The Statue of Liberty stands proudly bearing her torch of freedom in New York harbor.
I can just imagine the excitement that early immigrants felt as they passed the Lady after a long and grueling voyage in hopes of a new life. Fleeing oppression, poverty and discrimination, they welcomed the challenges of the unfamiliar so that they could embrace the possibility of opportunity.
Others journeyed against their will to America, usually arriving via other harbors that lacked the welcoming landmark.
I wonder if participants in our training classes have the same hopes as those early immigrants who saw the Statue as they passed. Or do they have any hopes at all, any interest in being in class? Or are they hostages like those who arrived via other harbors?
The attitudes of learners begin to form long before they ever arrive in our classroom, in the voyage through the corporate environment which leads them to us.
How can we generate an attitude of positive anticipation for training, rather than the fear and dread of being a classroom hostage?
Create a corporate attitude that values learning
Leadership drives an attitude that values learning. Training departments must prove the ROI of training. They must provide learning opportunities that meet the needs of the organization using the most appropriate delivery methods (think e-learning, leader-led, webinar, pod cast, wiki and beyond). Leaders from the top down must believe in learning, not just “check the box” that people have attended training. Decisions must consider how people will learn and how learning will be implemented. Training departments must have a seat at the table of decision making.
Promote WIIFM
Learners need to know “what’s in it for me” (WIIFM). They need to know this before arriving in class. They need to believe that the learning will help them in some way. When supervisors speak about the training, the WIIFM should be emphasized. Learners should know why they are attending training and what they will learn and why. Promotion for the learning should begin as far in advance as possible and should communicate a positive message about the value the learner will gain.
Build individual accountability
Everyone involved must be held accountable for learning.
Supervisors must be willing to allow workers to attend learning functions and not postpone attendance due to lack of time or staff.
Trainers must professionally develop and facilitate learning.
Learners must be held accountable for learning.
Accountability calls for at least a Level 2 evaluation (yes, a test). Not just any test, but a true test of learning. More than a mulitiple-choice-you-can-guess-the-answer-test. Level 2 evaluation should be a true evaluation of what the participant has learned. Test critical thinking skills, demonstrated skills, ability to assimilate information into a real work environment. (p.s. – for trainers, this takes more planning than just creating a PowerPoint slide presentation of training)
Accountability includes cutting loose – a Texas term describing how we cut cattle out of a herd who don’t belong – those participants who don’t want to learn, aren’t able to learn, aren’t willing to learn or who just want to blow off the whole thing. Did I just hint that some people shouldn’t work for you? Darn right!
To learn is freedom. We grow through learning. Help people in your organization welcome the challenges of the unfamiliar so that they can embrace the possibility of opportunity.
© Linda M. Farley www.LMFarley.com LMF@onr.com
Follow Me on Twitter: http://twitter.com/LindaFarley
Statue of Liberty photo taken in New York Harbor on July 30, 2009 by Andrea Farley
Comments on this entry are closed.