How are you Representing?

A-female-manager-representing-her-team-in-a-management-meeting

During my career, I have been given a few nuggets of wisdom from people with whom I have made contact. Upon truly understanding their meaning, those words shaped a paradigm shift in my thinking that transformed the way in which I did my work or lived my life. Other pieces of wisdom I heard simply reaffirmed what I already knew, but perhaps provided a unique way in which to describe or communicate the concept. One of those concepts seems to be rarer today than when my career started and I thought I would share it with you.
During my last year of undergraduate work, a guest speaker came to speak to my leadership class. Her message was inspiring and spoke to the good that can be done when only one person takes a stand to make a difference. Upon concluding her talk, she suggested that we always remember who we represent. In our daily interactions with the world around us we are representing the groups in which belong. Those groups include our family, our educational institutions, our religious organizations, our communities, our workplaces and yes even our sport teams. And whether or not we want the responsibility, our actions send a message to those with whom we interact about the people that make up our group.
What does your message send about you, your family or even the field of HR? If you are in HR, you most likely understand the negative perceptions that may exist about our ability to really contribute to the business or make a financial impact. But what are you doing today to change those? How are you leading change in your organizations? How are you modeling the core values you represent?
Think about the following:
. You are a recruiter for a company. In your personal time, you spend hours to complaining to everyone who will listen about how bad your company is. (This goes beyond the very tight inner circle of people with whom you have developed a deep relationship of trust and may even include those postings we have all heard about on all those social networking sites.) When you come to work, you spend hours wondering why you can’t get your network to send you any referrals.
. You completed your degree and are very quick to point out to others this new credential you earned. (Go ahead; you deserve to brag a little). But then at every opportunity, you bash the school and the curriculum. And talk about how it was a huge waste of time. Or you use your 10 years of experience working at a company as a credential on your resume, but during an interview with a potential employer, you spend 15 minutes bashing the company and everything they did wrong.
. You volunteer with a charity. You are put in charge of a project that requires the recruitment of volunteers. You schedule a meeting with those who may be interested in volunteering. While you are waiting to start the meeting, you friend who came to help out walks over and you spend ten minutes venting to her about how frustrating it is working with the leaders of the organization.

On the days when emotions take over and I start to resemble the examples above, I check myself. I take a moment and I think about who I am representing. The next step is to ask, “what can I do to make it better?”

Where will you start?

For more resources, See the Human Resources library.

HR’s Number One Priority-Depends on Who You Ask

Number-one-written-on-a-wall.

If you ask a number of people what is HR’s number one priority or responsibility, you’ll most likely get a number of different responses based on who is answering the question even if two of those asked are in the same position. People are egocentric by nature. They tend to view things from their own experiences and needs. Below are a few examples of what one might hear, although there are many more.

CEO- “The primary responsibility of HR is risk management. They are here to keep us in compliance.”

CFO- “HR is here to keep our human capital operating at a maximum level of efficiency so that we can manage our labor costs.”

Managers-“I need HR to find me better talent.”

Supervisors-“HR’s primary responsibility is to handle my performance problems.”

Employees-“HR is here to make sure I am treated fair. Or at least they are supposed to be.”

HR- “It depends.”

With these varying viewpoints and opinions of what HR should be doing, it can be hard to define and measure success. Defining a terrible HR person may be in the eye of the beholder, but Suzanne Lucas, a.k.a. The Evil HR Lady offers you nine signs to figure it out. Follow the link and check out her list. It is top notch and covers the gamut of HR responsibilities from compliance to recruiting. Let me know what you add.

For more resources, See the Human Resources library.

Sheri Mazurek is a training and human resource professional with over 16 years of management experience, and is skilled in all areas of employee management and human resource functions, with a specialty in learning and development. She is available to help you with your Human Resources and Training needs on a contract basis. For more information send an email to smazurek0615@gmail.com or visit www.sherimazurek.com. Follow me on twitter @Sherimaz.

Little League and HR

A young baseball player on a pitch

My favorite part of summer is watching my kids play baseball. My oldest son has played with the same coach for three years. For the first two years, the team was mostly the same players and the team worked well together on and off the field. But this year is a little different. This the first year, the coaches picked players from a draft (no parent requests for a coach) and it is also the first year that some of our players were eligible to participate in a travel team. So the team has only four of the original players. It’s an entirely new dynamic.
The difference isn’t in the talent of the individual players. We lost some talented players, but we gained some talented players. Overall the individual talent has stayed about the same or maybe has improved a little bit. The big difference is the cohesiveness of the team. (Granted due to the record rainfall this spring, the team got very little practice time prior to opening day.) They are unruly on the bench, they fail to support one another during game play, and are quick to comment (sometimes loudly) when a teammate misses the play or makes an error.
The story is a classic, right. A team that needs a little teambuilding and coaching. But as a parent, I am not the coach. However, since I have built a relationship of trust with the coach, I know where I can help and I trust in him that will take the lead on the other stuff.

That’s the kind of relationship that HR needs in the workplace with the leaders. You are responsible to build relationships with the organization’s coaches so that you can support them in their job to build a productive cohesive team.

For more resources, See the Human Resources library.

Sheri Mazurek is a training and human resource professional with over 16 years of management experience, and is skilled in all areas of employee management and human resource functions, with a specialty in learning and development. She is available to help you with your Human Resources and Training needs on a contract basis. For more information send an email to smazurek0615@gmail.com or visit www.sherimazurek.com. Follow me on twitter @Sherimaz.

The Most Powerful Trainer in Your Organization-Culture

Employees-having-dialogue-with-peers-in-the-organization

In multiple recent posts, I discussed techniques for building training that is more likely to result in actual learning. And while I believe that effective training is an investment that will yield a very positive ROI for companies, organizations cannot ignore where the majority of actual learning takes place. The majority of learning in an organization is a result of informal interactions. Employees learn by observation and dialogue with peers, leaders, managers and others. They learn limits by watching reactions of their supervisors and the consequences that come with pushing the limits. It is also within these same interactions with peers, leaders and managers that can make or break the learning transfer after a training session. So while training and HR departments are building programs to develop skill sets or improve performance, the real change happens in the culture. And the culture is built by all those interactions and observations that occur “back on the job.”
Company culture is a powerful thing.

. It teaches employees what is acceptable and what is not.
. It overwrites the handbook and all the training sessions.
. It serves as the check point for employees when making decisions in the trenches of the job.
. It takes blame for failed programs.
. It drives behaviors.

HR and Training Professionals who fail to consider the culture in the organization will also continue to fail to execute the programs they spend hours developing.
If you are thinking, “I can’t control the culture” Get out of HR.
If you are thinking, “I am only one person. How can I control the culture?”
Then start where you are. What culture are you modeling? What behaviors are you supporting? What do you choose to ignore and what do you choose to freak out about?
Employees learn what is acceptable by watching reactions and consequences. Not by handbooks. Use that to build the culture that drives the behaviors that drive the business and you’ll get and keep your seat at the table.

For more resources, See the Human Resources library.

Learner-Centered Training Part 4

A-student-studying-in-a-classroom
If you have been following the series on Learner-Centered Training, you have already read about the first two steps in creating this environment. The third step is the practice phase. This is a crtical step in the training as it is where learning transfer takes place. It is also critical in this phase to remove the roadblocks to successful transfer and application. Below are a few examles:
  • No immediate need to apply the learning on the job.
  • No support system to reinforce the learning.
  • Lack of cultural support for the new learning.
  • Lack of reward for applying new learning.
  • Lack of consequences for failing to apply new learning.
Only 5% of classroom learning is retained without reinforcement and coaching  There a number of ways that you can take to esnure successful transfer or integration of the learning. It is important to reinforce the learning during and after the training session.
Building Integration that Removes Barriers During the Session

  • Job Related Simulations
  • Problem-Solving cases using real business issues
  • Evaluation of learning-tests, quizzes, demonstrations, etc.
  • Have participants create detailed action plans of how they can use the learning on the job
  • Have learners create job aides for their new learning
  • Schedule follow-up conversations or coaching sessions to review transfer on the job.
After the Session

  • Set up group follow-up sessions with learners to share their experiences implementing the learning (can be done remotely if needed)
  • Partner learners with a mentor
  • Use tip of week reminders that can be delivered in any media format
  • Start a blog or wiki following the training for learners to post best practices and success stories
  • Involve and train managers and leaders to support the learning
  • Reward managers who support training and participants who demonstrate the skills and knowledge
  • Use metrics and evaluations to determine results

What other ideas do you have? What can you share?

Sources

http://www.bowperson.com/

http://www.alcenter.com/

For more resources, See the Human Resources library.

Sheri Mazurek is a training and human resource professional with over 16 years of management experience, and is skilled in all areas of employee management and human resource functions, with a specialty in learning and development. She is available to help you with your Human Resources and Training needs on a contract basis. For more information send an email to smazurek0615@gmail.com or visit www.sherimazurek.com. Follow me on twitter @Sherimaz.

 

 

 

Learner-Centered Training Part 3

A-student-learning-in-a-classroom

After the proper learner preparation has taken place and connections have been built with the learners, the facilitator(s)’ role is to deliver the information. It is important to remember in learner-centered training that delivery should be about the learner and their learning of the material. When preparing for this phase, many facilitators, trainers or presenters spend the majority of their time on delivery of content (the presentation of material) within their control ignoring that the leaner is the most important component of this preparation. In many cases, the training is occurring to provide knowledge, skills and abilities that will help the learner achieve the company objectives. The ultimate goal of the training is most likely is to initiate a change in behavior. Since the learner is the only who can control the behavior change, focusing the delivery on the learner is essential is achieving this goal.

Learner-Centered Delivery Using Creative Presentation

Traditional PresentationVerses

Creative Presentation

Traditional 

Lecture

Facilitator Focused

Boring

Not Learning

Creative PresentationInteractive

Activity after every 10-15 minutes of facilitator talking

Requires Movement and Participation of Everyone

Learner Centered

 

 

Three Types of Creative Presentation

Facilitator PresentsPresentations that increase curiosity, jump-start learning, and engage the learning. Facilitator and Learner Presentation allows learners to create during the facilitation. Learner Presentations and Discovery Exercises allow learners to be introduced to the topic without formal facilitation.
Some Examples from the Experts 

These examples can be found in the SharonBowman books and in the The Accelerated learning Handbook by Dave Meier

  1. Use visual props when you present.
  2. When teaching a process or procedure, build it on the wall or table (depending on the size of the group). Make sure it is visible to everyone. Have the group tear it done and re-build it as a teach- back.
  3. Use stories or fables.
  4. Wear a costume or create a character to illustrate the point.
  5. Use a sandwich board to dress yourself up as a product or process or piece of equipment. Present the information in the first person.
  6. Use memory triggers such as rhymes or acronyms. (You can have the group repeat them for reinforcement.)
  7. Use analogies and metaphors.
  8. Use the talk show host character and interview a subject matter expert.
  9. Assign learners a different process or part of the topic and use them throughout the presentation to illustrate their role.
  10. Have everyone choose a learning partner. Let them know that they will be creating a 10 question quiz on the topic and have them quiz their partner at the end.
  11. Have everyone put their name on an index card then drop it in a container. Next have each of them draw a name from the box. That will be their secret pal. Explain that they will have to take notes for their pal. At the end have them review and give the notes to their assigned pal.
  12. Periodically stop presenting and have learners discuss how they can use what they just heard.
  13. Give each participant a BINGO card with words, terms or processes that will be covered. If a learner reaches BINGO have them stand up and award a small prize.
  14. Give learners a set of questions that will need to be answered at the end. Have them take notes during the presentation, then answer the questions (can be done in a team if a group presentation)
  15. Give each learner a card with a question that they will need to ask the presenter. Use a press conference theme to get the questions answered.
  16. Give learners handouts with pictures or charts with missing information. Have them fill in the information as your present.
  17. Give each learner a large card with a term written on one side and the definition on the other. When you discuss the term in the presentation, have the learner stand up and read the definition to the group.

For more resources, See the Human Resources library.

Sheri Mazurek is a training and human resource professional with over 16 years of management experience, and is skilled in all areas of employee management and human resource functions, with a specialty in learning and development. She is available to help you with your Human Resources and Training needs on a contract basis. For more information send an email to smazurek0615@gmail.com or visit www.sherimazurek.com. Follow me on twitter @Sherimaz.

Resources

http://www.bowperson.com/ http://www.alcenter.com/



Learner-Centered Training Part 2

A-young-student-carring-her-notebook-in-a-blue-background

The first step in creating workplace training and learning events is preparation. This may seem obvious, but this step is specific to learner preparation not facilitator preparation. Learner preparation requires the facilitator to take planned steps that will help the learning build connections with the topic, with their goals for the learning, with the other participants and with the learning outcomes. This stage of the training should occur even before the day training starts if possible. If not possible, it should occur from the very first moment.

The Benefits of Effective Learner Preparation

  • Peaks interest in learning
  • Removes barriers to learning
  • Gives learners a positive emotional connection to the subject
  • Removes negative mental state to learning
  • Allows learners to connect with other learners

Learners need to know the purpose of the training and what meaning it has for them.
Effective Learner Preparation Helps the Learner identify their own benefits of the learning or training and helps answer the following questions:

  • What will I be able to do?
  • How will this help me do my job?

Facilitator Steps to Create Effective Learner Preparation

DO Avoid Doing
Make positive statements about the learning

  • You are going to enjoy this topic.
  • You are in for a treat today!
  • The information you learn today can help doing your job easier.
Making negative statements about the learning or session.

  • Wow. We have a lot to get through today and not a lot of time!
  • This topic is challenging. I hope you can learn it. If not, you will struggle going forward.
  • You have to remember all the steps I cover today.
Create a positive learning environment

  • Use music
  • Use colorful charts with key points, pictures and images that support the key points, toys, displays and other colorful peripherals
  • Instructor costumes
  • Create a traditional classroom set up without color.
  • Have broken equipment, chairs or tables.
  • Have environment that is cold or warm
  • Have an environment that is dirty
  • Not being prepared when the first participant arrives
Creating a negative environment:

  • Create a traditional classroom set up without color.
  • Have broken equipment, chairs or tables.
  • Have environment that is cold or warm
  • Have an environment that is dirty
  • Not being prepared when the first participant arrives
Start as soon as you can

  • Mail or send them a learner prep kit to includes things such as:
  • Picture or verbal agenda
  • A brief email or letter
  • Suggested pre-work
    • Websites
    • Books
    • Articles
    • Videos
    • Audio clips
    • Questionnaire
    • A list of information to gather and bring
  • Have participants build connections with other learners as soon as possible. This can even start electronically by setting up a blog or wiki. Use topic related content to develop introductions and connections.
Avoid:

  • Not communicating with them until they arrive. (whenever possible)
  • Start by introducing yourself and then reading them all the rules and objectives for the day.
  • Prepare the learner by giving them copies of a PowerPoint Presentation as their only handout.
  • Have participants introduce themselves by going around the room and giving their name, rank and serial number.
  • Not having participants interact.
Examples of Activities to use to build connections:

  • Provide learners with post it notes and have them write one of the following:
    • What they want to learn about the topic.
    • The most important learning objective (Provide them with the list)
    • One or two things that they already know about the topic.
  • Once complete, have the learner place the post it note on a prepared wall chart.
  • Use the same items from the above list, but have learners share with someone in the room. You can use table groups or have the learners mingle around the room taking two or three turns sharing.
  • Hold an open house prior to the learning session so participants can get to know each other. If possible have them decorate the room.
  • Have learners create a list of questions prior to the session. Have them find participants from previous trainings to provide the answers.
  • Call learners ahead of time to welcome them and see what questions they may have.
  • Send participants email communications prior to the event with positive suggestions. Include learning objectives.
  • Send the learner positive quotations about the topic and have them create a colorful banner or poster to that can be brought to the session to decorate the walls.
  • Have topic related issues posted somewhere in the room with a solution. Have participants stand on a created line (tape, yarn, etc) with strongly agree with solution at one end and strongly disagree at the other. Once everyone is in line, debrief the activity by asking reasons for their choice.
  • Have the group write their own reservations on an index card. Have them mingle around the room and find a partner. Have them exchange cards with their partner then have them coach each other making suggestions on how the barrier can be removed.
  • Have learners write their fears and/or reservations about the topic on cards. Have them share the cards with their group as they drop them into a casket or suspend them from the ceiling.
  • Have participants work in teams. Have them list (or provide a list) of barriers one might have about learning the topic. Have them come up with three ways to overcome the barrier.

What other ideas do you have? What can you share?

Sources

http://www.bowperson.com/

http://www.alcenter.com/

For more resources, See the Human Resources library.

Sheri Mazurek is a training and human resource professional with over 16 years of management experience, and is skilled in all areas of employee management and human resource functions, with a specialty in learning and development. She is available to help you with your Human Resources and Training needs on a contract basis. For more information send an email to smazurek0615@gmail.com or visit www.sherimazurek.com. Follow me on twitter @Sherimaz.

 

 

Learner-Centered Training Part I

A-trainer-with-a-learner-sitting-on-a-couch

As stated in my previous two posts, training sessions can be a dreaded activity by many. Despite research that tells us lecture is not learning, it is still the most used delivery method. And with current updates in technology the lecture is often supported with a deck of PowerPoint slides filled with the words being spoken by the presenter often times while reading directly from the screen or his printed copy. It is not surprising that this is the most common method. It is the easiest to develop and control and it is what learners often expect. This may just be why they dread coming to training.

What to Do?

Developing and delivering training sessions that will be pleasant surprises for the participants instead of dreaded events requires a learner-centered approach which is much different than a controlled lecture. I recommended some resources in my previous posts. In addition to those websites, there are a number of books that are also great resources. Sharon Bowman’s The Ten-Minute Trainer 150 Ways to Teach it Quick & Make it Stick is one of my favorites. Dave Meier’s The Accelerated Learning Handbook is another great resource to help you re-design your training. The ideas shared in these resources can be used with any topic, delivered to any group, and within any time frame. They can also be used in e-learning and web-based delivery methods.

Basic Premise

The resources listed focus the development of training on a four phase cycle. The four phases of the cycle include planned activities with a specific purpose of engaging the learner in the experience using multiple senses to explore the new material and connect with others in the learning community. The phases are designed based on what brain research tells us about learning. (See my previous post for more on this). The design methodology using these phases brings the theory into practice with great results.

What to Learn More?

In the next few weeks I will break down each phase with tips and tricks to use in each. I would also welcome you to share your experiences in training in the comments section. What experience can you describe that have been pleasant surprises or training nightmares?

For more resources, See the Human Resources library.

Sheri Mazurek is a training and human resource professional with over 16 years of management experience, and is skilled in all areas of employee management and human resource functions, with a specialty in learning and development. She is available to help you with your Human Resources and Training needs on a contract basis. For more information send an email to smazurek0615@gmail.com or visit www.sherimazurek.com. Follow me on twitter @Sherimaz.

Resources

http://www.bowperson.com/

http://www.alcenter.com/

Is Lecture Learning?

The thought of attending training sessions for many can bring up an array of emotions. With the new technologies that have erupted over the past decade, the immediate assumption of many is that training is just a PowerPoint and a lecture or a PowerPoint turned into webinar and called online learning. But how much learning is actually occurring?

What does the research say about adult learning?

Malcolm Knowles has be coined the “father of adult learning” for his writings on andragogy, the study of adult learning. His work describes the following six assumptions about adult learning:

  • Adults are self-directed learners
  • Adults use their experiences as a resource for learning
  • Adults readiness to learn is tied to their social roles
  • Adult learning is tied to immediate application
  • Adults have internal motivation to learn
  • Adults need to see a need for training.

Additional research on adult learning has found the following:

  • Learning involves the mind and the body
  • Learning is created, not consumed
  • Collaboration helps adult learn
  • Experience and practice aid in learning
  • Positive emotions aid learning
  • Learning transferred visually can be absorbed faster than verbal

What does the research say about workplace learning?

Some research shows that only 5% of classroom room is transferred back on the job. In April’s edition of Chief Learning Magazine, John R. Mattox II discusses a recent study conducted by KnowledgeAdvisors that confirms a very low transfer of learning occurs. According to article, only 9% of training is used by learners with positive results, a key factor is the recurring use of the skills. The article further argues for the need for management involvement before and after training to reinforce application of the learning.
Why do we get it wrong?

There are a number of reasons why training departments get it wrong. Getting it right is more time consuming, it can cost more, it requires a longer roll out period, and quite frankly, it’s harder to plan and implement.

What can you do?

Start by using the research. This research isn’t new; it has been around for decades. More recent research supports it and yet in most organizations we are still using the lecture method. For all of us who have learned something new, we know that lecture is not learning.

There are a number of resources available to help you create better training and help you become a facilitator. Below are a few of my favorite websites. They both have a number of further resources for you to use. Go ahead, take the first step. Start slow and see what a positive reaction you get.

http://www.bowperson.com/

http://www.alcenter.com/

If you are interested in learning more and are in the Cleveland area, check this out.

http://www.ialearn.org/conference.php

For more resources, See the Human Resources library.

Sheri Mazurek is a training and human resource professional with over 16 years of management experience, and is skilled in all areas of employee management and human resource functions, with a specialty in learning and development. She is available to help you with your Human Resources and Training needs on a contract basis. For more information send an email to smazurek0615@gmail.com or visit www.sherimazurek.com. Follow me on twitter @Sherimaz.

Training-Pleasant Surprise or Nightmare?

Employee-in-a-training-class

Employees sometimes spend several hours each year in training classes. Many times, these classes get the same reception as the performance review. The two have some similarities. Both are often dreaded experiences that can turn into a pleasant surprise or a nightmare. Most likely each of you can relate to both experiences for both items.

For training, there are number of things that happen that lead to a negative experience. Have any of the following happened to you during a training session?

  • The class started late or ran over the time allotted.
  • The instructor or facilitator spent hours talking to you in a monotone voice with every word repeated on a PowerPoint slide behind them with lights dimmed in the room.
  • The instructor seemed bothered by the interruption of questions about the topic.
  • The instructor wasn’t prepared for class requiring you to sit in silence for several minutes.
  • The instructor made a consistent point of ensuring that the participants knew their credentials and expertise. Any time someone tried to share an experience with the topic, they were cut off only to have to listen to the instructor tell you how to handle it their way.

There are also several things that lead to positive learning experiences for adult learners.

  • An environment where practice and exploration are encouraged and allowed.
  • A facilitator who uses the experiences of the participants to connect the material.
  • A facilitator who is has prepared the material, the environment, and the delivery to work together to maximize learning.
  • A delivery of material that requires action, discussion, and participation.
  • A facilitator who is positive about the material and your ability to learn it and practice it.
  • Content, handouts and materials that are immediately useful to you in your current role.
  • PowerPoint is only used as a visual tool to enhance the material.

One of the key differences between the pleasant surprise and the nightmare for training falls in learner verses facilitator control. For those of us responsible for employee learning, we often spend the majority of the program development time focused on the objectives that we need the employees to learn. We build agendas and timelines then focus on how to get the all the information out within our timeframe. When the focus is on getting information out, how can we focus on the learner taking the information in and actually learning?

Stay tuned for more on this topic.

You can also find more information at www.astd.org and http://www.ialearn.org/index.php

For more resources, See the Human Resources library.

Sheri Mazurek is a training and human resource professional with over 16 years of management experience, and is skilled in all areas of employee management and human resource functions, with a specialty in learning and development. She is available to help you with your Human Resources and Training needs on a contract basis. For more information send an email to smazurek0615@gmail.com or visit www.sherimazurek.com. Follow me on twitter @Sherimaz.