What questions are important to ask the training client to help them understand the problem?

Contents:

• What problem really needs to be solved?
• How to understand that training is really needed in this situation
• What else is useful to ask the training customer and why do it at all

Client requests for corporate training programs are often formulated as follows: “We need communication training,” “We want a short online course on how to interact with difficult clients,” “The team would benefit from stress management training.” Of course, you can immediately begin developing the proposed courses. However, these requests may hide not only a lack of knowledge and skills, but also more serious problems, such as tension in the team, employee burnout, or organizational difficulties. It's important to carefully analyze the context of requests in order to create effective training programs that address underlying issues and improve overall team productivity. Danny Bacon and Garin Roach, organizational development consultants from the British consultancy Distinction, describe client requests as "Trojan horses." They emphasize the importance of the role of learning and development specialists in such situations, which consists of subtly guiding the client to identify the true causes of the problems. This becomes the first step to an effective solution. The art of asking the right questions plays a key role in this process. The experts discuss this topic in detail in their article on the TrainingZone website. The article emphasizes the importance of the active role of learning and development specialists, drawing on the ideas of British expert Andrew Gibbons. Gibbons calls for a shift away from passive compliance with client demands and toward a more proactive approach. This change in approach will allow specialists not only to better understand the needs of their clients but also to develop more effective training strategies that will facilitate the development of skills and knowledge. It is important for experts in this field to become not just implementers, but strategic partners capable of offering innovative solutions that meet modern market demands.

What problem actually needs to be solved?

The authors of the article note that such requests often come from the best of intentions. The customer does not seek to mislead the curriculum developer, but sincerely believes that the training will solve his problem.

In some situations, the client realizes that the underlying problem lies not in a lack of knowledge or skills, but, for example, in interpersonal relationships or systemic contradictions. However, it is easier for them to send employees to training to deflect responsibility than to conduct difficult and uncomfortable conversations aimed at identifying and resolving existing problems.

In his article, training specialist Harry Savage, author of TrainingZone, cites a striking example from practice. An industrial company requested safety training for its employees after an increase in serious injuries at the plant. An analysis of the situation revealed that many employees were indeed violating equipment handling rules. However, Savage had doubts: can adults really fail to remember simple and obvious rules, such as "Keep your hands out of moving machinery"? This question raises important aspects of training and raising awareness about workplace safety.

After speaking with production workers and further discussions with the customer, Savage determined that each employee was required to produce a set number of parts per day. If the quota was not met, workers would remain at the plant for overtime without additional pay. Bonuses were only awarded for daily production exceeding the quota. This circumstance prompted employees to seek ways to optimize their work, which often jeopardized their health. For example, they would begin maintenance on equipment before it completely shut down in order to produce more parts and return home on time, or even receive a bonus. Thus, the established productivity standards actually contributed to safety violations, which could lead to injuries. Employee training in this case would not have solved the existing problem, as it was rooted in the incentive system and workload distribution.

When receiving a request, according to Bacon and Roach's recommendations, it is important to understand the reasons behind the need for training. Experts advise asking the client clarifying questions to gain a deeper understanding of the situation.

• "Why is this request relevant now?"
• "What do you see as a favorable outcome for this situation?"
• "Is this directly related to a lack of employee skills, or could it be a matter of their compliance with expectations or behavior?"
• "Have you already tried to correct the situation in other ways?"
• "Is there anything important we need to discuss before we begin training?"

Bacon and Roach note that you shouldn't expect to have all the answers at this stage, and that's okay. First, such questions can prompt the client to consider whether training can truly solve the problems that have arisen. Second, it often turns out that the client doesn't have a complete understanding of the situation. This creates an opportunity to involve other colleagues in the discussion, who can share valuable insights about the current state of affairs and offer their opinions. Thus, the discussion process not only deepens understanding of the problem, but also helps find more effective solutions.

A gentle conversation in the format of "Have you noticed anything else related to this situation?" promotes a deeper understanding of the roots of the problem. This approach avoids superficial analysis and ensures that training is not just a temporary solution, like trying to treat a fracture with plantain. Understanding the context and nuances of the situation is the key to effective resolution and skill development.

How to understand that this situation really needs training

Discussion often confirms the need for a course or training. Experts say that when there are skill gaps or a need to find common ground and introduce a new point of view, high-quality training can have a significant impact. However, it is important that training is integrated into a broader support system, including clear goals, shared responsibility, and feedback. This approach will ensure the achievement of meaningful results and the application of acquired knowledge in practice.

The authors identify several key conditions for maximizing effective learning. First, it's important to create a comfortable and motivating learning environment that will stimulate a desire to learn. Second, a clear structure and consistency in the presentation of material are essential, which facilitates better information absorption. An individualized approach to each student, tailored to their individual characteristics and needs, is also crucial. Furthermore, regular practice and practical application of acquired knowledge contribute to a deep understanding and retention of the material. Finally, feedback and support from teachers play a vital role in the learning process, helping to address gaps and develop skills. These conditions together create the foundation for a successful and effective educational process.

• The request for employee training is linked to a broader plan for the company's development or transformation.
• Training participants understand exactly what is expected of them.
• Their managers do not simply observe the process and results of the training, but are directly involved in it.
• There is time and other conditions for the practical implementation of what has been learned, feedback on the results, and reflection of the participants.

What else is useful to ask the training customer and why do it at all?

According to Bacon and Roach, fulfilling client requests sometimes resembles strict adherence to a pre-established script. However, in the process of work, situations invariably arise when it is appropriate to stop and ask: "Is this really what is needed?"

The need for discussion with the client should not be perceived as a reason for arguing or rejecting their ideas. On the contrary, this approach promotes openness and careful consideration of the company's real needs. Collaborating with the client allows us to effectively address these needs and make any necessary adjustments, which ultimately leads to the successful implementation of the project.

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• "Before we start looking for a solution, let's take a moment to talk about the causes of this situation?"
• "Sometimes the difficulties that arise are related to the group dynamics of the team. Perhaps something has happened or is happening in the team that has influenced your request?"
• "What does a good outcome look like for you, and how will we know when it has been achieved?"
• "What kind of employee support do you think would help at this stage?"
• "Are there any ingrained habits, internal systems, or expectations that need to be changed to make the most of the training?"

Experts note that these conversations can be difficult. This is especially true when they don't align with the typical customer communication style, as learning and development professionals are often focused on addressing specific requests. If the customer needs a quick solution, this can complicate the conversation. Don't expect immediate or dramatic changes as a result of such discussions.

These questions provide an opportunity for reflection and assessment of the situation from different angles. This creates space for small but targeted improvements. The authors encourage boldness and not underestimating the importance of a well-timed question. Sometimes, simply stopping and asking a thoughtful question can change the direction of someone's thinking or initiate a deeper conversation about truly important topics.

Learning and development involve not only accepting training requests and proposing solutions, but also helping the organization formulate more relevant questions, as Bacon and Roach note. In some cases, this means recognizing when a training request may indicate an existing problem. It is important to be prepared to sensitively discuss these issues with stakeholders to ensure more effective training and development, which in turn contributes to improved overall performance and the achievement of organizational goals.

Bacon and Roach recommend that curriculum developers use a series of questions to help evaluate each new training request. These questions should be asked when analyzing the request to ensure that learner needs and learning objectives are aligned. This approach promotes a more efficient and holistic process for developing educational content.

• "What could this 'Trojan horse' be hiding?"
• "What is this request most likely asking? What other options might there be?"
• "What can I ask the client to delve deeper into their request?"

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