Training Shouldn't Start With the Course…
Special Contribution by Reena Baumann, Co-Founder of Learning Elements and ILP Asia Pacific Fellow
When we first started designing training programs years ago, the requests were often fairly straightforward.
"We need a course on this."
"We've launched a new product and people need to understand the benefits."
"We have a new system. Can you train everyone?"
So we designed the training.
That was also indicative of how training was often viewed: as a transactional service. A need was identified. Training was requested. A course was developed and delivered. Job done. Except, over the years, we learned that the job wasn't done at all. A one-off training intervention rarely creates sustained behaviour change on its own. People naturally forget information. They return to busy workplaces, old habits and competing priorities. So our approach at Learning Elements has changed considerably.
We start before the training
Our Training Needs Analysis can become quite detailed depending on the scope of the work. Before developing anything, we want to understand:
What problem are we actually trying to solve?
How does this training fit into the broader program or business objective?
What does the role require?
What decisions do people need to make?
What do they need to do differently?
What are they doing now?
What evidence tells us there is a gap?
What could prevent the new behaviour from being adopted?
What resources and support will be available afterwards?
How is performance already being measured?
Who needs to be involved?
What already exists?
And importantly: why is training needed?
Sometimes the answers change the original training approach, which is a good outcome.
Then we think beyond the training room
Learning needs reinforcement. That might mean reviewing important information within 24 hours, revisiting concepts through spaced repetition, creating opportunities to practise, or managers testing and reinforcing knowledge during meetings, coaching and team stand-ups. And then we look at what happens on the job. Training data can tell us part of the story. Operational and performance data can tell us another part. Bringing them together can help identify where a program needs improvement and where an individual may need additional support. That's a very different approach from simply asking:
"Did everyone complete the training?"
Training isn't the outcome
The outcome might be fewer errors, improved customer experiences, reduced risk, faster competency, or a sustained change in behaviour. Whatever the outcome is, we need to understand it before we start designing the training. Training should never exist simply to tick a box. It should address a genuine gap, be designed with the people who influence the outcome, and create evidence that helps us understand what happens next. That's the shift from delivering training to developing.
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Reena Baumann, co-founder of Learning Elements and Fellow member of ILP Asia Pacific has worked in learning and development for over 25 years, building deep expertise in how organisations develop capability and drive performance.
Her experience is grounded in coaching, training design, facilitation, establishing and leading teams in the Asia Pacific region. Over time, her work has evolved into leading strategic program development, implementation, and the use of data and analytics to understand and improve outcomes.
Known for her ability to simplify complexity and take a practical, considered approach, Reena works closely with clients to turn ideas and challenges into structured, effective programs that deliver real results.
Connect with Reena onLinkedin subscribe to her Substack and visit the website to learn about how Learning Elements can work with you.