Supporting SMEs—with Pizza: Professional Development Offering
In April, I enjoyed facilitating a virtual event for the Hawkeye (Iowa) Chapter of ATD. The topic was titled “Supporting SMEs—with Pizza” and trust me, pizza always gets folks’ attention! We started out voting on our favorite-looking pie from among four images. The losing choices were either too rich (appeared too difficult to digest), too visually unappealing and with unappealing ingredients (hard to stay engaged), or not enough meat (why bother?!). I carried the metaphor through the session as I shared six slices of the pie, or six practices for partnering effectively with your SME.
Here are the six practices we discussed, with a short description of each:
- Set Expectations early and often: Communicate the time, content, and other resources needed and on what schedule. Review and agree on learning objectives, the target audience, and definition of success for the learning solution.
- Set Context: Together with your SME, strive for clarity around how the topic correlates with the target audience’s job and what challenges the audience faces, as well as the knowledge and skills they need before learning about the given topic.
- Guide your SME in how to Curate Content: Keep the learning objectives front and center and keep asking the question, “Is that ‘must have’ or ‘nice to have?’ If it is not ‘must have’ but is still important, can it be provided as a reference?
- Scaffold content in a logical manner: Discuss missing steps, content “holes,” and how each topic is related to the next.
- Determine delivery time: Instructional designers are the experts in identifying the best learning modality for a given situation and estimating the necessary learning time. Provide the SME with realistic time estimates and explanations about why 2 hours-worth of course content cannot be learned in 15 minutes. Or why an 8-hour elearning course may not have the desired effect.
- Evaluate effectiveness of the learning experience. Of course, you’ll create the evaluation plans in partnership with the SME from the start of the project with questions such as “What does success look like?” and “What are the problems you are seeing and how do you know?” and “What measures are already in place?”
The group came away with many useful tips – and having regular and clear communication was the primary one! Asking a lot of questions was another, including questions about why the SME wants certain content included, questions about the best order of a process, and questions about what success looks like. One useful pointer was remembering that it’s sometimes ok and appropriate to say “no” and re-negotiate.
If you are interested in a professional development mini-workshop on this topic or others for your organization, please contact Irene Stern Frielich.
Fun Times: Engagement in the Virtual Classroom
Ginny Maglio and I just completed our third round of EnVisioning Virtually: Creating Engaging Courses in the Virtual Environment this month. During the five-session Zoom series we share tons of tips, guide the participants during demo activities as they try out new approaches, and get to try out some different techniques ourselves.
This past year, we’ve observed that virtual participants consistently love using the annotate tool. In case you haven’t had the pleasure of using it yet, this tool allows you to annotate on a whiteboard or any shared screen by typing text, drawing lines, and placing “stamps” such as stars, arrows, or hearts.
In our final session, we prepared two pages of ideas for engaging virtual learners. Below are a few of our favorite activities that feature the annotate tool.
- Map Ice Breaker
Display a map covering the geography of your learners. Instruct learners to place a stamp near where they are participating from. This is a nice way to get started in a course and is a great activity for introducing use of the annotation tool. - Getting to Know Your Learners
Display an image, such as a continuum or a graph, with labels. Post a question and instruct learners to use the stamp tool to mark the location on the image that best aligns with their views or feelings related to the question. For example, for the question, “How many times have you interviewed people for an open position?” create a horizontal bar on the slide and label one end “Never” and the other end “More than 10.” Even better, label a few points in between “1-2,” “3-5,” “6-10,” and “>10.” (For very large groups, consider using polling functionality instead.) - Matching
Prepare a slide with a list of words on the left and associations on the right. For example, list new terms on the left and related definitions on the right. Ask learners to draw a line from the term to its definition using the draw tool. Then you can review the responses, reinforcing what is correct and discussing what is incorrect. Depending on the number of learners, you might assign each person or pair one term. You can do something similar with an image (a piece of machinery) on the left and labels related to parts of the image on the right. (Best for smaller groups.) - Brainstorm
Post a brainstorm prompt on a whiteboard or otherwise blank slide. Instruct learners to use the text tool to write their response. As the host, you can select and move the responses around, allowing you to ensure people don’t write over each other. You can even group responses into affinity groups and create a new text box to label the group, then use the draw tool to circle each affinity group. Don’t forget to save the annotated image before clearing it! - Voting
As an alternative to using the poll functionality, prepare a slide with items—words or phrases—you wish the learners to vote on. Instruct them to use the stamp tool to indicate their vote(s). To mix things up a bit, have them “heart” the item they like the most and “X” the item they like the least. For example, post the question “Place a star next to the item with highest pH, and an arrow next to the item with the lowest pH” and show images of lemons, coffee, bleach, and milk. You will quickly see what your learners already think, believe, or know. - Recap Round Robin
Display a slide with the learner’s names or headshots with space next to each. Ask them to use annotation to write one thing they took away from the class, one thing that surprised them, or one new thing they are going to try in the next week. Summarize responses, then save the slide and share it with learners after the class. Optionally, display the completed image at the start of the following session.
Try out something new to enliven your learning! We’d love to hear from you – if you have an activity that works really well for you, please email us and we will highlight you and your activity in our next post.
Building a Path to Bravery
I was honored recently to have been interviewed by Ed Evarts about bravery in the workplace. Ed is a leadership coach, podcast coach, and author who helps successful leaders raise their visibility and value at their organizations.
The topic hit home for me. Bravery, including professional courage, has resonated over the past year for us more than ever, so it seems a fitting subject for a blog post at this moment.
Is bravery a choice? This question has always intrigued me. Sometimes we choose to be brave, but more often we are thrust into a situation in which we need to access the bravery we already have within us.
I believe that bravery can’t always be instantly achieved; rather, there’s often a journey we take to growing brave. During the podcast, Ed asked me about three words or phrases that come to mind when I think about bravery. Here’s what I shared:
- Presence and engagement: interacting with others and showing empathy for their struggles, which helps build trust
- Resilience: demonstrating flexibility, plus having a willingness to shift and question assumptions
- Possibility: exploring fully the good the future can bring
I’ve learned that these characteristics are linked to authenticity. To be brave, it helps to be authentic, and I’ve found I’ve needed to summon my bravery when I’ve been asked to do something that deviates from my core self and values.
A specific situation comes to mind when I think about how I’ve faced a test of my courage. My team and I once worked with a client who placed her designee in charge of our project. After some time working together, it grew clear to me that my team and I would not be able to work with this individual and still succeed in the project. I felt this in my gut.
My discovery led to a difficult conversation with the client, in which I tactfully described that I didn’t think the project could continue in its current framework. When the client responded, I really needed to exhibit presence and engagement by understanding and empathizing with her point of view.
It turned out the client had also experienced differences with her designee. So, together we explored possibilities as we changed to a working model in which the client would manage the situation internally, and my team would work with the ultimate stakeholders. For both the client and me, this new communication plan became a win-win.
Courage helped to build trust with my client, as the relationship deepened when I was brave enough to be forthright. It also preserved the trust of my team, whose success would have been compromised had I not stepped forward.
Consider a recent challenge you’ve faced. Perhaps some of these lessons I’ve learned to help find a path to bravery can help you, too:
- Sit with the challenge that requires bravery and feel it, even though that’s hard.
- Talk with a trusted colleague or friend (or more than one). Often, it really helps!
- Be open to adapting in the challenging situation; it will likely be necessary.
- Welcome ideas and suggestions from others; you might not implement them, but they very likely could spark ideas of your own.
As our workplace continues to evolve in the coming years, may you experience all the rewards being brave can bring.
I invite you to subscribe to Ed’s podcast Be Brave at Work to hear more about other’s bravery stories.
Getting Invited to the Table: 3 Tips to Make it Happen
Have you ever been in a situation like one of these, experienced by two different colleagues of mine:
- An IT group decided to upgrade a systems application and proceeded with the project. Dozens of elearning courses had already been developed for the legacy system. The L&D team was not included in the conversation about the upgrade but received direction to update all courses near the end of the conversion project, and was given a very tight deadline.
- A subject matter expert taught new employees how to perform a process during on-the-job training. There were no job aids or checklists, and the SME was frustrated that the learners’ error rate was so high.
These issues resulted in unnecessary costs of dollars and time. It shouldn’t be a surprise that having an L&D leader at the table in business line decisions can not only be helpful, but also can make all the difference in preparing employees to perform effectively.
I was a panelist in a recent meeting of our local ATD Measurement & Evaluation special interest group. The conversation focused on using data with stakeholders. For example, how do we present findings and get on their agenda in the first place?
One of the takeaways from the panel was that you shouldn’t expect to just get invited to these stakeholder meetings. It takes a while to earn a seat at the table. So, what are some ways you can do that – whether it’s about discussing measurement and evaluation or what training is needed? Here are some ways that I’ve been successful.
1. Plan for the year (a.k.a. start of a needs assessment): When I was a training manager, I had responsibility for multiple lines of business. I scheduled meetings with each business head my team supported. My goal was to document their business objectives for the coming year (or next few months) and identify where they felt the employees in their group might be challenged in working toward those goals. I dug deeper into these performance gaps and identified additional managers to speak with to determine where training might help close the gaps. One of my favorite references about this process is the Robinsons’ book (see resources below).
The key to being invited back is building the relationship. In these meetings, I am letting my stakeholder know that I care about and understand their business (because I’ll have researched it first if I needed to), that I want to help make a positive impact on achieving their goals, and I am a partner.
Business goal-setting and budget-planning often start in the fall. In what ways can you engage with your stakeholders now as they plan?
2. Nurture the relationship: A couple of meetings a year doesn’t grow a relationship. Regular consultative contact can. What is important to the leader with whom you are meeting? What actions are you taking to help them achieve their business goals? What roadblocks do you anticipate in promoting a performance or learning strategy to support the goals? How are you striving to overcome those roadblocks, and what can your stakeholder do to help you? Eventually, once the learning strategy is implemented, you’ll have data to share with your stakeholder.
What are two things you can do this week to reach out to a couple of stakeholders? How can you help them?
3. Focus on building trust: While this is part of nurturing the relationship, it is worth singling out. David Maister, et. al., include a table in their book The Trusted Advisor that illustrates how crucial trust is. The table lists levels of a relationship from service-based (answering questions, providing information) to trust-based (focusing on the client as an individual, having the ability to influence). While that last level will take a while to work towards, the levels in between these might be realistic as you continue to build trust. Those are needs-based (you help solve problems, provide solutions) and relationship-based (you provide insights and ideas). Identifying ways to focus on solving problems with or for your stakeholders will help you build the relationship to the point that they will seek you out when their decisions may impact employee performance.
What level are you at in your relationship with a stakeholder? What are two things you can do in the next month to move up to the next level with one of your stakeholders?
Resources:
Dana Gaines Robins and James C. Robinson, et. al. (2015). Performance Consulting: A Strategic Process to Improve, Measure, and Sustain Organizational Results. Berrett-Koehler Publisher, Inc.
David H. Maister, et. al. (2000). The Trusted Advisor. Free Press.
Babbling Away: How Proven Instructional Design Techniques Helped Me Learn German
It’s cool when you can see an application of the work you do when you are the consumer (or, as it were, the learner). Here’s my story. In preparing for my trip to Germany last year, I decided to learn a little German. I like to be able to use some basic phrases when visiting other countries, so at least I can show that I’ve made an effort. My son makes fun of me, saying I know a lot of languages at a 2nd grade level. Actually, it’s more accurate to say at a 2-year old level. But I digress.
I had used CDs in the past, where the narrator says phrases and you repeat them. The approach these CDs use is limited, with whatever you repeat back not checked by anyone (or any app). So, I decided to try a particular app I had heard advertised. They provide a series of “courses” and “lessons” and, within each lesson, 15-20 short topics. What’s so special about that, you may wonder? Well, it turns out I learned much more quickly and effectively than with the CD program. Here are some of the techniques used in the app that instructional designers also use to the benefit of their learners:
Scaffolding
Topics and lessons build. For example, the app provides four words at a time, each said aloud and requiring the learner to say it back (with feedback if the pronunciation isn’t quite right). Next, the learner identifies which translation goes with the German word. Then the learner types the word. More words, grammar rules, or phrases are taught similarly.
I was so pleased to realize that, when I thought I forgot a previously learned word, the approach planted the word into my brain in a place from which I could retrieve it. I was able to remember the word with just a little effort.
Spaced repetition and reviews
The scaffolding example above is great, but if the app never returned to the words or grammar rules, I’d likely forget them. So, throughout a lesson I am required to recall words and rules I learned a few topics ago and use those words and rules in slightly different ways. There are reviews after every couple of lessons that consolidate the learning.
Practical application
Learning words and rules doesn’t do much on its own – except maybe allow me to decipher something I see in writing. But throughout each lesson there is a sample conversation, based on realistic situations I might be in. For example, there is a conversation with the hotel manager about the room. So, now I can see how the words and rules I’ve learned can get used in a practical way. I am required to type the answers and listen to the conversation. I also repeat each part of the conversation so I am more comfortable being involved in it.
The goal of any course is to give learners the ability to do something with what they’ve learned. That measurable action could include listing ingredients in a quiche, explaining steps in a process, applying sales techniques, or creating a new approach to solving a problem. While these goals are reflected in the learning objectives, the learners should also be given the opportunity during the learning to actually do these things.
Testing/feedback
The app provides feedback throughout the course. While there’s no official “test” there are opportunities to test myself, receive feedback about the correct answers, and retake the lesson if needed.
Without feedback, how would I know I actually learned? Whether through a formal, scored final exam or unscored, check-your-knowledge, quiz-type questions interspersed throughout a course, it’s best to have an opportunity to recall what I learned, and receive feedback. This testing/feedback approach is one way to help me remember.
Learner choice and self-direction
Skipping lessons early on might not have benefitted me. However, once I got a few lessons under my belt I could select from a long list of specialized grammar and vocabulary lessons. For example, there is a lesson just on pronouns. That was a great review for me, as I found them a little overwhelming to remember. Another lesson is on names of foods. That came in handy so I didn’t need to look up every word on a German menu! If I were forced to complete the courses in order, I would have spent time learning things I would never need to know. Instead, I could move through some things quickly, jump ahead, or skip around as worked best for my needs.
Learning is most effective when the learner chooses to learn. Sometimes that’s not practical as in the case of compliance training, for example. But providing learning activities “just in time” helps learners find the information they are interested in, when they want it. A classroom course does not provide this. But job aids, performance support tools, and well-constructed elearning courses like my app can meet this need.
As instructional designers, it’s important for us to use techniques and tools that enable learners to apply their knowledge immediately. With scaffolding, spaced repetition and reviews, practical application, and self-direction, learners successfully gain new knowledge — even a new language like German.
Making the Move to a Virtual Classroom
Perhaps our current distancing restrictions are just the gentle nudge—or powerful push—we needed to leap daringly into a virtual world that many have been part of for a long while. Collectively, we are learning how to make the most of our virtual tools, and I believe that in doing so we are positioning ourselves to create better experiences for our learners.
In my last e-letter, I wrote, “We are writing some new rules as we go, one day at a time, as we try to grasp what our workplace will hold for us next week, next month, and in the year to come. Let’s figure them out together.” In that spirit, we launched our EnVisioning Virtually Peer Group Forum. During our first meeting, a group of instructional designers and trainers gathered virtually to share and learn best practices for converting live to virtual instructor-led courses. Here are some of the takeaways:
1. Focus on the Learning Objectives
This is no surprise to instructional designers, whose focus is always on supporting learning objectives. When we begin converting our live classes to virtual, we have a wonderful opportunity to review the learning objectives and content in our existing courses. Are all the objectives critical? Does all content support at least one of the objectives? If any content is “nice to have” and not critical, can it be removed or placed in reference materials?
We can also examine knowledge-oriented (vs. skill-focused) content. Can some of that be pulled out of the class into pre-reading or elearning, ensuring learners come to the class with the same foundational knowledge and enabling you to reduce class time?
2. Engage Learners
One key to engaging learners is keeping the virtual class size manageable – no more than 16-20 learners. That way, the facilitator can monitor individual engagement (we suggest creating a tracking checklist), appropriately call on people, and watch the videos for visual cues.
It is also helpful to keep the virtual class shorter than an in-person version. Many experts suggest no more than 90 minutes or 2 hours, including a break or two. Try different lengths and see how it works for you and for your learners. Just remember that, the longer your class, the more challenging it is to keep learners engaged. You may need to get creative about scheduling.
It is also helpful to remember that, though virtual meeting applications offer many ways to engage participants, it is important to select the approaches that support your key points. While polls can be very useful, just because polls are “cool” doesn’t warrant using them.
3. Practice. Practice. Practice.
You will become intimately familiar with your virtual classroom application including how to monitor chat while you are facilitating, manage breakout rooms, create and execute a poll, and share your screen while watching learners. There are a lot more balls to juggle with a virtual classroom than an in-person classroom, which is why experts recommend having another individual in a “producer” or “host” role.
In addition to learning the facilitator side of the application, it is helpful to practice as a learner, experiencing their view of the videos, breakout rooms, and polls.
In our next EnVisioning Virtually Peer Group Forum, participants will have the opportunity to practice facilitating short course pieces while using virtual classroom tools. There are a few Forum spots left. If you would like a chance to practice or learn from others in a supportive setting, please email me please email me by 5pm on May 5 and let me know the hottest two topics you would like to see or try out.
How is your virtual network evolving?
My 2011 gorgeneering experience has guided me in recent weeks.
In my need to find adventures a few years back, I thought I found the perfect one: it was advertised as “gorgeneering” and I pictured myself wading through the low and slow waters of a rocky gorge. I didn’t know I would first need to rappel into the gorge, alongside a raging waterfall. For some unexplainable reason I forced myself over the edge, easing myself down the face of the cliff, sometimes more of a jerking motion than easing motion. Screaming the whole way, I sincerely thought I was going to fall out of the harness to my death on the rocks below. But I had started my way down and there was no going back, no one coming to rescue me. My husband still laughs at the story. I am still disturbed by my frightening experience.
Our two guides were brilliantly patient and helpful as we navigated through the gorge, shimmying over smaller yet not insignificant waterfalls that were over-filled due to the opening of an upstream dam in advance of aptly named Hurricane Irene, which was due the next day. We used ropes to swim across the freezing rapids, our wet suits keeping us warm enough. We paused for a break here and there, our guides moving ahead to scope the gorge and determine the best, the safest way forward.
I continually mustered my courage to proceed on this adventure in the only possible direction, the only way out, the only way to the exit. I made it to safety, exhausted, but stronger and wiser with lessons learned and stories to tell.
We haven’t chosen to be in this moment of time, but we are here together, mustering our collective courage in this gorge, helping one another navigate through to safety on the other side. I have no doubt we will be exhausted. I have no doubt we will be stronger and wiser. Most certainly we will have lessons learned and stories to tell.
We are writing some new rules as we go, one day at a time, as we try to grasp what our workplace will hold for us next week, next month, and in the year to come. Let’s figure them out together.
Even building a snow fort calls for project management!
It’s that time of year, and with an expected winter of bounty, it is time for snow fort planning! My husband, Seth, and I have made a snow fort or two in recent snowy years. We look forward to making another this year. But first, we do need to plan a bit!
Here is what we do to plan:
Initiate – We commit (usually, just to each other) to creating a snow fort once we have at least 18” of easily movable snow on the ground. We decide if we’ll do all the work ourselves or engage some friends, and we ensure we have the tools needed – snowblower, shovels, fire pit, seating, and decorations. Most important, we decide what the purpose of our snow fort will be, usually to have an outdoor entertainment area on a few wintery and starry evenings.
Plan – We envision our ideal snow fort, even draw out the plan. Then we agree on who is doing what and if we will “outsource” any of the labor to neighborhood kids. Seth usually uses the snowblower to create our rough footprint, then we both shovel the snow into the desired shape. I select decorations, and we both set them out. We plan out the timeframe for doing all this work – usually over a weekend.
Implement – When we finally have the requisite amount of shovel-able snow, we get to work. We communicate as we work. What if I just can’t lift another shovel-ful? Or the snowblower goes on the fritz? Of course, our project is low risk, so if we don’t complete it, our friends will understand. Or maybe we plan to resume work the following weekend.
Close – Our celebration comes when we host our first snow fort event under the stars – complete with hot cocoa or a cheese fondue. Inevitably, Seth and I decide what we would do differently next time, perhaps create more seating or elicit more help.
This is a simple project, but these phases can apply to any project you work on, such as a plan to design and develop a training course. Key activities in each phase often include:
Initiate – Defining project deliverables, roles and responsibilities, and any assumptions you are making about the project.
Plan – Listing project milestones such as: complete needs assessment, prepare curriculum design, develop course modules, prepare evaluation tools, pilot course, and measure impact. Each of these tasks will have multiple subtasks, some of which rely on others to be completed before they can start, so the plan will quickly grow more complex than our snow fort. For each task you will determine a duration, responsible person, resources needed, and other information to help you monitor your progress.
Implement – Beginning the work! This is where the needs assessment tasks begin and the course is developed and piloted. To help you stay organized, you might create a Gantt chart, perhaps in a project management tool like MS Project or Smartsheet. With a Gantt chart, you can easily visualize the tasks to be completed and in what order. You’ll also see which jobs can be worked on simultaneously, so you can assign resources appropriately. Project management tools offer other approaches to staying organized.
You’ll also pay attention to risks and issues. What if your subject matter expert is no longer available or is running late? What if the information you need is unavailable? You may need to address unexpected snafus and adjust your plan throughout your project. Many organizations hold weekly or even daily meetings to ensure the project runs as planned.
Close – Finally, closing out your project once the course or curriculum has launched. In this step, you’ll determine what worked well and what you’d change next time. Perhaps you’d have a backup subject matter expert next time or you would create the learning assessment earlier in the process.
Whether your project is a snow fort or creating a course, it’s crucial to develop an organized process for managing its day-to-day tasks. When you follow the initiate/plan/implement/close model, you can keep your project on track and set it up for success.
A Bird’s Eye View from the Belfry
We recently took an amazing vacation, which included a couple of days in Bruges. Bruges is a UNESCO world heritage site because of its original medieval architecture throughout the city. During our first day in the center of Bruges, we were a bit overwhelmed. There was so much activity — horses with their carriages and their passengers, tons of people walking about, all kinds of buildings linked by cobblestone pathways, cafes along the entire perimeter, and so many stores including multiple chocolate shops — how can one select? There were pathways leading out of the square to museums, lakes, the famous swans of Bruges, pubs, and more chocolate shops.
We were overwhelmed trying to figure out what to do first, until we decided to climb the Belfry of Bruges. If you’ve ever been there, or seen the movie In Bruges, you know what I am talking about. We climbed the 366 steps, which became progressively narrower, winding, and more treacherous. Finally, we reached the very top where we could take in the central market square of Bruges. We could see from up above all the horses with their carriages and their passengers; we could see, with help from our map, where that one most special chocolate shop was that we just had to visit. We could see the layout of all the cafes and choose the one we wished to sit at, near the building with the architecture we most wanted to explore after sipping a local beer.
What we really needed was this bird’s eye view, the big picture, to help us figure out the detailed picture. Of course from the belfry we couldn’t see the intricacies, we couldn’t experience the tastes and sounds and smells of the square, but we could determine the context so that when we sat down at our cafe we knew what we were looking at across the way.
The experiences that we immersed ourselves in were fabulous but overwhelming without a big picture first. In our case the belfry helped us do that. We also supplemented our overview with a walking tour. And then we spent the rest of the time diving into the experiences we had selected, with a better understanding of how each part fit into the greater whole of a bustling, beautiful city center.
Similarly, at the start of a training program we provide the big picture to help set context, so learners know where they are before beginning the learning experience itself.
Think about this for a minute. Say you’ve gone into a library you’ve never been in before and you are looking for a book. Do you go directly to it? Probably not, if you’re not familiar with this library. But you might look at a library directory to see how the books are organized, you might check the online card catalog, or you might ask for assistance. Once you have a basic idea of where your book is located, you can go find it.
Now think about a training program you’ve been in. Do you dive right into the details of the experience: how to do a quality check, how to hold a performance review conversation, how to administer an IV? Wouldn’t you rather have the stage set for you, so you can figure out how you see yourself in that situation? When we work with subject matter experts we often begin with questions such as: What is the goal? How will the target audience use this information? What gets in the way?
So, next time you are developing a presentation, course, or curriculum, take a trip up to the belfry. It may take extra effort to climb all those stairs, but that effort will pay off.
Growing Your Knowledge Garden
Back in the spring, you buried your seeds in the soil. With the spring rain falling and the sunshine warming the earth, small seedlings began to poke their heads out of the ground. You intend to care for these small plants so they will flourish. But what would happen if you planted the seeds and watered them once, then simply left them alone?
If you’ve ever planted anything, you know the answer. In the absence of water, sunshine, and weeding, the plant won’t grow. Or, if one month happens to be excessively rainy, the plant may spiral out of control, taking over everything in its path and dominating your garden.
So, how can you avoid these two scenarios? You cultivate the plant — you water it, fertilize it, stake it for support if needed, and trim off dying leaves so the healthy part will sprout. For best results, you’ll check on your plant a couple of times each week, watering it and seeing if anything else can be done to best support its growth. You might even say encouraging words to your plant (while no one is looking.)
The same phenomenon exists in the training world. Too often, we “plant” a training program, then expect the learners to “grow;” that is, retain and act on all they’ve learned. We expect learners to apply their new knowledge effectively in their jobs day-to-day.
Unfortunately, this belief isn’t supported by studies from brain science, which have shown memory slippage following single training sessions. How quickly do we really forget what we learn?
You may have heard of Hermann Ebbinghaus, a German psychologist. Back in 1885, he conducted experiments in which he attempted to memorize random combinations of three-letter syllables. Ebbinghaus’s testing showed that right after a learning session, recall of the letter combinations was 100 percent. However, memory loss increased sharply over the next few days and finally leveled out 30 days after the learning experience. This discovery by Ebbinghaus became known as the forgetting curve.
Thus, instructional designers must actively work to combat this memory loss. Luckily for us, Ebbinghaus stepped up to offer a strategy known as the spacing effect. Just as with plants, we need to space out the “watering” (instruction).
Ebbinghaus wrote, “It makes the assumption probable that with any considerable number of repetitions a suitable distribution of them over a space of time is decidedly more advantageous than the massing of them at a single time.” (Ebbinghaus, Hermann. Memory: A Contribution to Experimental Psychology. University of Berlin 1885, English translation Martino Publishing 2011.) What does that mean? “If we space learning over a span of time, with spaces in between, the learner has time to process and internalize the information and is more likely to remember it over the long term,” according to a TD.org article (Meacham, Margie. “Don’t Forget the Ebbinghaus Forgetting Curve.” Insights, 17 January 2016. Accessed 12 August 2019.)
In what other ways can we “cultivate” knowledge to interrupt the forgetting curve? Here are a few ideas:
Problem-solving activities. Encouraging learners to brainstorm solutions to a problem is one way to cement learning by contextualizing it. In a recent project completed by EnVision for manufacturing operations leaders, learners took a specific manufacturing practice and considered the question, “how can I mistake-proof it?” This enabled them to directly apply what they just learned in a creative way.
Push reminders. Text, images, audio, video or a combination can be sent to learners in a planned approach, providing reminders to learners who are working on their knowledge accumulation and retention. This spacing effect approach has the additional advantage of enabling learners to “remember” or to build on their knowledge whether they are at their desks or on the go.
Management support. By checking in periodically and providing ongoing feedback, managers discuss the new material with their employees. The managers’ involvement guides employees in using their knowledge appropriately and effectively. Think about those “nurturing words” we give to growing plants. As instructional designers, we can provide guidance to the managers to best support their employees.
So, when you plant your seeds, don’t leave them to the elements and expect that they will grow robustly and healthfully; cultivate them. Do the same with your learners as you plan your learning programs, and throughout the season, you’ll find that your learners continue to bloom and grow.
Plant and Cultivate Your Garden (and Your Learning Solutions!) this Spring
I’m willing to bet at least some of my readers love gardening, especially this time of year when the emergence of warm sunshine, sweet-smelling blossoms, and busy bees fill hopes for our gardens! Or, if you don’t garden, perhaps you have someone to help you with the yardwork and maintenance. But what happens when you are ready for a larger project to make over your entire yard?
Do you hire a renowned landscape architect to create a plan? Perhaps she completely reseeds the grass then plants flowers, strategically chosen to bloom throughout the season, adding rich, green bushes and artfully putting down cedar chips. Constructing a rock wall and adding a koi pond complete the vision.
Perhaps, though, that design includes more than what is truly needed or what is within your means. You may not have enough money for a landscape architect, never mind a koi pond, or the time or patience to construct a rock wall, or enough space for a lavish garden. Instead of hiring a landscape architect, you could buy a book written by a knowledgeable author to inspire a do-it-yourself project. You may be able to achieve a great look for your property simply by cutting the lawn, treating existing flowers, and adding some bulbs to sprout next spring.
Or, you could try something in-between. You could ask a knowledgeable friend to review your garden and recommend changes that you can make yourself. He might suggest a particular blend of grass seeds, share a resource to purchase an easy-to-install small koi pond, and give you a list of flowers that bloom throughout the season. This still requires your time and some yard space, yet it is more budget-friendly than hiring a professional. Sometimes, advice to take you from vision to reality is really all you need.
So, why not apply that same concept to your learning & development program? Sometimes you want, and need, a full-service solution provider who can give you the garden — I mean, learning solution — to meet your exact needs and wants. You may need someone who can analyze the audience needs, the organizational culture, and current learning offerings, then develop and implement a suite of learning experiences to enhance employee performance.
Sometimes you just need a little help and you can do the rest yourself. You might ask an expert in the field to review what you have and recommend enhancements to a learning experience that you can make yourself, perhaps with a little guidance. This is why we added our suite of services to build self-reliance to our full-service offerings.
Or, for a new learning experience, where your subject matter expert is tasked with developing the training, you might need someone to guide him through the process while checking in with him periodically. We call this our BRIDGE (Build Rapid Instructional Design Guided by EnVision’s experts) Solution®. With this service offering, EnVision’s consultants guide the skills of your subject matter expert, potentially shortening the project’s timeframe and minimizing its budget.
Perhaps someone has already developed training and you’d like to have it reviewed to receive recommended changes that you can make yourself. This is where our Course Audit service fits in.
So, don’t just toss seeds into the ground and expect them to flourish, or content into your organization and expect employees to learn and grow! Get help with planning and resources (or with trimming or cultivating) so that you can create a stronger, even more vibrant garden of learning.
The Client/Vendor Relationship: Getting the Best Out of It!
4. What do you want out of the relationship?
In our previous posts we shared client and vendor insights about scoping out a project, defining success, and choosing a vendor. Today, we examine what we each want out of the relationship – being aligned on this is an important factor in a fruitful project and an ongoing relationship.
Trust is important for any good working relationship. As the client, I start to gauge trust during the vendor selection process – I listen carefully to their responses for things such as:
- Examples they provide that demonstrate instructional soundness and alignment with best practices
- Confidence describing their successes and issues they had to address – every project has a problem/challenge requiring clarification
I like to have another internal resource in the meeting when possible, either an SME or another L&D professional, to provide another perspective. And I also listen to my gut.
If I’ve already worked with a vendor, I also consider our past working relationship. Did it include good communication disciplines and consistency delivering quality products? I look for reliability, too—that they did what they said they would do. The biggest benefit of working with a previous vendor is a quicker start up time.
If I am working with a new vendor, I spend a little more time upfront to orient them to our communication process. While I hope for smooth sailing, check-in conversations are an opportunity for feedback and seeing where I could be of help. I want to remove internal roadblocks for the vendor if needed. I request status updates regularly and expect to receive reasonable and knowledgeable responses.
I don’t expect perfection; we are all human. I value dependability and keeping commitments, which build mutual respect. The vendor should be able to expect the same from me.
As the vendor, I want a lot of the same things out of this relationship. Trust and open communications are important because they provide the basis for all our work together. If there are difficult issues that arise, trust and open communications help both the client and I to manage the issues most effectively. I usually ask a lot of questions before and at the beginning of a project to clarify that we are on the same page. A process is also important to me and I am sometimes concerned when my client doesn’t seek a discipline around communications and project management. In those cases, I try to set up a plan they can work with. It’s important for me as a vendor to be willing and able to flex with the client’s needs.
Every client relationship is different. I want my team to be able to positively impact the client and not just do busy work for them. A recent example comes to mind in which we were invited to bid on a large, interesting and complex project for a government agency. In the agency’s question-and-answer period, they often responded to questions vaguely and with very little context. Without knowing the client, their needs, and how they operate, we didn’t feel we could reliably address their needs. There was no opportunity to sit down and have a real conversation with them. And, honestly, it made us question the challenges that could arise during the project, should we be awarded the bid. We decided not to proceed further in the bidding process.
In the end, I believe that building trust is a mutual endeavor and one in which I will take the lead. As David Maister, et. al., write in The Trusted Advisor, “…trust must be earned and deserved. You must do something to give the other people the evidence on which they can base their decision on whether to trust you. You must be willing to give in order to get.”
Keys to success
CLIENT: Start gauging trust during the interview process, spend time at the start of a project agreeing with the vendor on a communications approach, and keep an open line of communication throughout the project.
VENDOR: I mirror Veronica’s summary of the client’s keys to success: Start building and assessing trust during the interview process, take time to agree on a communications approach from the start, and keep an open line of communication throughout the project.
Veronica Clements, formerly a Learning and Development leader, with 25 years’ experience engaging vendors.
Irene Stern Frielich, President of EnVision Performance Solutions, with 20 years as a vendor providing solutions to clients.
The Client/Vendor Relationship: Selecting the Right Vendor for Your Project
3. How do you identify and select the best vendor for your project?
In our last two posts we shared client and vendor insights about scoping out a project. In this month’s installment, we offer suggestions for selecting the best vendor for a project.
I begin my search for a vendor by checking with peers and colleagues, both in my company and with professional organizations to which I belong. I might also check our corporate-approved vendor list. Vendors referred to me by my peers and colleagues are usually my first choice.
Usually I identify three of the highest recommended vendors and contact them to set up a time to discuss availability for the project, pricing, and the services they offer.
If possible, I like to meet with the prospective vendors in person. If that’s not possible, a video conference is the next best thing. During the meeting, I share with them the project scope, measures for success, and our timeline. Some typical things I request are:
- A demonstration of a course or walkthrough of sample training materials (for example, a leader’s guide or an elearning storyboard/prototype).
- Work samples and CVs from the consultants who would be assigned to the project.
- Confirmation that those consultants are available to work within the project deadlines.
- References I can call.
Here are some interview questions I like to ask:
- Tell me about a project that went well. What do you attribute that to?
- What project did you learn the most from and why?
- Tell me about a project that was behind due to a client’s issue. What happened?
- Do you have concrete examples of effective communication strategies with clients in a challenging situation?
I listen for specific responses that illustrate how they execute their processes, work with clients, and manage conflict. I take notes to refer back to and also ask probing questions for more details as needed. Based on their responses, I hope to confirm their know-how along with the value they can bring to my project.
As a vendor, it is important to have relationships with a large number of individuals, companies, and organizations so that you are “on the list” as a potential vendor. The most effective way I’ve done that is through networking and staying in touch with prospects as well as past and current clients, reminding them about the scope of services we offer and updating them about our newer, innovative services. Other potential avenues are through procurement databases, leveraging our certified woman-owned business status, and through speaking and writing opportunities. I also ask clients to share with their colleagues how they like working with EnVision. We uncover many opportunities through word of mouth.
For clients newer to the world of engaging vendors, I’ll also offer guidance for selecting a vendor. For example, I’ll suggest they check references, with specific questions about ease of working relationship, scope of capability, and other things that are important to this client. And, I suggest keeping in mind that just because one vendor was great for a particular type of project, it doesn’t mean they’ll be great for this particular project. So, interviewing the vendor and talking to people who worked with them is really important.
I prepare well for the interview. I have work samples ready to show that are related to the type of work the client is seeking. And, based on previous conversations with the client, I anticipate the types of questions they might ask and prepare stories about our recent successes as well as challenges, and how we handled them.
Keys to success
CLIENT: Ask behavioral questions and review work samples and examples the vendor provides to support their proven success with similar projects. Find out about the communication methods they use for projects.
VENDOR: Network, offer guidance to clients navigating the vendor engagement process, and be prepared for whatever might come up during an interview.
Next time: Considering what else you want out of the client/vendor relationship.
Veronica Clements, formerly a Learning and Development leader, with 25 years’ experience engaging vendors.
Irene Stern Frielich, President of EnVision Performance Solutions, with 20 years as a vendor providing solutions to clients.
The Client/Vendor Relationship: Defining Success
2. Define success: How do you define what success will look like?
In our last post we discussed problem definition. As part of that we delve into defining success.
As the client, an important part of preparing a request for proposal or discussing my needs with a prospective vendor is to determine results I want to see at the project’s conclusion. In other words, what will success look like for the client and the vendor?
In the example from part 1 in this series, a new process is introduced and the employees need to be ready to use the new procedure starting in three months. Based on the project goals and discussions with the stakeholders, I would prepare target outcomes for the learners and the managers, such as:
- 95% of participants pass the final learning assessment with a score of 80% or better.
- Managers spot check key steps while employees are working and provide reinforcement a few weeks following the course.
- Employees are following the new process, improving accuracy to 99%.
In this example, our result for passing the final learning assessment measures learning outcome. The quality check by managers supports application of new skills on the job. There is an existing department process in place to measure the improvement to accuracy, specifically to improve accuracy to 99%.
Sometimes, as an internal resource, I don’t always see all elements of the big picture. Therefore, I frequently benefit from hearing the vendor’s additional suggestions as well as confirmation of our success measures.
I, the vendor, really like it when a client has defined success. But that isn’t always the case and, in those instances, I ask more questions! For example, I often ask something as open-ended as: What will success look like? Or: At the end of this project, how will we both know if my team was able to provide what you are looking for?
Once we have some success metrics, my next step is to ensure the metrics are something we’d be able to influence. For example, if the client expects us to ensure their managers spot check key steps as a measure of success, we need to be engaged in creating a solution to support managers in doing that. But, often, there are “environmental” – or non-training-related influencers – on the success of training. So, we’ll need to agree on our role as vendor in this engagement. However, if we are simply being asked to create a training program on a process for employees performing that procedure, I would let the client know that only the first measure (95% of participants pass the final learning assessment with a score of 80% or better) is fully applicable to our work.
Keys to success
CLIENT: Define measures of success for the project, obtain input from prospective vendors, and clarify responsibilities for each success measure.
VENDOR: Define the client’s “success” expectations and be clear about which of these the vendor can address.
Next time: Selecting a vendor.
Veronica Clements, formerly a Learning and Development leader, with 25 years’ experience engaging vendors.
Irene Stern Frielich, President of EnVision Performance Solutions, with 20 years as a vendor providing solutions to clients.
The Client/Vendor Relationship: Getting Off to a Great Start!
What happens when you are asked to take on more work than you can handle– either due to capacity or capability? Let’s say your manager just laid a huge project on you – to develop a new training curriculum for a group that has been having some challenges. Because you don’t have the resources you’ll need to get the work done by the date it is expected, you consider hiring a vendor.
In a series of posts, we propose five guidelines to help you, as the program manager, select a vendor and lay the groundwork for a successful relationship. At the same time, we share tips for the vendor about positioning yourself to become a strong partner with the client. We have been in your role, we gladly share our experience in this series, and would be happy to talk with you about our ideas and hear yours.
The first step for the client is to define the problem.
1. How do you define the problem and related supports and challenges?
Who has ever had a short-term project thrust on them seemingly out of nowhere? Or maybe I should ask who hasn’t?! I get those requests more often than I would like to admit! Imagine yourself with a new project you are quickly trying to scope, knowing you need to find an L&D vendor to work with. Where do you start?
As the client, I begin by defining my problem. Here’s an example of a project definition: A new process is being introduced. If the employees don’t follow the new process, errors and rework would result, causing frustration to internal customers. I determine that I need a course developed about the new process and I expect 200 employees to be trained in the next three months. In preparation, I identify related supports for the project, such as available subject matter experts (SMEs) and pertinent existing content and documentation. Next, I identify any potential challenges, such as the process that is still being updated or the target training launch date just 3 months away.
After review, I determine I don’t have adequate internal resources to work on this project, so I ask vendors to prepare a proposal to address my problem and the challenges I’ve listed. It is important for me to gather basic needs assessment information from the stakeholders before finalizing a request for proposal. This helps me to clarify course goals, project resources, and high-level timelines.
The next thing I do is define success, which we will discuss in the next blog post.
When I, as the vendor , receive a request for proposal or am discussing a new project with a client, I ask a lot of questions. I recognize that my client might be deeply immersed in her challenge and may find value from the objectivity I bring. Based on the project outlined, I’ll ask more about context. For example, why was the process changed? What problem was that intended to solve? If it sounds like the client conducted a high-level needs assessment, I might add: What were the results of your needs assessment? What were the surprises? What challenges were identified? When I as the vendor ask these types of probing questions, I gain some insights and get more clarity about results the client is expecting. Sometimes the conversation raises additional questions the client may need to research further.
I’ll also ask about existing related documentation, such as procedures, presentations, and process flows, as well as a list of SMEs available to work on this project. If there is little existing documentation, we’ll need the expert to spend time “brain dumping” for us and we’ll make that expectation clear from the start. I’ll also ask more questions about the audience – why are they not following the new process? What, besides training, might help them? What has already been tried and how/why did it help or not? Basically, I want to ensure that if we do prepare a proposal and ultimately engage in the work, we are able to have a positive impact.
I will also ask questions about the client’s internal capabilities and capacity. For example, if this will be an instructor-led classroom course, are there skilled trainers to deliver the training? What level of detail is needed in the instructor guide we create? Or, if it is an online course: What authoring tool does the client’s organization use? Is there an internal resource who will make post-launch course updates? This will help me determine the tools we will use and our approach in documenting the production notes and programmer explanations.
Keys to success
CLIENT: Complete basic information gathering to define and document your problem with related supports and challenges.
VENDOR: Ask questions to clarify the issue, gain context, and uncover additional challenges and supports in order to write a proposal with clear project scope.
Next time: Defining success.
Veronica Clements, formerly a Learning and Development leader, with 25 years’ experience engaging vendors.
Irene Stern Frielich, President of EnVision Performance Solutions, with 20 years as a vendor providing solutions to clients.
2019, Here We Come!
After a wonderful few days spent with family and friends, I feel reenergized and ready to meet 2019 head on! How about you?
For many of us, the new year brings challenges, like reprioritizing our time so we’re focused on the right things or learning the next great tool or process or figuring out how to do more with less at work. And if we manage others, we may also need to help them prioritize, learn, and grow themselves.
Here are a few ideas to help you gear up for 2019.
- Find or be a mentor. If you’re in the earlier part of your career or exploring a new area and don’t have a mentor, find one. By having a mentor, you’ll be able to learn and be connected to others in a way you wouldn’t be able to on your own. Plus, if there comes a time when you need professional advice, a mentor is a great person to turn to.
If you’re a seasoned professional, then consider mentoring someone else. As a mentor, you can positively impact someone else by passing on your own insights, and you might even get some gratification out of being a mentor!
- Take a class. Whether you want to learn about QuickBooks or quality control or tai kwon do, there’s a class out there for you. See what your company or professional associations or community education groups offer. Locate online learning opportunities such as lynda.com or free MOOCs (massive open online course) offered by HarvardX. I actually learned how to calibrate my oven by melting sugar in it when I took HarvardX’s online food and chemistry course a couple years back. You may even decide to branch out and audit an academic class at a university, perhaps your alma mater.
- Network! Find a professional association to join and commit to attending 3 events in the next 6 months, or reach out to individuals you’d like to get to know better and invite them to coffee (with a focus in mind, of course). While many of us promise ourselves we’ll network, too often this pledge gets tossed aside in the hustle and bustle of everyday life. Job opportunities, new projects, and great ideas or connections can come from networking, and it’s also fulfilling to help someone else out. Networking creates new relationships and helps deepen established relationships to create a fabric of professional support — one that is invaluable for everyone.
- Set goals. Goals aren’t just for an annual performance review at work. Set your annual career learning goals and also set some personal targets. My personal goal for 2019 is to complete a first draft of a book I am writing. It’s easier to stay on track if you break down the goals into manageable tasks and evaluate them each week or two. Establishing goals that are clear and specific is best. For my book writing, I have a goal of completing three half-day writing sessions per month.
- Keep an open mind. Sometimes new opportunities arise when you least expect them and sometimes things just don’t go as easily as you expected, so goals need to be flexible. I’m not sure how realistic my 2019 book-writing goal is, so I plan to reassess my progress every two or three months and adjust my goals or focus as needed. Maybe I’ll need to write more frequently or give myself another few months to complete my draft, or perhaps I’ll need to spend less time watching the Great British Baking Show to fit in more writing!
Hope you have a great start to 2019!
The Manager’s Role in the Training Story
Imagine that you work as a manager, heading up a department of six people, and tomorrow Alex, one of your reports, plans to attend training all day. He let you know that he’d be attending this class on project management, and that he needs someone to cover for him while he’s away. Knee-deep in work yourself, you ask one of Alex’s colleagues to cover his crucial items.
But do you know what this training is really about? And do you know what you should expect Alex to be able to do differently as a result of attending this class? You get frustrated when Alex completes projects quickly, but misses key steps he probably shouldn’t at this point in his career. Will this performance need get addressed at this training session? You’re now wondering if you should have paid greater attention to managing his performance and determining his training needs.
Instructional designers and subject matter experts can put all of their expertise and effort into creating an effective course for learners. However, if the employee’s manager doesn’t involve herself or support the effort, the knowledge and skills learned may not “stick.”
Mary L. Broad, in Beyond Transfer of Training, describes managers as stakeholders in the performance improvement process. “There are many stakeholders in complex organizations who have strong interests in effective performance and who can provide necessary support for the performance. For all interventions to develop or improve performance, primary stakeholders include: supervisors and team leaders, and—for strategically important interventions—top executives and managers…” ¹
How should the manager get involved in training for his reports? Let’s consider how a training program resembles a successful sale—both offer important solutions to the end user. As a salesperson pursues closing a sale, the manager aims to improve her team’s performance. This doesn’t happen instantly, however, just like a major sale doesn’t. There are several actions managers can, and should, perform before, during and after to support learning and help ensure it is successful.
Introduction: Prime the Learner
A salesperson begins his job by getting to know the prospect—uncovering their needs, introducing services to meet those needs, and establishing a good relationship in the pre-sale stage. Managers should similarly take advantage of the pre-training time, referred to as “priming,” to set the stage for the employee to learn.
Before training can occur, what items does the manager tackle? In the priming stage, she “helps to identify the performance need” that the training will address, according to Broad. It’s important that manager familiarize herself with the training program, including its learning objectives. Beyond that, a lot of the “introduction” tasks include logistics, such as giving the employee time to attend the class and complete any pre-work ahead of time.
It is the manager’s role to talk with the employee before training with three goals in mind: to share the value of learning, hear what the employee hopes to gain from the training, and talk about performance expectations once the training is complete. Understandably, a big part of what the manager does is support and encourage the employee, which will help the training go smoothly.
Priming often involves a partnership between the manager and training function. Before training begins, the person responsible for delivering the training may share a checklist of questions with the manager, so she can discuss the course material with the employee.
The Sale: Close and Provide Support
A sale is made! When the sale closes, the customer learns how to use the product or service, often with the aid of customer service. The salesperson may contribute in ways that enhance the customer’s experience, such as offering specific suggestions related to the customer’s situation. Similarly, the manager contributes in ways that make it easier for the employee to learn. The manager ensures that a colleague covers the employee’s work in his absence. The manager should also provide any needed materials, like lab equipment for technical training, for the employee to use and practice on.
Post-Sale: Follow Up and Cement the Learning
After the product or service has been purchased, a salesperson follows up with the customer to make sure the solution worked as promised and to see if any other tools or support are needed. Similarly, the manager sits down with the employee after training for a follow-up meeting. In this conversation, the manager aims to find out what the employee learned, which items he may have struggled with, and the top two or three things he may want to do differently.
The manager should observe the employee’s behavior and work habits to see what successful changes he has made, and provide both positive and constructive feedback. These post-training activities can both strengthen the manager-employee relationship and help the employee apply what he’s learned.
Need help with keeping track of what activities managers can do to support their employees attending training, and what sample questions managers can ask before and after the training? Click here for EnVision’s checklist.
¹Broad, Mary L. (2005) Beyond Transfer of Training: Engaging Systems to Improve Performance. San Francisco, CA: Pfeiffer, An Imprint of Wiley, page 31.
Go From Zero to 60! Accelerate the Productivity of Your Novice Instructional Designer
Have you been in a situation where you’ve engaged a Subject Matter Expert (SME) from your organization to develop a training program? It can make a lot of sense to do that – she will have the content knowledge and experience to pass along to others, and she will be thrilled to share it—it’s her work, and she finds it meaningful.
There’s a downside, though. Courses designed by experts with little ID experience often won’t make the grade. They can be too long, include too much irrelevant or “nice to know” content (because, after all, doesn’t the SME want to share all the information she loves so much?), or don’t engage the learner. The result? You’ll have courses that aren’t as effective as you might need them to be.
Other times, you may hire a novice learning professional into an ID position. You assign him to develop a course from scratch, hoping his lack of knowledge of learning science and current best practices won’t be an issue.
I have encountered both of these situations many times, and I’ve seen L&D managers struggle with educating their novice IDers, usually due to a time crunch.
So, how can you get your novice IDer up and running? One approach our clients have used is targeted mentoring. With mentoring, you can engage an experienced instructional designer mentor – your very own coach – who will work one-on-one with the individual to address specific learning gaps and help her develop self-reliance.
How Can ID Mentoring Work?
Let’s use an example to illustrate how you might use mentoring to develop a team member.
My client, a new IDer whom we’ll call Alex, had worked as an admin in his company’s learning and organizational development group. Alex was promoted to instructional designer and started out updating existing courses. Then he needed to create a course from the ground up. However, his manager, stretched thin, didn’t have the time needed to support his development and had no other ID professionals to help. So, she engaged me to help Alex get up to speed. Our goal was to help him design the course and to work more independently in the future.
At our initial meeting, Alex and I identified the primary goal of our mentoring engagement: to develop and launch a Good Documentation Practices course. Next, we discussed the business need for this course, the problems it should solve, before considering the foundational skills Alex would need. Since this course was being developed from the ground up, the list included:
- conducting needs assessments
- building successful partnerships with subject matter experts
- writing learning objectives
- determining the evaluation strategy
- identifying learning modalities
- incorporating techniques to engage learners and create effective learning.
We planned a series of meetings, about twice a month for six or more months.
In the follow-up meetings, we focused on one skill at a time. I would share some (but not too much!) of the theory associated with a skill, a method or approach for applying it, and the importance of using the method or approach. For example, when we covered writing learning objectives, we studied Robert Mager’s approach and Bloom’s taxonomy. We discussed the ways those methods could help Alex and where they might be challenging to use. Then, we created a couple of learning objectives for his course and analyzed how each one aligned with the two systems.
Then, the rubber met the road. I assigned Alex to write the rest of the learning objectives for his course.
Before our next meeting, I asked Alex to send me the learning objectives he created, along with any questions he had. I responded to the questions with guidance and encouraged him to continue working (most important!)
The next time we met, we reviewed Alex’s final learning objectives, made tweaks, and revisited Mager and Bloom. Then, we moved onto the next skill and wash, rinse, repeat. After every one or two meetings, I updated Alex’s manager with highlights of the sessions and a list of Alex’s next steps. When appropriate, I also suggested ways the manager could provide support.
Why Choose Targeted Mentoring over ID Classes?
- You can develop a timeline to fit the mentee’s schedule. If a mentee needs to be away from work, she won’t miss a class and you don’t need to worry about what she didn’t get to learn. Instead, you have the flexibility to create a schedule around the learner’s calendar or make last minute changes when necessary.
- Your involvement promotes accountability. As the learner’s manager, you should attend the initial meeting between her and her mentor, and then consider joining periodically, which sends a message that you take the program seriously. Also, if you request regular updates about the learner’s progress, you can monitor and support it. This also enables you share your input and shape the mentorship to fit your team’s goals.
- The individualized action learning approach focuses on the mentee’s specific needs. The process of studying a topic, immediately applying it to a real project, and then receiving targeted feedback and assistance allows a new IDer to fill specific competency gaps.
So, returning to our example, what is Alex up to, a few months after completing his mentorship? He has successfully launched the course he was working on, and it has received a positive reception from the business unit it supports. Meanwhile, he and his manager feel that his skillset and professional potential have grown. So, Alex’s manager has assigned him more courses to develop, which are launching according to plan. It’s a win-win!
Warm nights, flip-flops, and networking? Yes!
Five Ways to Improve Your Networking
Summer is an important season to focus on building your network. People feel relaxed and want to get out and mingle, so it’s easy to make new contacts. This does not, however, mean that networking itself is easy. While I enjoy networking, it’s definitely a skill — like any other — I’ve honed over the years.
Below, I thought I’d share some of the networking approaches I have used most successfully. And, if you have others to share, please write me and I’ll be happy to add your approach to the list!
- Setting three specific goals before attending a networking event or meeting. When I come in with goals, I am better focused and get more out of the event. My goals depend on the event and could be as different as connecting with someone proficient in a particular skill, or meeting three new people with whom I will follow up later. This bring us to our next tip…
- Following up with contacts after the event. Yes, it’s time consuming to do so, but following up with a call or email helps build meaningful relationships. I find it beneficial to plan time in my calendar to follow up after every event, so this action item doesn’t get overlooked.
- Reaching out to ask for help. Asking someone else for assistance is a great way to make a connection! Too often, we don’t do this, because we don’t want to admit that we need help. However, people like to be asked to assist, and it’s a good way to establish common ground and bond with folks in our career fields. For example, I was interested in having something translated from Dutch. I put out a request on my town’s listserv and was well rewarded, with multiple connections from whom to choose!
- Remembering that anyone has the potential to be a worthwhile connection. When networking, people tend to limit themselves—to their field, career level, or both. The truth is that people from a wide variety of fields—or someone they know—could be a future employer, partner, or client. A few years ago I met someone who had an executive coaching practice. He eventually took a job within an organization, but we stayed in touch. When the stars aligned (well, more likely because we kept in contact), he reached out to me when a need arose.
- Staying in touch regularly, and not just when I need something. While people do like to help their colleagues, if I’m only in touch when I need something, others will see through that. I treat my colleagues like I would any other relationship—I offer support, ask for support, and am available when they want to run something by me. I might share an article with a contact, or simply say hi now and then. Networking can be a lot like growing plants—it takes time, patience, and water, not to mention the right weather, to see those green shoots sprout.
Here’s an example showing how these tips worked for me to land a significant client: I once volunteered as a coach in an annual undergrad event at Babson and set a goal of meeting 3 new people during the training session. I introduced myself to the other coaches seated around me, asking about their companies and the work they do. One of these coaches was a new training manager. After the event, I followed up with him a few times, offering to be a sounding board and listening to how his transition was going. About six months later, he had a need for EnVision’s services and engaged us in more projects over several years. We still stay in touch and help each other out with advice and connections.
I will continue to allocate regular time for networking activities. I never know whom I might meet or to whom I might be introduced. Maybe I’ll see you at an event soon? And feel free to reach out anytime you’d like to bounce ideas around – whether you have on your flip-flops or any other types of footwear!
Is Your Course Just “Healthy Enough?”
Last week, I went to the doctor for my routine exam – something I do every year. While I don’t find the experience unpleasant, it can be kind of a pain. I need to take time from my busy schedule to attend the appointment and any follow-up care that results. Sometimes I wonder, why do I go? Is it really necessary? I feel “good enough,” right?
After my appointment, it occurred to me that my routine doctor’s exam resembles a course audit in more than a few ways. While I often feel “good enough” when I go to my regular appointment, I go to get a picture of my well-being. This knowledge will hopefully allow me to stay healthy or improve my well-being. Similarly, professionals who seek feedback on a course want to ensure the course’s “health.” They don’t want their course to be just “good enough.”
Of course, we monitor a course’s “health” differently than we do our own. In a doctor’s exam, the physician will assess the patient’s heart, lungs, and general appearance, as well as her blood pressure. Medical benchmarks or “objectives”— for blood pressure, cholesterol, glucose levels and more — give the physician and patient a guide of where she should be. If the patient is not within a healthy range for some of these barometers, the doctor counsels the patient how to improve her health, whether it be through diet, exercise, or medication.
Instructional designers pronounce a course “healthy” when it engages learners and effectively meets the course’s learning objectives and/or the company’s business goals. EnVision’s course audit offers both assessment and advice, and it’s a pretty thorough exam!
EnVision’s consultants will attend the class if it’s live, and review all class materials. We measure the class against our proprietary 80-point checklist. We’ll then determine what in the course worked well and can stay, what needs to be improved or should go, and how well the material and activities support the learning objectives. We prioritize the list of improvements, so the client knows which ones will have the highest impact. We include these points in a written report that we go over with the client in a follow-up conversation.
EnVision’s course audit provides a snapshot of a course’s “health.” Our clients then have the option of updating the course themselves, or engaging us to help.
Just like a medical exam provides a person with information to better her health, a course audit gives the organization tools to improve a course, whether it is a live class or elearning. This “health snapshot” points the instructional designer in the best direction to update the course, and ensures it meets the needs of both the learners and the organization.