Getting Better Results by Doing LESS Training
How to Get Better Results by Doing LESS Training Stakeholders often come to us asking for courses, but the courses are either overkill or aren’t what is needed. And sometimes they do need “courses,” but only to check off a box. But in either case, developing courses ties up resources (including learners’ time) that they could use for better purposes. When we are asked to build courses, we have a responsibility to challenge and validate that creating a course is the most effective and efficient approach. This session provides participants with ways to think about being more efficient when allocating course development resources. You’ll learn what questions to ask to get at whether a course is really needed, and whether more efficient options such as Twitter, discussion forums, PDFs, or other lower-tech options would more efficiently (and more effectively) meet learners’ and stakeholders’ real needs. Participants in this session will learn how training is not always the best option for improving performance, and it introduces some other alternatives along with the scenarios that can be most successfully implemented. In this session, you will learn: The questions that you should ask and answer before beginning any learning program How to determine if a higher- or lower-tech option is more appropriate When a course or non-course is more appropriate How to steer stakeholders to more “efficient” options
Getting Better Results by Doing LESS Training
How to Get Better Results by Doing LESS Training Stakeholders often come to us asking for courses, but the courses are either overkill or aren’t what is needed. And sometimes they do need “courses,” but only to check off a box. But in either case, developing courses ties up resources (including learners’ time) that they could use for better purposes. When we are asked to build courses, we have a responsibility to challenge and validate that creating a course is the most effective and efficient approach. This session provides participants with ways to think about being more efficient when allocating course development resources. You’ll learn what questions to ask to get at whether a course is really needed, and whether more efficient options such as Twitter, discussion forums, PDFs, or other lower-tech options would more efficiently (and more effectively) meet learners’ and stakeholders’ real needs. Participants in this session will learn how training is not always the best option for improving performance, and it introduces some other alternatives along with the scenarios that can be most successfully implemented. In this session, you will learn: The questions that you should ask and answer before beginning any learning program How to determine if a higher- or lower-tech option is more appropriate When a course or non-course is more appropriate How to steer stakeholders to more “efficient” options
![Analysis
First Things Fast: Figuring Things Out:
A Handbook for Performance Analysis A Trainer’s Guide to Needs & Task Analysis
Allison Rossett Ron Zemke & Thomas Kromlinger
Performance Support
Job Aids & Performance
Innovative Performance Support:
Support: Strategies and Practices for Learning in the
Moving From Knowledge in the Classroom to Workflow
Knowledge Everywhere
Conrad Gottfredson & Bob Mosher
Allison Rossett & Lisa Schafer
Social Learning & Communities
Cultivating Communities of The New Social Learning: A Guide
Practice [Hardcover] to Transforming Organizations
Through Social Media
Etienne Wenger, Richard McDermott &
William M. Snyder Tony Binham & Marcia Connor
Social Media for Trainers: Dave Kelly: Why people Hate Training
Techniques for Enhancing and & How to Overcome it
Extending Learning http://bit.ly/HateTraining
Jane Bozarth
Online:
Jane Hart’s Non-Training Approach to Workplace Will Thalheimer: “The Five Failures of Workplace
Learning: Learning Professionals”
http://bit.ly/non-training http://bit.ly/5failures
Onlignment (Clive Shepherd & Co.)
Dave Ferguson on Minimal Training
http://bit.ly/NewLearnArch &
http://bit.ly/minimaltype
http://bit.ly/TrngNotRtAnswer
Cathy Moore “How action mapping can change your Elearning Coach “Using the 5 Moments of Need to
design process” steer stakeholders in the right direction
http://bit.ly/ActionMap http://bit.ly/5MomentsSteer
TrainingDoctor.org: “21 Questions to ask before
Gary Wise “Evolving Training Into The Perfect Hole”
Designing Any Training Program” http://bit.ly/21Q-1
http://bit.ly/evolvetraining
, http://bit.ly/21Q-2 , http://bit.ly/21Q-3](https://image.slidesharecdn.com/handout-get-better-results-by-doing-less-training-120321052055-phpapp02/85/getting-better-results-by-doing-less-training-2-320.jpg?cb=1332732136)
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Getting Better Results by Doing LESS Training
- 1. Get BETTER Results By Doing LESS Training Patti Shank Mike Taylor LearningPeaks.com tmiket.wordpress.com @pattishank @tmiket Performance vs Training The New Learning Architect Analyzing Performance Problems by Clive Shepherd Or, You Really Oughta Wanna--How to Figure out Why People Aren't Doing What They Should Be, and What to do About It “Conditions for Success” for various by Robert F. Mager & Peter Pipe learning/performance approaches including: top-down, bottom-up, formal, The Performance analysis Flow Diagram in non-formal, on-demand & experiential. the appendix is a great resource. Performance Analysis Questions (Mager & Pipe) 1. What’s the performance problem? 5. Is it a genuine skill deficiency? 2. Is it worth solving? 6. Can the task be made easier? 3. Can we apply fast fixes? 7. Any other obstacles? 4. Are consequences appropriate? 8. Does the person have potential to change? Design Considerations Situation Possible Options Simple on-the-job training Simple tasks Job aid/checklist Infrequent Error Job aid/checklist simple task tolerable Error Regular practice to automaticity intolerable Infrequent Error Job aid/checklist complex task tolerable Error Regular practice to automaticity with intolerable job aid/checklist Training with use of performance Frequently changing task support Minimal effort “Checkbox” training (ie. PDF with question “I have read”) Information/Communication Social media, Communities Not enough time/resources Recycle / Curate
- 2. Analysis First Things Fast: Figuring Things Out: A Handbook for Performance Analysis A Trainer’s Guide to Needs & Task Analysis Allison Rossett Ron Zemke & Thomas Kromlinger Performance Support Job Aids & Performance Innovative Performance Support: Support: Strategies and Practices for Learning in the Moving From Knowledge in the Classroom to Workflow Knowledge Everywhere Conrad Gottfredson & Bob Mosher Allison Rossett & Lisa Schafer Social Learning & Communities Cultivating Communities of The New Social Learning: A Guide Practice [Hardcover] to Transforming Organizations Through Social Media Etienne Wenger, Richard McDermott & William M. Snyder Tony Binham & Marcia Connor Social Media for Trainers: Dave Kelly: Why people Hate Training Techniques for Enhancing and & How to Overcome it Extending Learning http://bit.ly/HateTraining Jane Bozarth Online: Jane Hart’s Non-Training Approach to Workplace Will Thalheimer: “The Five Failures of Workplace Learning: Learning Professionals” http://bit.ly/non-training http://bit.ly/5failures Onlignment (Clive Shepherd & Co.) Dave Ferguson on Minimal Training http://bit.ly/NewLearnArch & http://bit.ly/minimaltype http://bit.ly/TrngNotRtAnswer Cathy Moore “How action mapping can change your Elearning Coach “Using the 5 Moments of Need to design process” steer stakeholders in the right direction http://bit.ly/ActionMap http://bit.ly/5MomentsSteer TrainingDoctor.org: “21 Questions to ask before Gary Wise “Evolving Training Into The Perfect Hole” Designing Any Training Program” http://bit.ly/21Q-1 http://bit.ly/evolvetraining , http://bit.ly/21Q-2 , http://bit.ly/21Q-3