Sometimes what we do in "training" isn't really for training at all. We are just communicating a message, or changing people's mind. The design of the presentation is very different for each of the ends:
Four purposes of a presentation:
1. To Inform - Communication or awareness about a topic.
2. To Educate, Develop or Train - Build a specific set of skills, knowledge, or attitude.
3. Persuade - Change their minds, behaviors, or attitudes.
4. Get Action - Get them motivated and able to do something in particular.
Thursday, August 6, 2009
When teaching... don't give away the punch line!
When kicking off your training, start at the end!
Say... “when we wrap up today…”
BUT Don’t tell everything that you have in your brain.
AND Keep it limited... keep them waiting until the end!
I designed a training program that was presented to hundreds of people, and I built a teaser like that into the program. The instructor showed, using a 3 minute simulation, how the company could save a million dollars or more.
“When you complete this training you will clearly see how this was done, and you be able to that too!"
Tell them what they will be able to do at the end, but keep the HOW for later in the presentation. The training can reveal the skills and knowledge needed to get the WIIFM.
Giving the answers early is a big mistake, but asking the questions early is a big benefit!
Say... “when we wrap up today…”
BUT Don’t tell everything that you have in your brain.
AND Keep it limited... keep them waiting until the end!
I designed a training program that was presented to hundreds of people, and I built a teaser like that into the program. The instructor showed, using a 3 minute simulation, how the company could save a million dollars or more.
“When you complete this training you will clearly see how this was done, and you be able to that too!"
Tell them what they will be able to do at the end, but keep the HOW for later in the presentation. The training can reveal the skills and knowledge needed to get the WIIFM.
Giving the answers early is a big mistake, but asking the questions early is a big benefit!
Why Should You Learn?
The first point of Malcolm Knowles Adult Learning Theory is "Adults have a need to know why they should learn before investing time in a training event." How can you build that into your training programs? This is what I like to do...
In the first few minutes of a training class, always ask people what issues matter to them, as related to the training. Write these down on a flip chart.
For example, I did a quick course on writing development plans this week. I asked the class "Why does training and development matter to a company like yours?" I then wrote down their responses on a white board.
Then get the learners to elaborate:
--“How many of you think that...?”
--"Of those that did not raise your hands, do you think….?”
Another training tip: You don't need to say "raise your hand if you think that"... if you just raise your hand as a trainer, the learners will get the idea!
In the first few minutes of a training class, always ask people what issues matter to them, as related to the training. Write these down on a flip chart.
For example, I did a quick course on writing development plans this week. I asked the class "Why does training and development matter to a company like yours?" I then wrote down their responses on a white board.
Then get the learners to elaborate:
--“How many of you think that...?”
--"Of those that did not raise your hands, do you think….?”
Another training tip: You don't need to say "raise your hand if you think that"... if you just raise your hand as a trainer, the learners will get the idea!
This is your captain speaking...
Always present an agenda.
On an airplane you always here something like:
“Welcome aboard flight 595 to Atlanta. This is your captain David Richards. Today’s flight will be 1 hour and 45 minutes. Our arrival time will be 4:10.” I have traveled a LOT, personally and professionally, and it's always nice to hear from the captain that you (and he!) are in agreement that you are on the right plane!
Similarly, in training you should give them an agenda:
“Welcome to Leadership 101. I am your instructor, David Richards. Today’s training will be 1 hour and 45 minutes, and we will be wrapping up at about 4 PM.” Then give them a general agenda of what their journey will look like (topics to be covered, objectives, etc.)
There's an added benefit... if a student hears the agenda and decides that they maybe are in the wrong class ("on the wrong plane") they can scoot out before the flight gets started. They may decide that the class is too easy or too hard, or in another way not what they expected. Sometimes there's a prerequisite that the student hasn't completed, or some other reason that they should get off the plane before it TAKES OFF!
On an airplane you always here something like:
“Welcome aboard flight 595 to Atlanta. This is your captain David Richards. Today’s flight will be 1 hour and 45 minutes. Our arrival time will be 4:10.” I have traveled a LOT, personally and professionally, and it's always nice to hear from the captain that you (and he!) are in agreement that you are on the right plane!
Similarly, in training you should give them an agenda:
“Welcome to Leadership 101. I am your instructor, David Richards. Today’s training will be 1 hour and 45 minutes, and we will be wrapping up at about 4 PM.” Then give them a general agenda of what their journey will look like (topics to be covered, objectives, etc.)
There's an added benefit... if a student hears the agenda and decides that they maybe are in the wrong class ("on the wrong plane") they can scoot out before the flight gets started. They may decide that the class is too easy or too hard, or in another way not what they expected. Sometimes there's a prerequisite that the student hasn't completed, or some other reason that they should get off the plane before it TAKES OFF!
Wednesday, August 5, 2009
Broadband Talent Management Plans
Not all development plans are alike. Based on your situation and career objectives, you may find one of these plans helps you improve your performance.
Development Plan Focus on development of weak areas to bring them up to an acceptable level.
Enhancement Plan Focus on development of average areas to bring them to an above average level.
Good to Great Plan Take a strength and build it to an exceptional level of expertise.
Workaround Plan Recognize a weakness and create a plan on how to achieve good results anyway.
Substitution Plan Recognize a weakness, and create a plan to use a strength to overcome the weakness.
Redeployment Plan Use strengths in assignments/projects that play to that strength.
Capitulation Plan Choice to give up trying to improve a weakness.
Compensation Plan Plan to dampen the effect of overuse of a skill by using other compensating skills.
Rerailment Plan Brings people back into line that have fallen off the career track.
Marketing Plan Plan to inform others of the individual’s talents.
Skills Transfer Plan Focus on using strengths the individual has in one job, to a new job.
Exposure Plan Give opportunities to try untested skills in challenging new assignments.
Confidence Plan Increase confidence and self-esteem by playing to unrecognized strengths
Insight Plan. Help individual understand their blind spots
Diagnostic Plan Clarify confusion that exists around strengths/weaknesses through assessments, ratings, evaluations, etc.
Assessment Plan Discover deep underlying problems that affect performance and behavior.
Based on the book “Broadband Talent Management, 16 Paths to Improvement” by Robert Eichinger, Michael Lombardo, and Alex Stibler
Development Plan Focus on development of weak areas to bring them up to an acceptable level.
Enhancement Plan Focus on development of average areas to bring them to an above average level.
Good to Great Plan Take a strength and build it to an exceptional level of expertise.
Workaround Plan Recognize a weakness and create a plan on how to achieve good results anyway.
Substitution Plan Recognize a weakness, and create a plan to use a strength to overcome the weakness.
Redeployment Plan Use strengths in assignments/projects that play to that strength.
Capitulation Plan Choice to give up trying to improve a weakness.
Compensation Plan Plan to dampen the effect of overuse of a skill by using other compensating skills.
Rerailment Plan Brings people back into line that have fallen off the career track.
Marketing Plan Plan to inform others of the individual’s talents.
Skills Transfer Plan Focus on using strengths the individual has in one job, to a new job.
Exposure Plan Give opportunities to try untested skills in challenging new assignments.
Confidence Plan Increase confidence and self-esteem by playing to unrecognized strengths
Insight Plan. Help individual understand their blind spots
Diagnostic Plan Clarify confusion that exists around strengths/weaknesses through assessments, ratings, evaluations, etc.
Assessment Plan Discover deep underlying problems that affect performance and behavior.
Based on the book “Broadband Talent Management, 16 Paths to Improvement” by Robert Eichinger, Michael Lombardo, and Alex Stibler
Saturday, August 1, 2009
Chunk and Chunking in Learning
Transcript of a Podcast that mentions Chunky Learning!!!
---
Mary Kay: Hi, Dave. So, tell our audience, what are “Chunk” and “Chunking”?
Dave Powell: The term “Chunk,” a noun, refers to a distinct portion of content that often consists of several related learning topics grouped together. “Chunking,” a verb, usually describes either the action of dividing a large subject into smaller portions or of combining smaller content elements into larger groups.
Mary Kay: Thanks, Dave. As always, it's great to have you.
Dave: Great to be here, Mary Kay. Talk with you soon.
Mary Kay: This is Mary Kay Lofurno, Marketing Director at SyberWorks. Thanks for listening to episode 14 of the e-Learning Lingo Podcast.
---
Mary Kay: Hi, Dave. So, tell our audience, what are “Chunk” and “Chunking”?
Dave Powell: The term “Chunk,” a noun, refers to a distinct portion of content that often consists of several related learning topics grouped together. “Chunking,” a verb, usually describes either the action of dividing a large subject into smaller portions or of combining smaller content elements into larger groups.
Mary Kay: Thanks, Dave. As always, it's great to have you.
Dave: Great to be here, Mary Kay. Talk with you soon.
Mary Kay: This is Mary Kay Lofurno, Marketing Director at SyberWorks. Thanks for listening to episode 14 of the e-Learning Lingo Podcast.
Training Tips Blog
I have started a new, parrallel blog, called Training Tips blog. I am going through some books from ASTD, and blogging about some of the key points from those books.
That blog is at http://trainingtips.wordpress.com
You may have some comments to leave on that blog! Please contribute!!!
That blog is at http://trainingtips.wordpress.com
You may have some comments to leave on that blog! Please contribute!!!
Chunky Learning in Designing Learning
“Too much information at one time creates confusion. Chunking is a term for breaking down concepts into meaningful parts. The learning professional should give the learner a maximum of three large pieces of information at a time. In a session, if the topic has three major components, the facilitator should deliver them within an hour. After delivering the three large chunks within an hour, it’s time to summarize and break.”
ASTD, Designing Learning. 2006
ASTD, Designing Learning. 2006
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