Category: Training & Development

The topics of Training and Development, and Communication are so intricately entwined that I can’t help myself talking about it.

I argue that the basic communication process is not simple, but in concept it is really–and those who get the Primer embedded have the easiest time adding the complicated parts. Never say, “in other words.” Never say never. If what I just said sounded like a bunch of gobbledygook, let me clarify.

I have been at this communication business a long time as an actor, speaker, trainer and writer, but also as a father, a husband, a student, an employee, a person of the world. We are unique among species on this planet in that we can communicate complex information, sometimes beautifully in a variety of media (some call it art)–that we can transfer ideas and not just distress calls, territorial warnings, or send sexual signals for perpetuating our species. Naturally we do do those other things and more, but we forget how special each and everyone of us is. We have differences. We don’t operate on instinct, but on learning as well. We learn, teach, promote, propagandize, analyze, dissect, clarify, obfuscate and can use a hundred million other words that address how we can manipulate language to our own purposes. Those purposes are why we speak.

Stop taking communication for granted. I see too many trainers either take it for granted or are too focused on the information and expected results than knowing if their message is truly received.

Believe it or not some trainers are actually afraid of speaking, but it is nothing to be ashamed of. They are subject-matter experts who need to understand communicating that information is not about who knows it best. That’s a difficult concept for managers to believe as well. And, the debate goes on. This writer believes the subject can be presented in such a way by a trainer (communicator) without apology if done right. If the subject and object of the training is to transmit complex information the audience will readily and anxiously absorb, then by all means have a subject matter expert present and a communicator to assist with the communication aspects: organization, facilitation, and message as needed.

If you are afraid of speaking, it most likely has to do with how you see yourself in the equation, how you fit in. If you are speaking well and no one seems interested, maybe you haven’t taken your audience into account as much as your message. It’s simple: care about them, address their concerns, and they’ll care about you. There’s no guarantee they’ll buy your product, but they won’t be able to say a bad thing about you and they’re more like to remember and pass on what you say.

Knowing the subject is important, but unless someone is transcribing every word, it’s not necessary or preferable to be a know-it-all. You own the stage on behalf of the people in the audience, give them what they need to know, and the means and desire to find the rest if you can. Your efforts make you a leader, more of a fountain of information, which is better than faucet that shoots out information.

Be honest and genuine. Self-deprecating humor is funny; it means you’re human. Do not make fun of your audience. Instead build them up (within reason) and treat them like thinking adults and they will respond. Too much love and they will dismiss you. It seems disingenuous even if “the love” is totally sincere. Knowing the difference between your audience and yourself is important in how you convey that information: respectfully, humorously, flippantly, scientifically, politically correct, etc.

If the message we are sending is not received, it may as well not be sent. Communication must be understood as intended or again our purpose in sending the information is a waste of time. My mantra of know your audience, know your subject, and know yourself places communication at a very basic level. You have to know these things or you will not be able to communicate effectively. You may be able to present or speak beautifully, but if your audience doesn’t “give a damn,” you’ve achieved nothing–unless the act of speaking as some perverse form of entertainment was your purpose. Unless, of course, your audience was all set to hear your lovely voice, listen to the pattern of your words and sit there patiently until you finished. It happens. People are polite, but while that is nice, we want our messages heard. Don’t worry I haven’t forgotten the times we do speak to entertain, motivate or inspire. If any speaker or trainer is more concerned about his or her audience, it is then.

So what are the basic ABCs of presenting?

• Know your audience, know your subject and know yourself. Remember to never hold yourself higher than your audience. You may own the stage and were asked to be there because you have great know, but it is your audience you are there to serve and you owe it to them. If you do see yourself in higher regard than the audience, then restrain yourself and read my post on Character Training.
• In developing your presentation (or modifying a standard product to fit) customize it to the point you don’t have to explain why this presentation isn’t for every audience member. It pretty much should be and you should ask enough before, after and during the presentation to make sure your message was heard loud and clear.
• Don’t stumble where your knowledge is concerned. If you need to write it down so you get it exactly correct, don’t worry about apologizing to your audience that your going to read a small important excerpt. I emphasize small. Give them a link or reference if they want or need more. Unless you are the source and your session is taking more the form of a college lecture, keep it short and to the point. We’ve all heard of KISS. Keep your presentation Short and Simple. As I tell essay students: don’t write more than you have to get your point across. Follow the basic rule of telling ’em what you’re going to tell ’em, tell ’em, and tell them what you told them.
• Bring the “you” into your presentation (it is an essay, too). Without you in the presentation, anyone can give the information. With you in the presentation, it is unique and becomes part of the message. You flavor the information with your point of view. Information is one thing; message is another. It’s one thing to know something. For example, everyone knows how to communicate; we just forget some aspects and not do it well all the time. For those of us whose job it is to communicate, the message is all important, which is what we add to it. A rule of thumb for me as I bring in a point is to relate it in some way to my audience via example, illustration, anecdote, statistic–anything that brings it closer to them. We add the spice and make it memorable to our audience. It is our gift. Make it a valuable one.

Final words.

If you are reading this, you are a gift to me. People who care. The words above are my opinion and I know some communication professionals may not agree or have other pointers. One of the things I like to do when I do a presentation on presenting is to stick to the basic rule again of saying more than you show, and handing out more than you say. I provide a series of handouts or links at the end of my presentation that contains other points of view and other expressions of some of the same subjects. As a theatre director, one thing is always clear, not everyone gets every word you say. I can explain a concept one way and another person can use a different approach.

My bottom line: I don’t care how my audience gets the information. I’m there as an authority but my ego can handle the fact that if I weren’t there some “other” authority would be. By handing out information that agrees with me I enhance my credibility, and by handing out information that takes another view I make myself a person open to other views, therefore a leader. I can live with that.

So much for short and simple. Must I control that passion to write 1500 words? Yes, if I don’t want to lose readers who read the first paragraph only. As a teacher, I have a tendency to go long with explanation to make sure I have communicated well with everyone. As a coach I feel my best communication is realized in person, I also understand time is rare and with the current media tools available it is possible to look at coaching from a distance via Skype or similar tools, via DVD, or even via phone. I also apply skills in training development and training for companies as well. Enough of a promo. Check out my website for more blogs and information on my philosophies of coaching and training. Meanwhile, I appreciate and will continue using this as a vehicle to express my ideas and concerns in the area of training and development; I hope you continue to join me, RSS, or sign up for regular blogs. I try to do two a week, sometime three, and I welcome guest bloggers. Check out the link at the top. Next time, more on presentation development.

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For more resources about training, see the Training library.

For a look at the human side of training from my Cave Man perspective, please check out my book, The Cave Man Guide to Training and Development. Happy training.

“We talk about innovation constantly, but step outside the chain of command and you get your hand slapped with the reminder that ‘You can’t understand the politics involved.’ The key to innovation is really believing that everyone has a worthwhile perspective — not saying it, but meaning it.”

The quote above from a member of Gov Loop begins my second part of Defining, Accepting and Training “Innovation.” I agree with the quote above in it seems we give the idea–especially the part about allowing others to be innovative–lip service. Is it self-preservation or simply being careful or being cautious about change? One thing about innovation: it doesn’t occur with “careful,” and “cautious” people tend not to innovate very often. It takes a lot of nerve and risk to innovate.

Anyway, here’s more on this topic, whether you call it change in the workplace or innovation.

Can we teach others to be innovative? Is that what we really need? Here’s one view:

“If you’re looking to teach people to “be innovative,” odds are you will be sorely disappointed in the end. This is not intended as a slight. I believe we are all creative, yet innovation is a type of creativity that comes naturally to people willing to challenge the status quo, defy the odds, experiment, improvise and to take risks. Can people be taught these talents? Sure, yet for those who don’t gravitate to these talents naturally, they will revert to old ways, and you’ll be back at square one.

Perhaps a better target for innovation is not towards teaching people to “be innovative,” but instead teach leaders to create organizations with safe environments for experimentation, risk-taking, and exploring alternatives, and attracting people with these natural talents. Adding support for innovation as a performance appraisal evaluation area for key leaders helps.”

The biggest problem anywhere with innovation and creativity is getting the status quo to give it a chance. Too often we find people are protecting fiefdoms and there is resistance to doing anything different. Innovation comes with a price, not a reward unless “speaking off topic” is welcomed. I find it mouthed at the top. I have seen innovative ideas offered. The people offering not high enough in rank or in the in-crowd, and so they were ignored. Then a committee was setup so it could come up with the same ideas and get credit. Look how creative we’re being as an organization!

Sometimes the achieving innovation is as simple as saying, “Here’s what needs to be accomplished. I don’t care how you do it, but let me know when you have some ideas.”

That’s the freedom to operate and use your brain. Identify those folks who have initiative and let them fly. There will be some who sit at their desks and do nothing. If showing initiative is a required part of their job descriptions, things can change. Reward and encourage demonstrations of leadership and innovation. I do agree they need a safe environment to operate in. Without that…

For some who need to find the “safe” environment to express themselves may turn to outside the office to demonstrate leadership and innovation. When the primary job becomes secondary and the freedom to express yourself outside the office makes you more happy. Quitting or retirement is often the consequence in any job.

Although each organization is different, higher headquarters wants to control rather than bond with regional offices, or lower divisions or departments–so afraid are they that something may happen that is unexpected. Unfortunately, true innovation is unexpected. Just as I think due credit should be given for training as a plus factor on evaluations, so should creativity and innovation.

I don’t mean have a contest to save the government money. Only people with time on their hands bother. Management won’t say: If you can’t measure results and take credit for it, let’s wait until we find something that works that way. Problem is actions speak louder than words. Another way seems to be to have a blog, which for all purposes is supervised and hardly anonymous. Who will risk their jobs for an opinion they wish to express–no matter how good it is? Meanwhile, the appearance is that we innovative and soliciting feedback. The last two items are in the category of “saying it, not meaning it.”

The government doesn’t really promote on merit–not across the board; it promotes by job series in a system manipulated by those at the top that discourages deviation from the norm. I have been told not to give some project to an employee who worked for me because it would give them a reason to ask for or earn a promotion. That kind of control stifles creativity and desire, and destroys morale as well. As long as we have a system that allows that kind of behavior rather than reward individuals, in spite of “unhelpful” supervisors for whatever reason, we’re stuck in mediocrity in some circles. That may be true of any very large organization, but I think it is a leadership training problem as well as a character one in some circumstances.

One Gov Loop member said “I believe that innovation is the real world game for survival. But let’s not get stress out by trying to teach innovation. In today’s society everything around us keeps changing by the minute, especially technology, and when we can’t keep up we get stress and the 3-4 cups of caffeine each day can no longer keep you going any more.”

This is so true.

Who does the training? Most definitely a third party. It has been my experience that the offices I have worked for are afraid of innovation unless its pre-approved. A contractor will take the chance. Outside businesses face survival issues everyday, and without innovation many close their doors. Innovation means change, but a lot of other factors make it work. Environment, acceptance, leadership.

Ed Bernacke, who works outside the United States in Australia and Canada mostly, has done this and gives his recommendations:

Stop using the term ‘innovation’ and focus on the idea of creating a capacity to innovate. There is too much jargon and baggage linked to the concept of innovation (e.g., it is about technology and it takes risks).

Focus on what people do everyday – they solve problems, create new initiatives, make decisions and deal with change. As such, focus on the skills for doing this more effectively.

Consider people development from two perspectives:

Skills: I wrote a guide on the innovative thinking to help launch a national public sector innovative thinking skills program in Singapore that was designed to build the capacity of the public sector to innovate. At the time, you could take 2-3 day training programs in the perspectives, tools and techniques of each of these skill areas:

• Generating new insights and ideas – using tools and processes to create new ideas
• Developing these ideas – expanding the idea into a full opportunity
• Judging (or evaluating) ideas – using tools to know when an idea is ready for action
• Communicating ideas – getting buy-in and support
• Turning ideas into actions – defining implementation strategies and tactics
• Team collaboration – how to work together more effectively

Cognitive style – Do all people think alike? No. Do we manage our organizations ‘as if’ all people think alike? I suggest we do. Many groups use MBTI or Kirton Adaption-Innovation assessments to prompt a more sophisticated understanding to recognize that people with different thinking style will generate different types of ideas. Our goal is to learn how to collaborate with people who do not think like us. It is also about seeing the differences in the way people think as a form of expertise.

The goal is not to tolerate these differences – it is harness them and use them. As such, someone who is more adaptive and structured should be focused on finding solutions to a problem that needs to be fixed or improved. An idea to do it better may solve the problem. In other cases, you may find a new, different and innovative idea to solve the problem. This takes someone who is more innovative in their style of thinking. The best idea is whatever solves the problem best.

I suggest this is a pretty good place to start. You want some effort to go into the equivalent of a public sector “R&D” team to look at new service models and concepts. You want also want all staff to engage shaping a more innovative department.

If you want a two page overview of the skills model email Ed Bernacki at info@wowgreatidea.com. Also you can download a very good guide and overview of public sector innovation from the Australia federal government ‘innovation’ department – See “Empowering Change.”

So, that’s it. I hope I presented a perspective of definitions, acceptance or lack of acceptance. While I have retired from my Federal government job, I come away with having learned much, and I’m not done yet. I started early with the military and made the shift to Federal civil service later. In between I was my own boss and worked as a consultant and trainer. In my “spare” time I was something of an actor–at times even getting paid for it. I now put that experience all together in my company, which has been in operation somewhat part-time because of my full-time obligation.

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For more resources about training, see the Training library.

I hold myself responsible for the above comments and opinions, especially my own. Please comment as you will, suggest, encourage, and feel free to disagree. I am totally available for consultation, public speaking engagements, training development, training presentation, coaching, and more. Please check out my website. It’s not about acting at all or it is everything about acting, depending on how you look at it. I am happy to discuss any proposition. For a look at the human side of training from my Cave Man perspective, please check out my book, The Cave Man Guide to Training and Development. Happy training.

On my last day of working for the Federal government in a direct capacity I am going to focus on government for a change and look at innovation in a two-part article.

There is simply too much good information to cover–even without getting terribly technical. This piece is mostly thanks to the folks at Gov Loop, one of those professional social networking sites, inside which I found invaluable and stimulating ideas that I want to share.

Three main questions were asked in a Gov Loop forum all relating to the subject of innovation:

How does your office define “innovation?” If you trained people on innovation, what did you do? And finally, how successful has that training been?

Now I’m not going to have time to cover all three questions, but I do want to focus on an element related to all three and that, besides definition, is acceptance of innovation, and training innovation in any government organization. I hope you’ll get a good taste of it all and some good ideas to you stay with us.

The people on Gov Loop come from all over, even outside the U.S. and include contractors and retired folks. There are some 45,000 members. The ones I have dealt with so far seem genuinely interested in improving government practices and seem dedicated to do so. The passion present is admirable.

To give us a definition, let’s look at some quotes given by a very helpful and “innovative” person. Again, I’m sharing from the group.

• Innovation distinguishes between a leader and a follower – Steve Jobs
• Learning and innovation go hand in hand. The arrogance of success is to think that what you did yesterday will be sufficient for tomorrow – William Pollard
• Without change there is no innovation, creativity, or incentive for improvement. Those who initiate change will have a better opportunity to manage the change that is inevitable – William Pollard
• Innovation is fostered by information gathered from new connections; from insights gained by journeys into other disciplines or places; from active, collegial networks and fluid, open boundaries. Innovation arises from ongoing circles of exchange, where information is not just accumulated or stored, but created. Knowledge is generated anew from connections that weren’t there before – Margaret J. Wheatley
• Innovation is the process of turning ideas into manufacturable and marketable form – Watts Humphrey

Often an organization has a group made up of volunteers (sometimes those same folks looking for visibility and don’t contribute much), but it is an effort to brainstorm new ideas to improve the organization. Who can complain about that? At these meetings subjects and potential are give a cursory look-see, and if deemed worthy, given to a sub-committee to explore further.

We’ve done the above in my organization–only to find the process stalls soon after implementation begins and interest dies out, or staff is diverted to a new hot initiative put forth by newly appointed administrator determined to make a mark. Too bad that isn’t the “innovation” we were working on; for all purposes, we’re starting over. It’s political, but not caring where it comes from–it is “innovation.” It’s new anyway. Change can be good. Change can be innovative.

One point that is made over and over again in the discussion is the need for the group looking at innovation to be diverse in its make-up. Another member: “We have a tendency to align ourselves with people ‘like’ us, but innovation is best fostered in centres of diversity (not just cultural diversity as the word is commonly applied). So how do we ‘step out into the traffic’ of really getting interested in those people who don’t agree with us and creating spaces where those diversities can challenge each other (productively) and ultimately work together?”

That means people coming from all levels of the organization and from a variety of positions. I’m all for departments or divisions being left out if they have no interest. Why encourage or invite them? They’ll come because it is politically correct, but may only care about how they as an organization looks. Keep the people who really care about change. If they need to they’ll approach the non-participating organizations. Perhaps, confronted with a good idea, they’ll come out of the box that houses them.

The government seems reluctant to encourage creativity beyond box-checking. The words are said because higher management wants it, but we stick to the work plan and cannot deviate from that. I’m sure it’s not that way elsewhere, but in my case, I was really tied down by my work plan and not much else counted to my supervisor unless I could sneak it in. Ironically, it seems over the years, I was responsible for some innovation in my position. Once in place and it works, it’s hard to dismiss. Initially it’ll face scrutiny like all good first or untried ideas.

One the the Gov Loop members said, “We talk about innovation constantly, but step outside the chain of command and you get your hand slapped with the reminder that ‘You can’t understand the politics involved.’ The key to innovation is really believing that everyone has a worthwhile perspective — not saying it, but meaning it.”

Hopefully, I whetted your appetite for more. Part Two will post in a few days and should contain more interesting ideas as well as possible solutions. As always, these opinions and those I’ve placed here by others are my responsibility. You can find other ideas on my website, and please feel free to make comments, ask questions, make suggestions. Happy training until next time. In the mean time, be INNOVATIVE!

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For more resources about training, see the Training library.

These are my words and opinions. Please feel free to disagree and comment, or contact me. If you’re interested in more of my points of view–my Cave Man way of looking at things, I have a website where you can find other items I have written. For more information on my peculiar take on training, check out my best selling The Cave Man Guide To Training and Development, and for a look at a world that truly needs a reality check, see my novel about the near future, Harry’s Reality! Meanwhile, Happy Training.

I’m not talking about political views on education and training, but rather eye movement as it relates to learning. Believe it or not, Liberals see gaze cues much differently than Conservatives do.

As reported in Science Daily (Dec. 9, 2010) — “It goes without saying that conservatives and liberals don’t see the world in the same way. Now, research from the University of Nebraska-Lincoln suggests that is exactly, and quite literally, the case.”

What does this have to do with training and development? Read on.

In that UNL study, researchers measured a person’s tendency to shift attention in a direction consistent with another person’s eye movements, even if it’s irrelevant to their current task. Any surprise that there was a big differences between the two groups? It also reported that “Liberals responded strongly to the prompts, consistently moving their attention in the direction suggested to them by a face on a computer screen. Conservatives, on the other hand, did not.”

Why? It appeared participant values on personal autonomy might make them less likely to be influenced by others, and therefore less responsive to the visual prompts. To those conducting the study, they thought political “temperament” might moderate the magnitude, but didn’t expect the conservatives to be completely immune to the cues, while the liberals tended to follow the “gaze cues.”

So, what does this mean for the training world. There are one or more aspects to consider in analyzing our audience. Knowing the political inclinations can affect the willingness of the student or trainee to learn, or to even attend to what we say. It seems to indicated the liberals are more open, which means more of a sell to the conservatives especially on “what it means to me.”

Remember it is the obvious we usually look at. We don’t often think of the cognitive aspects. We know about impressions we make on an audience and vice versa. We can’t exactly go out and ask members our audience their political affiliations; I would suggest making such inquiries quite discreet, if necessary, or asked with a touch of humor. I doubt if it is absolutely necessary although if we make sure we put in enough connections of what the training or subject matter means to our participants we’ll have a positive training result regardless.

This brings to mind other cognitive differences or behavioral nuances that can be considered. Clothing stereotypes have been shown to determine that people may or may not be the “people” they portray through their clothes. Perception of others can often be based on clothing choices alone. I did two studies, one in undergrad psychology and one in graduate school where I showed individuals pictures of clothing and asked them to assign character traits–even political and religious affiliation. The results in both studies were conclusive that people do stereotype based on clothing alone.

Maybe we all watch too much television, but we know a “pimp” when we see one. Just kidding, but I think you get my point. How our audience perceives us based on our clothing relates to how they will listen to us. After all, they think they know something about us; hence, the necessity for conservative professional business attire when appropriate or something close to what our audience is wearing. We will be perceived as we appear. Bios can affect that perception, but you know what they about first impressions being the lasting ones. Of course, there is the obvious. Do our own political views affect our approach in training an audience of opposing views or similar views, and should it? It is perhaps just as important to acknowledge our personal differences if only to ourselves and be aware of who we are and how that may affect our training audience.

For me, knowing my audience is number one, knowing my subject, number two and knowing myself, last. Each of these aspects in communicating with an audience is essential. Without these elements, I think your training or speaking engagement can never be the best, most honest, or the most effective it can be.

For more on gazing: I wrote an article on it recently called the Power of Gazing in Training, Love and Other Matters that touched on the basics. Just so you know, the reviews expressed here are my own and you should feel free to disagree and express yourself. I love opposing views especially if you can provide more information on a subject. Also, if this topic or another is your particular expertise, we can always use guest writers. Check the link at the top for the form and fill it out for us. For more on Jack Shaw, see my website for more articles on training, communication and theatre.

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For more resources about training, see the Training library.

Please check out my website. It’s not about acting at all or it is everything about acting, depending on how you look at it. I am happy to discuss any proposition. For a look at the human side of training from my Cave Man perspective, please check out my book, The Cave Man Guide to Training and Development. Happy training.

The notion of using mobile technologies in education and training is an interesting one. I, for one, would like to see all public and private schools use computer tablets not only for carrying the textbooks but I see a wide range of exercise and homework possibilities.

Today students and parents can be in constant touch with a teacher who is well-versed in the current technology, although some still lag behind using the archaic means of communication like the phone and office visits.

There are still benefits to the technology for parents like checking grades, homework and attendance from home. Kids can also check their homework schedules, email homework, etc., although it is rather amusing that those technology savvy parents are frustrated by a teacher (who has a life outside of school) they cannot contact immediately. Their children–the students themselves are more in touch with the technology–sometimes even more than we are. I learned to type on a manual typewriter and my kids use a computer keyboard. They also know their way around the computer; they didn’t have typing in school; they had a technology class in elementary school–that included keyboarding. This is how they communicate and learn, and it will become more sophisticated as it also becomes more routine.

How does this relate to Training and Development. Easily. What the schools do now and will do in the future will affect adult learning–even if today we don’t use all the technology available to us. We better be willing to learn how to use it.

My advice to trainers and training companies: don’t be stuck in the past, but look to the future. It gives continuous learning for us a new focus: staying ahead or at least keeping up with technological curve. Beware if school teachers are using this technology before us, because they are setting the standard on how our students expect to learn. Who ever thought teachers could teach trainers anything? I’m kidding, of course. We owe it all to teachers. Most of us would not be where we are without a teacher who inspired us to learn something we found absolutely boring and ended up loving. Mobile products are one (CDs, DVDs, Podcasts, Computer or online training), and using mobile devices in training are another; we need to be proficient in using both, understanding limitations and advantages.

My goal is always to approach a training client and offer first the best way a trainee or a student may learn the subject; then, we move on to the next best and most-cost-effective tools. While I believe, most often face-to-face is best for nearly all training, it is sometimes not convenient or cost-effective to the client. On the other hand, I’ll lose a customer if I don’t take into account his needs, and ignore the new technology as a way of getting my message across effectively–if at all. Just remember your teenage son or daughter, who communicated with you only through text messages, and the trouble you had with the text shorthand. I remember this with amusement. Trust me, this not only affects learning but whether you are attended to at all. Our job is not complain, but to see the value and to use the best tools available to do the job.

Jason Novosel said it previously in his article all Using Mobile Technologies in Education and Training, and I thank him for his contribution in this forum. I know I am echoing some of his sentiments, but wanted to add my thoughts to the mix.

I take responsibility for what you see on this site. I hope you find it useful and come back often. Let me know what you want to explore and maybe I can help. Guest writers are welcome. We prefer you fill out the form at the top and tells about your subject, etc. Sometimes I see an article that strikes my fancy or I find areas I want to disagree with or discuss. Then I guess I’m on my own. I always try to give credit where it is due.

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For more resources about training, see the Training library.

My own website contains links to these articles as well as links to articles in theatre criticism and communication commentary. All in all, I learn from each article I write–be it on training and development, on theatre or on communication in general. It is part my continuous learning process. For a look at the human side of training from my Cave Man perspective, please check out my book, The Cave Man Guide to Training and Development. Happy training.

While I host this Training and Development blog and use the occasional guest blogger, it is my hope that you will appreciate the other point of views.

The article below by Jason Novosel, Novo Horizons Management Training, a company from Down Under, spells out the idea of using mobile technologies in education and training quite plainly. And, today, I share it with you.

“It has been my experience as a professional educator that the teaching and training industry can be an inconsistent one. The industry is certainly dynamic – but the education/study boards, committees, government departments, etc. are constantly re-writing the basic philosophies of teaching and learning, based on the current “fashionable” research. Despite the “advances” in curriculum development and delivery, it is quite a challenge for teachers to actually keep up. Concerns have been, and are now being, raised by the teaching fraternity that a large percentage of educators do not feel well supported when it comes to implementing curriculum and pedagogical changes. Now, throw the latest technology into the equation, and…

“It is difficult to immediately deal with the pre-existing culture of education. The transition from rote learning to self-directed exploring of concepts is a slow one. Will technology aid this process? Will the educational philosophy and focus change to, once again, embrace the retro views of previous decades? What effects, if any, do mobile technologies have on handwriting, spelling, language and extension concepts? These are the questions that should be at the forefront of any investigation into using mobile technologies in the classroom. Unfortunately, there are no definitive answers as yet. Research into this area is still new and has not yet resolved into conclusions that educators can base solid plans on. Of course, progressive education and innovation demands the incorporation of technology and ICTs (Information and Communication Technologies) into all areas of the curriculum. However, with quality of education in mind, I go back to asking the above questions.

“In addition to philosophies of learning comes the issue of staffing classrooms with quality personnel. Without teachers who can explore concepts and motivate learners, stocking classrooms with the latest devices will have very little impact. Without teachers who can themselves spell and use language in a grammatically correct manner, communication will suffer regardless of the device used.

“The Australian National Curriculum (ANC) has been written to commence language and number concepts in Early Years (also called Prep). What used to be Grade One (Age 5-6) material should now be covered at Age 4-5, according to the ANC document, and similarly throughout all the years of Early Phase of Learning. This, to me, is a recognition of and response to the generation of teachers who have not had the benefit of a solid grounding in language and number, based in a stable, consistent curriculum. The overt focus (which commenced 5-8 years ago in Australia) on the embedding of ICTs into every subject’s curriculum may have been the catalyst for the degrading of the classical ‘three Rs’. It seems education systems in Australia have recognised this and are taking steps to ensure the next generation of teachers can spell, add and be creative in using applicable technology. Australia is finally following trends that have already played out internationally. Traditionally, Australian education ideologies have been 5 years behind those of the US and UK.

“So far it has sounded as if mobile technologies should not be used in the classroom right? Well, here comes the “but”…

“I love technology! I use it every day. I actually create and help develop apps for use on iPad, iPhone and iPod. I also love education and training. I have been a teacher all my professional life – right up to the present day. Technology is the way of the future. It is inevitable that it will impact upon every facet of business, education, training and networking. However, users should, and must, be aware of the advantages and disadvantages of mobile technologies.

“Advantages:

• Mobile learning and training can improve the service you offer to your clients/learners. For example training can more readily be conducted on site or from the home, rather than learners/employees travelling to a training venue.
• More powerful solutions can link directly into office or work-based networks making the training experience very relevant to the learner’s role.
• Greater flexibility in working and training. For example, training might still be able to take place while a learner is travelling, or even at home.
• Users are able to connect to other learners around the globe increasing discussion, interaction and perspective.

“Disadvantages:

• In Australia, there is a lack of network coverage in rural and some regional areas. This severely limits the use of mobile devices.
• Some learners lack technological “know-how” or are more apprehensive about technology when undertaking study or training.
• There are costs involved in setting up the equipment and training required to make use of mobile devices, as well as ongoing costs for upgrades.
• Mobile devices can expose valuable data to unauthorised people if proper precautions are not taken or followed.

“Decades ago educators were sceptical at how the desktop computer would play a role in education. Now tablet computers and smart phones have become the dominant communication devices. Social networks are accelerating contact, networking and information to a wide and varied audience faster than ever. It is up to trainers and educators to navigate these networks and to find appropriate, creative and mature levels of thinking and questioning which facilitate the use of mobile devices, rather than have mobile devices dominate education and training.”

Jason Novosel
Novo Horizons Management Training

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For more resources about training, see the Training library.

For a look at the human side of training from my Cave Man perspective, please check out my book, The Cave Man Guide to Training and Development. Happy training.

While I support the caveman theory of learning (the art of learning to survive anyway you can), I fully understand why the Greek and Roman philosophers and humanists of later years are given credit for at least the philosophy-based learning theory. And, the rest is important to see how we got where we are today.

In 2001, Linda-Darling Hammond, Kim Austin, Suzanne Orcutt, and Jim Rosso developed a telecourse for Teachers Education and Development at Stanford. The course was called How People Learn: An Introduction to Learning Theories. It is from their work that I draw my focus and brief synopsis here.

As philosophy began to accept the body and mind theories prevalent in later times, we began to see psychological approach to learning, which began with Edward Thorndyke (also big in animal learning) and B.F. Skinner in his study of stimulus/response (who used animals in his studies). Further advances were made by Jean Piaget in child development who understood learning to be most effective when it was delivered and how. Piaget recognized rote learning and activities were important in the student making connections and learning on his own. Lev Vygotsky added to Piaget’s learning theories that there was social culture affect–thus environment.

The progressive theories that began most likely with Vygotsky continue today, with John Dewey, who agreed with Jean-Jacques Rousseau (philosopher) that education should not be separated from life itself, but should be managed by a teacher who understood his subject and the development of the mind and help the student “uncover” or discover the curriculum needed in life. Horace Mann took away the “external boss and dictator” and put in his or her place a leader and organizer of activities. Maria Montessori made the student the leader in his or her own learning and incorporated play as an important part of learning. Jerome Bruner took idea that if complex ideas were broken down into simpler ideas and built upon in a curriculum, we have learning taking place. The last ones, beginning with Vigotsky are the Progressives, which, by the way, are among those still pretty much shaping how we view the learning environment today.

Not bad for a quick history of learning theory. I apologize in advance for leaving out a significant portion, but my space and time is limited. I think I can still make my point–so here goes:

We’ve come a long way from the caveman who sought knowledge and how-to experience as a means of survival. We know how to speak and teach those theories, and hopefully make good use of them as trainers and, of course, as teachers.

Without learning theories we’d be out rooting from grubs and killing game. Why it’d be every man, woman and child on their own. Well, it wasn’t. We stuck together. We learned from each other, and probably before the written word. The culture we lived in directed how we would teach others. That is not to say I am not grateful to the work of the philosophers, psychologists and educators who communicated those theories, but they were the first to be able to communicate how we learn. And that is the basis for everything we do in this complicated society of immensely diverse cultures of today. It’s not just how to get on socially, how to do business, how to preserve the peace… Or is it? It has always been that way.

What did we get from these great men and women above? What we know about learning. Documented, scientific evidence that is bound to increase volumes as we go on. There’s a body of knowledge, growing exponentially. No one, no matter what he says, can know it all.

So what do we know about how we learn? Put simply, since this is a short article–a blog:

1. The brain plays a role
2. The Learning environment makes a difference
3. Learning is based on associations
4. Learning occurs in cultural and social contexts
5. People learn in different ways
6. People think about their own learning and what they feel matters

All are important everyone involved in learning, be it education or training. It is the last point, I think gets overlooked the most. I think educators are more directly connected to their students and are more likely to acknowledge and address feelings as a matter of course. Trainers, on the other hand, can be in and out quickly, processing and training. We aren’t as connected I’m sorry to say. Hopefully, we try.

Feelings matter. Emotions affect how we learn or even if we want to. Our authors, Linda-Darling Hammond, Kim Austin, Suzanne Orcutt, and Jim Rosso:

Both thoughts and emotions shape the learning process. Metacognitive skills—being able to think about and monitor one’s own thinking — enable learners to manage their learning process, to learn difficult new concepts, and to problem-solve effectively. Good metacognitive thinkers are also good intentional learners; they are able to redirect the normal frustration that occurs when things are confusing or not initially productive into further learning. Emotions also play a role; students who are fearful, anxious, depressed, or distracted cannot focus to process information. Positive emotions –feelings of confidence and willingness to exert effort – help students to think, perform a learning task, and process new knowledge. Emotional intelligence – the ability to recognize and manage one’s emotions, to solve conflicts, to motivate oneself, and to persevere in the face of difficulty – can also be taught.

Although just a caveman at heart, these philosophers, psychologists, educators, teachers and trainers are my heroes. I feel lucky to be able to do what I do, blessed with the knowledge and insight they have given the world. Through them, we have the six simple points that every teacher and trainer should know. With those simple points we can train the world no matter how big or complex it becomes.

As always, my ideas are my own–no matter how strange. I have a website where I write other ideas about theatre and communication.

A final thought. We all know the brain is an amazing tool. I can hardly believe that in one weekend, my own brain (and of course the brains of many others) took in and processed the award-winning play Angels in America, Part One: Millennium Approaches and Part Two: Perestroika on Thursday and Friday and I wrote in-depth reviews on each. On Saturday afternoon I took in the obscure Wonderland! (Not the one that lasted 60 days on Broadway) and reviewed it as well. It’s amazing to me that learning took place each day by me and all who experienced these plays. Hopefully, it doesn’t seem strange when you see me write on training and development one time and the next review a play. It’s all about conveying information to an audience and convincing that audience to learn something. It is truly about feelings and people–and learning.

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For more resources about training, see the Training library.

For a look at the human side of training from my Cave Man perspective, please check out my book, The Cave Man Guide to Training and Development. Happy training.

I said in my last article I would give you a few training definitions. Well, as you know, the internet is full of definitions. Below are some that best fit our purposes. I wish I could take credit for them but I can’t. Meanwhile, I think the definitions are simply put and easy to understand. Keeping it basic is important. I’ve saved links to other sites for more involved and specific definitions, for example, ASTD’s E-learning Glossary, and another online training site. Below is a glossary of common training terms from another site:

• Active Learning — A learning principle that says participants learn more when they are actively involved in the process. Remember the saying “we learn more by doing”.
• Agenda — A list, plan or outline of things to be done before, during and after the training. An agenda is the road map that will lead to the achievement of the learning objectives. Everyone needs a plan and wants to know where you are leading them.
• Anecdote — A short story used to help illustrate a point.
• Audio-Visual Aids — Training or educational materials directed at both the sense of hearing and the sense of sight. Materials that provide pictures and/or sounds to assist learning or teaching. Flip charts, overhead transparencies, graphical presentations, computer-based presentations, chalkboards, slide presentations, videos and films are just a few examples of audio-visual aids.
• Brainstorming — A group method for collecting ideas and suggestions from the participants. This technique is used to problem solve and collect information by stimulating creative thinking through unrestrained and spontaneous participation in discussion.
• Case Study — A technique where the participants are asked to investigate a situation or problem and report their findings, causes and/or solutions. Participants gather and organize relevant materials and report their findings.
• Checklist — A list of relevant items to be considered when preparing and conducting a training program.
• Competent (Competency) — Possessing sufficient or suitable skill, knowledge or experience to achieve a specific objective. For example: She is competent to supervise the carpet cleaning operation in our building.
• Competency-Based Training — An educational process that focuses on specific core competencies that have been clearly defined.
• Computer-Based Training (CBT)— Refers to learning that is conducted using a computer. This includes interactive CD-ROM, the internet and computer software. CBT uses the power of the computer by integrating sound, video, animation and text to allow the student to interact with the computer to learn and remember.
• Conference — A group of people who get together to exchange information and ideas on a specific topic.
• Constraints — These are the things that might hold the audience back from doing what you want them to do or from learning what you want them to learn. It is important to anticipate these constraints and be prepared to handle them.
• Contract Learning — Also known as self-directed learning. It is a relatively new concept to trainers and learners. It allows the learner to select the topics or competencies they want to learn.
• Core Competencies — Those things that are essential and “must” be learned for an individual to accomplish the primary objectives of their job. The central, innermost or most essential part of what the trainee must know to do their job effectively.
• Core Curriculum — A curriculum in which all or some of the subjects or courses are based on a central theme in order to correlate the subjects and the theme.
• Course — The organized body of information or curriculum that will presented to the students.
• Curriculum — The course of study given in a school, college, university or educational program.
• Demographic Information — Things like the size of the audience, location of the presentation etc. may influence the effectiveness of the training.
• Demonstration — A method for showing participants how to do a specific task or skill.
• Discovery Learning — Students learn by doing and experiencing, rather than relying only on the instructor.
• Evaluation — Testing and comparing results.
• Exercise — A structured experience in which the participants are involved.
• Facilitator — A trainer who lets the group become responsible for the learning outcome. A facilitator helps the group learn by controlling the group process and allowing the group to work through problems and solutions together.
• Feedback — Constructive information provided by the participants and/or the trainer.
• Field Trip — A trip to a location outside the classroom to assist in learning more about a specific topic.
• Fishbowl — A group process using a discussion group and an observer group.
• Flip Chart — An easel with large sheets of paper for presenting or collecting written lists or ideas.
• Games — Discovery exercises where participants learn by experience. The rules for games should be clearly defined for all participates to understand. Competition should be controlled so that all participants feel like winners at the end.
• Handouts — A written summary of the presentation that is distributed to the audience before, during or after the presentation. Handouts will reinforce important information, summarize action items for the audience to follow up on and supply supporting data you don’t want to clutter your visual aids.
• Icebreaker — A quick game or exercise designed to get participants settled or mixing with each other.
• Instructor — The person who teaches, trains or instructs an individual or a group of people.
• Involving Question — A question asked to the audience to involve the group and learn what they are interested in learning about.
• Learning — Knowledge acquired by systematic study in any field.
• Lecture — A one-way communication from the lecturer to the group.
• LCD Projector — Electronic device that projects a computer image onto a wall or screen. It connects directly to a computer (typically laptop computers) to provide a professional looking presentation.
• Main Idea — Have you ever heard the saying, Tell them what you’re going to tell them — Tell them — Then tell them what you told them?
• Motivation — A learning principle that says participants learn best when they are motivated. The material must be meaningful and worthwhile to the participant not only to the trainer.
• Multicultural — Mixed races, nationalities or cultures.
• Multimedia – Information in different formats including text, graphics, sound, video and animation to support computer-based applications.
• Multiple-Sense Learning — A learning principle that says that learning is far more effective if the participants use more than one of their five senses.
• Needs — There are two kinds of needs when training a group: 1) What the group thinks they need, and 2) What the trainer thought the group needed. It is important to resolve any conflicts before beginning the training.
• Networking — Getting to know other participants and learning from them.
• Objective — A statement communicating the specific goals to be achieved.
• Observer — Someone who watches a group process and gives feedback on it.
• Overhead Projector — Electronic projector that projects overhead transparency images onto a wall or screen.
• Overhead Transparency — Sheet of transparent film with information written on it. It is used with an overhead projector.
• Participant — A person attending a training program or involved in any group process.
• Piloting — Testing something before sending it to the target population. Questionnaires and examinations are normally piloted before they are used.
• Quotation — Direct quotes from credible people or organizations to help support your training concept.
• Recency — A learning principle that tells us that the things that are learned last are those best remembered by the participants.
• Reinforcement — Encouragement or praise given to participants to keep their interest or increase their motivation.
• Relevant — A learning principle that tells us that all the training, information, training aids, case studies and other materials must be relevant and appropriate to the participant’s needs if they are going to be effective.
• Rhetorical Question — A question asked to the group with an obvious answer. This device is an excellent way to get the audience’s attention.
• Role-Playing — An acting out of specific situations in front of, or with, the group to demonstrate ways to handle specific situations or problems.
• Self-Directed Learning — Participants take responsibility for their learning and learn-at-their-own-speed. Computer-based training is an excellent method for supporting this type of learning.
• Seminar — Any meeting for exchanging information and holding discussions. Sometimes these are problem-solving sessions where the participants have similar needs or problems identified.
• Session — Any single presentation that deals with one specific topic. It may last from a few minutes to a few days depending upon the subject.
• Shocking Statement — This type of statement will help capture the audience’s attention and elevate their interest in the subject.
• Simulation — An exercise designed to create a real-life atmosphere.
• Skill — A complex sequence of practical activities. A practical demonstration is essential when you are teaching a skill. Turning on a light, plugging in a vacuum cleaner, washing a window are examples of skills.
• Standards — A rule or principle that is used as a basis for judgment. A road map that provides guidance and direction to lead us to an established objective or goal. Standards define the level of quality expected after an area or object has been cleaned. Standards represent the “measuring sticks” used in establishing productivity and performance guidelines.
• Survey — A process of gathering information to determine whether or not there is a training need. They are often used to collect information related to a Training Needs Analysis.
• Team Building — A training program designed to assist a group of people to work together as a team while they are learning.
• Test — A way of determining a participant’s level of knowledge, skill, expertise or behavior in a given area.
• Trainer — The person or media that trains, instructs, teaches or informs an individual or a group of people.
• Train — To make proficient by instruction and repeated practice, as in some art, profession or work. To discipline or instruct as in the performance of tasks. Designed to impart efficiency and proficiency. To prepare someone to accomplish an objective, task or job.
• Training Aids — They are aids to learning and not a crutch for the instructor to lean on, or something that is used too much.
• Training Need — The difference between what the employee can do now and what they are required to do in order to carry out their job effectively and efficiently.
• Training Needs Analysis — A training needs analysis is the method of determining if a training need exists and if it does, what training is required to fill the gap.
• Values — Answers the question, what is important to the group? Different organizations have different value systems. Even different departments within an organization can have different values.
• Video Clip — A short section of video to visually help the participant learn.
• Visual Aids — Supportive visual information used to enhance learning. The purpose of visual aids is to arouse and maintain interest, simplify instruction, accelerate learning and improve aid retention.
• Whiteboards — A smooth white-surfaced board that can be written on with a special whiteboard marker.
• Workshop — Training program where the participants learn by doing and interacting.

Of course, that’s the easy part–defining what it is. Harder still, is doing it. Training, that is. If you take a look at the categories listed on this Training and Development blog site, you’ll see a list of categories that we could take one at a time and write several books on the topic–and that has already been the case; however, in this electronic age of information, we are able to gather specific bits of what we need to do the job.

We go to school to get the books, or we go online. Check out each of these categories and Google them if you haven’t found enough information on the category. The categories can be basic as well. There is such a thing as a simple assessment or training plan as well as a comprehensive ones.

If you are about to undertake (with no experience) a training assignment, it may be time to do more research than the web, but the web can only get you started. I hope that my comments here can get you thinking in a workable direction for what your organization needs. It still makes sense, if possible, to find a consultant like me 🙂 or someone else you can help. It never hurts to ask what we offer. You may learn the job is small enough you can handle or maybe you ought to re-think or ask the boss to re-think the company’s position.

Training done well is full of great return. Done badly, it is not only a waste of money, but it can do irreparable damage. Large and small training companies have advantages and disadvantages depending on the job. Some training companies specialize in certain kinds of training. Decide what is right for yours. Make sure it’s a fit for both company needs and budget. Sometimes you get what you pay for, but sometimes you don’t need all the bells and whistles to get the job done well.

Of course, most trainers will customize. Sometimes that may be with pre-packaged materials, which also cost. There a host of tools and exercises that can help you design, develop, deliver and evaluate the training you need to do. Funny thing, your company has a niche and so do we.

My niche is as you see, pretty transparent. I y’am what I y’am. I look at formal training somewhat askew. Why? To make it real. I live and breathe it. I believe when people want to learn, they will, and if you give people what they need (and it’s not as much as you think…a little self-esteem) they’ll reward you with effort, expertise and creativity.

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For more resources about training, see the Training library.

I spent years as a trainer at a national level, more years as a communicator, and a lot more time as a writer. My background in psychology and theatre doesn’t hurt either when it comes to translating what needs to happen to make a company a more functional and less dysfunctional family. I started with Animal Learning–the basic of basic and the first thing you learn is meeting the needs of your subjects to get results. I’m available for consultations, training development and training delivery. Check out my website for more information. I guarantee training results. Just ask me how. You can also check out my T and D article here on the subject. As always the advice is mine alone and my responsibility. I hope it is at least as useful as the definitions. For a look at the human side of training from my Cave Man perspective, please check out my book, The Cave Man Guide to Training and Development. Happy training.

It’s easy to think of the trainer as the leader–at least in the moment, but he or she is a leader in other ways, too–keyed to the human factor that makes the company work and its people resource rewarded and fulfilled. The trainer/leader listens to his audience and works with them. He or she teaches and guides them.

But who’s guiding and teaching the trainer/leader? Hopefully there is a mentor or supervisor who is aware of the work the trainer does in his department. Just as the leader has certain responsibilities to his people, the trainer also has a responsibility to check the work he or she is doing, and look for ways to improve it. He or she represents the operational side and the human side of the company at the same time–just as a leader, but it’s not as obvious.

The trainer is actually in a better position than the leader to influence workers because he or she is working at establishing a rapport and conveying information that will help them succeed. Spending time getting to know your people (your audience) as a leader is no different. With that comes, getting them to know you as leader. Doesn’t it make sense, the trainer is perceived the same way? Think, “sensei,” in Japanese. It means “teacher or master” but it has an elevated status, something more akin to a leader–certainly a most experienced and learned one.

Today, American business and industry have adapted the Japanese term. Sensei is often used to refer to an outside, third-party expert who coaches or advises on operational and organizational excellence.

Besides taking the glowing evaluations all to heart and blowing up one’s head, there is another simple solution. Leaders who do it constantly put themselves in a state of check–not checkmate, by reflection on how what they do affects others, both good and bad decisions. Just as the training evaluations don’t tell the whole story, neither do company numbers.

According the the Human Services Leadership Institute in its Effective Human Services Leader newsletter, “self-reflection enables you to evaluate your approach on a daily basis and look for opportunities to maximize employee, and department performance.” Why is it important? “Self-reflection is a critical skill used within the helping relationship.”

Self-reflection is one way that leaders can monitor and assess their own performance, and look for ways to improve. For the trainer, the process becomes a self-assessment tool that in one way can keep them from being too impressed with their own “press” and be constantly thinking about what works and what doesn’t with their trainees or charges.

The process for leaders is simple:

• Be Aware of Your Behaviors
• Always Assess Performance
• Be Receptive

Trainers, keep in mind this is your behavior, your performance and your attention.

Be aware of your behaviors lest you forget you have some characteristics you’d like to change that you can change that will make you a more effective trainer. Be aware your behavior is constantly under scrutiny by those in your charge. You are the model right in front of them. They think company; they see you. They think boss or executives, they think you. If you are cold, inflexible, gruff, unpleasant, that is the example you are setting for trainee behavior upon his or her return to work. Does your manner affect your presentation style? Or is it somehow tied to what engages your audience?

Always assess your performance, regardless of the evaluations. When you look at the evaluations, don’t mistake congeniality for efficiency; you learn nothing by looking too good to be true. Ask for honest appraisals in training. Read between the lines and look for items not addressed. The lack of a response, when there could be one, means maybe they did not want to give a negative response. However, don’t agonize over it all; self-reflection is merely a tool to ensure you are aware of each day’s performance and look for ways to improve.

Being receptive to criticism is key to improvement. Being receptive to praise doesn’t hurt either; it means you’re doing something right. Listening is important. Noting that maybe that’s a skill you could improve on (most of us need to) will gain you many points in the rapport department. Is your style bordering on pedagogy rather than andragogy when you really want the opposite? Are you facilitating learning or teaching subjects?

In the adult learning debate of andragogy versus pedagogy, the role of the trainer as leader is most obvious in the adult learning style, as opposed to the teacher who is viewed in a more authoritative mold. A trainer who works with adults is acting in a leadership role, facilitating self-learning, encouraging self analysis, and setting a standard for self evaluation.

Using self-reflection as a tool to assess the human factor, either for trainee, trainer or leader is beneficial to all.

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For more resources about training, see the Training library.

If your interested, you can find other articles I have written on subjects other than training and development subjects on my website. Leave any comments here or there. Hey, why not follow me on Twitter? For a look at the human side of training from my Cave Man perspective, please check out my book, The Cave Man Guide to Training and Development. Happy training.

Rather than be a fountain of information on the “how-to,” I give various perspectives, especially my own, on the obvious. Now, that perspective may be from the point of view of the potential trainee or employee, training manager, developer, designer or presenter–or the manager who is looking at training.

As to how exactly you assess training needs, there are tons of models out there–like this one or that one. I like to keep it simple but as you can see from the models it does get complicated the more factors you bring in. One factor I think is possibly more important than all the rest is the one most likely to be ignored: the people. That factor is present but in the background of most any of the models I have seen. People are talked about, but rarely the focus. Odd, since this training is concerns them a great deal.

Hasan in his article How to Conduct a Training Needs Analysis gives this basic description:

• Training needs analysis process is a series of activities conducted to identify problems or other issues in the workplace, and to determine whether training is an appropriate response.
• The needs analysis is usually the first step taken to cause a change. This is mainly because a needs analysis specifically defines the gap between the current and the desired individual and organizational performances.

His is an article directed at small business organizations but I think he has the basics right even for a larger organization. I like to keep it simple. It’s easier to bring in the people. Hasan talks more about interviewing than some theories. I like that because it makes the training more personal than it is often treated.

Perhaps, that’s because business theory is cut and dry. We need to consider our most important resource. We manage, design, develop and present training because we want our workforce to be more efficient. We want our leaders to be more creative.

From the People, I learn the following:

1. How much my training is worth to them? Managers, Trainers, Employees. Everyone
2. How much it is worth the company?
3. How do I need to present the training – What is going to have the most impact and facilitate learning?
4. What do I need to know about my audience—my trainees?
5. What do I need to know about company expectations?
6. What do I need to know about audience expectations?
7. What areas do the managers thinks need work (training)?
8. What areas do the employees think need work (training or something else)?
9. How do I or the company sell the idea of spending time learning instead of working?
10. Is management going to make this worthwhile to the worker?
11. Is the employee already motivated to take this training?
12. What exactly, subject-matter wise, is desired, optimum or possible, or is there another way besides training to best get that information?

Yes, I may be cutting my business, but I’m gaining in goodwill. Never sell just to make a buck. My establishment of goodwill can bring me many more customers. Also, I guarantee my training results. If I am unable to deliver, I’m out a client and revenue. See my article on Seven Ways to Guarantee Great Training Results.

I could go on with my list for quite awhile, but I think you get the idea. With people talking about training and issues related to training, we learn how best to proceed with it. The theory is spelled out but we are dealing with complicated, “fuzzy” humans who have personal dreams, goals and motivations. If we don’t bother with them, we will get the same in return. Why should they be bothered? It’s the old What’s In It For Them? That’s only one perspective. What’s in it for the manager? What’s in it for the trainer? What’s in for the company.

Ultimately we want the best for all. To understand the complicated aspects of a training assessment, you need the perspective of all involved on the training to be accomplished, but just one focus: the people needs. Examine those and do the best you can to meet them. If you can’t meet them all address them honestly. People love it when you care about their needs even if you can’t meet them totally.

I am all about perspective. I just finished a piece on theatre reviewing. Theaters vary in the types of performances they deliver for different reason–most which are tied to their perspective and purpose in the theatre world. So, different theatre companies require a different perspective in how you treat the review or critique performance. It’s not as simple as looking at level of expertise, but of analyzing purpose, theatre intention, audience, etc. Assessing training and development needs are no different. The most important aspect to looking at either is a matter of perspective.

All the views in this post are mine, although I’d be delighted to be preaching to the choir because then it would mean we are keeping the people truly involved, not only in the process, but what it means to them. The result, of course, motivated learning, which is our goal.

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For more resources about training, see the Training library.

You can find more of me on my website under What I Say. Please comment as you please, offer advice and guidance on topics or even write a guest blog. For more information on guest blogging, click on the link at the top of this page and fill out the form. I also get ideas from other articles and will reference them in my blog. I always try to put the link there so you can go to the original site and see for yourself. For a look at the human side of training from my Cave Man perspective, please check out my book, The Cave Man Guide to Training and Development. Happy training.