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
Monday, June 22, 2009
HRDQ - Great training materials
HRDQ has some of the highest quality training material available anywhere. What makes me like them so much?
1. The material is easy to use, with complete materials for the facilitator as well as the participant.
2. The facilitator guides give the information that the trainer needs to deliver a high quality workshop.
3. The assessments are very useful and well researched.
4. The pricing is reasonable.... not cheap, but a good value for the money.
My favorite HRDQ Training Programs:
Mars Surface Rover (facilitative leadership)
I have used this program several times. Teams compete by building toy cars from a jumble of tires, screws, motors, and rods. At the end, you race the cars to see who wins! But the task isn't just mechanical... the team learns the benefits of facilitative leadership, with trust, respect, open communication and productivity. This program, and other HRDQ programs, includes facilitator instructions including handouts, PowerPoints, and facilitator tips.
Jungle Escape (team skills)
This is a program that I have used at least 20 times! The problem to solve: you are stuck in the jungle with only a bunch of plastic pieces and you need to build a helicopter to escape... and the time is running out! The team that builds the perfect helicopter wins. Lots of fun and hands-on.
Team Effectiveness Profile
A good basic team assessment, based on research on what a team needs for success: Mission, Vision, and Goals; Team Roles; Operating Processes; Interpersonal Relationships; and Interteam Relationships.
Supervisory Skills Questionnaire
The Supervisory Skills Questionnaire is a comprehensive and practical assessment tool that helps supervisors to focus on the 5 most critical skills for effective supervision: Guiding the Work, Organizing the Work, Developing Your Staff, Managing Performance, and Managing Relations.
Conflict Strategies Inventory
Conflict Strategies Inventory gives participants valuable new insights into the strategies they use in conflict situations. Presented with 10 short cases of typical, work-related conflict, respondents choose the actions they are most likely to take.
Team Conflict Strategies Inventory
Sometimes team disagreements can become serious conflicts, threatening the productivity or even the life of the group. But if a team can use effective strategies for handling conflict, conflict may afford new learning and eventually deeper, more productive relationships."
Mastering the Change Curve
Recurring change is the norm in organizational life today. Still, most of us have difficulty dealing with it. To successfully master change, individuals must pass through 4 phases: Denial, Resistance, Exploration, and Commitment. Mastering the Change Curve uncovers individual reactions to change and provides an understanding of how behavior affects success.
Breakthrough Creativity Profile
The Breakthrough Creativity Profile is based on the personality research of Carl Jung. This assessment reveals one’s dominant and auxiliary preferences among the 8 creative talents and helps individuals define what is needed to achieve their creative best.
Click here to visit HRDQ
1. The material is easy to use, with complete materials for the facilitator as well as the participant.
2. The facilitator guides give the information that the trainer needs to deliver a high quality workshop.
3. The assessments are very useful and well researched.
4. The pricing is reasonable.... not cheap, but a good value for the money.
My favorite HRDQ Training Programs:
Mars Surface Rover (facilitative leadership)
I have used this program several times. Teams compete by building toy cars from a jumble of tires, screws, motors, and rods. At the end, you race the cars to see who wins! But the task isn't just mechanical... the team learns the benefits of facilitative leadership, with trust, respect, open communication and productivity. This program, and other HRDQ programs, includes facilitator instructions including handouts, PowerPoints, and facilitator tips.
Jungle Escape (team skills)
This is a program that I have used at least 20 times! The problem to solve: you are stuck in the jungle with only a bunch of plastic pieces and you need to build a helicopter to escape... and the time is running out! The team that builds the perfect helicopter wins. Lots of fun and hands-on.
Team Effectiveness Profile
A good basic team assessment, based on research on what a team needs for success: Mission, Vision, and Goals; Team Roles; Operating Processes; Interpersonal Relationships; and Interteam Relationships.
Supervisory Skills Questionnaire
The Supervisory Skills Questionnaire is a comprehensive and practical assessment tool that helps supervisors to focus on the 5 most critical skills for effective supervision: Guiding the Work, Organizing the Work, Developing Your Staff, Managing Performance, and Managing Relations.
Conflict Strategies Inventory
Conflict Strategies Inventory gives participants valuable new insights into the strategies they use in conflict situations. Presented with 10 short cases of typical, work-related conflict, respondents choose the actions they are most likely to take.
Team Conflict Strategies Inventory
Sometimes team disagreements can become serious conflicts, threatening the productivity or even the life of the group. But if a team can use effective strategies for handling conflict, conflict may afford new learning and eventually deeper, more productive relationships."
Mastering the Change Curve
Recurring change is the norm in organizational life today. Still, most of us have difficulty dealing with it. To successfully master change, individuals must pass through 4 phases: Denial, Resistance, Exploration, and Commitment. Mastering the Change Curve uncovers individual reactions to change and provides an understanding of how behavior affects success.
Breakthrough Creativity Profile
The Breakthrough Creativity Profile is based on the personality research of Carl Jung. This assessment reveals one’s dominant and auxiliary preferences among the 8 creative talents and helps individuals define what is needed to achieve their creative best.
Click here to visit HRDQ
Friday, April 17, 2009
Learn Languages using Podcasts - great idea!
I have been investigating ways to learn languages and happened on a company called Praxis that has a pretty cool concept... and they have really put together a professional looking package. Bravo to the folks behind these programs.
They offer language training using Podcasts - what's a podcast?? A podcast is a way to send the learning to your iPod or other MP3 player. You can also listen to their programs on the computer, and they have some great supplementary material as well.
The programs have names like FrenchPod, SpanishPod, ItalianPod, etc.
I went and tried the FREE sample lessons thay have available and found them to be engaging and fun. There was a Chinese program, for example, that was only a few minutes long, dealing with how to wake somebody up in Chinese. It was histerical! The voices were of a native English speaker and also a native Chinese speaker... the podcast seemed unrehearsed and had a fun banter between the two that made it engaging and fun.
I also listened to the FREE French program, and the Italian program. Totally fun. The Italian one was about making Moca on the stove, and the native Italian speaker was a riot; totally Italian with a great sense of humor.
I love this learning because it is CHUNKY : it can be learned in small pieces, just a few minutes at a time, so anyone could use it. I recommend you look at the free trials, and please comment about what you think by clicking the comment button here.
Here's the Links
SPANISH: http://tinyurl.com/spanishpod
FRENCH: http://tinyurl.com/frenchpod
ITALIAN: http://tinyurl.com/italianpod
CHINESE: http://tinyurl.com/chinesepod
ENGLISH: http://tinyurl.com/englishpod
itallianpod, spanish pod, french pod, chinesepod, italianpod.cm frenchpod.cm chinesepod.cm englishpod.cm spanishpod.cm spanishpod.c0m learning languages with podcasts learn spanish with podcast learn chinese with podcast download spanish podcast free spanish podcast
They offer language training using Podcasts - what's a podcast?? A podcast is a way to send the learning to your iPod or other MP3 player. You can also listen to their programs on the computer, and they have some great supplementary material as well.
The programs have names like FrenchPod, SpanishPod, ItalianPod, etc.
I went and tried the FREE sample lessons thay have available and found them to be engaging and fun. There was a Chinese program, for example, that was only a few minutes long, dealing with how to wake somebody up in Chinese. It was histerical! The voices were of a native English speaker and also a native Chinese speaker... the podcast seemed unrehearsed and had a fun banter between the two that made it engaging and fun.
I also listened to the FREE French program, and the Italian program. Totally fun. The Italian one was about making Moca on the stove, and the native Italian speaker was a riot; totally Italian with a great sense of humor.
I love this learning because it is CHUNKY : it can be learned in small pieces, just a few minutes at a time, so anyone could use it. I recommend you look at the free trials, and please comment about what you think by clicking the comment button here.
Here's the Links
SPANISH: http://tinyurl.com/spanishpod
FRENCH: http://tinyurl.com/frenchpod
ITALIAN: http://tinyurl.com/italianpod
CHINESE: http://tinyurl.com/chinesepod
ENGLISH: http://tinyurl.com/englishpod
itallianpod, spanish pod, french pod, chinesepod, italianpod.cm frenchpod.cm chinesepod.cm englishpod.cm spanishpod.cm spanishpod.c0m learning languages with podcasts learn spanish with podcast learn chinese with podcast download spanish podcast free spanish podcast
Monday, April 13, 2009
Lessons of Experience
How do people learn? Well, like so many things... that depends! and it depends on who you ask and how you ask it. When I ask people how they learned do do their jobs so well, I almost never get the answer "I took a class." It almost always is about experience... particularly experiences involving either working in difficult times, or starting something from scratch. And it often involves working with someone that the learnee admires (mentor or coach).
The book Lessons of Experience: How Successful Executives Develop on the Job
by Morgan W. McCall, Michael M. Lombardom, and Ann M. Morrison, gives an in-depth study on the role that experience plays in the on-the-job development of executives.
The book Lessons of Experience: How Successful Executives Develop on the Job
by Morgan W. McCall, Michael M. Lombardom, and Ann M. Morrison, gives an in-depth study on the role that experience plays in the on-the-job development of executives.Executives get development from a variety of experiences:
Setting and Implementing Agendas
Technical/professional skills
All about the business one is in
Strategic thinking
Shouldering full responsibility
Building and using structure and control systems
Innovative problem-solving methods
Handing Relationships
Handling political situations
Getting people to implement solutions
What executives are like
How to work with executives
Strategies of negotiation
Dealing with people over whom you have no authority
Understanding other people’s perspectives
Dealing with conflict
Directing and motivating subordinates
Developing other people
Confronting subordinate performance problems
Managing former bosses and peers
Basic Values
You can’t manage everything all alone
Sensitivity to the human side of management
Basic management values
Executive Temperament
Being tough when necessary
Self-confidence
Coping with situations beyond your control
Persevering through adversity
Coping with ambiguous situations
Use (and abuse) of power
Personal Awareness
The balance between work and personal life
Knowing what really excites you about work
Personal limits and blind spots
Taking charge of your career
Recognizing and seizing opportunities
In coursework, classes that provide "experience" are the best for developing executives:
- a) Courses deal with issues relevant to the business, but are not restricted to newer technical aspects.
- b) Some courses provide opportunity for careful self-analysis and feedback.
- c) Attention is paid to timing – people attend when it fits with things on the job.
- d) Attention is paid to credibility and competence of colleagues and instructors.
- e) Courses are considered only one of many developmental tools and are used in conjunction with on-the-job experience.
This book works well combined with the Job Challenge Profile
What is your experience with this? Please comment
Thursday, April 9, 2009
Opening Gambits for Presentations
In the book "Presenting to Win" the author gives some great ways to open any presentation:
1. The Question... "how may of you know that...?"
2. The Factoid...a very striking fact.
3. Retroactive/Perspective.... "We used to do it that way, now we do it this way."
4. The Anecdote... a very short story.
5. The Quotation
6. The Aphorism (familiar saying)
7. The Analogy ... compare two seemingly unrelated items... "this project is like a house..."
Link: Presenting to Win: The Art of Telling Your Story, Updated and Expanded Edition
1. The Question... "how may of you know that...?"
2. The Factoid...a very striking fact.
3. Retroactive/Perspective.... "We used to do it that way, now we do it this way."
4. The Anecdote... a very short story.
5. The Quotation
6. The Aphorism (familiar saying)
7. The Analogy ... compare two seemingly unrelated items... "this project is like a house..."
Link: Presenting to Win: The Art of Telling Your Story, Updated and Expanded Edition
Wednesday, March 25, 2009
Try-Storming? Action-Oriented Brain-Storming!
In a meeting today, one of the "lean process gurus" used the term "TRY-STORMING" which he explained is a action oriented way to do Brain Storming. Instead of just talking about things, in Try Storming you try doing them (through simulations, etc.) Sounds like a great way to learn about things, not just talk about them!
Thursday, March 12, 2009
Organization Development Information?... check out odportal.com
Nice to see that my organization development portal http://www.odportal.com/ is cited as a "recommended website" in the book "Managing and Organizations: An Introduction to Theory and Practice
" as "a useful site with many links" (page 354.)
Check out www.odportal.com
" as "a useful site with many links" (page 354.)Check out www.odportal.com
Sustainability in Learning - The Tortoise and the Hare
Fast start + Sustainable = Winning. Let me explain.
Do you remember the fable of the Tortoise and the Hare? I was just reading a blog post on the Experiential Learning Blog about how that fable is still as meaningful today as it was in Easop's time ("Leadership Consistency - The Story Of The Hare And The Tortoise")
I am not so sure these days. Sure the hare falls asleep and lets the sluggish turtle win the race, and the message is clear: "Slow but sure wins the race." And in the forementioned blog, the theme is "consistency" is valued. Sure sure sure, that is all good, but in the real world the turtle is a bit too slow and the rabbit is just plain lazy.
I am starting to think more about what we call "sustainability" in learning... asking myself if what I am doing is just the "program of the month" or if it has sustainability. Are the things that we are doing in learning leading to long term results, and long term sustained learning. Am I building in some follow up? Am I building a multi-year approach? Is there an advanced level of this learning so people feel continually challenged?
The hare did not lose the race because he was slow. He lost the race because his excellent start to the race did not have sustainability! (Fast start + Sustainable = Winning).
I can think of a lot of training we have done (some of it I delivered) that were really exciting at the time but looking back didn't really get any follow up.
What are some ways to ensure training sustainability? Your thoughts?
Do you remember the fable of the Tortoise and the Hare? I was just reading a blog post on the Experiential Learning Blog about how that fable is still as meaningful today as it was in Easop's time ("Leadership Consistency - The Story Of The Hare And The Tortoise")
I am not so sure these days. Sure the hare falls asleep and lets the sluggish turtle win the race, and the message is clear: "Slow but sure wins the race." And in the forementioned blog, the theme is "consistency" is valued. Sure sure sure, that is all good, but in the real world the turtle is a bit too slow and the rabbit is just plain lazy.
I am starting to think more about what we call "sustainability" in learning... asking myself if what I am doing is just the "program of the month" or if it has sustainability. Are the things that we are doing in learning leading to long term results, and long term sustained learning. Am I building in some follow up? Am I building a multi-year approach? Is there an advanced level of this learning so people feel continually challenged?
The hare did not lose the race because he was slow. He lost the race because his excellent start to the race did not have sustainability! (Fast start + Sustainable = Winning).
I can think of a lot of training we have done (some of it I delivered) that were really exciting at the time but looking back didn't really get any follow up.
What are some ways to ensure training sustainability? Your thoughts?
Wednesday, February 25, 2009
Flashcard Learning - why does it work so well?
It seems that one of the easiest ways to learn some very complicated things, such as chemistry, vocabulary, and such, is through flashcards. Isn't it great when a low cost, low tech solution is so effective? Why do flashcards work so well?
First, flashcards are super-chunky. You learn only one chunk of knowledge at a time. That might be one word of vocabulary, one acronym, one element on the periodic table.
Second, flashcards are repetition repetition repetition. And we all know that repetition is a great way to learn. Only surpassed by learning through songs, which is just another way of repetition.
Third, flashcards are totally customizable. For example, if you go through a stack of cards with Spanish vocabulary, and discard those that you already know, you have created your own deck of cards with only those ones you need to focus on. Totally customized for you, by you.
Four, you own the learning. You are your own teacher, set your own pace. And if you get it wrong, you make a decision what to do next.
Five, it is challenging. If you challenge yourself to learn everything on 50 flashcards, approach it as a game or as a test of your mental capabilities.
Six, it is portable. You can take it with you, learn whereever you are.
So how can flashcard learning be optimized?
1. Create a set of flashcards with the the chunk to be learned on one side, and the answer on the other. Variations include a picture on one side, a mathmatical formula on one side, a sentence with a blank on one side, etc. On the reverse side put the desired response.
2. Go through the cards and sort out those that you know off the top of your head. Create two stacks of cards: "What I Got Right" and "What I Got Wrong"
3. From the "What I Got Wrong" stack, go through it as many times as needed to learn them. Some of this will be "today memory" (you will forget it by tomorrow) and some of it will be "flash memory" (you will forget it in a flash). As you memorize/learn the cards, place them in the "What I got Right" stack. Eventually your "What I Got Wrong" stack will disappear or at least get pretty small.
4. Shuffle all the cards from "What I Got Right" and "What I Got Wrong" and now sort them into three stacks: "What I am 100% SURE is right", and "What I guessed Right", and "What I Got Wrong". Get the idea? Now start going through the stacks, shuffling often.
FLASHCARD SOFTWARE
Online Flashcards takes out the cool, low tech, portable aspects of regular old 5 by 7 cards, but who doesn't like elegant technology?
There are many companies that make software for flashcards, the coolest looking one (best looking interface and graphics) being FlashMyBrain www.flashmybrain.com . Very web2.0 looking with nice features. $29.95, with no free test period. There are also a lot of other options.
For learning languages, there's a new Flashcard online option called BYKI and BYKI Deluxe. I downloaded their free demo version. Very very cool way to do flashcards online with spoken phrases, pictures, vocabulary, etc. It is from Transparent Language. The deluxe version allows you to customize your own flashcards. There's a link with coupons and right here: Transparent Language.
First, flashcards are super-chunky. You learn only one chunk of knowledge at a time. That might be one word of vocabulary, one acronym, one element on the periodic table.
Second, flashcards are repetition repetition repetition. And we all know that repetition is a great way to learn. Only surpassed by learning through songs, which is just another way of repetition.
Third, flashcards are totally customizable. For example, if you go through a stack of cards with Spanish vocabulary, and discard those that you already know, you have created your own deck of cards with only those ones you need to focus on. Totally customized for you, by you.
Four, you own the learning. You are your own teacher, set your own pace. And if you get it wrong, you make a decision what to do next.
Five, it is challenging. If you challenge yourself to learn everything on 50 flashcards, approach it as a game or as a test of your mental capabilities.
Six, it is portable. You can take it with you, learn whereever you are.
So how can flashcard learning be optimized?
1. Create a set of flashcards with the the chunk to be learned on one side, and the answer on the other. Variations include a picture on one side, a mathmatical formula on one side, a sentence with a blank on one side, etc. On the reverse side put the desired response.
2. Go through the cards and sort out those that you know off the top of your head. Create two stacks of cards: "What I Got Right" and "What I Got Wrong"
3. From the "What I Got Wrong" stack, go through it as many times as needed to learn them. Some of this will be "today memory" (you will forget it by tomorrow) and some of it will be "flash memory" (you will forget it in a flash). As you memorize/learn the cards, place them in the "What I got Right" stack. Eventually your "What I Got Wrong" stack will disappear or at least get pretty small.
4. Shuffle all the cards from "What I Got Right" and "What I Got Wrong" and now sort them into three stacks: "What I am 100% SURE is right", and "What I guessed Right", and "What I Got Wrong". Get the idea? Now start going through the stacks, shuffling often.
FLASHCARD SOFTWARE
Online Flashcards takes out the cool, low tech, portable aspects of regular old 5 by 7 cards, but who doesn't like elegant technology?
There are many companies that make software for flashcards, the coolest looking one (best looking interface and graphics) being FlashMyBrain www.flashmybrain.com . Very web2.0 looking with nice features. $29.95, with no free test period. There are also a lot of other options.
For learning languages, there's a new Flashcard online option called BYKI and BYKI Deluxe. I downloaded their free demo version. Very very cool way to do flashcards online with spoken phrases, pictures, vocabulary, etc. It is from Transparent Language. The deluxe version allows you to customize your own flashcards. There's a link with coupons and right here: Transparent Language.
Learning Chunks - The History of Chunkiness in Learning
Do you think that I just came up with the term Chunky Learning? of course not! Learning Chunkitude has a long history, which began with the study "The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information," a paper written in 1956 by the cognitive psychologist George A. Miller (Princeton University's Department of Psychology). You can enjoy his article at http://www.musanim.com/miller1956/, (originally published in The Psychological Review, 1956, vol. 63, pp. 81-97).
In the summary of this landmark study in chunkification of data, human cognitive chunkability, and perceptually chunkiness of tasks, he states in uncharacteristically clear language that:
"First, the span of absolute judgment and the span of immediate memory impose severe limitations on the amount of information that we are able to receive, process, and remember. By organizing the stimulus input simultaneously into several dimensions and successively into a sequence or chunks, we manage to break (or at least stretch) this informational bottleneck."
What Miller observed is that people's "channel capacity" is between 5 and 9 choices, and that people can recall between 5 and 9 things.
In the summary of this landmark study in chunkification of data, human cognitive chunkability, and perceptually chunkiness of tasks, he states in uncharacteristically clear language that:
"First, the span of absolute judgment and the span of immediate memory impose severe limitations on the amount of information that we are able to receive, process, and remember. By organizing the stimulus input simultaneously into several dimensions and successively into a sequence or chunks, we manage to break (or at least stretch) this informational bottleneck."
What Miller observed is that people's "channel capacity" is between 5 and 9 choices, and that people can recall between 5 and 9 things.
Monday, February 23, 2009
How to Evaluate eLearning
When evaluating e-learning or online courses, I look for:
content It is said that in e-learning "content is king." You cannot base an e-learning platform on anything else. Content should be new, targeted to specific audiences, and interesting.
training design How is the content presented? Do adult learners really learn that way? It should have interactivity and let people know how what they learn applies to their job.
translation Is the training translated into the languages you need? If not, what are the costs of translation?
technology Does the training work on the computers of the target learners? This is particularly a problem if the training has a lot of video content, which may not work on slower computers.
blending Does the training lend itself to blending instructor led training with the online content?
look-and-feel Does it look and feel interesting? Does it use the proper amount of white space, good design? Is it easy to navigate?
interaction Does it give the appropriate amount of interactivity for your target audience? You don't want to slow people down with too much interactivity, but you also don't want to have just reading from the screen. Look for a balance.
applicability Is it applicable to your needs? Do you need full courses, or just job aids with "chunks" of knowledge that can be quickly accessed?
tracking Does the elearning have a way to track who has taken it, how many hours they spent, and if they passed the test(s)? What kind of reporting/analytics is available?
LMS Does the eLearning work with the LMS you have? If you don't have an LMS, does the program have an LMS built-in that you like?
Cost Of course cost is a factor. In calculating the cost, the best way is to calculate the total cost per learning completed, and compare Instructor Led Training (ILT) and eLearning. Be sure to include travel costs, etc.
Pilots The best way to evaluate an elearning program is to conduct a pilot. I find that many eLearning vendors are willing to provide a couple of free licenses so that I can test out their products. I am very sceptical of companies that want me to buy their elearning without a pilot.
content It is said that in e-learning "content is king." You cannot base an e-learning platform on anything else. Content should be new, targeted to specific audiences, and interesting.
training design How is the content presented? Do adult learners really learn that way? It should have interactivity and let people know how what they learn applies to their job.
translation Is the training translated into the languages you need? If not, what are the costs of translation?
technology Does the training work on the computers of the target learners? This is particularly a problem if the training has a lot of video content, which may not work on slower computers.
blending Does the training lend itself to blending instructor led training with the online content?
look-and-feel Does it look and feel interesting? Does it use the proper amount of white space, good design? Is it easy to navigate?
interaction Does it give the appropriate amount of interactivity for your target audience? You don't want to slow people down with too much interactivity, but you also don't want to have just reading from the screen. Look for a balance.
applicability Is it applicable to your needs? Do you need full courses, or just job aids with "chunks" of knowledge that can be quickly accessed?
tracking Does the elearning have a way to track who has taken it, how many hours they spent, and if they passed the test(s)? What kind of reporting/analytics is available?
LMS Does the eLearning work with the LMS you have? If you don't have an LMS, does the program have an LMS built-in that you like?
Cost Of course cost is a factor. In calculating the cost, the best way is to calculate the total cost per learning completed, and compare Instructor Led Training (ILT) and eLearning. Be sure to include travel costs, etc.
Pilots The best way to evaluate an elearning program is to conduct a pilot. I find that many eLearning vendors are willing to provide a couple of free licenses so that I can test out their products. I am very sceptical of companies that want me to buy their elearning without a pilot.
Thursday, February 12, 2009
Strengths-Based Development - the theory of developing your strengths, not your weaknesses
Over the past 10 years or so I have become familiar with the work done by the Gallup Organization around employee engagement, and on the related work by Marcus Buckingham. These have been important for me to develop an organization development, and learning, strategy, based on sound research.
A seriously landmark book for me, was "First, Break All the Rules: What the World's Greatest Managers Do Differently ." I heard Kirk Coffman, one of the authors, speak in San Jose Costa Rica (I lived and did OD work there for a few years). This book is full of great suggestions and guidance on how to change things in your company to be more successful. The study that this book (and the books that followed) are researched to an extent that only Gallup could have done: millions of interviews with managers and employees, extensive correlation with business success metrics, and meta-analysis prove beyond a shadow of a doubt that there is something there in the numbers:
a) there are certain traits that make some managers more successful
b) some employees are more engaged than others, and that engagement can be tested/predicted(?) reliably using 12 questions (the "Gallup 12"). (I have practical experience with the Q12 and engagement surveys and can tell you it works.)
One of the management practices that are proposed by the series of books is "building your strengths." In a nutshell, this is what it says:
1) It is a waste of time and money to try to turn a weakness into a strength.
2) The best use of time and resources is to turn strengths into super-strengths (my words).
3) If there are weaknesses, there are work-arounds that can be found by using your natural strenths (TALENTS).
For learning and OD professionals, who have been focusing on detecting gaps (weaknesses) and then finding solutions for those gaps (training, etc), this is pretty revolutionary stuff!
While it makes sense on a philosphical level, on a day to day basis it sure seems logical to develop in our weak areas (that makes the pain go away)(and there's some real motivation there).
In my experience, there's a middle-ground and it's this:
1) Identify weaknesses that keep you from being as productive as you would like to be (and that are easily trainable/developable). Get better at those until they are no longer a barrier to your productivity.
2) Identify strengths that you naturally seem to be good at. These are those things that make you engaged and excited and full of energy. Become as good at those things as you possibly can (become the expert or the "guru").
3) Don't get stressed out if you aren't perfect at everything (nobody is perfect). You don't need to win at everything. If you try to develop areas that you are weak in, and that you really don't want to develop, you will really frustrate yourself. If those are important for your job, then gee! maybe you are in the wrong job.
Marcus Buckingham and Gallup have published several books in this vein. I recommend reading them in this order (the first book First, Break All the Rules is a great overview of the whole thing. The other books just expand on the chapters of First, Break All the Rules and give more tools and details.)
1. First, Break All the Rules: What the World's Greatest Managers Do Differently
2. Now, Discover Your Strengths
3. Go Put Your Strengths to Work
4. The One Thing You Need to Know
5. StrengthsFinder 2.0: Online Test from Gallup's Now, Discover Your Strengths
(the Strengthsfinder test is included free when you buy Now, Discover Your Strengths).
strethgsfinder, galup Q12, gallupq12, now discover your strengts, discover your strengs
A seriously landmark book for me, was "First, Break All the Rules: What the World's Greatest Managers Do Differently ." I heard Kirk Coffman, one of the authors, speak in San Jose Costa Rica (I lived and did OD work there for a few years). This book is full of great suggestions and guidance on how to change things in your company to be more successful. The study that this book (and the books that followed) are researched to an extent that only Gallup could have done: millions of interviews with managers and employees, extensive correlation with business success metrics, and meta-analysis prove beyond a shadow of a doubt that there is something there in the numbers:
a) there are certain traits that make some managers more successful
b) some employees are more engaged than others, and that engagement can be tested/predicted(?) reliably using 12 questions (the "Gallup 12"). (I have practical experience with the Q12 and engagement surveys and can tell you it works.)
One of the management practices that are proposed by the series of books is "building your strengths." In a nutshell, this is what it says:
1) It is a waste of time and money to try to turn a weakness into a strength.
2) The best use of time and resources is to turn strengths into super-strengths (my words).
3) If there are weaknesses, there are work-arounds that can be found by using your natural strenths (TALENTS).
For learning and OD professionals, who have been focusing on detecting gaps (weaknesses) and then finding solutions for those gaps (training, etc), this is pretty revolutionary stuff!
While it makes sense on a philosphical level, on a day to day basis it sure seems logical to develop in our weak areas (that makes the pain go away)(and there's some real motivation there).
In my experience, there's a middle-ground and it's this:
1) Identify weaknesses that keep you from being as productive as you would like to be (and that are easily trainable/developable). Get better at those until they are no longer a barrier to your productivity.
2) Identify strengths that you naturally seem to be good at. These are those things that make you engaged and excited and full of energy. Become as good at those things as you possibly can (become the expert or the "guru").
3) Don't get stressed out if you aren't perfect at everything (nobody is perfect). You don't need to win at everything. If you try to develop areas that you are weak in, and that you really don't want to develop, you will really frustrate yourself. If those are important for your job, then gee! maybe you are in the wrong job.
Marcus Buckingham and Gallup have published several books in this vein. I recommend reading them in this order (the first book First, Break All the Rules is a great overview of the whole thing. The other books just expand on the chapters of First, Break All the Rules and give more tools and details.)
1. First, Break All the Rules: What the World's Greatest Managers Do Differently
2. Now, Discover Your Strengths
3. Go Put Your Strengths to Work
4. The One Thing You Need to Know
5. StrengthsFinder 2.0: Online Test from Gallup's Now, Discover Your Strengths
(the Strengthsfinder test is included free when you buy Now, Discover Your Strengths).strethgsfinder, galup Q12, gallupq12, now discover your strengts, discover your strengs
"A Whole New Mind" by Daniel Pink
This week I read a new book, "A Whole New Mind: Why Right-Brainers Will Rule the Future"
by Daniel Pink (Free Agent Nation). This tome gives the reader a new way to see the world, and a new way to use your brain!
A Whole New Mind kicks off with the history of "ages":
1. Agricultural Age (farmers)
2. Industrial Age (factory workers)
3. Information Age (knowledge workers)
4. Conceptual Age (creators and empathizers)
It is the fourth stage (Conceptual Age) where Pink explains how people and businesses are successful. The author points to three current trends that are guiding the business and the economy.
1. Abundance (consumers have too many choices, nothing is scarce)
2. Asia (outsourcing)
3. Automation (computerization, robots, technology, and processes).
Based on these trends and there are three questions that business-people should ask themselve in order to improve their results:
1. Can a computer do it faster?
2. Is what I'm offering in demand in an age of abundance?
3. Can someone overseas do it cheaper?
If you can answer any of these affirmatively, then creativity becomes a competative advantage, differentiating you and your company/products from comoditities. (By the way, you, the business person, are a comodity unless you diferentiate yourself, too. Ouch).
So how what do you need to know and "sense" to stand out? :
1. Design: This is beyond function. Engaging the sense.
2. Story: Stories are added through narrative to your business offerings, products, service. Not just the benefits, features, arguments.
3. Symphony: Invention and big picture thinking (compliment to a detail focus).
4. Empathy: Engaging emotions and intuition, not just logic and calculation.
5. Play: Humer and light-heartedness have a place in business and in products.
6. Meaning: A life with more empathy and play, more feelings and values, is needed to help us relax, enjoy life. This helps us fully use the capacity of our intellect. There are many approaches to life, and you should enjoy it!
"A Whole New Mind: Why Right-Brainers Will Rule the Future" has many ideas that can help in business or many aspects of life/work.
by Daniel Pink (Free Agent Nation). This tome gives the reader a new way to see the world, and a new way to use your brain!A Whole New Mind kicks off with the history of "ages":
1. Agricultural Age (farmers)
2. Industrial Age (factory workers)
3. Information Age (knowledge workers)
4. Conceptual Age (creators and empathizers)
It is the fourth stage (Conceptual Age) where Pink explains how people and businesses are successful. The author points to three current trends that are guiding the business and the economy.
1. Abundance (consumers have too many choices, nothing is scarce)
2. Asia (outsourcing)
3. Automation (computerization, robots, technology, and processes).
Based on these trends and there are three questions that business-people should ask themselve in order to improve their results:
1. Can a computer do it faster?
2. Is what I'm offering in demand in an age of abundance?
3. Can someone overseas do it cheaper?
If you can answer any of these affirmatively, then creativity becomes a competative advantage, differentiating you and your company/products from comoditities. (By the way, you, the business person, are a comodity unless you diferentiate yourself, too. Ouch).
So how what do you need to know and "sense" to stand out? :
1. Design: This is beyond function. Engaging the sense.
2. Story: Stories are added through narrative to your business offerings, products, service. Not just the benefits, features, arguments.
3. Symphony: Invention and big picture thinking (compliment to a detail focus).
4. Empathy: Engaging emotions and intuition, not just logic and calculation.
5. Play: Humer and light-heartedness have a place in business and in products.
6. Meaning: A life with more empathy and play, more feelings and values, is needed to help us relax, enjoy life. This helps us fully use the capacity of our intellect. There are many approaches to life, and you should enjoy it!
"A Whole New Mind: Why Right-Brainers Will Rule the Future" has many ideas that can help in business or many aspects of life/work.
Subscribe to:
Posts (Atom)
