27 Feb The Lightbulb Moments vs Keeping the Switch on After Training
At WorldsView, we have seen that without structured post-training support, even the most exciting and engaging programme amounts to little more than just that, a great programme. What truly makes training valuable is the space, opportunity, and organisational environment that enables participants to apply their learning in real ways. Designing training programmes is an exciting part of our work. You imagine the perfect programme, covering all bases, including contextual and action learning, as all of our WorldsView programmes do. Then you consider the challenges delegates face post-training. They leave beaming with excitement from learning new concepts that seem impressive on paper. But when you check in later, little or no implementation has taken place, and the excitement has faded. The incredible programme becomes just another cool experience rather than a transformational one.
I recently ran a poll asking: “If you were to enrol in a team development programme as an individual, what would you expect to learn?” It got me thinking about public programmes where people can attend as individuals, from different organisations… but what happens after? Even if just one person is transformed and wants to make an impact, is the organisation ready for that? Will it welcome new ways and ideas? This may just be one of the reasons training impact is difficult to measure.
Training for the sake of training?
Many organisations allocate budgets for training, ensuring the money is used. As a result, delegates attend high-quality programmes, but if their newly acquired knowledge is not embedded into the workplace, the impact is lost. What is the point of training if it does not lead to real change?
Adult learning is most effective when learners can do, reflect, and refine as supported by learning theorists like Kolb who emphasises that effective learning happens through a cycle that must include active experimentation with new concepts. Similarly, Knowles’ principles of andragogy show that adults need relevance and practicality in their learning experiences. Despite this theoretical foundation, many organisations fail to create the conditions necessary for successful implementation as there are no structured processes for this to happen post-training. When one or two team members attend a training programme and return enthusiastic about applying new concepts they quickly encounter barriers, get little support and a subliminal nudge to maintain “business as usual.” As a result, the training investment yields minimal organisational impact, and measuring ROI becomes nearly impossible.
If we want training to shift behaviour and enhance performance, we must consider how we prepare for the immediate application of newly acquired skills, how action projects can be used to effectively reinforce learning in real time ensure that learning translates into organisational shifts. Which means that for organisations to benefit from training investments, we need to address both sides of the equation by creating structures that explicitly support implementation.
At WorldsView Academy, we’ve observed this challenge firsthand, which is why we actively promote running our programmes in-house and, when offering public programmes, strongly encourage organisations to send multiple colleagues rather than just one person. This approach creates built-in implementation support and significantly increases the likelihood that learning will translate into organisational change. Designing action projects in advance allows participants to identify specific challenges where new skills can be applied immediately, while implementation timeframes provide dedicated time for application. Sizeable cohorts can spark innovation and help break down silos, while establishing clear expectations for how new knowledge will be applied creates a shared commitment to making space for new approaches. With these considerations, amongst other factors, organisations transform training from a “tick-box” event into an initiative for meaningful change.
With all that said, it is evident that the challenge of implementing training insights goes beyond just the programme design. When training budgets are viewed solely as costs to be managed rather than investments to be leveraged, organisations create systems that unintentionally prevent the very changes they seek. By creating structures that explicitly support implementation, organisations can finally bridge the gap between learning and tangible transformation.
If you’re looking into making measurable ROI through your organisational strategy, developing your leadership pipeline or developing cohesive, high-performing teams talk to us on info@worldsviewacademy.com
Written by: Mbali Masinga