How many people do you talk with about learning and development outside of your colleagues and co-workers in your organization?
Recently, my friend Betty Dannewitz and I had a chance to sit down and discuss the importance of having “friends” across the L&D landscape, especially people outside of our own organizations, with whom we can talk, brainstorm ideas, collaborate or just plain nerd out.
If you’re not sure where to find people outside of your organization, social media such as LinkedIn or Twitter could be a good place to start. Attending a local ATD chapter event could also be a way to begin connecting with other L&D professionals in your area. Want more ideas? Give this week’s podcast a listen!
Some training participants really enjoy icebreakers. They can be fun, a nice way to ease into a day of learning and they can ensure participants have an opportunity to meet one another in a low stakes activity before needing to work with each other in small group activities later in the day.
On the other hand, many training participants do not like icebreakers. Some, seeing an icebreaker scheduled for the first 15-30 minutes of a training program, choose to arrive late in order to avoid the icebreaking activities all together.
If you feel an icebreaking activity is important to help create a sense of connection and get participants talking with one another before the “real work” begins, what’s a trainer to do?
Is all of your orientation and onboarding done in a classroom? Or perhaps it’s done via Elearning? How much of it is on-the-job training?
Several weeks ago at the Association for Talent Development’s annual International Conference and Expo, I had the opportunity to meet presenter, author and Head of Training at Baker Construction Enterprises, Paul Smith. Paul has literally written the book on how his organization successfully implemented a formal, structured on-the-job training program that effectively helps bring new employees up to speed while also helping them to feel supported in their new work environment.
Recently, my teammate Erin Clarke attended a virtual conference. When she was finished, I asked if she wouldn’t mind sharing some of her key take-aways with the rest of our team. The result of this conversation was much more magical than I could have imagined.
For years I’ve facilitated presentation skills programs and train the trainer programs for Subject Matter Experts, hoping that they’d buy into the idea of adult learning theory, some basic instructional design principles and the need to abandon bullet point-laden PowerPoint slides. It’s worked to varying degrees of success.
Later this month at the Association for Talent Development’s (ATD) International Conference and Expo (ICE), Darlene Brady Christopher, who is a Senior Knowledge and Learning Officer with the World Bank, will be sharing her experiences from a program that has seen great success converting SMEs to more effective presenters. Through a bonus podcast this week, we went into more depth about how her community of practice program has helped keep SMEs at the World Bank engaged and interested on becoming stronger presenters.
Since 2007, Jane Hart has been compiling a list of the top 200 tools that learning professionals find the most useful. It began by asking a few people to opine and now her annual top 200 list receives votes from thousands of learning and development practitioners from around the world.
What trends has she seen? What’s been the most surprising tool to top the list over the past 14 years? Take a few minutes to hear about why she originally began compiling this ranking and what she’s learned in doing it.
In July, the Association for Talent Development published an article I wrote to expand on this idea of an X-factor in their monthly publication, TD magazine. The article was entitled Presenter, Know Thyself. This concept revolves around a presenter knowledge/ability learning matrix. The article goes into more depth about how to navigate this matrix to become a more effective presenter.
Why is it important to know where you might fall on this matrix? I’ve found this matrix to be very helpful in reassuring me, as a presenter, that I don’t need to be able to do everything perfectly.
As you may have heard, I wrote a book recently (and I’m super humbled and flattered by the reviews people have been posting on Amazon!!). If you’re interested in checking it out, here is a quick link. Today’s post is about a giant, free resource that my colleagues developed as a sort of companion piece to the book.
The book, entitled What’s Your Formula: Combine Learning Elements for Impactful Training, revolves around a periodic table of 51 different learning elements, which are organized into five different categories.
It’s one thing to put together a creative, well-designed and engaging learning experience. It’s another thing to have your learners return to their jobs and apply what they’ve learned in the real world.
One of the biggest barriers to having your learners apply what they’ve learned is the fact that the brain simply forgets a lot of the stuff they’ve learned over the course of the day. If they can’t retain what they’ve learned, they can’t apply it.
Enter the strategy of learning reinforcement – opportunities to remind your learners about what they’ve learned, after they’ve completed a learning experience. Shannon Tipton, owner of Learning Rebels LLC, has some thoughts about using existing technologies in a nontraditional way to help reinforce the learning.
Each year, Jane Hart and the Centre for Learning and Performance Technologies compiles a list of the top 200 tools for learning as voted on by thousands of learning professionals from around the world. Over the past several weeks, my colleagues have been sharing their top 10 votes for this year’s list. Today, it’s my turn to share the 10 tools I find most helpful when I’m working on learning programs.