A recent DesignArounds poll asked learning professionals to identify their most pressing current challenge. No surprises here. 100% reported ‘time‘. Given today’s business climate and economic pressures, it’s no wonder that the training function – like every other function – is being challenged to do more with less. Fewer people. Scaled-back budgets. And a reduced investment of learning time.

Netbook computers with expanded capacity that can fit into your pocket and coin-sized mp3 players holding thousands of songs have established the expectation that good things (and a lot of them) come in small packages. Is it any wonder that organizations expect training to follow suit?

So, what can learning and development professionals do to respond?

Become a ruthless editor: Cut Through the Clutter
Today’s learning professionals must develop the ability to ruthlessly eliminate the non-essential, lay out the ‘critical path’ to new knowledge and skills and delete all else. Eliminating the ‘nice to knows’ allows the available time to be focused on ‘need to know’ information.

Revisit knowledge acquisition: Leverage Multimedia
Current applications allow for the quick and inexpensive development of multimedia presentations that can deliver considerable content in an efficient and engaging fashion. Transform group discussion and discovery exercises into tidy learning objects that can be used in a variety of ways.

Think beyond the event: Quickly Develop Self-Sufficiency
Let’s be honest: compressed timeframes can only accomplish so much. Leave learners with tools and resources that extend their ability to perform where it really matters: on the job. Memorable models, powerful job aids, online resource libraries turn the entire workplace into a training room.

Re-conceive materials: Order up a Combo
Re-thinking training deliverables for greater efficiency can support shorter timeframes. Look for each element and activity to do double – even triple – duty. Get creative. Even name tents can carry critical content.

Re-train the trainer: Change up the Tempo
Among the greatest challenges facing classroom trainers is replacing the previously leisurely learning rhythms with today’s crisper cadence. Comfortable patterns of extended discussions, getting-to-know you exercises, and storytelling must be confronted and adjusted.

These strategies can help to deliver results – even in today’s hurry-up world.

Written by Karen Voloshin and Julie Winkle Giulioni of DesignArounds. DesignArounds designs, develops and delivers training that works in today’s dynamic and pressure-packed workplace. For more information, visit www.designarounds.com.

Deciding the order in which we tackle the various tasks before us is something we all do consciously (or unconsciously) every day.  There are many methods for prioritizing work.  In most methods, the main consideration has to do with comparing the potential consequences of doing or not doing each item on the list.  One of the simplest time management systems is the “A, B, C, D” method.

“A” Activities are “must do” activities that are important and often urgent. If they do not get done, negative–sometimes severe–consequences can happen. Such activities include turning reports in to your boss, delivering scheduled presentations, attending and preparing for important meetings. (For example, if you don’t turn in your health benefits information by the deadline you may not get any health insurance with your company.)

“B” Activities are important activities that ultimately will affect the degree to which you are successful in your job, but you may not need to do any or all of them today. They could become tomorrow’s A activities or you may need additional information to complete them.

“C” Activities are things that—if not done—probably won’t have short-term consequences that impact job success.  However, they may create problems if they are never attended to. (These could include reading journals, organizing your computer files, networking with peers.)

“D” Activities are your DON’T do’s. These may be tasks you need to delegate or skip altogether. (Example: Something is on your desk that someone else wants done, but you are not the right person to do it. Or it could be reorganizing your paper files when they are already sufficiently organized.)

Note: Procrastination can sometimes take the form of spending excessive time on D activities such as sorting through mail/email, reading the newspaper, or restocking supplies. These activities often seem productive but they can usually be saved for another time.

For each day, you should list 5-8 activities you plan to do. Estimate the time each should take and give yourself at least a 10% cushion.  Then label each activity A, B, C or D and tackle them in that order.

Excerpted from the Leader’s Guide for the CRM Learning program Time Challenged.

Need help in this area? Time Challenged is a favorite with trainees in all types of organizations. The humorous video provides the perfect introduction to the highly effective workshop that is included.

In high performance organizations, individuals not only strive to keep the commitments they make, they are also willing to confront co-workers who don’t keep theirs.  However, holding others accountable can be awkward—especially when the “other” is a peer.  This role play enables both team leaders and team member to work through the discomfort of these situations in a non-threatening environment.

“A Little More Time” Role Play Scenario

Marketing VP Kimberly is preparing her 45-person consulting firm’s major proposal for a year’s worth of work from a major client.  She knows that demonstrating the staff’s depth of experience will be the key to winning this contract.  That means a strong, focused, well-written resume section in the proposal document.

At the weekly managers’ meeting, Kimberly asks Sam to take responsibility for collecting the resumés and background information from seven team leaders who will have key roles on the project.  Sam will need to make sure the resumés are up-to-date, consistent in format and clearly focused on the client’s industry.  Only four of this group are present at the meeting.  Sam is one of the seven.  He willingly accepts ownership for the task and aims to please.

It is three weeks until the proposal is due.  Sam and Kimberly meet to discuss how the resumés will be used in the proposal—but they don’t spend time discussing the actual process of collecting and updating them.  Kimberly expresses her appreciation to Sam for taking on the task, and he agrees to have the updated resumés to her in ten days. No problem—it all seems straightforward enough.

Ten days later, 3:30am.  Sam is working at home the morning before his deadline.  He is rewriting two of the resumés, and he is missing another two altogether.  Sam was certain he had emailed these managers to request their resumés,—they work in one of the firm’s out-of-state offices and he doesn’t know them well.  His own resumé and the ones he received from two other team leaders are in good shape.  He decides to ask Kimberly for two more days to complete the assignment.

Set Up the Role Play

Instruct participants to read the “A Little More Time” scenario (above). Have them role play two ways of concluding the scenario.

1) First, role play Kimberly responding when Sam comes to her to ask for several more days to complete the assignment.  One partner plays Kimberly, the other plays Sam. Allow no more than five minutes for this role play.

2) Second, role play a scene between Sam and one of the team leaders who has not provided their information to Sam.  One partner plays Sam, the other plays the team leader. Allow no more than five minutes for this role play.

Debrief the Role Play Activity

Ask the participants:

1. How comfortable were you in the first role play where Kimberly was responding Sam’s request for more time? 

2. Did people find it more difficult to hold a peer accountable in the second role play? If so, what made it more difficult?

3. What are some things a person should do when holding another person accountable?

Look for responses such as:

·       First, ask yourself, “How may I have contributed to this poor result—was I clear about what I needed?”

·       Don’t jump to conclusions, hear the other person out.

·       In the discussion, use “I” statements such as “I have trouble keeping my commitments when I don’t receive your information by the deadline.”

·       Work together on a plan to rectify the situation and determine how to keep it from happening again.  

·       Ask “What do you need from me? More notice, more help, better instructions, etc.?”)

4. What are the consequences of not confronting those (either subordinates or co-workers) who have not kept a commitment?

This material excerpted from the Leader’s Guide to the video program, Accountability That Works!.