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Comments for Cathy Moore

Let's save the world from boring instruction

Last Build Date: Thu, 12 Apr 2018 14:11:03 +0000


Comment on Mini-scenarios: How to help people recover from mistakes by Paige Gill

Thu, 12 Apr 2018 14:11:03 +0000

Agree with Marie - the examples really help operationalize the guidance - keep'em coming! Especially liked the guidance on avoiding the knowledge check - helps me recognize and rectify this "bad" habit....

Comment on Mini-scenarios: How to help people recover from mistakes by Marie Etzler

Wed, 11 Apr 2018 15:45:59 +0000

I really like these examples. It helps avoid the blaming. I don't want to be like the teacher pointing out what's wrong all the time. Please continue to give more examples. I'm working on the wording of questions and answers to avoid this punitive feeling.

Comment on Mini-scenarios: How to help people recover from mistakes by Nina Labitzke

Wed, 11 Apr 2018 15:23:50 +0000

Thank you for the explanation, Cathy. I get your points and it makes more sense to me now.

Comment on Mini-scenarios: How to help people recover from mistakes by Cathy Moore

Wed, 11 Apr 2018 09:08:30 +0000

Gavin, thanks for your concern. I'll update the copyright notice as soon as I figure out how. :)

Comment on Mini-scenarios: How to help people recover from mistakes by Cathy Moore

Wed, 11 Apr 2018 09:07:59 +0000

Nina, thanks for your comment. I see your point, which is valid for any type of decision, even a multiple-choice fact check: If we include a "dumb" option as an answer, we risk annoying our learners. My focus was more on two things: (1) Who faces embarrassment "on the job?" In this case, the real-world task is selling to a Martian, and the potential for embarrassment is doing something stupid in front of the Martian. In the first example, Bob is selling to the Martian. He's the one who could make the embarrassing mistake, and your job is to help him recognize & recover from it. While you could make a mistake in helping him, you're behind the scenes. He's the one who suffers the embarrassment on the job. In the second example, you're the one doing the real-world task, so you're the one who could make the embarrassing mistake. You're not hiding behind the scenes watching someone else suffer. (2) Are we offering a dumb option, or are we forcing the learner to do something dumb? If we include a "dumb" option in the advice to Bob, it's still annoying to the learner. However, it at least doesn't force the learner to imagine themselves doing a dumb thing in public, on the job, in front of the sales prospect. The annoyance is probably more like "The training person who wrote this included a ridiculous option that I obviously would never choose." In contrast, if the training designer describes *you* as doing something dumb, it's in public, and you had no option. You weren't choosing among actions that included a dumb thing; the designer *made* you do the dumb thing. This is more annoying, at least from my perspective.

Comment on Mini-scenarios: How to help people recover from mistakes by Gavin

Wed, 11 Apr 2018 08:34:39 +0000

Hi Cathy, Love your posts so much that I often scroll to the bottom of the page. I did this again today, but saw the copyright notification date, which is 2016. Not sure, but should you change it to 2018? Cheers, Gavin

Comment on Mini-scenarios: How to help people recover from mistakes by Nina

Wed, 11 Apr 2018 08:27:29 +0000

Dear Cathy, thank you very much for another very helpful blog post. However, I do have one question about the "fixing my own mistake" issue. I don't really understand how the first example (me as coach) is different from the second one, in terms of "blame", because in both it's me who makes the mistakes. So I might annoy my learners with the first one as well, because they would never as a coach tell Bob to skip the small talk. To me it doesn't really make a difference if it's: What do you say to Bob? (S.1) or What do you reply to the Martian? (S.2). Do you understand what I mean?

Comment on How to really involve learners by Stephen Billing

Tue, 10 Apr 2018 10:48:41 +0000

I once did training in a contact centre for staff who would have to take on a whole new workflow to support a new legislative change. I got a project team member to create about 20 scenarios reflecting the FAQs we thought customers would ask. We had one two hour learning session with the reps to cover everything. Fortunately we had a subject matter expert in the room, although not the kind that you would ask to coach others. In the session I gave a brief introduction of the main purpose of the legislative process and the learning method. The SME shot disapproving daggers at me throughout - she was sure this method would fail because I wasn't doing detail of legislation clauses, no background history of the project team, no walk through of the processes involved first. But she was committed to good practice on the job. Then I got participants in pairs to work through the scenarios together using the knowledge base they would have on the job (created by the project team) - basically chucking them in the deep end with support but without explaining everything first, the way you describe. The SME and I then went around the pairs to answer questions and support. Before the close of the session we did a debrief in the big group. They had got through about half of the scenarios in the time we had. They reported that the practice of repeatedly using the tools available on the job to learn where to find information to answer the customer's query was very successful. They said they had really high confidence levels in their ability to do the job when the legislation went live and high levels of commitment to finishing off the rest of the scenarios in their own time. Also said best training ever etc and were very enthusiastic. I felt like a fraud it was so easy.

Comment on Can we use scenarios to teach concepts? by Stephen Billing

Tue, 10 Apr 2018 10:23:23 +0000

Brilliant, Cathy, it's so good to see your concrete examples supporting the scenario style of learning. I have just proposed a scenario style learning programme into a 'content' environment and will find out the initial response tomorrow.

Comment on Can we use scenarios to teach concepts? by Kirk Hine

Thu, 05 Apr 2018 18:15:12 +0000

Cathy, I agree that not everything needs to be "taught." Reading is a form of teaching (for those who learn best via that method). I also agree that overt training works best when it's directed towards correcting problematic behaviors or performance. I would suggest that analyzing "...WHY people need to know the concept..." and analyzing what mistakes they are making and WHY are two different things, however. While it might be true that I don't have to understand the concept of time to be able to fix a watch, I do have to understand how a watch works to be able to fix it, especially when it's necessary to diagnose an unknown cause. I might suggest, Bruno, that you also look at Ruth C. Clark's Developing Technical Training, which discusses the differences designing for and teaching five content areas - facts, concepts, processes, procedures, and principles. In the book, she touches upon how each content type can be taught at the knowledge/remember, understand/comprehend, and application levels of Bloom's. I think that would be helpful for you in using the information Cathy provided in the second paragraph of her response. And it's useful to have a working level understanding of learning both you and Cathy pointed out, no one single method will be effective for all learners, and it may be necessary to create materials that address different styles. After all, we care less about HOW someone acquired knowledge than we do that they can properly USE that knowledge when needed.