While we all enjoy our holiday, we should all take the time the learn what it’s really about. Orgwide has a special video about Memorial Day to share with you.
Happy Memorial Day!
While we all enjoy our holiday, we should all take the time the learn what it’s really about. Orgwide has a special video about Memorial Day to share with you.
Happy Memorial Day!
The old saying, “employees don’t leave jobs, they leave managers” is a scary thought when we are trying so hard to find and keep employees. No matter how great the onboarding training may be, or how competitive our wages are today, it can all unravel with a manager who doesn’t have the skills to lead.
The critical skills that managers need are not technical or even specialized skills. The most effective managers have a strong foundation of soft skills, or in other words, the ability to interact and influence others in a positive way. There is a plethora of different soft skills training options available, but how do you make these competencies stick with your team? To really make soft skills training resonate with your team, you need to create content that is specific to their jobs and your company.
Key Competencies
The first step is creating a list of the top competencies needed in your environment. Most companies may have the same basic soft skills on their list like customer service, communication, team building, or coaching. Different industries and individual companies have varying priorities for the different soft skills that are needed. Do you have a customer-focused environment? Or is your company more focused on production? This will may change the skills that are needed or change the hierarchy of needs.
Avoiding the Eye Rolls or Relating to Your Managers
Often managers cringe at the thought of learning soft skills. They are managers, they already know these things! And they certainly don’t have time to sit down and take training on something that is so… well, “soft.” The key is making it specific to your company and their job.
At Orgwide, we have created countless soft skill training programs, and no two look anything alike. Sure, the basic title may be similar, but the actual content is customized for each company. Here are some tips that we have found to be successful:
Soft skills aren’t things that you learn once and then move on. Follow up the official training with on-the-job exercises so they can both use the skills and see the value and impact that they make. Reinforce the training messages in ongoing communication and follow-up meetings. Create a culture where these vital capabilities are front and center, every day!
Orgwide not only develops training that meets your objectives, but we also make learning fun! Check out this short video to learn more about what Orgwide can do for you.
In late 2021, the group #DisabilityTwitter began using the question “are you helping or are you just buttering the cat?” to encourage the Twitter community to think about accessibility accommodations and if these accommodations are actually helpful. For example, an automatic door that can only be reached by a set of stairs fails to be helpful since the stairs make it inaccessible. Enter into the story Jorts; a fluffy orange cat with over 160,000 Twitter followers! The storyline goes that Jort’s co-worker, Pam, who was “putting margarine on Jorts in an attempt to teach him to groom himself better,” Fortunately, Pam now understands that she “is NOT to apply margarine to any of her coworkers.” Good advice for us humans as well.
The need for accessibility accommodations stretches beyond our physical environment. In the learning and development industry, these accommodations are often referred to as “508” or “508 compliance,” in reference to section 508 of the Rehabilitation Act of 1973 which requires that persons with disabilities have access to electronic information – including eLearning – in the federal sector. That access must be comparable to the access afforded individuals without disabilities.
A quick internet search will produce plenty of technical information about the tools available to developers for creating accessible eLearning but, keeping the buttered cat in mind, it’s critical to ensure that the tools are being used in a way that gives all learners the best experience possible.
Key Competencies
It should be meaningful and succinct. For an image of two people talking to one another, the alternative text might say, “Two people in conversation.”
Turn off the alternative text for any object that does not convey meaning, such as a background image.
How would you handle a course with dozens of clickable definitions that are optional for the sighted learner? Instead of forcing a screen reader to interact with each item, consider storing that information in one of the player features, like the glossary tab, and creating a hidden text box on screen to inform screen reader users about the optional information.
In addition to these three easy steps, we don’t want to forget about our fluffy feline friends Jorts and Jean, the two office-mate cats with different abilities who have taken the internet by storm. To learn more about – and from – their saga, check them out on Twitter, Reddit, or really, just about any news site. You may even get a t-shirt about buttering Jorts!
Like fiber, training metrics may not always taste good, but they ARE good for you. When working with business leaders – especially leaders in learning and development, I often encounter an attitude that lies somewhere between lethargy and paranoia toward training metrics. These metrics are specific measurements that quantitatively describe the impact, effect, and outcome of a training activity, whether it’s a new job aid, a recent classroom experience, or an eLearning course.
From my discussions with learning and development leaders across a variety of industries, the main reasons for the reluctance to implementing metrics can be placed into three general categories:
Despite this aversion to measuring the actual impact of their organization – training metrics are here to stay. Lest we forget, numbers are the language of management and that includes training managers.
Key Competencies
To get started, let’s just focus on measures of training efficiency. (We’ll deal with training efficacy – often described by Kirkpatrick’s Four Levels of Training Evaluation – in another article.) At minimum, training leaders should ask themselves – How much effort is being expended and for what result? In other words, it’s about “input” (effort and resources to create and deliver training) and “output” (the results). In the simplest of terms, productivity can be defined as: results as a function of effort. Or, for those that like to do the math:
In the training department, each of the following ratios yields an efficiency measure managers should be able to easily calculate:
Each measurement tells a different story but both metrics together tell a more complete story. Combining output and input measures into ratios yield metrics that are directly comparable across time periods and business units, and can be used as baselines and benchmarks for larger measurement initiatives – as well as future forecasting!
Okay, so what are you going to do with your new-found understanding of how to build measurements that describe your training productivity? Simple: Measure, Monitor, and Manage. It’s the life blood of continuous improvement! Start by selecting the key inputs/outputs for your training program(s) and activities, and begin measuring them. Then, create baseline data and measure over a period of time. By definition, you’ll be monitoring your initial training productivity metrics. Finally, by using your metrics intelligently, you’ll find yourself managing what you are able to manage. Not every aspect of your training department will be in your control. That’s okay. There are enough activities within your control for you to make a difference with your metrics.
So, eat fiber if you want to improve your health – but get to measuring if you want to enjoy the benefits of better training! To learn more, give me a call at 901-850-8190 or drop me an email at jim.hartigan@orgwide.com
In an environment where both attracting new talent and retaining your current workforce is more critical than ever, training has become more than a solution to a problem, it has become an investment and a critical retention tool. Many companies are now embracing Benjamin Franklin’s ideal that “An investment in knowledge pays the best interest.”
Today, we also have more training tools than ever before. Let’s take a closer look at what each of these tools are and how you can use them most effectively to make an investment in your team.
Ensuring both new and veteran team members have the right knowledge to do their job is just as important as ensuring they have the right tools. Knowledge gives team members the power and ability to accomplish tasks successfully achieving results for both themselves and your company.
What did you want in your Easter basket as a kid? Did you want the chocolate bunny or the comic book? Determining what an adult learner hopes to get from training can be like determining what to put into an Easter basket.
What’s in it for me?
The most important training question for adult learners that we need to answer is: “What’s in it for me?” Answering this question is where knowledge and connection intersect, and the answer typically falls into at least one of six categories.
Understanding that adult learners have a “need to know,” trainers should look for every opportunity to explicitly link the actual training to the benefits of the training – early and often. Explain what they will gain from the training and its value to them by leveraging one of the six categories above.
And, don’t forget a little chocolate always helps, for both training and Easter baskets!
This is the final installment in our Back-to-Basics series where we looked at the fundamentals of developing effective training programs.
“Alex, I will take Processes and Procedures for $800.” I am no Ken Jennings with 74 Jeopardy Wins, and I might not even be great at answering trivia questions (just ask my sister). However, I have learned that it takes both science and art to craft training assessments that reinforce the learner’s experience and give the organization insights into a training program’s effectiveness. So where do you start?
Know What You Are Going To Measure
While it might seem like you are getting ahead of yourself, you should begin the assessment development process as part of your design phase. During this phase, you need to identify what you are going to measure because as Peter Drucker said, “if you can’t measure it, you can’t change it.”
Where Science and Art Meet
Developing assessments takes a little science and a little art. The science is based on proven educational concepts. The art is putting the right content together in a creative and effective way.
In the science element, we need to determine the WHAT, WHY, and HOW:
The art of crafting an assessment begins with determining the right format of questions. In training, we typically use three primary types of response questions:
Not Always the Ending
Often, quizzes and assessments are done at the end of a training program to measure what the trainee has learned. It is important to note that assessments can bring value if done before, or at certain times, during a training program. Assessments done early on can:
Orgwide’s Back-to-Basics series explored the fundamentals of developing training programs. Refer to the series for all of the important basics.
Back-to-Basics Blogs
Once upon a time… from the time we are little, we are taught through stories. Even though our training storyboards might not be filled with princesses, knights in shining armor, and a dragon or two, our storyboards do still have the elements of storytelling. This is where all of the foundational planning and gathering of information from SMEs takes shape and learning is created. As we continue the Back-to-Basics series, let’s explore the time-honored skill of creating storyboards. So, how do you start storyboarding? (Yes, we are making it a verb!)
Storyboards
As a visual representation of all the elements that will be part of your training, the storyboard organizes and outlines the narration, on-screen content, and developer notes for the training. It contains all of the following elements:
The learning objectives come directly from the High Impact Learning Map (HILM) that you created as the foundation of the training. Everything builds from this. Remember the “Do” column from the High Impact Learning Map in our Creating a Solid Training Foundation blog? That is the learning objective.
The narration provides the details and context, bringing the learning objectives to life. In the narration, you can leverage the information, facts, figures, and details from the subject matter experts (SMEs). This is where you put on your creative writing hat and create a flow of learning that participants can follow and retain!
The key to writing the narration is… be ready to rewrite and rewrite, again and again. You have a lot of information to absorb, understand, and ultimately help others understand. Where do you begin? Start with the learning objectives. Build your story around what the learners need to know to achieve each of the learning objectives. Add an impactful introduction to each section explaining to your adult learners why this information is important to them. Don’t forget to read your narration aloud for flow and understanding.
Graphics help the learners grasp and remember the information. Remember the old saying, a picture is worth a thousand words? Well, a graphic might be worth even more to your learners! Find interesting graphics, animations, and/or videos that not only keep your learners captivated, but also explain and reinforce your messages.
Interactivity helps keep the learners engaged in the topic and increases knowledge retention. This is especially helpful when you have a lot of information or facts to share, as interactivity is a great way to group information into smaller, easier-to-understand pieces.
Reviewing the storyboard with the SMEs is another opportunity to refine and align the training before you begin development. Once your storyboard is complete, you are ready to begin development of the training asset!
Narration Script | Onscreen Content | Developer Notes |
---|---|---|
Module Introduction Graphic Company Logo | ||
Welcome. In this module, we will…. | Learning Objectives: •Describe… •Demonstrate… •Explain… | Appear one by one. |
This information is critical to your role because… | Click on each photo to reveal text. | |
Our company has dedicated people ready to help you with any issue that may arise…. | •Technical Assistance •Customer Issues •Delivery Problems | Appear one by one with icons. |
Let’s first talk about the resources for technical assistance…. | Technical Assistance |
We started this series with a story about my terrible packing habits back in the day – Everything But the Kitchen Sink – Is Your Training Overpacked and how training developers often face a similar problem. Solving the packing problem was easy for me because I was the only one who had a stake in the outcome. That’s not the case when working with subject matter experts (SMEs).
Our blog post 6 Tips for Working with Subject Matter Experts offers some valuable insight into working with SMEs. Those relationships are critical to the work you do – and without them it’s going to be nearly impossible to prevent your course from being overpacked.
To solve my packing problem, I had to recognize the difference between what I needed to have and what was just nice to have. You’ll often find that your SMEs face the same challenge. As experts in their fields, they are going to be very passionate about the material which often makes it hard for them to part with any of it.
How can you help your SMEs recognize the difference between what the learner needs to know and what’s just nice for them to know?
When you find yourself wrestling with the dilemma of need to know vs. nice to know, refer back to your foundational documents – the HILM (Creating a Solid Training Foundation) and the HLDD (The Five Ws to Determine the How) – and ask yourself these questions:
Sorting the need to know from the nice to know is only part of your content development process. Stay tuned for next week’s blog on storyboarding.