That Word Doesn’t Mean What You Think It Means
Too frequently, workplace training departments think they are offering a “blended learning experience” by offering the same class in different iterations, so that people can take the class in the format that best meets their needs. That is NOT what blended learning is.
This is a short post with a big impact.
After spending two weeks scoring Chief Learning Officer Learning Elite submissions it's imperative that I inform you that the word blended does not mean what you think it means.
It's not just the Learning Elite submissions either, I have run into this confusion many times when talking to training and development professionals. For some reason, T&D professionals believe that if you offer a course in the classroom, and via e-learning, and via a virtual platform (or various other delivery methodologies) you are offering “blended learning.”
WRONG
What you have is a menu.
Here is an easy way to remember what blended is vs. what a menu of options is: Do you like your potatoes baked, mashed, or French-fried? All three are potatoes. You could eat all three “potato delivery methods” at the same meal, but you’d still be consuming the same fundamental thing.
The same holds true for training courses. Three different iterations of the same class are still one course.
What a blended course looks like is offering different portions of one course in different formats which are utilized to best achieve maximum learning.
For instance, if you were teaching how to use graphic design software, you might have the learners first review a glossary of terms such as font, pixel, saturation, etc. You would not need to waste valuable classroom time teaching them terms and their definition. They could have a handy resource to do so prior to coming to the class, as well as to use throughout the class as a reference tool. The next portion of the blend would be to have students come together in the classroom, to use the software hands-on. The next portion of the blend might be to give each learner an assignment to complete, asynchronously (on their own time, not with others) over the next two days and to bring it back for review and critique. During those two days, you might offer “office hours” so that learners could contact you with any challenges they were experiencing during the independent assignment.
That is a blended learning experience. It utilizes four different training methodologies which, in total, create the entire course.
Independent study (reviewing terminology)
Classroom
Independent activity (practice over two days)
1:1 coaching
You don't need to take valuable classroom time teaching people terminology nor do you need to keep the group together for them to complete an independent assignment. So a blended course is divided into chunks, each of which uses a different teaching or learning methodology, to best achieve the learning outcome.
Which takes longer to teach – how to launch a missile or how to sell insurance?
We often work with 2 and 3 clients simultaneously. It helps with productivity because sometimes you just hit a wall in your thinking when focused on one industry or topic and switching to another helps to get your creative juices flowing again.
One year we were working with both the US Navy and a large insurance company that sold disability insurance through employers (if you were an employee, you could elect to add this disability insurance through your employer).
The Navy project involved radar, sonar and firemen on a nuclear sub, working together to determine when it was appropriate to launch a missile – all three roles must work in unison.
The insurance company project involved training new-hires, right out of college, to sell their employer’s policies to companies.
The Navy required 6 weeks of training.
The insurance company required 40 weeks of training.
It is a dichotomy that has stuck with us for decades. It only takes 6 weeks to learn to launch a missile, but 40 weeks to learn to sell insurance?
Some of the explanatory factors may include:
Launching a missile is based on very matter of fact yes/no decisions.
Insurance sales is based on personal interactions – can you get past the gatekeeper? Do you have something viable to offer? Can you answer questions that will not be the same from prospect to prospect?
To teach sales you must teach a lot of variables and how those variables might present themselves. Every interaction will be different.
To launch a missile the people who execute are not the people who make the decision to execute – once they get the order, they combine their data and within very narrow parameters, choose the best opportunity to launch.
Take away – when determining the design of your training or how long it will take to learn – consider how many variables will be in play and how many you can account for in a learning environment.
The Difference Between Education, Training, and Learning
In our 30 years of consulting to organizations both big and small – it has become very apparent that most workplace training fails for one fundamental reason…
People don’t “get” the difference between education, training, and learning.
As an expert in the field, we often speak at industry conferences and always start with this distinction.
It is amazing to hear many people in the audience exclaim “ohhhh.”
Here is the distinction:
Education is something we’ve all experienced.
It is formal. It is typically done in large groups.
It is mostly a one-way flow of information.
It’s usually an expert imparting knowledge - which often takes the form of facts, rules, or underlying theories.
At the end of education we expect people to “know stuff.”
Training is more outcome based.
At the end of training you are expected to be able to do something or to behave in a certain way.
And training is dependent on education because you often cannot do new things without understanding certain facts or rules.
For instance, you can’t hit a golf ball with accuracy unless you understand how your body position changes the trajectory.
But above and beyond that – there are many different techniques for hitting a golf ball …which can be learned through training.
Finally, learning is achieved when you have internalized something.
It is the point where somebody says “how do you do that?” and you don’t even know.
You forget what it was like to be a beginner.
You forget what the steps are – you just do it.
So if we want to get to learning – which we do – how is that accomplished?
Three ways: experience, spaced learning, and reflection.
First Experience – not all learning is done in the classroom or in a formal, prescribed setting, right? Think of all the things you’ve learned in your life. A well-known example is teaching a child not to touch a hot stove. Rarely do any of us actually teach that. If we were to educate the child we’d say “don’t touch that stove, it’s hot!” or “be careful, you’ll get hurt” or the simple NO!
But none of those words mean anything.
Inevitably we all touch a hot stove and IMMEDIATELY learn what we’ve been “taught” but didn’t internalize.
So – if you truly want someone to learn something – they have to experience it.
Next, spaced learning or practice.
Think about when you learned to ride a bike or drive a car.
You didn’t take a class and then miraculously know how to do it.
You practiced over and over – repetition, yes, but also - you practiced over the course of many days or weeks - - spaced practice.
We simply do not learn something once, and change our behavior or our capabilities immediately.
And third: reflection.
Reflection is something only an adult human can do.
Have you ever punished your child by saying “go to your room and think about what you’ve done.” That is futile. They can’t do it.
But you know that internal monologue you have running in your head… as you drive or when you’re in the shower …where you’re constantly reflecting on what has happened and whether you were satisfied with the outcome or not? That’s reflection.
In order to learn - people need time to reflect.
Sadly, we rarely allow for that in the workplace.
We put people into 2 hour or 4 hour training classes and then release them back to their jobs where they get inundated with new and urgent things… and that’s the end of that.
And then we wonder why people don’t change their behavior … despite the fact that we provided them “training.”
So - to reiterate:
Education, training and learning are different.
When people get to the point of having learned – they have internalized the content.
They know what they are doing…
why they are doing it…
when they should do it…
and how their behavior might have to change based on changing circumstances.
Here's How You Can Create Training Without Knowing a Thing About the Topic
Have you ever had to design a training program for a topic you just didn't get? Us too!
The wonderful thing about being a professional instructional designer is that you don't actually have to understand the topic, but you MUST understand the process of how people learn.
If you understand how to design learning - the topic is irrelevant.
For instance, we created Row, Row, Row Your Family Feud Boat (download, here) when we were charged with helping financial planners to overcome client objections to moving to a new platform.
At first, we referred to it as a "product" and we were quickly corrected: It's not a product, it's a platform.
When then changed our wording to "service." Wrong again. It's not a service, it's a platform. How could we design training to overcome objections to a platform if we didn't even get what that WAS?
Easy - you design a learning process and have the learners themselves fill in the content.
Check it out here. You can use this design for all sorts of topics.
Three Predictions for Workplace Training - Post Corona Virus
Across the world, the universe of the “workplace” has suffered a stunning blow in the last few months and many industries and companies will come back as a contracted version of their former selves. One department that is likely to take a hit is training and professional development. Here are my predictions for what T+D will look like in the coming few years.
Note: This article was originally published by Training Industry Magazine.
Prediction #1 virtual training will really take off – for 2 reasons
As a consultant who specialized in designing and delivering virtual training for about 15 years, it always amazed me when I encountered a client to whom it was all new; but I had one or two clients such as this each year. There are two important reasons why I predict virtual training will become more in demand than ever going forward. (Note: Virtual training is conducted live, with other participants and a facilitator, as opposed to distance learning or e-learning, which is really self-study,)
First, now that many companies have made the switch to work-from-home (WFH) they realize it’s not as impossible as they feared. One of our clients is a call center who finally started work-from-home options due to the virus. A call center customer service rep is definitely not a role that requires sitting with others in a central location – but the client was simply resistant to the idea of WFH. Now that they realize people can work from home, it’s not such a hard sell to get them to accept people learning from home as well.
The second reason virtual training will take off is because it is so affordable. Post-corona virus, those companies that are still in business are going to have to use their resources wisely. During the Great Recession I managed a new-hire on-boarding process for a client for five years. We onboarded approximately 300 people, in 10-12 groups, throughout the year, all virtually. Virtual training is convenient, affordable, and logistically a lot simpler.
There are also a number of reasons why virtual learning is a preferable methodology for adult learners, such as spaced learning and built-in time for reflection – but that is fodder for another article.
Prediction #2 companies will realize the value and necessity of cross-training
When I first became a consultant in the early 1990’s, one of the first projects I worked on was a cross-training project for a manufacturing firm in which everyone on the manufacturing floor was “upskilled” (to upskill means to teach a current employee additional skills) to be able to backfill at least two other positions.
The curriculum was designed to require them to learn five new topics in total, but the remaining three topics were allowed to be knowledge-based (such as understanding more about procurement or finance) as opposed to skill-based. The objective of the training was to have each employee paying the company back in multiple ways. For example, a machinist who had additional training in finance was more likely to complete routine maintenance knowing that the cost of maintenance vs. repair was enormous.
I thought the “multiple skills” idea was quite brilliant and have been amazed, over the course of my career, by how few companies do it. What is more prevalent in training – especially in the last twenty years – is training for depth, not breadth. If someone enters a company in a finance role, more than likely all their company sponsored training will be focused solely on finance. They will never be exposed to marketing or HR or operations. Through training, companies have kept employees in silos and by doing so they have hobbled their agility. Companies will be forced to lay off their over-abundance of marketers (for example) while simultaneously hiring salespeople because not one of those marketers was cross trained in sales.
This shuffling of people like pieces on a chess board has all sorts of negative ramifications, such as recruiting costs and a loss of company history / knowledge; but again, that is fodder for a different article.
Prediction #3 – subject-matter-experts will be more in demand as trainers than ever before
Having been a consultant for nearly thirty years, I have seen this pendulum swing back and forth a few times. First there are fully staffed, centralized training departments who run training like its own business with marketing and sales, delivery of a product / service, and requests for feedback. Then an economic shakeup swings the pendulum to focus on what is truly needed for individuals to learn and that is the transfer of business-critical knowledge from those who have it to those who do not. This often means direct contact between subject matter experts (SMEs) and newbies, eliminating the “middle-man” of the training department.
Training and development has always been seen as a cost-center (which it is not) and is always one of the last functions to be brought back online after an economic downturn. But a lack of a training department doesn’t stop the need for training such as new-hire onboarding or skill-specific training. In the coming years, companies will redeploy resources and the training will more than likely be done by individuals who are subject matter experts.
While using SMEs as trainers is a great cost-saving tactic, it doesn’t result in the best training outcomes. SMEs aren’t knowledgeable about the best ways to transmit content to learners (hint: lectures are not the way), and they tend to start at a much higher-level of capability than their audience because they forget what it was like to be new and unskilled. They have the “curse of knowledge,” as this 2017 TICE article explains. The best way to utilize SMEs as trainers could be an article - or a book - all its own.
As business returns to “normal,” companies will be altered in many ways. Underlying those changes will be the need for cost-savings and efficiencies which can be achieved, in the realm of training and development, through virtual training, cross-training, and using subject-matter-experts as the deliverers of training. The next decade will see a “bold new future” for training and professional development; will your organization be ready to adapt?
The Learning Leader as Change Agent
Guest post contributed by
Holly Burkett
Managing change and cultural transformation is among the top challenges facing executives and the one area in which they’re most likely to partner with learning leaders and talent managers.
Today's Leadership Challenges
More than ever before, organizations need leaders who can anticipate and react to the nature and speed of change; act decisively without always having clear direction or certainty; navigate through complexity, chaos, and confusion; and maintain effectiveness despite constant surprises and a lack of predictability. Yet few business leaders rate themselves as "highly effective" at managing change, most work for an organization with no change strategy in place, and most have no designated person to lead change efforts.
Given these challenges, how can L&D help?
Leverage leadership development. Leadership development remains a key strategy for building change capability. Developing collective change capabilities across all levels has more impact than simply focusing upon mid or senior-level managers. Effective development methods include the combined use of self-reflection exercises, coaching, mentoring, stretch assignments, action learning, and simulations in which participants are placed in real-world scenarios and roles where they must lead change. Development approaches should be contextualized and customized to fit the capabilities required of specific change roles, including:
- changesponsors (those who lead change strategy)
- changemanagers (those who facilitate change in their operational areas)
- changeproject members (those who plan, design, and implement the change plan)
- changeagents (those who advocate for change efforts, make the changes relevant to theirneeds, and contribute to successful outcomes)
Developing collective change capabilities across all levels has
more impact than simply focusing upon mid or senior-level managers.
Keep in mind that change capability is about more than stand-alone, one-and-done leadership development programs, however. It is about nurturing change responsiveness and resiliency throughout an entire organization so that it is fully embedded within an organization’s culture and DNA.
Integrate change capabilities. Effectivedevelopment includes the integrated use of tools thatassess, develop, and reward change capabilities duringrecruiting, performance management, and career development, includingsuccession planning. Other enabling mechanisms like change networks,change academies, or communities of practice can help align change-readinessand responsiveness with employees’ daily work practices.
Manage change capacity. While change capability is a skill, ability, or mindset that can be developed or improved, change capacity relates to the ability of individuals and organizations to accommodate new change demands. Change fatigue is one of the biggest barriers to employees’ overall capacity to adopt or adapt to change. Change fatigue sets in when people feel pressured to make too many transitions at once or when change initiatives have been poorly thought through, rolled out too fast, or put in place without adequate preparation. An integrated, well-planned change strategy is meaningless if an organization lacks the capacity to execute it. In reality, capacity is finite; people can only do so much and there are only so many people to do the work.
As change agents, learning leaders must sensitize senior leaders to the risk of frenetic, disorganized change that goes beyond what individuals or teams can manage. Best practices include the use of a vetting process where proposed change projects are subjected to rigorous “war room” screenings by key stakeholders and then prioritized according to their importance to business strategy, financial impact, and the probability of success.
As change agents, learning leaders must sensitize senior leaders to the risk of frenetic,
disorganized change that goes beyond what individuals or teams can manage.
Final Thoughts. The pressures for change are real, change is here to stay, and organizations are looking to L&D for help in gaining the confidence and skills needed to navigate in a business climate of constant disruption. While the effort may seem daunting, we have a responsibility to step up and embrace our role as change agents with the goal of helping an organization transform itself for the better. This means positioning learning and performance initiatives within the context of broader change. It also means integrating the discipline of change management into our own mindsets and skill-sets so that we can leverage learning as a catalyst for innovation, change, and high performance.
About the Author
Holly Burkett, PhD, SPHR is principal of Evaluation Works, a performance consultancy in Davis, CA. For over 20 years, she’s helped diverse public and private sector clients develop resilient learning and performance capabilities that create high engagement and operational excellence. Author of the award-winning book “Learning for the Long Run: 7 Practices for Sustaining a Resilient Learning Organization,” she is a sought-after speaker, coach, and workshop facilitator. Learn more at: http://hollyburkett.com/
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?
Silo’d Learning is Limiting Workplace Learning Potential
For years, possibly decades, we have helped people develop expertise around specific jobs, or how to do their current job better. We've kept them learning "up" a topical trajectory, much like a silo.
What was often neglected was the need to expand knowledge, skills, and abilities overall. What we’ve got now are millions of Americans who are very skilled in a narrow area of expertise, but not well prepared for upper management or executive positions because they lack general business intelligence.
While it might seem obvious to only include salespeople in sales-training, what would be the detriment of including the administrative group that supports the salespeople, or the customer service representatives who support the customer after the sale, or the field service representatives who actually see the customer more frequently than anyone else, or manufacturing who will learn how their product works in the “real world?” Wouldn’t each of them learn more about how to do their job well, and learn more about the business as a whole by participating in a developmental topic that is ancillary to their current work?
Estimates are that by 2030, Baby Boomers will be completely out of the workforce. This presents a call to action and an opportunity, because the generation with the most breadth and depth of work experience will be leaving the workforce. We – as L+D departments and professionals – need to quickly rectify the silos of specialists we’ve created by broadening the role-specific training of the past in order to address the workforce needs of the future.
Our challenge is to develop a new generation of company leaders capable of making well-rounded and well-informed decisions based on their experiences in a multitude of business areas. The focus on job-specific training is a thing of the past. Organizations must focus on developing well-rounded individuals who can take the organization into the future. The future success of our companies depends on the actions we take today to develop our future workforce.
Better Learning Through Interleaving
Interleaving is a largely unheard of technique – outside of neuroscience - which will catapult your learning and training outcomes. The technique has been studied since the late 1990’s but not outside of academia. Still, learning and incorporating the technique will make your training offerings more effective and your learners more productive.
What is it?
Interleaving is a way of learning and studying. Most learning is done in “blocks” – a period of time in which one subject is learned or practiced. Think of high school where each class is roughly an hour and focuses on only one topic (math, history, english, etc.). The typical training catalog is arranged this way, as well. Your organization might offer Negotiation Skills for 4 hours or Beginner Excel for two days. The offering is focused on one specific skill for an intense period of time.
Interleaving, on the other hand, mixes several inter-related skills or topics together. So, rather than learning negotiation skills as a stand-alone topic, those skills would be interleaved with other related topics such as competitive intelligence, writing proposals or understanding profit-margins. One of the keys of interleaving is that the learner is able to see how concepts are related as well as how they differ. This adds to the learner’s ability to conceptualize and think critically, rather than simply relying on rote or working memory.
How Does it Benefit?
Interleaving is hard work. When utilizing interleaving, the brain must constantly assess new information and form a “strategy” for dealing with it. For example, what do I know about my competitor’s offering (competitive intelligence), and how am I able to match or overcome that (negotiation skills)? While the technique is still being studied, it is suspected that it works well in preparing adult learners in the workplace because “work” never comes in a linear, logical or block form. You might change tasks and topics three times in an hour; those tasks may be related or not –the worker needs to be able to discriminate and make correct choices based on how the situation is presented.
Interleaving helps to train the brain to continually focus on searching for different responses, decisions, or actions. While the learning process is more gradual and difficult at first (because there are many different and varied exposures to the content), the increased effort results in longer lasting outcomes.
What’s interesting is that in the short term, it appears that blocking works better. If people study one topic consistently (as one might study for a final exam), they generally do better – in the short term - on a test than those who learned through interleaving.
Again, the only studies that have been done have taken place in academia, but here is an example of the long-term beneficial outcomes of interleaving. In a three-month study (2014) 7th-grade mathematics students learned slope and graph problems were either taught via a blocking strategy or an interleaving strategy. When a test on the topic was conducted immediately following the training, the blocking learners had higher scores. However, one day later, the interleaving students had 25% better scores than the blocking learners and one month later the interleaving students had 76% better scores! Because interleaving doesn’t allow the learner to hold anything in working memory, but instead requires him to constantly retrieve the appropriate approach or response, there is more ability to arrive at a well-reasoned answer and a better test of truly having learned.
How Can You Use Interleaving?
As mentioned earlier, although concentrating on one topic at a time to learn it (blocking) seems effective, it really isn’t because long term understanding and retention suffers. Therefore one must question whether there was actual learning or simply memorization. If your goal is to help your trainees learn, you’ll want to use an interleaving process. Warning: Most companies won’t want to do this because it is a longer and more difficult learning process and the rewards are seen later, as well.
Make Links
The design and development of your curriculum(s) doesn’t need to change at all – simply the process. First, look for links between topics and ideas and then have your learners switch between the topics and ideas during the learning process. For instance, our Teaching Thinking Curriculum does this by linking topics such as Risk, Finance, and Decision Making. While each of those is a distinct topic, there are many areas of overlap. In fact, one doesn’t really make a business decision without considering the risk and the cost or cost/benefit, correct? So why would you teach those topics independent of one another?
Use with Other Learning Strategies
Interleaving isn’t the “miracle” approach to enhanced learning. Terrific outcomes are also achieved through spaced learning, repeated retrieval, practice testing and more. Especially when it comes to critical thinking tasks, judgement requires multiple exposures to problems and situations. Be sure to integrate different types of learning processes in order to maximize the benefit of interleaving.
Integrate Concepts with Real Work
Today’s jobs require people to work on complex tasks with often esoteric outcomes. It’s hard to apply new learning to one’s work when the two occur in separate spheres and the real-world application isn’t immediate. Try to integrate topics to be learned with the work the learner is doing right now. For example, for a course in reading financial reports (cash flow, profit/loss, etc.), rather than simply teaching the concepts with generic examples of the formats, the learners were tasked with bringing the annual report from two of their clients (learners were salespeople). As each type of financial report was taught, the learners looked to real-world examples (that meant something to them) of how to read and interpret those reports.
Ask the Learners to Process
Too often we conclude a training class by reviewing what was covered in the class. Rather than telling the learners what just happened, have them process the concepts themselves. This is easiest to do through a writing activity. You might ask the learners to pause periodically, note what they have learned, link it to something they learned earlier, and align it with their work responsibilities. For instance: I will use my understanding of profit margins and financial risk to thoughtfully reply to a customer’s request for a discount or to confidently walk away from the deal. It’s not about the sale, it’s about the bottom line. The process of writing helps the learner to really think through the concepts just taught and it allows them to go back over their learning in the future to remind themselves of the links they made within the curriculum and between the curriculum and work responsibilities. Interleaving enables your training to be more effective and your learners to be more accomplished and productive.
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.
Why the Ice Bucket Challenge is a Great Example of a Lack of Thinking Skills - but an awesome fundraiser!
Do you remember the "ice bucket challenge" of a few years ago? It was a fundraiser of the ALS Association. ALS is also referred to as Lou Gehrig's disease.
In case you are not familiar - the challenge was to dump a bucket of ice water over your head (or have someone do it for you) OR make a donation to the ALS Association.
One of our colleagues uses his Ice Bucket Challenge experience to illustrate the lack of thinking skills prevalent in society: His children challenged him, via social media, to take the challenge. Seeing the bigger picture, and not really wishing to be drenched in ice cold water, AND due to the fact that he had had a family member die of ALS, he chose option B - making a donation to the ALS Association. His children (who were adults, by the way) were FURIOUS that he didn't "do it." He explained to each of them that the challenge offered two options and that he actually made a bigger impact by making a donation to the cause rather than just a silly video. No matter. To this day they rib him about not being brave enough to take the ice bucket challenge.
What thinking skills do you see as lacking in this scenario? Here's what we see:
Inability to see the "big picture"
Not understanding the purpose of a request - but going along with it anyway
Group think
Choosing to ignore facts that don't "suit" you
Not asking about or looking for alternate "solutions"
Not looking for (or understanding) long-term ramifications
When working with your learners - the above bullets can be used as great discussion starters for any topic. Just pause. Look at the big picture. Seek alternatives. Think individually. Is this a solution for "right now" or more long term? What are the options? What is the best option?
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Facts about the Ice Bucket Challenge
17 million people doused themselves with cold water; 2.4 million people posted videos of themselves on Facebook
2.5 million people donated money to the cause during the challenge; close to 1 million made no subsequent donations
$115 million dollars was donated to the ALS Association in 8 weeks!
The year prior to the ice bucket challenge the ALS Association received $19.4 million in donations
People who chose the ice water over a donation were referred to as "slacktivists" or arm-chair activists
The success of the ice bucket challenge caused the Muscular Dystrophy Association to end its annual telethon fundraiser citing its need to "rethink how it connects with the public"
One death was attributed to the challenge
The Ice Bucket Challenge has become an annual "event" held in Aug - so get your video camera's ready (or, preferably, your checkbooks)
Why Thinking Skills Have Disappeared in the Last 50 Years
It seems that for the last 5 or more years, anytime you pick up a training magazine, HR journal or even a general publication like USA Today, you're going to find an article about the "skills gap." In fact, a recent Google Scholar search revealed that there were 118,000 articles written with "skills gap" in the title between 2012 and 2016 alone!
Young college graduates lament that they are unable to find positions. Companies lament that they are unable to find people with "entry level skills." What has caused this sudden lack of capability? Well, frankly, it's not sudden. It has been building for decades. And all our learning institutions are to blame.
The Scranton Bubble
Back in the 1960's, something called the "Scranton bubble test" was debuted. It was revolutionary! It was going to make educator's lives a lot easier. No more tedious grading of papers and individual answers. Simply have the learners fill out a "bubble form" (think your SATs) and feed the form in to the machine to find out the learner's score. What could be more efficient?
Yes, it was efficient administratively. But it started the fall of thinking skills. Now, every question or problem could be reduced to one right answer. Elementary education began to constrict people's abilities to "think bigger."
Higher Ed - Lower Standards
A few decades later, Higher Ed contributed to the downfall of thinking skills. College and graduate school used to be the time and place for more philosophical thinking. It wasn't as important to arrive at an answer as it was to contemplate all the possible answers. Professors almost always had a Ph.D. (a degree in philosophy) and pushed learners to think more deeply about topics and to extrapolate their thoughts to the world at large.
Thanks to the recession of the early 1990's, higher ed needed to find more bodies to pay tuition. Entry requirements were lowered. As enrollment rose, professors with lower levels of education were hired to teach. Since the learners had been looking for "one right answer" for a few decades at this point, the learner's capacity to think broadly was diminished. This confluence of factors contributed to the standards of higher education to be lowered. (A college in our area recently announced that the SAT scores of this year's freshmen were the lowest the college had ever seen.)
Corporate Training
Beginning in the late 1990's and early 2000's two things influenced corporate education: A severe reduction in staffing and budgets (which resulted in a reduction of offerings), and eLearning. eLearning, much like the Scranton bubble, was going to make educating workers much more efficient. Create the learning once and it was done. It could be delivered to hundreds, nay thousands, of people. It eliminated bringing people together (although we all know that people learn best when they work collaboratively with others), having to hire and train facilitators, having to set up facilities and arrange travel, etc. It efficiently reached many, many more people and you were sure of the "quality" because each person got the exact same training.
The problem with eLearning is that it leads people down one path. There is a linear delivery of information. And at the end there is usually a multiple-choice, knowledge check (similar to a bubble test). Not until very recently, with the introduction of gaming / branching and simulations has eLearning allowed the learner to put him / her self in to the learning process. eLearning was nothing more than a colorful, pre-recorded lecture.
These are very high-level looks at the factors that have contributed to a demise of thinking skills in the U.S. I am sure you can think of counter-points and arguments to each of them (and I would encourage you to do so! because then you'll be applying critical thought to the content), but generally speaking, the "cause" goes back many decades and each misstep has contributed to a generation that does not think critically, looks for one right answer, believes there is only one right answer and is happy to have found it, when they do. Mission accomplished
A "Gut Feeling" or Intelligence?
The Power of Intuition
Malcolm Gladwell's Blink has been out for over a decade now, but it remains an engaging look at how we make decisions seemingly in the "blink of an eye."
Intuition is defined as the "ability to understand something immediately without the need for conscious reasoning." In reality, intuition is the product of a lifetime of experiences and knowledge. You intuitively know that sitting on a ledge or railing is risky - a toddler does not. You intuitively know that rolling your current car loan in to your next car loan can't be a sound financial strategy - a young college graduate with his / her heart set on a flashy new car does not. Gerd Gigerenzer, a German social psychologist, calls this "the intelligence of the unconscious," (also the name of his most recent book.)
In some ways intuition flies in the face of what we've been taught in school for 12+ years - look at the facts, weigh the options, choose wisely and deliberately. Decision making is often thought of as a "well reasoned" approach. Gigerenzer says that in many instances this is over-analysis and too slow. Gladwell says the trick to intuition is not to amass information but instead to discard it; essentially, to know when more information does not help the decision-making process.
There are many processes which are based on a "gut feeling" - scientific research, homicide investigations, and stock picking to name a few. Are these professionals making irrational decisions? No. They have honed their years of experience and knowledge to the point where they instinctively know the path to pursue.
According to Gladwell, just as we are able to teach ourselves to think logically and deliberately, so too we can teach ourselves to make better snap decisions. So how do we develop this split-second intelligence? Well, like most ways in which we teach thinking, it isn't easy and it isn't quick.
One way is to ask people to analyze and verbalize their learning after an event. What went well? What went poorly? Could you have changed the outcome? What variables played a role? Is there a way to make them less variable in the future? And more. Asking people to consciously process what they have learned is very helpful in developing intuition. As people become more adept at this processing, they can begin to contemplate these questions in parallel (rather than sequentially) or in-the-moment, rather than after the fact.
One reason to teach intuitive thinking is the highly complex world in which we live, today. It is impossible to consider all the information or options before us. Things are changing all the time, there are often contradictions and ambiguity. Having experience to guide us helps us make better decisions in the "blink of an eye."
Albert Einstein said, "The intuitive mind is a sacred gift and the rational mind is a faithful servant. We have created a society that honors the servant and has forgotten the gift."
We can help your people develop their gifts. Give us a call to find out how or learn more here.
Now You See It... Now You GET It - The Power of Visuals in Learning
First, some important factoids regarding our vision:
Vision is the hardest working process in our bodies
Vision takes up 30% of the brain's processing capabilities
Neuroscientists know more about our vison than any other sensory system in our body
We don't see with our eyes, we see with our brains
As important as vision is for survival (is that a saber toothed tiger I see charging toward me?) it also trumps all our other senses when it comes to learning, interpreting and understanding the world around us. Vision is probably the best single tool we have for learning anything, so says John Medina author of Brain Rules (check it out at www.brainrules.net).
One of the reasons that vision (and thereby the use of visuals) is so powerful is because something that we see is easy to label, identify, categorize and recall later. What's the circular thing with buckets that twirls at the carnival? Oh right. A Ferris Wheel.
Visual input is so important, neuroscience has given it a fancy title: Pictorial Superiority Effect (or PSE). In one experiment, test subjects were shown 2,500 pictures for 10 seconds each. Several days after the exposure to the pictures, the subjects were able to recall 90% of the pictures. The same type of experiment, utilizing words, fell to an abysmal 10% recall three-days after exposure. But the RIGHT words can help learners create visuals.
Words Create Pictures
The very tall man folded his body, in order to fit in to the sports car, then sped away.Did you "see" those words in your mind as you read them? Everyone did. And everyone saw a different picture. Very tall is relative. Sports car is generic. But you have a picture in your head related to what you just read. We don't see with our eyes - we see with our brains. You did not physically see the scenario that was described but you have a picture of it in your mind. Amazing.
Pictures Create Emotion
Additionally, pictures can evoke emotion, which helps with retention and recall. Think about the image of the Ferris Wheel a few paragraphs back. You pictured a Ferris Wheel in order to help you recall it's name, didn't you? Many of you also remembered experiencing a Ferris Wheel in some way - either the glee (or terror) of riding it, looking up at it all colorful and bright, or being at the carnival - with the smells and sounds - where you encountered it. You have a vivid memory of a Ferris Wheel. That memory is defined in a picture.
Important Ways to Incorporate Visuals in Learning
Because using visuals is so crucial to understanding and remembering, it is imperative that we give just as much thought to the visuals we use in training, as to the content we are creating. Here are some ways you can utilize visuals in your training:
Slides / Photos - include pictures - especially photos - especially photos of people - on your slides. Photos are more realistic than graphics or clip art and therefore more engaging to the brain. Photos of people are especially memorable. We like to see people "just like us."
Physical objects - whenever possible, include a real representation of the visual. Sometimes you'll have to stretch to make it work - but the stretch will be worth it because it will sear the message in to the learner's brain. More than 2 decades ago I attended a presentation given by a man. I have no idea who he was. I have no idea what his topic was. I DO remember that we were in a hotel meeting room (visual) and I DO remember that he said "Many years ago a computer would fill a room of this size, and now that same computing power can fit in something as small as this little pink packet." And he held up an artificial sugar packet. The room was large; the little pink packet was hard to see. It's a bit of a stretch from computer processing power to sugar packet... but the image (and the point he was making) has remained for decades. That's powerful.
Mental imagery - sometimes it's just impossible to find a photo or physical object to represent your message. Perhaps you are teaching virtually and there is no way to show the physical object (or the object is too big, or too small, or doesn't actually exist yet). Instead you can help learners to create a visual in their "mind's eye." (Definition: To see something in one's visual memory or imagination. Bet you always wondered what that phrase meant. Now you know. The first known use of the term dates back to Chaucer, in 1390. By the time Shakespeare used it in Hamlet, the phrase had been around for over 200 years! )
In Medina's book, Brain Rules (see link above), he talks about DNA and how long and complex it is. He says fitting a strand of DNA in to the nucleus of our cells is like trying to stuff 30 miles of fishing line in to a blueberry. IMPOSSIBLE! But memorable. I may not remember much about DNA in the future, but I will always remember that it is long and complex.
Here is a challenge for you: Go back through the courses you already have and re-evaluate the visuals you are using. Can you add visuals to slides? Can you associate the content with physical objects? Can you make an analogy or tell a story that causes the learner to create a mental image in his "mind's eye?" If you can - I guarantee - recall and comprehension will increase. You will also see test scores go up. Your learners will become brilliant - thanks to you (and visuals).
Updated May 15, 2017: Nelson Dellis, the USA Memory Champ, was recently a guest on Lewis Howes' podcast, discussing how he can easily remember things. One of his tricks is to make abstract things - such as numbers - in to visuals that are easier to remember. For instance, the number 32 is Charlie Brown and the number 95 is Tom Brady. Associating those images with others helps him to combine numbers more easily - so Homer Simpson fighting a sword battle becomes a 4 digit number . This type of visualization technique earned him the record for the longest string of numbers committed to memory - 201. If you have an hour, listen to the podcast and learn about the power of Mind Palaces as a visualization / memorization technique as well.
The Limits of Working Memory and Training Effectiveness
learning
In this fascinating blog post from Patti Shank on the ATD site, she discusses the reasons we can't have a one-size-fits-all approach to training.
Aside from the typical learning styles excuse, Patti explores an interesting point related to neuroscience: knowledge and experience dictates the way we can present the content and further impacts the way the learner is able to work with it.
The crux of the difference is working memory vs. long term memory. When newbies are learning a topic, everything they "know" is in working memory - and they are paddling madly to keep processing and applying that information to the learning process. But when a more knowledgeable or more experienced employee has long-term memory associated with a topic, we can work with that topic in deeper and more meaningful ways for the learner.
This chart is an excellent comparison of working memory approaches to training vs. long term memory approaches. This chart may cause you to rethink your training designs altogether.
Teaching Thinking through Changing Perspective
etsy-diy-kaleidoscope-how-tuesday-clare-mcgibbon-final
One of the ways you can help people to improve their thinking skills is to ask them to change their perspective on a topic. To think about it from another point of view. This is very easy to do in a training situation - since we have folks captive and can ask them to try an activity in a way they are not naturally inclined to.
Unfortunately, we often miss this opportunity in training and instead ask our participants to answer a question based on their own perspective or opinion. For example, how often does your training program ask something along the lines of: Now that you have read the case study, what are the three main factors affecting the situation? Since people respond with their own opinion, we never tell them that they are wrong, of course (nor are they wrong), but do we ever conduct "round 2" of the questioning / debrief and ask the learners, What if you were the banker, contractor, pilot in the situation? THEN what would you say are the three most important factors?
Here are two techniques for getting people to change their perspective on a topic:
1. Collaboration - Having learners work in groups is an easy and natural way to hear more than one perspective. Some care needs to be given to structuring the collaborative activity so that "minority viewpoints" aren't ignored. Perhaps rewarding the group with the most perspectives? Or the most unique perspective?
2. Suggest the other viewpoint - Credit here goes to MindGym and Sebastian Bailey for this simple exercise presented at a conference in 2015. In this type of activity you'll tell the learner exactly the perspective you want them to take. Bailey's exercise went like this: Close your eyes and picture your living room for 30 seconds. Now, picture it again, from the perspective of an interior designer. Again, think of your living room, from this perspective, for 30 seconds. Once more, think of your living room, and this time from the perspective of a robber. What are your insights? What do you see differently? What “Ah-ha” moments have you had? What did you "see" as the interior decorator that you didn't see before? What about from the perspective of the robber?
Interestingly, asking people to change the way they view a situation is something that develops with maturity. It is almost impossible to ask anyone under the age of 18 to change their perspective on a situation. Once someone IS able to look at things from various points of view however, it is wise to continually build that muscle and it will expand their thinking abilities in all areas of their life.
Interview with Connie Malamed: Visual Design Solutions
Malamed
What motivated you to write this book?
There are many wonderful graphic design books in the world, but none that teach visual design to learning professionals. I see many instructional materials that fail visually simply because most learning professionals are not trained in this area.
A little known secret is that trainers, instructional designers and educators can become competent in visual design by learning the foundation principles of design and applying them through practice. Since I have degrees in art education and instructional design, I wanted to write a book that closes this gap. I wanted to clearly explain the basics of design and demystify what professional designers do and how they solve visual problems.
If you could distill your message down to just one - what would it be?
The message I want to broadcast to all learning professionals is that aesthetically pleasing instructional materials can enhance learning and improve motivation. People make instant judgments as to the credibility and value of a learning experience. Well-designed materials are one critical signal that a learning experience is worthwhile and that the creators care about the learners.
How can training use this book to assist them in the work that they do?
Visual Design Solutions can be read in its entirety as a course in visual design with a learning context. Or it can be used as a reference for design advice and inspiring ideas. The book is divided into four sections and it's easy to start at any point:
The first section will help readers learn to think and work like designers.
The second section explains how to use the three basic elements of design: visuals, text and graphic space.
In the third section, readers will learn how to apply the power principles that will most impact their work (color harmonies, visual hierarchy, unity, etc.)
The final section provides solutions and inspiration to common visual design problems, such as how to transform bullet points into visuals or how to tell a story in visuals.
Do you have a personal motto that you live by (related to the book or your area of expertise)?
The audience is the most important factor in the work we do. When we care about the audience, we will find creative and innovative ways to solve problems and support learning in ways that are well designed and aesthetically pleasing.
Connie Malamed, Learning Strategy Consultant and publisher of The eLearning Coach.
What happened to the "L" in L+D?
L
L+D stands for Learning and Development. In years past it was referred to as T+D which stood for Training and Development. We guess at some point there was a shift towards sounding as though we were doing more for our constituents than simply training them.
Unfortunately, the truth is, we are still T+D. Where is the L in L+D?
In the last decade-plus, training budgets have been cut, time allowed for training has been drastically reduced, coaching has been all but wiped out, and "learning strategies" have become self-service, self-directed, eLearning in many organizations (choose from this menu of management classes).
But true learning requires a long tail. It requires interaction with others in order to vet multiple ideas and arrive at the best one, or perhaps a hybrid-NEW-best idea. It requires coaching. It requires experience that informs future experiences and what one "knows to be true." Learning and development is a misnomer and perhaps a sad relic of what we thought this profession would become during the rise of corporate universities (see Where Have All the Corporate Universities Gone? below).
Organizations are consistently announcing that their businesses are suffering from a lack of skilled employees and a lack of bench strength for management, and yet there is little being done to ensure that our role in L+D is actually focused on the L. This truly requires the L+D department to have a seat at the table, to help organizations strategically plan their future through their people, but that vision is, sadly, far from reality in many organizations.
Visuals Enhance Learning
"Pictures are understood on many levels. The most literal level is what the picture depicts. When you see a line drawing of an airplane, you recognize the shape and features of the object and identify it as an airplane.
“On another level, the context of the picture provides meaning. The same picture of an airplane on a freeway sign means that an upcoming exit will take you to the airport. This is a different context than a photograph of an airplane you may see in an airline advertisement, which suggests that is is persuasive rather than an informational purpose.
“Understanding the meaning of the picture depends on the context of where the picture exists. Another level of meaning is based on the style of the graphic. This is expressed in many ways, such as through symbols, spatial layout, and accepted conventions. For example, certain attributes of an illustration indicate when a drawing is an architectural blueprint and when it is a scientific illustration.
“There are also metaphoric meanings in some graphic. Metaphors convey meaning beyond a simple depiction and provide another layer of meaning."
Excerpted from Connie Malamed's Visual Design Solutions - a fantastic text for understanding the power of using visuals in learning.