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!
Training Design Basics, by Saul Carlinger - Interview with the author
cover--training-design-basics
An interview with our friend and colleague Saul Carlinger, on the publishing of the 2nd edition of his book Training Design Basics (ATD)
What motivated you to write this book?
The motivations behind the two editions differed a lot. ATD (then ASTD) asked me to write the first edition. Although I was flattered, I had my concerns. First, I had just finished Designing e-Learning and was concerned about too much overlap between the books: both were about instructional design. But the distinction between the two was clear: one focused solely on e-learning and the other focused on more traditional forms of training-classroom and workbook-based programs, both of which were still dominant at the time.
My second concern was more fundamental; with so many books on the market about instructional design, what could I add? But as I looked at most textbooks, I realized that most focused on analysis, writing objectives, and evaluation. Those are all important, but I remember from my own time as an instructional designer that the majority of the work is focused on design and development. I covered analysis, objectives, and evaluation, but decided to emphasize the daily reality of most instructional designers: design and development.
Fast forward to 2011. Designing e-Learning was increasingly out of date, so I contacted ASTD to see if they would be interested in a revision. At the time, they had not made a long-term decision about that particular series of books on e-learning, but said they were looking for someone to write a book on informal learning. That interested me because I had explored that topic for my dissertation. Within 90 minutes, I had an outline for the book that would eventually become Informal Learning Basics: not the book I had planned to write when I called my editor but one I was delighted to write.
When that book was published, I suggested revising Training Design Basics and expanding its scope to include all training media, including e-learning. So the second edition of Training Design Basics is essentially a single book that updates both Training Design Basics and Designing e-Learning.
Part of the motivation was practical. The only way to integrate e-learning into the mainstream is to treat its design along the design of other types of programs. I also wanted to update Training Design Basics to address issues that arose when I used it in the classroom.
In addition, I wanted to address a general misunderstanding about ADDIE in this edition: that it is a linear one-size-fits-all process. Part of that is addressed in language about ADDIE (each part is described as an activity rather than a step in a process). Part of that is addressed by describing how the "full" approach is adjusted for revisions and lower-impact projects.
If you could distill your message down to just one - what would it be?
Given that my publisher always has to cut sizeable chunks of my original manuscripts to meet page limits, the real issue is whether I'm capable of distilling my message. (ATD's wonderful editors make this a learning experience more than anything else and the resulting versions are much tighter, stronger, and focused than the originals.)
But I'll try: Effective instructional design is problem solving. The better that trainers define the problem up-front and the tighter the alignment among the objectives, assessment of learning, and the course material, the more likely that designated learners will be able to develop the intended skills with the materials prepared for the learners.
How can business/ HR / training use this book to assist them in the work that they do?
Use this book to guide a training project. For example, suppose someone is starting their first training project or trying to improve their design technique. Read the first three chapters before starting a needs assessment. Then use the book to complete an entire chapter, reading one chapter at a time and using the worksheets at the ends of the chapters to apply the content in their work.
Do you have a personal motto that you live by (related to your book)?
Focus!
You can learn more about the book at Saul's website: https://designingelearning.wordpress.com/
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?
GPS football player
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.
FAIL: LMS's not living up to their promises
Source: Software Advice survey of 155 HR professionals. You can view the full report here.
Users spend 59% more than they expect to (average spend $70,000+)
Live video / conferencing ranks as the #1 feature LACKING in current LMSs
26% of users are dissatisfied or very dissatisfied with their current LMS
LMS's have the greatest impact on overall costs of training
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.
Marketing the Training Function
If your company already has an internal newsletter, speak with the editor about writing a regular training column. If no such newsletter already exists, you can easily begin your own e-newsletter using your internal email system.
Ensure that anything sent from the training department is engaging and helpful in performing one's job. Don't just send a calendar of events. Training tips might be about software applications, management practices, or on-the-job-skills that are unique to your organization. Keep the tips short and how-to oriented so that recipients clearly see the value of reading your e-newsletter. You can start with a helpful tip, and then provide a calendar of upcoming events. This format helps to ensure that your messages get opened (because one never knows what this week's helpful tip will be) and once recipients begin reading, your hope is that they will read the entire message, including the calendar of events.
Here's a "tricky" tip: Consider having a "for manager's eyes only" tip - which of course everyone will read. You are subtly training future managers.
Why Utilize a Virtual Classroom?
Book Excerpt from "Tailored Learning":
The ability to interact with experts and peers in real time is a comfortable and familiar environment and eliminates the isolation that often comes with asynchronous technologies. Often a participant requires live interaction with an instructor or an expert, but that interaction does not need to be face-to-face.
For example, medical students observing surgery would, arguably, benefit from being physically in the operating room or a surgical observation area. However, those same participants do not need face-to-face interaction to ask post-operative questions of the surgeon. Questions can be asked and discussed among all of the participants via a virtual classroom. If a recording is made of the synchronous discussion, all the participants can go back and review the recording, at any time, to ensure that they understood the answers. One of the most common reasons for organizations to implement a virtual classroom is an audience that is dispersed across a large geographic area (oftentimes worldwide). Compared with traditional classroom delivery, the money saved in classroom costs, travel, and time away from work quickly becomes apparent. In addition, organizations may choose to deliver content that they never would have scheduled in a more traditional (classroom) setting. For example, an update to a computer system may only take one or two hours to teach, but an organization would rarely convene a training program for such a short period of time because it would be cost prohibitive. The virtual classroom makes this type of content easy to distribute.
As organizations become more global, and the need to collaborate across a distance is becoming more important, a virtual meeting place can help close the distance gap by providing a forum through which employees collaborate in real time.
Why Your Onboarding Training Process Matters
According to a survey of 1,000 employees by BambooHR: 1 in 6 reported they had quit a job between the first week and the third month of starting the position.
Who is responsible for job readiness? Colleges or Businesses?
According to a research study done by the University of Phoenix and EdAssist of 501 managers and 533 workers from diverse industries:
93% of managers believe college should teach soft skills such as how to think, learn, and communicate - and 75% of workers agree
96% of managers felt that technical training and job-specific skills training was the employers responsibility
Why are we not training managers?
Managers are the most undertrained and under-appreciated employees in corporate America according to a study conducted by Kelton Research and Root Inc., of 205 Training / HR executives.
Among other findings, the survey respondents report that less than ¼ of their training budgets, if any, are currently allocated to manager training.
You can view the full report here.
Marketing Your Training Offerings Through an Internal Conference
If your organization has a “catalog” or prescribed curriculums, a wonderful way to engage with potential attendees is to hold a yearly “internal conference.”
Schedule a day which mirrors a professional development conference and invite all employees to avail themselves of the informative, free training sessions. Establish tracks, such as technology, leadership, service, etc., and within those tracks schedule one-hour previews of the various courses to give potential students a taste of what attending the full-blown offering might be like.
In order to determine what content to highlight, think about the “ah-ha” moments in each class. Impress your internal conference attendees with things they may not know (wow, I need to take this class in order to find out…), interactive and engaging topics (this seems like it will be a fun class to attend), and previews of how their on-the-job performance will be enhanced (I really should learn more about financial reports if I want to move in to management).
As participants leave the preview, ask them to complete an evaluation form, just like you would at a professional conference. On that form ask them if they would like more information about the topic, if they would refer a colleague to take the class (and that person’s contact info), and of course ask them for their own contact information.
Now you have accumulated a “marketing list” of interested and engaged employees for future class offerings and you’ve also determined what topics are most in-demand in your organization, for the coming year.
Colleges are not teaching what businesses need
According to a research study done by the University of Phoenix and EdAssist of 501 managers and 533 workers from diverse industries:
93% of managers believe college should teach soft skills such as how to think, learn, and communicate - and 75% of workers agree
96% of managers felt that technical training and job-specific skills training was the employers responsibility
Managers want training in using virtual tools; in order to do their jobs better
While 87% of managers say that online meeting tools such as WebEx and Lync are mission critical, only 10% say they're competent and confident using those types of tools.
Source: Virtual Leadership - Closing the Distance, in Training Magazine, May/June 2015
The Value of External Alliances when You are a One Person Training Department
In an earlier post, we talked about the value of creating internal advisory committees in order to help you to determine and prioritize what training is needed in your organization. In this excerpt, we continue in that vein, discussing the value of external alliances.
Relationships with people who are external to your organization are valuable because they will look at your situation in a different light and undoubtedly offer a different perspective. One excellent source of peers who are external to your company is through industry organizations.
Industry organizations are where you will get the most accurate information and feedback about how your industry is implementing training. You'll be able to ask other training professionals in your industry segment about the results they achieved when they implemented training on a particular topic, and in addition, you'll get a sense of what the industry overall feels is important in terms of developing the workforce for the industry.
For example, Maintenance Solutions, the trade publication of the facilities management industry, includes a semi-monthly column regarding training needs and priorities. The October 2004 edition included an article titled "Training Spotlight: Electrical Systems, "which states, "Safety training is a continuous effort that is best done with frequent, short, job-related meetings," and continues, "Safe work performance begins with each technician knowing the personal protective equipment (PPE) he or she should wear and how to adjust and wear it correctly." If you work in the facilities management industry, you don't have to identify what training is essential or even what content should be covered in the training. Your industry is doing it for you!
In addition to having knowledge about the training needs of the industry, joining industry groups and having contacts within the industry may save you from having to reinvent the wheel. Of course, you'll want to validate that an industry need is indeed a need for your organization as well.
Belonging to an industry organization will provide you with a kind of support that you will not receive anywhere else. You can find industry organizations by using a search engine. Type the name of our industry and the word association into the search field. For example, a search on telecommunications association returned, among many others, the National Cable & Telecommunications Association, Canadian Wireless Telecommunications Association, and Industrial Telecommunications Association.