Program for ASTD-Great Lakes Chapter in Duluth
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Program for ASTD-Great Lakes Chapter in Duluth
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Program for ASTD-Great Lakes Chapter in Duluth
- 1. More Learning, Less Time ASTD Lake Superior Chapter May 21, 2013
- 2. 2-3 “chunks” of content Approximate delivery methods Go for “average” Imagine you have been asked to create a new-member orientation for ASTD-LSC
- 4. What do they need to know?
- 5. What do they need to know? X do
- 6. Why are they not doing it?
- 7. Why are they not doing it? knowledge skills environment motivation
- 8. Let there be training!
- 9. Test driving two Orientation activities
- 11. Why?
- 12. Information …
- 13. Information … Used to be scarce
- 14. Information … Used to be scarce Is now a commodity
- 15. Information … Used to be scarce Is now a commodity
- 16. Training is about behavior
- 17. Training is about behavior If your house is burning down, do you want the fire fighters to
- 18. Training is about behavior If your house is burning down, do you want the fire fighters to a. describe the best methods of dousing a house fire b. put out the fire
- 21. Pressure for business payoff
- 22. Pressure for business payoff IRACIS Goddess of Business Objectives
- 30. What do they need to know? X do
- 31. How?
- 32. Cathy Moore’s Action Mapping Model Business Goal
- 33. Cathy Moore’s Action Mapping Model Behaviors Business Goal Behaviors Behaviors
- 34. Cathy Moore’s Action Mapping Model Behaviors Business Goal Behaviors Behaviors
- 35. Activity Cathy Moore’s Action Mapping Model Behaviors Business Goal Behaviors Behaviors Activity Activity Activity Activity
- 36. Activity Cathy Moore’s Action Mapping Model Behaviors Business Goal Behaviors Behaviors Activity Activity Activity Activity i i i i i i ii
- 37. Activity Cathy Moore’s Action Mapping Model Behaviors Business Goal Behaviors Behaviors Activity Activity Activity Activity i i i i i i ii X
- 38. Business Goal Should start with business goal/s
- 39. Business Goal Should start with business goal/s
- 40. Behaviors Behaviors Behaviors Usually end up starting from behaviors Behaviors Behaviors Behaviors Behaviors
- 41. Behaviors Behaviors Behaviors Usually end up starting from behaviors Behaviors Behaviors Behaviors Behaviors Business Goal
- 42. Behaviors Behaviors Behaviors Usually end up starting from behaviors Behaviors Behaviors Behaviors Behaviors Business Goal X X X X
- 43. Two “mind hacks” to identify behaviors
- 44. Be a fly on the wall Two “mind hacks” to identify behaviors
- 45. Be a fly on the wall Prove it to a judge Two “mind hacks” to identify behaviors
- 46. Rehearsal is …
- 47. Rehearsal is … Vividly imagine taking specific action
- 48. Rehearsal is … Vividly imagine taking specific actionVividly specific
- 49. Mimic real life
- 50. But which definition best matches the highlighted term? Mimic real life I can respond in the form of a question!
- 51. Rehearsal is … Simulations and scenarios Planning for opportunities and obstacles Action planning What else? And what else?
- 52. Rehearsal is … Simulations and scenarios Planning for opportunities and obstacles Action planning What else? And what else? Secret back-up: Teach-back
- 53. Micro-scenarios rock! “I’ll read you this list of ways you can get involved in the chapter.” This is Larry, and these are his circumstances. Which opportunities would you recommend for him?
- 54. Guide their action planning
- 55. Guide their action planning What’s your very next action? When will you do it? Who else needs to be involved? What obstacle will you encounter first? What will you do about it?
- 56. For today’s participants only: Power Half-Hour Help creating rehearsal opportunities in training you are currently working on By phone or video conference (Skype, Google+) Valid until September 15, 2013 Code: ASTD_LSC_2013
- 57. What did Terri’s Action Map look like?
Editor's Notes
- I’m only half joking when I say I am an evangelist for the movement in our profession -- toward linking what we do much, much, much, MUCH more explicitly to real business goals and outcomes.I find that most of us embrace this trend, and thankfully there is more and more good stuff out there on how to make it happen. By the nature of the beast, though, since we’re dealing with long-established systems and habits of mind, most of what’s out there tends to be pretty high level – focused largely on strategy and the long term rather than tactics that can be used immediately. That’s fine. And that’s necessary. But it doesn’t leave you with very much that you can actually act on TODAY – when you have four meetings, one of which you are facilitating, a webinar to deliver, and three inches of materials from your SME. AND you have to get out of the office in time to pick up the kids at soccer practice.Our session today is going to be very tactical – stuff you can use this afternoon to improve learning transfer with your existing allocation of time and other resources. But it will also help you build the credibility and track record you need to earn a proverbial seat at the table where business decisions are made in your organization.
- We’re going to jump right in and get to work.At your tables in groups of 3Not going to give you nearly enough time.Go for lowest common denominator. If you care enough about your profession to be an active participant in ASTD, then you are probably already above average in skill with this; but try to think like a new instructional designer.3 MINUTES [ask a few volunteers to share results with large group]
- When you first started to pull together your thoughts, what was your starting question?
- For most of us this is our default starting question. And what could be more natural or more logical?
- I am suggesting that a much, much more powerful question comes from changing one little word. What do your learners need to DO with what they learned from you when they get back to their natural habitat?
- The natural follow-on question to “What to they need to DO?” is this.
- As learning professionals you know there could be a variety of reasons for this, and not all of them can be addressed by training.
- For our purposes today we’re going to assume that training is the right intervention, and you are tasked with creating a training event that will either happen in a classroom or on a screen. The design principles are the same.
- I’m going to put you back to work with two activities that come straight from the Member Orientation session we use for the Twin Cities Chapter.Maximize My MembershipWhat would you recommend for these people here in Duluth?Not limited to ASTD-LSC if necessary; what professional-development opportunities would you advise these individuals to investigate?Giving you slightly less time than you need – 3 MINUTES[ask few volunteers to share results with large group]Idea BuilderWhenever you finish writing in a given section, hold up your paper and make eye contact with someone you can trade with5 MINUTESTalk to me about these two activities. What are your observations? How are they different from the lowest-common-denominator stuff I asked you to produce a few minutes ago?What would you guess the learning objectives were for this Orientation? Can you backwards engineer to deduce what they might have been?[1 MINUTE to review FG page][share with your table group two things that catch your attention about this or that surprise you or seem interesting to you][ask few volunteers to share with large group]
- In the activities you just did we treated Orientation as an opportunity to REHEARSE or practice the specific behaviors we want from members who are going to be engaged over the long term. We mimicked the conditions and kinds of choices and circumstances they will face as active members in the real world.I am encouraging you to treat training as rehearsal for the behaviors you want from people back in their natural habitat.
- I’ll go over just a (very) few of the reasons WHY I recommend doing this. Then we’ll spend the balance of our time on the HOW.
- First reason for treating precious training time as rehearsal is the nature of information.
- It used to be scarce. Training was one of the relatively few channels for disseminating information your people needed on the job.
- In the age of the interwebs information is now a commodity.
- In fact, a lot of the time it feels more like this – like you’re being overwhelmed by a tidal wave of constant information.One result of this is that almost any information is available to anyone, anytime, who is resourceful enough to look for it. All they need is a device in their pocket, and all it takes is a few clicks or a couple of social-network queries, and they can get information any time they need it. That means information dumps are not the best use of precious face/screen time with learners. Our task becomes making sure they can access the right information at the right time – whether they are accessing from their memory or a job aid or on-the-spot research.
- Training is about behavior.
- I don’t think I need to say anything more about this one.
- Practice happens whether you allow time for it in training or not. If you don’t allow for structured practice time during training, they’ll just be practicing with your paying customers, or in the form of reworks, or trial and error. Or else they’ll just ignore it and go on doing things the old way.
- If your kid has just passed his written driver’s-permit test, but he has never actually been behind the wheel of a car, are you ready to having him drive home in traffic? Or are you going to find an empty parking lot or country road to give him a chance to get the “feel” of driving – like how hard is too hard to hit the brakes, or how the car sounds and feels when it’s ready to shift into second gear.
- Who remembers what IRACIS stands for?It’s a whole lot easier to demonstrate the business value of what you do when your starting point was behaviors that produce specific business results. Business goals don’t happen by themselves; they happen because specific people DO specific things at specific times. When you treat training as rehearsal of these behaviors, you start with built-in metrics for demonstrating the impact of training.
- Training involves more than just you – although that’s already kind of a lot when you consider just how many hours you will put in designing and delivering and dealing with the aftermath of the training.
- You’re probably reporting to someone who is directing your work.
- Once the training is designed, someone has to put it in the elearning software or to book the room and order the supplies and so forth.
- Then there are the actual supplies you use during the learning event.
- But the really big expense that most of us forget about when we’re calculating the expenses in training is the time of all the people who will be participating in training instead of doing their regular jobs.Let’s say you develop a three-hour training on some new system in your company. And let’s say 30 people participate in it.Let’s say that their time costs the company an average of about $50 per hour. So that’s 30 people times 50 dollars times three hours. That’s $4,500 bucks shot right there. Plus all the development costs. Will your training produce the business more than five grand in results/value for the business?But technically there’s more. The business is paying for the time of these 30 people, but they are not engaged in the work they were hired to do. Remember IRACIS. In theory everything a business does should either make it money or save it money. Let’s say that when everything is averaged together, the work these people do brings in about $60/hr in revenue. $60 per hour times 30 people times 3 hours. That’s a lot of revenue to forego. Your training had better produce a payoff.
- That’s why you build your training around creating rehearsal opportunities. You zero in on the specific behaviors that impact the business results, and you help people become proficient at those high-pay-off behaviors much more quickly than they would without the training.
- And you do THAT by switching your starting question from “ What do they need to KNOW?” to “What do they need to DO?”
- So how do you go about designing training that serves as rehearsal for the real world?
- My default is to use Cathy Moore’s Action Mapping model. She starts with the business goal that your training is intended to affect.
- Then you identify the specific behaviors that produce that business goal.
- These should be high-impact, high-priority behaviors that you can link explicitly to a specific business outcome.
- The next step is to create activities that let learners practice the behaviors you want from them back on the job. In the sample activities I had you do earlier, you had a chance to make the kinds of choices and do the kinds of tasks we hope you will engage in as an active member.
- Finally, FINALLY we get around to asking what do they need to KNOW? What is the minimum amount of information necessary for them to be successful with the practice activities?
- You ONLY worry about the information they need for successful practice, and no more than that. If something is not necessary for the activity that lets them practice the behavior you want from them back in their natural habitat, you leave. It. Out. Put it in an appendix or reference material. DON’T spend precious face/screen time on stuff that doesn’t help learners perform successfully on the job.This is harder than it looks! You’ve got great information! It’s useful. It could be really important at some point! But if they can do the job without it, leave it out.Consider this: The more meaning and context you can attach to information, the more likely it is that learners will be able to fish it out of their memory later – at the right time, in the right place. The corollary is that if you FAIL to provide meaning and context for the information you share, they’re going to forget it anyway.
- Ideally this whole process starts with the business goal. In theory everything flows from that, and training is simply one more mechanism to achieve the goal.
- In practice I find that this is still fairly rare in our field.
- What tends to happen is that designers figure out the specific behaviors they want as a result of the training. They brainstorm all the behaviors they can think of.
- Then they figure out which behaviors advance a business goal – the behaviors that have the biggest impact.
- Then they zero in on those behaviors and design from there.Starting here takes longer than starting with an information dump of what you think your learners should know. It’s harder to do. But paradoxically, once you get clear on these key behaviors, everything else accelerates. You spend far less time agonizing about what information to include and what to leave out. You have less spotlight-on-the-trainer time to develop (or content-dump time on a screen) – because it’s the learners who will be doing the work during a big chuck of the training event.And using this method of design also has the lovely side effect of minimizing scope creep. Scope creep WILL happen, of course. But it is much easier to manage and much easier to make decisions about when you have clearly spelled out the behaviors you want and why. That extra 10 pages from your SME? If you can’t show me how it will affect what they DO in the day-to-day workflow on the job, then, no, we cannot add that content.
- Zeroing in on what you want people to DO can be kind of tricky. It’s astonishingly easy to slide back into vague terms like “understand” and “appreciate.”So I’m going to share two “mind hacks” I have found to be effective in working with SMEs (Subject Matter Experts) to help them identify observable behaviors that should come from a training event.
- The first is to pretend you are a fly on the wall a week after your training event. You are watching two people go about their work. One of them took the training, the other did not. FROM YOUR POSITION AS A FLY ON THE WALL, how do you figure out which is which? How is what the trained person doing different from what the untrained person is doing?Remember, a fly can’t read minds. A fly can’t ask questions. The only thing a fly can do is observe behavior. The fly can only tell if someone knows how to deliver good customer service by listening to them interact with a customer on the phone. It can only tell if someone knows the new procedure by watching them carry out that procedure.
- The other “mind hack” is to prove it to a skeptical judge. Imagine you have unlimited access to sophisticated surveillance equipment, and you can summon up any imaginable business data you want, whether your company tracks it now or not. The only restriction is that your people can’t know they are bing observed. It’s two weeks or a month or a quarter after your learning event, and you have to prove to a skeptical judge that your training had its intended impact. What evidence are you going to bring the skeptical judge to prove that your training made a difference in actual performance of individuals? How will you show that your training affected the way the business met its goal?If you have secretly taped conversations among the stake holders, what did they say that reveals the impact of your training? What performance metrics are different? …
- This NEVER happens in the real world. In the real world choices are always messier and more ambiguous than this. The specific circumstances of your particular customer at any given moment are more complicated than this.In training your people need a chance to practice making THESE kinds of messier, immensely more probable kinds of choices and decisions.
- Rehearsal can take many forms – role play, case study, discussions, q&a, panel interviews, reflection, certain forms of note taking (mind mapping, summarizing, predicting)Subconscious doesn’t differentiate real vs imagined; key is to help people vividly imagine application in contextLoL “what the hell is a co-op, and why should I care?”History of co-ops, structure of co-ops, etc – how is that relevant to secretary, forklift guy, VP of finance, etc.?TEACHBACK: History of co-ops, structure of co-ops, etc – how is that relevant to secretary, forklift guy, VP of finance, etc.?
- Rehearsal can take many forms – role play, case study, discussions, q&a, panel interviews, reflection, certain forms of note taking (mind mapping, summarizing, predicting)Subconscious doesn’t differentiate real vs imagined; key is to help people vividly imagine application in contextLoL “what the hell is a co-op, and why should I care?”History of co-ops, structure of co-ops, etc – how is that relevant to secretary, forklift guy, VP of finance, etc.?TEACHBACK: History of co-ops, structure of co-ops, etc – how is that relevant to secretary, forklift guy, VP of finance, etc.?
- What specifically do you need to look up/create/verify/order/etc to implement these ideas you’ve been working on into your next session? What are your specific next actions, and when will you do them? (who needs to be involved? What potential obstacles? How to address?)
- What specifically do you need to look up/create/verify/order/etc to implement these ideas you’ve been working on into your next session? What are your specific next actions, and when will you do them? (who needs to be involved? What potential obstacles? How to address?)