As teachers, we need to help students/learners to understand how to learn better. We can’t just teach them the subject, but how the student can learn more about it in the future.
Technology are not a meaningless set of tools. We need to understand how to use the technology in meaningful ways to meet our goals.
All stakeholders need to come together to think about how various disciplines play together, and how learned can acquire multi-interdisciplinary skills.
Students/learners need to acquire foundational, core and specialty skills. Sam noted that there are a broad range of foundational skills which people need. Some of this might be done through personalized learning. Jill noted that the acquisition of those foundational, core and specialty skills might occur with technology being a means or clue.
What are some simple things we can do to help our folks get to a place where they can be successful with technology?
Digital literacy initiatives
Space for collaboration using technology
Space for using technology
Building in professional development for staff, so staff can then support technology learning
What’s the first thing you would say directly to trainer-teacher-learners to reverse that the part of learning that is passive (referred to in our conversation as the 90% piece of the pie)? We talked about several solutions.
Question: Can we do personalization at scale? What can we do face-to-face as well as online?
You can listen to the entire conversation on the TalkShoe website, as well as through your favorite podcast service (e.g., iTunes). And don’t forget to rate the show, so we might get a rating that shows during our 10th year!
Getting Employees To Make Time For Learning And Development
Having A Small Learning And Development Team
Aligning To The Company’s Overall Strategy
Building Employee Awareness Of Learning And Development Programs
Getting Executive Buy-In
Engaging Employees During Learning And Development Programs
Lacking Data And Insights To Understand Which Solutions Are Effective
Having Old Or Outdated Content
Having Learning And Development Decentralized Within the Company
You can listen to the show here. Our last two episode for 2017 will record on December 8 (hosted by Kate) and December 22, both at 2 p.m. ET. Our first episode in 2018 will be on January 5 and then we’ll be recording (generally) every two weeks throughout the year.
By the way, when we came up with today’s title, Jules chimed in with (from Only the Good Die Young): “I’d rather laugh with the sinners than cry with the saints. The sinners have much more fun.” When you are faced with a constraint, you need to be able to smile, laugh, and move forward.
Episode 202 was recorded St. Patrick’s Day! Diane Huckabay, Maurice Coleman, Kate Kosturski, and Paul Signorelli talked Play to Learn (yes, using games), the Congress bromance trip, and incorporating play into your training. You can listen to the episode here.
On the call were Maurice Coleman, Kate Kosturski, Jill Hurst-Wahl, and Paul Signorelli (three with coughs and one with a “busted” foot).
Paul started us off on a conversation about the Communities That Work Partnership Playbook (Nov. 2016), focusing on page 11 (see image). We focused on “balancing customization and standardization” in terms of training and education. In self-directed learning, students (and trainers) need to know that the correct skills are being learned which are necessary for the workplace.
Maurice brought up a wonderful image of a honeycomb, where you provide some structure and people are free to then fill-in the structure.
We moved eventually to a long conversation about conference planning and changing from sessions to tracks. And we ended by talking again about customized learning, with a slight detour on the topic of “ambivert.” (See “9 Signs That You’re An Ambivert.”)
As background, Jill has been listening to a nearly two-hour interview with Seal (the singer). At one point, Seal talks about advice he was given early in his career. He had a hit (“Crazy“) and was on a popular music TV show in England. A colleague told him that the performance was “good”, but that he hadn’t connected. She said Seal would know when he had done it.
Tips mentioned were:
Provide some background on yourself to help build rapport.
Give the learners power by engaging them in the conversation.
Food! – In all seriousness, it helps people be comfortable and know that their needs will be met.
Assigned seating, so that people aren’t with their usual cliques.
How do you know that you “lost the room”?
Are people looking at you, every once in a while?
Scan the room. Is the behavior in the room changing?
Is there someone who is a “canary”? For example, someone who unconsciously will nod her/his head “yes” when the person gets it.
Reading the room is a soft-skill. Can it be taught?
It was pointed out that sometimes you have to power-through a training, even if you’ve lost the room.
Can you have someone in the audience that gives you feedback or ensures that there is engagement?
Managing the flow of the training is a soft-skill that a trainer needs to learn. Managing the flow means the person needs to be flexible and nimble. The person needs to know the content well and be able to alter priorities on-the-fly, if necessary.
One other soft skill is learning how to hide the butterflies (or worries).
What do you do before you present to an audience that you don’t know?
Take a few deep, focused breathes.
Close your eyes and do deep breathing.
Put on lip balm and hand lotion, and check your zipper.
Empty your pockets. (Your pants or outfit will look better.)
Go to the bathroom. If you have a lavalier mic, turn it off or take it off.
Take some time to yourself right before. Center down and calm yourself.
On the call were Andrea Snyder, Kate Kosturski, Jill Hurst-Wahl, Paul Signorelli and Maurice Coleman. The topic for today was “The Size of the Room.” How do we extend and expand a conference conversation easily, quickly and at a low cost (or free).
Using social media, one easy why is to create a unique hashtag and use that hashtag for a Twitter chat after the event is over.
Do post-conference recap sessions for librarians in your area (geographic or topic). This could be done face-to-face or online (virtual).
Do pecha kuchas for staff. One group creates a slidedeck with slides from different sessions that people want to to discuss.
Rather than being at a distance and saying that you’re not there, consider asking how people at the event want you to interact with them in the moment.
Paul reminded us that it is a room with an open door, which means you can enter or not, and enter when you want to.
Paul’s takeaway from the Association for Talent Development (ATD) Annual Conference is to end conversations with action plans, so that things occur. This moves people to be doers. This is actually something Paul has had us do on T is for Training.
Paul mentioned the closing keynote by Jeremy Gutsche. A version of his talk is in Youtube: