Blog from the Accelerated Trainer
My latest webinar last week, was a great success and I have been so pleased with the feedback:
Lorraine Connolly, L&D Manager from Sainsburys said:
“Krystyna, is one of those genuine connections I’ve made through LinkedIn, her passion for accelerated learning is contagious and exceptionally delivered as highly engaging and inspiring Webinars and masterclasses on the subject. She is a true professional, keen to deliver an excellent level of service to the exact needs of the customer. I look forward to working with her in the future.”
And Laura Porter an independent consultant:
“I feel engaged and inspired”
It is spurring me on to continue to run these webinars. One of my aims this year is to put across my creative side and by the comments I have received, this is obviously coming through – breaking from the mould of using PowerPoint has been a good move – people are now so blasé to PowerPoint – I really do believe that somewhere, someone, every day dies at the hands of PowerPoint.
My plan for the coming year, leading from the “Absolutely fabulously free webinars” describing the 5 secrets of accelerated learning is to develop one webinar for each of the 5 secrets. So as a starting point, I am going to blog about each secret, to help me develop the materials.
I would love all trainers to get into accelerated learning, but I do wonder if the myths surrounding it are stopping people from exploring this amazing methodology? See this short video about some of these myths:
So let’s start with the first secret– I would say if you do not do this forget the rest, it’s all window-dressing! The first pillar of accelerated learning is about the objectives – they need to be business focussed and learner-centred. So what do the aims and objectives of my planned webinar need to be?
Aims: to appreciate the importance of good objectives to the design & delivery of learning but also to be able to evaluate the learning in a straightforward way to demonstrate value. To be able to write great objectives and understand the importance of learner centred objectives.
Many people might actually think these are objectives – but there is no way that these are easily measurable or could be met. The skill now is to write some objectives that will meet these aims.
By the end of the webinar the participants will be able to:
- List the benefits of writing good business focussed objectives.
- Describe how good learning objectives form the basis of improving performance in an organisation.
- Differentiate between good and bad verbs to use when writing learning objectives.
- Recognise good and bad objectives for learning
- List 5 benefits of collecting learner objectives
- Explain 2 ways to collect learner objectives in a workshop or training course.
Once some achievable objectives are written it is then easy to begin designing the learning intervention.
If you, as a trainer produce beautifully designed learning, which is both stimulating and exciting but does nothing to improve the way the organisation works, you as an L&D professional will not have the credibility within your organisation to negotiate for training budgets. L&D teams that speak the language of the stakeholders and can demonstrate the value they bring to the organisation, will be valued themselves.
Let me illustrate with an example. As a consultant I do free stuff but most people realise that this is a marketing tool. Often as the free stuff is exhausted I do get people confessing they have no budget. This is fine – relationships I build up with clients span years sometimes before they have available budget. The important thing for me is to build relationships and maintain them rather than doing a hard sell. What often strikes me is that a good number of L&D professionals do not know how to build a business case to get the budget they need. The business case stems from great objectives that can be measured and hence at the end demonstrating value.
Great objectives help with:
- Getting buy-in and support from the stakeholders
- Confirmation for you and the L&D team to show they fit in with the organisations focus – you may in fact decide not to do something because it is not what the organisation is focussing on at the moment
- The design of the learning – keeping on track with what they need to know
- The delivery – spending more time on the most important stuff – allowing happy deviations!
- Assessment of learning – keeping an eye on the participants during the learning to make sure they are getting it
- Assessment at the end – can they do what that should be able to do? Do they know what they need to know?
- Evaluation – was the ROI achieved? What about the ROE?
Learning objectives are met during the learning intervention. Business focussed objectives, are ones which overarch the learning objectives and focus the learners, the stakeholders and the line managers post-learning. An example of this might be: achieve a customer satisfaction rate of 80% in the 3 months after the learning for the business objective. The learning objectives will be around what skills, knowledge and attitudes they need in order to achieve this.
So thinking about what are good objectives, these have been taken from the internet from a company that specialises in service excellence training:
- identify what your organisation has to offer customers
- understand who your customers are, what they need and what they expect
- identify the key elements of customer service excellence
- create a positive impression on your customers and enhance the image of your organisation
- choose appropriate behaviour for different customer service situations
- identify methods of promoting your organisation and boosting business
- deal effectively with situations where customer expectations have not been met
- review your performance and plan for customer service improvement
Some of these objectives cannot be met in any training session or cannot be measured easily at the end of a session. Can you guess which 3 these are?
Understanding is not easily measured – I would rewrite this to “List who your customers are, describe what they need and what they expect” – this I could measure at the end of or during a session.
Create – not possible as their customers will not be present.
Deal with situations – again not possible as their customers will not be there.
These two could be rewritten again but this time to include the words, “in a role play situation….”
One good objective is: “review your performance and plan for customer service improvement”
I would further improve it by adding “and plan at least 6 actions for customer service improvement”
In my next blog we will see if anyone can distinguish the good objective verbs from the bad ones.
…….. Krys ….the accelerated trainer signing off for this week!