Strategies
Strategies
Embedded Files
Sarah has a Masters degree in Education, a certification in Instructional Design, and continuously learns and follows best practices in the training field. Her experience and knowledge informs her approaches and has helped her guide organizations through transformations -- saving them millions of dollars per year, helping them navigate through difficult markets, and bringing them into the digital age. Read below for more on her approaches.
Strategies
Strategies
The following principles inform Sarah's training design decisions:
Make it as applicable and real-world as possible -- the more the learner sees how this connects to their daily tasks or situations they will encounter, the more they will pay attention and make cognitive and behavioral connections...that lead to different approaches/beliefs and actions.
For example, use real-world examples, such as from recent, real examples from the current workplace
I do. We do. You Do.
Show examples and demonstrations (use multiple modalities for different types of learners, i.e. text AND video. Model thinking out loud.
Guide them through with plenty of prompts and time for thinking.
Give practice opportunities in judgement-free zones where mistakes and immediate feedback paired with multiple practice opportunities lead to learning. It is important to have practice opportunities that are not graded.
Then, hold people accountable for applying the instruction. Reinforce.
"The person doing...is the person learning." Learners need to be active. Even if it is explain content back or to another person, that requires a deep level of understanding and reveals what they have or have not yet understood. Gone are the days when instructors can talk at a student and assume that learning has been transferred.
Constantly reassess/evaluate and be open to feedback.
Bloom's Taxonomy
Bloom's Taxonomy
This encourages us to think about the objectives, methods, and assessments we use. It prompts us to design training that helps users reach a higher level of learning. This is what informs Sarah's strategies mentioned above.
Adult Learning Theory
Adult Learning Theory
Sarah has taught 1,000s of adults from all over the world. To be effective, she keeps their unique needs in mind.
According to Malcolm Knowles, adults...
Need to why they are learning this
Want to feel in control...of how they are learning, how much time it is taking, etc., such as being allowed to fast-forward videos
Have experience they bring
Are ready to learn when/if needed
Need the application to their life/real-world to be clear
Learn best with internal motivation
Application
Application
Set and communicate Objectives
Provide minimum passing requirements but give choice of time or modality (in-person/virtual live training, reading job aid, or asynchronous self-paced cohort or eLearning). Unlock course menus, if possible.
Allow for peer to peer interaction: group discussion, problem solving together, mentor programs.
Make learning available when they need it. We struggle to remember or pay attention unless we have a practical need for the knowledge now.
Backward design/goal-oriented learning means thinking about what you want learners to walk away and be able to do, think, or believe. What problem are you solving? Consider using scenarios (preferably real or likely in the real-world) and discussion questions to have learners connect the learning to their life. Ask them to reflect and share on where or how they will use this.
Involve staff in developing their professional development plan. Also, consider how this training fits in with each person's own journey and where they are in that journey.
Click the link to read more.
ADDIE
ADDIE
When designing new eLearning courses, Sarah's keeps the ADDIE model in mind:
1. Analyze – identify the probable causes for a performance gap
2. Design –verify the desired performances and appropriate testing
methods
3. Develop – generate and validate the learning resources
4. Implement – prepare the learning environment and engage the
students
5. Evaluate – assess the quality of the instructional products and
processes, both before and after implementation
Click the button to read about ADDIE and other Instructional Design models.
User Acceptance Training
User Acceptance Training
Similar to beta testing new software before going live, Sarah finds it helpful to roll out new LMS features or courses to small groups. They test the feature in a QA environment or real-world and provide feedback on the feature and/or the training that supports it. Sarah watches users while they navigate the support materials and the system. From this, she learns what changes are needed for the configuration and the support materials.
Change is our new constant.
Sarah has helped 10,000s of people navigate change. Keeping Kurt Lewin's change model in mind helps Sarah support others while they adapt.
Kurt Lewin's Change Management Model
Kurt Lewin's Change Management Model
Unfreeze
Is change really needed?
Get ready!
Change
Communicate why the change is needed.
Give people time to adjust.
Help people see the benefit of the change.
Have influential leaders who can champion the change.
Freeze
The change is now the new norm.
Don't get too comfortable. In today's world, change is the norm.
Click the button to read more:
Gap Analysis
Gap Analysis
Sarah is always on the lookout for better methods and processes, but she does not change something just for the sake of change. She considers the questions below carefully before embarking on making a change.
Where are we now?
Where do we want to be?
How can we measure current and ideal states?
What are the risks or costs associated with moving towards the goal?
Kirkpatrick Evaluation Model
Kirkpatrick Evaluation Model
Sarah does not teach a topic and move on to the next to-do item. She is very reflective, always gathering information on people's perception, abilities, and impact.
Read more to the right from Kirkpatrick on different ways to assess the effectiveness of training -- all of which are important.
Four levels of training evaluation:
The reaction of the student and their thoughts about the training experience;
The student’s resulting learning and increase in knowledge from the training experience;
The student’s behavioral change and improvement after applying the skills on the job; and
The results or effects that the student’s performance has on the business.
Stay Up to Date
Stay Up to Date
Sarah stays up to date by subscribing to eNewletters, taking online courses, watching webinars, and listening to podcasts from the organizations below. Click the logo to visit their site.
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