by Mathew Richter
Matthew Richter posts daily comments in LinkedIn—well, almost daily. You can follow him and join the conversation by going to http://linkedin.com/in/matthew-richter-0738b84.
For the benefit of our readers, we decide to compile and reprint some of his provocative pieces from the past. Let us know what you think.
Content and Process
As technology continues to dominate our lives (I am not complaining), the distinction between content and how to process content grows wider. Content is everywhere, and readily available. But just having content accessible does not mean it translates itself into new skills. Interactivity is so much more essential for learners to learn. Great video, great podcasts, great tech does not enable learning by itself. Watching a cool video on how to change a tire does not mean I will successfully learn how to change a tire without actually practicing changing tires. As clients and managers continue to shrink training time, we are losing the necessary practice and feedback loops activity drives.
Our Purpose as Trainers
What is the goal of training? The purpose? Training is a process where an employee’s skills are increased in order to perform a new task effectively, or perform a current task better. To do this, we trainers and instructional designers provide knowledge and skill development through a series of activities that lead to some final performance test. Training is not education, in the sense of shifting values, increasing awareness sans the amelioration of a work process, or changing attitudes. If I have a knowledge gap, I can provide training, but if it is only a gap in knowledge, a job aid or resource may suffice. If I have a skill gap, training is a great intervention. If I have an attitudinal problem, training won’t help much—but therapy might. The point is, I think we sometimes forget our very basic, and vital purpose as trainers— to close skill gaps that in doing so, solve business problems.
The Future Training Marketplace
The opportunities stemming from AI are both extraordinary and terrifying. By 2050, we may see general practitioners (primary care doctors) out of a job because the algorithms available make it far more reliable for a computer to diagnose and treat common ailments. But, at the same time, we will see a new set of jobs for specialized doctors to develop cutting edge techniques and procedures that can subsequently be added to the formula. Drones have reduced the need for pilots in the military, but the US military needs at least 30 people to operate its Predator or Reaper, and another 80 to analyze the data. Just one of the discussions from Yuval Noah Harari’s new book, 21 Lessons for the 21st Century. He continues to point out the irony that in 2015, the Air Force lacked enough manpower to operate its unmanned aircraft. In other words, while new job opportunities will arise, unlike other times in the past, as tech advancements require modifications in the market, will we be able to catch up fast enough? Most of Harari’s ideas aren’t necessarily new, but his skill is in framing them in a way that captivates, educates, and provokes.