Four Tips for Getting Knowledge Out of SME’s Heads

More often than not, instructional designers create learning on topics that they are not experts in. This means they must rely on subject matter experts (SMEs) to provide the content, while they design the learning process. Trouble is, SMEs are not that easy to work with. It’s likely they have never had to fill this role before and don’t know why you are asking so many questions. Some of them can feel threatened and be purposefully uncooperative.  Only twice in my career have I had SMEs say “Hallelujah! You’re here!” 

Over my 25-year career designing custom training curriculum for all sorts of industries and topics, I’ve developed a few techniques for getting information out of SME’s heads. See if these work for you. 

1 - Do Your Homework

I once had an SME at an aerospace company make me read an entire textbook on Material Requirements Planning (#MRP)– “then you can talk to me,” he said. Let me tell you, if you are not an engineer, that is not fun reading. This SME taught me a very valuable lesson: don’t walk into your meeting expecting them to take you from the ground up. Learn all you can about the topic (and in today’s day and age, that is not hard to do) so that you can at least follow acronyms and ask semi-intelligent questions. And speaking of questions… 

2 - Ask At Least Three Questions 

Lots of SME’s like to tell you “special case” scenarios to demonstrate their extreme knowledge, but that information doesn’t help someone learning a new skill. No matter what the SME tells you, ask at least three questions to pull out more information or have them explain it in a different way. 

Some suggestions are: Is that true in all cases? When would someone do this (what is the trigger)? Why? How did you get from A to B? Is that a typical cause (or outcome)? Can you explain that in a different way? So, is that similar to (relate to a “real world” scenario)?

Example: When working with a casual clothing retailer I was assigned a “shoe guru” who was helping me to design training for the salespeople on the floor (interesting factoid:  Nike will not let you sell their shoes of $100 or more if you do not have a full-service footwear sales staff). He was adamant that we had to include the history of each of the 8 manufacturers they represented. Why? Because he was a guru. He loved athletic footwear. But knowing the history of each company was not going to help the salespeople do their jobs better. It was quite a tussle between the two of us,

He: Must be included

Me: People can sell shoes without knowing this

Finally, we compromised and included the eight manufacturers’ histories in an appendix of the “selling shoes bible” we created. 

3 - Make Best Guesses For Them To Correct 

Most SMEs are so smart and skilled that they don’t know what they know. I remember when I was learning to ride a motorcycle I thought, “This training is terrible, I’d change this, this, and this.” I had every intention of writing to the state entity that ran the school and telling them what they were doing wrong. Now, 15 years in, I have no recollection of why it was so hard to learn. 

At times, when I’ve had trouble getting intel out of an SME’s head, I’ve simply gone ahead and made stuff up. Based on observation or best guesses, I’ll document what I think is happening. I have found it is easier for an SME to see what is wrong and correct it, than to tell me out of the gate what is the right way to do something. This is where being an uninformed neophyte is helpful. Sometimes we shouldn’t be getting our direction from the most skilled individual but rather from the newbie.

4 - Give Them Deadlines, Then Move On! 

As an instructional designer, you have deadlines to meet (usually impossibly short deadlines, but that’s a different blog post). When you are dependent on an SME for the content (not the learning process, but the content) it can be difficult to stay on track because your deadlines are not the SMEs deadlines. It may seem punitive, but you must give the SME deadlines for reviewing the learning and giving you feedback and if you don’t get it – move on. I generally allow 4 – 10 working days. I have also found it helpful to set a meeting and actually be there in the room (or the Zoom) during the review.
This is helpful in two ways: 

• If it is an appointment on their calendar, it (almost always) ensures they do the review

• It can save me time by doing the edits during the meeting

The longest meeting of my life was a 6-hour review and working session, via phone, but we got it done! 

Bonus Tip: Thank Them Profusely! 

You couldn’t have gotten your job done without the help of the SME, so be sure to thank them profusely. Put a recommendation on their LinkedIn profile. Drop an email to their boss thanking them for allowing the SME to take the time to work with you and praising how easy they were to work with. You may even go so far as sending a small gift – once, a colleague and I so enjoyed working with an SME for the better part of a year that we had our picture taken with him and framed it to leave behind as a memento.

3 Free Leadership Development Resources

Note: This article originally appeared on Forbes.com
https://www.forbes.com/sites/forbescoachescouncil/2019/09/26/how-to-develop-your-future-leaders-for-next-to-nothing/#69afc9ec2d11

Are you a business owner or managerwho knows you need to startdeveloping the future leaders of your organization, but you’re paralyzed by theidea of where to begin? No worries. This article will help you get started withno cost and minimal effort.

When people learn that The Training Doctor helps companies to develop their leadership strategy, we often hear, "Yeah, but we have no money.”

There are a LOT of organizations - big and small - in this same situation. And the good news is - leadership development does NOT have to be expensive or time-consuming. Here are three resources (and we have PLENTY more to share, if you are interested).

Reading and Discussion Groups

The best activity your company’s futureleaders can master is to be knowledgeable about business in general and yourindustry in particular.  A businessleader needs to know how a business works, not how a job is done. Assist yourup-and-coming leaders by subscribing to industry journals and general-businesspublications such as Forbes, Harvard Business Review, or the Wall StreetJournal.

More importantly, form weekly orbi-weekly discussion groups around an article or two that you think isparticularly enlightening or that would be good for discussion. If you reallywant to go the extra mile, pre-formulate discussion questions that get awayfrom opinion (What do you think of that?) and lean toward critical thinking(Could that happen to us? What would we do, if that happened?).  It’s important to have your future leadersthinking about “the big picture,” and your company in the context of yourindustry and business in general.

Job Rotations

Job rotations are traditionallythought of as an activity reserved for “hi-pos” (high potential individuals).Why?

It’s important that your futureleaders understand how your business works, what departments areinterdependent, and especially how you make money. They cannot learn thesethings if they are stuck in the silo of their own department or role.

A job rotation doesn’t have to beextensive or lengthy, but it should give the “visitor” a thorough understandingof another department’s work processes, priorities, and constraints. Imaginehaving a customer service representative work in the sales department for aweek. They could travel on sales calls, learn about your competition,understand better about contracts and pricing and the customer lifecycle, andon and on. Wouldn’t that make them a much more knowledgeable and helpfulcustomer service rep? Now imagine the reverse - a salesperson on the phones inthe customer service department for a week. Wow.

When people have a perspective onthe whole organization they do their own jobs better, have better collaborationskills, better communication skills, more empathy, a better understanding ofthe constraints or opportunities throughout the organization, and are not justfocused on the role that they do at their own desk.

Tuition Reimbursement

Finally, my third free leadershipdevelopment recommendation is to institute a tuition reimbursement program.Now, this isn’t exactly cost-free because it will take a bit of money to hire alawyer and/or accountant to set it up correctly (for instance, the rules aredifferent for C-corps vs. LLC’s) but once that process is done, the payback isextraordinary.

First, you have little to managebut the reimbursement process because participants are engaged more with the institutionwhere they are taking classes. Second, you are able to take advantage of a taxcredit of slightly over $5000 per participant. Third, courses often requireon-the-job projects, which means that your company reaps the rewards of betterproject management or a better HR communications strategy, for example.

And individuals often feel loyaltyto those companies that help them to further their career and their education, soan added benefit is that you’ll see increased retention (which mutes thosecynics who worry “What if I train them and they leave?”).

Bottom line: You CAN afford todevelop the future leaders of your organization with little cost and minimaleffort by starting reading and discussion groups, instituting job rotations,and offering tuition reimbursement, for everyone, not just for those employeesyou think are “high potential.”

For more great suggestions for leadership development follow The Training Doctor on Twitter or LinkedIn.

Case Study: Wells Fargo - how long can you ignore ethics?

Here are some "interesting" facts as a result of Wells Fargo's abuse of customers:

• Fake accounts: 2 million +

• Fines: $185 Million

• Fired: 5300 managers

• Resigned: Two CEO's, John Stumpf and his successor Tim Sloan

• Legal fees: $40 – $50 million per quarter (gosh, if you only gave us that money for professional development - oh the places we could go!)

• Branch closings: 400 by 2019

So many questions! If you use this case study in a discussion with your leadership tip you'll contemplate questions such as:

Was it fair that 5000+ low-level managers were fired or should only the senior executives have been held accountable?

Warning signs – such as customers failing to fund the accounts they “recently opened” – were evident but ignored. What kinds of early warning systems are in place in your organization? How are they monitored?

You can access the complete case study - suitable for printing, here.

Mentoring as a Leadership Development Tool

Too often companies see mentoring as a “program” that takes away from the “business” of making money. It’s another thing “to do” on one’s already packed list of action items. BUT when done as a normal course of business, it’s not onerous and pays back exponentially.

In fact, a recent study found that 58% of new-hires who had been assigned mentors felt valued by their immediate manager and 68% felt more valued by the organization.

It’s natural to assume that the mentee gains the most benefit from the mentoring relationship since they are the recipient of new knowledge and skills, but in fact benefits abound - to the mentee, the mentor, and the organization itself.

Mentees

Mentees benefit immediately from higher performance and productivity, increased job satisfaction, higher morale, increased visibility with people in higher levels and more insight into a career path. In the long-term, the mentee benefits from having a non-judgmental and unbiased champion in their corner. They get candid feedback without repercussions, insight in to the workings of the organization, and personalized guidance regarding the skills they should develop or the choices they could make to further their career.

Mentors

Mentors also report increased job satisfaction because they feel valued and are able to give back to their organization. Additionally a mentor benefits from fresh perspectives due to new relationships and develops their own leadership skills.

The Organization

Benefits to the organization include enhanced teamwork, communication across vertical and horizontal boundaries, an efficient transmission of knowledge and skills, stronger organizational culture, and being seen as an employer of choice.

Here is an idea for establishing an

absolutely free

mentoring program at your company:

A mentor asks high-gain questions, gives constructive feedback, and helps the more junior associate to recognize and capitalize on their strengths and weaknesses - that's a pretty simple “task” to accomplish over lunch.

Why not monthly mentor lunches? Instead of sitting with one’s normal group of friends at lunch, at least once a month a junior person and more senior person meet up in the cafeteria for lunch. (Twice a month would be ideal.)

Maybe once a year the company can buy the lunch as a reward for those pairs that have continued their relationship throughout the year. A public “mentor appreciation day” will get attention from those not participating - and encourage more participation!

= = = = = 

By building relationships and networks within the organization, mentoring strongly impacts retention. An organization that utilizes mentoring is preparing for the future of its people as well as the organization as a whole.

Developing the Solid 70

When your organization decides who gets training – who gets chosen? In terms of performance, employees can be classified as A players, B players and C players.

A players are your superstars – and make up only 20% of the typical staff. C players – those whose performance is passable but not great – make up another 10%.

The bulk of employees are B players – the solid 70. B players are the heart and soul of organizations. They do consistently good work. They represent your company – and your success. When a customer has an interaction with your company there is a 70% chance they are dealing with a B player. You want your B players to be the best they can be. Too often companies have such limited availability of training that it goes to the A players.

If you’d like to develop your solid 70, you can find a number of suggestions in this earlier posting. But it doesn’t have to be your responsibility to figure it out! During the next round of performance reviews (assuming your company still does them) ask individuals what they are interested in, what they would like to attempt or test, and what skills they would like to develop. 

No matter how good your A players are, they will never make up for the “solid citizen” B players. And the more you can incrementally increase the B player’s skills, the more your organization will benefit.  

Accelerate Learning through On-the-Job Assignments

Giving individuals assignments that complement their work, or allow them to experience new opportunities, abound inside companies, but we rarely ask workers to do anything outside their normal responsibilities. Here are some ideas to provide individuals with more business insight and experience without a formal learning process:

• Train a new hire or develop an orientation process for new hires to help them to be productive as soon as possible
• Develop a ‘calendar of events’ for your role which would enable someone else to take over in an emergency – what are the things that are required daily, weekly and monthly
• Conduct competitive intelligence
• Organize a lunch and learn with a guest speaker in your industry
• Create a master-mind group for your role / function
• Write a blog article “10 things XXX should know about XXX” (such as 10 things patients should know about the in-hospital pharmacy or 10 things patients should know about dietary restrictions)
• Develop a presentation for other departments within the company that explains your department’s priorities and working processes
• Create a workflow chart for your department and look for opportunities

What are the skills that are developed from these very generic on-the-job assignments? Decision making, interviewing, coaching, writing, facilitating, analyzing, planning, speaking and more. With just a little thought you’ll be able to come up with more personalized learning experiences that will benefit both the individual and the company as a whole.

It Ain't Learning if it's Microlearning

Microlearning is the short-term, focused delivery of content or involvement in an activity. Lately I’ve seen a lot of chatter about best practices for “microlearning.” By most standards microlearning should be less than six minutes and often the suggestion is that it is no more than two minutes.

The thinking is that learners have the “capacity” to sit still and watch an informational tutorial for only so long before they’ll zone out, hit pause, or be interrupted by their work. Companies that create micro learning promote it by touting its ability to quickly close a “skills gap” – a learner can learn a new topic or take advantage of a refresher, in a short snippet that they can apply immediately. About to close a sale? Watch this microlearning video on 5 steps to closing a sale. Need to perform cardiac surgery? Look at this flowchart which will lead you through the process (I’m kidding. I hope.).

Another advantage – per proponents of microlearning – is that the learner himself can control what and when to learn.

Pardon my upcoming capitalization: THIS IS NOT LEARNING. This is performance support. How and when did we get these two terms confused?

Teaching Thinking through Adapted Appreciative Inquiry

If you've been a reader of this blog for any period of time, you know that using questions  is something we regularly advocate for in order to change people's thinking and thereby change their behavior on the job.

But what if your learners have no preconceived notions on a topic to begin with? What if we don't want to change their thinking, we simply want to e x p a n d their thinking? That's when Appreciative Inquiry  can be an excellent tool for teaching thinking skills.

Appreciative Inquiry, in its purest sense, is used as a change management /problem solving tool. Rather than gathering people (managers, workers, etc.) together and asking "What's going wrong, and how do we fix it?" Appreciative Inquiry instead asks, "What are our strengths? What are we great at? How can we maximize that and build on it to achieve excellence?"

Appreciative inquiry has been around since the late 1980's but hasn't been "in the news" much in the last decade or so. Perhaps it's time to revitalize the approach, with a different spin - let's use it to teach thinking. The way we envision using the technique is through possibility summits which help newer or younger associates within a company to help set the course for the future. Too often, when individuals have been with a company 20, 30 or 40 years, they are set in their ways. Why change? Things are working great.

But organizations that rest on their laurels are organizations that will ultimately fail. Younger associates may have great ideas but no knowledge of how to advocate for them or execute them. Appreciative Inquiry can help individuals and organizations to thrive. Here's how....

Adapted Appreciative Inquiry Process

Allow the "younger generation," if you will, to help envision the future and empower them to create it by utilizing an adapted Appreciative Inquiry Process:

First, craft questions that help to open up future lines of inquiry, such as "What is your vision (not expectation) for our company in five years?" "What do customers love about us?" "What are our strengths in __________ area or department?" Questions should be crafted to get at opportunities, competencies, and business ecosystems (such as working in conjunction with suppliers, competitors or customers). A more inspirational or free-flowing question might be: "It's 2025 and Fortune Magazine has just named us the most _______ company in America. How did we get there?"

Next, assign people who are newer in the organization to interview those with more tenure - using the questions created in the first step. This accomplishes two things: It devoids the idea that those at the top of the organization know best and opens up channels of conversation - It helps to develop relationships between people who might not normally interact in their day-to-day roles (for example, the CEO of the company being interviewed by someone in the shipping department), and the results of that can be amazing, not only for inspiration but for goodwill and long-term relationships.

Third, those who have conducted the interviews report back on what they've learned, and themes (strengths) and actions items are culled from the results.

Finally, the action items are prioritized (what can be done most quickly, what can be done most affordably, what will get us to our ultimate vision for the future, etc.) and assigned. Ideally, multi-tenure teams will be assigned to work on the action items, which helps to establish mentorship even if the company doesn't have a formal mentoring program.

Note: You may choose to focus these steps on a theme in order to keep the process more manageable. The theme might be #1 in Customer Satisfaction and the steps would then focus on that vision for the future. For instance: What is possible, in our billing department, to ensure we are #1 in Customer Satisfaction?

Benefits of Appreciative Inquiry Integrated with a Curriculum

When this type of activity is integrated with a Teaching Thinking curriculum, it exposes those enrolled in the curriculum to new ways of thinking that they simply would not come up with on their own. It also exposes them to real-world experience and capabilities, rather than contrived activities with expected outcomes. Finally, it unites the organization because everyone has a hand in the creation of the future (there are elements of social constructionism in this type of learning activity).Combining vision and experience enables an organization to reach new heights.

Do YOU Have 30 Years to Wait to Develop Leaders at Your Company?

Organizational Development research tells us that it takes 30 years of on-the-job experience for someone to acquire enough well-rounded skills to be a successful leader. In addition to on-the-job experience, it is important to have experience in numerous areas of business. Hence time on-the-job + exposure to many areas of business = a C-level individual with the perspective needed to run an organization. But thirty years? Who has that kind of time?

Here are a few profiles of organizational leaders who have been on that 30 year journey:

Mary Barra, Chairman and CEO of General Motors

Prior to becoming the CEO, Barra worked in product development, purchasing and supply chain, human resources, global manufacturing engineering, as a plant manager, and in several engineering and staff positions. She joined GM in 1980 and spent her entire career (30+ years) at the company.

Doug McMillon, CEO of Walmart

McMillan joined Walmart as a teenage warehouse worker (in 1984) at a local store. He rose through the ranks, working as a buyer, in various levels of store management, and eventually headed up Sam's Club and Walmart's international operations (operating in 26 countries outside of the US).

Ginni Rometty, Chairman, President and CEO, IBM

Prior to being promoted to CEO, Rometty held senior-level positions in sales, marketing and strategy. She began her career at IBM in 1981 as a systems engineer and worked in IBM Consulting as well.

Not everyone has to be a "lifer" within an organization, however. Generalized business experience is helpful as well.

Kenneth Frazier, CEO of Merck & Co.

Frazier spent 20 years as a trial attorney - spending numerous summers teaching trail advocacy in South Africa - before joining Merck as counsel in the public affairs division in 1992.  From 2007 to 2011 he led the Human Health division of Merck, before being named President in 2011 and then CEO in 2014.

The most prominent trait of these CEOs (and undoubtedly thousands of others) is the variety of roles and functions within which they worked (and learned).  In fact, two separate articles by Forbes in 2015 and the NY Times in 2016, point out the "path to CEO" is dependent on well-rounded experience and experience in many functional areas. 

This is an approach that corporate education could support, but rarely does. We tend to "silo" people in to a role or function and encourage them to become a specialist; concentrating all of their experience in that specialist area.

From the NY Times article:

Marc Andreessen, the prominent venture capitalist, has gone so far as to call [well-rounded experience] the "secret formula to becoming a C.E.O." The most successful corporate leaders, he wrote, "are almost never the best product visionaries, or the best salespeople, or the best marketing people, or the best finance people, or even the best managers, but they are top 25 percent in some set of those skills, and then all of a sudden they're qualified to actually run something important."

We Don't Have That Kind of Time

Unfortunately, we don't have 30 years to get our next generation of leaders ready.  In order for our companies to remain vital 15 to 20 years from now (when the Boomers, with the most work-experience are all gone) we need a way to accelerate that well-rounded learning. T

he Training Doctor's Thinking Curriculum has one such answer. The customized curriculum is designed to facilitate the very things that make a C-suite leader: a variety of functional experiences, an understanding of finance and strategy, being able to synthesis information about unfamiliar situations, networking and making connections, and more (these attributes were identified in a 2016 study of 459,000 executive profiles via LinkedIn).  The best part of The Training Doctor's Thinking Curriculum is that it allows an organization to "bring up" leaders from within the organization which is often critical in terms of historical knowledge and cultural fit.

A recent publication from DDI, titled High-Resolution Leadership, highlights both the length of time it takes to develop leadership skills, as well as the need to accelerate the process:

 "Business has hastened the pace of leaders being thrust into roles of increasing scope and responsibility, ready or not. Too often this leads to a mass "arrival of the unprepared" into more complex and perilous higher-level roles where stakeholder scrutiny and the cost of failure are exponentially higher. Leadership is a discipline. Improvement requires learning, practice and feedback - lots of each. But generic skill development won't provide the capability you need for your business. Any efforts you make to accelerate the growth of leaders should train them to apply newly learned skills to the specific challenges and needs that your organization faces now and will face in the near future."

It's folly to focus solely on leadership development, however. It's in every organization's best interest to build the skills of everyone in the organization. What organization can say they don't need people who understand strategy, problem solving, risk management, or decision making? What organizations would rather get-by with employees who don't have self- management skills (as Uber's CEO Travis Kalanik recently demonstrated) or who don't embrace ethics, teaming, or continuous improvement?

Every organization and every individual can benefit when everyone's business-acumen is enhanced. Learn more here or give us a call to see what your customized curriculum might look like.

Just In Time Training Has Run Out of Time

Many organizations today are facing a skills shortage. They simply cannot find people with the appropriate skills to run their businesses. As a result, they are forced to hire those that they can and then apply skills-training to make them a worthwhile hire for the organization.

This process can be thought of as a just-in-time skills training program in which the training isn't applied until it is needed (although in 2015 / 2016, skills training is in constant demand).The future-cast for this lack of prepared workers is that in another 10-15 years, the crisis will be a lack of prepared leaders.

In order to prevent businesses (all of society, really!) from bouncing from crisis to crisis like a ball in a pin-ball machine, it's time to address the root cause. It's not that younger generations have suddenly lost entry-level skills - it's a result of never having learned those skills to begin with. You cannot be expected to perform something you never learned to do.

What training professionals can do today to mitigate the current skills deficiency, as well as to thwart the void of leadership in 2025 and beyond, is to rethink the idea of just-in-time training. Rather than applying skills-only-training at the time of need, develop a broader approach to preparing all individuals in the organization by teaching thinking skills.

Is it possible the mortgage meltdown could have been avoided if thoughtful people had contemplated "what could go wrong with giving people 100% financing?" in addition to knowing how to fill out a mortgage application? We think so.

Is it possible that the automobile manufacturers would not have needed a bail out if some thought had been given to the "downside" of leases (massive churning of new cars) rather than simply teaching selling skills? We think so.

It's relatively easy to overlay thinking skills on top of job-specific training. For instance, when teaching how to prepare financial reports, a discussion can be had around the topics of ethics and erroneous reporting (intentional or not), and the ramifications to the organization of inaccurate financial reports (underestimating income, miscalculating forecast, personnel balancing). When teaching business writing, there might be a research project associated with the implications of having a paper-trail or the importance of choosing words that are unambiguous.

It is important to teach not only "how to," but "what if." Asking learners to think deeper and wider about the skills they are learning will help them to contribute more to the organization now and in the future.

What is the Business Goal for this Training?

It is surprising how much training exists that doesn't have a real connection to the goals of the business. Perhaps these are legacy courses left over from a time when there was a need and organizations are still offering them. But these days you want to ensure that any training that you are asked to develop anew has a clear business goal.

In discussions with the business process owner who is requesting the training, be sure that they can articulate what the expected business outcomes are for the training. Not only does this assure you that they have truly thought through the need for the training that they are requesting, but it also establishes an ROI point for you (which is something else that is seldom targeted in training design).

If a sales manager requests training in negotiations or cross-selling - you can be relatively sure that there is a business outcome expected from that training. If a sales manager instead asks for team building or training on a particular software - dig a little deeper to find out what they believe that training would accomplish for the business / their business unit.

If an operations manager for a manufacturing facility asks for a course in quality control or machine calibration - there is probably a link to the output of that department. If, however s/he asks for forklift safety you may want to investigate how that will positively benefit the department and its deliverables to the organization.

Not only will asking "How does this training link to the business goals of the company / department?" save you time and money by not developing courses that have no real relevance for the business, but you'll be seen as a thoughtful contributor to the business overall rather than an order-taker of training requests.

Marketing Your Training Offerings Through an Internal Conference

If your organization has a “catalog” or prescribed curriculums, a wonderful way to engage with potential attendees is to hold a yearly “internal conference.”

Schedule a day which mirrors a professional development conference and invite all employees to avail themselves of the informative, free training sessions. Establish tracks, such as technology, leadership, service, etc., and within those tracks schedule one-hour previews of the various courses to give potential students a taste of what attending the full-blown offering might be like.

In order to determine what content to highlight, think about the “ah-ha” moments in each class. Impress your internal conference attendees with things they may not know (wow, I need to take this class in order to find out…), interactive and engaging topics (this seems like it will be a fun class to attend), and previews of how their on-the-job performance will be enhanced (I really should learn more about financial reports if I want to move in to management).

As participants leave the preview, ask them to complete an evaluation form, just like you would at a professional conference. On that form ask them if they would like more information about the topic, if they would refer a colleague to take the class (and that person’s contact info), and of course ask them for their own contact information. 

Now you have accumulated a “marketing list” of interested and engaged employees for future class offerings and you’ve also determined what topics are most in-demand in your organization, for the coming year.

The Value of External Alliances when You are a One Person Training Department

In an earlier post, we talked about the value of creating internal advisory committees in order to help you to determine and prioritize what training is needed in your organization.  In this excerpt, we continue in that vein, discussing the value of external alliances.

Relationships with people who are external to your organization are valuable because they will look at your situation in a different light and undoubtedly offer a different perspective. One excellent source of peers who are external to your company is through industry organizations.

Industry organizations are where you will get the most accurate information and feedback about how your industry is implementing training. You'll be able to ask other training professionals in your industry segment about the results they achieved when they implemented training on a particular topic, and in addition, you'll get a sense of what the industry overall feels is important in terms of developing the workforce for the industry.

For example, Maintenance Solutions, the trade publication of the facilities management industry, includes a semi-monthly column regarding training needs and priorities. The October 2004 edition included an article titled "Training Spotlight: Electrical Systems, "which states, "Safety training is a continuous effort that is best done with frequent, short, job-related meetings," and continues, "Safe work performance begins with each technician knowing the personal protective equipment (PPE) he or she should wear and how to adjust and wear it correctly." If you work in the facilities management industry, you don't have to identify what training is essential or even what content should be covered in the training. Your industry is doing it for you!

In addition to having knowledge about the training needs of the industry, joining industry groups and having contacts within the industry may save you from having to reinvent the wheel. Of course, you'll want to validate that an industry need is indeed a need for your organization as well.

Belonging to an industry organization will provide you with a kind of support that you will not receive anywhere else. You can find industry organizations by using a search engine. Type the name of our industry and the word association into the search field. For example, a search on telecommunications association returned, among many others, the National Cable & Telecommunications Association, Canadian Wireless Telecommunications Association, and Industrial Telecommunications Association.

CLO's Reasons for Outsourcing Training

Outsourcing some of your training functions such as instructional design (ahem) and delivery can help reduce the stress of creating and delivering content in an ever-changing environment. But don't take our word for it, here are some comments from CLO's Business Intelligence Board members, when surveyed about why they outsource:

• Headcount reductions force us to seek outside assistance

• There is no time for resources internally to develop training (this is the #1 reasons we hear, at The Training Doctor as well )

• Outsourcing is more cost effective and flexible than hiring

• In-house expertise becomes static and confined to specific areas

• Subject matter expertise that the vendor brings

• The vendor's ability to act as a partner

You May Go Out of Business in the Next Five Years....

There is no lack of chatter in business and human resource journal's these days regarding the imminent brain drain as the Baby Boomers retire at a rate of 6,000 to 10,000 per day, depending on the source of your information.  By 2030 all of the Baby Boomers will be over age 65.  This means that the next generation(s) need to be ready willing and able and to fill critical roles.  The problem is-they are not ready. 

Your lack of a skilled workforce may cause you to go out of business in the next 5 to 10 years.  What are your options?

Plan A - Hire skilled workers

While the younger generation cohort (those born in the 1980s and 1990s) is actually the largest cohort in history, they've had a tough time securing employment while the Baby Boomers have been in place.  Therefore, while there are a lot of them, they often lack skills.

Plan B - Promote from within

Many employee satisfaction surveys over the years have revealed that the most frequent cause of an employee leaving his current employer is because they see a lack of career advancement.  This is often coupled with a lack of training which would enable that career advancement.  Therefore, without a concerted plan to develop incumbent workers (see plan D), this is not a realistic option for most organizations.

Plan C - Hire from the competition

While this a somewhat logical short-term solution, the reality is you're simply exchanging the current talent pool.  At some point in their tenure with you, an employee will leave for your competition because they don't see career advancement with you.

Plan D - Grow your own

College graduates may demonstrate an ability to learn but have few-to-zero skills.  While this might seem like a challenge, it is actually a wonderful opportunity for you to be the first employer to shape the way in which they work.  Since they will not have preconceived notions about how work is done or their roles and responsibilities, you can " design" the ideal employee with the future in mind.  If you have a well thought out career / curriculum path, you not only will "build" the perfect employee but they will stay with you for many years to come as well.

Powerpoint Slides are not Participant Guides

The content and design of a participant guide is critical to its effective use by the learner. Too often, reproductions of PowerPoint slides are considered participant guides. There is absolutely no point in providing participants a reproduction of what they are already looking at. A slide is simply a visual representation of a concept or a reminder of content - it is more for the faciltiator than the participant.

Perhaps the idea of slide-as-participant-guide is the reason participant materials are so often  ineffective  and therefore often are not provided at all.

Participant guides should include, at a minimum:

• The purpose and objectives of the course. Why am I here? What is the point of this training?

• The must-have, need-to-know concepts, so you can ensure the learners left the training with the essentials (facts, rules, procedures)

• Instructions for any activities they will participate in during class (Note: instructions should include both technical ( you will have 30 minutes to work with a group of 4) as well as instructional (your task is to identify three ways we use XYZ in our business and how that differentiates us from our competitors)

• Instructions for any exercises you may want them to complete post-training or instructions for how to begin to implement their new knowledge and skills back on the job (e.g. In the next 2 weeks you should X, Y and Z and report your results to your team lead)

• Any resources they may need on the job like links to web pages (internal or external), reports, books, contact information, etc.

• The participant guide should be just that, a GUIDE for the learning process; not a picture book of what you are presenting in class.

5 General Rules for Workplace Tests Part-5

Rule #5

Ordering Questions

You may wish to group evaluation questions by topic or you may mix them up. Back on the job, the work people encounter won't show up in any kind of logical sequence – so mixing questions up has its merits.

On the other hand, keeping questions grouped allows you to easily spot if a learner just "didn't get" a particular topic. If all the questions on a similar topic are grouped together and the learner answers all or almost all of them wrong, either he needs retraining or the topic itself was poorly presented. If your same-topic-area questions are interspersed throughout the exam, it might be harder for you to spot a problem.

5 General Rules for Workplace Tests Part-4

Rule #4

Use Key Words

Key words assist the test-taker in figuring out the answer.

• Who triggers the respondent to look for a person or position

• What triggers the test taker to look for a thing or a process

• Where triggers them to look for a place or location

• When triggers them to look for a date or a period of time

• Why will signal them to look for reasoning.

5 General Rules for Workplace Tests Part-3

Rule #3

Stick to the Facts

Do not include trivial information - the only intention of which is to confuse the test taker. For instance: Bob and Ed left their office on K Street in Washington DC at 4:45 pm to travel to BWI airport for a 9:00 pm flight - how far is the airport from their office? The times given have nothing to do with the correct answer; in fact, Bob and Ed are irrelevant, too. 4

A better phrased question would be:

Using (a calculator, a map, an internet site) calculate the distance between K Street in downtown DC and the BWI airport.

5 General Rules for Workplace Tests Part-2

Rule #2

Give Adequate and Specific Instructions

Instructions are critical. Do everything you can to make sure test takers know WHAT to do, and WHEN and HOW to do it.

Examples:

• If there is a time requirement, state it. e.g. you must finish this section in 30 minutes

• If a tool or resource is allowed, state it. e.g. you may use a calculator for questions 11 – 20. The opposite is true as well - you may NOT use a calculator to complete this section. For each item in column A there is ONLY ONE correct answer in column B.

• It's also quite helpful to read the instructions out loud at the start of the test even when they are clearly written on the test itself. This will ensure that everyone hears, sees, and interprets the directions the same way and allows for questions before anyone begins.