Sometimes instructors feel like they have to constantly be teaching to be doing the job effectively. The truth is, participants need some independent time to apply their new-found knowledge.
When training computer applications, it is important to have workbook exercises that will help participants apply the skills that were covered by the instructor. For years I have trained computer applications and the participants are very good at doing what I tell them to do (at least most of them are!). When I have the students do an independent exercise, some of them struggle and make errors. That is when the real learning takes place. If we make an error and then fix it, we remember how to do things. Learning is a process.
I have started to incorporate the Internet into the classroom. I train a concept/product/topic and then have the participants go on the Internet and research. The current class that I am training have been in class for several weeks. This week they are putting it all together. They are going into all of the systems they have learned to do research on the various products they have learned. It's wonderful. I think they have learned more in three days than in the two weeks that had an instructor standing in front of them filling their minds with information.
Let's give our students a break and allow them to learn according to their own style and by making mistakes. I know that has been what has worked for me. How about you?
Wednesday, March 26, 2008
Friday, March 14, 2008
Delivering Feedback
Today I had the pleasure of observing student presentations. Since this was the first presentation that each student had done in training, it was important for them to receive valuable feedback.
When delivering feedback, it is very important to categorize the feedback in one of three categories:
Praise
Refine
Redirect
Since it was the first observation, it was important to deliver plenty of praise. Pointing out what participants are doing well helps them to be more receptive to feedback in general. It also allows the other participants to know what went well so that they can also do something worthy of praise.
Refine is when the participant does something that wasn't wrong, it just could've been done better. There are always plenty of opportunities to deliver this type of feedback. The important part of delivering this type of feedback is to ensure that you never use the words "but", "however", etc. If you start out with praise, pause and breath before you go into the refine portion of the feedback, otherwise, the praise will be lost.
Redirect is when something is wrong and it needs to be corrected.
All feedback is communicated in a professional manner and in front of the entire class. The entire class can benefit from the delivery of the feedback. The participants also understand that there is no discussion associated with the feedback. It is one-way communication. That way time can be spent delivering the feedback and everyone can get through their presentations. If the participants would like to have a discussion, they can set that up on an individual case basis.
It always amazes me that when I follow this strategy, the participants love getting the feedback. They are receptive and want to know more. It's important not to provide all of the feedback that could potentially be delivered. You don't want the feedback to be overwhelming.
What a productive day!
When delivering feedback, it is very important to categorize the feedback in one of three categories:
Praise
Refine
Redirect
Since it was the first observation, it was important to deliver plenty of praise. Pointing out what participants are doing well helps them to be more receptive to feedback in general. It also allows the other participants to know what went well so that they can also do something worthy of praise.
Refine is when the participant does something that wasn't wrong, it just could've been done better. There are always plenty of opportunities to deliver this type of feedback. The important part of delivering this type of feedback is to ensure that you never use the words "but", "however", etc. If you start out with praise, pause and breath before you go into the refine portion of the feedback, otherwise, the praise will be lost.
Redirect is when something is wrong and it needs to be corrected.
All feedback is communicated in a professional manner and in front of the entire class. The entire class can benefit from the delivery of the feedback. The participants also understand that there is no discussion associated with the feedback. It is one-way communication. That way time can be spent delivering the feedback and everyone can get through their presentations. If the participants would like to have a discussion, they can set that up on an individual case basis.
It always amazes me that when I follow this strategy, the participants love getting the feedback. They are receptive and want to know more. It's important not to provide all of the feedback that could potentially be delivered. You don't want the feedback to be overwhelming.
What a productive day!
Friday, March 7, 2008
Time Management in Training
When I train computer applications, it is when I have the participants do hands-on workbook activities that they actually learn. When I am introducing the step-by-step directions, the participants see the application as easy. When participants are left on their own to perform routine tasks, the rubber meets the road.
Workbook activities serve multiple purposes. Not only do the participants get to apply the knowledge and skills learned from instructor-led training, but the instructor also gets a break from teaching. Both instructors and learners can become exhausted from listening to the instructor. Activities provide another aspect of learning by allowing participants to figure things out on their own.
Next week I plan to have a research component to my classroom. I have a presentation that has a significant amount of terms. I am going to have the participants look up the terms on the Internet. Not only will the students learn the terminology, they will also be learning the sites that will best serve them when they are on the job. My goal - talk less.
Workbook activities serve multiple purposes. Not only do the participants get to apply the knowledge and skills learned from instructor-led training, but the instructor also gets a break from teaching. Both instructors and learners can become exhausted from listening to the instructor. Activities provide another aspect of learning by allowing participants to figure things out on their own.
Next week I plan to have a research component to my classroom. I have a presentation that has a significant amount of terms. I am going to have the participants look up the terms on the Internet. Not only will the students learn the terminology, they will also be learning the sites that will best serve them when they are on the job. My goal - talk less.
Saturday, March 1, 2008
Utilization of Delivery Methods
This past week I had the pleasure of training a group of new hires. I had a significant amount of content to cover. There were days where they just couldn't listen to one more thing I had to say. I knew I had to switch gears.
The material I was trying to cover was also available online as a recorded, self-paced session. I had the students first take the self-paced session that took about 15 minutes. I had workbooks that they did next which were independent study. Then I reviewed the workbook exercise by walking through the example and displaying the example on a projector. Same content, three different ways. It took all of 1 1/2 hours. It was at the end of the day, when there isn't much energy left in the room.
The next day the students were tested on the application and the results were astounding.
The material I was trying to cover was also available online as a recorded, self-paced session. I had the students first take the self-paced session that took about 15 minutes. I had workbooks that they did next which were independent study. Then I reviewed the workbook exercise by walking through the example and displaying the example on a projector. Same content, three different ways. It took all of 1 1/2 hours. It was at the end of the day, when there isn't much energy left in the room.
The next day the students were tested on the application and the results were astounding.
Saturday, February 23, 2008
Back to the Basics
This week I had the pleasure of training at a hospital. I taught an Excel Fundamentals class. I had 10 students with mixed levels of experience with Excel.
While I drove the class, the feedback from the students guided my content. The manual I was given to deliver was fairly weak in communicating important fundamentals about Excel. I listened to what my participants wanted to get out of the class and modified my content accordingly. Breaks are not just for students. It's an opportunity for the instructor to modify the direction of the class so that the needs of the participants are met.
What a concept!!! Student-focused training! This also requires the instructor to be knowledgeable of the content in order to be able to adapt.
Observing where students are struggling is also important in the learning process. When I prep for classes I deliberately make mistakes so that I know potentially what students might do and then I also learn how to get myself and the students back on track - probably the most important piece of information so that the trainer does not lose credibility with the students.
Prep, prep, prep. That way the instructor will have the flexibility to take the class where it needs to go, based on the needs of the participants, always.
Thoughts?
While I drove the class, the feedback from the students guided my content. The manual I was given to deliver was fairly weak in communicating important fundamentals about Excel. I listened to what my participants wanted to get out of the class and modified my content accordingly. Breaks are not just for students. It's an opportunity for the instructor to modify the direction of the class so that the needs of the participants are met.
What a concept!!! Student-focused training! This also requires the instructor to be knowledgeable of the content in order to be able to adapt.
Observing where students are struggling is also important in the learning process. When I prep for classes I deliberately make mistakes so that I know potentially what students might do and then I also learn how to get myself and the students back on track - probably the most important piece of information so that the trainer does not lose credibility with the students.
Prep, prep, prep. That way the instructor will have the flexibility to take the class where it needs to go, based on the needs of the participants, always.
Thoughts?
Wednesday, February 13, 2008
Using Technology in Training
I am interesting to hear other's opinions on using technology in training. I personally have used blogging, podcasts, captivate, articulate, Quizmaker, PowerPoint, and Word. How much is overkill? Is there such a thing?
The various methods of delivering training can help to meet the needs of the learner. Some learners need to hear the message, some need to read it, some need to have hands on. While I'm in favor of delivering these methods, I'm not sure we should be forcing our learners to take training in all of the formats in which it is delivered. Why not provide options where learners can take the training in the method that best suits their needs? I know that if I had to learn something for my job, listening would be the least effective for me. I need to read. Why force me to read and listen?
If we are providing the various delivery methods, why not let the learner have the choice of how they need to get the message.
Thoughts?
The various methods of delivering training can help to meet the needs of the learner. Some learners need to hear the message, some need to read it, some need to have hands on. While I'm in favor of delivering these methods, I'm not sure we should be forcing our learners to take training in all of the formats in which it is delivered. Why not provide options where learners can take the training in the method that best suits their needs? I know that if I had to learn something for my job, listening would be the least effective for me. I need to read. Why force me to read and listen?
If we are providing the various delivery methods, why not let the learner have the choice of how they need to get the message.
Thoughts?
Sunday, February 3, 2008
Practice What We Preach
How many times have trainers attended a meeting to discuss training and the rules of training are not followed? I would venture to say billions.
I have attended training meetings that do not have clear agendas, time allotments for agenda items, do not have breaks or at least very few, do not have team building time, do not have ample time for lunch, start too early, and ended too late. What makes trainers think that the rules that are applied to a learning environment do not apply to our own development?
I often feel that I am "building the plane in the air". I do not have enough time for development and for that matter, I sometimes do not have enough time for training delivery. When will we begin to practice what we preach?
I have attended training meetings that do not have clear agendas, time allotments for agenda items, do not have breaks or at least very few, do not have team building time, do not have ample time for lunch, start too early, and ended too late. What makes trainers think that the rules that are applied to a learning environment do not apply to our own development?
I often feel that I am "building the plane in the air". I do not have enough time for development and for that matter, I sometimes do not have enough time for training delivery. When will we begin to practice what we preach?
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