Leadership Headlights

Did Learning Happen? (Part III)

2008-08-18T12:46:56-04:00

Third quick tip on validating knowledge transfer - almost more of an 'after the fact training patch.'

3. Build a Job Aid

No matter how good training is while it’s running, only 30% on average of what is learned in the classroom will be retained… unless you reinforce it somehow. One of the easiest methods for doing this is to create a small reference.

Soft Skill Examples: business card size reminder for wallet, bookmark with key points

Computer Skill Examples: create a template for the keyboard for quick keys, or a step-by-step reference with icons that tucks under the keyboard or attaches to the side of the monitor.

- SAC

Breakthrough Learning

2008-08-11T11:08:22-04:00

A recent book by a former professor of mine had me thinking – there really are only a handful of core learning experiences that make an indelible mark on one’s personal and professional development – particularly as an adult learner. A coaching client once asked this very question: What learning experiences generated the biggest leaps in your professional development? I was surprised to discover that my answer was a relatively short list. I have always believed in lifelong learning, but the degree of poignancy you can glean from any given learning opportunity wanes over time, and the breakthroughs come fewer and further between.

One of the core breakthrough learning opportunities I have benefited from in my personal and professional development has been Stew Friedman’s Total Leadership course, which is now a book of the same name, Total Leadership: Be a Better Leader, Have a Richer Life. Stew’s approach of building your life and work into an integrated woven pattern, and live as a whole person with everything you do, changed my whole perspective on “life versus work.” And with his Total Leadership methodology, I have learned to make small changes in how I live and work, as he calls them “experiments,” to see what works for me and the important people in my life.

Wouldn’t it be great if you could live as a ‘whole person’ in all the parts of your life, rather than the ‘1/2 work person’ at work, ‘1/3 parent or spouse’ at home, ‘1/8 community member’ in your neighborhood, leaving whatever is left for your ‘self’? I encourage you to crack the binding on Total Leadership. If it’s not your time for a breakthrough, you’ll still benefit from its pages.

What’s on your list? It would be interesting to see the breakthrough learning experiences of Leadership Headlights’ readers. Post yours, and see what other readers say.

For my next post, perhaps a discussion is in order on how to create these types of breakthroughs with learners. -SAC

Did Learning Happen? (Part II)

2008-08-04T09:38:45-04:00

Here's another entry on validating knowledge transfer:

2. Have Students Perform

Based on your learning objectives, have students demonstrate that they can do what you have just taught them to do. Key tenet here: only expect a student to do outside the classroom what you have first observed them doing successfully inside the classroom.

This is true for soft skills, hard skills, behavioral training, you name it. Certainly, a formal quiz or assessment is an excellent tool. But even an informal assessment by peers or an instructor can go a long way.

Example: In the case of software training, have students perform operations on the actual software. If this is not possible, have a simulation. If this is not possible, have students describe the steps, one by one, and have peers and/or the instructor validate responses.

Did Learning Happen? (Part I)

2008-07-28T09:04:39-04:00

Taking a moment to validate knowledge transfer goes a long way to ensure that your training is absorbed by your students. After all, what’s the point of training if they’re only going to forget?

1. State Learning Objectives

At the beginning of each section of learning, state what students are expected to be able to do, in behavioral terms, by the end of the course. (Avoid passive verbs like understand or know; use action verbs instead.)

Both say and have written what the learning objectives are.
Confirm with students at the end of each section: What were the learning objectives? Do you feel you can do these things now?

For the training industry standard on best practice training structures, check out IACET.

Quick Tip: Team Building

2008-07-22T08:00:27-04:00

In a recent quick-tips article by Brandon Hall (CEO, Brandon Hall Research), I had the opportunity to share a favorite technique for getting teams to integrate quickly. Whether in a virtual meeting or a physical one, each team member is asked to share two things: what they need from the team, and what they can provide to the team. This can be skills, resources, access to people or groups, even energy or attitude. The point is, everyone has something to bring, and everyone can benefit from the group.

For one international team, 20 members sat around the room in a U-shape. After viewing presentations on what each region was doing, we threw a ball into their midst. When you had the ball, you had to say what you needed. The person that could provide it would say “I can provide that” and catch the ball. Then they would say what they needed, and pass it on. This may sound corny but it’s a great energizer, and gets teams focused on interdependency as a tool for team cohesion. - SAC

For the other great tips in this article, check page 20 of CLO Magazine May 2008.

Or check out the latest from CLO Media.