5. They are not provided
with a mirror
…and how each of these
affects goal achievement
to their individual leadership
strengths & development areas…
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7. How to Overcome This
The intervention
must begin with
participants receiving
inputs
on their individual
strengths &
development areas
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8. YOUR ‘MIRROR’ COULD BE
Assessment centre reports
Etc.,
180 survey reports on the
participant’s skill levels and
practices
Knowledge test reports
Performance data
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9. Show them that
they have a need
to learn/ grow
BOTTOM LINE
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10. The governance structure is in
the organization not being
involved in the intervention
2
Why Leadership Trainings Fail
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11. Converting any new skill
of these skills
implementation
someone to monitor
into a habit requires
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12. That ‘someone’ must be your
(the governance structure in your organisation)
participant’s managers…
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14. A simple briefing
about the intervention
More than…
OR
A formal intervention launch session,
where the participant’s
managers get invited to
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15. What to do instead
Show them how the intervention connects to their KPIs
Share the best practices you will be imparting in the intervention
Get their feedback & tweak your content
Inform them how these best practices need to be
evaluated in their regular reviews
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16. Sensitise them how governance is their responsibility
(yours is skill development)
Turn over all governance responsibilities to them
What to do instead
Monitor governance
Give them tools to use to conduct these evaluations
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17. How this helps
Getting these leaders involved from the outset will ensure
the development of the participants and
organizational effectiveness
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19. Most trainings last
for a day or two
(or worse still, for three
or four), where conceptual
knowledge and skill development
inputs are presented together
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21. The human brain is not
designed to take in too
much information at a
time
The trouble with large format training
i
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22. The trouble with
large format training
conceptual knowledge
development and skill
building together leads to
message overload
Chunking,
__________
__________
__________
__________
__________
__________
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23. Also, people’s
Microsoft study results
Why training fails
spans are
shrinking
attention
Click below for the
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24. The modern-day learner
consumes content in
bite-sized chunks
(think YouTube, WhatsApp,
Twitter)
Why training fails
And not in large formats
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25. Traditional e-learning and
classroom sessions are
large format,
clunky and untuned to
the learning style of
modern-day learners
Why training fails
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27. Online lessons needs
to be in engaging,
micro formats
(video, infographic, podcast
or slideshow format in
two to ten minute chunks)
How to avoid this & make training work
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28. These need to be
drip-fed to participants
and must be mobile
and web-enabled
How to avoid this & make training work
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29. How to avoid this & make training work
Conceptual
knowledge
should ideally
be shared online
in bite-sized bits
2 – 4 hours long
classroom
sessions focused
on skill
development
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30. Learning treated as
an event not
a process
4
Why Leadership Trainings Fail
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32. We also forget the
bulk of what we
learn within a short
time of learning it
Research ‘The Forgetting Curve’
by clicking here
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34. The post-workshop
curriculum must include
How to avoid this & make training work
revisiting lessons
learned
participants
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35. Test and
grade them
on their grasp
of these lessons
How to avoid this & make training work
Well done, you
chose correctly!
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36. Lack of rigour
around the learning
implementation process5
Why Leadership Trainings Fail
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37. Participants often think
of implementation as
an optional extra, and
something avoidable
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38. How to avoid this & make training work
When Branding
the intervention,
communicate that it is a
(developmental/ change)
project they are
enlisting for…
(and not for a learning programme)
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39. How to avoid this & make training work
The
learning events
should be projected as
aids
to help them in
project implementation
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40. Participants must recognise that
implementation is
the desired end of
the intervention
(not the learning event/ programme)
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47. Track and assess
lesson implementation
How to avoid this & make training work
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48. Use an
automated tracking
and reminder system
to help you in this task
(or do this manually)
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49. Actually, automate as much intervention as is possible:
Uploading, scheduling and releasing lessons
Getting participants to commit to sessions/ lessons
Tracking lesson completion
Sending out communication/ reminders
Grading participants
Automate as much of the training as is possible
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53. Difficulties in
implementation will result in
participants ignoring
lessons and
returning to
established routines
Why training fails
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54. Post-workshop coaching
support is critical,
if participants are to successfully
implement workshop lessons
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69. Successful course completion
could be made a pre-
requisite for career
advancement
Connect the
programme to their
career development
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70. Brand & market
the programme
extensively
Communicate
how it will help in
their current and
future roles
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71. Communicate about a programme
progress & effectiveness dashboard
that will be published effectively to
senior leadership
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72. In conclusion:
How to ensure leadership
training success
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73. Provide participants with a mirror into development areas
Get the ‘governance system’ of the organisation involved
Work on providing the intervention ‘aspirational status’
Think bite-sized, engaging and continuous (not large-
format and clunky)
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74. Ensure a post-workshop learning curriculum
Ensure rigour around implementation
Contextualise your content
Provide implementation support
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Make the the text sentence case
Change the image. Try this
https://unsplash.com/photos/qHQnmr15qlA OR
https://unsplash.com/photos/DdFTPYbNRyA
Task list
Paper and pen
Paper and pen
Graph