I firmly believe that while engaging training can (and should) lead to behavior change (shameless plug: the vision of my instructional design firm is “that every training opportunity is engaging and leads to change”), training alone will rarely produce the change that we desire.
Can training change behavior? Yes. Should it? Maybe. Will it? Maybe not.
Is behavior change the goal?
In fact, some training doesn’t have behavior change as it’s intention. Sometimes training is organized to raise awareness about a new concept or policy. Sometimes training is used as a teambuilder, bringing people together to offer a common experience (and secondarily, if they learn something and change their behavior, then it’s even more of a success).
On the other hand, sometimes corporate training is launched with the intent of changing behaviors when the behaviors in question aren’t really a training problem. No amount of training can change behaviors that are the result of systemic, cultural or policy shortcomings. There are times when a simple conversation between a manager and an employee would be more appropriate, but instead an entire training session is created.
What can training do?
So let’s leave those scenarios aside and take a closer look at situations in which training is an appropriate element in helping change behaviors – helping someone to do something new or differently or better.
Training – whether elearning or instructor-led – can:
- Introduce new concepts
- Open the learners’ eyes to bad habits or blind spots
- Help a learner practice a new skill in a safe environment without real world consequences
- Offer opportunities for reflection
- Provide structure and models to organize thoughts
- Facilitate conversations among peers who all have different experiences and various viewpoints through which they see and may use new concepts or practices
What can’t training do?
That’s not an exhaustive list, but it does offer you some ideas on the potential that training holds. Of course, here are some things that training cannot do:
- Guarantee that someone will remember what they learned by the time they have to use it in the real world
- Monitor how well someone performs or changes their behavior outside of the training environment
- Ensure mastery of a new concept, skill or practice
- Replicate all of the pressures, stresses, curve balls and distractions that come at someone in the real world and which may hinder behavior change and/or encourage status quo behaviors to continue
How do we ensure our training changes behavior?
Both of these lists – basically what training is and what training is not – are crucial to keep in mind when you are designing training intended to help change behavior. Beyond good training design that includes opportunities for authentic practice, feedback and reflection, here are some things that can be built in around the actual training event that can help with retention of the content and transfer of the skills/behaviors:
- Provide something in advance for the learner and their supervisor to discuss and set goals. When the supervisor can help set goals and hold someone accountable for applying new skills, the likelihood that there will be behavior change will increase. Of course, the tricky parts include trying to engage the (usually very busy) supervisor, and trying to get a learner to do anything in advance of a training.
- Introduce job aids, graphic organizers and other resources during the training that can be used outside of the training environment and which can help the learner remember what and how to do something new, differently or better.
- Offer periodic learning boosts following a training session that challenge the learner to recall a specific piece of content and that offer additional, specific ways that what they learned can be helpful in their day to day role.
About Brian Washburn
Brian Washburn is an author, speaker, and the co-founder and CEO of Endurance Learning, an instructional design firm dedicated to creating engaging and impactful learning experiences. With over two decades of experience in learning and development, Brian has established himself as a thought leader and innovator in instructional design.
His journey began as a Peace Corps Volunteer in Paraguay from 1998 to 2000, where he trained farmers in basic business principles. This experience ignited his passion for education and training, steering him toward nonprofit roles where he led training teams with missions ranging from ensuring safe, permanent homes for children in foster care to eradicating corneal blindness worldwide.
Under his leadership, Endurance Learning has developed creative and unique instructor-led and elearning programs for a diverse clientele, including international NGOs, nonprofit organizations, and Fortune 500 companies. Brian has facilitated workshops on presentation skills and instructional design across North America, South America, Asia, and Africa. These experiences have helped him identify and refine certain training and facilitation principles that have proven effective across geographic borders, cultures, types of organizations, age groups, and languages.
In addition to his practical experience, Brian is the author of two books. “What’s Your Formula? Combine Learning Elements for Impactful Training” (2021) and “Instructional Design on a Shoestring” (2024). He has also contributed chapters to several publications by the Association for Talent Development (ATD), including “ATD’s Handbook for Consultants” and “ATD’s Handbook for Training and Talent Development.”
Brian holds an MA in Organizational Psychology, is a past President of ATD Puget Sound, and serves as a Commissioner for the International Accreditors for Continuing Education & Training (IACET).
