With 30 years experience in L&D, Krystyna has been training trainers, facilitators and subject matter experts as well as line managers since 2008. Noticing a lack of experience and skill in the area of needs analysis drove her to write her book 'How to Not Waste Your Money on Training'. In it she applies all of her knowledge and skills from the last 30 years to gently guide people to a more data driven, focused approach to L&D.
Krystyna is a consummate professional with a passion for helping people perform better through learning. She is a member of the CIPD and has delivered professional CIPD L&D qualifications. She is also a fellow of the Learning and Performance Institute.
With her background as an engineer, Krystyna applies the same process thinking to L&D as she did in her former career. Having moved from engineering to IT training, she spent years learning her craft firstly for IBM and later as a freelance IT trainer. This gave her great insight into how to make dry and technical training more dynamic and impactful.
A move into soft skills training in 2003 led Krystyna to research accelerated learning. She was particularly drawn to how learning could become more engaging as well as impactful. A frustration with the many models and theories within accelerated learning prompted her to create a signature system ‘Five Secrets of Accelerated Learning’, which simplifies all relevant theories and models for those curious about accelerating learning through their organisations.
Krystyna’s focus is always on achieving business results in a creative and inspiring way. Through Five Secrets, she helps people make this structured and simple. A curious mind drives her to seek new innovations and consider how the latest research can be applied. She is a pragmatist with a thirst for learning and sharing with others, with the ultimate aim to elevate the L&D profession. Finding the right data to inform good decision-making is a must in her eyes.
Since 2008, Krystyna has been training trainers. Noticing a lack of experience and skill in the area of needs analysis drove her to write her book 'How to Not Waste Your Money on Training'. In it she applies all of her knowledge and skills from the last 30 years to gently guide people to a more data driven, focused approach to L&D.
My discussion replies
Without getting into a debate about icebreakers and their usefulness (or what they should be like or soft skills)... I would love to know then how you prepare your learners to learn and get them into the right state for the day(s) ahead?
In my experience, setting expectations, being clear on the objectives and getting the learners acquainted can really help learners who may be nervous about any aspect of the experience to come. Any activities I do, are always linked to the learning that is coming.
My soft start to a day begins with people coming into the room with a cup of coffee or tea, adding their own objectives to a flipchart. Looking at the resources and posters, introducing themselves to each other. During this time, we chat about the overall objectives, the agenda and clarify any expectations. After about 20 minutes we are usually to start with the first activity.
I would not dream of telling you or anyone to have fun......... I may suggest it is okay to have fun for the reasons I stated above....have great day......
I have lots of ideas but it would be really helpful if you could share the learning outcomes/objectives for the session and then I can give some focussed ideas.
......Steve......we can have fun in training, the brain releases dopamine into the blood stream when we do and keeps us engaged.......we need to distinguish between being "child-like" where we explore, create and discover and "childish" where we do games and exercises just for the fun of it.....don't make fun a dirty word.....
I am really enjoying this discussion and glad to see common sense prevailing. I think Donald Clarke was being provocative in his use of the word "boring". Of course learners will not be engaged if the objectives are not relevant to them or the business.
I have long observed that many trainers do not engage their stakeholders to determine how the organisation will benefit from the training. This leads to "woolly" and irrelevant(or "boring") objectives. They further shoot themselves in the foot by using such words as "understand" or "know". They also fail to realise that learners are also stakeholders.
So here is the thing, all trainers should be able to set aims, organisational objectives, performance objectives and learning objectives and know the difference between them. If anyone is interested in those differences, I wrote a blog some months ago about those definitions.
When writing the objectives, the verbs you choose are critical, as is knowing the difference between verbs that can be used to write objectives for knowledge, skills or attitudinal learning gaps. Eliminating "woolly" verbs has to be a priority. make them specific. I am a real anorak on this subject and welcome any comments on a short video I put together on writing objectives using Robert Mager's framework.
My last word on this subject for now will be on about how to make it engaging, when sharing the workshop objectives. These days I opt for the objectives being on a flipchart and over coffee and introductions, the learners are invited to add their own objectives along side of them. This way they know explicitly what the organisation expects them to learn, but also that you as the facilitator want to meet their objectives.
The best organisations, in my humble opinion, involve the learners at the needs analysis phase and find out what they think they need to know. This way they acknowledge that learners are also stakeholders and that the objectives are best when they are both business focussed and learner centred.