Training: Myths, Traps, and Tricks · 2020. 2. 14. · “take over” aspects of the training 4....

2/14/2020

1

Bill Trabilcy - CHMM, CIT

EngagementByDesign.net / EHSWorks.net

[email protected]

617-821-7555

Training: Myths, Traps, and Tricks

What works, What we usually do…What can be done!?

1) My top pet peeves (1 or 2 only) that trainers do during training are:

2) A- What are your top 1 or 2 challenges to good engagement for your training responsibilities?

3) What specific positive things have you experienced that made training effective, enjoyable or memorable?

1) Please review your question set (by color) and consider it for response; see all sets below2) If you’d prefer a different one, you may try to negotiate a swap of yours with a neighbor; 2‐3 minutes. Write your first name and last initial in bottom right corner3) Answer the question; collect and sort facilitation help needed!

Survey : Mining your minds, using your experience

Be brief, Be specific Please print or make very legible!

1

2

2/14/2020

2


EngagementByDesign.net / EHSWorks.net

[email protected]

617-821-7555

Training: Myths, Traps, and Tricks

What works, What we usually do…What can be done!?

… hmmm, they’re probably not “getting the information”

Sometimes its easy to tell…

Do “have them“ or have we’ve lost them?

3

4

2/14/2020

3

Paying Attention…especially when it matters!(not a paid political announcement, based on real 2012 event)

5

6

2/14/2020

4

• Eyes open?... Meaningful looks?

• Doesn’t mean they’re thinking about you and your words/concepts

• “Hey… This is Important! It’s required for job safety!“

• May not matter to them or be of interest to them ‐ gasp!!

Moral of the story~

• I ask questions…

• …to who?; why should I answer?; answer me….someone, ..now!? please!; “read my mind” questions “empty responding”?

• I tell/receive real world examples…

• …Good stories? Whose stories? Listening??

• I put them into “informal discussion groups”…

• Can you hear the groans? [critical design warning!!]

• I give them needed information…

• …Declarative v. Procedural knowledge*; insulting intelligence?

• Pop quizzes/knowledge checks (remember our friend the learning pyramid?)

• Did they “get the information”? more Empty responding?

What do you do to engage learners?

Scary question: What do people do in your training?

OK, we’ve

told ‘em…

7

8

2/14/2020

5

• Recognize…ing• …a triggering situation or issue; when does what apply; judgement

• Assess…ing• …risks; accurately, fully

• Recall…ing• …best/appropriate solutions, responses, options

• Apply…ing• …solution/response, based on rationale, using correct methods/techniques

Simulating, stimulating, challenging, re‐creating, or playing with those skills is at the core of good learning

References/information is simple: Why not “train‐to‐reference”?

Gold Standard 1

What can people do or do better, as a result of what happened in your training session?

All of Work and Life…applied skills!

Performance‐based outcomes

Business function improvement

Competency‐based development

Annoying buzz phrases? :^ \Plainly speaking...or, in other words:

What matters in this thing called training? What is learning?

…did the training create meaningful* engagement around learners’ experience, inputs, priorities or other collective “resource” ?

… ipso facto, what happened in your session to model, test, simulate, challenge, re‐create, or play with those skills?

Is it “minds‐on”, when “hands‐on” isn’t feasible? Or, LOTO/Hazardous Energy: the classic!

What is the value of “information” vs. application of declarative (knowledge) information

Gold Standard 2Is the session content‐based, or learner‐centric, performance‐based?

Not declarative knowledge

9

10

2/14/2020

6

Triangulation…

Visuals in action: don’t show them, use them. (@0:19

FL)

“Many prefer a listening style of learning” (@ 3:20‐4:40) [BO]

1

I know y'all know this stuff[35,C/I] 3

The whole enchilada –lps 9

Ain’t what you say it’s the way how you say it‐Words

If its basic or rote, at least keep it memorable! SW@ 0:40 2

Engagement By Design

11

12

2/14/2020

7


2) What are your top 1 or 2 challenges to good engagement for your training responsibilities?


Responses/Peer review: You know who knows best

Huddle Groups (facilitation helpers needed!):

1. Form color groups for response review

2. Review “other color set”; Number each in the set!... 1 thru X

3. Read and consider each response then pause and pass to next person

in group until all are reviewed; take a brief note for each if you like

4. Discuss and decide which of the responses is “the best”; there is no

specific criteria for “the best”.

5. Group selects the best two! Write “Gold Nugget/Silver Nugget” on

the two best


2) A- For Trainers: What are your top 1 or 2 challenges to good engagement for your training responsibilities?

B- For non-Trainers: What do you observe as top issues or challenges in training?


Peer review: Prize Picks and Insights

Huddle Groups (facilitation helpers needed!):

1. Form color groups to act as response review team(s)

2. Review “other color set”; Number each one in the set!... 1 thru X

3. Read and consider each response then pause and pass to next person

in group until all are reviewed; take a brief note for each if you like

4. Discuss and decide which of the responses is “the best”; there is no

specific criteria for “the best”.

5. Group selects the best one or two! Write “Gold Nugget/Silver

Nugget” on the two best (10 minutes)

13

14

2/14/2020

8

The essentials for effective training1. Readiness

–“What’s in it for me? I’m not ready/interested/’present’ ”

2. Experience– ”Speak my language” , Acknowledgement/recognition of, “Let me use or speak my language /knowledge/experience”

3. Autonomy– Learners constructively, purposefully participate, contribute, “take over” aspects of the training

4. Action– Use it (now) or lose it; – apply, solve, resolve something real and relevant! – No “empty (rote)responding”! Learning through errors is OK!

See Harold Stolovitch / Thiagi/ Thalheimer/ …others!

Let’s talk about “learning styles”, shall we…

15

16

2/14/2020

9

1. Readiness–“What’s in it for me? I’m not ready/interested/’present’ ”




A bit about “learning styles” and information…

Let’s take a 10 min break – stretch, think, imagine!

17

18

2/14/2020

10

The essentials for effective training1. Readiness

–“What’s in it for me? I’m not ready/interested/’present’ ”




How do we get there? What are the obstacles for you as a trainer? Let’s look at Question 2 responses…

19

20

2/14/2020

11

Plan to engage It’s not the frosting, it’s the cake! When (you make) learners matter, learners care (…about you,

about the topic)

Learners doing = learners thinking What do learners do in your sessions? Smart instructional design, not “something to do”

Create “a sandbox with a purpose” for your learners to: “play”, discover, succeed/fail, have fun, create experience, stickiness

Train-to-reference

Give them “a reason to reason” - better thinking is better job performance!

Stop talking, start facilitating, avoid “blunt” content, Many moving parts…don’t be afraid of errors; lock-out/tag-out

not required. Practice/ continuous improvement

“Self‐selected and Self‐directed“

Here‘s the setup◘ First, you‘ll decide which “mindset“ you’d rather work in...

...are you a Form-ers /Creator or Cut-To-The-Chaser?◘ Then, you‘ll vote to select challenges, specifically for your mindset group◘Then we‘ll look at your best brief written responses on index cards◘ You and your peers will be reading and reviewing those cards◘ And assigning critical acclaim to many of them! ...so write clearly!

... Let‘s begin...

>> Which mindset are you in?<<

21

22

2/14/2020

12

The Cut-to-the-Chasers... must use the red card

��

�� !�� "��

3. List 3 factors in training that affect outcomes, effectiveness,

performance. #�� "� ��

� �� $%��"�"&

Free Form-ers / Creators ...must use the yellow card

��'��"�� "� ��"�� "�� "�� $��&

�� “��“ �� "�� "��

��(�� !��" �� )� � �"�� !�� "� ��*��

Let‘s get to work: 5 minutes! Legible!...name on the back!

Consider, Pick,

Vote for two

Consider, Pick,

Vote for two

Who‘s got the best response? You and buddy will decide...

◘ First, we‘ll collect and compile responses and re-group~~!

◘ Then create card pairs to review, evaluate, and compare paired responses (same color)

◘ Evaluate!... subjective evaluation of the paired cards by team pairs

◘ Decide which of the pair deserves more or fewer points? You must assign points to each as follows:

A total of 7 points must be assigned shared between the two cards.i.e., 6‐1, 5‐2, 4‐3, 7‐0 in 1 minute!

Write on the back only!... using whole numbers only! Then listen for instructions!

Based on your considered, collective scoring, we‘ll find the best of the bunch!

23

24

2/14/2020

13

◘ Wait for instructions for card passing pattern (serpentine!!)

!DO NOT PASS CARDs UNTIL INSTRUCTED!

Wait to hear from Hootie to pass!!

Who‘s got the best response? Y‘all will decide

Read and evaluate each response as you receive it

Based on your subjective opinion of merit score the response! Its a subjective evaluation; you decide how many points the response deserves but always remember...

Use a scale of 1 through 10 (use 1’s and 10’s sparingly!)• 1, 2 , 3 - “Boy, this is a miss all the way”

• 4, 5, 6, 7 - “Not bad…about right; it’s a good or average response”

• 8, 9, 10 - “This one really gets it right; great, super; with insight and perspicacity!“

Don’t look at back until ready to write your score. Read then write your score on the back.

Use whole numbers only; Take 15 seconds to read and score. Don’t overthink this!

◘ Wait for instructions for CARD PASSING PATTERN!

!DO NOT PASS CARD UNTIL INSTRUCTED!Wait to hear from Hootie to pass!!

Who‘s got the best response? Y‘all will decide [small group]

25

26

2/14/2020

14

The Cut-to-the-Chasers...use red card

�� "��

�� !�� "��

3. List 3 factors in training that affect outcomes, effectiveness, performance. One or two words each, only.

Free Form-ers / Creators...use the yellow card

��+"��"�� "�� "�� "�� "�� "�� ,�$��&

�� “��“ ��"�� "�� ?�

��(�� !��" ��)� � �"��$�� !�� "� �� #�� "��!�� " ��

What do you do to ensure that learners are involved and engaged?

SbD:__________________?

EbD:__________________?

…What do learners do in your class?

27

28

2/14/2020

15

Glasshalf@:19

Personalities , Perspectives…your reactions

a) I disagree- 1 pt

b) I’m not sure either way- 2 pts

c) I agree- 3 pts

(…calibration may be required)

29

30

2/14/2020

16

What we now have are…

I. Most likely good reason for doing training

II. Most pleasant or enjoyable part of training

III. Want most from training

Gripe till you groan

Clarify and review

I. Most likely bad reason for conducting training

II. Most annoying or bad element of training

III. Typical and usual hurdle to doing good training

Float away on Cloud 9

You can have your perspective and eat it too!

What we now have are…

I. Most likely good motivator for adherence to work practice requirements

II. Where or when front line supervisors added value to their EHS programs

III. Opportunities or strategies to improve success of observation‐based safety programs

I. Most likely bad reason for elevated counts in rad survey

II. Most common error found in Job Safety/Hazard Analysis

III. Typical misuse or misunderstanding of SDSs

You can have your perspective and eat it too!

Swappable content, within a good engagement structure/activity

31

32

2/14/2020

17

Usual causes of car crashes

excess speed tailgating poorly maintained roads fatigued driving Impaired driving distracted driving poor visibility

other drivers

spousal unit interference

excess speed tailgating poorly maintained roads fatigued driving impaired driving distracted driving other drivers poor visibility

33

34

2/14/2020

18

…. Darn it, now I can’t prompt learners to “figure out” these

same basic facts and premises. If you feel you must set this table…

excess speed tailgating poorly maintained roads

fatigued /impaired driving distracted driving poor visibility I know… I’ll ask them

for answers! And we’ll

talk about it.

What are key or common factors related to or the cause of vehicle accidents?

But, please, before you “ask questions”, create context or framework‐

Left side of the room: identify conditions or factors primarily controlled by the driver. Right side: identify conditions or factors not primarily driver-controlled.

Please write down two or three on notepads/pen providedNow I can:

orally summarize or flip chart the points you’ve made (left / right),

You’ve created baseline/basic information content, in 2‐3 minutes (not me)

Have a “swappable” framework; try out different parameters/constructs

Wrap up….

Excess speed, tailgating, poorly maintained

roads, fatigued driving, distracted driving, poor visibility

35

36

2/14/2020

19

Oh, and one more thing…

I didn’t want to talk about this…

End jump

If you must make slides a big part of your session please don’t fall victim to…

LOPR! Lost

Opportunity to

prompt a

response

… make them “working slides”

… especially when your looking for basics in the table in “conceptual domain”

37

38

2/14/2020

20

What are some variables with regard to these three aspects that are important?

Food - Things - Intangibles ...take a minute to think and come up with your responses

Food “Things” Intangibles

What’s important for a good BBQ party? (a blunt question)

What’s important for a good BBQ party?

FoodQuantity

Quality

Variety

Specific requests

Presented

ThingsLighting

Cooling – fans?

Music

Bug repellant

NapkinsSpill response kit?

IntangiblesAtmosphere

Mix of people

Enough space-too much/too little

Designated drivers

Activities The picture can't be displayed.

39

40

2/14/2020

21

Plan to engage! It’s not the frosting, it’s the cake! When (you make) learners matter, learners care (…about you,

about the topic)

Learners doing = learners thinking What do learners do in your sessions? Smart instructional design, not “something to do”

Create “a sandbox with a purpose” for your learners to: “play”, discover, succeed/fail, have fun, create experience, stickiness

Train-to-reference!!

Give them “a reason to reason” - better thinking is better job performance!

Stop talking, start facilitating, avoid “blunt” content, Many moving parts…don’t be afraid of errors; lock-out/tag-out

not required. Practice/ continuous improvement

ALPS: different perspectives

Adult Learning Principles recognize them?

41

42

2/14/2020

22

Knowledge checks: Yep, yet another opportunity for intrinsicconstructive engagement

Is it “personality” that makes training memorable, sticky, enjoyable, engaging, effective…?

Got ALPs? Recognize them?

Readiness

Experience (relevance)

Autonomy

Action

43

44

2/14/2020

23

Plan to engage!

The Mantra…“Learner-centric, Performance-based”We’ll now sit cross-legged and repeat in a meditative state….

→ Create “a sandbox with a purpose” - give them “a reason to reason”

→When learners matter, learners care (…about you, about the topic)

→ Learners doing = learners thinking (…or ”practicing” . Writing? Speaking?)

→ Stop talking, start facilitating, avoid content, train to reference, create experience!→ Try to create spaced learning; the pinnacle of training success!


www.EHSWorks.net

www.EngagementByDesign.Net

Take a card on back table…

Training: What works, What we usually do,…What can be done?

…concerns or questions about better training? …talk to me after

class or in the hotel lounge at 6:00: tools, tips…free consul‐chat!Go out there, read up, design some great tools, and have some fun!

Thank you!

45

46

Training: Myths, Traps, and Tricks · 2020. 2. 14. · “take over” aspects of the training 4....

Documents

Transcript of Training: Myths, Traps, and Tricks · 2020. 2. 14. · “take over” aspects of the training 4....