I know that training can be more effective if:
1. learners have identified and expressed their learning needs
2. the training is tailored to these identified needs.
So usually at the beginning of a workshop I ask participants what their learning goal is (or how they will know the day has been a success) as part of the introductions. However I invariably end up with bland/meaningless answers which simply restate the course title ('I want to learn more about time management').
Does anyone have any inspiring ideas?
I know in the theoretical trainer's world, learners and their line managers have discussed and identified their learning needs. However in my real world (local government) this doesn't usually occur !(I work as an external consultant).
Therefore I need to try and identify these at the beginning of the workshop.
Maybe I need to change the language I use, try an alternative approach or simply give up and plough on with the workshop regardless?
All suggestions welcome...
derek hughes
5 Responses
Picture the change
I like to get people to picture the change right at the start of a programme. To use your example of a time management programme, I recently asked members of a group (from the same organisation) to draw a picture of themselves doing something that they don’t currently have time for. It could represent 3 hours a week of free time, or two weeks of holiday that they “just can’t take” because they are too overloaded at work.
We had a good laugh doing it, once people were happy that they weren’t being judged on artistic ability, and we stuck the pictures on the wall, after a brief explanation of each one.
These provided a real motivation for the group to apply the principles of time management, and made the rewards of doing so relevant to each individual. The group left the course on a high because in several cases, they had agreed ways they could help one another out at work, and in one case, decided to meet regularly and make time to get fitter through swimming.
Third person view
Hi Derek,
This is a very good question. This happens regularly and indeed it is something that requires further thought.
I have thought of some solutions and I hope they stand the test of time:
– Ask open questions. Probably we shouldn’t ask, “so what is it you want to learn today”, but instead ask “so what motivated you to come to this course”, or “how do you expect this course to benefit someone”. Notice that you try to get them look at it from a third person point of view so they can be more critical and open about their own answers.
The problem is that delegates are only humans. Sometimes, they don’t want to easily admit they know nothing about a subject and they are here to learn. This is even more critical for topics such as Time Management since everyone has always some experience of it anyway. By asking a third-person view you get to probe more without stepping over egos.
– Another idea is to get inspired by certain ice breakers. Instead of asking the delegates to say what they want to get from the course, you ask them indirectly.
Here is how it works: Give the delegates some time in the beginning of the training. Pair them up. Each has to tell the other what they want from the course, why they are here and what they want to learn. When the time is over, each person in the pair has to tell the class what the other person wants. This increases the attention of delegates to what others want and say. In addition the delivery of the objective would be in third person which again helps the delivery and stickiness of the objectives.
As indicated earlier, I think this is an interesting topic that deserves more though and experiment. A lot depends on objectives in a training course, so getting them right in a way that both trainers and delegate are happy with, will come to pay dividends later on.
Training Resources & Materials
End Goals Versus Personal Objectives
Over the last three years in particular, facilitated by an online goal setting and action planning tool I’ve been using, I’ve moved away from asking for “personal objectives” or “learning goals”, as I don’t believe they provide the right sort of information to help us deliver appropriate training solutions.
Instead, I ask them to tell me what they actually want to do after the training, when they are back in the workplace. They aren’t allowed to say things like “I want to learn how to…” I steer them to tell me what they need to do better/differently on the job, what specific business goals they have to meet.
And I ask them these questions at least two weeks before the workshop, having also asked them to first meet with their line manager, who should be a good source of ideas about what their true “bottom/top line” goals are.
From these, I can then signpost the parts of the workshop that will be of most use to them – and why. I and they can then keep the real end-goal in mind throughout the training. This also helps them to begin the thought-processes around the transfer of learning early on.
Ideas on learning goals
Hello Derek,
Yes, it is a perenial problem, particularly for an external consultant who walks in to do a one day session.
I liked Tim’s suggestions, although for your situation you may not be able to get people to do anything in advance.
Depending on numbers (and your available time), I have made a short phone call to participants before the day. If numbers are large, I will phone a sample group. Once again as Tim suggests, you need to be careful of how you phrase the questions.
One of the questions I like to use at the start of a workshop is “Assume that you are sitting here 12 months from now. What would you have done differently over the last 12 months in terms of (insert your topic here)? What challenges did you have to overcome? How did you overcome these challenges? These give you some fabulozs content and context to work with.
I’ve also used an idea similar to Jill’s drawing, which works really well. Currently I am using that on a management development program where I get people to draw a picture of their organisation – some fabulous examples and stories.
Hope the above helps.
Bob Selden, author “What To Do When You Become The Boss”
http://www.whenyoubecometheboss.com/
goals have cash values
I like this story and use it:
People who set goals for themselves and develop a plan of action to reach them are happier and healthier, earn considerably more money, and get along better with other people.
A famous study in the 1950s asked a group of Harvard graduates (OK, these people were already “successful” in a way) how many had written down their goals. Only 3% had done so.
30 years later the same group were surveyed again, and it was found that the 3% who had – way back then – written down their goals, were worth more financially than the other 97%. Combined.
So set some goals for yourself, that’s essential. But also write them down. Just doing that will put you in the 3% who have something very clear to achieve. And likely to achieve it.
(It all googles)