Posted tagged ‘instructional design’

The point of compliance

15 April 2014

Why do we wear seat belts?

To avoid the fine… right?

I really wish I embedded this video into Take the law out of compliance training, but I didn’t.

So here it is now.

The triple-threat scenario

31 March 2014

There’s no shortage of theories as to why a scenario works so well as an educational device. But for me, it boils down to context.

An authentic and relevant context facilitates two important processes.

1. Sense making

The authenticity and relevance of the scenario contextualises the content so that it becomes more meaningful for the learner. It approximates a real life situation with which she is familiar so that she can make better sense of it.

2. Transfer

When the learner finds herself in a similar situation in real life, she will associate the current context with the scenario and thus apply her experience from it more readily.

When we combine these two affordances with the engagement power of video, we create a triple threat which dramatically increases our probability of success.

An offer they can’t refuse

10 March 2014

One of the best conference sessions I have ever attended was presented by Chris Bessell-Browne from Qantas College.

E-Learning at an airline is challenging because a relatively high proportion of the workforce does not have ready access to a computer. This poses a problem when, for example, you need to roll out compliance training to each and every individual.

One way in which Qantas solves this problem is by showing a series of video scenarios to large groups of their employees. The scenarios involve real employees as well as paid actors, and they recreate scenes that have actually happened at the organisation – eg a young woman receiving unwanted attention from a colleague at the Christmas party, a baggage handler being bullied by a peer in his team, a manager reprimanding one of his team members for her dishevelled appearance, etc. Each video is then followed by a slide featuring several discussion questions, asking if so-and-so was in the wrong, that kind of thing.

According to Chris, the discussions get quite animated as people argue their case for or against. Because there is often no clear “correct” or “incorrect” answer, the interaction represents a melting pot of views and perspectives – carefully facilitated by the L&D pro. It makes the learning experience engaging, relevant and authentic. In other words, nothing like typical compliance training.

As Chris proceeded with her presentation at the conference, everyone in the audience was on the edge of their seat as they eagerly anticipated the next instalment.

When was the last time anyone reacted like that to your training?

Businessman with information and resources streaming out of his smartphone

Video breathes life into content.

For example, while reading about how to provide effective feedback and perhaps downloading a 6-step job aid may be enough to improve your feedback giving skills, suppose you could also watch a video of a manager providing feedback to her direct report. Now you have a role model to follow, and a real-world example to make sense of.

So why doesn’t everyone do this? We have the tools at our disposal – from the camera on our smartphones to a plethora of free editing software downloadable from the internet.

I suspect one of the barriers is fear. We look at the slick productions such as those commissioned by Qantas, and we’re afraid our own efforts will appear amateurish in comparison. And you know what: they will!

When professional production houses shoot a video, they do so beautifully. The picture is rich and sharp. The audio is crisp and clear. The lighting is perfect. That is, after all, what you are paying them for. And it ain’t cheap.

When we record a video on our smartphone, the picture might be somewhat dull, the audio tinny, the lighting dodgy. But I put to you that if the quality of your production is good enough to see and hear, then it’s good enough to learn from.

And if the content is relevant, you’ll find your target audience surprisingly forgiving. You needn’t be Francis Ford Coppola because what really matters is the learning outcome.

So my advice is simply to give it a go. Test a few home-made clips on a pilot group to see how they fare. Incorporate constructive feedback, build on your success and scale it up. Your videography skills will improve over time, and you might even consider buying better equipment and software.

Sure, a beautifully crafted production will always be preferable, but it’s not always attainable or even necessary. You have the power right now to provide your audience with a learning experience that’s engaging, relevant and authentic.

So make them an offer they can’t refuse.

Funny business

27 November 2013

Do you find yourself going to too many meetings? Or to meetings that don’t really achieve anything? I know I do.

Like many large organisations around the world, my employer is not immune to that most insidious of diseases: the ineffective meeting.

However, unlike other organisations that prefer to sweep the problem under the carpet, I’m proud to say that ours has chosen to tackle it head on. The term “proud” might seem somewhat of an over statement, but allow me to put it into context…

You see, in Australian terms at least, the company I work for is old. And with age comes a reputation for being risk averse, compliant, not really innovative, but big and safe. Perhaps we are some or all of those things, but in any case I think it sells us short.

I’ve been employed by the company for a while now, and I can personally vouch for the progressive changes that have occurred over that time. I think no better example of our evolution is a little video clip that we produced to combat the aforementioned spectre of the ineffective meeting.

In the clip, a woman in a supermarket asks the store attendant for directions to the bread aisle. The attendant dutifully escorts the customer to the bread and asks her what type she wants. What follows is an excruciating sequence as she defers to her colleagues for their opinions, everyone suggests conflicting ideas and alternative solutions, someone turns up late, no one is willing to make a decision, and eventually everyone departs, leaving the attendant holding a perfectly acceptable loaf of bread that no one wants.

Customer: Greg’s the key decision maker here.
Attendant: Greg…?
Customer: Greg’s not here.

It’s cheeky; it’s self-deprecating; and above all, it’s funny.

And it set the organisation alight. Our enterprise social network was deluged with positive comments, ranging from wishes of congratulations to urges to post it onto YouTube. Never before have I witnessed such a reaction to piece of training content.

Will it change the meeting culture of the organisation? Only time will tell. But given raising awareness of the problem is an objective, it’s off to a flying start.

Loaf of bread

All this got me thinking about the under-exploited role of comedy in education. Perfect timing – because just as I was contemplating this theme, my friend CJ Delling flew back into town.

CJ is a German-born comedian, cartoonist and “maker of stuff for the easily amused”. She has performed at the likes of the Edinburgh Fringe Festival and the Melbourne International Comedy Festival.

Inevitably, the first observation anyone makes upon meeting CJ is the oxymoron of the German comedian. But that, of course, is a myth. I have met a surprising number of Germans over my lifetime and I have found the vast majority of them to be well humoured. CJ goes one step further by being hilarious.

But this post isn’t about the sociability of our continental cousins; it’s about e-learning – so I cornered CJ on the pretence of catching up for coffee and asked her the following questions:

     • Should comedy be used in education? (0:17)
     • What style of comedy is most effective for education? (0:56)
     • When should comedy not be used? (1:38)
     • What is your favourite example of comedy used in education? (1:55)

Typically creative, CJ illustrated her answers to my questions via the following animation…

I agree with CJ’s view that comedy should indeed be used in education. As she explains, it can improve the learner’s attention, interest and memory retention, while simultaneously reducing their stress and interpersonal barriers they may be experiencing.

I also subscribe to CJ’s advocacy of observational comedy in education. While we view the scene from a safe distance, we still see ourselves in it and hence its relevance to our own worlds. It works because it’s true.

With this in mind, I can see why CJ’s favourite Air New Zealand safety videos work so well. Moreover, I recognise how some of my own favourites might be re-deployed to develop mindsets and capabilities in the workplace. For example…

     • Leadership

     • Followship

     • Teleconferencing

     • Writing skills

     • Influencing without authority

While the comedic device may be…

     • Facetious

     • Dry

     • Black

Yet as CJ also notes: it’s important not to over step the mark. For me, Dilbert springs to mind. While the comedy might be champagne and the message cringeworthingly accurate, the cutting style of Scott Adams might dig a little too deep.

According to the anonymous online employee survey, you don't trust management. What's up with that? Oh. Right.

Does it matter? Yes! You can’t forget your objective, which is essentially to change behaviour. So you can ill afford to alienate your target audience.

That’s why I consider our supermarket clip such a powerful force. It’s obviously a comedy and a fictional scenario, which lets our guard down and provides a psychological degree of separation. Yet it remains unequivocally familiar, and so drives its message home.

Because we ridicule it, we feel the imperative to change. Lest we ridicule ourselves.

Face time

16 September 2013

My wife and I are studying Foundations of Business Strategy together. And by “studying”, I mean we are watching the videos – which are excellent, by the way.

My wife is a marketing professional, while I’ve been in the corporate sector for most of my working life, so we find ourselves regularly pausing the videos and launching into conversation about what was said. And it’s great!

I’m learning from her, she’s learning from me, and we’re both learning from the professor. Much more so than if either of us were studying alone.

A Moai in a field on Rapa Nui

Of course, peer-to-peer interaction isn’t a novel concept in e-learning. We have asynchronous tools such as online discussion forums, synchronous tools such as instant messaging, and semi-synchronous tools such as Twitter.

To add voice to the conversation we can use teleconferencing or VoIP. To add faces we can use webcams and maybe, one day, holograms.

But what strikes me about my interaction with my study buddy is that it’s so natural. Of course we know each other well, but being at the same place at the same time means we can read each other’s body language, recognise non-verbal cues, and follow the rhythm of the conversation. Which makes for a rich learning experience.

I recall thinking along similar lines after attending the local meetups that I organised for my colleagues and members of the public who were participating in a particularly popular mooc. I had never attended a mooc meetup before, and I severely underestimated it. The opportunity for the attendees to put a face to a name, share their experiences, gripe about common problems, suggest ways to solve them, and simply feel less alone left a lasting impression on me.

Then for good measure, I read Helen Blunden’s gorgeous Sometimes You Just Need to Meet Your PLN Face-to-Face, in which she recounts her experience meeting up with her Twitter buddies while on holiday in the UK. My favourite part appears towards the end of her post:

Reflecting on the LPITweetUp, the gathering made me realise that the relationship with our PLN is strengthened when we include a face-to-face connection – and you only need one of those to transform what was a digital online relationship to a whole new different level to one which has impact, meaningful and memorable.

Helen's tweetup partners enjoying a refreshing beverage

So my suggestion is to face up to better instructional design.

By all means, continue to facilitate asynchronous discussions – they’re incredibly important. And if you can, organise synchronous sessions, preferably featuring the participants’ voices and faces.

But if you want to transform the digital online relationship to a whole new different level which has meaningful and memorable impact, the answer is clear: you need face time.


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