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Tips on Training Design |
1. Context Matters. The context in which we
learn is important in that it provides us meaning or a better
perspective from which to understand and then learn (whatever it is
we are trying to learn). If I say to you, "The notes are
sounding sour because the seams are split", after looking back at me
with a puzzled stare, you'd probably attempt to figure out what
I was saying. Our brains are great like this; they try to
understand even when not given much to go on. Now if I wanted
to give you half a chance at comprehending what I was saying, I
could preface it by telling you I am going to talk a bit about the
bagpipes. Oh, I see, the notes, when played on the bagpipes sound
sour because the seams of the instrument were split. That makes
sense. Context matters.
2. Our brains can process
visual information faster and easier than it can
WORDS. In this regard it is advisable to use graphs, diagrams,
and pictures designed to create attention and enhance
recall. There is a memory trick which
uses visualization and, in this regard, is a great way to
demonstrate how powerful a learning tool images can be.
Ask
your group to develop simple rhymes for the numbers one through
seven. Then create a mental image with the rhyming
words and the item you are attempting to
remember. For example if I wanted to remember my grocery (eggs,
milk, refried beans, pork chops, a six pack of Coke, Cool Whip, and
butter) list, I might develop the following:
1.
One rhymes with SUN, picture an egg frying on the sidewalk as the
sun beats down on it.
2. Two rhymes with SHOE, picture a pair of
shoes made out of milk cartons.
3. Three rhymes with TREE,
picture many cans of refried beans hanging from the branches of a
tree.
4. Four rhymes with DOOR, picture a porkchop with a door
knob and door hinges attached to it.
5. Five rhymes with HIVE,
picture a coke can with a swarm of bees flying in and out of
it.
6. Six rhymes with STICK, picture a stick twirling a Cool
Whip top around and around.
7. Seven rhymes with HEAVEN, picture
many sticks of butter raining down from the heavens and falling on
your head.
If
you've imagined these, you'll find it quite easy to remember my
grocery list, or perhaps even more useful, YOUR TO DO
list.
3. It is interesting to compare Left and
Right brain thinkers. Us Right Brain folks tend to
look at the whole versus the parts, use intuition versus logic
and are perhaps a bit more creative than our
analytical Left Brain friends. It would be virtually
impossible to determine to what degree any one person uses
their Right versus Left Brain functions and certainly more difficult
to design training for individuals based upon their use of
one side of the brain verses another. With this said
however, if we do take into account that differences exist, it
makes perfect sense to attempt to design
training which will cater to both Left and Right Brain
thinkers.
The following is a list of learning preferences for
Left and Right Brain thinkers:
| LEFT BRAIN THINKERS |
RIGHT BRAIN THINKERS |
1.
Verbal
2. Responds to word meaning
3. Sequential
4. Processes information linearly
5. Responds to logic
6. Plans ahead
7. Recalls people's names
8. Speaks with few gestures
9. Punctual
10. Prefers formal study design
11. Prefers bright lights while studying |
1. Visual
2. Responds to tone of voice
3. Random
4. Processes information in varied order
5. Responds to emotion
6. Impulsive
7. Recalls people's faces
8. Gestures when speaking
9. Less punctual
10. Prefers sound or music in the background while studying
11. Prefers frequent mobility while studying |
4. Encouraging participation - Admittedly, it can be difficult to get folks to participate, however, it is also accepted that when people engage in classroom situations, learning improves. Below I've listed some suggestions to help stimulate participation in a class.
1. Create a comfortable and non-threatening environment. Brief class introductions are helpful to jump start participants.
2. Begin with a question. Keep in mind this first question is important because it will help set the tone of your program. In this regard, try to keep it somewhat subjective, and allow the class to express their opinions on the topic.
3. Use a conversational and relaxed tone. Use first names whenever possible. In general, we all like to hear our own name being spoken.
4. Understand that speaking up in class is quite difficult for most people.
5. Vary the way a question is asked. For example, ask class members to first jot down their thoughts on the question, and then discuss their answers in a group or with another.
6. Present several answers to a question (within the question itself). "Some believe this, but others feel that...". This can be less threatening and therefore easier to respond to.
7. Don't respond negatively when answers are offered. There is usually some wisdom in all answers, even the wrong ones. "Well, Bob, that's a good thought for these reasons ..., Are there other opinions about this?" I've often seen managers attempting to conduct a brainstorming session and fall into the trap of "shutting down" ideas they believe are not "on target". If you want folks to think "out of the box" you are going to have to acknowledge even the ideas that have little chance of making it in the box. People get the message when their idea doesn't make the flipchart.
8. When using slides, graphs, charts or other visuals, ask people what they see before telling them "The Answer".
9. Allow people to move around. Invite class members to present a slide, lead a group discussion or demonstrate a point. It is great if you can give up control of the class to some degree. Remember, one of the most effective ways to learn is to teach.
10. Build into the class interactive games and exercises. People like to play, and as long as you keep the game focus on the content, this type of engagement improves our ability to learn.
11. Leave time for questions at the end of your program. This seems obvious but is seldom done.
| WOMEN |
MEN |
1. Inclusive
2. Collaborative
3. Emphasis on Community
4. Processes information In varied order
5. Many Right Ways
6. Flexibility |
1. Exclusive
2. Competitive
3. Emphasis on Hierarchy
4. Processes information linearly
5. One Way
6. Rigidity |
Above are some general differences attributed to Women and Men. Deborah Frances Tannen is an American Professor of sociolinguistics at Georgetown University and has written extensively on the differences between men and women in the workplace (You Just Don't Understand, Talking From 9 to 5: Women and Men at Work). I attended a meeting in which Deborah was a guest speaker. She showed a video of boys and then girls at play. The boys were very competitive. First Boy - "I can throw the ball a mile." Second Boy - "Oh yeah, I can throw that ball 5 miles." Third Boy - "Well if I want, I could throw that ball to the MOON!". On the other hand, the girls were shown playing house, and Deborah pointed out their need to be inclusive, social, collaborative and caring for one another.
Today I read (T & D March 2007) that of the Fortune 500 companies only 1.4 percent have women CEOs. In 2005 Women held 16.4 % of the corporate officer positions, this is up just .07 percent from 2002. There is a good argument to be made that women in leadership roles bring an important balance to corporate America. Viewing the general traits above as well as the above statistic, we might assume that things like Teamwork, Collaboration and Mentoring suffer within our current corporate cultures because of this statistical imbalance. I would believe that over time, as women filter into higher corporate positions, organizational culture and training should change to better reflect these positive attributes. |
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