Langevin - Blog » Make Your Training Stick

Five Days into Three? Oh, My!

Paul Sitter — Mon, 28 Jun 2010 11:10:23 +0000

Does this sound familiar? “Hey, great job with the course design, but we just heard from the head shed. They like it, but they need you to fit your classroom time into three days instead of five.” What to do? Do any of the following suggestions sound familiar?

Cut back on some of the discussions and practice sessions?
Depend on more lecture?
Talk faster?
Click the slides faster?
Don’t take any questions?

Although I may have done some things like that in the past, it certainly wouldn’t be my recommendation.

Instead, here is what I do recommend:

Prioritize Course Content. Ask the SMEs or stakeholders the following questions:

What is most difficult to learn?
What is done most frequently?
What is most important to the job?
What do the learners have the least amount of background in?

Once you have this information you can focus on the high priority content. Deemphasize the lower priority content using the following methods:

Appendix – push some of the content in the appendix of the participants’ guide.
Multiple classes – offer some of the content in a later class(es).
Blended solution – some of the content may fit well as an e-learning solution.
Pre-course work – present content through pre-course assignments or required reading.
Post-course work – present content through post-course assignments, required reading, or work-place activities.
Job aids – Use handouts etc. to present content to the learners.

By cutting down on some of the content you can keep the interactive activities and practice exercises in your course.

If you try to squeeze all the content into the compressed time frame, all of it will not stick. The learners will probably retain some of the content, but will happen to e the skills and knowledge most critical for job success?

Always keep the following statement in mind: If your training does not result in improved performance, what’s the point?

Paul

It’s Mandatory and You’ll Like It!!!

Langevin Team — Mon, 29 Jun 2009 12:30:59 +0000

Most organizations have mandatory classes. They are required for many reasons. These reasons can include government requirements, new policy or procedures, or perhaps they are a part of identified core requirements for a job. Regardless of the reason, learners can enter these sessions with a “little attitude.” Some learners feel a loss of autonomy by being forced to attend courses because someone told them that they must attend. This attitude can create a barrier that makes training more difficult. Let’s look at three tips that have worked for me to deal more successfully with this training challenge.

Tip # 1

Allow learners to test out of the course if they already know the content or the skill. If we can develop a meaningful test that reflects the learners’ knowledge or skill, could the passing of this test satisfy the training requirement? I do want to stress that sometimes this is impossible. However, if we can arrange an acceptable testing option, we may be able to reduce the attendance of those who already have the required skill level. As I listen to clients talking about their tightening training budgets and looking to be as efficient as possible, this option is becoming more and more attractive.

Tip # 2

Reduce the course content to the absolute minimum. Get rid of the “nice to know” and cover the highest priority information only, making the course as short as possible. These learners don’t want to be in training, so the more efficient the class is, the quicker they can get back to the job. However, by shortening the session, be careful that we keep application exercises. Without meaningful practice of the skills taught, we cannot measure the learners’ skill improvement. Also, without application exercises, transferring skills back to the job can be minimized.

Tip # 3

Deal with the resistance at the beginning of the session. I have found that if I don’t discuss this resistance, it seems to remain an undercurrent that surfaces frequently during the session. By facilitating these concerns, learners are able to move beyond them and are open to learn. What I have found helpful is an exercise I call the “Elephant in the Room.” I request that each group discuss the Concerns and the Benefits of the course. During that 7 to 8 minute discussion, I ask them to record their thoughts on a flipchart. I find that this time is well spent as it allows the learners to voice their concerns in a systematic process. At the end of this time, we take an additional 5 minutes to debrief the activity. At the end of this activity, I inform them that we will come back and review this information at the end of the session. I post these flipcharts in the back of the classroom for the rest of the session. At the end of the session, I go back to these flipcharts and identify any remaining issues not resolved and ask the group for ideas how to work with them as they return to the jobs. We then close the session.

Mandatory training is a part of our training world. It can be difficult, because learners lose their right to make their own choices about training. It is up to us to do whatever we can to help them successfully navigate these required training courses so they can concentrate on learning.

Langevin Team

Location, Location, Location

Linda Carole Pierce — Thu, 25 Jun 2009 12:12:13 +0000

As instructors we have to provide training in various locations and not all are ideal. We understand that the setting where learning takes place is important. It is essential to create an environment that is conducive to learning. And we have to ensure that the location provides each learner elbow room where they are not packed in like sardines. Add to that, an environment that is well ventilated and comfortable regardless of the season. The reality is that this is not often the hand we are dealt, particularly when we are conducting training at a site where we have limited control over the training room.

I recently conducted on-site training for close to 30 participants in a room that was extremely warm, poorly ventilated, and crowded. Usually, as instructors, we’ll go in and, if we can, move furniture around or out of the room to create needed space. However, in this room the furniture was big, bulky, heavy, and more importantly immovable. Now this was a two-day course collapsed into one day due to the client’s time and economic constraints. The focus was on presentation skills. The challenge for these learners was to quickly consider a topic, choose a method, prepare, and finally, give presentations to their table group. All of this in less-than-ideal conditions.

Yet, despite the tight quarters, the high volume of noise (everyone giving presentations at the same time to their table group), the heat, and the challenge to prepare, process and perform in front of their peers with very little prep time, they did it and they did it well! They were so committed that, during their lunch, they took the time to create handouts and other materials to use during their presentations. I was amazed by the high quality of their work under these circumstances. I should add that most were novices and were extremely nervous.

So what’s my point? It was a reminder to me and hopefully it will be for you. Yes, location is important. We want comfortable environments for our learners and for ourselves. But my “take away” was this: when people are motivated, hungry, and committed to learn, they will learn anywhere! They could have seen the glass as half empty and used our time together to complain. It was loud, hot, and cramped and yet they persevered anyway because they wanted to learn!

Despite the hand we are dealt, when people are willing and want to learn, they will learn regardless of the circumstances and conditions. They’ll go with the flow and take what they need!