Hi everyone, and welcome to today’s webinar: Mousify Your Instructional Design for Magical Results, hosted by HRDQ-U and presented by Lenn Millbower.
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My name is Sarah and I will moderate today’s webinar. The webinar will last around one hour. If you have any questions or comments, please type them into the questions box on your GoToWebinar control panel, and today’s webinar does qualify for one SHRM credit. If you are interested in receiving your sharing credit hang tight, we’ll e-mail you following today’s session to give you directions on how to access that credit hour. And today’s webinar is sponsored by HRDQstore. And HRDQstore is based upon research of HRDQ’s published training tools. For more than 40 years, HRDQ has been a provider of research-based training resources for classroom, virtual, an online soft skills training, HRDQ offers learning resources help retain employees and clients, make better decisions, improve performance, and much more. Learn more at HRDQstore.com.
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Today’s webinar is presented by Lenn Millbower, the Mouse Man™, and author of Care Like a Mouse. Lenn teaches Walt Disney inspired service, leadership innovation, training, and success strategies.
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Everything Disney touches seems magical. It isn’t. It’s method, Lenn saw that method up close. He spent 25 years at Walt Disney World Epco… oh, excuse me there… he spent 25 years at Walt Disney World as Epcot Operations Trainer, Disney/MGM Studio Stage Manager, Animal Kingdom Opening Crew, and in Disney Institute, Disney University, and Walt Disney Entertainment management. Now, he shares methodologies. That will help you make your own adding. Thanks for thanks for joining us today, Lenn.
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It’s a pleasure to be here, and thank you all for attending today. Today, I hope to show you a different way to look at instructional design that may make it easier for you to design and deliver stellar, amazing, magical classes. So let us begin.
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Now, most of the instructional design uses the A-D-D-I-E model.
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It seems to be the fallback position. And I assume, you know what areas, but just the case.
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If it stands for Analyze, other words, you figure out what the need is, Design, you identify the strategies for teaching that, Develop, you create the program, Implement where you launch the program, and Evaluate to measure the results of the program you launched.
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You know, look at this acronym, and develop, says, “create the program”, but it doesn’t really tell you how to do that.
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I hope to fill that gap some today. So let us begin. Now a lot of trainings remind me of a show at Disney’s, Hollywood Studios down in Florida.
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And that show is Muppet Vision 3-D.
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And in that show, Kermit the Frog, pictured more or less in the middle of your screen. (He’s green, in case you don’t know.)
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That is asking Sam the Eagle about the finale, and Sam is opening the door on the far left.
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And Sam the Eagle says, “it’s a glorious three-hour production.”
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And Kermit hollers back, “you have a minute and a half.”
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Sam crams all the things he wanted to do, in three hours, into a minute and a half, and this is the resulting chaos.
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Yeah, that actually reminds me of a lot of training programs where you have much more content, then you have time.
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And the end result is learners. Who leave the classroom less if it’s the night of the learning dead.
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So now, I must warn you, with this methodology, you’re not going to be able to teach all those factoids, but you’ll know which factoids you should teach and which you can ignore.
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What does anyone said, the gap between what is generally regarded as entertainment and what is defined as educational represents an old and untenable viewpoint.
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He said that in the 1950’s, and I believe his body of work prove that to be true.
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Although he never really went into education, actual education, he said we’ll educate them some through entertainment.
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So let me ask you, what do you think training would look like if Walt Disney designed, so what would your training program look like if Walt had a hand in designing? And, Sarah, how are we going to do this?
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Yes, so you can type your question, or your response in the Questions box on your GoToWebinar control panel, and we can share of some of those responses that we received today. So if you just want to drop your response there, give you a second to do that.
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OK, great, We have some responses coming in.
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We have, wouldn’t look like training and experience, innovative by Michelle, Suzanne says magical.
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Mike says, Engaging.
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Having exciting, energetic, surprising, musical, immersive, creative, thought provoking, Alex says, colorful.
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Teran says story based.
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Oh, that sounds right? Particularly the magic, really exciting the engaging because I wanted to throw you into an experience that was engaging.
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And as as we go through this program will talk about his exact approach for doing that.
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So let’s go now. I certainly have seen a lot of what you explain oh, I’d have to candidly say that sometimes Walt Disney World training was not as good as it could be.
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Because the lawyers.
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Often he got involved and then wanted to make sure that that the company was covering itself legally but I’ve seen a lot of excellent training there.
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My bona fides started out in the upper left at the Lambo arrived with a lot more. You earn a lot less metal.
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I was the lead for our horizons, which I still sorely missed that attraction. And it was a wonderful attraction, getting my manager certification being the stage manager for the Teenage Mutant Ninja Turtles character supervisor at Disney’s, Hollywood Studios when that was there.
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Going back to that and being in charge of all that training, then an opening prayer for animal kingdom, getting my Disney Institute certification and winning Partners and Excellence Lifetime Achievement Award. So, I’ve seen a lot of like you said, and I believe you’re on the money. The problem is we don’t always think about training.
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That one legalese this presentation and all my work is inspired by Walt but it’s not Walt Disney World content. It’s not Disney!
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Content is not associated with, connected with, develop, and in concert with. It has nothing to do with the Walt Disney Company other than my opinion from having been there for 25 years. So if you like it, it’s all my job.
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I mean, if you don’t like it, it’s still all my Dewey, and don’t give Disney a hard time about anything I might say.
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So having said that. So how does Disney do This? Isn’t like Mary Poppins floats in on her umbrella. She’s snap your fingers or the parrot on or umbrella talks, and magic happens?
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No, hardly, it’s just not that way at all.
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So let’s pull back the curtain and see what the approach is.
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What’s that others hit the antelopes, we hit the emotion.
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Those who appeal to an intellect only appeal to a very limited group.
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Now this is a key point.
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It is a motion, not intellect.
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That captures people. let me let me demonstrate what he’s talking about, and why I think you should add emotion. Daddy.
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Is the limbic structure in the brain, if you look at this diagram, the mental structures of the limbic system of the brain stem is is the length.
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Reflects the kinds of things that lower animals have.
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The neocortex is the thinking brain, and of course the human neocortex is much more developed than than any other predators on the planet.
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The limbic system is, though, is both the home of emotion and, and this is important, the gatekeeper, so long term memory.
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My take from that is, if somebody’s having a positive, emotional experience in your training, that might possibly get into long term memory.
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And, if you’re just mumbling, factoids at them, it’s likely not.
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So, the interesting thing as well to me is for Patrick’s four levels.
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Behavior is what you really want to change because behavior change often results in the impact to the organization.
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And you don’t really care that much about whether they liked it or not, but you do want to change behavior and we’re logic proofs motion moves.
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Now, Hollywood certainly knows this and Hollywood examples.
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You have the outer surface, That’s what something somehow.
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And you have the inner core.
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That’s what it means when people on Hollywood pitch a product like like a new movie idea.
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They talk about what it’s about, and then what it meets. So let me give you some examples.
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From Disney, a beast must win, True love, is the outer message, The inner core’s beauty comes from within.
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Now, once you’ve seen beauty and the beast, you don’t really need to go and see it a second and a third and a fourth time.
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Just seeing how the beast wins the true love because the story splayed out, you already know the story. You know the ending.
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But what people often come back for, is the emotive feeling of love that develops through that film and the idea that beauty comes from within.
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Here’s another example.
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The outer surface is a western slash puckler in space.
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The inner core is trust, the force within you, and of course, we’re talking about Star Wars, but notice the force message, is enter goal to the, the entire working of Star Wars. Without that message, Star Wars won’t work. It. Just be a third rate, Syria.
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The outer surfaces, the kangas murdered, dishonest confuse.
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Sounds like Handel.
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The inner core is taking place in the circle of life.
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That’s of course Lion King.
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And again, not what happens.
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But how it happens is what brings people back.
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So how might this relate to training?
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Well, you have what the company expects.
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Here’s what we want you to learn today.
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You have, what the learner desires. And why should I care what you want?
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And they can, these, by the way, are indicative of the fact that that you’ve got this outer shell and that’s what you could see.
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But when you plug it into it, you don’t always know that that’s what you’re going to like.
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So what we’re trying to say is that, what the company expects, then, what the learners in the room are taking the online desire, maybe very different things.
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And yet, we start out with the objectives.
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Well, that matters to the company, but it doesn’t matter a whole lot.
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Now, let me give us an example here.
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Let’s say that you have a system where employees have to document their own time, so they’re paid properly.
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A normal training would say, and I’m gonna make this up, because I don’t actually have a sophomore in front of me for this or hard paper, but a normal training might say, you’re going to learn how to use screen for B in order to documentary or ours. And that on-screen foresee, you’re going to learn how to verify that your hours have been input into the, the software correctly.
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What’s missing from that training is why you need to make sure your hours are correct.
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Now, and in superficial level, you might say, Well, that’s just so that I get paid properly, but it’s so much deeper than that.
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And often what I’ll do is, I’ll ask my attendees in training people to use this system.
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I’ll ask them, what is the real meaning of getting a paycheck?
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And when you dig down deep enough, when you ask why, a number of times you get to a, enjoy my life, it might be, I get to go to the movies on the weekend, I get to spend time with my kids were taking a vacation.
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So what this mill training actually delivers is the ability to have a wonderful life and that’s a very different approach then an approach, such as says maybe we’re going to teach you this.
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So how do you do that?
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Well I’m going to show, show you how I do that.
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Well what I’d like you to do is, throughout this program, be thinking about well throughout this session Be thinking about a program that you have or that you want to develop or that you need to redevelop, that you can be comparing to what I’m going to talk to you about.
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So that maybe you can get a leg up on redesign. Obviously, in an hour’s time where we’re not in the same room working on this together.
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I can’t help you redevelop the program.
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But if you have a program in mind, that will help you see through ways to apply what we’re going to talk about.
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Also, you’ll notice near the bottom, it says Handout page three.
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With this presentation, I’m not sharing the PowerPoint with you and a hard copy. And the reason I’m not doing that is because the handout actually has more information, but it’s the same information, just more detail.
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So, at the bottom of the screen, you’re going to periodically see Handout page, this, or that.
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This, in this particular case, we’re on page three, and on page three, R is is a worksheet you can use to identify the emotional or a program.
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OK, Kevin has gotten all that stuff out of the way.
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My choice I have a program for today is orientation, because, I think orientations are particularly as an art and a name.
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They’re like, Here’s your locker. Here’s your keys here. Things that can get you fired. Here’s where you pick up your Paycheck. And here’s our palm tree. Yeah, yeah. Well, you can see the palm trees there.
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You don’t need, it pointed out, I think we’re orientation misses the mark is something we can fix where the proper design.
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OK, so, so far, we’ve talked about message, and Magic is actually an acronym of five steps.
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Step one is message, and we’ll share the other four in a few minutes, but message is the core as as I showed you with that, that employee.
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Documenting your time training program.
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If you can get to the message you’re really trying to deliver, then you can move your attendees.
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Now, in addition to my orientation example, I’m going to offer examples from three different organizations I’ve worked with. So you can see how an instructional design like this is, But.
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Yeah, so bear with me for a minute as I talk about these things.
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Dalton, Utilities, is a utility company in Dalton, Georgia, and I Continually asked the people that work there, why they work there.
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And what it ultimately came down to is, without them, the sewers backup, there’s no running water, no electricity. And there’s no TV because they they run the fiber optics and the Internet.
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So literally, the town falls apart without them.
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And the people that work there really felt that we cast them as the hometown heroes.
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And our orientation program for them became the Welcome Home workshop because they’re on top nerves for Lowes Foods, which is a 100 store chain in the Carolinas.
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They’re local and they’re proud of it.
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They have local vendors and they do local teach ins on how to cook this or that and they support each other.
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So growing community, growing to have the dual meaning of food, being grown, and helping each other out they came their message for the Hamilton health care system, they were really good at there.
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Technical skills, but they were missing the emotive connection to the people in their hospital system.
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And so their message was serving with compassion.
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And as we go through the program today, I’ll show you how all those things came together.
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So developing, they orientation for them.
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As I mentioned for developing utilities, it was the Welcome Home Workshop.
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Because you would come up when you’re coming into somebody’s home, you would show them. Here’s where the towels are. Yours where the bathroom is. Here’s where your bedroom and here’s where the dresser is.
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There’s where you can get a cup of coffee the same things you would do in a way with an orientation.
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So this became a Welcome Home Workshop: The for Lowes Foods.
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It became the Community Care Workshop where they learn how to care for the community.
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And before our Hamilton Healthcare system, it became the heart of Hamilton because they, like I said they had the technical down, they didn’t have the heartfelt.
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And they like that phrase so much that they actually used it as their advertising swag.
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And you can see with this picture, this is alpha Facebook and this is Dalton Utilities, bragging about their hometown heroes who had helped out in this situation and detect the when when power went up.
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Now, for Epcot Entertainment and later for Epcot, I use was aligning missions.
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You have a mission. We have a mission. How do we align your mission with ours?
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And before I show you the next slide, I want to address something.
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Because what I’m about to share with you will look a little bit, like learning styles.
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So the question becomes, are there learning styles?
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They, the scientists and psychologists tell me there’s no such thing that there’s no area in the brain that can be identified as as one learning style or another.
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Are there learning styles?
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I don’t know. I don’t care.
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What I can suggest to you is anything that helps you design a program that has multiple ways of reaching people is a good thing.
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So I use four quadrants to help with the design.
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And they’re not exactly learning styles.
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But I really don’t care about the argument whether they exist.
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So bear with me on this.
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Does it, as well, so you don’t fill it for yourself.
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You figure out what people want, and you build it for them.
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So that’s what we’re going to do.
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Now, the four quadrants are why, what, how, and where, why should I pay attention to you?
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What is this about?
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How does it work? And where can I use?
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And though the people on the Y quadrant are very much into partnering, sharing, discussing, experiencing, are the ones I oh, my God. The hands or fly in, and they’re just having a grand old time chit chatting.
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They what folks are studious. They’re into reading learn theorizing, analyzing, listening.
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They want to hear what the experts say, The, our folks are into testing, solving, They’re looking at problems and seeing validity, and the where folks are like, just give it to me and let me go.
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Using an example of school, the favorite period of school for the why folks would be, would be the lunch period, because they’re with all their friends, and they’re having a good time.
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The white folks will be into the lecture hall, the house folks would be into the science lab, or the shop.
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The though where folks would probably not be in school, they probably be playing hooky.
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Now, Yes, this is a little like learning sets, but that’s not how we’re going to use it.
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That’s what we’re going to do, is, we’re going to take you through a sequence. A user sees four.
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So let me give you one other example. Say you are going to teach someone how to tie a tie.
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Or the white folks, when they came into the room, you’d have this gorgeous display of lots of ties, and everybody check out a tie, and they all share and talk about why they picked out the time they took and, and just, just have a grand old time.
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But what folks would want to know the S three applies, and how ties develop, when you were trying to hide the button, sign on men’s shirts.
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Back when they went from fully things to ties, the power folks would probably like a schematic.
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The exact opposite of the why folks that are not in a really big discussions, and everybody having a grand old time. They want a schematic? the learn how to tie it, where folks are, just want to clip on, and they want to get out.
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So how does all this relate to this, actually, search, movie structure.
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A movie is structured in three acts, a good movie, and virtually any movie that does not succeed, society of three X.
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Then the acts are the pro law that captures your attention.
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F one setup the plot Act to: what’s the plot in motion? And Act three resolves the conflict that was put in motion and act two.
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Here’s an example, Indiana Jones Raiders of the Lost Ark.
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It’s shown that everybody has seen that by now, if you haven’t, changed, on your guidance, the prolog in the prolog, you see Andy Jones, trying to capture this, this idol.
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The, the ball rolls around the natives are trampling after, I’m shy kid gets killed, he jumps into the plane. He says snakes like an FTP snakes.
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That’s the role, that prolog is not. You know, you’re in for a treat, to you’re watching the movie, you’re settled in German.
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And Act one, we’re discovery’s actually a college professor, the college students are kind of crazy.
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So are the ***** thereafter the ark of the covenant and we learn what the ark of the covenant is and we learned that Raven would, his mentor has gone missing and so he is going to go find the ark of the covenant.
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At two, he started, he goes to, I’ll add one, ends with him going to me, Paul, to he walks into Maryann’s bar and naipaul. And there’s a fight, there’s a fire, and crawling. Let me show you what we’re used to, where I come from And they go to Cairo and either digging in the wrong place and snakes why didn’t have to be snakes. And they, they, they get the ark of the covenant is stolen from him in these dragged under truck. And it ends with getting the arc back and being on a boat gives me here because we hear kiss me here and indeed collapses.
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At three is when the ***** take the arc back, they take it to the sacred place. They get ready to open up, Maryann close, your eyes not look the look, I’m not saying that melting ice melting. The ark of the covenant is taken by the government including the warehouse.
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That’s how track movie structures.
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Now, there is this, this, oh, here is the tire acronym magic.
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It’s message anticipation, guidance, investigation, customization.
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And that’s the process you want to take. Your learners.
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Anticipation. You’ll want to motivate your alarms, you want to capture their attention established the knee, and that’s not listening the objective sets. What is it going to do emotionally? People attend.
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In guidance here the teacher, you share information, no, you’re not sharing details. You’re sharing high concepts.
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You are coaching them as they practice the skills, the detail set.
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Apply to the high concepts you’ve already shared with them, and then customization.
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You are enabling them to plan their next steps and commit to applying this out in the real world.
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So its Message, Anticipations, Guidance, Investigation, Customization.
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There’s this really marvelous.
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It’s very smart woman named Burmese McCarthy.
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And she intuitively recognize this process.
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And she came up with something she calls format, and format did.
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What format did, though, was brilliant, was she divide each of these segments into holistic and logic.
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So the program starts in the upper right, and it started ….
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This goes logical, holistically, logical, logical, holistically, logical foolish.
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Now, once you know this sequence, and you know, well, you can really throw a instructional design together in a couple weeks because you just know just where everything’s going to go.
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So here are the steps that Bernice laid out.
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You have an experience, You discuss a parent experience, You picture yourself in the content. You define the content.
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You test on the definition.
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You expand the content, you relate it to real life, and you celebrate the learn.
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Now, we’re going to talk some of those.
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And the first step is experience.
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So I’ve talked very long time here. Let me ask, what best fits step one? Is it? an activity?
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Is an introductions is a roleplay, this is sharing objects.
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And, Sarah, can you help us and tell us how you’d like folks to do this?
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Yes, so, again, if you could type your response in the questions box, and we can get an idea of what to everyone answer it.
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So I’ll give you a second to do that.
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We already have some responses coming in here. We have.
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Also explained that, that I have data from, from the last time I ran this program for someone else, so I can share, share that percentages as well.
27:48
So we have a couple of introductions coming through. A few role plays.
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Sharing objectives, but overall, it seems like the majority is saying an activity.
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That’s what the last program said, too, and so 85% said activity and the lowest was introductions.
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So that, I appreciate that, because I’ve been here, you’re paying attention because you don’t want to start with introduction, to think about a waste of time at the startup program and it’s 20 minutes of introduction. Young people are coming in. They’re all Js. They’re ready to get going.
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Then they’ve got to hear, my name is mom and I’m, so, an activity is the way to start.
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And I’m not talking about an icebreaker, I mean, you don’t want to break the ice with a nice fit.
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You don’t want to melt the ice and you do that Running an activity that fits the content and the message and and very holistically, even though the participants don’t quite know what the message or the content is.
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So your opening activity, that should be experiential, fun, engaging, holistically related, but you don’t share with a subject to be taught.
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Now, this, and many other things you’ll find are listed on Handout Page seven.
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So as we go through the program, you’ll see that all the steps are listed there.
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Let me give you examples of what I did.
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With all the utilities for their Welcome Home workshop, I had three easels in different corners of the room, faced in the law, and he’s also town. And one on another, Isabelle said, people, and another reason let’s set purpose. And I divided the room into three groups.
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And each group went to a nasal. And their job was to put down definitions and what a town reads, what people mean, what purpose.
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When they were done, we’re able to put all those diesel’s together and defined their purpose sounds hometown heroes through their definitions of these three things.
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For Lowes Foods they entered the room and they found they were they were attending they were in the Broward Seville Town Hall and the Mayor was there kind of like a hyper mayor.
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And what he needed from them was for them to develop a menu for their 10 … celebration because Cars smell was 10 years old.
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And so the participants would shop at various shops the setup in the room and run by the leaders Lowes Foods.
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And they only they had X number of dollars for Budget and the Mayor said he needed to feed these people and come up with a mandate.
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When they presented their menus, the maps to the participants surprise, the menu set had the lowest price points.
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Did not win, the menu that one, actually exceeded the price point.
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But the difference was, that menu had all the locally sourced items on it, and not things that were packaged and gotten from elsewhere, and that led directly to a discussion about the community and, uh, and Hamilton health care system.
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We gave them a puzzle. That was the, the mission and vision for Hamilton health care.
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Literally, the puzzle was, I’ll cut up, of course. But there was no capitalization, no periods, no nothing else, just words, and their job was to put the puzzle together.
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And, of course, I couldn’t do it.
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And there was an additional reason they couldn’t do it. Because parts of their puzzle pieces were at different tables. So, nobody had the same exact puzzle.
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And this led to us, the first law was that you need to work with other people to get things done.
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And the second was, Have you ever been in a job where you were just thrown in? and you didn’t know what was going to happen?
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And nobody told you, Well, we’re not going to do that here.
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It was very powerful, very effective.
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Now, let’s move on.
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So, for the orientation program, and we began emission, and the way this worked was there studying in the room thing, and it’s going to be a nice lazy day, I remember even this one guy trying to read a newspaper, and eighth, a guy comes on the TV screen.
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And he’s kind of certain the fog, and he looks like a senior day. And then he says, you each have a hidden in this room, your, your mission is to find your packet.
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Then, the mission impossible being Blaze, and they, the packets were taped under chairs and tables, and hidden behind mirrors, and, and it was very much a surprising way to begin.
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The next step is discuss endless task, what you do is you lead a discussion about what just happened.
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How do you feel when that happens?
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So, what conclusions can you draw from that experience?
33:04
Then, you introduce, and only then, you introduce the appropriate subject related facts and details.
33:11
Why does it work within our mission?
33:13
Do you know what our mission is? For instance, What do we need to do as a result?
33:19
In this case, it would be we need to find out what you’re going to finance and we need to see what the organization’s mission, and so we can align them.
33:28
This is basically then, step two is a debrief that sets up step three.
33:35
And step three is visualizing the mention or visualizing whatever the content is in your mind.
33:45
So, if it’s that ETR example or our employee time reporting example, you would have them visualize themselves getting paid incorrectly.
33:58
So before I talk too much, Lemming asks, What do you think, best pitch, step three? Would it be dialoguing, dry and problem solving?
34:07
And again, you can type your response into the questions box, and we’ll share some of those answers that we receive.
34:14
We’ll give you a few seconds to do sell.
34:18
And we are already seeing some responses come in.
34:22
We have a few dialogue’s coming in, drawling, problem solving, few more dialogs, and some videos. But it seems overwhelming response we’re getting in is drawing.
34:35
Yeah, the last group I had said that it 49%.
34:39
In fact, dry is the right thing.
34:43
Now you could do problem solving because what you want to do in step three is you want them to visualize.
34:50
So it could be problem solving.
34:52
It could also be a video but neither of those are dynamic and dialoguing, ISN Personally, this is an introspective holistic activity where they are visualizing.
35:04
Now, if you are thinking, well, my people won’t drop.
35:10
that’s it, that’s nonsense. And I’ll tell you why.
35:13
one of the groups I had were the technicians that load fireworks and echo.
35:18
Their manager was very concerned about a drawing activity, like she said, that day.
35:23
They’re rough and tough, guys. They’re not kind of drawn.
35:27
In fact, they did the best drawing so that anyone that turned out, that they were also firefighters and they loaded fireworks as a part-time job.
35:38
Because the firefighters, they were in the fire fighting to save people.
35:42
So they were, they were actually more emotional than most groups. Now, it doesn’t have to be drawing.
35:47
It can be anything that puts people into a holistic.
35:53
What you want to do is get their creative juices flowing. You want them to visualize something that works for them.
35:58
You want that to do whatever you. If you’re going to tell them something to draw, you need to draw, too.
36:07
And you don’t want to force it, though.
36:10
So I’m not going to draw, OK, write a list. Whatever they do.
36:18
You’ll want to make this as personal as possible.
36:20
Again, this is on page seven.
36:23
Here’s what we did for the three examples. I’m offering.
36:28
For adult utilities, we had them draw time without electricity.
36:31
Basically, a town where nothing they did worked and how they drew plows garbage for Lowes Foods. We had them visualize meal traditions in their house.
36:42
And far, Hamilton health care system we had them define compassion by drawing.
36:52
The result of this was really, really interesting.
37:01
And the one thing that is important about this is where most programs will start with objectives and introductions.
37:11
In this design, here’s where you put your introductions. Now you’re not asking anyone to share their groin.
37:18
What you’re asking them to do is to stand up and say what they think a town without electricity would look like, what their name is, And, let’s go ahead to, to the, to the app version, and the … version was they were drawing their mission.
37:37
So, they would say, I’m Bob, and I’m here today, because what I want to get out of this is Mama mama.
37:44
This is a very powerful place to have introductions, and introductions become meaningful and not just wasting your first 20 minutes.
37:56
So I’ll put them here, OK, so we’ve had an experience.
37:59
We discuss the experience we visualized ourselves inside the experience.
38:04
Now, we’re going to define what the content is.
38:09
So what fast Step said, What best fits step four. So the lecture is that an activity is in. Quizzes is.
38:15
Infinity: You tell me, yes, you can type your response into the Questions box again, I’ll give you a second here to do so.
38:29
I’m seeing a few quizzes coming in, video, with a few videos coming in.
38:37
Some lectures and Activity’s, another video, it looks like activity is the winner.
38:45
Yeah, I’ve trip to you on this one.
38:47
I think it, because of everything I’ve talked before, everything was very activity based and in fact the last audience also said activity at 75%.
38:57
This is where you lecture.
38:59
If not that lecture, doesn’t have a place. It’s the problem is that lecture becomes the whole training program usually.
39:06
But here’s where you lecture.
39:08
And you don’t lecture all the parts.
39:10
You lecture, they hide concepts. So let us say you want to keep it short.
39:16
You’ll want to avoid too much detail. And this is not the place to get into the weeds.
39:20
There’s a marvelous book called.
39:25
Telling a Trainee, sorry, took me a second to remember that.
39:28
And the point is that people don’t get a test by China, and that subject matter experts tend to get really into the weeds.
39:38
But that’s not what you want to do here. So if you’re, if you’re teaching, how to drive a car and somebody has never seen a car before, you don’t want to start with is a combustion engine and it needs. and you don’t want to start with, this is a car. This is the key. Here is how you get in the car.
39:54
When we add experts, and we can be guilty of this as trainers, sometimes we can get into way too much detail.
40:02
Now, don’t say, do not lecture.
40:04
Well, what it means is do not go on for a long period of time, just present the concepts and be done with it, and you, particularly, you don’t want.
40:13
that’s the chemise to control this step.
40:17
There is a matrix that is, I’m going to go ahead to the next slide, so you can see it.
40:22
And it’s on page eight.
40:24
That’s a really handy matrix. What I do with my chemise is I have them right out on sticky notes.
40:30
Every piece of content they think should be taught, And then either by drawing this on a ESL or ESOL or by laminated or just making a huge size and putting it on the wall, I have them put the sticky notes.
40:48
And the category of should be taught, could be thought, must be taught, should not be caught.
40:55
And it’s amazing how you can narrow down the amount of content that’s taught, because you’ll know what is absolutely critical, and what is just nonsense.
41:07
So, in the case of that gut, they, they begun a motion.
41:13
They define their mission and what a mission is.
41:18
And they defined it by drawing it.
41:20
And now they’re going to learn epcot’s mission, and it was so cool because they’d be opening the envelope. And inside that initial envelope, they got was the top secret envelope that said, do not open until told to do so. And that was that cuts mission statement.
41:37
And as they rip it open that envelope, they’d be singing, da, da, da, da unsolicited for me.
41:46
OK, so, we haven’t experienced We’ve discussed the experience. we’ve ventured experience.
41:51
We’ve defined it, the concept, Chile.
41:53
Now we’re going to test The test and the test. What you want to do is you want to check for understand it?
42:01
You want present problems to solve, or activities that verify the learners, understand the concepts.
42:07
So, for instance, in the example of the pet entertainment orientation, I had slips of paper, and on the slips of paper were different acts that would appear in the park.
42:17
Then I had maps of R, and the participant’s job was to take an act and put it on the right location in the map.
42:25
So, they were, they were determining who fit the mission and what place.
42:30
And by that way, I can see whether or not they understood the mission.
42:34
You kinda have detail here.
42:37
Rather than lecturing the detail. You give them the detail and let them sort through it.
42:42
Reference material, so, for instance, it’s very good in this place, but not just stuff.
42:48
It has to be germane to what you’re asking them to do.
42:53
And this is not yet the place to role play or present, what if scenarios? This is taking the content you Jess.
43:01
Share it with them, and them trying to work it. And you verify that they get the concepts.
43:09
So for a kind of entertainment, while I already described this one, so I will skip, skip ahead.
43:16
You’ve experienced, you discuss your picture you defined, you’ve tested. Now, this is where you expand.
43:22
So if you’re going to expand, what do you think best fit is a problem solving? Isn’t research, isn’t roadway visualization, what do you think might work best?
43:34
And again, you can type your response in the questions area, and we’ll share out some of those responses that we receive.
43:45
We have a couple of researchers coming in.
43:51
Visualization, problem solving? It looks like, where it’s high right now between problem solving and roleplay.
44:01
Well, I would say both of those are good answers. Wrong play would be the one I would go for it. Definitely, you want to do problem solving.
44:09
But the problem with role play is it usually doesn’t have a content, but here, you say, you’ve given them the concept.
44:18
He’s tested that they understand the concept, and now you want to throw at them what if scenarios.
44:25
So, as I said, you get yourself into a problem. You do the research. to solve it, There’s a feeling That’s what’s missing these fails, and that’s what’s missing schools, The tackling of a hard thing. And then a series of, Ah, I see where I was off, and that’s how you learn.
44:40
And that’s where Y role plays work.
44:43
You throw the learner’s into the detail.
44:45
No. You’re not teaching anymore, you’ve already taught.
44:51
And leading them the solution.
44:53
So you’re providing resources, scenarios, roadways experiments, other activities, work really, really well.
45:00
And the problem with roleplay and nobody wants to do it.
45:03
I’d like to propose and send you do something that I call script, play.
45:07
And here’s how, I back into this.
45:10
I say, OK, I’ll have this, these two scripts that I need somebody to read now, I understand with entertainment folks. So scripts were pretty good for them. I said, Look, there are one page You just need to read and speak English. And I need to people to act this out for me.
45:30
And people would come up because I’m not putting them on the spot. I’m not calling it a roleplay. Anything. I just say, Look, I’ve got the script I want you to read out.
45:39
And 1, 1 of those was called to be it or not to be.
45:43
And it’s about a woman who pulls the character aside rather violently And the escort who’s there are watching the character is interacting with the woman.
45:55
And how do you Internet?
45:57
Now, the beauty of this scripting thing is, you do it kinda wrong, show that after they’ve done the script, you then say, so, to the rest of the participants, what do you think of that?
46:11
And invariably, somebody is going to say, well, in that situation, I wouldn’t blah, blah, blah, blah, blah.
46:16
So then you say, well, why don’t you come up here, demonstrate it?
46:23
And before you know it, you can run this scenario 4 or 5 times because everybody wants to show off how they think it would work.
46:31
And you’ve actually done a roleplay.
46:33
But you’ve never called it that you backed into it.
46:37
And people have eagerly volunteered because they want to show off what they think is the right way to do it.
46:45
Oh, app kind of guy.
46:47
Step one, we began with a mission finding the envelope. Step two, we defined what a mission in step three. They drew their mission. I’m working here, step forward, they learned the mission step by that validated that they learned diminishing. Step six, we went out and about in the bars, just see the mission and action.
47:04
We visited merchandise shops we visited, we took, we took in a rider to, we had lunch.
47:10
We saw entertainment, and so that way, they could see it wasn’t just theoretical in a classroom about here. So, our mission, they actually saw it.
47:21
Now, Step seven, Experienced, discuss, picture, define, test, expand.
47:28
Now, you’ve gone from cheerleader to teacher shift Coach, know how you’re going to help them related to their world.
47:39
So you encourage personal application.
47:42
You ask them how they can use what they’ve learned.
47:45
You’ll get them the action plan and visualize future success.
47:50
This is not the place to teach more content.
47:53
If you haven’t covered it already, it’s too late.
47:57
This is too late in the program.
47:59
Using our examples, this is where we said, OK, you’re junior mentioned, You’ve seen ours, Now how does your mission aligned with ours?
48:07
What are you going to do, try to deliver your mission and ours at the same time?
48:14
And the action plan.
48:17
So U S learners, how they can use what they’ve learned, you get them action planning and visualizing future success, and of course, you don’t teach the cops.
48:32
Again, experienced discuss picture, define, test, expand, and celebrate.
48:37
By the way, you notice how like step one experienced this holistic, set three, picture as holistic, step.
48:46
Uh, six is holistic, and step pay is holistic, and I think this is where a lot of trainings will go wrong.
48:54
They get the lecture pretty quickly, and they never leave there.
48:58
Well, this will force you so and celebrate what do you think should be in step eight?
49:03
Should you add detail, challenge assumptions, encourage sharing, or pose questions?
49:12
And, again, you can type your response in the questions area, see what we have coming in here.
49:23
Encouraging, sharing is a popular one. We have a couple of sprinkled in, a post questions in detail, but encourage sharing seems to be the number one.
49:38
The last group had that at 89%.
49:40
And 0% said challenging assumptions, because if you’re challenging assumptions, that’s probably in step one.
49:48
First, step three, certainly through step four.
49:51
But after Step four, if you haven’t changed the assumptions you’d say, You do want to encourage sharing and you can pose questions, but only if the questions help them apply.
50:04
What you don’t want to do is and my eyes glaze over when overachievers Oh, Here’s the thing you need to know. And we’re about running on time, But you also should know this, and you should know this, and you should Please. It’s too late for that.
50:19
This is, this, this about them taking what you’ve already given them, and walking out into the real world, and doing it.
50:27
And I have a colleague who did something I never thought, I could pull off, and after I saw him do it, I do this all the time now, and I highly recommend it.
50:40
Surely, you’ve left yourself enough time.
50:42
You make everyone in the room tell you what they’re going to do.
50:46
Then what are you going to do? And Sally, what are you going to do?
50:50
And Susan, what are you going to do?
50:52
You picked up. What are you going to do? You, you get it out there in public, and because it helps the others in the room.
51:02
And, of course, your courage meisner, right.
51:04
So this, this included, if appropriate with a pledge to deliver beyond the class.
51:11
If you have resources, this is the time to do that.
51:14
Diplomas themed giveaways, example, and Dalton utilities.
51:19
then that program, we gave them a case to the city.
51:23
There’s the hometown heroes.
51:25
So you can see how you can have fun with this.
51:34
one of the things beyond personnel keys for utilities, there, the activity, actually, was we gave them a headline, a newspaper, the local newspaper, but the headline was missing and we had them write their own headline for how they would get an award a year from now for what they’ve done to be a hometown hero.
51:55
We at Lowes Foods we were training them to have conversations with guests were in the old days. It was good. I hope we find stuff.
52:05
Instead, it became what’s for dinner tonight?
52:08
And so, we had them demonstrate the conversations they were going to have, and Hamilton health care system.
52:18
This is really kinda diabolical where it had them in Step six lists, the behaviors they would expect of their fellow co-workers.
52:27
And in Step eight we had them rank themselves on those behaviors and then tell us how they were going to deliver what they needed to work on some more.
52:39
And that was really powerful, too.
52:41
So, again, it’s takeaways, and before entertainment orientation, we had them pledge to deliver the mission. And, of course, Mickey came in the room.
52:52
What’s not to like about that? And I realize you don’t have a mouse at your disposal.
52:57
Well, hopefully you don’t have a mouse or to disposal, but …
53:01
diplomas, some sort of pledge, some sort of promise to go out and do it.
53:08
It is a nice way to close.
53:10
Now, to recap, step one, make an unexpected. You don’t share the content. Step two.
53:17
Lead a discussion about what just happened.
53:19
You and, in that discussion, lead them to digitalize the subject.
53:27
Step four then, is to teach the concepts, not the details. Step five, Test for understanding.
53:33
Step six, Present, what if problems are solved and here they can get into the details. Step seven: Impersonal.
53:40
Encourage personal application, Step eight, Celebrate their learning success.
53:44
The question you might have is, how long does this?
53:49
And the answer is, it depends.
53:53
You can actually, if you have a program that has four content areas, you can do this wheel, as I call it, for each of those content areas.
54:05
While all the entire program is also a wheel, as well, you can use, this can be a day. It could be an hour. It can be two hours. It can be four.
54:17
It’s, the point is not to get tied up.
54:19
Now, I want to close out by giving you a fun example.
54:23
We have this problem. I’m going to stay here from that. We have this problem at Animal Kingdom, where they wanted the animal programs.
54:31
People wanted the logistic characters to know facts about the animals.
54:37
one of the facts that they were most scared about was why did the gorilla throw boop, at me?
54:45
Turned out not to be a problem, but we were extensively trained on one side.
54:49
So imagine some child comes up that Mickey Mouse and says, Mickey, why did the guerrilla movement? It’s just not gonna happen.
54:57
But everybody had to have a conservation message at Park.
55:02
So I put this together because all the characters learned something called Camp many, Mickey.
55:07
And the people that worked there were called Camp Counselors.
55:12
So this was the Camp Counselors field trip.
55:14
It took place in the early evening, as the sun was setting.
55:18
We hiked through the woods.
55:20
We did suppose that morning stretches in the morning stretches, where a thick YMCA only it was.
55:25
When your arms, you are making camp many, Mickey and then book on his hand, this way of saying hello, where she waved her arms in certain way. So you’re doing marketing stretches. We pass that hot chocolate. We had everybody sit on a blanket in this little kiosk and close their eyes and listen to the sounds. They hear natural sounds, and they heard machinery because the parched blows in the housing of pavements going up.
55:50
So he asked them, which was better, natural versus man-made.
55:54
And of course, they said, natura was better.
55:57
We sent them out into Camp …
56:00
to sketch some something in nature that’s a really liked or something about Camp, they rely, They came back, they showed us our sketches by this time. It was getting dark.
56:09
And we lit Steno and we had flashlights.
56:14
And we share the roles and responsibilities of the camp counselor.
56:18
And Step five, we went to the wishing the Well, not a wishing well, but awhile in the camp.
56:25
And we laminated cardboard cutouts of fish with Meg, and we take magnets to them. And we got a bamboo pole with a string on it with a magnet.
56:38
The annual edition to the well and pull out of fish and on the back of the fish was the question, and if you can answer the question properly, you kept the fish.
56:47
If not, somebody else could steal it from.
56:52
Discovering various facilities at the camp, the scavenger hunt, if you will.
56:58
And then step seven, they had an answer questions that campers might ask and we told with the …, now completely dark, we told scary campfire stories, scary stories, or actually guess complaints. So they had a flashlight under their children’s as, it was a dark and stormy night and this guest approach. And Step eight they shared the application of what they would do with the material. They took a campers pledge kinda like the Boy Scout pledge and we roasted marshmallows.
57:32
This program was one that people asked if they can take again and it may the conservation message.
57:40
Jermain then a very fun, engaging way.
57:46
Now in closing I have two questions for you.
57:50
Is your content so good that you would give them a ticket to your program, to somebody you were respected and admired.
57:59
That’s question one.
58:01
Question till is, if the answer is no, then what are you going to do about it because something’s wrong.
58:11
Love Unset, do what you do so well, that, you know, you want to see it again. And bring your friends.
58:17
And that’s the key point.
58:19
So given all that, what ideas can you apply from what we’ve talked about today?
58:26
Sarah, take a few seconds there, think about it, and type your answer into the questions box, and we will share some of those answers that we’ve received today.
58:39
Alex says, Jump into an activity.
58:44
Mike says, Align activities to purpose.
58:47
Stephanie says, Make it fun.
58:51
Briny says, Use this model as a guide.
58:54
We find the emotional hook, have them visualize a solution.
59:00
Salih says, don’t start with agenda and objectives.
59:04
Surprise them at the starts.
59:07
Kate says that live the learning, instead of talking about it. Joslin says, Use the SME cheat sheet to keep content to a minimum.
59:15
We don’t overreach, teach concepts, not details, Encourage personal application, Use drawling, make it interactive. Matt says, focused on the hook. And then we have tie intros to an activity brief. Yeah. All. That’s all that good stuff.
59:34
Your content doesn’t need to be a lecture. You can make it fun.
59:39
You don’t need to resort to off the shelf activities. Your activities should closely align with what you’re doing. OK, so, how can you continue the learning?
59:50
Well, my kind of like a mouse book.
59:52
It’s not about this, but it lays out how to have a Disney inspired organization.
59:58
I have a newsletter every every other week. Mickey Snap comes out. It’s, it’s like a one page chip report female, don’t sell anything, not pushing, I think it’s just information on what they’re doing and how it applies to you.
1:00:12
Most Van Consulting is, is my moniker for helping with instructional design particularly for coaching and consulting practices.
1:00:23
And of course, all these HR DQ, you webinars are really, really valuable, and I know Sarah and I haven’t figured out when I’m up next.
1:00:32
So we’re going to do that soon, and certainly, you’ll hear about that when that happens.
1:00:39
Well, great, thanks Lana. Here does bring us to the top of the hour. If you are interested in receiving your HIV key use Certificate of completion, you can scan the QR code on your screen to get that, today. That’s $5 there. And we will follow up with that certificate of completion there. And thank you so much, Len, for such an informative webinar today.
1:01:02
I’m glad to do it.
1:01:03
And is assuming that you will go visit or sometime and see, see how the training has worked there. I only have one thing to say, one final thing to say, Sarah, and that as well.
