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Hi, everyone, and welcome to today’s webinar, Drips Bots and Blogs: Non-Traditional Methods for Spaced Learning, hosted by HRDQ-U and presented by Shannon Tipton.
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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, please type them into the question area on your GoToWebinar control panel, and we’ll answer as many as we can during today’s session.
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Today’s webinar is brought to you by HRDQ-U and Learning Rebels. Learning Rebels creates solutions that drive business results through non-traditional training solutions. And for today’s webinar HRDQ-Uregistrant’s, Learning Rebels is offering a 10% discount on select products at learningrebels.com. Shannon will speak a bit more about that today as we get into our webinar.
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And today’s webinar is presented by Shannon Tipton. As owner of Learning Rebels,Shannon is a skilled Learning Strategist and international speaker, focusing on learning disruption.
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Shannon has over 25 years of experience developing successful infrastructures and providing upskilling for L&D departments in North America and Europe.
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Recognized as bringing real-world expertise into the learning field. Shannon develops frameworks and tools to support learning technologies, micro learning, and learning risk for reinforcement to ensure business results. Thank you for joining us today, Shannon.
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Well, thank you for having me, It’s such a pleasure to be here with you and with your audience.
1:36
I’m really looking forward to having this conversation today with everyone, and, as, as Sarah indicated, in the question box is where I’ll be looking for some of your chat answers, and I’m going to start off with a simple chat question for you today.
1:53
Our topic is about Space Learning, drip feed learning.
1:57
What I’d really like to know is, are you familiar with the concept of drip feeding?
2:04
Are you using it in your organizations? This is something that you’re like, Well, we’ve done it, but I’m not sure if we’re doing it right.
2:12
Um, You know, any sorts of feelings like that, I’d be curious to see that.
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And you can put that into the question area there of your board.
2:21
And I see, No. I see we’re just trying it or not familiar with it, which is great, because that’s why we’re all here today. And today is going to be fairly interactive. I do have a handout for you. We’re going to go through that, and to start off, here, you see all of my information in front of you.
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We’ve got my Twitter, my Facebook, my LinkedIn, my e-mail, my cell phone.
2:48
Though, if you need to reach me, because you have questions about the content of today, there is absolutely no reason why you can’t get ahold of me unless that Zombie apocalypse has finally hit, right? So, there you have it. And I really hope that you do connect with me via LinkedIn.
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And ask me those follow up questions that perhaps you didn’t get a chance to asked today.
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All right, And so now, one of the big questions that I get is, Can I get a copy of the debt? Yes, you can.
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And as a matter of fact, if you scan the QR Code on your screen, you will get an e-mail will pop up and just send that e-mail directly to me.
3:29
And what will happen is you’ll get my bounce-back message, my out of Office message, and it will give you a link either to a Dropbox file or a Google file.
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And either one of those will take you to the resources for today, and that way you’ll have them.
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It also takes you to, within those resources are the handout, as well as the debt, as well as some of the tools that I like to use for learning reinforcement and creating micro learning elements.
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So you will have all of that with you when you scan that QR code.
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Now, in the question box again, let me know if you were able to access it, and if that QR code indeed worked for you.
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I want to be sure everyone has the tools that they need, but we will also be putting the, we also have the handout loaded for you to be able to access.
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Yes, and you can access that handout on your control panel under the Handouts drop-down there.
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Excellent, thank you.
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So in that question panel, let me know, did the QR code work for you? Are we good to go?
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I don’t want to move on unless you all are ready.
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Let’s see. What have we got?
4:57
All right, I’m going to with that, OK, then off we go.
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I’m changing this slide now.
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So if you haven’t grabbed it, that’s OK. Like we said, we’ve got the handout ready and willing and able for you. So here we are.
5:18
Welcome to a new way of learning, and it’s really not a new way of learning, is it?
5:23
It really is the learning that we have become used to because the workplace has changed significantly due to the events of 2020, Right? And we needed to adjust. We needed to flex. And we do what L&D professionals do. Best, we were able to think outside of the box.
5:42
We were able to pivot, and we were able to adjust, you know, for working remotely, and now able to work, hybrid in some hybrid areas.
5:52
Now, what may change, though, is how do we approach this?
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Because, right now, with all the tools in front of us, everyone is feeling overwhelmed, Right? Does this look familiar to you? Is this something that?
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no you’re like, yes.
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I feel this is something very familiar, right? Especially now with all of the ways that we have to communicate with each other.
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We’ve got, you got Slack or teams.
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Now, Zoom has a community element to it. WebEx has a community element to it. All of these tools that are out there now have ways to contact us.
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And that may or may not be a good thing depending on your workplace. Not to mention, we’ve got, we still have e-mail, we still have text messaging. So we have e-mail that is coming from everywhere.
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We have messages coming 20, 47, and it’s easy to feel overwhelmed.
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So, hopefully this feels familiar to you, you know, you you’re like that little boat headed into the waterfall.
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So what do we do about that, right? Where do we go from here?
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Well, the problem is that there’s nowhere to go from here. You need these pieces of information, These connection points are not going to go away.
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So now, the matter, the question really is, how do we stop?
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And think about the disruption that we might be causing, and the workflow anxiety that we might be creating?
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Because we all know this feeling, you get an e-mail, and you have a new course that’s been assigned to you through the LMS. And people are thinking, do I have time for this?
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And most likely, they don’t.
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So how can we stop the disruption?
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How can we stop creating anxiety? How can we make learning that’s more engaging and really does dive into the curiosity factor that people naturally have?
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Well, part of this is about developing learning, reinforcement, modules, and space learning modules. We really want to create learning that builds up curiosity and not be burdensome to the people in your organization.
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And so today, what we’re going to cover is the what and why behind drip feed content.
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How do we go about planning the content and some of the tools that we can use to make this easier for everybody.
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So if you’re ready to rock and roll, so am I So let’s get to it, right?
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So let’s talk about the what and the how of providing drip feed content.
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First off, what is a drip feed? So let’s level set our definition here.
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So when we talk about drip feed learning, just feed learning is scheduled delivery of chunked content to support spaced learning. And when we think about space to learnings, based learning is the concept of breaking up your larger macro programs and spacing them out.
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So rather than having a three day session, maybe you have a one day session with bits of drip feed in between, and maybe it connects to a virtual session afterwards, right? So now, we’re spacing it out, and we’re allowing for people to process information in a more coherent fashion. So, we don’t.
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Well, so we don’t bring all of this cognitive overload into their brains, and that’s what we want to avoid.
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So, drip feeding is going to help us with that.
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So it’s also a powerful strategy for keeping people engaged and curious about what comes next and the learning journey. It’s not unlike a movie trailer, right?
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You know, they, they grab on to our curiosity about what’s going to happen with the movie that’s upcoming or what might be happening with a sequel. Same thing when you read a book.
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A good book propels you through the pages, because you’re curious about what’s going to happen next. Drip feed learning can do exactly the same thing for you. And that’s why we always suggest that you treat your drip feeds like a story.
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You start by creating anticipation and building momentum to gain and keep interest. And how do you do that?
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Well, I’m going to talk to you about how we do that here in just one second, by using the template that you have in front of you, or that you’ve got when you scan the QR code at the beginning of this session.
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And thinking about treating Drip feed like a story.
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You know, a lot of times, we we do advocate for keeping learning short and small, and a lot of times that’s because we claim that attention spans are small nowadays.
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To a certain extent, that’s true.
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But I would also put in front of you the challenge that many of you are probably Marvell fans.
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Or, maybe you’re Lord of the Rings fans.
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And when was the last time?
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And if you’re a Lord of the Rings fans, you probably have done this.
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You’ve sat down with your morning coffee and decided to watch all of the movies, right? And you had snack, then lunch, and then dinner. Why? Because that’s a nine hour adventure.
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Yet, we do this, because we’re interested, and we’re engaged in those movies, those movies compel us.
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Right, So when it comes to attention span and learning for attention, people pay attention to what they’re interested in.
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So it’s up to us to create these drip feeds that build in interests, that build curiosity.
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Not that we’re going to put nine hours of learning in front of people, but know that when we build interesting and relevant content, people will pay attention.
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So that’s on us and that becomes the reason why treating your drips like a story becomes really important.
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Because what it does is that it empowers the learner.
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So when people get a drip, they get one message on my, they get a lesson on Monday, maybe they get a lesson on Wednesday, and they get a lesson on Friday.
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And what this does, it allows the learner to reconsider some of the learning that’s going in front of them.
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It reframes their understanding of concepts or level sets, their understanding of concepts, right in between the lessons that they are receiving because the brain needs time two breeds.
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Right, so number two, it provides space, right? So, that space, that Monday, Wednesday, Friday, we now have space between those days giving us time to absorb what is happening. And like I said, it gives the brain breathing room.
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Because here’s what Bernstein by Deloitte tells us, they tell us that 1% of a typical Workweek is all that people have to focus on professional development.
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That’s 24 minutes a week.
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So, what does that mean?
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What does that mean for your learning in general?
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Right, so in the, in the question, in the question panel.
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Please put down for me what, what this means, so when people only have 24 minutes out of the week to focus on their professional growth and development. What does that mean for your training in general?
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In the question part in the question panel of what you have in front of you here on goto Webinar share with me what does that mean for your training when they only have 24 minutes a week?
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What does it mean for your training?
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Does, it means yes, it means that we don’t have a whole lot of time, dewy, We don’t have a whole lot of time for this, that you have to really utilize the time that you had, that it has to be quick, engaging, and memorable. It’s got to be seen as a priority, absolutely.
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Right, we’ve gotta be, and thank you.
14:43
You know, we’ve, we have to pay attention.
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two, what is happening around people?
14:53
Very good, very good. We have to, it has to be very targeted. Thank you for that, Aaron.
14:57
Absolutely, And it’s gotta be, we you.
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It says here that we’ve got to be short and focused or people will multitask and not pay attention.
15:08
I would also challenge that.
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It’s not necessarily short and focused or else people will multitask. It’s got to be interesting and compelling or else people will multitask.
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So, my hope here is that this webinar that we’re going through today is interesting and compelling enough so that you’re not answering e-mails on the side right?
15:29
And so that is our job as storytellers, is to bring that relevance in.
15:36
Yeah, and we have to chunk that content into the need to know, and that’s the powerful bit, right?
15:41
Is being able to put aside what it is or put directly in, what it is we need to know.
15:48
Because what can happen here if you think about the benefits of drip feeding, is that it’ll really does allow you as learning professionals to move with more flexibility and agility, because you can schedule, you’re learning content.
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In such a way, where if lesson, let’s say, lesson one goes out on Monday, and whatever happened in less than one. Maybe there was a video there that didn’t resonate, or maybe the lesson didn’t happen, like, you thought that it should, or you didn’t get the responses that you thought just you should.
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That means less than two. That might be going out on Wednesday. You can change that.
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You can change that rapidly because we all know that with e-learning programs, it’s not that simple, Right?
16:35
You’ve put out an e-learning program and now you have to change it, No, there’s problems with that, so this, this process of drip feeding allows you to be more flexible and agility, and agile. I’m sorry.
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As I said, it keeps people in the learning journey because they’re more engaged.
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It allows you to blend the content better, because you can incorporate videos. You can incorporate podcasts. You can incorporate infographics.
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So you can blend this up with a variety of different learning modalities that are interesting, two people.
17:15
one of the things that I’ve seen happen in with my past clients is is that they will create the drip feeds and they have an anchor to it.
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So maybe they’ve created a podcast series around a product and then with each drip feed lesson, incorporates a new episode of that podcast, right. So now we’re taking advantage of all the tools in front of us to prevent the cognitive overload and to create a certain amount of pacing that comes with.
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That comes with managing the information that people are receiving and also making it more interesting to them.
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So now, what I’d like to do is, Let’s talk about planning the content.
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And so, hopefully, you all have the template in front of you.
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So in the question panel, if you will just pop in for me, just a yes or no. Let me know whether or not you have this template in front of you, because we’re going to be working off of this template right now.
18:26
Yes, I see lots of yeses.
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Yes, Yes. Oh, good. Lots of.
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OK, and the You can download it from the handouts panel.
18:44
Excellent. Alright.
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And what you have in front of you with this template, Let me walk you through it real quick, is, you have directions on how to use the template.
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You then have a worked example.
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So you have a work example on page 2. 3, and four.
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Which shows you how to use the template, and then you have the blank portion on pages 5 and 6, OK, so now, number one, where we start with the first bit, And let’s start with page number two. Let’s look at our worked example.
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And so with our worked example, what is the question that needs answering?
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That means going deeper with stronger questions.
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Typically what happens is somebody comes knocking on our door. You tell me if this sounds familiar or not.
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Someone comes knocking at your door and they say, we need training yesterday.
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We need product knowledge training for our salespeople and we needed it last week and that probably sounds familiar to you.
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And being good L&D professionals.
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We typically ask, what problem is it that we are trying to solve? And this is true for any training initiative, right? Be it HR, safety, or leadership? What have you?
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What problem is it that we’re trying to solve?
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Now, what I’m asking you to do is, I’m asking you to think a little bit deeper and think about the question that needs answering.
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So if we had a sales director in your office, saying that, we need more sales, negotiation training.
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The question that might need answering is Why?
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Why are they struggling?
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Why are they not negotiating the way that they should be?
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Why is it that they might be afraid of price negotiation?
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Right? So it’s about discovering what really is the bigger question.
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What’s the question that is in front of us, and right now in the example what I have in front of you, is why?
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Why do people new to sales struggle with product or pricing negotiations?
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And so when we backed into this, when we do our typical root cause analysis. Think about the five Whys, right, why, why, why, why, why?
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And in this case what we’re landing on is why are they struggling?
21:35
So it may or may not be a training issue at this point because the question is why are they struggling, not, do they need negotiation skills? It’s, Why are they struggling with negotiation skills?
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Now, have you, Are you with me?
21:59
Let me know. Yes. Yes.
22:03
Does this make sense to you? We’re all good, Alright.
22:07
Yeah, it is similar to action mapping. Yes, Pedro.
22:11
By wise, yep, I’m a five Y kinda girl. Thank you Tanya for that.
22:16
So, yes, OK, so now that we’ve, we’ve asked the question, Why are they struggling, then what we have to determine here is, What is the skill that we want to develop, right?
22:32
So, in this case, I’m focusing on skill rather than behavior change, and you could also change this to, you know, what, rather than what is the skill, What is the behaviors that we’re looking for? But in this case, what is the skill?
22:45
When you think about drip feeding and the process of drip feeding, we want to concentrate each message with one particular action.
22:57
Right? So think about an e-mail.
22:59
If we did an e-mail drip, as I’ve used this example already, so one e-mail goes out on Monday, one e-mail goes out on Wednesday, one e-mail goes out on Friday, just for example.
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If we put everything into the e-mails, those e-mails are going to be so long and so convoluted people aren’t going to know what to do with them. So we need to focus on one particular skill.
23:25
OK, so in this case number two, my focus here was we’re going to focus on sales Negotiations Period. We’re not going to focus in on product knowledge.
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We’re not going to focus in on pricing structure We’re not going to focus in on any of those other areas that we could focus on We’re just going to focus simply on negotiation skills.
23:51
Now. Who are we going to focus in on?
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We’re going to focus this in on in this example less than 24 months, I mean, less than 12 months worth of experience, you guys tell me Why?
24:03
Why is it that we have a hyper focused audience on this worksheet?
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Why do you think that is important?
24:32
Yes. Knowing your audience current skills allows you to focus on the gap.
24:36
You can better focus the content, yes.
24:44
Why else? is it important to be able to absorb the information, yes?
24:54
Knowing the past, So they know where to go from here. Absolutely.
25:00
Everyone has a similar training baseline, that could very well be right.
25:05
Now, the reason for focusing on the exact audience here, is that everyone is going to have a different background.
25:17
So, training, giving negotiation skills training to a group of people who have been in sales for their whole entire career.
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It’s going to look very different than those who have been in sales for only a year.
25:39
So, we want to be sure that we are focused, hyper focused on what the target audience is, Because I’m here to tell you, training built for everyone benefits no one.
25:54
So we have to hyper focus and determine what training needs to go to what subset of people. Now, this may mean that you’ve got to create two different paths.
26:06
Maybe you create one drip feed path for rookies, and when drip feed passed to people who are more tenured.
26:14
But when you do it this way, you’re going to see a greater propensity for success.
26:21
OK, so that’s our hyper focused audience.
26:24
So our hyper focused audience in our example is less than 12 months of experience.
26:31
Now, the next part of this is what are the human based outcomes, right?
26:40
And the human based outcomes adress the big question that we are asking, so back on number one. So the human based learning outcomes address the question that we are asking in step number one. Hopefully, that makes sense to you. Now, what do I mean by human based learning outcomes?
27:04
So you’ll notice that I’m not saying learning objectives here. We’re all really good at writing learning objectives.
27:12
Well, what we really want to focus on is what are we expecting people to do after the conclusion of reviewing this one particular lesson that is in this one particular drip feed.
27:31
There should be an action involved.
27:34
They should be able to do something.
27:39
And so, when we think about human based, what we’re going to do is we’re going to say, the example that you have in your worksheet here is that the salespeople are going to be able to establish customer pain points to help match need, and generate more sales. So, the human based outcome here is to generate more skills. I mean, sales.
28:08
So, they’re going to establish customer pain points so that they can generate more sales.
28:17
The so that, and anything after those two words are the target.
28:24
That’s the relevance. That’s why they should be paying attention.
28:28
Because if they can mastered this one particular skill, they will be able to do this. They will be able to achieve that. And, in some cases, it might be because you’ll be able to make more commissions. There’s nothing wrong with putting that there.
28:46
If you, if you can connect customer pain points to the customer, you will generate more sales, and you will build more commissions.
28:56
Nothing wrong with saying that, that’s the human based part of this, work, connecting, learning, to the heart, and to the brain.
29:09
This is why they pay attention.
29:16
OK, and, I’ve lost track of my, where I was hearing I’m here. With number four, you need to have ongoing interaction with trainees to measure, the training is effective. Absolutely, you do.
29:29
And so the measurement of this after you when you’re planning your drips, you need to think about how is it that we’re going to see success.
29:38
Seeing success might be seeing the increase in sales.
29:41
It might be, are our, our salespeople making more commissions, that might be a measurement of sales success.
29:51
You need to tie that into whatever, in this particular case, you need to connect that to whatever the sales goals are, right, and that’s how we’re going to measure success. But what we also do here is that we continue this process of generating human based learning outcomes.
30:10
So the next example that we have in here, so you see right above the box, it says 4.1.
30:15
I’ve got the human based learning outcome, but right next to four point when it establishes what the need is and the need for the person, The need for the person is that we need to be able to connect the needs. So right now, the salespeople are unable to connect the need.
30:38
In 4.2, the salesperson are not confident in the product.
30:43
In 4.3, they have their, they’re not able to, to create strong relationships, So once we identify the need, which is essentially the skill, right, that one skill that, that one drip feed is going to address.
31:02
Then that’s how you’re writing your human based learning outcome. You’re attaching it to that.
31:07
So the skill here was the ability to connect the needs, are human based outcome, is, establish customer pain points to help match the need and generate more skills.
31:18
Are you guys with me? Is this making sense?
31:31
Let me know if you’re with me.
31:35
Good. And in some way, some of you may be thinking that this is linked to writing Terminal objectives, and it is, to a certain extent, only we’re making them very, very personal.
31:47
Terminology active might be, Well, we want to make sure that they don’t fall off the bike unhurt know that they don’t fall off the bike. In this case, the human based outcome is that they don’t fall off the bike and hurt themselves, right. So, we’re adding this human element to it.
32:05
Yes. And I, I have not moved the slides, because we’re going through these four steps together, so bear with me.
32:12
As a matter of fact, I’m going to move them right now.
32:15
So now, it’s your turn to think about this.
32:19
So, when you think about planning steps 1 through 4, what I’d like you to do is think about a project that you have right now, a project that you need to work with, or that you are currently working with.
32:35
So if you think about a project that you’re currently working with, what might be a question that needs answered.
32:42
So think about a project that you’re working with, a safety, leadership development.
32:47
Something that might sexual harassment, something to do a D&I.
32:51
What might be a big question that your project is asking?
32:58
If you go back to our template here, what’s the question that needs to be answered for the efforts to be successful?
33:07
Somebody give me a question that you think your project might be leaning on.
33:30
So, there might be a question that says, ah, why are managers uncomfortable or afraid to do human rights investigations? I like that a lot.
33:41
That’s a really good question because we’re focusing not on why they aren’t doing the investigations, but why are they uncomfortable? Why are they afraid?
33:52
That’s the question, and that’s what some of your drip feed could be addressing is, how to alleviate that uncomfortableness out to alleviate fear.
34:05
How to address fear.
34:07
So that’s really good question to start off with.
34:12
So thank you for sharing that with me. I know the rest of you can’t see that, but I see it so thank you for sharing it.
34:19
OK, excellent, and so now if we think about that, if we, if we go with that particular example, why are managers uncomfortable slash afraid to do human rights investigations?
34:34
So what might be a skill here that we need to focus on?
34:40
What’s one skill that we can provide that might help people with not being comfortable or having fear of conducting, let’s not necessarily say, human rights investigation’s.
34:55
Let’s just say, any sort of investigation. It could be discriminatory. It could be hostile work environment. It could be any of those sorts of investigations that need to take place.
35:07
So what might be a skill that we could give people to help with that?
35:14
OK, how to do interview. How to have sensitive conversations, right? Yes.
35:19
How to do those interviews alleviate the fear of the interview itself?
35:25
Sensitive conversations. Absolutely. Some people are afraid of that.
35:29
They’re conflict adverse, Right. Very good, OK, you guys are all on the right track with that.
35:35
And so now, if you think about your target audience, is there a target audience here?
35:43
Because you don’t want to give this training to every manager, what managers might benefit the most?
35:52
Oh, I like that you, Carol, thank you, had to ask non-judgemental questions. That’s a, that’s a good skill as well.
36:00
So, who’s our target audience going to be?
36:12
Great. Thank you for that. It would be helpful to put some parameters around that. Is it new to management? Or new to the company?
36:23
Managers, new to the role. Thank you under one year.
36:35
You, you could even targeted in a completely different way. You might say, met line managers who have XYZ types of responsibilities.
36:44
Right? So maybe you’ve got managers who are working in high stress environments.
36:49
So maybe you want to focus those on that particular subset of managers. So you can look at this by tenure.
36:55
Or you can look at this by role, right? Managers that might be new to investigation. Exactly, Maybe these, these people have this particular job criteria added to their job role. So now we need to address that.
37:09
Great way to think about this.
37:11
All right. So let’s roll forward a little bit more.
37:13
Give me one human based learning outcome.
37:22
So we got, Why are managers uncomfortable or afraid to do investigations?
37:27
A skill that we may give them, is how to do interviews, or how to have sensitive conversation, how to ask, non-judgemental questions.
37:37
The focus of our training is going to be managers new to the role under one year, and perhaps new to investigations in general.
37:52
So, we’ve got all of this nicely framed out, well done you.
37:56
What might be a human based objective?
38:12
You’re thinking about the, So with that, they’re going to do this so that participants will conduct interviews that are sensitive to D and I So that what, yes, this is the hard part, yes, you are, right. This is the hard part.
38:33
They’re going to be able to conduct interviews that are sensitive to D and I So that what, what’s the benefit to the manager if they complete this training?
38:51
So, that managers become more confident in conducting interviews, OK?
38:58
You’re going to become more confident in conducting interviews, so that less disruptive to team dynamics, that’s a good one.
39:07
Because now you’ll have more, you’ll have a more cohesive team that is subsequently more productive and more engaged.
39:17
So that he is not afraid, OK, that’s fair.
39:20
So you then can go in with confidence.
39:25
So that, so that you are more effective in your job role.
39:30
Excellent. So when you start thinking about that, so what or that.
39:35
I’m sorry, the, so that question, hopefully now you see that relevance becomes critical.
39:46
You’re helping the managers understand how this training, this drip feed.
39:53
In this case, it’s going to help them.
39:56
And because they understand how this is going to help them, they are then more in tune to what is happening in front of them.
40:05
Good job, good job.
40:07
Now, the rest of this template focuses on resources.
40:15
Excuse me. So step five is all about the resources to support the learning need.
40:22
So what you see here is, you’ve got three columns. It says outcome number 4.1.
40:29
So, outcome number 4.1 on our template was established customer pain points to help match the need and generate more sales.
40:38
So, now, what are the resources that we’re going to put into our, let’s say, e-mail.
40:43
So, R, our drip feed e-mail, that’s going to address this human based learning objective, which is going to address the skill of being able to connect the need.
40:55
The resource that we’re going to plugin here is a video on four different types of customer pain points.
41:03
Another resource is a script to help them work with each type of pain point.
41:09
And lastly, A, we’re gonna give them a link to a podcast episode. That came from somewhere else for them to listen to. So, now they’ve got three resources.
41:22
Those three resources connect to the learning need, which connect to the skill, the one skill that we’re hoping that they’re going to leave with that connects to the big question.
41:39
Are you guys with me?
41:59
Sure, you can absolutely, this is just an example, Dalla, Do you can add additional information in here?
42:07
Just remember, don’t bloated up too much.
42:09
It becomes really easy to go, oh my gosh, this article, this research paper, that blog this video? It’s super easy to say, oh my gosh, I have all of these wonderfully curated resources to put in.
42:26
The key is moderation.
42:28
So think about the resources that are best going to help move the learning forward and then you can put additional resources maybe in a and a teams channel and a slack channel or somewhere else where resources can be gathered.
42:46
Excellent, OK, good job.
42:49
And so as as you see here in front of you, these are all of the different types of resources that you can curate to help you achieve your goal of building that one particular skill.
43:03
All right, now, something that I’d like to touch on that we haven’t touched on here when it comes to drip feed, is about planning the engagement and getting people involved.
43:15
So you can very well do this.
43:16
I’m going to show you how here, in the next little bit that we’re moving into, but planning, engagement, putting some sort of social construct around your drip feed’s does become important.
43:28
It’s not necessary.
43:31
You can do a drip feed application without having a social construct built into it, but I highly recommend it because it’s in the conversations, it’s in the practice that makes the learning come alive.
43:44
And these are the different sorts of engagements that you can plan for your gyp feeds.
43:51
You can do critical observations, like work observations or action learning set, You can do debate’s, you can have, you can do some analysis of data together.
44:04
You can create reports together. You can synthesized some data and create a report based off of it.
44:12
So, there are a variety of different engagements that you can build into your drip feeds.
44:21
So now, let’s talk about how that all works. How does this all tie together?
44:25
So, here are some of the tools that you can think about.
44:28
Well, first, I’d ask you to think about the flow.
44:31
How will one lesson flow into another?
44:34
So, when I do this for clients, what I do is I build out a template and so, and the template says this is going to be the first drip feed and maybe we haven’t decided on whether or not it’s going to be a chatbot or a blog or an e-mail yet, but that’s OK, But, first, you need to decide on what the flow is going to be.
44:52
So, the first drip is going to focus in on XYZ. This is what we think it’s going to say.
44:58
These are the resources that are going to be involved, right? Because remember, we’re telling a story, So that means you have to have some narrative in this.
45:07
So you’re planning that story out, and you’re thinking about the flow.
45:10
How does the first Drip feed link to the second one, which kind of links to the third one?
45:16
Right? Because we want to build curiosity, we want to build engagement.
45:21
You want people to close, drip feed lesson number one, and really be looking forward to drip feed lesson number two.
45:30
So you have to think about that flow.
45:32
So here’s an example for you.
45:34
So e-mail as nudges, and I’ve put an example path for you on page four of your of your handout.
45:44
So here is like a sample schedule of what you might do. It’s, it’s fairly simplistic.
45:50
But I think you get the idea of what we’re trying to convey here.
45:56
So, first off, you determine what the anchor is, and the anchor is what are all of these e-mails linking back to?
46:05
So, it might be a live class, a live, face-to-face class that you might have hosted.
46:10
It might be a virtual class that you have hosted, it might be a webinar, it might be, it might be a book, There’s got to be an anchor.
46:19
So what is it that people have originally absorbed and now you’re carrying those lessons forward, right? So, what’s the anchor? That’s going to hold this all together? And so, as you see here in front of you, We’ve got this paste out.
46:37
So the the first week that the Drip goes out might be a review.
46:42
So let’s review really quickly what our anchor session was.
46:46
As a matter of fact, here’s a little five minute video of the webinar that you just participated in, or here is here is the handout that you received during that live class and in case you misplaced it, here it is again so you have this area of review.
47:04
Then the second week you might have a practice activity.
47:08
And then the third week you have some sort of application.
47:11
So, maybe what’s happening is you have a practice activity that is so low, and then in the third week, perhaps you have opened up a mentee board or a mural board, or maybe a channel in Teams or a channel in Slack where people can share relevant application.
47:31
So in this case, let’s say if we, if we go back to sales.
47:35
So maybe they had a practice activity that had them creating a video of themselves, working through negotiation tips.
47:45
Week three has them uploading that video, perhaps to a teams channel, where we can do some peer review.
47:54
Alright? And then Week four, we can also do some additional peer feedback. So now you’ve taken the peer review. That was in Week three, you applied it, and then you upload another video for a week or, and there’s more feedback.
48:09
And so this is if we have a social construct attached to it. Now, if you’re doing this singularly, you can do this as well. Maybe they send this video to their manager or their supervisor, or maybe it’s for them to review one-on-one. And they have to keep a journal as to how they’re making improvements. Right?
48:27
So there’s different sorts of activities that you can plan out, and maybe at the very end, there’s some sort of capstone project, right? And that takes over the course of five weeks.
48:39
Any questions about what you’re seeing here in regards to e-mails as nudges?
48:54
OK, thank you, I’m glad you guys are connecting with this.
48:59
Thank you for the comments. Good.
49:01
Alright, so let’s move to another example, so here’s another example.
49:06
So we have blogs, and I’ll put that in air quotes.
49:10
Blogs, to build conversation So, now, let’s say in this particular example a blog doesn’t have to be seen as a blog, now you can use WordPress or Blogger or any other sort of tool all you’re doing is you’re writing an article?
49:28
The benefit if you use a blog template, is that people can comment directly there.
49:36
So, let’s say, again, you have your anchor, you’ll always have to have your anchor, Do you have your anchor, your first blog?
49:44
Remember, blog is a welcome. So, you’ve got a welcome and introduction. You’re setting expectations.
49:51
You’re telling people what the bigger purposes, so you’re introducing them to the concept.
49:56
Maybe your second blog then is a reinforcement assignment.
50:00
So maybe there was a case study that went with your anchor program.
50:06
And so now, this is an opportunity for people to review the case studies.
50:09
And in the comments, they can post their comments.
50:14
You can link those comments to a Mind Map, where people can go, and they can mind map their comment, and bring that link back.
50:23
And blog number three, rather than it saying a chapter review, maybe it’s a, in the case study. Maybe there’s a section review.
50:33
And so they’re together. So now, you’ve got a lot of people. You got a lot of eyes on this blog. So everyone, in essence, is working together.
50:42
And so you can have people comment on different sections and make different observations and maybe do an analysis there.
50:50
And they can put those comments into a Google Doc or a Dropbox chat.
50:57
So you can put it in one document where people can build on ideas, right? So now you’ve got this sort of to and fro happening.
51:07
And then maybe on blog number four, what happens is, we’re going to create a full mind map, about this case study.
51:15
Everybody’s comments, everybodys, input, and then we’re going to capture that final image, we’re going to post it, you’re going to do some peer review. So maybe you’ve broken people into groups and they’ve done this assignment by groups and then you can do some peer review.
51:33
Yes. And you’re right There is there’s a lot of upfront work here. There’s a lot of planning that goes with this, but if you think about it, it’s also very flexible.
51:42
So, let’s say you did your first two blogs and you didn’t like the direction that it went in.
51:49
I don’t like this direction.
51:51
People don’t seem to be getting the concept of what I’m trying to put in front of them.
51:56
So now Blog hashtag three before it actually posts, you can make changes to that.
52:02
You can change the video. You can change the text. You can change the tone.
52:07
Right? So now, you can make adjustments on the fly. That way, you really are ensuring that you have relevance here. And that people are still engaged.
52:17
And they get the point, right. So it becomes much more flexible for you.
52:23
Now, the last one is about chatbots as reinforcement.
52:28
So you can use chatbots as reinforcement. So if you scan the QR code there, you have an example of that.
52:34
And the key with chatbots is, one. You don’t need a degree in computer science to make these happen anymore.
52:40
There are plenty of programs out there that can make you, that you can use to create a chatbot that’s going to go directly to their phones, or directly to Teams, or Slack.
52:52
You can make them go as a web widget.
52:55
And there’s, it sounds difficult, but it really isn’t, and there are plenty of companies out there learning rebels’, we write chatbots for people, there are tools out there that are out of the box, tools like mobile coach. So, there’s plenty of tools to make this sort of happen.
53:16
And this here is, you’re putting learning where people spend their time.
53:21
When it comes to e-mails, it’s hard to get people to answer e-mails and to open e-mails.
53:28
But when you think about text messages, Steadies tell us that when people receive a text message from someone that they know, that text message will be opened up 98% of the time, 98%, You don’t get those sorts of averages. With e-mail.
53:46
What happens is that, with the chatbot, you can put links to that blog, links to resources.
53:55
So, you can tell a story through a chatbot and it really does become a really cool way to reinforce information.
54:03
I’ll turn it. Alternatively. Here’s another example. So, this is a mobile app as job support. So you can scan this, and you see an example.
54:12
And so this works in exactly the same way. What you see when you scan this, is sort of a mini website that we’ve created.
54:20
So you have this mini website that looks like new hire orientation, and a new hire orientation. It’s got some resources. It’s got some information that’s important to them when they first start their job, et cetera.
54:32
But use your imagination.
54:34
Think if this mobile app were solely dedicated to sales negotiation skills.
54:42
And the back end of this app, which is something that we also do as an organization, we create this mobile app for our clients, is there’s also a little learning management system that sits behind it.
54:55
So, we know who, who is accessing the app, who is accessing the tools, who’s accessing the research, who’s doing the work, right?
55:03
So, you can think about this not only as job support by role, but job support bice Jill.
55:11
And right now, skill is a very important thing upskilling reskilling outselling something that’s very critical to organizations right now. So, you can create this sort of mobile app and drip feed information by skill.
55:27
Yes, and you could.
55:28
So, Sonia, I see your, I see your, your question in here, and you could absolutely let them select how they want to be engaged. Absolutely.
55:38
So, that, it takes deeper planning to do that, but, people like choice, and if you give them the choice, the more engaged they’re going to be.
55:45
So, Yes, absolutely.
55:49
Let’s talk about Augmented Reality a little bit.
55:52
So augmented reality, we’ve got, if you scan this, there are the instructions for you real quick.
56:00
You scan that QR code, you’re going to click on, there’s going to be something that pops up that says launch.
56:08
You want to grant access?
56:11
You want to allow access for motion and allow access for your camera. I’m sorry this is These are some of the setup things that you kind of have to do. But once you have it set up, then you’re good to go.
56:20
And then, when the image pops up, there’s going to be a little box that says, Place, Select Place, and it pops up right on your screen. And then you can select Food or dance. And again, it’s about thinking about your imagination, right?
56:35
So what if your new hire scanned this AR code in a warehouse?
56:42
And in that warehouse, when you scan this Augmented Reality code, it led them to a video that showed them how to get out of the warehouse in case of a fire, or where to go in case of a tornado, right?
56:56
Or how to contact emergency services, or where to find IT? Those are some of the things that are really important to new hires, right? That’s important stuff to know, but they’re not going to remember that if you just tell it to them. And they’re certainly not going to be able to dig up a PowerPoint presentation, right? So these are things that become very important.
57:18
So, moving on, things to be aware of Here, Just be aware of these different concepts. You just want to be clear on your context and your goals.
57:28
So, the last bit for you, that I had before we leave here, is, I do have a special promo going. So, speaking of chatbots.
57:39
If you go to, To my website there, and there’s another QR code for you, we are selling a employee training essentials chatbot and, it’s only 1997.
57:53
And, that’s, if you want to try it individually, before you decide you want to purchase it for your organization or your department, but if you put into cube, coupon code H R D Q 10, that gives you 10% off, it gives you 10% off of your first purchase.
58:09
So, if you want to purchase five, it gives you 10% off of all five of those, so you have that.
58:15
And the next offer that we’re giving, the next offer that we are providing, is Learning Rebels’ hosts a Learn Something New Wednesday, every month.
58:29
And our Learn, Something New for October is with Rachel Burnam, and she’s showing us all how to sketch note.
58:36
And Sketch Note for learning something, something super fun.
58:40
And something really important when you think about how can we interjected new ways of learning to people. And this also gives you a 10% off coupon code to attend this, learn something new Wednesday. We’re learning rebel, so I hope to see you all there, as well.
59:00
And lastly, our coffee chat is free. And we actually have a coffee chat this upcoming Friday, which is all about sticky learning, sorted out what we’re talking about here. And we have this coffee chat every other Friday.
59:13
And then again, it’s free and all you have to do is sign up and you get the notifications that tell you when the coffee chat is happening.
59:21
So this week, we’re talking about sticky learning, and in two weeks, we’re going to be talking about sales training. So I hope also to see you at any one of these events.
59:30
And if there aren’t any other, I realize that we are at the top of the hour, But if you have any other additional questions, I’m here to help you answer them.
59:43
Great, thank you so much, Shannon, for an extremely informative webinar. And with that, that does bring us here at the top of the hour. I hope you are able to grab all shands information there as well and make sure that you register for next week’s webinar. You can scan the QR code on your screen and join me up for workplace redesign: seven strategies that leaders can apply to enhance EQ, and I look forward to seeing you all day. Thank you, Shannon.
1:00:12
Thank you for having me.
1:00:16
And happy training, everybody.
