By Cathy Moore
Everyone wants it yesterday. So how can we deliver on time? Here are three possibly bizarre ideas.
1. Don’t design training
Does the client just want everyone to be “aware” of the hamster sharing policy? If so, your best bet might be to send everyone a link to the policy with the message, “Read this policy, and share hamsters according to its rules.”
If you have the marketing department send the email, they can track how many people opened it and clicked the link to the policy. If they know what they’re doing, they can even tell you who clicked the link and who didn’t, and who read all three pages of the policy and who wandered off after page 1.
In fact, the marketing department can help you write an email that will make people want to read the hamster-sharing policy. They’re experts in this stuff.
2. Design super-targeted training
Most people who say “My team needs training” are making a ton of assumptions. They jump to conclusions about the problem (“They need to understand!”) and the solution (“They need training!”).
If you let their assumptions drive what you do, you’ll waste time creating more training than is useful or effective.
Your secret goal is to find non-training solutions to the problem. To do that, you invite the client to a quick needs analysis discussion, which you’ll disguise as a meeting to “help me understand the problem.”
Then you’ll run this type of kickoff meeting, walking your client through the first few steps of action mapping.
The meeting will help your client see how changes to tools, new job aids, and other non-training interventions can solve the problem.
If still you end up designing training, it will probably be shorter and more targeted.
3. Focus on challenge, not bling
In elearning we’re tempted to make up for the lack of human contact with an avalanche of irrelevant stock photos, narration, and flying bullet points.
I harp on this constantly, but I’ll say it again: An intriguing, challenging activity often works perfectly well as text. In fact, once you start adding media, you can actually damage an activity, as participants in my upcoming scenario design workshop will see.
Think text can’t hack it? Learn some handy phrases in the imaginary language Zeko in an activity that relies 99% on text. Or see if you can convince this client to analyze the performance problem, undistracted by cheesy stock photos or narration.
I can already hear people saying, “But what about learning styles?!” to which I say, “Learning styles are bunk.”Obviously in many situations more time-consuming media like video, animation, and audio are absolutely necessary. Try understanding how a wind turbine generates electricity without seeing at least a breakaway illustration of its innards. Even better, the right image can eliminate the need for text.
But what I see far more often is pointless, time-wasting bling applied to a boring presentation.
If we’re expected to produce “content,” we have a choice:
- We could spend a couple of hours writing challenging, bling-free decision-making activities that help people learn through experience, or
- We could build a bunch of slides to present the content, and then spend several more hours searching for non-gag-inducing stock photos to add “eye candy,” creating slick transitions to “keep the learner’s interest,” recording unnecessary narration because we can’t expect people to read, and fussing interminably with the timeline to make the narration track properly with the flying bullet points.
Unfortunately, our employers often expect bling. One way to win them over to a more powerful but less bling-infested approach is to show them several examples of challenging, thought-provoking materials designed the way we think would work best.