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Online Training and e-Coaching Tips

Lean All The Way

May 14, 2015 9:00 by
Adam Baker

Photo credit: Adam Baker, published under CC

Here’s a paradox for all you lean trainers. Lean trainers teach kaizen, continuous improvement, yet how often do they improve their own training procedures? In this blog post, you’ll find out how to continuously improve your lean training.

How long have you been delivering the same lean training? When did you last revise your training with the intention to actually improve it? If your trainees consistently rate your training very highly on comparison sites such as springest.com, chances are you never did in the last few years. Never change a winning horse and all that, right?

Let’s face it, even the people who teach continuous improvement are tempted to stick with what works best right now.

But what if you’re stuck at a local optimum?  Let me explain that a bit further: even if you were standing at Mont Blanc – the highest mountain in France, you’d still not have achieved scaling the highest mountain on Earth. Sure, there’s a risk in scaling a new mountain: you don’t know the way yet. You may need new gear. You may even have to relearn climbing.

Well, improving your training is not quite so dramatic. Here’s what it involves:

  1. Have your trainees evaluate your lean training: did they feel they learned enough, that it helped them? This is the easiest part, involving happy sheets and other ‘traditional’ means of training evaluation.
  2. Test if they memorized the theoretical parts of the training and actually comprehend lean concepts. This can be done through an actual test. Another way is to ask them to come up with a mini case study, e.g. pertaining to their own company. Keep in mind that you can repeat this part of the evaluation long after the training, sending out tests and evaluations through email. You do that to see how long the theory sticks.
  3. Measure how your trainees are applying their newly acquired skills and knowledge on the job, usually in their capacity as lean consultants. Obviously, this is the hardest part. Here’s what you can do: put some of the tools you have discussed online. There are many lean and six sigma tools readily available on the web or in app stores. Find them and integrate them in your website. Keep track of how often they’re used and by whom.
Ozan Hatipoglu

Photo credit: Ozan Hatipoglu, published under CC

If your company is training large numbers of lean consultants, you can even apply A/B testing to your training. Each new trainee is randomly assigned to either the old training A or the new, improved one, B. Follow the trainees over a longer period of time to see which training is eventually the most effective. This is the only sure way to measure if the new training is actually an improvement over the old one.

In short, keep improving your training based on continuous measurements. That’s lean all the way.

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3 Smart Tips for Presentation Coaches

April 2, 2015 10:00 by
Pamla J. Eisenberg

Photo credit: Pamla J. Eisenberg, published under CC

If you are a presentation coach or trainer, these 3 smart tips are for you. Each tip focuses on a different stage in the coaching process:

  • Preparation
  • Execution
  • Evaluation

Let’s dive right into the first presentation coaching tip.

Meet Your Drill Sergeant: Your Smartphone

Practice makes perfect, and there’s nobody better at forcing you to practice than a drill sergeant. So get out your smartphone and use it to film yourself while you practice your presentation. As a presentation coach, tell your trainees to do the presentation over and over again, until they feel they can show it to you. Have them use their smartphone as a camera. All smartphones have the option to share videos. So tell them to send over their best video for your feedback.

Drive Your Point Home with A Convincing Video

Switching to a short video during your talk can be very engaging. For instance, YouTube videos serve as great material to illustrate a point. Did you know you can start a YouTube video from within a PowerPoint presentation? To do that you have to embed the YouTube video in your presentation. Here’s a short guide, but, inevitably, there are also YouTube videos about embedding YouTube videos. Here’s an instructive one:

Use Twitter to Get Feedback

Did you just speak at a conference? Chances are that at least half the audience was using their smartphone or even their laptop. Don’t take that as a sign of disinterest. On the contrary, they were probably reviewing your speech. Not for the New York Times of course, but for their friends, coworkers and other peers. The most common way to do that is through Twitter.

twitter_example

Various results for the same hashtag. Narrow it down by using an additional keyword or a Twitter username.

Twitter is, in the words of Jessica Hische, an online social networking tool in which users post 140 character updates of what is going on in their lives along with links to things they think are interesting, funny, or useful to their friends and peers (followers, in Twitter speak).

How do you find out what they told about your presentation on Twitter? If you’re already a twitter user and the audience knows your Twitter username (and uses it in their tweets), you’ll see the tweets immediately if you visit twitter.com. If the conference uses a specific keyword, preceded by a #hashtag in Twitter, then you can look up all tweets about the conference. Just go to twitter.com/search-advanced and under ‘Word’ fill in the ‘These hashtags’ field. So, in short, you can tell your trainees to look up the evaluation of their presentations through Twitter.

A final tip: at the beginning of the presentation, give your audience the hashtag for your talk. This is an invitation to start tweeting about the presentation. It practically guarantees you’ll receive valuable feedback.

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3 Tactics to Increase Motivation in Trainees

March 2, 2015 10:05 by
Melting ice on a branch

Photo credit: photophilde, published under CC

We’ll shortly discuss 3 tactics to increase motivation in trainees. But first, let’s take a look at Dieter’s predicament.

Dieter is a product manager in a multinational company. He is responsible for keeping employees up to date on the latest products the company has to offer. Each time a new product is released, he sends out information to sales, operations, and customer service.

Unfortunately, there don’t seem to be many employees who greedily absorb all this new information. Some of them are simply too busy at the moment. But others don’t seem to care at all. So how does Dieter distinguish between the two groups? In other words: how does he measure motivation?

Sure, he could interview thousands of employees. If he had the time and resources available. With that option out of the door, what’s Dieter to do?

Dieter is actually looking for a proxy-variable for measuring learner motivation. Because measuring it directly would be too time consuming (and very hard anyway). Here are two ways of indirectly measuring motivation:

Dewy branch

Photo credit: liz west, published under CC

‘In a face-to-face environment [that is, in class and not online], try a few sessions that, by design, end early; allow the learners to stay and work on what was covered, share info with others, or mingle with staff. in other words, are the learners excited/interested enough to forego the “free” time and stay to learn more even if in a casual setting.” (Here, we assume that learners who stay are motivated, while others are not.)’ – A tip from Neil, in a LinkedIn discussion.

Another way is to create a number of facultative (i.e. optional, non-obligatory) courses in a wide variety of topics. For employees who never ever sign up for these trainings we can assume they are not motivated to learn.

Much the same can be done by making the educational content available online through multiple channels: videos, text, podcasts (i.e. interviews), pop quizzes. Send out emails (or sms text messages) whenever you add new material. Liberally disseminating this information (at least inside the company) is a good idea anyway, but it also allows you to track who’s interested in learning more.

As a minor detail: the only requirement is that people are logged in (e.g. on the corporate website), in order to track them. Here, again, if somebody never pays a visit to these sources (the aforementioned videos, texts, podcasts), you can assume they’re not motivated.

Drops on Branch

Photo credit: Alden Chadwick, published under CC

Of course, this system can be ‘gamed’. If it becomes well known within the company that this is the way you measure motivation, it can be easily faked by simply visiting the corporate learning site every once in a while. On the other hand, if people complete your pop quiz only to ‘game’ the system, they’ll still actually learn something if you provide feedback after each quiz item!

Now that we know how to measure motivation, how do we actually increase motivation? Here are 3 tactics:

  • Ask employees what they want to master. Tell them “I need your help in figuring out what the training should contain.”
  • Measure their progress and report it back to them, both in terms of what they should do and compared to the rest of the group.
  • “Set your training up so there are intermediate goals that have to be reached before the achievement of the end goal with rewards at each level to make it competitive. The rewards themselves should relate back to reinforcing the training received to that point, but don’t have to be of great value, just fun. The competition itself, if presented correctly, will pretty much make identifying the levels of motivation for each student easy to assess.” – Brent, in a Linkedin discussion.

If you’re in the same spot as Dieter, let me know in the comments section if these tactics helped you out!

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