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Copyright 2010 Kepner-Tregoe, Inc. All Rights Reserved 1
Training, the means to an end...
Four Principles to Maximize the Valueof the Training you Provide
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Session Objectives
Review strategies to make the most of given training toaddress given issues.
See how to make skills acquired in training an everydaybusiness practice
Understand how to overcome barriers to successfulimplementation of training
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Questions
What kind of training does your company provide(technical, people skills, etc.) and for who (functionalareas)?
Why does your company provide training?
What does your company invest in training, in terms of timeand cost?
What results does your company get from training, andhow is it measured?
What can be done to provide a greater return?
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Barriers to Effective Implementation
Training not tied to strategic goals
New skills are not tied into the business process
New skills are in conflict with existing measures andprocesses
Participants learn the skills, not sure how to apply them tothe job
Participants are not encouraged to use new skills on the job
Participants perceive that new skills are difficult to use
Participants are not coached on use of new skills
Management does not support or reinforce use of new skills
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The Four Principles
Structured Training
To ensure the skill-set istransferred and access tocoaching support is successfulafter the workshop.
Process Integration
To ensure that there areclear links between thetraining and the businessprocesses and improvementobjectives
Performance System
Integration
To ensure that the workenvironment (expectations,measures, tools/resources,consequences andfeedback) is conducive tousing the new skills
Coaching On-the-Job
To ensure that real timeguidance is available throughcontent and process experts;results measured andappropriate behavior isreinforced
Strategic
& operational resultsthrough improved
human performance
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The Four Principles
Structured Training
Everyone understands their role in achieving the Strategic andOperational Results we need to improve
Provide Coaching
The target audience has access to coaching support to besuccessful using the training
Process Integration
There are clear links between business processes, improvementobjectives and the training being deployed
Performance System Integration
The work environment is conducive to using the new skills
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The Four Principles
Structured Training
To ensure the skill-set istransferred and access tocoaching support is successfulafter the workshop.
Process Integration
To ensure that there areclear links between thetraining and the businessprocesses and improvementobjectives
Performance System
Integration
To ensure that the workenvironment (expectations,measures, tools/resources,consequences andfeedback) is conducive tousing the new skills
Coaching On-the-Job
To ensure that real timeguidance is available throughcontent and process experts;results measured andappropriate behavior isreinforced
Strategic
& operational resultsthrough improved
human performance
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Structure the Training
Set expectations before training begins
To communicate how the training will be used and itsrelevance to participants and organization
What do people need to know prior to attending training?
Why is the training is being offered?
What should the participants expect?
What should people do differently after the training?
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Structure the Training
Why is the training is being offered?
Which business results are driving the need for thetraining?
What is the gap that needs to be closed?
How will using the skills presented in the trainingcontribute to achieving those results?
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Structure the Training
What should the participants expect?
How should they prepare?
What will happen during the training?
What issues will be addressed during the training? How is the learning relevant to their work?
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Structure the Training
What should people do differently after the training?
What are the processes/situations where new skillsshould be applied Who/What/Why/When/How?
How much of what is learned will they need to
use? What evidence will they be asked to provide to
verify application of the new skills?
What will be the consequences of using the skillslearned in the training?
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Structure the Training
Examples of triggers for use
CapEx -> $xx,xxx -> Use formal decision making forrecommendations
Tool down +12 hours -> Use a systematictroubleshooting method
Open a tool down ticket -> Apply predeterminedportions of trouble shooting methods
Costs of repair > $xxx -> Validate fix using a systematic
troubleshooting method
Not solved after one week -> Group process with
Facilitator
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The Four Principles
Structured Training
To ensure the skill-set istransferred and access tocoaching support is successfulafter the workshop.
Process Integration
To ensure that there areclear links between thetraining and the businessprocesses and improvementobjectives
Performance System
Integration
To ensure that the workenvironment (expectations,measures, tools/resources,consequences andfeedback) is conducive tousing the new skills
Coaching On-the-Job
To ensure that real timeguidance is available throughcontent and process experts;results measured andappropriate behavior isreinforced
Strategic
& operational resultsthrough improved
human performance
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130-20-P348508C Copyright 2008 Kepner-Tregoe, Inc. All Rights Reserved 14
Integrating the skills with the business process
To remove barriers that impede the desired behaviors
Build the use of process into exisiting procedures (embed thelearning)
Enhance existing practices and ensure that a new standard orway of working becomes routine as soon as possible
Prepare and assign coaches
Provide an environment for using process
Integrate Training into Processes
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130-20-P348508C Copyright 2008 Kepner-Tregoe, Inc. All Rights Reserved 15
Prepare a supportive environment
Provide cleanroom notepads
Modify your software systems to reflect the use of the skills
Ensure a feedback process is included in order to facilitateincreased learning
Create website (intranet) with info, case materials, anectdotes,etc.
Create a War room for solid thinking in groups
Put posters on the wall, stickers on machines, etc.
Integrate Training into Processes
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Examples: After two guesses -> Apply method formally
Define clear process description for handlingproblems / malfunctions in practice
Who / What / Why / When / How
Define triggers to use (parts of)troubleshooting method
Example of troubleshooting process (printed on cards / posters)Probleem
(object met afwijkingvan de norm)
Situatiebeoordeling- ontleden/verduidelijken- formuleren Object + Afwijking
Procesaan-passingen mogelijk?
Ja
Nee
Procesaanpassing- aanpassing doen- rapportage actie en effect
Probleemopgelost?
Kies/implementeer maatregel
(Beperkt)# mogelijke oorzaken?
Probleemopgelost?
Ja
Rapportage
Nee
Evalueer MOn- Toets MOn- Bepaal MWO
Bewijs de juiste oorzaak- Bewijs aannames- Probeer onder controle
Formuleer mogelijke oorzaken.. op basis van kenmerken
en v eranderingen
Produkt/klantwisselmogelijk?
Nee
Nee
Betrek specialisten
Wissel!
Ja
Excellente oplossingproduktieproblemen
Ploegchef (en eventuele specialisten)
Storingsmonteur
Assistent ploegchef
Operator
Formuleer mogelijke oorzakenop basis van kennis en
ervaring/historie/PIMS
Ja
Beschrijf het probleem- Geef probleemomschrijving- Specificeer het probleem
Nee
Einde
Ja
Excellente oplossingproduktieproblemen
Probleemomschrijving: Wat is het object en de afwijking?Wees precies! Weet je waarom? Ken je de norm? Wat staat er in PIMS?
Is Is niet
Wat
Waar
Wanneer
Omvang
Welk object, groep van objecten, ding,product, etc. heeft een probleem?
Wat is er mis mee? Wat is de afwijking?
Waar / op welke plaats was het objecttoen het probleem werd gezien?
Waar op het object bevindt zich deafwijking?
Wanneer werd het probleem voor heteerst opgemerkt (datum/tijd)?
Wanneer werd het probleem sindsdien
waargenomen (datum / tijd / patroon)?
Wanneer in de levensloop of het proceswerd het probleem voor het eerstopgemerkt?
Welk object, groep van objecten, ding,product, etc. had dit probleem ookkunnen hebben, maar heeft het nu niet?
Welke andere afwijkingen had kunnenworden waargenomen maar blijken nuniet op te treden?
Wanneer had het probleem ook voor heteerst opgemerkt kunnen worden, maarwerd het niet geconstateerd?
Wanneer had het probleem sindsdien
waargenomen kunnen worden, maarwerd het niet geconstateerd? Wanneer in de levensloop of het proceshad het probleem opgemerkt kunnenworden, maar werd het nietgeconstateerd?
Hoeveel objecten hadden de afwijkingkunnen vertonen, maar doen dat niet?
Hoe groot had n afwijking kunnen zijn,maar is dat niet?
Hoeveel afwijkingen hadden er op nobject kunnen zitten, maar zijn er niet?
Wat had de trend kunnen zijn, maar ishet niet?
Hoeveel objecten vertonen de afwijking?
Hoe groot / wat is de afmeting van nafwijking?
Hoeveel afwijkingen zitten er op nobject?
Wat is de trend? Meer, minder of gelijk-blijvend aantal objecten of afwijkingen?
Waar / op welke plaats had het objectmet de afwijking kunnen zijn, maar is hetniet?
Waar op het object had de afwijking zichkunnen bevinden, maar bevindt het zichniet?
Beschrijven vanhet probleem
Copyright 2004, Kepner-Tregoe, Inc. All rights reserved.20-2-2004
Integrate Training into Processes
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Integrate Training into Processes
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Integrate Training into Processes
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Integrate Training into Processes
Copyright 2010 Kepner-Tregoe, Inc. All Rights Reserved 19
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Integrate Training into Processes
Copyright 2010 Kepner-Tregoe, Inc. All Rights Reserved 20
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The Four Principles
Structured Training
To ensure the skill-set istransferred and access tocoaching support is successfulafter the workshop.
Process Integration
To ensure that there areclear links between thetraining and the businessprocesses and improvementobjectives
Performance System
Integration
To ensure that the workenvironment (expectations,measures, tools/resources,consequences andfeedback) is conducive tousing the new skills
Coaching On-the-Job
To ensure that real timeguidance is available throughcontent and process experts;results measured andappropriate behavior isreinforced
Strategic
& operational resultsthrough improved
human performance
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Provide Coaching to Support Success
Working with performers back on the job after the training
To continuously improve performers performance
Identify Opportunity to Coach
Agree on the SituationAgree on a Plan of Action
Follow up and Recognize Accomplishment
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Recognize Opportunity to Coach
To identify opportunities to support performers
Observe the Performer and pinpoint the behavior thatneeds improving
Clarify expectations when initiating a coachingdiscussion
Pick a convenient time and place for the personbeing coached
Determine coaching actions
Provide Coaching to Support Success
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Agree on the Situation
To establish the need for action
Confirm a mutual understanding of the issue to bediscussed
Provide the opportunity to share varying perspectives
Listen to what the other person has to say
Reach consensus about the impact of the behavior
Provide Coaching to Support Success
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Agree on a Plan of Action
To get the results you both want
To change behavior and get the desired results
Identify and agree on action steps
Agree on how results will be measured
Identify what support will be needed
Schedule a follow-up discussion
Provide Coaching to Support Success
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Follow up and Recognize Accomplishment
To keep track of how the person is doing and to rewardresults
Schedule periodic reviews
Give specific, performance-based feedbackProvide consequences to encourage the desired behavior
Provide Coaching to Support Success
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The Four Principles
Structured Training
To ensure the skill-set istransferred and access tocoaching support is successfulafter the workshop.
Process Integration
To ensure that there areclear links between thetraining and the businessprocesses and improvementobjectives
Performance System
Alignment
To ensure that the workenvironment (expectations,measures, tools/resources,consequences andfeedback) is conducive tousing the new skills
Coaching On-the-Job
To ensure that real timeguidance is available throughcontent and process experts;results measured andappropriate behavior isreinforced
Strategic
& operational resultsthrough improved
human performance
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Align the Performance System with the Training
Set expectations before training begins for application of new skills
To align the work environment to stimulate the new behaviors
Define (in advance) issues/projects to work on
Provide pre-work for personal preparation
Be present during (part of) training
Set tasks for post-training to overcome on-the-job barriers
Adjust job descriptions to reflect the desired behavior
Evaluate use of methods/behaviors daily and provide instant feedback
Part of regular job performance reviews
Make sure group leaders / line managers use the methods in the waythey ask about the status of problems
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Performance System Alignment
Provide consistent, immediate consequences that are significant for the
performerProvide extra tools and support
Ensure managers receive and give support to implementing new ideaslearned during training.
Monitor ongoing application of new skills
Ask participants to document the use of their new skills and feed backtheir use of initiatives to managers.
Provide specific, objective, measurable, frequent, timely feedback, aimedat maintaining or adjusting the desired behaviour
Evaluate training with individual participants
Let participants maintain a log of application of skills
Let participants present about the training to their colleagues
Provide additional opportunities to practice
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Performance System Alignment
Provide consistent, immediate consequences that are significant for the
performerShort term
Reinforce value of progress made using ideas
Manage the emphasis on action, not questions
Provide T-Shirts, dinner coupons, etc.
Publicize successes and war stories
Allow next person in line to throw issue back
Long termShow connections to potential bonus or promotion
Emphasize value of organizational results
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Performance Environment Benchmark
Copyright 2011 Kepner-Tregoe, Inc. All Rights Reserved 31
Manager Coach TSE/Service Desk
Objective Support the adoption of Kepner-Tregoein the Technical SupportOrganization
Support the adoption of Kepner-Tregoe in the Technical SupportOrganization
Adoption of KT Methodology*
Metric Train 100% of staff by year end.For each trained employee,demonstrated usage of KTmethodology* on 80% of customerreported problems and customerinquiries. KT Results are recorded
using the KT tools available inCTS. Set KT competency goal for eachtrained employee.
Frequent coaching as recordedusing KT Coaching log in CTS.Competency level of assignedcoachees regularly assessed inKT Coaching log in CTS.
Once trained, demonstrated usageof KT methodology* on 80% ofcustomer reported problems andcustomer inquiries. KT Results arerecorded using the KT tools availablein CTS. Achieve the KT competency
goal as set forth by manager.
Meets 100% of staff trained by year end.80%usage of KT on customer reportedproblems and customer inquiries. Setcompetency goals for 100% of trainedemployees.
At least one weekly coachinginteraction with every assignedcoachee (except during vacations,emergencies, or other agreed onbusiness reasons) and assessmentrecorded in KT Coaching log inCTS. Coachees achieving
competency goal.
80% usage of KT on customerreported problems and customerinquiries logged in CTS KT Tools.Achievement of KT competency goalas set forth by manager.
Exceeds Meets + 90% usage of KT on customerreported problems and customerinquiries + evidence that manager hasextended the use of KT methodology*into other areas of the organization orin collaboration with customers.
Meets + coachees surpass the KTcompetency goals as set forth bymanager.
90% usage of KT on customerreported problems and customerinquiries logged in CTS KT Tools +surpasses the KT competency goalas set forth by manager.
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Requirements for Success
Active Senior Management sponsor in each management chain
Results expected clearly defined and understood
Two-stage implementation - core then others
Agreed performance system from Senior Management
Results-oriented role models
Immediate on-job relevance
Clear triggers for when to use process
Information systems to support use
Rewards to those who use the process
Follow-on activity to reinforce use
Continued monitoring and evaluation
Time commitment given to support process
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Results Based Skill Development
Creating measurable results and lasting value by:
Starting with the end in mind: If training is the answer,what is the question?
Integrating the skills with the business process(embedding the learning)
Removing barriers that impede the desired behaviors(effective work environment)
B S
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Results Based Skill Development
Factors to consider for Performance System Solutions
Cost of solution
Ease of implementation
Disruptions
Permanence
The individual performers
Fit with organizational strategy
Fit with organizational culture
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Questions, Comments, Concerns . . .
Copyright 2010 Kepner-Tregoe, Inc. All Rights Reserved
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Contact Details
John AgerSenior Consultant, Lifescience
[email protected]+1/609-252-2451
+1/609-731-4330(Cell)
Lisa Olenski
Copyright 2009 Kepner-Tregoe, Inc. All Rights Reserved 36
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Auxiliary
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History and Overview
Founded in 1958, by Drs. Charles Kepner and BenjaminTregoe
Thought leaders in rational process and critical thinkingtechniques
Authored numerous books including:New Rational Manager, The Art & Discipline of StrategicLeadership, Implementation, How Organizations Work
Circa 7 million individuals developed from Senior Execsthrough line management to direct employees.
Headquartered in Princeton, New Jersey
Global footprint, with multi-language capability andpresence in 25 countries, ca. 250 full-time employees
Copyright 2010 Kepner-Tregoe, Inc. All Rights Reserved
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Why Kepner-Tregoe?
Process approach - How to think vs. What to think
Implementation targeted at specific organizationalobjectives and measures
Robust, proven methods
Facilitative approach (client owns the solution)
Skills transferred to clients (teach to fish)
Common language across departments and at all levels
Global reach - conducts business in 40 countries and in14 languages
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The KT WAY
T H E
W A Y
RATIONAL PROCESS Since 1958 Kepner-Tregoe has been developingrational process ideas and building business applications for our clients with
the goal of achieving Rapid Results and Lasting Value
COLLABORATION Kepner-Tregoes approach is based on building acohesive KT-client team, we work along side our clients to jointly develop andimplement customized solutions. This ensures that we are addressing theissues in the most effective manner and that our clients keep ownership of
journey and the outcome.
CAPABILITY TRANSFER Sustainability comes from enabling theorganization to resolve its issues on its own. Kepner-Tregoes philosophy isdeeply grounded in the belief to transfer its management capabilities to ourclients, allowing for continuous improvement long after the completion of the
initial engagement
VALUE CREATION Kepner-Tregoes solutions address key strategic andoperational needs. We create value through Rapid Resultsby applying ourManagement Tools to key issues right from the beginning of the engagement.We generate Lasting Valueby supporting the implementation of those toolsfor greatest sustainability
C i ht 2010 K T I All Ri ht R d