Case Study: Bite-sized Instructor Led Training

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When we think of bite-sized learning, we often think of something that is self-paced, just-in-time, mobile or e-Learning.

We recently visited with a client that is providing bite-sized learning (10 minutes or less) delivered by live instructors. Picture this: a room of 40 trainers who sit in cubicles wearing headsets, at desks with two computer monitors. The trainees call the trainers when they are ready for their lesson. The trainees go in to a queue and any trainer can pick up the call and teach any topic thanks to a script that pops up on one screen. On the other screen they document the learner, the lesson, and the advice / next steps prescribed for that learner.

In a 10-minute-or-so conversation, the trainer and trainee discuss how the last lesson has been working for the learner, practice a read-through of the new lesson, role-play the new lesson, audio-record the new lesson and listen-back for a self-critique as well as a trainer critique.

Lessons are meted out, one-per-week, for a period of weeks depending on the topic. The learner is expected to practice one minute technique during the week and then the next technique is introduced, the following week.

Bite-sized learning? More like crumb-sized learning! And SUPER effective. Just ask their 850 clients!

What's Your Problem?

What is the problem you are experiencing?

Very often you'll get a request from a business unit for a specific type of training, for instance "My sales team needs team-building training."

Do not accept the requester's interpretation of the skills that are needed because they usually:

1 - have a myopic view of the situation (a sales manager will only see problems related to sales), and

2 - they usually do not have an understanding of how poor-performance can be manifested in different ways and that an entirely different approach might solve the presenting problem

For instance, we worked with a financial firm with salespeople throughout the United States and a sales-support staff that was centrally located. One of the problems the salesforce was experiencing, according to a regional vice president, was a lack of teamwork. His interpretation was that the support staff was not sufficiently invested in the success of their assigned salesperson(s).After a brief period of investigation, two factors came to light: 1 - the salespeople and their support person had never met, and 2 - the support staff didn't have a clear picture of the sales cycle and when they could expect requests for support (at the proposal stage, during negotiation, making presentations, etc.).

The salespeople had attended numerous training programs and the support people had attended none. So only one-half of the team had an idea of the process and expectations. The reason team training was requested was because the regional vice president of sales believed the two groups were at odds based on numerous complaints from the sales staff lamenting a lack of timely support.

So while training was indeed one of the solutions, what was delivered to this group was not what was originally requested. Why? Team building would have addressed the first problem (the "teams" didn't know one another) but would not have addressed the second (the support staff didn't understand the sales cycle and their role in it).

Always ask questions before agreeing to design, deliver or procure training. It will save time, money and your reputation!

Next month we'll look at a different question to ask.

Unconscious Bias

Bias: Prejudice in favor or against one thing over another

We've been seeing a lot of "content" regarding unconscious bias lately. We attended a presentation at Training 2016 in Orlando on the topic, given by a woman who trains judges to be aware of their unconscious bias. There was a recent article in Training Magazine on the topic, which warned: "The implications of unconscious bias are that the best and brightest talent often is made to feel unwelcome, invisible, and not important to the success of the organization. This results in employees who are detached and likely to take their talents elsewhere."

And we have discovered a fascinating free resource - offered by Harvard - of various inventories that help you think about and uncover your unconscious bias'. This resource would be a great launching pad for a conversation on the topic at your own company. Check it out: Project Implicit.

3 Tips for On-boarding New-Hires, Virtually

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With companies being so global these days, the old method for on-boarding new hires (gathering them together on a certain day of the month) is not realistic anymore. Many organizations have started to on-board their new-hires virtually, which may seem like an impersonal way to welcome someone to your company, however, when done effectively, the satisfaction rating for virtual on-boarding is just as high as for in-person on-boarding.

The Training Doctor has worked with a number of global organizations in the past few years to both design and deliver their new-hire on-boarding process. In this piece we will share with you some of the best practices we have established to ensure that your new-hires feel that they are a welcome and valuable addition to your organization.

Caveat: These tips are based on the assumption that the new hires are prepared to take this class. Preparation includes:

• They have a computer / work station

• They have an appropriate office set up

• They have tested their a connection to the online platform

• They know how to access the class

• You are NOT doing HR / administration tasks

Best practice tips for on-boarding new hires virtually

Tip #1: Make the welcome memorable

Most on-boarding training, when done for a global organization, asks participants to declare where they "are" in the world. This is extremely boring and doesn't make the new-hire feel as though they are really part of a cohort. However, introductions are crucial because you don't want a participant to feel isolated. You want to hit the ground running and have people feel as though they want to participate and that it is going to be fun to do so. One idea is to put a grid on the screen, have each new-hire claim a cell as their own, and then answer a series of questions that explore their personality and uniqueness, such as: what is your current position, what was your last job, what was the first job you ever held, what was the most unique job you've ever held, one thing your colleagues would guess about you based on your work relationship (we've had some fascinating declarations to this questions).

These things get people talking, get them fascinated in their fellow new hires, (they'll start having side conversations in chat which is FINE. You want them to make connections), it makes them feel as though they "know" everybody already and that they are not isolated at their desk in East Podunk (what do you know? We just Googled that and there actually IS an E Podunk, CT).

If the facilitator is really quick, you can take a screenshot of this introductory screen and then refer to it throughout the session rather than saying "Who was that again, that won the Jr Bowling championship?"

At this point in the orientation, the presenter is the focal point, so they have to show genuine interest in everyone who is in attendance. 

Tip #2: Spread out information about the company throughout the presentation

Don't spend an extended time on company information - it can become information overload and disengaging. Spread out the information in different ways throughout the session. You'll want to concentrate on things that will get people emotionally connected to the organization: things that are interesting, funny, awe inspiring, perhaps a comment from the CEO, pictures from over the years, awards the company has won, or activities that get the new-hires participating and learning about the company (like a company website scavenger hunt).

Another option for disseminating factual information about the company throughout the presentation is creating some kind of image or graphic which contains that information and have it pop up on various slides, a'la the factoids about musical artists that used to appear on VH1 music videos. 

Tip #3: A message or involvement from Sr. Management is critical

This idea originated with Jack Welch who made it a point to address each management class at their Crotonville facility. Some ideas include a video from a Sr. leader of the organization, or having a leader personally appear for a period of time during the orientation. The leadership message should include information about the company such as its competitive advantage, what drives results - quality, service, low-cost, how the new-hire's job assists in achieving the above two items. Many of these topics are covered during interviews but the amount of time between interviews and actual hire is often enough that individuals forget this information. Plus, during an interview, individuals are nervous and may not give their full attention to information of that nature.

So it's always a good idea to reiterate these concepts and having a leader of the organization deliver them helps the new-hires to realize that their contribution to the organization was a thoughtful hire and is appreciated by the senior management of the organization, and that this on-boarding isn't simply an administrative task that needs to be accomplished by HR.

Contrary to what you might think, it IS possible, with planning and attention to detail, to create a welcoming and inspiring new-hire on-boarding experience. If you'd like to learn more about on-boarding new-hires virtually, please contact us. We are happy to share our other best practices.

Interview with Author Yael Hellman - Learning for Leadership

Yael

What motivated you to write this book?

In my years of teaching leadership, I noticed a huge gap between leadership theory and how my students, from all walks of life, actually turn into leaders. I saw that by respecting their varied life experiences, abilities, and learning preferences, I inspired them to value those qualities in themselves AND in those they would lead.

I also saw that traditional lecturing and assignments didn't produce the self-reflection and emotional intelligence leaders need. So I created a participant-centered group environment safe enough to contain and ignite individuals' unique energies and openness to experience. Turned out, this facilitative approach (which decades of research on leadership teaching supports) actually cultivates deep, lasting leadership skills through immediate, hands-on practice. I wanted to share what I learned training leaders in business, public service, and academic settings.

So Learning for Leadership; A Facilitative Approach for Training Leaders culls my best techniques, resources, and lesson plans. Perhaps most important, it presents real-life accounts of the pitfalls and potentials of facilitative leadership teaching to inform and encourage other instructors.

If you could distill your message down to just one - what would it be?

Leadership teaching-like leadership itself--is not for the faint of heart. You must be a lifelong learner to know yourself, your triggers, and your dynamic, and then to recognize those in others in order to reach and to motivate them.

How can trainers use this book to assist them in the work that they do?

Learning for Leadership; A Facilitative Approach for Training Leaders briefly outlines how adults learn so trainers can approach them appropriately and effectively. The book offers on-the-ground activities and projects that let participants experience-and so truly learn--the instructor's points. Its concrete tips facilitate the learning AND the teaching of leadership by helping trainers meet the intellectual and emotional demands of an experiential, participant-centered group. Its clear theory and tried-and-true practices let instructors in business or any context develop profound, practical executive wisdom in their trainees.

Do you have a personal motto that you live by?

Know yourself, and know your trainees. Only then will you see when to lead and when to follow, and be able to transform learners into leaders." (Hellman, p. xii) 

Big Data - Little Data

little data 2

Google "employee training" and "data analytics" and you'll find a wealth of articles and resources to assist you in analyzing the "big data" associated with managing a workforce of individuals.

This month The Training Doctor had an interesting experience with "little data." Rather than having thousands of data points and crunching the numbers in oh, so many ways, we analyzed a finite period of time (one week), across three organizations, for one specific job-task in under 4 hours, to determine:

• There was a training need for the population

• That need was NOT what we thought it originally to be

• Management needed to be aware that the lack-of-skills in this area / population was rippling throughout the organization and causing "poor performance" in other areas

With this very specific look at the data we were able to pinpoint a problem - and solution - in a matter of hours.

Another interesting "ah-ha" moment was that analyzing the data was NOT the original approach (nor even the second approach) we attempted to conduct the analysis. This is when you need to be chummy with your IT department. Ask them - what kind of information do we collect in X area? How can we access it? What does it show us?

The data WE analyzed showed us things we weren't even looking for or expecting to find; but seeing the repetitive nature of the data made it quite apparent where the process breakdown was occurring. It was also helpful to see that same data across three organizations to "prove" that it wasn't an anomoly at one organization. The data gave us the 30,000-foot view we needed to see the "big picture" (not the big data).

Great Work Everyone! Here's an Avocado for your Efforts!

Do you regularly give out candy as a reward during your F2F training sessions? Well, you're not doing your learners any favors. Instead put out piles of beans, eggs, fish, berries and, ok, dark chocolate.

In this fascinating article (and quick read) by Jeremy Teitelbaum, he challenges us to think about our "tried and true" methods of delivering training and learning, using what we know from 25 years of brain research. Suggestions include:

Stop forcing people to multitask.

He cites research by Stanford University which determined that even when people claim they are multi-tasking, they really are not processing more than one piece of information at once.

Feed the mind to teach the mind.

The author makes an interesting point: In recent years physical fitness training has included the mind and the way it thinks about fitness, body image, health, eating habits and the like; but the opposite hasn't proven true. Nobody training the mind thinks about what the body needs to enable the mind to be successful. Hmmmm

You are unique - just like everyone else.

Brain research focuses on generalizations based on small samples of "brains." This might cause us to categorize people, types of learning, or personality factors.

Hard and Soft Skills Aren't as Important as Emotion

All learning has an emotional component - something most of us in training simply ignore as we 'get down to business.'

Don't Touch That Stove! It's Hot!

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For 25+ years now, we have been a knowledge economy; yet we use training methodologies designed for the industrial age. Much of what we attempt to accomplish in workplace training requires thinking, reasoning, and decision-making skills.

When we teach soft-skills we are teaching reasoning and decision making. When we teach financial management we are teaching thinking and reasoning skills. When we teach how to operate a piece of equipment we are teaching thinking and decision-making skills.

There really is no skill - hard or soft- addressed by workplace training, that does not include the underpinnings of reasoning, decision making and thinking. Yet most training is fixated on the "what" and "how to," and does not include the "why," "when," or "what if?"

For true learning to occur, people need to experience the content in some way. This is often a difficult task when you are teaching a concept and not a physical skill AND it is not easy to achieve in a short time period (8 hours or 4 hours or absolutely NOT in a 20 minute eLearning "course").T

he onus is on us (trainers) to create learning environments which maximize the experiential aspect of how individuals learn. A perfect example is teaching your child to stay away from a hot stove. We've all given the "instruction" (and been the recipient of same) -

• Don't touch! It's hot!

• Stay away, you'll get burned!

• Be careful! That's dangerous!

And yet, inevitably, every one of us does touch the stove; and THAT is when reasoning and decision making kick in. Although we understand the concepts of "dangerous" and "hurt," the actual experience of touching the stove is the time when all of those words and concepts gel together and create meaning. From that point on, we are fully capable of assessing the dangers of a hot kitchen appliance and changing our behavior accordingly (AND we can extrapolate it to other appliances like a grill or a teapot)

.In the workplace, these same types of outcomes need to be achieved through creating learning experiences that enable the reasoning and decision-making skills of our participants to kick in. As stated earlier, this is not easy to achieve and it is usually never quick; however it is always the longest-lasting of lessons.

If you'd like to brainstorm or discuss with us the methodologies behind enhancing learning through experiential learning, give us a call or download our whitepaper on thinking skills.

Taking the ME out of SME

In the design work that we do at The Training Doctor, we are more often than not working with Subject Matter Experts (SMEs).Subject Matter Experts are crucial for us to design technically accurate training processes as well as understanding what an expert in a role must be able to do.

Very often these same Subject Matter Experts then become the facilitators of the training because the content is so technical or proprietary. One of the consistent struggles of the SME is recognizing the right perspective. We once heard a SME described as a person who is captivated by "the cool" and the "unique." So, in other words, when training a class of newbies, they might talk about a situation that happened in 2007 that was a real anomaly, but would never happen again. The problem is - a newbie doesn't know that this is non-essential information.

So, one of the practices we have to teach and enforce with Subject Matter Expert facilitators is that the course is not about them. It's not about showing off their expertise or focusing on the topics that are stimulating to them.

What's important is to get a Subject Matter Expert to recognize that when they are acting in the role of facilitator or trainer, the learning is not "all about SME," their focus should be on the learner and what the learner needs to know to be successful on the job.

Grow Your Own Pilot!

Many organizations have realized that in order to be successful they simply haveto "grow their own" skilled workforce. It is impossible to buy, borrow or stealthe skills they need from their competitors or the population in general.  Oneimpressive example of this is Jet Blue Airlines, who announced, in November, thatthey would begin training their own pilots. The current "source" of new pilots isaviation school or the military. Jet Blue is being quite proactive in this endeavorbecause they see a pilot shortage looming as the older generation retires. It isprojected that the training will take four years. Quite an investment! The AirLine Pilots Association - North America's largest pilot union - says "this is notan effective way to secure qualified aviators." HUH? If you're thinking of a careerchange, check it out: http://www.futurebluepilots.com

Reading Teaches Thinking Skills

There is no argument that technology has donewondrous things for us over the years. My carlasts longer, my food cooks quicker and I cancall anywhere in the world for pennies if notfor free.One argument that some will make is thattechnology (the web) has also made us smarterdue to our ability to find vast quantities ofinformation - far more than one could find in their local library or - horrors - confinedto one tome.  And isn't more always better?Another argument is that technology allows us to retrieve information at lighteningspeeds. Have a question or concern? Look it up. Think you might have malaria? Aquick web-search returns 10 very authoritative sources of information about thedisease.A third argument is that this vast "library" of information, available at ourfingertips, allows us to learn from entities we would never have heard of or hadaccess to in the past. How else would we have learned of the Handbook of MusicalDevelopment published by Oxford University Press?These are all very compelling - and true - arguments... to a degree.The "pro" pundits overlook the fact that having information and making meaning fromthat information are very different. There is also the risk of interpreting opinionas fact and limiting one's "research" to the first answer that is returned or theone that seems most popular (because everybody thinks this way).The Training Doctor is challenging organizations to get back to basics. Readingfor comprehension is a basic, yet seldom-used skill.Being able to read critically instead of skimming for factoids requires one to assessthe words that are used, the logic of the argument, or the validity of one opinionover another.The skills of logic, reasoning, extrapolation, and synthesis are critical to runningbusinesses, yet we rarely, if ever, teach or encourage people to learn these skillsthrough our L+D efforts. (If you have an example of a curriculum that DOES teachthese skills - please send it along!)After purposeful and thought-provoking reading assignments, we need to ask Socraticquestions (see article #1) such as, Do you agree with the validity of this argument/premise? Why or why not? How does this compare to this other author / theory? Howcan you incorporate this new information into your day-to-day responsibilities?What are the risks (or rewards) of ignoring this information?  What economic,societal, or technological impacts could change this premise?The possibilities for stretching people's thinking abilities are endless.  But don'tbe overwhelmed. Let's just start with this one: Assign purposeful reading assignmentsas part of your L+D curriculums and begin to require learners to truly think aboutwhat they are reading.

Workplace Training Trends for 2016

Training Industry's winter quarterly publication has a "futuristic" article examining the following workplace training trends they have identified for 2016:

• A growing number of technologies or apps will help to "boost" transfer of learning from the classroom to on-the-job (aka performance support)

• Continued research into neuroscience to enhance learning outcomes and breaking the 'paradigms' of classroom and online training

• Curated learning allows the learner to identify and partake in the training they deem appropriate for themselves

• Properly preparing SMEs to be instructors in order to get the best information from the most-qualified authorities

• Video will be the dominant approach to mobile learning delivery

• Corporate training organizations will continue to use independent training professionals instead of carrying fixed staff for variable activities (like ISD) YAY!

The Demise of Thinking Skills

In addition to a lack of work experience, the younger generations have learned what they do know in two primary ways: through rote memorization and by searching for information that they need, in the moment. While these practices are certainly useful in the knowledge economy, they do not begin to build the ability to extrapolate meaning or action from that knowledge and apply it in the real world to inform decision making, influence and performance.

In the past, there has been a gradual ascent into leadership positions in the "second half" of one's career; often after years of experience which contributes to a broad and "expert" level of performance. Malcolm Gladwell coined the "10,000 Hour Rule" to explain this path toward mastery in any field. However, the expectations of younger workers for advancement, along with the simple fact that today's leaders will have soon retired, makes it likely that many Gen Y/Millennials will be promoted to management and leadership positions before they have the skills, knowledge and experiences to be fully prepared for success at that level.

We simply do not have the luxury to wait 10,000 hours for the next generation of leaders to develop the thinking skills required to lead organizations in the 21st century. When development time is short, every missed opportunity to "grow a leader" is a costly business mistake.

(This is an excerpt from our recently published white paper: Teaching Thinking: Solving Tomorrow's Impending Leadership Crisis, Today.  You can download a copy by clicking on the News and Resources Link in the top menu bar.]  

Where is your Training GPS Leading?

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There is an individual in our workplace who is 100% reliant on their GPS to get them places - even if they have been to that place numerous times in the past.

This "phenomenon" is caused by the fact that when information is readily available to you, you don't have to commit it to memory or learn it. In some instances, this is a wise approach. You don't need to remember what is in your refrigerator - just open the door and remind yourself. You don't need to learn how to complete your taxes when there are step-by-step guides available online (the GPS of taxes, if you will).

But, in other cases, being completely reliant on prompts is counter-productive and potentially dangerous. Sadly, there is more than one example of a person who followed their GPS to doom (go ahead, we'll wait while you Google "GPS Fail"). And, alarmingly, the GPS example is akin to what is happening in our companies today. How often have you heard (or said!)  Hmmm. I  don't know, give me one second, I'll Google it.

Google and "generic" or "universal" information is just one part of the equation, however. A readily available "smartphone" enables workers to have instant access to information they need to do their jobs - either from that universal fount of information, or from a company-supplied portal. In some arenas this is known as mLearning (an abbreviation of mobile-learning) - however, simply putting the word "learning" in the title doesn't magically turn it in to learning.  It should more accurately be called: mInformation

Just like the driver who is dependent on their GPS, an employee who is dependent on a resource to provide them with information to do their jobs, will be consistently dependent on that device. They will never grow their skills, or experience, or capabilities because they will never put any of their own independent thought in to the work. They will be 100% reliant on prompts.

True learning is dependent on experience, experimentation, practice, reflection, and an internalized understanding of not only what and how to do something, but why it is done the way it is. True skill and mastery comes from having internalized the rationale or thinking that underpins a process.

Imagine a football coach who is reliant on robotic prompts to call the next play. Come to think of it, the coach wouldn't be necessary would he? The prompts could be transmitted to the players through their helmets. They would be completely focused on their job, and their position, without having to take in to account the environment around them (e.g. other players, both on their team and against), the score / clock, their proximity to the end-zone, etc.  While in some respects, this might lead to a very accurate game, you would have players who never had to learn the sport, the rules, the strategy. They simply would follow the information they were provided, whether accurate or not.

A Filter is Required"whether accurate or not," is an important point. If you know nothing about a topic, and suddenly you are presented with a "how to," it seems perfectly reasonable to you. Why? Because you have no critical thought through which to filter the information. Especially in the workplace, where decisions are made quickly and can have far-reaching effects, it is imperative to have perspective on a topic or process, and not rely on a quickly-received “answer.”

For worker and workplace success, it is important that we teach people to think more thoroughly, to ask questions, to look for more than one answer, and to be able to make judgements about the information they receive. 

10 Challenges When Creating A Blend

More than 60 individuals responded to a survey regarding the challenges they experienced when implementing a blended learning curriculum in their organization. Being aware of theses common challenges will help you to manage them in your own design.

1. Ensuring participants can be successful using the technology.

2. Overcoming the idea that online learning cannot be as effective as classroom training (convincing stakeholders).

3. Keeping online offerings interactive rather than just "talking at" them (keeping the attention of the learners).

4. Ensuring participant commitment and follow-through during "non-live" elements (accountability).

5. Matching the best delivery medium to the objective(s)- arriving at the right blend.

6. Readjusting facilitator roles.

7. Looking at how to teach content- not what to teach.

8. Resisting the urge to use technology simply because it is available.

9. Ensuring all the elements of the blend are coordinated.

10. Managing and monitoring participant progress.

Adults need time for Observation and Reflection

How often do we allow trainees to contemplate what they have just learned and how it will affect them or how they might implement it on the job? Not often. Reflection takes time and these days we aren't  even offered enough time to do the teaching, much less allow for observation and reflection.  (Our usual requests sound something like this: Can you take this 6 hour class and cut it down to 3 hours? 

No one ever asks, once the teaching is done - how much additional time would be needed for the learners to reflect on what they've learned and how they can best implement it on the job?)

Here is a great case study of one company that "gets it”.

Background: New-hire orientation of a select 300 people per year.

Curriculum design: 12-week program which includes self-study, virtual classes, in-person sessions, group case study and individual assignment.

Time for observation and reflection: The entire final class meeting (2 hours) is dedicated to ensuring observation and reflection. The participants are reminded of each phase of the training and the intended learning outcomes. They are then asked reflective questions:- What did you learn most from this segment of the curriculum?- What are you already using on-the-job?- What do you intend to start doing, as a result of your learning?

They are also put in small groups to compare and contrast their responses, which helps to further their awareness of what they have learned (oh yeah! I forgot about that. How are you going to do it on the job?)

Next they are asked "What more would you like to learn?"  Once they have completed the "prescribed curriculum" they are often aware of what they don't know about the organization or their field.  By giving thought to what more they would like to learn, the organization is able to direct them to further professional development.

Finally, (and our favorite) they are asked: How can you take what you've learned and pay it forward? Since they are in a select group of 300 enrolled in the curriculum, they have become privy to information, approaches or perspectives that not everyone in the organization would have.  They are tasked with taking the initiative to coach others in the organization and share what they have learned in constructive ways.

This formal approach to observation and reflection ensures the learners have thought-through what they have learned, identified the value of the learning for themselves and how they will change their behaviors on-the-job as a result of their learning. It also makes them good "corporate citizens" by tasking them with sharing what they've learned with the rest of the organization.

How to Conduct a Level 3 Evaluation

According to best-selling author Marcus Buckingham, performance ratings rely on "bad data." Labeled the "idiosyncratic rater effect," he states that who we pay,  what we pay, who we promote and the training we offer is based on the assumption that one's "rating" is reflective of the one being rated - when in fact it is reflective of the one doing the rating.

Often, when conducting Level 3 evaluations, we ask a manager or some other entity to "rate" a newly trained employee in order to confirm they have learned and can apply their new skills on the job. In order to not succumb to the idiosyncratic rater effect, it is wise to use an impartial observation sheet, so that the rater simply confirms whether or not the employee is performing the job as expected.

For example:

Comments

Answers phone within 3 rings ¨  Yes ¨  No

States name and badge number ¨  Yes ¨  No

Asks permission to put caller on hold ¨  Yes ¨  No

But even a seemingly straightforward observation checklist can be fraught with imprecision that may skew the rating results.  Before designing a Level 3 evaluation for your own training, consider these factors which may impact your learner's reported "success."          

Who should be the observer?        

What should be the setting?          

Should the trainee be told in advance they will be observed?          

Does the time of day matter?         

Does the day of the week matter?           

Should it be a simulated scenario or a real life one?         

How long should the observation last?           

Should the observer give them feedback? When?         

Should the trainee explain what they are doing?

If you need assistance with designing training evaluations for your organization, visit our web page.

Which Type of Learning is "Best?"

According to a survey of 422 employees, spanning all generations, the #1 "preferred" type of learning and the one deemed "most helpful" is one-on-one mentoring.

The other top vote-getters, in order:

1.       One-on-one mentoring

2.       Traditional classroom learning

3.       Team collaboration

4.       Online courses (they did not specify if this was asynchronous only)

Source: Jones/NCTI survey

You can view the full report, "What Gap? Generational Views on Learning and Technology in the Workplace," here.

Which Type of Employee Training is Most Effective?

Cited as the most effective approaches for developing global leaders:

• External academic or leadership development programs

• Experiential learning (such as games, exercises, simulation, role-play, case studies, etc.)

• Traditional classroom-based instructor-led training were

Source: 6th annual Global Leadership Development Survey conducted by Training, AMA, and i4cp

The Two-Manager Model is Necessary for Professional Development and Organization Stability

According to demographics, three out of every four employees in the workplace will be a Millennial by 2025. That's ONLY ten years off, which means there is a lot of skill development required for Millennials to be prepared to lead our organizations- at any level. 

Unfortunately, a recent study by EdAssist (a tuition assistance management service provider) showed that nearly three-quarters of millennials feel their schooling didn't give them the preparation they needed to enter the workforce. This leaves most professional and skill development to be accomplished on the job.

Given that organizations have downsized and right-sized so much in recent decades, and understanding that most managers are working managers and not solely dedicated to manage others, The Training Doctor proposes a two-manager model going forward.

Each individual in an organization would have two managers who would guide and develop them as they entered and grew within an organization. The Training Doctor has observed the inordinate amount of training of managers to provide them with soft-skill managerial-capabilities such as giving feedback, performance appraisals, coaching and the like.

The two-manager model would break off these soft-skills responsibilities to one manager and the second manager would be the individual that ensures quality work outputs. For example, Susan joins a public accounting firm as an entry-level accountant. Her manager, Cameron, would be responsible for her technical and skills training, including how to participate in client meetings, how to use the firm's software, ensuring adherence to IRS regulations, etc. 

Jacqueline would be Susan's developmental manager. She might sit in on meetings with clients and offer feedback on the way in which Susan presents herself or participates in the meeting.  Jacqueline would also help Susan to identify or understand her career path and help her to make the right choices in terms of personal and professional development opportunities within the company [SHRM's most recent Employee Engagement and Satisfaction survey also shows that Millennials value professional development and career advancement and will jump companies for a developmental opportunity, so this second managerial role would also help to ensure retention].

Jacqueline and Cameron would meet regularly so that each had the big picture of Susan's abilities and accomplishments as well as future aspirations, and they could collaborate on developmental opportunities for Susan.

This two-manager model would take a large burden off the mid-level manager as it currently exists. It would allow someone to be solely dedicated to the professional development of individuals within an organization while another manager is dedicated to on the job performance, accuracy and mastery.