The intersection of technology and leadership

Category: Feedback (Page 4 of 4)

Why Training Fails

I’m a big believer in letting people try things out. Unfortunately, most training programs don’t let people do this enough. In fact, most of the time, training is seen as some way of “fixing problems” or a “all-in-one solution”. I can tell you a simple reason why training fails… people don’t have support to actually use the things they are trained on. They don’t get the essential feedback loop in their real environment and they quickly forget what they learned.

It’s all fantastic when you have an opportunity in class to try what you learned out. What really matters if whether or not you have long term lasting support in your environment to apply it to what you do. Unfortunately most training programs fail to address that, or the trainers don’t feel like it’s something they can influence.

Training lasts a day. True learning lasts a lifetime. If you send people on training, make sure they have a safe environment to apply it as well. Don’t view training as a silver bullet. Use it as a tactical solution as part of a larger strategic initiative.

Agile Principles Applied to Training: Building in Feedback Cycles

I’ve been leveraging my experience with agile in teams and development and applying it to what I’ve been doing in training. Here’s what it looks like:

  • Review material before class – Executing the material with an audience is the slowest part of my feedback loop. Instead, I’ve had a few people review different parts of the material during and after I’d developed the material, constantly seeking people who might give a different perspective about the content, delivery techniques, etc. Some of them involved a detailed walk through, others a brief, what do you think response?
  • Gathering feedback from classes – I’ve had a chance to run some pilot classes, gathering effective feedback to consider changes. I also try to set some time aside after class, capturing notes around how effective I thought some of the classes ran, looking at ways of improving them.
  • Eating my own dog food – The trainer’s guide is meant for someone else, and as difficult as I find it is, following a guide you wrote, I try using it to plan out the classes I run to see how well documented it is.

Retrospective Exercise: Mr Squiggle

I’ve pondered on a question from the last Retro Gathering where someone asked how do you prompt people to tell their story by starting them with a common seed. I’ve thought about a couple of them since then, and got to run a new exercise with some people at the Calgary Mini Away Day we just had (thanks all for participating!) This exercise was inspired by the childhood TV show in Australia, of the same name (Mr Squiggle). Kids would literally send in a set of squiggles to the show to be put in front of a blackboard, where the main character, a puppet with a pencil on his nose, would turn them into complete drawings. See this link if you want to know more.

What is it: A variant of the Art Gallery exercise except using a common drawing to start the creative juices.

Time needed: 10 minutes

Mr Squiggle Template

What you need:

  • An index card per participant prepared in the same way (see below)
  • A marker pen

How to run it:

  • Before the retrospective, prepare each index card by drawing a set of symbols on it (I started with two lines and a circle)
  • Hand out the cards
  • Explain that you all have the same set of symbols and you would like everyone to spend the next five minutes turning it into a picture that represents the state of the project
  • After five minutes, ask participants to share their story with the group

Tips for facilitating Mr Squiggle

  • Ask participants to avoid writing words as this exercise is meant to be a visual, creative process.
  • Provide other colours and markers to help with the creative process.

Summarising:
Mr Squiggle brings a different take on the Art Gallery picture at demonstrating how a simple set of symbols can be converted into completely different stories when explained by participants.

Feedback Takes Time

TimeDuring our training classes, we try to convey the importance of effective feedback aimed at either strengthening confidence or improving effectiveness. I feel it’s an important part of learning. We encourage participants to give each other feedback and set aside time once a week with one of the trainers to both give and receive feedback.

For some reason, most people tend to give very ineffective feedback such as “I think that’s good” or “I think you’re lazy”. Breaking these bad habits of giving feedback based on some value or belief judgements is hard to do and is worth the time and effort to unwind. Part of the trick is at least helping people realise when they’re giving ineffective feedback. Helping them formulate effective feedback is the next step.

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