When I was a kid, I used to talk with my friends about how cool it would be if we could just take some sort of pill so that we could know everything we needed to know, and we wouldn’t have to go to school any more.
I think it’s human nature to constantly be looking for shortcuts. There are a lot of times when we don’t need to master knowledge or content, a quick visit to Google or YouTube gives us everything we need. On the other hand, getting really, really good at what you do – whether it’s elearning design, classroom training design, whatever – takes time. There are no shortcuts to mastering your craft.
On this week’s podcast, I had an opportunity to talk with eLearning Launch’s Chief of Awesomeness, Alexander Salas, about the value of learning cohorts as well as the value of learning over time (as opposed to trying to cram all your learning into one event).
This week we’ll take a look at another experiment. Today’s experiment revolves around the question: Are there ways to support SMEs to help their presentations to be more engaging and effective when they’re asked to train other people?
The 70/20/10 model of professional development suggests that about 10% of what we learn comes through formal means (classes, courses, elearning, workshops, etc), about 20% of what we learn comes through supportive relationships (supervisor support, mentors, coaching, etc) and a whopping 70% of what we learn comes through informal means (stretch assignments, playing with new ideas, talking with colleagues, having coffee with LinkedIn connections, etc).
Jon Tota, founder of Syntax + Motion and host of the podcast Learning Life with Jon Tota, has literally made his living through the “70” part of the 70/20/10 model – by having conversations with other people. Recently, I had a chance to talk with Jon not just about the value of having conversations, but simply how to have meaningful and productive conversations with others in order to learn.
On June 29, my book What’s Your Formula: Combine Learning Elements for Impactful Design, will finally be available. I’ve teased this before and I’ll write more about it as the release date approaches, but the gist of the book is that you can (and should) string together various basic elements of learning design (see the periodic table below) to create amazing learning experiences.
Over the next few weeks we’ll explore some combinations of these elements, and I’ll try to find combinations that may not always be so natural or evident. For that reason, we’ll call this series: Experiments in Learning Design.
Today’s experiment: Mixing Al (Adult Learning) + Id (Instructional Design) + Hn (Handouts) to yield a way to grab your participants’ attention from the beginning.
That was the response when I asked Challenger’s Senior Vice President of Marketing and Business Development, Spencer Wixom, what makes the difference between effective sales training and sales training that doesn’t lead to results.
There’s a lot to unpack in that answer, and it goes beyond sales training to any type of training facilitation.
I have my own thoughts, but one person’s innovation is another person’s silly idea. That’s why I’d love to hear your thoughts about what you feel are the keys to being more innovating in training design in the comment section.
Since you’re already here, I suppose I’ll share several keys that I feel are most important in bringing innovation to learning programs.
If you look at any job description for any learning and development job, you’ll find a whole lot of items listed under required skills and experience. Instructional design. The ability to be a dynamic presenter. Technical savvy with common software such as PowerPoint. Creativity (which is more of a trait than a skill or experience).
I’ve recorded 66 podcast interviews and I’ve been a little surprised at the trait I hear come up most often, including something that was mentioned by next Monday’s guest (Spencer Wixom will be talking about sales training and the Challenger Sale model).
Amy Jensen has made a living training people around the world on how to train their puppies. Since 2019, she’s found a way to effectively engage puppy owners of all age ranges, generations and cultures as they learn – virtually – strategies and best practices that lead to well-behaved puppies.
The similarities between training puppies and training people may surprise you.
Have you ever had a chance to talk with someone so fascinating that you hoped the conversation would never end?
That happened to me when I had a chance to talk with Jane Vella. On the verge of her 90th birthday, she’s as energetic as ever and her book, Learning to Listen, Learning to Teach has been the most influential treatise on learning design that I’ve ever read.
While I find the principles of dialogue education to be important when designing training programs, we left our conversation at the end of Part 1 of this podcast when I posed a question to her, asking if dialogue education was ever not an appropriate approach to learning design.
Here in Part 2 of this podcast, we hear her answer to that question and several others.
If you were interested in the NBA and wanted to talk with one of the most influential players ever to play, with whom would you talk? Michael Jordan?
What about if you wanted to talk with a legendary recording artist who changed the face of music, with whom would you talk? Paul McCartney?
I recently had an opportunity to talk with a legend in the field of education whose concept of Dialogue Education built upon her mentor, Malcolm Knowles‘, theory of Adult Learning to further transform the world of learning: Jane Vella. While this is a longer conversation than our typical Train Like You Listen episode – and has been split into 2 parts (part 2 is here), I hope you’ll indulge me and spend some time listening to (or reading) this conversation with someone whose work has influenced every corner of every training program I’ve developed (or written about on my blog) since I learned about Dialogue Education in 2007.