How to Stop Failing at Behavior Change Training - ASTD 2013
•Transferir como PPTX, PDF•
0 gostou•956 visualizações
The full audio is available here - http://goo.gl/xDS5YI New: Download my new special report written with Janice Russell: The 8 Fatal Assumptions that Time Advisers Make. http://bit.ly/1auwnJe At the American Society of Training and Development International Conference and Exposition in Dallas I gave a presentation that used time management as a case study for a new generation of behavior change training. Instead of trying to force-feed learners with long lists of new behaviors, instead, I focused on developing their capacity to get better - not just once, but over and over again for as long as they choose to improve over the course of their careers. It's the same thinking that underlines the work we have done to develop our MyTimeDesign and NewHabits programs, which are all about empowering the learner to develop their capacity. That allows the trainer to engage the learner more deeply, and to challenge them to develop a skill that they never even thought they possessed. It also underlines the journey that Bill takes in my book "Bill's Im-Perfect Time Management Adventure." He also flounders when he tries to follow a rigid prescription and is forced to find his own way to improve his skills and that of others - all in the face of the threat of losing his job. Find out more about the book at http://perfect.mytimedesign.com Take a moment to share this slideshow via Facebook, Twitter, Pinterest and Google+ after you have liked it at the top of the show.
Recomendados
Recomendados
Mais conteúdo relacionado
Último
Último (20)
Destaque
Destaque (20)
How to Stop Failing at Behavior Change Training - ASTD 2013
- 1. M200 - How to Stop Failing at Behavior Change Training Francis Wade #m200 @fwade
- 2. “I want you to put together a fresh productivity program that works.”
- 3. Fresh?
- 4. Behaviors are Making a Comeback • Pic of man with a stopwatch being measured Figure Out the “Behavior” NCSU Libraries, Special Collections Research Center
- 6. Example: share with a partner What are some behavior changes that you are trying to implement?
- 7. Confusion
- 8. When can I Google that? Now? The New Learner
- 9. Want the full benefits for participants Have your own convictions Want the new behaviors to impact the bottom line You Want to avoid a relapse
- 10. How Do You Meet All These Wants? Increase the Odds of Success?
- 11. How do you assemble a solution?
- 13. Time can’t be managed Cannot Be Managed
- 14. We do manage: Time Demands An individual commitment to complete an action in the future Disappears once completed Psychological, cumulative weight
- 15. Confusion about “Behaviors” “Decide” “Analyze” “Prioritize” “Be clear” “Monitor” “Pace Yourself” “Avoid Procrastination”
- 16. TEST: Can you fool yourself? Observable Teachable Coachable New Standard - Behaviors
- 17. • Picture of people arguing New Standard: Prevents An Argument
- 18. Obvious point of failure: implementation
- 19. What Produces a Behavior Change? Pre-Work 26% Learning Event 24% Follow-Up 50% www.maketrainingstick.com
- 20. Select a Behavior Choose a partner, and share with them a single behaviour that you’d like to stop or start either in yourself or in a target group / client.
- 23. Many ways to fail our learners
- 24. #Fail - Ignore Learner Experience Who Do You Think I Am? Pedagogy Andragogy
- 25. #Fail - Leave the learner to implement • ? pic
- 28. #Fail – Leaving out a dimension Skill Awareness Will
- 29. #Success Our way vs. Their capacity
- 30. #m200
- 32. Research best-in-class performance • Internet searching pic
- 33. Discover core behaviors - observable - teachable - coachable TIPS! TRICKS! SHORTCUTS!
- 34. Fundamental Core Behaviors Time demands are transformed by… 11 fundamental behaviors ?
- 35. Key Result – “peace of mind” • Assume an end-goal for all learners • But allow learners to set their own end-goals • Use this goal as the ultimate test for any suggested upgrade
- 36. An Inescapable Reality Time Demands Fundamentals Peace of Mind How About You?
- 37. An Individual, Self Creation Range of Skills
- 38. Define 3 Steps Assess your current skill Effect an upgrade Improve your capacity to upgrade 1 2 3
- 39. How? 1
- 41. Self-Assessment Tools (Online) 1 X X X X
- 42. Step 2. Effect an Upgrade How quickly should you improve? 2
- 43. Build a Conservative Plan Within 2 months I plan to upgrade the following: Acting Now: Yellow to Orange 2
- 44. Improving Your Capacity to Upgrade The Implementation Problem 3
- 45. Multiple Custom-Design Supports 3 Reminders Triggers Gamification The Boss Schedules Social Pressure Coaching Mentoring Checklists Diaries Money at Risk Fallbacks
- 46. Training: Knowledge vs. Practice What’s the information you are trying to give me? How can I gain some valuable practice in a weak skill? Socce r Theor y
- 47. The New Time Management Training From To “Follow these instructions (…or else)” “Learn and practice how to plan an effective upgrade while building the supports required to succeed.”
- 48. Exercise – what’s possible? Assess your current skill Effect an upgrade (w/ a plan) Improve your capacity to upgrade (w/ supports) 1 2 3
- 50. Break down “Behaviors” into Baby Steps with the latest research
- 51. Designer Testing and Application
- 52. Encourage Meta-Learning How do I upgrade more effectively each time?
- 55. “I want you to put together a productivity program that works.” “Here’s a list of specific behaviors that we’ll be teaching people how to improve for themselves. They’ll be shown how to upgrade each behavior, plus build their own support system. We’ll be tracking their improvements.”
- 56. Stop #Failing Stop: Trying to be a Know-It-All Start: Gaining unique insight Helping learners build good implementation plans based on self-diagnosis Going Meta #m200
- 57. To Receive My Game Links HRMATT’s 9th Biennial Conference – May 13th & 14th, 2013 57 Minnie Mouse minnie@disney.com John Smith-Ramlogan john@tstt.net Enter our free book draw: Drop your business card Add your name/email
- 58. Even More Questions? www.franciswade.info Come visit for the next hour+
- 59. Your feedback counts Your Feedback Counts! Your feedback helps ASTD continue to provide top-notch educational programs that help you stay on top of a changing profession. Evaluation forms for this session are available NOW via the mobile app and at the following link: www.astdconference.org. M200 - How to Stop Failing at Behavior Change Training: The Case of Time Management – Francis Wade
Notas do Editor
- FW – Framework ConsukltingHQ’d in Hollywood Florida. How many are trainers/ Trainers of Trainers? Managers of trainers?In the middle of designing a behaviour change training? In Time Management?Why is behaviour change training so difficult? Why our learners fail so often/ We fail? What can we steal from the latest research do to empower learners to greater success?
- Activity: How many of you have been on the receiving end of a request like this?TEASER – At the end I’ll show you an effective answer to this question
- A focus on behaviors has gotten a bad nameStarting with Frederick Taylor, they have become synonymous with mechanical thinkingIt’s become over-simplified into thinking that all you need to do is figure out the right actions that people need to take, and just tell them what to do.
- Figure out the bahavior and tell em what to doThis is what we do when under pressure for time/costsI’ll be focusing on the work you need to do before the first learner shows up – cost of taking an ineffective approachActivity: What behavior changes are you trying to implement?Think for a moment – where are you falling into the trap of “Figure out and tell”
- A confusing situation that confounds learners attempts to improve, and our attempts to teachThese tough knots need to be undone so that learning can proceedA tough field to be inEveryone doing their own thingUneven practicesTime management doesn’t existNo measurements or assessments availableOne size fits all solutionsInstant implementation / magicLittle habit researchLearners already know this – or they can find it out within just a few minutesActivity – Where is the behavior you are trying to change confounded?
- Five years ago I could conduct training and get 100% of a learner’s attentionHow do you engage the smarter, Google-enabled learner?They believe that training is about information
- Activity: Stop here – what are some behavior changes you are trying to implement?Take responsesPair- share with your partner
- Time cannot be managedManage means “control”It can only be observed as it passes byThis confuses many – it obscures the real problem and points in a direction that we cannot follow
- Time demands Stop bothering us when they become part of a plan –Zeigarnick effectThis distinction is introduced at the very beginning – in part to settle the minds of those who know that time management doesn’t exist.It has to be defined by anyone doing time management training, otherwise all you talk about is “stuff” and you end up leaving out the learner’s part in creating time demands in the first placeIt’s intended to get the heads nodding – and even the know-it-alls become a little interested
- The definition of behaviors is confusing- (Research - who else uses this definition)
- If I can’t see you do it- then it’s not a behaviorWe have had to adopt a new , higher standard in order to be supremely clearWe can only work with behaviors that pass 2 testsTeachable behaviors-coachable behaviors- that prevent people from fooling themselves
- When the behaviors are unclear, it causes argumentsbetween managers and their direct reports, coaches and coachees.It also causes confusion in the minds of the learners.“Was that behavior in play or not?”
- Also – the learner’s anxiety increases – they sense that you want them to march in stepAnd they’ll start refusingA good time to tell them that they’ll be choosing behaviors from a long menu – you’ll be showing them how to make the best choice for themself
- I started y working with myself. I used to teach time management training, but when I moved to Jamaica I found that my productivity fell. I knew that I had doneupgrades in the past that had worked, and now I needed another one. I was used to following precise prescriptions, but this time I couldn’t even find the right doctor. I was forced to go back to the beginning.
- These are all about owning your expertise about behavior change (not the particular subject area)
- Useandragogy vs. pedagogyDon’t treat the learner as a beginnerRespect their experienceBuild on it – use it as a starting pointTruthful – in time management it IS the TRUTHThey put together a system in their teens/early twentiesThey can find out anything – any fact about any behaviorAssume that they can Google anything and that you can’t tell them what to doThey’ll find evidence before your class ends that you are wrongThey can find out the steps faster than you can tell them – Google / social networksActivity: Stop and answer this question for your learner in this situation
- Fact:You know something the learner doesn’t – exert your expertiseKnowing information isn’t even half the battle – You Googled it – so what?Understanding is the booby prize!This is MUCH harder and where you’re likely to fail isn’t in memorizing these steps as if you have to pass an examActivity: Role play – with your partner – “Knowing this information isn’t half the battle – you can find these steps without me. I know something about implementing, which is where you are likely to fail.”
- The flip side – making it sounds magical
- Big fail – “everyone needs to end up doing it the same way”Minor fail – “each person will do it differently” without actually providing assistance in making custom changesCaveat – there are some trainers who tell users to take what they want and what they want… but that gives them no guidance about what to choose to keep.
- Narrow path – tightropeGetting all these things rightChange the target from “everyone doing what you want them to do” TO… everyone learning / growing / upgrading in a way that works best for them
- Use the “can I see it?” test- coachable behaviors- testable and fool-yourself-proofGoing deeper than appearancesGaining expert insight vs. novice assumptionsSeparate essential behaviors from those that are nice to haveActivity: Where do you find Core Behaviours?
- Find the best resources and list behaviorsGo to adjacent researchGo to core researchObserve your world around youAsk experts but ignore the advice that their system needs to be adopted in wholeGet to the information so that you are well ahead of your learnersActivity: Share – where do you find best-in-class behaviours?
- Use the “can I see it?” test- coachable behaviors- testable and fool-yourself-proofGoing deeper than appearancesGaining expert insight vs. novice assumptionsSeparate essential behaviors from those that are nice to haveActivity: Where do you find Core Behaviours?
- Activity:What is your ultimate end-goal for your learners?
- Activity: In your behaviour change, is there a structure behind the problem that can make it easier to solve?
- The bottom level is basic capabilityThe second level is more advancedThe third level is how to get better at upgrading – meta-cognition
- Start with self evaluation
- We have some of t hese online
- Start with self evaluation
- No-one likes to leave practice earlyBUTNo-one likes to sit in a lecture hearing stuff that is repeated in the book
- The bottom level is basic capabilityThe second level is more advancedThe third level is how to get better at upgrading – meta-cognition
- Steal ideas if your field is short of researchUse analogies
- Stay up abreast of new developmentsYour learners are SMARTThe internet is making them smarterYou cannot give them new “information”The best you can do is show them how to apply it with greater success– turn the implementation problem into their problem
- Activity: How many of you can see a way to have that conversation now? (Raise hands)
- Lights! Camera! Action!