In this newsletter article I wanted to review some of the great training advice given by Susan El-Shamy in her book How to Design and Deliver Training for the New and Emerging Generation. Obviously Susan likes to keep her book titles short. Before I begin however, I like to say that this book is simply filled with practical, applicable trainer advice. It is heavy on substance and you'll not find yourself asking the question "Where's the Beef?" (Classic Wendy's Hamburger commercial).
Regarding new generation training, Susan reminds us to "Pick up the pace". She tells a short personal story of how she and her daughter went to an Elvis Costello concert. She relays how her attempts to "Swing and Sway" to the music, while other younger listeners were jumping up and down to a driving beat, represents a good analogy to attempting to train younger generations using traditional training methods. Boomer style training is slower, and more measured, while younger generations have grown up with a fast and unrelenting MTV Beat. They simply prefer a faster-paced training program.
Susan recommends to us that we start our program with a BANG! Do something in the beginning that will set the pace of the program. Tell folks they are in for a fast, fun, engaging and exciting ride and then let the show begin.
She also advises that you have an on-going activity (perhaps a Game or Quiz Show) that runs throughout the entire program. I know I sound a bit solicitous with such a recommendation, but I figured you'd understand. Here are some quick bullets about beginning your program, which Susan more completely expounds upon in her book –
1. Start with a "sound and light show" (A little flash can go a long way in setting the tone of the meeting),
2. Start with a contest or,
3. Start with a test,
4. Keep moving as you train,
5. Ask rhetorical questions, and finally
6. Get them up and moving as well (It is important that they understand that the class will be interactive, and their participation is most welcome).
You might be saying that some of this is throwing the baby out with the bath water. After all, how can you deliver the information you need to convey and still inject all this activity? Susan provides several good suggestions for how information might be presented but in a different way.
1. Post basic information; remember you don't have to personally deliver every word. People will pick up on what they see around the room; such information can serve as training references, and will probably elicit great questions.
2. Present information in chucks. We can hold only 5 – 9 individual bits of information in our short term memories for about 15 seconds. However if you take care to organize and present information in related chunks trainees can hold and more quickly assimilate information into their long term memories.
3. Have reference information available for taking home after class, and consider placing such information on disk.
Let's talk about increasing program interaction. Susan states "Younger learners crave interaction, with each other, with the material, with problems and information, and with experts and people who are really in the know." Learning is a two step process, first you grab the learner's attention and then you provide them a means to engage with the information. Learning is an individual thing; it can't be coerced, but instead must be consumed. You know the old adage, "You can bring a horse to water …" And while we are on the subject, Susan recommends we cut waaaaay back on the lecture.
I've stepped out on a very shaky branch here and offer you this small lyric.
He served up words of wisdom
Alas, pearls prepared for swine
As they drifted high above each head
And seldom came to mind.
But uncork a clever query
Just ask and let them find
For when they choose to raise a glass
They'll more likely drink the wine.
Okay I promise, I'll give up poetry.
Here are some characteristics Susan uses to describe the "Ideal Instructor" (I paraphrased a bit) Enthusiastic, even passionate about their subject. Funny, and has a good sense of humor. A good listener; one who includes everyone and naturally cares about each student. An approachable individual who also allows their audience to feel comfortable.
And one more thing….When dealing with younger learners, "Technology is important". Use multimedia, films, streaming video, TV clips and lots of music. Consider integrating technology (the internet) into your program exercises (As in you are welcome to use the computers and the internet to work on this problem). Digital cameras can add to a training experience. In effect you construct an environment that is not only comfortable but engaging to your new learners.
Obviously I'm a fan of Susan El-Shamy and her work. |
