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Os treinamentos agora são todos digitais. Por onde eu começo?

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Os treinamentos agora são todos digitais. Por onde eu começo?

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Os treinamentos agora são todos digitais. Por onde eu começo?

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Que o mundo está digital nós já sabemos e isso não é mais novidade. Mas queremos saber, essa mudança repentina atrapalhou seus resultados? Não é apenas criar uma sala virtual que seus problemas serão resolvidos, principalmente quando se trata de treinamentos.

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Como aumentar o impacto dos treinamentos nos resultados de negócio?

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Como aumentar o impacto dos treinamentos nos resultados de negócio?

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Como aumentar o impacto dos treinamentos nos resultados de negócio?

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Os treinamentos aplicados em sua equipe têm entregado o resultado esperado?Quais são os próximos passos traçados ao final de cada um?Fechando a nossa Maraton...

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According to one industry report, U.S. companies spent over $90 billion dollars on training and development activities in 2017, a year-over-year increase of 32.5 %. While many experts emphasize the importance and benefits of employee development - a more competitive workforce, increased employee retention, and higher employee engagement - critics point to a painful lack of results from these investments. Ultimately, there is truth in both perspectives. Training is useful at times but often fails, especially when it is used to address problems that it can't actually solve.

Many well-intended leaders view training as a panacea to obvious learning opportunities or behavioral problems. For example, several months ago, a global financial services company asked me to design a workshop to help their employees be less bureaucratic and more entrepreneurial. Their goal was to train people to stop waiting around for their bosses' approval, and instead, feel empowered to make decisions on their own. They hoped, as an outcome, decisions would be made faster. Though the company seemed eager to invest, a training program was not the right way to introduce the new behavior they wanted their employees to learn.

You and Your Team Series

Learning

Training can be a powerful medium when there is proof that the root cause of the learning need is an undeveloped skill or a knowledge deficit. For those situations, a well-designed program with customized content, relevant case material, skill building practice, and a final measurement of skill acquisition, works great. But, in the case of this organization, a lack of skills had very little to do with their problem. After asking leaders in the organization why they felt the need for training, we discovered the root causes of their problem had more to do with:

Ineffective decision-making processes that failed to clarify which leaders and groups owned which decisions

Narrowly distributed authority, concentrated at the top of the organization

No measurable expectations that employees make decisions

No technologies to quickly move information to those who needed it to make decisions

Given these systemic issues, it's unlikely a training program would have had a productive, or sustainable outcome. Worse, it could have backfired, making management look out of touch.

Learning is a consequence of thinking, not teaching. It happens when people reflect on and choose a new behavior. But if the work environment doesn't support that behavior, a well-trained employee won't make a difference. Here are three conditions needed to ensure a training solution sticks.

1. Internal systems support the newly desired behavior. Spotting unwanted behavior is certainly a clue that something needs to change. But the origins of that unwanted behavior may not be a lack of skill. Individual behaviors in an organization are influenced by many factors, like: how clearly managers establish, communicate, and stick to priorities, what the culture values and reinforces, how performance is measured and rewarded, or how many levels of hierarchy there are. These all play a role in shaping employee behaviors. In the case above, people weren't behaving in a disempowered way because they didn't know better. The company's decision-making processes forbid them from behaving any other way. Multiple levels of approval were required for even tactical decisions. Access to basic information was limited to high-ranking managers. The culture reinforced asking permission for everything. Unless those issues were addressed, a workshop would prove useless.

2. There is commitment to change. Any thorough organizational assessment will not only define the skills employees need to develop, it will also reveal the conditions required to reinforce and sustain those skills once a training solution is implemented. Just because an organization recognizes the factors driving unwanted behavior, doesn't mean they're open to changing them. When I raised the obvious concerns with the organization above, I got the classic response, "Yes, yes, of course we know those issues aren't helping, but we think if we can get the workshop going, we'll build momentum and then get to those later." This is usually code for, "It's never going to happen." If an organization isn't willing to address the causes of a problem, a training will not yield its intended benefit.

3. The training solution directly serves strategic priorities. When an organization deploys a new strategy - like launching a new market or product - training can play a critical role in equipping people with the skills and knowledge they need to help that strategy succeed. But when a training initiative has no discernible purpose or end goal, the risk of failure is raised. For example, one of my clients rolled out a company-wide mindfulness workshop. When I asked a few employees what they thought, they said, "It was interesting. At least it got me two hours away from my cubicle." When I asked the sponsoring executive to explain her thought process behind the training, she said, "Our employee engagement data indicated our people are feeling stressed and overworked, so I thought it would be a nice perk to help them focus and reduce tension." But when I asked her what was causing the stress, her answer was less definitive: "I don't really know, but most of the negative data came from Millennials and they complain about being overworked. Plus, they like this kind of stuff." She believed her training solution had strategic relevance because it linked to a vital employee metric. But evaluations indicated that, though employees found the training "interesting," it didn't actually reduce their stress. There are a myriad of reasons why the workload could have been causing employees stress. Therefore, this manager's energy would have been better directed at trying to determine those reasons in her specific department, and addressing them accordingly - despite her good intentions.

If you are going to invest millions of dollars into company training, be confident it is addressing a strategic learning need. Further, be sure your organization can and will sustain new skills and knowledge by addressing the broader factors that may threaten their success. If you aren't confident in these conditions, don't spend the money.

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When Companies Should Invest in Training Their Employees - and When They Shouldn't

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According to one industry report, U.S. companies spent over $90 billion dollars on training and development activities in 2017, a year-over-year increase of 32.5 %. While many experts emphasize the importance of employee development - critics point to a painful lack of results from these investments. Ultimately, there is truth in both perspectives.

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Um grande Laboratório Farmacêutico Internacional (4) desenvolveu um treinamento
intensivo de capacitação para os PVCs (Propagandista, Vendedor e Cobrador) recém
contratados. O treinamento teve a duração de um mês e foi desenvolvido por sete
instrutores - Médicos, Especialistas em Propaganda, Marketing, Vendas e em Crédito e
Cobrança. Os instrutores foram brilhantes devido aos conhecimentos que transmitiram
e ao apoio dado aos participantes do treinamento. Mas, o que mais motivou os
treinandos foi o “CONTRATO” que estabelecia os níveis de aproveitamento desejados e
o prêmio correspondente a cada nível alcançado.
Quem, na avaliação final, atingiu o nível C, teve, como prêmio, seu salário inicial
reajustado em 50 %. Quem atingiu o nível B, teve 25 % a mais e quem atingiu o nível A
teve o salário reajustado em 15 %. Não é preciso dizer que todos os treinandos se
empenharam para obter as melhores classificações. E conseguiram; o que foi bom para
os novos PVCs e melhor ainda para a empresa.
Diante do exposto, podemos concluir que o resultado do treinamento é mais eficiente
e eficaz quando os treinandos sabem que serão avaliados, reconhecidos e premiados.

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Recentemente, a gerente de RH, de uma grande associação de classe, recebeu da
Diretoria seis programas de EAD para analise. A Diretoria fez recomendações para que
os programas fossem analisados por pessoas por ela escolhida. Inicialmente a gerente
de RH pensou em escolher pessoas que ela julgava estar interessadas na metodologia
da EAD. Mas, pensando melhor, resolveu “dar o exemplo” e analisar um programa,
mesmo não tendo muito interesse em conhecê-lo. Para sua surpresa, o programa a
envolveu, graças à metodologia inovadora da EAD.
O EAD está criando novos hábitos de aprendizagem, principalmente no que diz respeito
ao autodidatismo (método mencionado no item 4.3.3 da Norma ISO 10015). A forte
contribuição da EAD para a mudança de paradigma educacional baseia-se no fato de
que existe maior participação do aluno. No sistema presencial é notória a passividade
do aluno em relação à condução do processo ensino-aprendizagem.
É importante frisar que a EAD, quando bem estruturada, segue as diretrizes dadas pela
norma de Gestão da Qualidade – ISO 10015. Em muitas etapas, a metodologia
implementada pela EAD supera a do ensino presencial. É o caso, por exemplo, da
Avaliação da Aprendizagem, que chega a 100%, enquanto nos cursos presenciais fica na
faixa de 40 a 70 %.

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Duas entidades renomadas, a Associação de Dirigentes de Vendas e Marketing do Brasil
- ADVB e o Centro do Comércio do Estado de São Paulo – CCESP realizaram um
workshop para viabilizar a realização do I SEMINÁRIO BRASILEIRO DE MALA DIRETA (3)
O workshop foi bastante “tumultuado”. Para reverter a situação, o coordenador
preparou um relatório, com base nas avaliações dos participantes. Levando em
consideração a análise crítica e as sugestões do coordenador, os participantes do
workshop fizeram uma reunião de estudo e conseguiram definir um plano para
viabilizar o objetivo do workshop. O relatório foi suficiente para motivar os
participantes e levá-los adiante em busca do que se pretendia.
Este exemplo mostra a importância dos relatórios de avaliação no envolvimento das
pessoas. Os teinandos gostam de avaliar e, principalmente, de ser informados do
resultado da avaliação, sejam os resultados bons ou maus, Somente assim os
participantes dos programas de treinamento sentirão co-autores desses programas,
conforme as diretrizes da norma ISO 10015.

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O Senac-SP através do Programa de Desenvolvimento Empresarial - PRODEMP
desenvolveu um programa de treinamento cujo objetivo era a implementação de uma
ferramenta denominada genericamente de Método de Resolução de Problema – MRP. A
ferramenta é muito semelhante ao que hoje em dia é conhecido como SWOT ou FOFA.
O método consistia basicamente em coordenar grupos de trabalho de uma mesma
empresa, para identificar e solucionar problemas de diversas áreas. Em sala-de-aula,
os grupos faziam um levantamento dos problemas e das oportunidades, e em seguida
elaboravam um plano de ação para resolvê-los e aproveitá-las. O plano de cada grupo
era apresentado ao grupo maior que contribuía com críticas e sugestões. Após 45 dias,
os participantes se reuniam novamente para relator os resultados obtidos. Como era o
esperado, todos os grupos apresentavam seus resultados que, normalmente, eram
bastante significativos. Mas, houve o caso de um grupo que iniciou a apresentação
dizendo que o planejado, em sala-de-aula, não deu certo ... Ao ouvir tal afirmação os
coordenadores do programa ficaram paralisados, sem saber o que dizer. Então, para
surpresa de todos, o grupo completou o que dizia, explicando que o planejado
realmente não deu certo, mas que, em tempo hábil, elaboraram um novo plano que
superou todas as expectativas.
Quando os treinandos são corretamente envolvidos, as falhas, que podem ocorrer num
determinado treinamento, são facilmente eliminadas ou contornadas.

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A Mercedes Benz tinha um programa intensivo de capacitação (1), destinado ao pessoal
recém contratado para atuar na área de Marketing. No início do treinamento, os
participantes eram informados que haveria, ao final, uma avaliação da aprendizagem.
A avaliação era feita através de, aproximadamente, cem questões. O resultado sempre
surpreendeu, evidenciando a satisfação dos treinandos, ao serem informados sobre
seus índices de aprendizagem.
O índice de aprendizagem é um excelente indicador da eficiência e eficácia dos
programas de treinamento. A aprendizagem, sempre que possível, deve ser avaliada.
Atualmente, 40 a 70 % dos programas de treinamento avaliam a aprendizagem,
conforme pesquisa da American Society for Training & Development – ASTD.

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A Fundação Nacional da Qualidade (FNQ) desenvolve um programa para capacitar os
interessados que pretendem participar, como consultores/auditores, do Prêmio
Nacional da Qualidade (PNQ). Tive a oportunidade de participar de um destes eventos.
Após ter minha inscrição confirmada, recebi todo material didático e um pré-teste. Eu
e todos os inscritos estudamos bastante para responder o pré-teste, isto antes do
curso. No final do curso tivemos, também, que responder um pós-teste. Os
participantes que obtiveram os melhores resultados foram os escolhidos para participar
do próximo PNQ.
Como vimos, neste case, uma boa prática é preparar os futuros participantes de um

determinado curso, enviando-lhes, antecipadamente, todo material didático e um pré-
teste.

Um dos motivos do sucesso do prêmio da FBQ é, com certeza, a eficácia do programa
de capacitação de seus consultores e auditores.

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Uma das maiores empresas de consultoria do mundo oferece aos seus trainees, aqui no
Brasil, uma quantidade significativa de programas de treinamento. Um dos programas
tem sido desenvolvido por um consultor, meu amigo, que diz ser muito gratificante
desenvolver o programa porque, conforme afirma, os trainees têm um grande interesse
e “lamentam” quando não podem participar do treinamento. De acordo com sua
observação, eles estão sempre motivados porque a empresa valoriza a participação em
programas de treinamento, e eles “ganham” pontos na avaliação de desempenho.
Este case mostra que o envolvimento do pessoal está muito relacionado com
resultados. O treinando deve ser devidamente informado dos resultados que se
pretende atingir com o treinamento. Precisa, principalmente, saber o que ira ganhar.

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Como eu aprendo melhor?
Traduzido por Fernanda Nakamoto, Sao Camilo University Center, 2021. (VARK version 8.01)
Escolha as respostas que melhor explicam a sua preferência. Nos casos em que apenas uma resposta não se encaixar suficientemente na sua percepção, por favor, escolha mais de uma. Deixe em branco qualquer questão que não se aplique.

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Traduzido por Fernanda Nakamoto, Sao Camilo University Center, 2021. (VARK version 8.01) Escolha as respostas que melhor explicam a sua preferência. Nos casos em que apenas uma resposta não se encaixar suficientemente na sua percepção, por favor, escolha mais de uma. Deixe em branco qualquer questão que não se aplique.

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COMO ESTRUTURAR O PLANEJAMENTO ANUAL DE TD E MAPEAR INDICADORES - CINTIA

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COMO ESTRUTURAR O PLANEJAMENTO ANUAL DE TD E MAPEAR INDICADORES MONICA

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Pesquisa Panorama do TD no Brasil 2019-2020-convertido

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Creating a Culture of Learning in 6 STEPS

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Creating a Culture of Learning in 6 STEPS

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Fatores que influenciam a Cultura de Aprendizagem de uma organização de forma indireta

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Fatores que influenciam a Cultura de Aprendizagem de uma organização de forma indireta

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FATORES QUE INFLUENCIAM A CULTURA DE APRENDIZAGEM

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RELATÓRIO DE  TENDÊNCIAS  DESCOLA 2019/2020 - Descola

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RELATÓRIO DE  TENDÊNCIAS  DESCOLA 2019/2020 - Descola

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Conquer RH Club] _ Ferramenta #5 _ Canvas de Treinamento & Desenvolvimento

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Aprendizagem Desafios e Relevância do C-Level

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Aprendizagem Desafios e Relevância do C-Level

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5 Características de um LifeLong Learner

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5 Características de um LifeLong Learner

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5 Características de um Life Long Learner

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The 2022 Workplace Learning Trends Report offers a unique perspective on the job skills employees and companies need to be competitive in today's world. This year's report examines consumption data across three disciplines - power, tactical, and technical skills - to offer a view into what the global workforce learned in the last year.

Download the latest edition of the annual report to discover:

Why power skills are replacing soft skills

The most in-demand technical skills of the past year

Tactical skill trends that will help non-technical employees succeed

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2022 Workplace Learning Trends Report | Udemy Business

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The 2022 Workplace Learning Trends Report offers a unique perspective on the job skills employees and companies need to be competitive in today's world. This year's report examines consumption data across three disciplines - power, tactical, and technical skills - to offer a view into what the global workforce learned in the last year.

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Aprendizagem Moderna no Local de Trabalho 2023

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Aprendizagem Moderna no Local de Trabalho 2023

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Continuous learning in the modern workplace

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Back: INTRODUCTION TO MODERN WORKPLACE LEARNING 20203 When it comes to continuous learning in the modern workplace, it essentially means two things: Continuously learning from the daily work Continuous self-development Here is a brief summary of what this means for the individual, their manager and L&D 1 - Continuously Learning from the Daily Work The workplace is a vibrant learning environment, but even when work takes place remotely this can still be the case.

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IDG.tools - Inner Development Toolkit - Change starts within

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IDG.tools is the open source toolkit from the Inner Development Goals (IDGs) non-profit initiative. Explore a growing library of methods, exercises and workshops to help people and organisations reach the UN Sustainable Development Goals (SDGs) through inner development.

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L&D deve resolver o "caos de conteúdo" para atingir as metas de desempenho

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L&D deve resolver o "caos de conteúdo" para atingir as metas de desempenho

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Content overload, information overload, even content chaos: Many terms have been used to describe the challenges organizations-as well as employees-increasingly face when it comes to getting effective and useful information to the right people at the right time.

The topic is also not new; employees have felt overwhelmed for some time. See Josh Bersin, 2014 and Towards Maturity In Focus Report, 2017, where 40% of employees said they couldn't find what they were looking for. In early 2021, Donald Taylor wrote his famous piece Finding the Needle in the Learning Content Haystack, painting a wonderful picture of this ongoing challenge. The same year, Red Thread published research on The Learning Content Dilemma.

However, apart from some small gains in algorithms and filtering mechanisms, no substantial progress has been made. And while the democratization of learning, the effort to actively engage employees to share their experience and expertise with their colleagues, is successful, this effort is producing yet more content.

Today's organizational learning tech stack includes knowledge hubs, LXPs, external content libraries, and for larger organizations, even academies or corporate universities. The continuous need for answers, resources, and courses-or simply information at the moment of need -arises for a number of reasons. These include performing the job, performance improvement, learning in the flow of work via upskilling and reskilling, and general career development and personal growth.

Employees demand personalized learning

Despite all the efforts of tagging, sorting, creating learning "pathways," nudges, and push notifications, employees are demanding better, more personalized professional development opportunities.

In addition, employees have started voting with their feet. That one in five workers globally planned to quit in 2022 was a key finding of consultancy firm PwC's Global Workforce Hopes and Fears Survey of more than 52,000 workers in 44 countries and territories, carried out in March 2022.

Needless to say, engagement on digital journeys generally remains appallingly low.

How can this be? Because employees still can't find what they need.

The right information at the right time: An elusive goal

And this dilemma comes in one of two versions.

Firstly, the employee can't find what they require for a task at hand, in the moment of need, in the flow of work, quickly and effectively.

And secondly, when an employee is seeking opportunities for personal and career development, i.e., searching for courses and resources more generally, the observation tends to be that there is far too much on offer. This is due to the "silver bullet" approach to creating a content library: "We have so much content and so many courses on offer, surely there is something in there for everyone."

Just having the content is insufficient. Not only are these massive content libraries difficult to navigate, but more importantly, the quality of the courses has largely not improved in years. Employees still face one-size-fits-all, boring click-through eLearning, with click-to-reveal and drag-and-drop features added in an attempt to distract from the mind-numbing task of endlessly clicking "next"-an issue which Harvard Business School has famously coined The Great Training Robbery in an article by the same name.

The continuous challenge of low engagement rates tells us the complete story here, even when vendors are touting supposed improvements in engagement. What tends to happen here is that vendors are touting improvements of very small actual numbers, though the percentages seem impressive. This is because the engagement numbers are very low to begin with. To give an example, improving engagement from 5% to 15% is indeed an increase of 200% (!) in engagement and will be quoted as such-despite the overall engagement remaining low. Nevertheless, these enormous improvement numbers appear in marketing materials, together with mind-boggling ROI calculations.

Is there a silver lining?

But, we've been promised a silver lining, a solution, for some time now. So-called pathways promised to take the learner down a bespoke route, personalized and sometimes even sold as adaptive. The learner can be assigned such a pathway, or learners can search and find pathways themselves. If they have access to the wider LXP that is, which is not always the case-often forgotten are the employees on the production floor or front lines, who lack access to IT systems at work.

But, where access does exist, system algorithms tend to push out pathways in one of two models. They either push out certain pathways to everyone in a similar job role across an organization. Or, they push out social recommendations along the lines of "Two of your colleagues found the 'Leadership 2' pathway useful. We thought you might find this useful, too. Click here to access the course."

While we acknowledge that pathways and recommendations are a step forward from the antiquated content library setting, we also have to acknowledge that the promise of "adaptive" and "personalized" learning in these cases remains at the macro-level, at best. Additionally, the lens-like focus on personalization neglects organizational learning, as presented by Dr Nigel Paine at the recent Learning Technologies Autumn Forum.

The issue remains that expectations of adaptive learning, across the L&D profession and among learners, are not at all consistent, as per this Learning Guild research piece.

So where do we go from here?

As has been noted many times before, almost anyone can point out the issues and challenges of a given situation. This is true across all the different walks of life, including, of course, the world of learning and development.

The hard part is finding a solution. Therefore, this introductory article is merely meant to set the scene: offering a simple analysis, outlining what we see as core challenges in organizational development right now and where we see the most challenging performance gaps between the current L&D function and today's employee expectations and requirements.

The three areas we have chosen to dive into in more detail in future articles are outlined below:

Capability frameworks, skills frameworks, and competency matrices-the attempt to assign the right training and development courses to the right employee, and the gaps between these frameworks, actual capability, and business outcomes

In workflow learning, how to find the right content or SME (subject matter expert) to answer a question, and improved search functionality through innovative AI contextualization engines

How the future will be shaped by an elegant combination of truly adaptive digital learning and in-person performance improvement and development

Learn more

In-depth content on each of these topics will appear in Learning Solutions Magazine in the coming months. Meanwhile, register for for the winter Learning Leaders Online Forum to learn from the experts, network with peers, and explore emerging issues. And consider joining the Learning Leaders Alliance, a vendor-neutral global community for learning leaders who want to stay ahead of the curve.

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L&D Must Resolve 'Content Chaos' to Meet Performance Goals

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Content overload, information overload, even content chaos: Many terms have been used to describe the challenges organizations-as well as employees-increasingly face when it comes to getting effective and useful information to the right people at the right time. The topic is also not new; employees have felt overwhelmed for some time.

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Avaliação do Programa de Treinamento e Desenvolvimento

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Avaliação do Programa de Treinamento e Desenvolvimento