Written by: Brian Washburn
Over the past few years, I’ve been facilitating fewer training programs myself and I’ve been designing a lot more training lesson plans for other people to deliver. For many of my clients, the learner-centered design style that I incorporate into each lesson plan makes them feel uncomfortable.
One of my favorite clients always uses the metaphor of correcting a golf swing as a way to describe what his staff seems to be going through. When you adjust your golf swing, it’s initially uncomfortable. It feels funny. Your game may even get worse for the first few weeks. In the end, however, your game can improve exponentially… if you don’t revert back to old habits and your old swing. Continue reading
My daughter’s final spring soccer game took place last Sunday. As the game was winding down and the score was tied 3-3, one of her teammates took a blistering shot and found the back of the net.
My daughter’s team went up 4-3. As the referee ran back to mid-field to set up for the kick-off, my daughter caught his attention and said: “Sir, the ball hit my arm before it went into the goal.”
The referee waved off the goal and the score reverted to 3-3.
That was a gutsy sign of maturity and sportsmanship. Do we have the same guts when we do something wrong in the training room? Continue reading
Earlier this month I had an opportunity to co-facilitate a webinar in the Early Childhood Investigations webinar series. During the session, I mentioned several resources that presenters may find handy as they prepare for their next presentation.
Every time I mentioned one of these resources, participants would send a chat asking for a link to the resource. My colleague, Tim Waxenfelter, set up a page with links to each of these resources.
If you’re interested in any of these resources, here is a little more information about each one: Continue reading
“Come back here after the sun goes down and we’ll see how brave you are then.”
I’m pretty sure that was the first and only time someone’s made a sincere threat on my life. As I reflect on the mistake I made that led to the above quote, I think that L&D professionals make the same mistake in their instructional design and facilitation every day. Continue reading
On January 21, 2017, the day after the U.S. Presidential Inauguration, about a gazillion women, men and children took to the streets in cities across the United States and around the world, in order to make sure that their voices, although not represented by the incoming administration, could nonetheless be heard.
When the marching began, I was sitting in an airport in Nairobi, Kenya, traveling from one training program to another. I watched the images roll in on CNN and I listened to several people from Kenya, standing behind me, exclaim: “HUNDREDS OF THOUSANDS of people are marching?! Wow.” It struck me that there were some very real lessons that learning and development professionals could take away Continue reading
A young woman named Charlotte clutched her infant daughter (also named Charlotte) as her boat began it’s journey from Hawaii to the mainland.
There was nothing normal about this particular crossing. It was December 7, 1941 and Charlotte could see bombs dropping on the other side of the island. She knew her husband, a young naval officer, was somewhere in that mess, but she didn’t know anything else about his whereabouts or his safety. Continue reading
In his book Brain Rules, John Medina writes, “Emotionally arousing events tend to be better remembered than neutral events.” A key goal, then, is to tap into the audience’s emotion and try to stir up feelings that will make their learning experience memorable.
What happens if you don’t feel like you’re able to tap into your audience’s emotions? How then can you help them to feel something?
Chris Ernst from the Bill and Melinda Gates Foundation recently offered a solution to this quandary.