Business Management: BPI Learning Programs

BPI Learning Programs – Implementation Phase

A program of learning activities that support the successful implementation of the BPI initiative. The schedule is calibrated with the implementation of other aspects of the change process to ensure maximum benefit. The learning program contents are derived from the Competency Needs Assessment and the Learning Strategy and Materials. Balanced learning programs include formal learning activities such as training workshops, as well as learning support (e.g. just-in-time, local-level coaching and on-the-job training).

Learning Programs maximize the likelihood of sustained behavioural change essential to ensuring the project's success. They ensure that learning activities are a sound investment by linking them directly to other relevant aspects of the implementation of changes.
The widespread use of Learning Programs demonstrates to employees that senior management is serious about achieving its (Confirmed) Business Vision and that management recognizes and is willing to support the contribution of employees to making change happen.

Successful implementation of Learning Programs requires a sound managerial infrastructure to ensure sustained results.

Pilot test the learning design with a representative group of participants, prior to full-scale implementation.
Ensure all facilitators are appropriately briefed, have previous group facilitation or training experience, and are provided with a complete set of documentation.
Provide coaching support for facilitators, particularly if they are unfamiliar with aspects of the learning or if they are experiencing conflicts or difficulties during implementation. This issue is particularly important if on-the-job training, coaching and mentoring are the primary learning methods used.
Provide a full set of marketing materials that clearly specifies the benefits of the programs, states how to enroll and reports success stories.
Offer administration support, by organizing facilitators and materials, particularly in the case of workshops and training courses. Participants also require an appropriate notification period to ensure that they can be released to attend.
Follow through and report the results of all evaluations.
Establish a process for review and updating of the Learning Strategy and Materials. Create mechanisms for incorporating evaluation findings, plus the views of coaches, facilitators and managers on the effectiveness of training.

Some clients under-emphasize the value of this activity. Remind these clients that training is the key means of ensuring that employees are equipped to handle the demands of the new organization.

Do not expect that learning processes, in and of themselves, will bring about all of the required change.
Maintain close contact with key internal customers, and the education and training community.
Build on the relationships established during the Competency Needs Assessment and the development of the Learning Strategy and Materials.
Listen to unsolicited and anecdotal feedback. This often provides useful clues as to how employees in general feel about the change process.
Maintain the public profile of the learning strategy, by including in newsletters topics such as accounts of learning workshops, and testimonials from satisfied participants.

Enlist the support of internal trainers, facilitators and coaches.
Establish clear and well-managed, contractual arrangements with external training and education providers to ensure that they deliver services attuned to the needs of employees.