Training Industry Magazine - Spring 2016 - (Page 55)
- KE N B LANCH ARD AND S COT T BLANCHAR D
When our company's vice president of
applied learning, Vicki Halsey, asked a
group of learning professionals to answer
the question, What do you do?, she got
answers such as, "We design classes" and
"We deliver training."
Halsey was looking for a more foundational
response. So when she rephrased the
question to, "What do you REALLY do?"
the learning professionals identified the
true answer: They designed and conducted
classes to set people up for success.
Their goal was to enable people to do their
ENABLE PEOPLE TO DO
THEIR BEST WORK.
actual teacher/learner time together should
be spent practicing, honing participants'
ability to apply the learning, and recognizing
key concepts in action.
That's one of the reasons we've reidentified "learning" objectives as "doing"
objectives in our new programs. The
goal is for everyone to walk out of class
confident and competent to demonstrate
the new behaviors they have learned.
Today's organizations can't afford to have
people sitting on the bench-everybody
needs to play. When trainer/teachers lead
with doing objectives, back them up with
learning objectives, and then transfer
energy to the participants. People will
have a better chance of applying new
skills and shining in their workplace.
To do this, a huge paradigm shift was
required on the part of the instructional
designers. Mindsets needed to shift from
seeing the trainer/teacher as the smart
one to seeing the learners as the smart
ones. It also meant changing the learning
design from one where the teacher was
doing most of the talking to one where the
learners were doing most of the talking.
Here are four principles to become more
doing-centric in your designs:
In traditional learning experiences, the
teacher teaches the content. People sit
down in class and, for the next two to four
hours, the teacher educates learners on the
topic. A better design, embraced widely
today, is to give students as much content
as possible before they come to class, which
cuts down on class time used to deliver
content. According to Halsey, 70 percent of
Keep them engaged: The person doing
the talking is doing the learning. To get
learners in the driver's seat, instructors can
start class with participants identifying
and sharing what they already know
about the topic, and also what they want
to know. Then use this information to
design an experience where participants
walk away able to identify and share what
Be clear about your "doing" objectives.
Think about what you want people doing
differently as a result of their time in the
classroom, and design your session so
participants are actually doing what you
want them to do.
T R A I N I N G I N DUSTR Y MA GAZ INE - SPRING20 1 6 I WWW.TRAININGINDU S T RY . C OM/ MAGAZ I NE
they've learned and how it connects to
the skills they need to succeed.
Divide up the teaching. For example,
once people know a model being taught,
have them write a case study and give it
to the next table. Have the next table find
something you just taught in that case
study. Or, have a table group share one
of their own situations and have the next
table solve it.
Create confident learners. Use activities
where participants can check to make sure
they have the right answer to alleviate
embarrassment about being only partially
right. Your goal is to make learners feel
important, confident and competent.
TAKE AN ACTIVE APPROACH
Learners today have many other things
they could do with the time they spend
in the classroom with you. Remember
the 30/70 principle: Spend 30 percent of
the time teaching actual content and 70
percent of the time identifying the doing
objectives, creating confident learners,
and practicing new skills. Take time to
research and understand different types
of teaching activities and different ways
individuals learn best. Your goal? A class
so great, everyone gets an "A"!
Scott Blanchard is a principal and executive vice
president of The Ken Blanchard Companies.
Ken Blanchard is the best-selling co-author of
"The New One Minute Manager" and 60 other
leadership books. Email Scott and Ken.
Table of Contents for the Digital Edition of Training Industry Magazine - Spring 2016
Training Industry Magazine - Spring 2016
Transforming the Classroom Experience
Table of Contents
Onboarding Successful Leaders
Will the App Become the New Classroom?
The Evolving Classroom
Developing Micro-Learning for Micro-Moments
Testing the Waters with Mobile Learning
Incorporating Instant Messaging into Communciations Training
Tools for the Mixed Physical and Virtual Classroom
Training a Diverse Workforce
Next Generation Classroom: Providing the Ultimate Learning Experience
Meeting the Five Moments of Need
Save the Learners: Build a Serious Game Strategy
Universal Design for Learning
Cars.com: Revolutionizing the Classroom Experience
Crossing Cultural Training
The Changing Face of Training Outsourcing
Design Learning so Everyone Gets an 'A'
Creating Brain-Compatible Materials
Four Ways to Become an Agent of Learning, Not Change
BizLibrary Invests in the Science of Memory
Training Industry Magazine - Spring 2016