EFFECTIVENESS converts them into results. By themselves, they only set limits to what can be attained.

Peter Drucker

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Traditional Training Model Traditional Training Model

Learn

Teach

Do

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TRILLION $$TRILLION $$Have Been Spent on this ModelHave Been Spent on this Model

• Where are the results?

• Why doesn’t it work?

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Why Doesn’t it work?Why Doesn’t it work?

• Attempt to answer that question by conducting a Failure Mode and Effect Analysis (FMEA)

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Translating Knowledge into Translating Knowledge into Sustainable Business ResultsSustainable Business Results

KnowledgeTeach

Learn

Actionable ItemApply

Reward and Recognition

Replication

Sustainable Business Results

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Input Output

Noise Factors

Control Factors

Error States

FMEA: P-Diagram

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KnowledgeTeach

Learn

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Teach LearnNoise Factors

Control Factors

FMEA: Teach to Learn P-Diagram

Not taught at correct time

Doesn’t learn

Partial learning

Irrelevant learning

Learning Error States

Course Timing

Delivery Method

Target Audience

Instructor Profile

Environmental Distracters

Learner Attitude / Aptitude

Different Cultural Learning Styles

Competing Priorities

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Failure Mode and Effects AnalysisFunction Failure Mode Effect Cause

Learner not taught the information at the correct point in time

Learner has forgotten the information by the time that they need to use it and they are unable to apply the methods / tools AND learner becomes frustrated and develops a negative attitude towards learning as well as resistance to future learning

Learner does not know the optimal time to take the learning intervention OR learner does not have the time to take the learning intervention at the proper time OR learning intervention is not offered at the right time OR completion timing for the learning intervention is arbitrarily mandated

Learner does not learn any of the information that was taught

Learner only learns part of the information that was taught

Learner learns information that is not relevant

Teac

h to L

earn

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Teach to Learn : • Failure Mode: Learner not taught the

information at the correct point in time. • Effect: Learner has forgotten the

information by the time they need it.

• Cause: Learner does not know or is not able to take the training at the optimal time.

Failure Modes of Traditional Model

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• Let’s look more closely at the realities of Teach to Learn.

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Father Sarducci ClipFather Sarducci Clip

• YouTube - Father Guido Sarducci's Five Minute University

http://youtube.com/watch?v=kO8x8eoU3L4




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Knowledge to Sustainable Business Results

K

T

L

Teach to Learn

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KnowledgeTeach

Learn

Actionable ItemApply

Reward and Recognition

Replication


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Failures Modes of Traditional ModelFailures Modes of Traditional Model

Learn To Actionable Item:• Failure Mode: Unable to translate

learning to real world application

• Effect: Wasted money, no progress, frustrated learner

• Causes: Learner doesn’t have needed experience, taught poorly, or lessons too narrowly defined

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K

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AI

A

RR

Apply to Reward & Recognition

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• …and the realities of the rewards and recognitions that may follow application of the learning.

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Career Builder ClipsCareer Builder ClipsYouTubeYouTube - - CareerBuilder.comCareerBuilder.com

: Monkey Business (Up - Down Profitability): Monkey Business (Up - Down Profitability)

http://youtube.com/watch?v=M1owcncKCHg




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AI

A

RRR

SBR


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• One improvement method is to better align training with business goals, create a pull in the system.

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K T L AI A Business GoalsRR R SBR

K T L AI A

Business Goals

RR R SBR

Alignment With Business Goals

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80% Process Yield 50% Process Yield 20% Process Yield

Process Yield at Each Stage of Translation


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• Why is the yield low, even with better alignment? – Too many potential failure modes.

• Improving the existing model is not the answer. CHANGE THE MODEL

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K

T

L

AI

A

RR

R

SBR

Knowledge Loss in Traditional Model

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K T L AI

A

RR

R

SBR


New learning model combines multiple process steps …

…allowing for better system results

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• In addition to reducing the opportunities for failure, the new model should engage all the senses of the learner for a lasting (water-tight) learning experience. Listening and seeing is not enough. For real learning and behavior change, we also need to feel, hear, see, smell, touch = EXPERIENCE

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Experiential LearningExperiential Learning

• Captain Kirk’s version

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Star Trek ClipStar Trek Clip

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Experiential LearningExperiential Learning

• Our version

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KnowledgeKnowledge

ExperienceExperience

UnderstandingUnderstanding

BelievingBelieving

BeingBeing

"I hear and I forget. I see and I remember. I do and I understand.“-Confucius

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The Problem: The Problem: Learners Have No Learners Have No Opportunity to Practice What they LearnOpportunity to Practice What they Learn

Learn

Teach

Do

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Solution:Solution: Create a Practice FieldCreate a Practice Field

Learn

• Do

Practice

Teach

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In Closing,In Closing,

• History shows that the traditional method of training in Corporations has not delivered sustainable business results.

• Do we continue to do the same things over and over and expect different results?

• Or do we re-invent the education model and condense teaching, learning and practicing into an experience with lasting results?