Inspire Others to Go Forth and do Good

ImageAs the hour draws to a close the speaker comments on what a great bunch your group has been. She was so concerned things would not go well because she was not sure what she had to offer would meet the needs of the rest of the team or that she had enough material for the 60 minutes she was allowed. She asks of there are any questions; there are none, and thanks you all for coming. You stand up hoping to sneak out of the room before your boss has an opportunity to corner you about the poor performance of your direct report during the monthly senior staff training, too late, he yells across the room to meet him in his office in five minutes. What went wrong?

Often employees or outside subject matter experts are asked to make presentations about hot topics. Powerful presentations are not guaranteed just because the presenter possesses expert or referent power and may deny the members of the organization the inspiration to do great things with what they have learned. Even when the person makes a great presentation, they may end up talking about everything except the one or two areas of concern for your organization. Taking the time to identify objectives of what you want participants to learn helps you and the presenter focus on material that will enlighten, educate and inspire. Steven Covey calls it beginning with the end in mind.

It may seem too simple to write out a comprehensive terminal learning objective. Doing so focuses the efforts of the trainer to only that information which will help the audience achieve the final educational goal. The end result is a focused presentation meeting the needs of the audience. Steven Covey covers this principal when he advises his readers to begin with the end in mind.

There are three important parts of every learning objective whether it is the capstone objective, or a smaller piece of the puzzle. The parts are action, condition and standard. The action is what you want the student to learn how to accomplish when they complete the training. An example might be something like, “The clerk will complete a telephonic customer order on the computer.” The conditions for the task or action to be completed should include the environment and any tools or resources available while completing the action. Often training is conducted in a classroom or conference style setting and that should be reflected in the condition statement. Finally spell out how someone will know when the student has achieved success by stating the standard. This can be performance steps, standards for a finished product, a score on an examination or any other means of measuring performance. Often in a classroom this may be as simple as, “The student will respond correctly to questions related to the action.”

This is a sample of a TLO for a classroom setting where there will be no formal testing.

Action: Complete a telephonic customer order on the computer.

Conditions: A classroom environment, a block of instruction and random questions from the instructor.

Standard: Correctly answer questions related to taking a customer order on the phone and entering the data into the computer.

Ideally action statements start with a verb. Conditions describe resources available to complete the action. Standards should be measurable and attainable, very much like setting SMART goals.

Establishing learning objectives when assigning someone to conduct training improves communication and enables the trainer to understand the perceived needs of organization. Given an objective such as the one above instead of some generic statement like, “Hey Smith, I need you to give a class on that new software at the next staff training conference next week.” With the first, employees should walk out of the training understanding how to take customer orders using the new software. Who knows what you will get with the second. When you are tasked to provide training, having an understanding of the process allows you to develop a TLO, run it by the person who assigned it and then help you focus your attention on what is necessary to meet expectations.

Developing training objectives help trainers focus on presenting important information in the time allowed for students to achieve a given task. When assigned, both the manager and the trainer have better expectations of what the finished product includes. Quality learning objectives contain three parts, the action, the conditions, and the standards. When assigned by your manager to train others using a learning goal ensures you and he understand what is expected of you. Don’t let your next presentation flop. Take the time to develop an objective for the time you are given to teach others.

References

Covey, Stephen R. The 7 Habits of Highly Effective People. electronic edition. New York, NY: Rosetta Books, 2012.

Henry, V. E. (2002). The COMPSTAT paradigm: management accountability in policing, business, and the public sector. Flushing, NY: Looseleaf Law Publications.

http://www.grayharriman.com/ADDIE_Writing_Learning_Objectives.htm

Photo by tiffa 130 on flicka  http://www.flickr.com/photos/tiffanyday/4233065842/sizes/o/in/photolist-7s4yZQ-8Wryi-ffna1C-47iP3d-52AQpJ-bGYWzB-4AufPZ-6tcK9H-9TLQ4V-8NuGDD-8Hg5U4-9JMiVv-9JMita-9JgqsL-7YrzMS-dKTJnF-8HpL4e-BFAGU-eNMWSj-eNNwHC-7n4gRh-eNN2rq-bZzNxs-c4SdKS-c5qaBj-c4SXZQ-bZH6nN-bZSrEN-c5EoAW-bZyRyh-5Vc4Mb-5Vc4uY-gx8cF-e4GEBY-dtYtxp-5F11Pu-4gL5v1-4tppYd-Gfs6t-BXKac-c5ECoN-c5Er4b-c5EzqU-c5EtBq-c5Es7u-c5EpMy-c5Ev57-c5EAUf-c5ExWq-bZPjLw-bZPucw/

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