Key Skills For Building Learner Engagement

Posted on May 27, 2016 by Seniye Groff

I recently presented at a national conference on the topic of learner engagement. Participants in my session were struggling with students in their classrooms that appeared to be uninterested and not engaged in the learning in the classroom. In my session I reminded my participants that adult learners have a few unique goals when learning something. These include:

Learn by four different learning styles (feeling, watching/listening, thinking, doing)
The content was important to job or interests.
The class was engaging.
The class included opportunities to try the new skill.
The class was given a clear path for using the new skill after the class was over.

I also mentioned Daniel Pink. Pink in his 2009 book, “Drive” talks about motivation in depth. Instructors must design with motivation in mind. Some ways to do this are:

Create an environment that makes people feel good about participating
Give learners autonomy
Keep the system as open as possible.

Some strategies to do what Pink suggests include building collaboration projects in the classroom, allowing learners to learn what they want and how they want and allowing students to teach other students.

Ultimately I believe that an effective classroom must include discussion, activities and an active lesson structure. Learners need to feel in control of their own learning so that they can connect the dots of how this new information, skill or process ties into their overall success on the job or in their lives.

How have you seen this done? Send me a message!

Winning Client Communications

Posted on April 28, 2016 by Seniye Groff

Nope. Not gonna do it. I don’t think that’s a good idea. I know what I’m talking about-I’m the ID. The course will be late and I’m not sure when it’s going to be ready—I can’t commit to a date. Would you say these things to a client? Never. How would you react if someone said these to you? Not positively.

Knowing what to say, and how to say it, to a client determines the relationship you will have with the client. And hopefully you’ll read this before the client falls in the no-longer-a-client category. Picking the right words, tone and timing in discussions with clients will enable you to develop and build a strong, supportive and mutually respectful professional relationship.

Most client communication will be handled by the Project Manager. There will be instances, however, where the ID will communicate and problem solve with the client directly. Following are examples of situations when an ID’s persuasive communication skills are important.

Declining a Client’s Request

Telling a client the change he’s making to a storyboard or the course that is not in the interest of the learner is a delicate and challenging situation. Some tips to follow:

Understand and be prepared to discuss consequences of the proposed changes/actions.
Do this only after you are certain the request is improper or not appropriate. Have a validated reason for not making the change, not just that you don’t like it.
Be specific. Offer examples of other instances for support of your argument.
Focus on the positive, such as how the experience for the user will be enhanced by your recommendation or idea.
Compromise with the client and never tell him “no.” There are always alternatives.

Scenario: A client provides an audio track for the course and it is too long. You fear that the length will provide the learner with a negative experience and not support the learning objectives.

I’ve been listening to the audio provided for the course. From the learners perspective I believe it may not be the most effective option we have.
Receptive client: Why would this be a problem for the learner? [Explain] What suggestions do you have? [Provide alternatives]	Not receptive client: Well, that’s just what we’re going to use.
	ID response: In our research we have discovered …[validate your point and concern]

Apologizing to a Client for your Own Mistake

We all make mistakes—we’re human. Taking ownership of that mistake and correcting it is the next step.

Be honest and apologetic. Discuss the proposed solution as soon as possible.
Understand how the mistake happened anyway. Was there a breakdown in communication? Process? This will help avoid the mistake in the future and help in answering the client’s questions. Offer a realistic solution to meet the client’s needs and approval.
Discuss the situation immediately after the mistake is discovered. Procrastinating increases the opportunity for someone else to slip and have the client find out from someone other than you.

Scenario: You did not incorporate some particular product specifications into a course that the client was adamant about. You discover this just as the storyboard is sent to the client for review. You decide to call the client immediately to make her aware of the situation.

I’m sorry to have to tell you this, but there is an error in the storyboard you are about to review. I did not incorporate the new product specs into the course. Frankly, I put the information in another folder and forgot to refer back to it. I apologize.
Receptive client: Thank you for your honesty. I appreciate you telling me what happened before I discovered it on my own. Now, how are you going to fix it? [Offer plan]	Not receptive client: This is ridiculous. I told you several times this information had to be in the course. This mistake will throw the whole project off base now.
	ID response: I truly am sorry. It certainly was not my intent to have the project go askew like this. Please let me fix the situation immediately. Still not receptive: Nope. This is a dire mistake. I can’t afford to have this course launch late. ID response: Our great working relationship is important. What will it take to rebuild it?

Explaining a Delay to a Client

Our goal is to never miss a deadline. But try as we might, it does happen. Deliverable delays are costly. Not only can they be financially costly for you and the client, but they can be professionally costly. It is not an option to miss a deadline due to our own devices. This may hinder any future client business development. When you do miss a deadline, keep the following in mind:

Know the client may be mad or frustrated at the situation. Be prepared to remain calm.
Be prepared to give a summary of the problem and have a plan for completion.
Let the client know there is a delay as soon as possible. Let them know the new completion date, too.
Allow the client to vent frustration or anger. Be sure to accept total responsibility while noting any circumstances beyond your control. Offer a solution. Let the client speak last-this will help him save face and feel like he was in control of the conversation.

Scenario: Before going home one night you forget to check a storyboard to allow QA to edit the document. The storyboard is due back to you by EOD the following day so it can get to production. You are not available to check the storyboard in when QA calls you in the morning. This causes a delay of one whole day.

There is going to be a delay in getting the storyboard to production. It did not make it through our editing process in time and will not get to the graphic department until a day late. This may delay the launch of the course.

Receptive client: Well I’m sorry this happened. I trust that you will do what you can to make up lost time?

Not receptive client: I only had this one day to review the SB and now that it’s pushed back a day it messes up my schedule. This is not ok and I’m not going to pay for it.

ID response: I understand your frustration. I do apologize for the delay and will do what I can to make up the delay to you.

Conversation tips:

Ask questions-lots of them. Doing so demonstrates continued customer support and involvement, interactive feedback, and opportunities for the client to tell you what he wants.

The more you know about your client’s wants, needs, style the better the chance at providing an initial deliverable that meets his needs.

Prepare for calls/meetings in advance so you do not forget anything.

Ask open-ended question to define needs/wants/preferences of the client. This also gets the client to invest time and effort in the process, increasing his stake in the partnership and end product.

Don’t be afraid to ask a client for a favor, such as speeding up their review of a document. Explain how the favor will benefit you. This gives the client an idea of how much he can help you. Express gratitude.

When extending a deadline: realize that the client will probably be upset if you call and say you are going to miss a deadline. Give as much advance warning as possible to allow for schedule adjustments. Do not offer any excuses. Instead, explain what you are offering in return. A course requiring fewer launch issues? Better usability? Accurate translation and course delivery? Use language of negotiation and not crisis language. Examples of negotiation language include:

Aware Investigate

Better Caution

Careful Expedite

Modify Possible

Resources Reschedule

Answer with what you can do, not what you cannot do.

What other strategies have worked for you?

Resources:

Lifescripts: What to Say to Get What You Want in Life’s Toughest Situations, Stephen Pollan

How To Say it at Work, Jack Griffin

The Beauty of Instructional Design

Posted on March 1, 2016 by Seniye Groff

I recently found an article titled, “Instructional Design for Unfamiliar Topics“. It really helps explain how instructional designers (IDs) are able to do what they do. Almost every piece of content I am asked to develop into training or documentation is information I am unfamiliar with. The key to success is to do your due diligence by exploring any documentation, website or other materials that exist to learn what they heck “they are talking about”! During my discovery phase, I look at websites, employee surveys, site visits, documents, tools and meetings with management. Once I have reviewed all the above resources, I usually assemble an employee meeting of about 15-20 people that have various roles in the organization, as well as, varying levels of tenure. Viewpoints from a veteran are certainly different from a newbie!

I then assemble and ask great questions. Everyone I meet, either one-on-one or in group meetings are asked lots of questions. From there, emergent themes usually evolve and then I can put together an initial instructional plan (IP). From this IP, I meet with SMEs to see if I have hit all the important points. Finally at this point, I have a firm grasp on the content and can move forward with developing materials.

What are your tried and true tactics to writing about something you are not familiar with?

Writing Effective Assessments

Posted on September 29, 2015 by Seniye Groff

There are many types of assessments used to check learning. Generally, formative assessments are learning activities that appear throughout a course, whereas summative assessments usually appear at the end. The table below summarizes the differences.

Formative

(learning activities, challenges, learning aids, knowledge checks, guided practices, learning modules)

Summative

(activities, tests, quizzes, challenges, exams, assessments)

Low consequences for failure (learners can reverse decisions and responses)
Feedback prescriptive and instructive, guiding the learner
Used as a learning aid or practice
Can be used to diagnose areas where learners need to improve
Used as a basis for improvement or checkpoint before continuing to the next section
Feedback appears frequently, usually after a learner chooses a response or makes a decision
Usually appears at the end of a section and covers only one or two sections (non-cumulative)
Qualitative feedback

High consequences for failure (learners may have to retake the whole test)
Learners only given one chance to answer each question
Decisions (such as in a selling simulation) not reversible
Used to determine if learners pass or fail the course
Feedback is corrective (learner should know material by this point)
Feedback can appear after each question or cumulatively at the end
Usually appears at the end of a course or after many sections (cumulative)
Qualitative or quantitative feedback (depending on number and nature of previous assessments)

Match assessment types and questions with the outcome you want

The best place to start in your assessment is with your learning objectives. In fact, you can map out your assessment questions before even writing the course as a way to keep the questions focused on the objectives. What behavior or outcome do you want to affect? This is where it’s useful to pull out the Bloom’s Taxonomy and decide which level of learning you want for each assessment question or section.

Try to focus on the behavior you’re trying to affect. For example, say a learning objective calls for sales reps to know enough about product specs to make the right recommendations to customers. You may find yourself writing assessment questions that test learners’ knowledge of product specs, but is memorization the behavior you’re looking for? Probably not. What you probably want the sales rep to do is know how and where to find those specs. In that case, your assessment would instruct learners to use the sales tools at hand to find the right specs instead of requiring them to memorize the specs.

Tips

The following tips are guidelines for knowing what to do and what to avoid when writing summative assessments:

Map your questions to the course’s learning objectives.
Feel free to use prescriptive feedback (especially if the course is light on activities).
Keep feedback short.
Make sure correct answers are similar in length to incorrect responses (i.e., avoid the tendency to make the correct answer the longest one).
Make all possible responses reasonable (second-guess some incorrect responses that learners might come up with).
Use humor sparingly.
Avoid constructions like “Which of the following is NOT…” and, in your feedback, “none of the above” or “A and C only.”
If you use “all of the above,” make sure it isn’t always the correct answer.
Make sure the answers to assessment questions can be found in the course; if you want learners to use data sheets or other sales tools, indicate that in the instructional text.

What has worked for you when you write assessments?

Training Success

Posted on August 20, 2015 by Seniye Groff

I recently finished a project rolling out a new software coupled with new processes. As always, there were some great insights and learning at the end of the project.

Background:

Learners were dispersed globally and, of course, time and money were important.
The new platform consisted of four new modules that worked with the customer’s business.
Most learners would use one or two of the modules but not all four.
Additionally the new process needed to be shared and include why, what, when, how and where needed to be presented to everyone. Many people were involved with the due diligence so were familiar with the content.
Face-to-face sessions were offered worldwide after a slew of trainers when through train-the-trainer (TTT) sessions.
Documentation was thorough and consisted of process decks, work instructions and quick reference guides for both process and the tools.
Attendance to training was required (yay!).

Reality:

Attendance was surprisingly low, partially I believe because roll out was in August when vacations are at an all-time high. Also the required training was two days long, which was another obstacle because work schedules were already so full. Some attendees felt the class went too fast, while most felt the class was too long. Other feedback stated that the class was too process heavy and not enough tool training. Finally, given that the 700 learners came from many facets of the business, the trainers knew and delivered content on the overall process and tool, but were unable to provide specific business detail to the various departments rolling out the tool. Oh, and the tool was in user acceptance testing (UAT) so it behaved wonky at best during the training sessions.

Future Plan:

As this project matures and future modules evolve and roll out I recommend the following:

A modular approach so that learners only need to attend the sessions that apply to their work. So if they only use one of the four modules in real-life, then they only attend the session on that specific content.
E-learning component so that the learners can learn foundational knowledge in a self-directed format and attend classroom time to work in the tool.
Leader from the respective business group attend the session with their team so that the process-specific questions get answered immediately and demonstrated in the tool.

Performance improvement is an ever-evolving activity. I love the variety and challenge that each project brings; there is no one solution for any project which ensures that creativity and best practices are always required for each and every project!

The Gift of Instructional Design

Posted on December 10, 2014 by Seniye Groff

I recently designed and delivered a session on strategic business planning skills. The topic had been trained for the two prior years but with little success; either the training was too “numbers focused” or too high on the “feelings” barometer. Also, like so many training programs, after the sessions, people failed to take action.

The Performance Problem:
From my initial client meeting I gathered that there was a potential lack of skill, a planning form that was 18 (yes 18 pages!) and little change in behavior after the training due to a lack of follow-up and accountability on the part of the managers.

Solution:
Given the above challenges, I designed a three hour session built on interactivity, sharing of knowledge and accountability through peer-to-peer coaching. First, I worked with the stakeholder to streamline the planning document. And I mean STREAMLINE by turning it into essentially five core pages of information. I felt that possibly some of the reason why the employees were not completing the document was because it was frankly, too daunting. I felt the process was similar to doing year-end taxes and we know how much we love to do those!!

Secondly, I created a lively session that focused on group work. I broke each section of the business plan into discrete components. Participants gathered to discuss a component, including sharing ideas of what they had done in the past. Once the group talked, I brought the discussion to the larger group and more ideas were shared. When the section was completed, participants moved around to work with a different set of people. This in essence got participants to interact with many different people with many different ideas, perspectives and experiences. During the session, it was often difficult to get people to stop talking and sharing (exactly what I wanted to happen)!!

Thirdly, at the end of the session, each person chose a peer to hold accountable and hold them accountable. I felt it was much more likely that participants would take action if someone was going to call them on it.

Results:
All six sessions went great and initial feedback has been VERY positive. It will be interesting to see how 2015 business results are affected by this training. My session design was not by accident; it was a thoughtful process intended on changing performance…and that my friends is the beauty and art of instructional design.

The Art of Feedback

Posted on June 13, 2014 by Seniye Groff

I recently designed and delivered a session on giving and receiving feedback. It is truly remarkable that people cringe at the suggestion of giving feedback. Feedback is a critical skill for success. In sports there is constant feedback: the score, how the ball was hit, whether you returned the serve. In business, feedback is equally as important because it allows you to stay in business, show a profit and create an environment where employees and colleagues are an asset to the business.

Even when feedback is constructive it can be difficult to hear and some people will be reluctant to agree improvement is needed. Yet constructive feedback is a valuable “gift” to help people improve and grow. If feedback is given with care, it is more likely to be truly heard and acted on.

If you focus the feedback on the behavior and not the person, you are likely to maintain the person’s self-esteem. A person should not leave the feedback meeting feeling “beat up” but rather focused on the behavior that needs correction and a plan on how to correct it most effectively.

Remember the 80 / 20 rule and focus on affirming even small successes. Give specific (behavior based) examples of the factors that contributed to the feedback. Make sure the timing is appropriate to give and receive feedback.

For example, “Mike I just listened to your call with Mr. Jones. (Timely) You did a nice job of listening to his complaint in its entirety and then repeating back to him what you thought his issue concerned.” (Behavior based).

It is important to be specific. For example, avoid saying things like, “You need to be more talkative in meetings.” It’s too ambiguous and can be interpreted in a lot of ways.

Say something specific and positive pointed at the task you want accomplished, such as, “You’re smart. I want to hear at least one opinion from you in every meeting we’re in together going forward.”

Specific Steps for Success:

Step 1: State the constructive purpose of your feedback.

State your purpose briefly by indicating what you’d like to cover and why it’s important.

Example: “I have a concern about…”

“I feel I need to let you know…”

“I want to discuss….”

“I have some thoughts about…”

Step 2: Describe specifically what you have observed. Focus on behavior rather than the person. Define the impact.

Have a certain event or action in mind and be able to say when and where it happened, who was involved, and what the results were. Stick to what you personally observed and don’t try to speak for others. Avoid talking vaguely about what the person “always” or “usually” does.

Avoid “You” statements

“You did this” versus “this is what I observed”
“You should not have done that” versus “Here’s how I think…”
“You must be crazy” versus “it is important we talk about this”
“I feel frustrated when you do not get your reports to me on time” versus “I feel frustrated when I do not have the reports on time for the 2:00 meeting” (shows impact of behavior)

Example: “You demonstrate a high degree of confidence when you answer customer questions about registration procedures “, versus, “Your communication skills are good.” Or “You are really great at that.”

Example: “You talked a lot during the staff meeting, which prevented me from getting to some of the main points,” rather than “You talk too much.”

Step 3: Describe your reactions.

Explain the consequences of the other person’s behavior and how you feel about it.

Example: “The team member looked embarrassed and I felt uncomfortable about seeing the episode.” “Shouting at our team members is not acceptable behavior in this department.”

Step 4: Give the other person an opportunity to respond.

Remain silent and meet the other person’s eye, indicating that you are waiting for answer. If the person hesitates to respond, ask an open ended question.

Example: “What do you think?”

“What is your view of this situation?”

“What is your reaction to this?”

“What are your thoughts?”

Step 5: Offer specific suggestions.

Whenever possible make your suggestions helpful by including practical, feasible examples.

Example: “Alison, I sometimes write myself notes or put up signs to remind myself to do something.”

“Sara, rather than telling Matt that you’re not interested in all the details, you might try asking him specific questions about the information you are most interested in.”

Receiving Feedback

Listen without getting hooked. Let the person say their entire thought without interrupting them.
Ask for clarification. Ask for specific examples so that you know exactly what the employee is saying.
Separate your feeling from the facts or specific behavior. It is difficult to hear that we are not perfect. Remember the employee is not saying you are a bad person, just that the particular behavior is not effective for them.
Summarize what you heard. Repeat the feedback to ensure you understood what they were saying.
Ask for advice. A great question to ask is “if you were me, how would you handle this situation?”
Thank the person. Remember, feedback is a gift.

Working with Subject Matter Experts (SMEs)

Posted on September 16, 2013 by Seniye Groff

I am currently working on a development project where I am heavily relying on SMEs. The course content is very technical (and on a topic I have never developed before). Existing content is primarily pictures with facilitators spewing facts from their heads. To no surprise, the SMEs are overly busy with no time to answer a nagging ID! So I share some ideas when working with SMEs:

Remember, SMEs have full-time jobs besides what you are requesting from them. Consolidate your e-mails, conference calls and documents so that they can use their minimal time efficiently.
Put questions in an SME-friendly document. I recently pulled all my questions from my design document and put it in an easy-to-read table format. This document was much more user-friendly to the SME than my instructional-focused design document.
Create visual maps of your courses. Sometimes pictures say it better than words and it might be easier for your SME to “see it” rather than read it and try to visualize it in their heads.

What strategies have you used when working with a SME? Send me a comment!

Collaboration Boosts Learning

Posted on July 17, 2013 by Seniye Groff

In this month’s issue of “Talent Management” an article about collaboration struck a chord. Although there will always be a need for formal learning, given how fast-paced and ever-changing the world is, collaborative learning is gaining increasing popularity. Employees are able to leverage each other when sharing much-needed knowledge. The article states that three building blocks are needed to have “an effective collaborative learning environment: people, processes and tools.”

People must have a way to share knowledge, as well as, create new knowledge and solutions. Given that people, not a specified process, drives collaboration, it is important to consider how to structure your collaborative environment. “Collaborative learning technologies don’t have to be complicated. They can be content management systems, social networks, instant messaging or cloud computing technology that is easily accessible to everyone.”

“Six traps that destroy collaboration:

Lack of compromise
Rigid organizational structures
Convoluted communication lines
Office setup
Negativity
Ownership and control issues.”

Measuring collaboration:

“Quality
Learning effectiveness
Job impact
Business results
Return on investment.

Check out the entire article for full explanations. Add a comment if have seen any of the above ideas in action!

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