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.
Agile L&D
My friend, Brandon Carson, wrote an interesting post about Agile L&D. It got me thinking— what does it mean to be agile within the L&D context. Google Modern Agile. Great website and resources. They have four principles.
The first is Make People Awesome. In L&D, I think this is all about the learners. How can we ensure they not only have a great experience but can absolutely perform the new skills on the job.
Second, Make Safety a Prerequisite. I will take a wide swing here, but for me, this means use validated and reliable tools and content that actually have some academic rigor supporting that they work.
Third, Experiment and Learn Rapidly. This one is near and dear to our heart. We concurrently build training adhering to all the ADDIE steps simultaneously— rapid instructional design.
Finally, the fourth principle: Deliver Value Continuously. Training, and all of L&D should be viewed as iterative and never-ending — but that means we need to really measure efficacy and application.
Beyond 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? It is important to analyze and learn from that experience. So, not all activities are created equal and require and thorough and thought-provoking discussion. Some just get played and the class moves on to the next thing.
The Difficult Participant.
I know, I am not supposed to acknowledge we ever have difficult participants. I am supposed to say all difficult behavior is really just an opportunity. But, seriously, some participants are actually difficult to manage in a classroom. For me, it is the uber quiet, reflective person with no facial expressions. I can’t read these people and I struggle to know how they are responding to the activities, the material, and to me. I will admit to my insecurities and confess I probably overcompensate, trying to engage them and check in. The key is I think most of us have an archetypical learner whom we find difficult to connect. Regardless of what participants annoy you, these tips should apply.
Tip 1: It isn’t about you. Try and keep those insecurities in check and don’t do what I do and overcompensate.
Tip 2: Assume value. Just because the behavior isn’t what you want doesn’t necessarily imply bad intent. Assume the participant means well or is coming from a good place.
Tip 3: When you do get uncomfortable, jump into an activity. Games are the great equalizer and a good one will engage.
Tip 4: Repeat Tips 1 and 2.