If you are not using “performance tests” to develop new leadership skills and knowledge, you have a great opportunity to raise the bar for your leadership development programs.
Based upon almost 20,000 training programs, we believe that the best way to ensure leaders have actually learned what you want them to learn is to utilize performance tests as part of your action-learning instructional design approach.
A performance test requires participants (under appropriate performance pressure) to demonstrate proficiency with specific skills and knowledge before they leave the workshop. While there are many different ways to construct performance tests, all methods fall into two broad categories:
- Simulations: We define learning simulations as specific activities that create either real-life or metaphorical representations of the work environment that require participants to contextually perform relevant tasks for critical scenarios that they will face in their job.
Some simulations are short and simple and involve experiential role-plays, teach-backs, and debriefing. Others are more complex and span multiple learning sessions and consist of business cases, computer simulations, board games, and real action-learning projects tied to strategic priorities. Regardless of the length or complexity, simulations provide a proven context for measuring and improving proficiency.
- Tests: The other common method used is knowledge-based assessments such as multiple choice or fill-in-the-blanks tests. Commonly used for compliance programs, these types of tests evaluate a participant's knowledge of a subject, not their ability to apply concepts in a work context.
When it comes to learning new skills, make sure that you use the appropriate performance tests to ensure that participants can “DO” what you want them to do and “KNOW” what you want them to know before they leave your session. And, whenever possible, get real work done while you are learning.
When it comes to action learning and developing better leaders, not all approaches are created equal. While the concept of leaders learning-by-doing has been around since the 1950’s, many mistakenly believe that including some experiential activities and case studies make for an effective leadership action learning program.
Do not be fooled. True action learning programs get real work done and create stronger and more effective leaders as measured by business results.
To get meaningful outcomes, make sure that you incorporate these five lessons from the field:
- Executive Buy-In and Relevance: To truly have an impact with high potentials and leaders, start by creating a partnership with senior management and the “bosses” of the participants to ensure relevance and support.
- Success Metrics: Identify and articulate clear success metrics for the program, the participants, and the business before you take any additional steps. Then make sure that everything you do ties back to those metrics.
- Performance Coaching: The real magic with experiential programs typically happens during timely performance coaching and feedback sessions. Ensure that this is core component of your program design. It creates a 4-to-1 difference compared to programs without coaching.
- Performance Feedback: Include ongoing stakeholder, participant, and manager feedback and involvement during the design, development, and delivery process to ensure that you are on the right track and recalibrating as necessary.
- Real Work: The more the program focuses on solving real problems and creating real results, the higher the chance of success. Do not get fooled into thinking that “Harvard Business Case Studies” as homework will change behavior or performance results.
With these five lessons in place, you should be set to use job aids, best practice tools, case studies, simulations, and experiential activities as part of your program design.
