“Almost every talent development program has a variety of intangibles connected to it in some way. For many programs, the intangibles actually form the basis for the program in the beginning.” Jack J. Phillips and Patti P. Phillips
In their article “Intangibles and Talent Development” Jack J. Phillips and Patti P. Phillips explain that it is possible to measure intangibles. They define intangibles as measures that cannot be converted to money credibly with a reasonable amount of resources. Most intangibles are perceptions, such as measures of customer satisfaction, job engagement and job satisfaction.
They indicate that teamwork, stress, communication, trust and other intangible measures “can easily be connected to a talent development program by following seven easy … Read the rest
“Good leaders must first become good servants.” Robert K. Greenleaf
In her article “Be the Trainer You Want to Have,” Candid Taylor Brandon suggests that trainers should follow the 10 principles of servant leadership:
- Listening: to hear what learners need
- Empathy: to meet the needs of diverse learners
- Healing: to help learners reconnect with work, heal and find joy again
- Awareness: to play to your strengths as a trainer
- Persuasion: to open dialogue to engage learners
- Conceptualization: to train on what’s real and possible
- Foresight: to be an advocate for learners in strategic planning
- Stewardship: to represent the organization in the best light
- Commitment to the growth of people: to build learners’ skills and abilities
- Building community: to keep communications
Good training is never static. Instead, it is “a constant stream of professional decisions made before, during and after interaction with the learner; decisions which, when implemented, increase the probability of learning.” *
As trainers, we should do our best to stay in touch with the learning needs of our participants. This responsibility does not stop after we have conducted a training needs assessment and designed the lesson plan and materials. We have to be prepared to make additional decisions during the training in order to meet their needs.
Regardless of who or what is being taught, all training decisions fall into three categories: 1. Content [what content to teach next]; 2. Learner Activities [what the … Read the rest
“I never teach my pupils, I only attempt to provide the conditions in which they can learn.” Albert Einstein
As mentioned in Tip #772, there are only two immutable rules for a trainer. The first is to treat the learner with respect. The second is to set the learner up for success.
A trainer can do this by: building on what the learner already knows; disconnecting any negative transfer; using training methods that meet the needs of different learning preferences; providing sufficient examples and practice so that the learners can experience and demonstrate their mastery of the new skill; and offering specific and constructive feedback.
The trainer can also set the learner up for success by creating and following a … Read the rest
“The best way to respect learners: Use techniques that research has proven to work. Help people reach their goals without wasting their time.” Cathy Moore
There are only two immutable rules for a trainer. The first is to treat the learner with respect. This includes recognizing and respecting the learner’s previous experience, current expertise, and pressing interests and needs. The trainer can discover these through formal training needs assessments, informal e-mail queries, or introductory questions at the beginning of a session. The workshop should be tailored to meet the learners’ needs. This also includes respecting the learner’s time by ensuring that there is good, relevant content and appropriate training methods that build or strengthen necessary skills; and using training methods… Read the rest
“The most important thing in communication is hearing what isn’t said.” Peter Drucker
Laura Arellano gave a wonderful workshop at the Training 2019 Conference in Orlando, titled Techniques for Handling Resistant Learners.
Ms. Arellano spoke about the learning brain, which she says is composed of the conscious mind and the subconscious mind (otherwise known as the reptilian brain located in the amygdala). According to her, the job of the subconscious mind is to do what the conscious mind tells it to.
She believes that there are four major roots of resistance: (1) priorities (other things to do); (2) relevance (how does this relate to my job?); (3) boring (lecture-based); and (4) fear (of change, of job loss, of … Read the rest