4 Common Problems (and Solutions) for Level 3 Behavior Change

As a training needs assessment services professional, you should know how to assess behavior change.  In training jargon, this is called a Level 3 Assessment. But in case you have not conducted one recently, here is a review of what problems you may encounter and how you can best deal with them.

At a Level 3 Assessment, you will be measuring changes in learner behavior on the job as well as how the new skills from the training have been applied. It is assumed you have already conducted Level 1 training assessments to determine participant satisfaction and Level 2 to assess how well they, at least intellectually, absorbed the new knowledge and learned the new skills.  While this is good information, most business leaders could care less. 

If you are like most of our clients, nothing substantial will be gained unless you can show measurable behavior and performance change.

To succeed, be prepared to overcome these most common obstacles to an effective Level 3 Assessment:

1. Problem: The learning objectives are not clearly stated at the outset and they do not link directly to a critical (Top 10) business priority.

Solution: Before beginning any learning initiative, always align the program with an important and timely business metric.  The goal of any training program should be a measurable difference to the organization in a way that matters to your executive sponsor.

2. Problem: There is a lack of stakeholder support.

Solution: Involve stakeholders from the beginning. Get their agreement on goals, roles, root causes, reinforcement and measurement before you begin.  If you cannot garner support from the participants, their bosses and the executive team, do not waste your time.  We already know that your level 3 results will show little progress.

3. Problem: There is a lack of opportunity to demonstrate the new skills or behaviors on-the-job.

Solution: If the new desired skills can only be practiced seasonally or under certain market conditions, make sure you time the program so that there is little delay between the learning and the application. A good example is running behavioral interview training to match hiring forecasts.  Otherwise, you have missed your target.  Only invest in skills and behaviors that are critical for important and timely on-the-job performance.

4. Problem: There are no (or inconsequential) consequences for adopting the new skills, behaviors or processes.

Solution: Be sure there are recognition and reward systems in place to support those who apply the new skills and change their behavior (high adopters) while putting a corrective spotlight and actions on those who are not (low adopters).