Corporate training has undergone a drastic transition in the last 40 years. Despite the change, the delivery of training activities often results in failure, as training programs frequently are hastily assembled without the added-value of ample discussion with the client. To remedy this situation, we suggest training programs follow our 4D model for the maximum efficiency and effectiveness.
Our model consists of four steps:
- Design
- Develop
- Deliver
- Debrief
Each step of the model is equally important, is highly dependent on each other, and must be followed sequentially for the model to provide maximum benefit for all stakeholders. While each step of the model must be followed sequentially, the time devoted to each step is another matter as the model is highly dependent on the type of training requested; the characteristics of the participants; and most importantly, the expected objectives and outcomes of the training, so it is difficult to provide an exact timeframe for each step.
Here is a brief discussion of each step:
Step 1: D(esign): The design phase of the training program begins after a commitment has been made to offer the training. The trainer begins by asking and receiving responses from the client about the intended and unintended outcomes of the training. This first step is critical as it identifies, clarifies, and sets the purpose and objectives of the training. Ideally, this should include an in-person face-to-face meeting with the client and the trainer; however, when an in-person meeting is not possible, a substitute online video conference, such as Skype, Zoom, or Facetime, rather than a simple telephone conversation, is highly recommended in order to create a good working rapport between the client and the trainer.
We suggest preparing a structured agenda for this initial working session, which should include, but not be limited to:
- A needs assessment
- The development of goals and objectives, roles and responsibilities (who will do what when)
- Clarification of the needs, any training concerns, and constraints to ensure the client and the trainer agree with the design and that no surprises occur during the training session.
The design step concludes with the setting of written desired program outcomes and its measures.
Step 2: D(evelop): The development step begins with the customization of the training session. The off-the-shelf, one size-fits-all training model is no longer an acceptable practice today. With
the agreed-upon outcomes and objectives in place, the development of the content must consider factors such as functional areas, levels of responsibility and knowledge of the participants, the sector, the industry, the country or countries, and the cultural contexts. Training content should be engaging, should resonate with the participants, and should be a blend of various instructional strategies (e.g., mini-cases; video vignettes; experiential activities; practical, short, relevant articles, and some limited PowerPoint slides).
As part of this step, it is imperative that the trainer gain insights about the company by visiting the organization’s Website, and by reading press releases, other media, and financials reports. Three key questions must be answered:
- Who are the participants (composition and characteristics, professional, and cultural background)?
- What is the training history of the participants (e.g., exposure and prior knowledge on the subject, prior training experience)?
- What motivates the participants to attend and be engaged in the training (e.g., a contractual requirement, leadership development initiative, personal development, etc)?
Step 3: D(eliver): The training delivery step de facto begins here. The training session should begin with a brief introduction by each participant. It is customary that the coordinators of the training program supply the trainer with a thumbnail photo of each participant, their affiliation(s) (locales, company units, and positions). The introduction orients the participants, eases them into the training session, and allows the trainer to ensure diversity. The trainer also should make some brief introductory personal remarks and provide a personal background sketch of herself, even though an abbreviated biography most likely is included in the participants’ packets and the participants already have conducted a Google search on the trainer. Immediately following the introductory remarks, a short ice-breaker should set the stage for what is to follow, engage participants, and create the foundation for an interactive training session. These introductory activities should take no more than 15 to 20 minutes.
For maximum benefit, the training itself must be highly interactive and focus on how the training material(s) have a direct workplace application for the participants. Our experiences suggest providing participants a model or two may provide a framework for the content, but providing too academic a focus may cause participants to lose interest quickly.
Step 4: D(ebrief) The debriefing step includes three sub-steps. Usually, debriefing begins during the last 15 minutes of the training session. Asking each participant to identify one takeaway from the training session serves as a great way to close the training program. This step also serves as an initial evaluative mechanism, in addition to the usual participant evaluation survey of the training. Next, we recommend that trainer conducts a self-evaluation of the training session and the participants. Finally, we ask that participants practice reflexive thinking and revisit the training sessions’ materials in six months to reinforce and transfer learning into their jobs. This 360-degree debriefing approach helps the trainer and the client learn what worked well and what has worked less well during the training session to make future training session better for participants.
In conclusion, simply following our proposed 4D model will not ensure a totally successful training experience for every participant, every time. By adhering to the steps of our model, trainers have a guide to follow; however, trainers must remember to continuously customize their approach for each training consultancy to ensure the best instructional delivery possible.
Dr. Joseph C. Santora is president of TST, Inc., a consulting company and a distinguished visiting professor at a Paris-based business school. He can be reached at jcsantora1@gmail.com.
Dr. Gil Bozer is a lecturer in Sapir College, Israel, where he teaches management and leadership, executive coaching, and organizational behavior. He can be reached at gbotzer@gmail.com.
