The 5 Elements of Delivery Model

The 5 Elements

A PRACTICAL PERFORMANCE Focused solution has multiple parts. To optimise the effectiveness of our training, we need to do each part in the right way. To help with this, I created The 5 Elements Model.

In short, The 5 Elements Model is a framework that enables us to create blended learning solutions.

Traditionally, each of The 5 Elements are all done during training. But actually, when we think of the bigger picture, we can fit each of The 5 Elements into different contexts that make more sense. 

For example, content is traditionally delivered during classroom training. But actually, this is really ineffective because people easily forget. It’s much more effective to make content self-paced and easily accessible for their time of need.

By following The 5 Elements Model, we can make the best use of time with an instructor, optimise learning effectiveness, and ultimately reduce costs. 

Priming

Where we get people into the right mindset to learn.

Typically this is the icebreaker part of our training, or where we discuss the objectives of our training. The purpose is to help people relax and focus.

But the best way of Priming is for the learner to sit down with their manager, discuss their needs, and agree on a development plan that the learner is motivated to follow through and that helps them add value to the business.

Typically these discussions don’t happen because managers are too busy, or don’t know how to, or don’t see a need for the training in the first place.

But with the right approach, these conversations can be made easier for the managers, they can be shown how the solution benefits them, and they can be supported to ensure these conversations are done in the right way.

Guiding

Where we get people ready to practice.

Typically this is the content part of our training. Lectures, models, stories etc.

The purpose of this part is frequently misunderstood. Many assume the purpose is to help people “know” things. But what does “know” mean? Knowing things isn’t enough. People need to take this knowledge and use it. We don’t just want people to know things, we want them to ACT.

So the purpose is to give people just enough information in order to start practicing what actions they need to take.

This does not have to happen in the training. Ideally, this can happen before the training. Because when it happens in the training, there is a large gap between accessing that content, and then later on applying that content. The larger the gap, the more likely people are to forget.

Content is most effective when it is self-paced. We should convert content into self-paced formats such as videos, reading materials and even better, tools!

Tools are the ultimate form of content. Tools condense all knowledge into an actionable format that learners can access in their moment of need. Tools reduce the gap between access and application.

Practicing

Where we help people develop new behaviours.

Typically this is the activities part of our training. The purpose is to help people develop new behaviours, master new skills and sustain new habits.

EFFECTIVE practice requires careful design. It should be based on an objective that clearly states the Behaviour, Standard and Condition. It should be managed well so that learners spend most of the practice time performing the correct behaviours.

This works best both in the training and back at the workplace.

In the training we can create the conditions for deliberate, safe and corrective practice. People can focus on exactly what they need to, without fear of making costly mistakes and with support from a coach to correct any bad habits.

But at the work place is also a great place to practice, because ultimately that is where the learners NEED to practice these new behaviours. So we must ensure they will get sufficient opportunities to practice back at work.

And practice can also involve shadowing others. Shadowing is an extremely effective way of helping people develop new skills. But this must be designed and managed carefully to ensure learners are using the shadowing opportunities in the right way.

Ideally, we can have a combination of practice in training and practice back at work.

Reflecting

Reflecting

Where we help people optimise their mindset to match the performance requirements.

Typically this is the discussion part of training. The purpose here is to help people raise awareness, refine thinking patterns and overcome limiting belief.

This is the part that has the biggest impact on learning. When we reflect, we tread new neural pathways in our brains. These neural pathways are a lot like treading a path in a grass field. If we don’t tread them frequently enough, the grass folds back and the path disappears. We need to make sure reflection happens frequently enough to help strengthen these new neural pathways.

This hardly ever happens enough in the workplace. People are frequently too busy to sit down and reflect. They don’t have the time or the energy for it.

This is one of the biggest benefits of training; the time and space to reflect.

But ideally this can happen both during training and back at work. With the right planning, we can help people schedule time to reflect, we can design activities they can carry out on their own to help them reflect, and we can create support groups so that people can help each other reflect.

Committing

Where we help people find the improvements they are most motivated to sustain.

The purpose here is to help people sustain the motivation to change.

This is typically the action planning part of training.

People will only change when they are motivated to change. Motivation is mostly internal. Some motivation is external (e.g. coming from our peers and superiors) but this kind of motivation is not as strong nor sustainable as internal motivation.

In training, a good coach can help people identify their motivations.

But ideally there is also support from management, to align work responsibilities and opportunities with learner motivations.