The expectation of learning outcomes in workplace training

When quoting for training courses or development programmes, we usually feel obligated to include learning outcomes in our proposals. Learning outcomes are, in fact, as expected as setting out a clear agenda or clarifying the target audience of the session.

Sometimes, the learning outcomes are mandated for us by the client, i.e. this is what you need to achieve if we award you this training contract. One client once said that if we could not guarantee eradicating unconscious behaviours as a result of the 60-minute session they wanted us to deliver to staff, then we would not be awarded the training on unconscious bias. Not all expectations of learning outcomes are realistic, of course, so in this case, we declined the contract.

What if learning can’t always be planned?

But what if the most valuable learning – the kind that truly makes a difference – can’t be mandated or anticipated? What if it comes from one of the delegates having a lightbulb moment during a side discussion or someone sharing something deeply personal that shifts the whole room’s perspective on what they have been discussing and exploring?

What if a manager attends a leadership course, expecting to learn about strategy, but they also discover that their greatest weakness is their own ego, which means they never ask for clarification or help? Or maybe they realise their struggle isn’t with leading others but simply managing their own time and responsibilities.

Or imagine a course on ethical leadership. Someone might attend expecting to discuss integrity and ethics, perhaps they discover that they are not, in fact, accountable in many aspects of their professional or personal life, so the valuable learning is about accountability rather than ethics?

And what if a manager attending the ‘investigating grievances’ session we mentioned above, realises that, despite understanding the process, their fear of conflict means that they will always seek to avoid managing a grievance, making delays to initiate investigations inevitable?

No management training on process and procedure will ever be effective if the managers attending have fears, concerns, or low self-confidence that hold them back from managing effectively.

The greatest learning comes from the unexpected

We think delegates get the most value when they ‘chance upon’ some learning or when a session exceeds their expectations and stretches their thinking beyond anything they had considered.

The problem, as I see it, is if your learning is buttoned down to such an extent that the trainer:

• When presenting, only follows a set script or
• Limits questions from delegates and discussion to the specific topic
• Doesn’t allow or encourage delegate sharing and relationship building

… then learning is going to be limited, and you will rarely experience breakthroughs with behaviours that, from my personal experience, I know can result in astonishing personal development.

If you want to train someone up in your new code of conduct, a strict and limited approach may ensure that every delegate attending has heard and learnt the same. However, most of us know that the value of training is often not the what we know but the how will I now apply it – and the how parts of our learning are all about our people or soft skills: listening, self-awareness, accountability, adaptability, empathy, responding to conflict, collaborating, etc.

Who tends to ‘button down’ training the most?

Talking from personal experience, the larger the organisation, the more mandated the learning outcomes are – so much rigidity in large departments, often to the point of eradicating innovation and creativity. Also, in smaller organisations, the less experienced the person responsible for organising the training, the more they are likely to demand specifics, tight scripts, and minimal likelihood of veering off topic. Ultimately, whatever the size of the organisation, buttoning down training to the point of breakthrough learning nihilation is all about control and predictability… some might call that fear!

But when did you learn the most in a controlled and predictable situation?

We do all need to accumulate knowledge and information – corporate governance, health and safety regulations, an organisational policy, company strategy, how to operate a piece of equipment safely, etc. But high-performing teams are not made up of people who have just learnt the key information. They are made up of people who are so much more than that, with skills you often don’t attend a specific training course for, such as:

• Adaptability and flexibility – continually adjusting the approach, goals, or expectations
• Growth mindset
• Questioning
• Appropriately assertive
• Compromising
• High self-esteem and confidence
• Low ego, recognising the value of others
• Solving issues or conflict
• Bouncing back from setbacks (resilience)
• Not giving up at the first hurdle (determination)
• Taking accountability rather than waiting for others to sort things
• Not squealing or retreating the minute they feel uncomfortable or are asked to operate outside their comfort zones

Which leads us to…

What can we do differently with learning outcomes to set the scene for unplanned learning

Keep your learning outcomes as they are, but add in something relating to the value of unplanned learning, learning from each other, exploring ideas as they arise during a training session, and also the importance of all delegates taking the time to identify and address their own potential barriers to applying the learning – e.g. confidence or fear of conflict.

You want delegates joining your sessions who have an open mind to new ideas, who feel safe to challenge and ask questions, who will feel as though the trainer will take them on a journey of learning rather than lecture them like they are back at school.

And you want trainers who don’t just talk people through set content but instead are a great mix of teacher, trainer, coach, mentor, challenger, facilitator, and guide. Someone with empathy, understanding, and an ability to create a safe space for deep learning and exploring.

Welcome to the world of professional development that will make a difference to organisational performance!

How we can help

If you’re ready to try something different, talk to us about our leadership or management development programmes, or take a look at our experiential learning solutions.