If professional development experiences are a sort of lab, in which learners can test new knowledge and skills and instructional designers and trainers can concoct new and engaging ways for people to learn, I wonder what the basic elements for this lab would be.
Being inspired as the son of a science teacher, I put together this periodic table with elements of amazing learning experiences organized by solids, liquids, gases, radioactive elements and interactive elements. Continue reading
Instructional design, at its core, is about creating learning experiences that engage and excite learners to embrace new knowledge and skills. That said, does the context – whether instructional design is applied to a traditional school classroom or a corporate training room – matter? Or is instructional design the same, regardless of context, setting and audience?
Last Monday, Endurance Learning welcomed its newest employee – Lauren Wescott – to our team. I first learned of Lauren and her skill set about 6 months ago when I saw a post on LinkedIn that said she’d been working in a K-12 setting as a teacher and instructional designer for several years and now wanted to explore the world of corporate training.
Today, Lauren is going to share some of her insights on the similarities and differences between instructional design in a K-12 setting and a corporate training setting. Continue reading
Recently I was asked to facilitate a webinar on how to create better handouts. I hesitated initially because I’m not a graphic designer. Then a thought struck me: graphic design may lead to prettier handouts and training manuals, but instructional design leads to more effective and engaging handouts and training manuals.
If you have 45 minutes and would like to see a recording of the webinar in its entirety, here is the link. During the session, I discussed the following five mistakes that many people make when distributing handouts to training participants: Continue reading
A participant walks up to you after your training session, smiles, and says: “Thank you. That was by far the best training session I’ve ever been to. I have to tell you, I’ve been to a lot of these sessions and I didn’t have high hopes for this session, but my boss told me I had to be here. I wasn’t looking forward to it. But now I’m so glad I came.”
As long as you’ve made your content relevant for your audience and have designed opportunities for engagement, a comment like this may not be uncommon.
But what happens next?
Two people I respect very much in the learning and development space, Nancy Bacon and Mark Nilles, recently published a short eBook for conference planners on how to design a more effective conference. I think there are some key lessons in there for anyone who works in the training space. Continue reading
Have you ever assigned pre-work for your participants to complete prior to a workshop only to arrive at your session to find that most people haven’t completed it? Continue reading
If you’re anything like I am, you’ve tried to bring people to your LMS on several occasions, adding courses that your data suggests are needs for your organization. For all the promise that online learning holds – with its 24/7 access, no-need-to-travel-for-training – many organizations continue to struggle to bring their employees to their online learning platform.
Having worked with several organizations that have invested significantly in online learning, there seem to be three letters often missing from resources uploaded to an LMS.
Those three letters are: Continue reading
There are a lot of reasons why someone may not like being asked to train others in your organization.
Perhaps they’re busy and don’t have time for “one more thing.” Maybe they have anxiety around speaking in front of others, especially their peers. Perhaps they feel like they’re not an expert, or worse, they suffer from a touch of “Imposter Syndrome“.
Whether or not they like to do presentations at work, it is essential that high performers have an opportunity to share their expertise. In his book The Leadership Engine, Noel Tichy writes, “Jesus, Gandhi and Martin Luther King Jr. all… had strong ideas, values, energy, and edge, but without disciples to spread their mission, both during their lifetimes and after their deaths, their legacies would have been short-lived.”
Organizations need disciples to buy in to their mission and carry out the myriad tasks that keep the organization running. To do this, organizations need people who will embrace training others. How can we set people up for success every time they present, and perhaps help people across the organization embrace the opportunity when they’re called upon to train others? Continue reading
A few weeks ago I wrote a post asking if it was possible to create engaging software training (spoiler alert: the answer is yes). That post focused on instructor-led, in-person training. Several people reached out to tell me they liked that post but were curious how it could be transferable to eLearning. Continue reading
Many people find the six dirtiest words in a training setting to be: “Now let’s do a role play!”
There are many reasons people don’t like role play, and many of those reasons are legitimate. Often people don’t have enough context to carry on an effective scenario. Often the role play arrives at a happily-ever-after sort of conclusion that is neat and easy to wrap up in a training setting, but not actually realistic at all. Often people don’t like getting up in front of all their colleagues… and then receive feedback.
There’s gotta be a better way. Continue reading
Last fall I had an opportunity to deliver a pair of presentation skills sessions at the Arkansas Early Childhood Association Annual Conference in Little Rock. Everyone I encountered during the few days that I was in Arkansas showed me an amazing time, the session participants were engaged throughout, and then I got on a plane and returned home. What did the participants do with the concepts I’d taught?
Recently, I exchanged a few messages with one of the conference organizers – Michelle Pounds – and was amazed to hear how they had extended the learning from my sessions. It can serve as a model for how organizations can get the most out of their investment in sending people to a conference, maximizing the possibility that the learning is applied in the real world. Following is a brief description of what Michelle and her team did to keep the learning going, written in Michelle’s words: Continue reading