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.

Suggestions by Skillbuilders, San Diego CA

You’ve got a good training design, invited all the right participants (you hope), reviewed the materials, and set the room up just right. Things should be going well, but for some reason, they just don’t seem to be going as you planned.

You’ve hit a roadblock, and you need to work around it. If any of the following five things happen to you, try to catch them early and work them out as quickly as you can – the success of your workshop may depend on it!

1. Someone has made up their mind before the meeting even started that it’s not something they are interested in – so they won’t be an active participant.
Take the person aside at a break. Ask them why they are not involved, and what is needed to get their valuable input. If they remain recalcitrant, allow them to leave. Honest discourse including differences is okay, but not disruptive behavior or allowing one person to ‘cast a pall’ over the whole session.

2. Hostility based on an issue that has nothing to do with the meeting at hand.
Let everyone know that while related work issues are important, they will disrupt our chances of reaching the session’s goals. Give the person an opportunity to get their issue off their chest, and then try to move on by validating their right to feel as they do and suggesting it be taken up off-line. Don’t allow general discussion of the topic – just let them vent. If lack of cooperation continues, invite the person to get on board with the session or leave.

3. Some people willingly talk about their feelings and others won’t.
Create scenarios where those reluctant to talk about themselves have to suppose how someone else would act in a certain situation. (This will allow them to project their own feelings and get used to doing so.)

You can also help introverted people who don’t tend to share in a group open up by giving them the option to do some activities anonymously. Partner activities can also help take the pressure off!

4. Preventing the same people from talking throughout the training.
Rather than ask for volunteers for responses to discussion questions, work your way around the room to make sure participation is spread out. Allow the “dominators” to have periodic input to keep them involved.

5. Group activities sometimes fail to get going.

Cut your losses by ending the activity early  (you can tell the group you are doing so “in the interest of time”). After the session, debrief a few participants to see why things did not work properly. Make adjustments before your next use of the materials.

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