Demystifying the Trainer’s Myth - Workshop Tip #223

I recall a story where a trainer said to her participants,

Although this is a statement of fact, in my mind I thought that the trainer seemed to have missed a golden opportunity to make the learning stick to her learners’ minds.

Consider training and work situations as two islands. Trainers, instructional designers and developers build the bridge that interconnects the two. We need to provide the workers an avenue where skills and knowledge learned in training can meet the demands, issues, and situations at work “as they happen.”

We’re Not Atlas

For some, the trainer’s myth that it is our job to follow up on how good the workers are at doing their jobs and applying ideas beyond training is unfair and unrealistic. It is like Atlas carrying all the weight of the world on his shoulders. It’s not that learning professionals are trying to avoid responsibility but this is hinged on what actually happens on the ground. However, just because it’s hardly possible to check on everyone, it does not mean that there’s no way around it.

Follow-up Works!

The importance of follow-up in the training process cannot be underestimated. It is during follow-up that workers are given time to reflect on their learning. Also, trainers are able to evaluate the effectiveness through feedback and results. It also is an opportunity to reinforce key learning points to the workers. It works! No doubt. However, follow-up requires time and resources from both trainers and workers. It can also be difficult when trainers and workers are unable to connect regularly.

Three areas to explore to make follow-ups effective:

1. Self-learning - Encourage your learners to drive their own learning. Provide opportunities in your design and training that follow-up work and study are relevant and useful to learners.
2. Easy to access references while at work - publish your references and learn-on-need materials so your learners can easily access them when the need arises. The references become so handy that it feels “it is always there.”
3. Build in your design work applications - focus your design with the intent of work applications. If your sessions are on point for work usefulness, learners will apply the ideas by themselves, instead of the need for follow-ups.

Learning is supposed to be an ongoing process. But we also have to realize that formal training alone will never be sufficient. More learning happens in the workflow, albeit informally. Study how people learn while doing work, involve their ideas, and try to embed follow-up methods or activities for a seamless, more efficient, and relevant learning process. The argument of whether follow-up is a trainer’s sole responsibility may be debatable but it doesn’t take away the fact that it is essential and highly beneficial to improving the workers’ learning and performance at work.

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

TEDx Caltech Insights Jan. 14, 2011

Highlights from  my day at TEDxCaltech.com. Follow  #TEDXCALTECH in Twitter.com

It was a wow, belly blowing, mind-bending, brain cell twitching, eye-popping and heartfelt joy and amazing insight.

Must see - This is a must see and listen event. The imagery presented at TEDxCaltech brings to life the archaic, distant, elitist, and abstract work of scientists closer to day to day understanding. This is important because it makes the knowledge accessible to inspire others and show the possibilities of dreams. In a couple of weeks visit www.TEDXCaltech.com to preview the videos.

As a learning professional, these are thoughts I found very meaningful.

Visualization of data - Science is moving forward beyond just data gathering, research to dissemination, distribution and using data help to solve real life problems. With the aid of computers along with the desire to manipulate and enhance the use of data, scientists are discovering even greater contributions of science. Data should be empowering. It should be accessible. The data should be configurable to add value. It should enable easy learning. Pamela Björkman, Eric Heller, Alexander Szalay and Curtis Wong shared software and research approaches that magnified the imagery of their work.

Many speakers touched on the value of stories and how science is full of opportunities to connect data with stories and creating new meanings. Whether it is in their presentation style or in organizing research, I found it exhilarating that speakers required stories and metaphors to relate to their body of knowledge. Christopher Sykes shared his experience working with Richard Feynman on producing a documentary. Feynman's video tells lots of stories. They are producing an "eLearning" type of tool featuring all of Richard Feynman's lectures.

Closing the gap between digital haves and have nots. I am so used to technologies that I often forget the impacts on new opportunities to share brilliant ideas to hungry minds. I sat down over lunch with a professor. She was telling me about how TED.com and similar efforts have inversely affected the supply and consumption of smart ideas. With TEDxCaltech.com, it is now possible to share with science-minded students, teachers, professionals and everyone who are science inclined but will never have the chance to see the great minds in sciences, face-to-face.

Practical use of TED.com - Another person I spoke with in the event, tells me that she includes TED.com and other video providers as part of her class. The videos become references and sources to inspire possibilities. 

Christopher Sykes - Single biggest thrill is meeting Christopher Sykes. He introduced me to Web of Stories. Another fantastic video production!

Ray Jimenez, PhD 3Minute Worlds - Learning Community Social Learning, Work and Performance 3Minute eLearning Games "Helping Learners Learn Their Way"

DIYEL #8 Idea applied, idea learned = results.

Introduction
Table of Posts

Somewhere in the history of the training profession we forgot that training and learning are about results. We got fuzzy from thinking too much about tracking and ROI, multimedia, games, interactivity, and other stuff that does not produce results. We became invested in the means and lost sight of the end. We used our energy propagating the stuff that essentially does not matter.

Do-It-Yourselfers don’t have the time, the resources or the energy. They must focus on results. They persistently, consistently and often stubbornly ask, “What are the results we want learners to learn and apply on the job?” They ask that same question every step of the way.

Do-It-Yourselfers know that learning is not about learning . . . learning is about results.

(This is a series of post from my book "Do-It-Yourself eLearning 2009).

Related Blog Entries:
Rapid e-Learning: Increasing Speed of Development, Reducing Cost and Meeting e-learners' Needs
Culture of Training Impact Evaluation

Ray Jimenez, PhD
http://www.vignettestraining.com/
http://www.simplifyelearning.com/

"Helping Learners Learn Their Way"

Do You Know Your Blog's Reach?

I have been doing my blog primarily for personal learning and sharing. I rarely asked if people read my blogs. Curiosity got to me so I tried three Web 2.0 tools that provide a feel on the type of audience I am reaching. It is interesting how Web 2.0 tools make tracking easy and sexy.

1. http://www.socialscan.com/
One will see how your social networking site compares with others and you can follow links.

2. http://www.google.com/analytics/
Provides you metrics to see traffic and activities within your blog

3. http://clustrmaps.com/index.htm
ClusterMaps shows you the geographic tracking of your blog’s visitors.

Ray Jimenez, PhD www.vignettestraining.com
"Helping Learners Learn Their Way"

"The Outsourced Brain"

Through Dave Snowden's blog, I found this interesting New York Times article "The Outsourced Brain."

David Brooks says:

• The gurus seek bliss amidst mountaintop solitude and serenity in meditative trance, but I, a grasshopper, have achieved the oneness with the universe that is known as pure externalization. Like many men, I quickly established a romantic attachment to my G.P.S.
• Through that experience I discovered the Sacred Order of the External Mind. I realized I could outsource those mental tasks I didn’t want to perform. Life is a math problem, and I had a calculator. Memory? I’ve externalized it. I am one of those baby boomers who are making this the “It’s on the Tip of My Tongue Decade.” But now I no longer need to have a memory, for I have Google, Yahoo and Wikipedia. Now if I need to know some fact about the world, I tap a few keys and reap the blessings of the external mind.

In a satirical way:

• Until that moment, I thought that the magic of the information age was that it allowed us to know more, but then I realized the magic of the information age is that it allows us to know less. It provides us with external cognitive servants — silicon memory systems, collaborative online filters, consumer preference algorithms and networked knowledge. We can burden these servants and liberate ourselves.
• The abandonment of our abilities for memory, recall, and individuality to the "connected world", to my mind, makes people handicapped in their thinking processes and emotional development - unless people develop the 7th, 8th, or nth sense of personal skills. I wonder what these skills are.

With our dependencies, do we develop better judgment? Wisdom? Ethics? Or how do we replace these capabilities?

This reminds me of what Neil Postman says, "Amusing Ourselves to Death" (1985).

Ray Jimenez, PhD
http://www.vignettestraining.com/
"Helping Learners Learn Their Way"

The iPod Video & e-Learning Looking Glass

The holidays are coming and I must find a justification for buying (as a gift to myself) the iPod Video. Currently, I am enjoying my 40 Gig iPod for music and have downloaded hundreds of my favorite songs. The cool thing about iPod is the way I can organize, listen, and purchase music anytime I want. I can personalize my iPod. I’ve also added audio books and have now tested Podcasting files.

I am however, amazed with how my fellow trainers respond to technologies in this case the iPod. I once asked a group of participants in a workshop about their reactions to the iPod. Only a few have actually experienced using it. But after showing the group how the iPod works, a couple of people had very strong feelings about how trainers are losing control over the learning process. The question raised was: how do we know if they are really studying? How can we track progress? And for e-Learning, how do implement SCORM (an electronic method of passing completion data of participants from one) so we know if they have completed the training?

Raising the question on losing control is very valid and this should be answered and a solution should be developed. However, it is better to ask the question: what can the iPod video do to improve ability of our learners to learn or perform on the job? And do we take advantage of this if the tool has the potential to solve a training or performance problem?
Answers to these questions may dwarf our concerns for control.

Here are some possible approaches.

1. Producing videos for iPods follow a different paradigm. Although the video production process is the same, the learning consideration is different. Videos should be very short, no more than one minute.
2. Use iPod video for highly motivational, high-celebrity, presentations. And you may need to zoom a little more on faces of people. I am sure there are other applications. iPod video is also good for highly changing content or event driven content, i.e.
   
3. Use iPod video not just for learner training, but also for client, customer and even sales presentations. (But it may be not a good idea to loan your iPods to clients – smile). Clients could view product demos, features and functions, or a message from your top executive on a new change in the business.
4. Blend iPod video lessons with e-Learning, classroom, and coaching sessions. In an integrated blended training delivery, viewing an iPod video lesson may distribute iPod videos as assignments. This will provide learners more flexibility for them to study materials.

If you have done applications of iPod video with your training, please share your story. Please email to rjimenez@vignettestraining.com.


Ray Jimenez, PhD www.vignettestraining.com
"Helping Learners Learn Their Way"

How Taking Baby Steps Can Lead to Giant Success in e-Learning

Topics this issue:
1. Taking baby steps to achieve giant success in elearning
2. Featured slideshow: “Readiness to Study“
3. The Blended e-Learning Workshop: Your first step to elearning success

1. Taking baby steps to achieve giant success in elearning
The most difficult part of starting a project is making that crucial “first step.” Especially in elearning where the market is flooded with too many choices for authoring tools, software, and learning management systems, it is so easy for any project lead to get lost in the maze.

Are you also one of those who are overwhelmed with so many options that you don’t know anymore what to do first or which direction to follow? Well, fret no more - the answer to your frustration is really pretty “simple.”

Before you start buying elearning tools and software, you need FIRST to understand your organization’s needs and match these with your available resources and current capabilities. You must identify your learning objectives and develop your content first before you choose your elearning tools.

Many a time elearning projects fail because the tools dictate the content, which is like having the cart first before the horse. Unless you are absolutely sure that a highly sophisticated solution is what you require to achieve your learning objectives, you are better off starting with easy, fast, inexpensive and simple solutions that you can quickly implement. Remember that the best tools are those that serve your purpose.

• If Power Point is the only tool you have right now for your elearning initiatives, go ahead and use it. Better yet, maximize it!
  
• If you don't have an LMS yet, no problem, you can always publish your elearning program in a website or intranet.

In the same way that huge trees grow from tiny seeds, most elearning programs begin with baby steps.

2. Featured Slideshow: “Readiness to Study“
This slideshow illustrates how you can determine your organization’s readiness for elearning.

3. Long-distance management of your learners
Attending the Blended e-Learning Workshop is your first step towards your elearning success. During the workshop you will learn the whole process of elearning implementation - from prototyping, creating and building courses to web hosting.

And while you are learning to take these baby steps, you can preview more presentations, articles and tips that can guide you as you become more confident. Register to be an e-Learning Architect member. You can register here: http://www.vignettestraining.com/register.htm

Read more elearning tips here, click here.

Ray Jimenez, PhD www.vignettestraining.com
"Helping Learners Learn Their Way"