Training to the Generations

Here is some great information on how we as trainer can get into the minds of our diverse workforce in a flourishing way. It is clear that Janice Ware, Rosemary Craft, and Steve Kerschenbaum have some good training advice that needs to be shared.

• Trainers and instructional designers will need to change how training is designed.

• They will need to understand how to break down information into manageable bites that learners can quickly download and review.

• Research continues to show as more millennials enter the workforce, it will become increasingly important for trainers to know how to create and use wikis, blogs, and podcasts that millennials are accustomed to using.

• Budget reductions force us to rely on technology to leverage the development, delivery, reuse, and maintenance of training content to the greatest extent possible.
• Those that use technology effectively to attract and retain new generations of workers, help baby boomers pass on their expertise and meet their retirement goals, and provide a "switchboard" for corporate communication and training will survive to successfully employ tomorrow’s workforce.


Available Training Courses offered by aptivate to break these generational gaps:
• Leading the Multi-Generational Workforce
• Learning the Multi-Generational Workforce
• Generational Diversity

Multi-Generational Workforce

Right now in the Workforce there are four different generations: traditionalist, baby boomers, generation Xers, and Millennials. Each generation has grown in a time none like the other, which has made big gaps when working together in the workplace. Leaders are struggling to figure out ways to teach all these generations at one time and succeed. They find their selves with older generations preferring lectures or pass outs, where as the newer generations like more technology based functions, such as: email, texting, etc.. It is hard to know how to keep all the generations focused and learning the goals of the company, which is why we are taking the time this month to try and mend these bridges. Below is a great article from the National Oceanographic and Atmospheric Association Office of Diversity on how to manage the Generations.

Managing the Generational Mix

How do we keep a generationally diverse group of learners motivated in today's environment? The first step to making the generational diversity work is to understand what motivates members of different generations and to institute teaching techniques that are flexible enough to meet their needs. In today's complex mix of generations, Traditionalists are found with Boomers and Boomers with Generation Xers. Trends toward later retirements mean that traditionalists are still happy working and learning and Generation Xers are quickly moving into positions of power and influence where they are supervising and educating members of older generations.

Educators are beginning to recognize that the changing demographics of the learning environment can affect morale and productivity. Companies like Pitney Bowes have incorporated an intergenerational component to leadership training. Executives experience how different generations react and interact with each other. Chairman and CEO Michael Critelli also focuses on opening the channels of communication by encouraging employees of all levels to email questions and comments to him. The company has also focused on creating a more fun working environment to address the needs of incoming generations. Pitney Bowes also strives to match people with their jobs and to ensure that they are continuously challenged.

Other successful companies such as TGI Fridays, Ben & Jerry's and Lucent Technologies understand that it is important to focus not only on what needs to get done but on accommodating the work and learning styles of the various generations. Lucent Technologies instituted a training center called IdeaVerse that focuses on creativity. Another company created what they call generational play grounds, from cafe.com an on-site coffee house attracting twenty somethings to a bookstore which carries the latest in self actualization books which seems to attract the Boomer generation.

Ready Set Listen

Asking great questions is a wonderful way to build rapport, gain trust, and discover meaningful information.

As you learn about a prospect, an existing customer, or people in a group setting the next step required to deliver clear returns on your curious nature is to listen, and listen well. It is a natural response to listen after asking a question and yet sometimes being excited about learning more it’s easy to make assumptions or jump to conclusions. The goal of refining our questioning and discovery methods is to gain accurate information that is based on real understanding.

A Simple Model You for Questioning and Listening

London faculty members are offered a simple and effective visual reference to reinforce what they call ‘Skillful Questioning and Active Listening’. The model refers to Open and Closed questions, and refers to ‘Probing’ questions, something we call ‘Active’ questions that allow you to refine your understanding of the answers you receive from another person.



Review this model and ask yourself: How can I apply this model to better connect questions with listening skills.

Notice how you start with an ‘Open’ question, they get things started. This model calls the next activity using a ‘Probe’ to learn more – we call these ‘Active’ questions and they are used to get clear on what is being said. The use of the ‘Closed’ questions is specifically about making decisions and choosing a direction. You can find out a lot with a simple ‘Yes’ or ‘No’ at the right time.



The last step in this model tells you to ‘Check’ that you have understood. This is the step that helps you avoid rushing to the next question and makes sure you are not assuming you understand what was said. Checking is the key ingredient in a multi-step process of asking great questions, listening well, and creating clear understanding through dialogue.



Let’s see this model in another format…

There are many ways to gather information, yet no method works better than a little curiosity, great questions, and avoiding assumption. The models in we have looked at, are all easy to apply and can be practiced anywhere, and at any time.



L.I.S.T.E.N. and S.I.L.E.N.T. Have the Same Letters

There are many ways to see the word ‘LISTEN’ and one way is to realize it uses the same letters as SILENT. London faculty members use a model that assigns a definition to each letter, creating an acronym that can work as a mnemonic device.

With each letter you can see a value that adds to the effectiveness of the dialogue. There are many ways to interpret this model, which means you can make it your own. How do you want to Look or show that you are interested? How do you want to get Involved? What can you do to Stay on target? When will you use questions to Test understanding of what the other person has said? When will you Evaluate what you have heard before responding? How will you Neutralize your feelings to avoid reacting, instead of responding to statements that are made?

If you are interested in furthering your listening skills, here are some courses we have available:
* Involved Listening
* Understand the Message
* Complete Understanding
* Listening Skills in Depth

It’s Alive! Ensuring New Concepts Survive the Training Room

The goal of any training is to provide information that changes a specific outcome. While some training may be focused on the ability for a person to show awareness, another training session may be designed to create a literal result, such as more customers served per hour. In each case the classroom time is the incubator for the new ideas. The question then is how can you test the theoretical knowledge you are sharing in order to validate that learning is taking place in a way that will create real change after training has ended.

  

Based on the fact that there are many models, numerous theories, and thousands of books I want to suggest a three part model that may prove useful to you. This model is what I call RLVA which stands for Review – Link – Visualize – Act. These fours elements are a simple way to ensure your training and development move beyond the classroom to the workplace. While each part of the process may occur at different intervals while training a subject, the primary goal is to ensure all parts are completed before a training session ends.

Let’s look at each of these elements and review ways to activate the learning as it relates to RLVA.

Review is the best way to eliminate assumptions and clarify understanding throughout any training session. The review in the session is an ideal way to pause, take time to observe what has happened, and to begin processing new ideas, concepts, and models. This is the ideal time to ask questions that seek a statement of what they took from the experience.

• 
  
  What did you learn or find interesting during the lecture?
• What stands out to you from the last activity?
• How did you feel during the group challenge?

Link is exactly what it’s name implies; an opportunity to link new information to past experiences. The ability to derive value from connecting new information to past experiences is a major part of adult learning psychology. By placing the new information in the context of existing knowledge participants validate their comprehension, and assign personal value to new concepts. Questions include…

• What meaning did you make of the reading or activity?
• How does this new concept fit with what you already know?
• Where is this true in your personal or professional experiences?

Visualize is the vital next step to taking a concept and giving it life outside the classroom. This element can take the form of brainstorming, mind-mapping, or a full-group discussion. The key is to provide a free-form opportunity to visualize using new skills on the job. By inviting participants to see themselves behaving in a new way while in class, it creates a mental model, or image that generates recall as they implement changes on the job. The ability to recall doing the activity is key to making the integration smoother and less abrupt. Some ideas for directing this visualization step include…

• What could you do with this information?
• How do you see yourself applying this idea on the job?
• What ideas come to mind as you think of implementing these changes?

Act is short for Action – and it is the step focused on gaining agreement to new behaviors and ensuring there is a plan of action in place before training has ended. While an action plan is not a new idea, in conjunction with the review process, the linking step, and visualization questions it is the last step toward agreed upon behavior change. We are all aware that forcing someone to change rarely works. By creating a collaborative dialogue model to build an action plan participants remain in control of the outcomes, and their success. The key to driving value and the start to lasting change is to agree upon time sensitive actions, to maintain urgency even after training is concluded. Some ideas for creating a plan of action start with questions such as…

• What three ideas will you implement this month?
• Who are the existing customers you want to reach out to and when?
• When will you communicate these new ideas to your new customers?

As you move through a training session make note of when these events are taking place. You are likely performing all of them to some degree. By using a model like this, you can amplify areas you feel are most important, and minimize or eliminate assumptions about how well a new concept is being understood.

Book of the Month - The Power of Positive Criticism

The featured article this month talks about ways to say “yes” to criticism and to do something about those challenges we have in providing feedback in both the workplace and in our personal lives. This is one of many books by Dr. Weisinger that seeks to help everyone communicate with not only clarity and empathy but also focus and structure.

Power Up Communication With a YES to Criticism

As you know there are many models for communication, some more elaborate than others. The idea is to find a system that works for you, and to this aim I want to focus on a part of communication that can prove the most challenging, criticism.


How I handle criticism says as much about me as the person giving the critique. What is truly amazing is how powerful even the most harsh criticism can be if we can focus on learning from the situation, instead of taking it personally. This may not be easy to do, but it is worth it.

Consider an approach from author Kare Anderson

From her article Handling Criticism with Honesty and Grace she suggests the 4A’s…



1.  Acknowledge

2.  Ask for More

3.  Align

4.  Add Your Own

Here is a closer look at this model and how you might apply it to respond to criticism.

1. Acknowledge

Acknowledge that you heard the person ó with a pause (buys time for both of you to cool off), a nod, or a verbal acknowledgment demonstrating you heard. Whether the criticism is justified or not, an attempt to avoid discussing it will loom large in the minds of bystanders and stick to you like flypaper as you attempt to move on. Do not disagree or counterattack.



Prove you have heard the person’s comment perhaps by saying, “I understand you have a concern” rather than “You shouldn’t haveÖ”. Avoid blaming or “bad-labeling” language such as “That’s a lie” or “You don’t know what you’re talking about” which only pours hot coals on the heat of escalation and hardens the person into a position with an urge to elaborate.



2. Ask for More

Ask for more information so you both can cool off more and stay focused on the issue, not the feelings or personalities. Go slow to go faster later in reaching agreement about how to resolve the criticism. Try to warm up to the part of the person you can respect.



Focus on the positive part of her mentally, and refer to it verbally: “You are so dedicated” or “knowledgeable” or whatever self-image leads her to criticize you. The more fully the other person feels heard, the more likely she will be receptive to your response, whether to agree or disagree.



3. Align

Align with something the other person has said with which you agree. That is, first speak to the common ground you feel is not in dispute. There may be only one, apparently small point, but starting with the positive creates some momentum forward.



If, in listening, you can find no point of agreement, refer to the part of the person’s positive self-image that might have inspired him to raise his concerns. For example, you might say, ” I understand you want to be very thorough in how you approach these matters” or “I know that you really care about this projectÖ”



4. Add Your Own

Add your own point of view, asking permission first. If you believe the other’s comments are accurate, say so. If an apology is in order, give it sooner rather than later. Then say what you plan to do differently to respond to the criticism. Ask for the person’s response to your comments and again say thanks for being thoughtful in offering them. If you find truth in the criticism, the sooner you verbally agree, the more likely you will engender respect from the other person and any others who witness the interaction.



In fact, if you tell others who are important to that person that you were wrong and appreciate having it pointed it out to you, you will feel and appear more comfortable with yourself. If, on the other hand, you disagree with the comments, say “May I tell you my perspective?” This sets the other person up to give you permission to state your view, as you have been willing to listen to his.

While there are just four steps the outcome will take you from defensive to responsive in record time. When we consider that there are many models for communication it can seem like a new idea shows up every week. The core elements remain, which is why you can find a model that works for you, even if it may not work for everyone else. The idea behind this model is to immediately view criticism with an eye to improvement. While you may feel you are under attack, complete with a surge of adrenalin, you may not be under attack at all.

When you view criticism as part of a bigger dialogue, over time you will see how your response to these tough situations made the open and honest communication possible during future, less challenging communication opportunities. This makes me think of a friend of mine; he has shared many times a story of working with a person for the first time whom others have said was not a nice person.

His approach? Start off nice, and see if they are in fact easy to get along with, before taking the opinions of others ahead of personal experience. The experience you have, even in times of tough, challenging, or ego-sensitive communication situations is up to you.