✔ Set goals and plan follow-through, both for training participants and for yourself (as
their leader). [☛2.7 Goal Statements, 10.12 RASCI Planning, 13.3 Accountability]
✔ Remove barriers to performance. [☛2.1 Systems Thinking]
✔ Give feedback on performance—both positive feedback when goals and standards are
met, and improvement feedback when performance falls short of desired targets.
[☛12.4 Feedback]
✔ Model desired performance and behavior yourself (always a critical element of devel-
oping people and guiding their performance). [☛1.8 Recursive Leadership]Checklist to help a leader get value from training
Provide one-on-one coaching.[☛9.2 Situational Leadership, 13.1 Coaching]
The quickest and easiest results can usually be obtained through one-on-one coaching. Select
items that apply to your participants.
❑ Meet with each training participant to discuss reactions, learning, concerns, and on-
job applications.
❑ Participants will have planned action in the workshop. Coach them with new ideas,
reality checks, and follow-through.
❑ Review participant materials and on-job applications.
❑ Set goals and specific performance standards with participants. Plan follow-through,
including your own.
❑ Celebrate and build on the positive. Some participants may already be using some
workshop practices.
❑ End the coaching meeting by clarifying and documenting expectations.Involve the group.[☛4.4 Employee Involvement, 10.7 Getting Participation]
Often, you can obtain more leveraged results through group participation and group action.
Select items that apply to your group.
❑ Set goals and specific performance standards with participants as a group. Plan follow-
through, including your own.
❑ Work with the group to design job aids that will expedite work without adding bureau-
cratic overhead.
❑ Organize group support and follow-through; for example, no-fault project debriefing
sessions, mentoring groups to share wisdom and skills, or simulated group practice ses-
sions with peer coaching.Align systems.[☛2.1 Systems Thinking]
While employees are often blamed for performance problems, research consistently shows that
barriers that have been inadvertently built into organizational systems are most often the
underlying cause of performance problems. Examples are lack of clear accountabilities and mis-
understanding of strategic direction. Ensure, to the degree possible, that organizational sys-
tems are aligned with your training initiative (e.g., compensation systems, career development
programs, performance management systems, methods of assigning work, and so on).
436 SECTION 14 TOOLS FORLEARNING