Training doesn't work if performance matters

This document discusses barriers to performance change after training and proposes focusing on learning as a process rather than an event. It identifies common barriers like ability to focus, complexity of content, and emotional state. The document advocates for making learning social, addressing learner uniqueness, and using pre-work, experiential activities, follow-up, and coaching to drive performance change beyond classroom events. The goal is to help learners apply new skills and continuously improve through a learning process rather than assuming one-time training will be sufficient.