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.
Classroom vs. eLearning
Is live classroom training still better than eLearning and other delivery options? I’m curious and haven’t actually studied this question. Here are some thoughts based on my own anecdotal experience (read as one man’s single, baseless observation). With tools like Zoom and website builders like Squarespace, Thiagi and I have replicated many of our training activities on virtual platforms. Both classroom training and eLearning have their own limitations, but combined, we can create a longer and deeper virtual experience. For example, along with my colleagues Tom Pray and Vic Perotti, we have taken the DECIDE simulation that Tom created from a three-day classroom experience to a month-long deep dive virtual program. Our training sessions has greater levels of interactivity because of the engagement tools available through Squarespace and we don’t ever feel rushed. Vic, Tom, and I recently went back and ran the classroom version of the program. We felt we didn’t get to cover nearly as much or have the participants dive as deeply as we have using the online format. Live training is great, but the tech has caught up and we can truly offer blended options that are easy to build, customize, and deliver.
Trust
I’ve written about trust before, but it is a good time to revisit. Thiagi, long ago, did a literature review of the concept. He looked at the academic and popular work on the subject. What he found was that trust was overwhelmingly contextual. Meaning, one feels trust for someone based on a specific situation. He also found that there were five characteristics that had to be present for trust to exist. The first (and these are in no special order except for the acronym they create) was selflessness. To be trusted, one must appear to have no ulterior motive. One must have the other person’s back. The second was predictability. In other words, one’s actions and reactions are not unforeseen, or crazy. Third, was authenticity. Can I believe what the person says? Fourth was relatedness, or that one has a level of intimacy with the other person. And, finally, know-how -- that one has both the capability and capacity to do the task. So, trust is SPARK. All must be present and when one or several are missing, it is much easier to diagnose and fix.
No Debriefing
For years, we have professed the need to debrief and reflect. But there’s more to it than simply debriefing. Not all activities are created equal and require reflection. For example, we have a game we call Question Cards. It is a quiz game frame. It’s highly competitive and fun. Participants don’t want it to end, but when it does, we don’t debrief. We might make some corrections in participant understanding of content, but we generally just move on. No reflection needed. Alternatively, jolts and other simulations do require reflection. What is the meaning of the behaviors and decisions participants made during the exercise? Here, it is important to analyze and learn from that experience. So, not all activities are created equal and require a thorough and thought-provoking discussion. Some just get played and the class moves on to the next thing.