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Archive for the ‘learning’ Category
Monday, August 3rd, 2009
Problem solving and decision making is the heart and soul of most jobs and careers. Problems come in all sizes; major problems and daily nuisance problems. If solutions can be found and implemented with greater accuracy, it can prevent negative impact on the organization. Leaders and individual contributors that are good at solving problems are destined to prosper.
Many people fail to solve problems effectively because they don’t carefully analyze what went wrong, nor fully understand where future improvements can take place. If you are a fan of the NBC sitcom, Saturday Night Live, then you may have seen the recent skits about how “Oscar Roger’s” the Weekend Update’s Financial Expert strongly feels someone needs to quickly “fix” the current economic crisis.
http://www.nbc.com/Saturday_Night_Live/video/clips/update-thursday-part-2/742141
(start when there is 2 minutes and 16 seconds left).
When problems receive a quick Band-Aid® and aren’t given the attention justified to create and implement the right solution, it is likely because the person solving the problem said “fire, aim, ready” rather than “ready, aim, fire.” Like in the skit, many people hurry to fix the problem before doing their homework. Below are a few helpful tips from CMOE’s Problem Solving Workshop and Decision Making for solving problems more effectively in your organization.
- Define the pattern and profile of the problem so you can track down the cause. The pattern allows you to compare what is actually happening with what should be happening or what the plan calls for.
- Break the problem down into component parts. The better you understand the problem, the more accurately you will be able to solve it. A well-defined problem is half solved. Ask the journalist questions: “What is happening that indicates a problem? Who is involved in the situation? When is it occurring (process cycle, timing)? Where is it occurring (location, area)? How much is occurring (magnitude, trends)?
- Define what should be happening by defining what is not happening. Draw comparisons. What is unique and different with the problem areas? What separates the problem from areas that are not affected? Describe the standard or plan against which you’ll compare the data. If you don’t have a comparison plan, describe your preferences, what would you prefer to see?
- Gather the most specific detailed data available. Don’t accept opinions or conjecture. Carefully note assumptions when in doubt.
For more information about CMOE’s Problem Solving Workshop and Decision Making Workshop, visit http://www.cmoe.com/problem_solving_decision_making.htm
Tags: career problem solving, Effective problem solving, solve problems at work Posted in learning, problem solving | No Comments »
Monday, June 29th, 2009
Recently, one of the participants in our Applied Strategic Thinking Workshop asked if the material being presented was available in an E-Learning format or if we had considered making it available on-line. Though, I had my answer before he even finished his question, I asked the rest of the group how they would answer his question. Overwhelmingly the group said what they were learning in the classroom could not be duplicated by e-learning. In fact, the person who asked the question actually felt the same way. He just wanted to probe a group of 20 of his peers on this topic because the leaders in his organization seem to believe that everything can be done electronically.
All things done electronically
What an interesting concept—all things done electronically. It has some truth to it. Many things can be done electronically or will be in the future. I mean, whoever thought text messaging would be a common norm for just about everyone. However, it doesn’t mean messages can be received equally. When getting a text from someone, you cannot distinguish the tone in which it was sent. Facial expressions, tone of voice, and physical stance gives the intended receiver a clearer message. The same can be said about teaching sessions.
The Best Leadership Training
While teaching concepts and content can be done on the Internet, it doesn’t mean we can guarantee the same results as we would get with traditional classroom training. For example, I saw an advertisement for a self-study leadership program. It “GUARANTEES” that the person will become a “PHENOMENALLY SUCCESSFUL” leader after viewing four 60 minute programs and reading a participant guide which was all on 1 DVD. I am very curious as to how many successful leaders would agree that a 4-hour self-study program would translate into a successful leader? Leadership is about what you help others achieve, not about where you take yourself. It is about interaction.
Electronic Teaching has a place
This group agreed that e-learning, web based learning, and computer based training does have a place. CMOE’s Applied Strategic Thinking does not give the same return on investment in an electronic format. The same is true for our Coaching Skills workshop and several of our leadership development programs. The human element that exists in developing these types of skills simply can’t be fully replicated on-line. On the flip side, you could see great results using an online training program for product information or employee orientation. It certainly would save time. What we have found is that a blended learning approach can work well. Combining traditional classroom training with e-learning tools to prepare and then sustain what is done in the classroom can be a powerful combination for long term success.
In the end, it’s isn’t a matter of one training method being better than the other. What it really boils down to is selecting the best training method that will get the results you want. While you can attempt to teach human interaction skills through a computer, it won’t be truly effective without human interaction. Regardless of your choice, remember that in general, you get what you pay for.
Tags: Business electronic learning, e-learning, E-learning disadvantages, Electronic Teaching advantages, Leadership Training, training Posted in learning, organizational development | No Comments »
Wednesday, June 24th, 2009
How important is it to know your audience? Extremely important if you are dealing with a culture different than your own. A few weeks ago, my Father told the following story to me about the importance of knowing your audience…
“We were attached to the Special Operations Command; our area of responsibility was primarily the South Pacific and Near East. We were preparing for our first military mission in Japan, to participate in a joint operation exercise with the Japanese military. So, we were deeply involved in learning as much as we could of their history, culture and customs. Early in our training, the importance of exchanging of business cards in the Japanese culture was explained to us. Not only did you need to have a card, there was the right and wrong way to present your card, and how to handle ones you receive. For example: when given a card you should hold the card in both hands, study it for a moment, bow and thank the giver and then place it in your shirt pocket, next to your heart, all as a sign of respect. As we would be meeting and working with high ranking military and civilian members of the government, business cards were necessities for us.
This quickly became a game of who could design the most impressive business card. Every time someone came in with their newest printing of cards, those of a lesser quality felt obliged to scrap their old ones and try to match or improve theirs. It quickly went from standard weight paper with black printing, to top shelf weight and water marked paper, with multicolored designs, titles, phone numbers, fax numbers etc.
As I considered what my card should look like, I decided to wait until the frenzy was over so I would only have to pay for one and not multiple printings. I also decided that less was better and so had my cards made with a Crest on top, rank and name in the middle, and fax and phone number on the bottom, that’s it. Because the minimum order of cards was something like six hundred, and I could never imagine giving out that number, I decided to have a friends name put on half of them to save him some money. To be honest, I was embarrassed to show my simple card to my associates so simply said, “Yes, I have some cards,” when asked.
There were a number of social events before the start of the exercise where we were able to test our newly learned cultural and customs skills. Upon meeting in the Japanese culture, an “underling” of sorts is put in front to accept a card from someone. Unfortunately, when my commander was introduced before I was, it was assumed that I was the commander and he the underling, instead of the other way around.
As I gave my card to the person to pass on to his superior, the man took it in both hands, and with eyes widened exclaimed, “Oh-so Pederson-son!” He then with much reverence bowed even lower to his superior and presented my card. The superior had much the same reaction as the first.
Throughout the exercise, I almost exhausted my supply of cards. At times, I had dozens of people asking for a card. My friend, with whom I shared my cards, also had a similar experience. Needless to say, I surprised at the popularity of our cards.
However, my commander and other egocentric types were not only surprised but a bit miffed. Since both my friend and I were large of stature and graying, they soon decided that the reverence the Japanese hold for their elders was the reason for our popularity.
Even after the exercise began, I was still sought out for a card, to such an extent that I had to hold back a few for the festivities following the end of the exercise. By the end of the exercise my friend and I were completely out of cards, the only ones I know of that were. This popularity continued to rankle my supervisors.
Upon returning home, I did some more research and found the reason for my friend’s and my instant popularity in Japan. I read, a card presented to someone in Japan with nothing but their name tells the receiver; “This person is so important that everyone knows who they are,” at least in the country from where they came from. Our simple cards to the Japanese were equivalent to a card from the President of the United States, who only needs the presidential seal and his name on it.
I never did share this information with my egocentric supervisors.”
Tags: audience, business card, business cards, know your audience Posted in communication, learning | No Comments »
Wednesday, March 18th, 2009
The adult learner is in charge of his/her own learning. The trainer cannot impose or insert learning, but instead must serve as a leader, guide, and catalyst.
1. Adults are motivated to learn as they develop needs and interests that learning will satisfy. Therefore, the needs and interests of adult learners are the appropriate starting points for organizing adult learning activities, and are the crucial guideposts for delivering training.
2. Adult orientation learning is either life-centered or work-centered. Therefore, the appropriate frameworks for organizing adult learning are life-related and/or work-related situations, not academic or theoretical subjects.
3. Experience is the richest resource for adult learning. Therefore, the core methodology for adult learning programs involves active participation in a planned series of experiences, the analysis of those experiences, and their application to work and life situations.
4. Adults have a deep need to be self-directing. Therefore, the role of the trainer is to engage in a process of inquiry, analysis, and decision-making with learners, rather than to transmit his/her knowledge to them and then evaluate their conformity to it.
5. Individual differences among adult learners increase with age and experience. Therefore, adult learning programs must make optimum provision for differences in style, time, place, and pace of learning.
Adapted from: Frederic H. Margolis and Chip R. Bell, Managing the Learning Process, Lakewood Publications, Malcolm Knowles, The Adult Learner: A Neglected Species, and The Modern Practice of Adult Education: From Pedagogy to Androgogy.
Tags: adult learner, adult learning, adult learning styles, adult learning techniques, facilitation and training, facilitation skills Posted in facilitation skills, learning, meeting management, train the trainer, training others | 1 Comment »
Thursday, March 5th, 2009
On March 4th I opened my MSN internet homepage to see an interesting headline in the news section. Woman has 911 meltdown over McNuggets, grabbed my attention and I clicked the link to read more. This feature described a woman who was very upset when she ordered and paid for some Chicken McNuggets at McDonalds, and was then told that the store was out of McNuggets and that she would have to order something else from the menu. The woman apparently had a craving for McNuggets and just wanted a refund. When the cashier told her all sales were final and she had to pick an alternative choice, she apparently panicked and called 911 for assistance. The woman was quoted saying “This is an emergency.” If I would have known they didn’t have McNuggets, I wouldn’t have given my money, and now she wants to give me a McDouble (referring to a sandwich), but I don’t want one.” As you may have guessed, despite calling 911 three times the police didn’t see the situation as one that required their help and left the woman to resolve it herself.
Although this news story seems hilarious and far-fetched, I can relate it to happenings in the workplace. Co-workers often find themselves in the middle of legitimate conflicts and problems. Rather than solving these conflicts and problems themselves, co-workers commonly run to their managers in hopes that they will make everything all better. This occurs for a variety of reasons. Employees may lack the skills to problem solve, they may feel uncomfortable with conflict, or they may lack the confidence to confront issues head on. Like the police, effective leaders don’t come to the rescue. Rather, they arm their employees with the ability to overcome such challenges. Like the police, effective managers have bigger and more important situations to deal with and can’t waste time on situations that can be handled without them. If you are a manager and feel like your employees are constantly dialing 911, you may need to to provide some training or skill development around problem solving, decision making, and conflict management.
Tags: effective leaders, effective managers Posted in conflict, learning, problem solving, training others | No Comments »
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