Most managers feel that development should be the responsibility of the training department. This is an erroneous mindset. In reality, what direct managers do after training impacts behavior change more than what trainers do in the classroom. This fact is not intended to degrade the vital role of trainers. But trainers don’t own the system, and they don’t run the organization. They have some influence; but they have practically no control over what happens in the workplace, where new skills must be diligently applied in order to be ingrained.

Only the learner’s direct manager is in a position to give enough support, oversight, encouragement, feedback, coaching and reinforcement over the long term to change behavior. How well the manager carries out this role can make or break the transfer of new knowledge into permanent improvements in workplace performance. To be an effective partner in the Learning Triangle, direct managers have a responsibility to:

• Communicate with trainers to understand and support assessment, learning and reinforcement programs
  
  
• Prepare to function effectively as a performance coach for direct reports; if needed, arrange for refresher training
  
  
• Meet with direct reports before each assessment, training and reinforcement initiative to help them make the most of these learning opportunities
  
  
• Define expectations and help direct reports set learning goals
  
  
• Set an example for the skills expected of direct reports
  
  
• Attend or review the training to refresh familiarity with the skills
  
  
• Frequently observe the work of direct reports, paying special attention to aspects of performance the direct report is trying to improve
  
  
• Give timely one-on-one feedback about workplace performance
  
  
• Help direct reports learn from workplace experiences, whether successes or shortfalls
  
  
• Encourage the efforts of direct reports
  
  
• Recognize direct reports who improve their performance

The challenge for executives is to overcome the reluctance of direct managers by telling them what’s expected of them. The first step is to make their role to coach and develop their direct reports a requirement—a formal aspect of their responsibilities.

This is a reasonable leadership role for managers, but many aren’t prepared for it. If your managers haven’t previously been expected to take responsibility for the day-to-day development of subordinates, they may lack confidence. Because their current behavior patterns are the product of decades of reinforcement, they’ll need a Train-to-Ingrain performance improvement process in the area of coaching, including assessment, training and reinforcement. Ideally, the managers’ managers will be competent to coach them. Otherwise, they may need to improve their own coaching skills.

A 15-item assessment called “Developing and Coaching Others,” based on the objectives of the course, is available in the 20/20 Insight GOLD Survey Library.

Also, a number of books are currently available as references for people learning how to coach in the workplace. Not all will be helpful to managers. For example, The CCL Handbook for Coaching (2006) is an academic treatment of the topic, of use primarily to executive coaches. The Complete Guide to Coaching at Work (2005) was written for professional business coaches—not managers. Coaching and Mentoring (2004) has sections that address both topics, and the first five chapters contain useful guidance for managers. We recommend John Whitmore’s book, Coaching for Performance (2002), written specifically for managers and now in its 3rd edition, because it explains a non-directive approach to developing directing reports.

For an immediate answer to any question about Train-to-Ingrain, email Meredith Bell, president of Performance Support Systems, or call: Toll-free: 1-800-488-6463, ext. 201 Toll phone: 757-873-3700, ext. 201 Fax: 757-873-3288