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6 Ways to use the whole brain in Workplace Training

Written on January 17, 2012 by Marie-Claire Ross in induction training, right brain training, workplace training materials
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Medial longitudinal fissure

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In the book, A Whole New Mind by Daniel Pink, he compares both the left and right hemispheres of the brain and discussed that you need to include both hemispheres when creating anything new.

Look to the Left

The left hemisphere is rational, linear, logical and analytical.  It likes to analyses details.  Those who are more L-directed thinkers are accountants, lawyers and engineers.

Look to the Right

While the right hemisphere is instinctive, empathetic, understands context (the left brain handles what is said, while the right focuses on how it’s said), non verbal and emotional cues. It sees the big picture.  Those who are more R-directed in their thinking are entertainers, artists, designers and counsellors.

Get it all together

Both sides work together – but they have different specialties.

The left hemisphere knows how to handle logic and the right hemisphere knows about the world.  Put them together and you have a powerful thinking machine.  Get them to work separately and life becomes, well one-sided and a little strange.

Using Both Hemispheres in Training

Our education system has tended to focus and reward more L-directed thinking such as using exams as the only way for students to access University and teaching students by talking a lot at them.  But we’re now moving away from the era of left-brain dominance in our society.

Now, more R-directed techniques are being such in education.  These include using role plays, story-telling and getting students to build their own things rather than just being told how to make things.

So with training you need to appeal to both sides of the brain to maximise training outcomes.  After all, Daniel Pink tells us that to obtain professional success and personal fulfillment, we need to start activating our right brain more.

Let’s take a look at producing an effective workplace training program that activates both sides of the brain (most of these you will already know about it, but you might not know why they work so well):

Right Brain

  1. Tell stories – This provides an emotional connection to information.  It represents a pathway to understanding that the right brain loves, while the left brain turns off.  NASA uses story-telling in its knowledge management initiatives, while 3M gives its top executives storytelling lessons.
  2. Use visuals – The right brain loves visuals and we learn much faster with visuals than with words.  Include colourful diagrams, interesting training videos and photos.
  3. Play – Make learning fun.  Using humour and getting trainees to undertake role-plays gets great results.  Consider including relevant video games for learning.  In “What good are positive emotions” by Barbara Frederickson, she mentions that playing makes children joyful, which in terms make them open to exploring and learning.  This holds true with adults.
  4. Using demonstrations during training -  Trainees learn better when they are shown what to do, but also when they are given a go and are coached on improving.  Left brain thinking was all about telling students how to do something (maths lecture, anyone?), while right brain training shows and gets trainees to have a “play”.

Left Brain

  1. Give a test – Sorry to say that you still need to test people.  The left-brain needs to be involved.  In fact, research has found that if you tell people before a training session or even watching a training video that they will be tested, trainees will remember more and get more questions right than those who were not informed of a test.
  2. Provide information in a linear fashion – Our left brain needs order and understands information in a linear fashion.  Go to non-linear and you lose people.  This is why us humans love numbered lists on how to do something.  Even a right brain training video needs information presented in a linear fashion to help the left brain understand information.

What other left brain/right brain activities do you like to include?

 

 

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Three Tips to reduce the time to Induct New Starters (Part 3)

Written on September 12, 2011 by Marie-Claire Ross in company induction training, reducing induction training time, reducing staff induction training, reducing the time to train staff, using demonstrations during training
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If you’ve read the previous two articles in this series, you will know that to reduce induction time you need to use more visuals in your training and reduce the amount of words that you use.

The third and final tip in this series, is to include a demonstration in your induction training.

Research has found that trainees learn better when they are shown what to do.  Where possible, they are also given a go and are coached on how to improve.

As Kris Cole mentions in her book, “Crystal Clear Communication” you need to do show and tell, twice.  Once so people can  see what they need to do.  And the second time to help people to see exactly what happens or precisely how something works to determine exactly what is to be done.

For most companies, long inductions include a lot of reading from lengthy induction documents.  People are told what to, but are not shown.  This means people are being trained with abstract concepts which are often difficult to understand.  The key is to turn abstract concepts into concrete examples.

The majority of companies use abstract concepts because they don’t realise that showing what they want the person to do is the best way to educate.  This can easily be done with traditional safety induction content which might include information on wearing the right Personal Protective Equipment (PPE), traffic management, emergency response etc.

Let’s face it this type of content can be difficult to demonstrate during a training session (and time-consuming).  But trainer’s will vastly improve understanding of the content if shown how these safety topics are done, rather than just being told about them.

This is why using training videos are so effective.  By showing (visuals) and telling (narrator), the viewer instantly knows what to do.  Both visuals and audio when combined together during training, has been found to increase recall from 10% (from reading alone) to 50% for both seeing and hearing.

The benefit with this is three-fold: it is highly visual (see tip 1), by using more visuals you can easily reduce your word count (see tip 2) and it includes a demonstration which can be missing from most induction training (tip 3).  A training video can quickly and easily show the right PPE to wear.

The above video excerpt is a an example of how a procedural based instruction such as “Arriving at the Designated Dock” can be made much easier to understand by using visuals to explain.  This example was recently produced for Bulla Dairy Foods and is being used to train truck contractors arriving on site.  If you imagine it in written form, it would be difficult to grasp.  But this short highly visual video quickly educates.

You can see another excerpt from an induction training video we have done for Conundrum Holding which shows how we were able to visually demonstrate how to undertake their tasks.  This type of induction training reduced induction training time down from 47 minutes to 14.  This not only saved time and money, but it also made the quarry managers happy as they are now doing more of what they want to do (managing the quarry rather than inducting).

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Why using Positive Emotions in Workplace Training helps with Learning

Written on August 22, 2011 by Marie-Claire Ross in improving workplace communication, positive emotions in training, workplace training materials
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Photo courtesy of Candie_N Flickr

In the paper “What Good are Positive Emotions?”, Barbara Fredrickson wrote that positive emotions are designed to “broaden and build” our repertoire of thoughts and actions.

When we feel joy, we want to play.  When we play, we don’t follow guidelines on how to play.  Instead, like children, we explore, imagine and we end up broadening the kinds of things that we are doing.  We become willing to fool around and invent new ways of doing things.  Through play and feeling joyful, we end up building resources and skills.

The positive emotion of interest expands what we want to investigate.  When, we’re interested, we want to get involved, to learn new things and to tackle new experiences.  We become more open to new ideas.

Yet, often many workplace trainers treat training like a battle.  I’ve seen many induction materials filled with negative language that not only tells new starters that they can’t do this, and they are not allowed to do that, but almost blames the new employee like they have already done the wrong thing.

Avoiding the Learning Sulks

Often, without realising it, negative training materials (and trainers) put trainees off training and they can end up having the learning sulks (where they close up and ignore the training being presented).  By incorporating training materials with positive language, trainers can ensure that people are ready to learn.

What can you do to bring more positive emotion into your workplace training, so that people are open to learning?

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Why Using Visuals in your Communication is so Important

Written on August 1, 2011 by Marie-Claire Ross in how to communicate workplace safety messages, improving safety training, improving staff presentations, improving workplace communication, visual communication
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We’ve all heard the term “Death by PowerPoint” and the majority of us have been scarred by poor presentations and classroom learning techniques, at some point in our life.

But what can you do to engage people in your training, workplace communications and your business presentations?

The answer – use more pictures.

According to Dr John Medina, the author of Brain Rules, reading is inefficient as we have to identify certain features in the letters to be able to read them.  Your brain interprets every letter as a picture.  This takes take time to read.  It also means that lots of words shown on say, a PowerPoint slide, chokes your brain.

Researchers have found that ideas that are best remembered are displayed as pictures or paired with words rather than just a single word.

Called the Picture Superiority Effect (PSE), people will only remember 10% of what you say 72 hours later.  However, if you add a picture it goes up to 35% and if you add both a picture and word together it increases to a very high 65%.

There are two rules that he talks about that are worth highlighting.

Rule #4 We don’t pay attention to boring things

If we are given too much information,without enough time devoted to understanding it, it leads to boredom (and confusion).  So reading lots of text off a PowerPoint slide, without the time to digest it, actually inhibits learning.

Rule #10 Vision trumps all other senses.

We are more likely to recall visual information and we are amazing at remembering pictures.  This is possibly because in the olden days it was important to know whether we could eat something or whether we needed to look around to see if something wanted to eat us.

Recognition soars with pictures.  In fact, recognition doubles for a picture compared to text.

Visually rich presentations keep the eyes busy and therefore, the brain more active and alert to learn information. The right brain prefers visuals and can process pictures hundreds of times faster than the verbal brain can process words.
So forget about about the left brain way of writing lots of bullet points and text.  Start using more visuals in all your communications.
Include video, photos, diagrams and colour.
Need help making your communications more visually appealing?  Talk to Digicast on 03 9696 4400 to find out how we can help or email Marie-Claire Ross on mc@digicast.com.au
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Training Members of the ARBV – An Interview with the Registrar, Alison Ivey

Written on June 13, 2011 by Marie-Claire Ross in company induction training, Training assessment, training association members, training members, workplace training materials
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Architects Registration Board of Victoria (ARBV) is a self-funding statutory authority which is responsible for the registration of architects, the approval of architectural companies/partnerships, the investigation of complaints against architects and the provision of  of a tribunal inquiry into professional conduct and accreditation of architecture courses.

There are around 1600 members of the ARBV.  And unlike member associations where members join voluntarily, architects must register with the ARBV in order to be a practising architect.

Alison Ivey is the Registrar at the Architects Registration Board of Victoria (ARBV).  Having previously worked as a secondary school teacher, Alison brings an interesting perspective to training adult staff.  We chat to Alison to find out some of the challenges that the ARBV needs to consider when training a large group of professional architects.

1.      What are the challenges when running a registration board?  What are the implications of those challenges?

Alison: For the ARBV, even though registration is mandatory, we do try to keep architects informed of things that they need to know, and act as quickly and professionally as we can in response to enquiries, aiming to make all of our processes easy and efficient. In other words, we aim to be less bureaucratic and more customer relations focused.

A voluntary association always has to address the issue of whether members continue to find the benefits of membership outweigh the cost and time involved. Ensuring this requires vigilance and good customer management systems.

2.      What are the challenges when training members?

Alison: Training for adults is usually tied to incentives and motivation. A culture of valuing learning and up skilling is of vital importance both within an association and in the workplaces of members which is set and modelled by managers.  If managers don’t want to learn, no one else will want to either.

If training programs are mandatory, implying that the organization regards them as essential, attention should be paid to how well the programs are delivered and the retention rates of the information or skill taught. Follow up surveys and tests provide good information, and also reinforce the importance of the training to the association in the members’ minds.

If the training is voluntary, but recommended, the managers of the association should make it as easy as possible to do, ensure it is interesting, worthwhile, and well delivered, and above all is seen as value for money/time taken.

All of this is common sense. The most important step in adult learning to my mind though is the pretest, and this is often overlooked entirely.

A pretest establishes what is already known, enabling the trainer to determine where the learning is most needed. In addition, the pretest has the huge benefit of engaging the learner from the outset, and increasing the understanding and retention of the material covered.

3.      What training projects have you found to be the most successful in reaching out to members?  What worked/what didn’t?

Alison: People will always want to learn useful, relevant things. Changes in technology, best practice, regulations, and legal decisions will attract good interest as long as the delivery is thought through.  Is on-line delivery appropriate and engaging? Is face to face better?   If so, date, day and time are crucial issues.

What projects get the best recognition from employers/the public/colleagues? What projects coincide with current developments and demand? What projects will sell the service the best and improve profitability?

4.      What tips would you recommend to other associations when it comes to engaging members with training?

Alison: Employ trainers with a sense of humor, who are polished and entertaining presenters.  There is nothing worse than being bored, in fact, boredom is counterproductive to learning. Adults get very resentful of time wasting, can become entrenched in a cynical approach to work place training, and can even develop learning “sulks” where their minds are completely closed to new material as a result of previous, negative experiences.  School students manage this in many different ways, but adults are out of the school habit.  Trainers cannot take their audience’s interest for granted.

Learning is a human activity usually reliant on a relationship. The fastest way of establishing a rapport with an audience is to make them laugh.

5. What is an example of some training that has worked well for the ARBV?

We needed to explain Compulsory Professional Development to our members, as we have been considering introducing it.  A CPD video was created to simplify quite complex information and present it in a clear and logical way.  It’s a short video, but very comprehensive. Architects are visual learners and, like most of us, tend not to be good at reading large chunks of text.  We introduced the concept of CPD in an innovative video format that no other jurisdiction in Australia had done before.  It resulted in our members more easily accepting the proposed CPD concept and ensured that the meetings were pleasant and ran smoothly.

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10 Ways to Improve your Induction Training

Written on May 23, 2011 by Marie-Claire Ross in inducting new staff, induction training, induction videos, new staff orientation, new starter inductions
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Inductions represent the most teachable moment companies have with new starters.  They are an ideal time to align staff and contractors with what your company stands for and how you like to do business.

Companies that fail to impress newbies risk losing them pretty quickly with research pointing to 25% of new starters deciding to leave their new company within the first week. This increases to 47% deciding to leave after three months with a poor induction process being blamed for those wishing to leave early.

First impressions aren’t easy to erase.  So to harness the power of induction training, here are ten tips to consider including:

  1. Use lots of visuals - avoid heavy text based training.    Educational researchers have found that 83% of human learning occurs visually.  Our right brain prefers visual information and can process pictures hundreds of times faster than the left brain can process words.  Use video, photos, diagrams and colour.
  2. Tell stories - Stories and metaphors provide an emotional connection to information and can be an ideal when trying to get people to remember numbers.
  3. Be Positive - Use positive language.  Tell people what they can do, rather than what they can’t.
  4. Involve senior management – Senior leaders drive the culture of the company.  They need to be seen and involved with induction training as a way of welcoming new starters.
  5. Answer why questions – Too often companies teach staff how to do something but not why.  Company processes get perpetuated without people ever questioning why they need to do something.
  6. Participative learning methods – Ensure training is active rather than passive.  Give demonstrations and get workers to have a go and coach them.     Ask learners questions that get them to relate to the training in terms of their own experiences.  Think of ways to involve all of the senses during training.   Avoid a lecturer telling people what to do.
  7. Test - Using quizzes in induction training improves message recall and retention.
  8. Communicate your Core Values – Great companies have staff that clearly know what the company does and does not do.  Spend a lot of time indoctrinating staff on your core values and culture.
  9. The importance of safety - Poor inductions undervalue the importance of safety.  It’s crucial to let new starters know from the outset how important safety is to the company.  Without this, a poor safety culture gets tolerated which ends up being difficult to change.  Make sure you inform new starters at inductions how important safety is to the company and why.
  10. Standardize training – Induction training must be structured.  This ensures consistent, standardized training throughout the company.  Only if you have standardized training can you have a buddy system.  Otherwise, workers teach new starters bad habits and wildly different standards of training.

What can you do today to start improving your company induction training?

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10 Ways to improve your Workplace Safety Communication

Written on May 9, 2011 by Marie-Claire Ross in CEO safety messages, CEO workplace safety speech, communicating OHS messages, safety communications in workplace safety, workplace safety, workplace safety communication, workplace safety meetings, workplace safety messages
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Everything we do is communication.  And it is no wonder that research studies point to 70% of workplace mistakes being caused by poor communication.

How we start our message often determines the result.

According to Crystal Clear Communication, by Kris Cole, people quickly determine the meaning of our message and whether they will be receptive at the beginning.  We only have a short time to get our messages across :

  • 2 minutes when we are face to face
  • 30 seconds on the telephone
  • 10 – 15 seconds by voice mail.

So the more important the message, the bigger the need to plan what you are going to say.

Here are 10 ways to grab engagement with workers when talking about a new or existing safety initiative during your next toolbox talk, safety initiative launch or other safety meeting.

  1. Start with explaining the current safety status.  This can best be shown with a visual. In 1994, when the new CEO of IBM, Lou Gerstner was brought in to fix a troubled IBM, he put two charts on the wall to show how the market share had dramatically fallen.  Until that point in time, IBM staff refused to believe IBM was in trouble (they lost $8 billion that year).  A picture tells a thousand words.  IBM-ers quickly saw the message.
  2. Customise your safety information.  If your message involves talking at various sites.  Talk about their individual safety records, not about the company as a whole
  3. Explain the benefits of the safety initiative Talk about the thinking behind it and how it will effect staff, their family and the company.  For example, you can let people know how much you expect a new training program will contribute to a reduction in injuries and the consequences of that.
  4. Get people involved with your message.  If you are talking to a group of people, get people actively  involved.  Ask them questions.  Get them to do a demonstration of how they are lifting with an expert there to point out how they can improve and what potential damage they could be doing to their bodies.  Another idea is to ask workers where they believe the new safety posters can be best placed.  What other strategies can you think of to get people to help with disseminating your message?
  5. Repeat your message via different communication methods over a period of time. Use posters, video content, email newsletters, and letters from the GM.  Put together a schedule of communication events that constantly drip-feeds your message.
  6. Tell stories. The right brain prefers story.  It also provides an emotional connection to information that people will remember.  What real-life workplace stories can you use that show the importance of safety?
  7. Reward in public, condemn in private. Recognise high performing safety leaders or change leaders publicly.  This will encourage others to work more safely.  For those that are not doing the right thing, this needs to be done privately.
  8. Use positive language. Avoid words like ‘don’t’ and can’t.  Focus on the behaviour you want, rather than talking about what you don’t want.
  9. Expectation Clarity. Let everyone know what it is expected of them and how you will be measuring it.  Clearly set goals and targets.
  10. Follow up with Action. While workers might accept your words, they will want to see action that you believe what you say.  Keep communicating with them and checking on their progress.  Remember, the old adage “Actions speak louder than words”.

What else would you add to this list?

Seven Communication Tips for Workplace Safety
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Are you safe at work and home?

Written on March 15, 2011 by Marie-Claire Ross in safety training program, workplace performance, workplace safety, workplace safety consultant
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Safety Equipment
Image by A.Myers via Flickr

A funny thing happened yesterday.

My husband was driving carefully down our local shopping strip.  It was raining quite heavily (and it was a Sunday).  However, the 4WD behind him wasn’t happy.  The driver overtook him and subsequently sped through the pedestrian crossing.  Thankfully, there were no pedestrians, but there could have been.  The driver wouldn’t have been able to see them if they were crossing from the left.

But why was this funny?  The driver had a customised numberplate that was about safety.  I can’t tell you what it was because it will name the safety consultancy company.

Now, I’m not about to condemn the driver for being all aggressive and for being rude to a cautious driver.  But…isn’t there something hypocritical about a safety consultant that goes into workplaces and talks about the importance of safety, yet is unsafe in their personal life?

Surely, running down pedestrians on a suburban street is just about as atrocious as a company that knowingly lets their staff use dangerous machines without the right safety equipment?

A true leader knows that it’s not their words that tell their staff that they believe safety is important.  It’s their actions.  And a safety consultant that cares little about pedestrians during their days off, really can’t care that much about workers.

So for all the safety professionals out there – where in your life are you acting in a way that isn’t safe?  Are any of your actions letting you down when it comes to communicating about safety?

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Announcing Seven Communication Tips for Workplace Safety Managers Seminar at Safety in Action 2011

Written on March 9, 2011 by Marie-Claire Ross in how to communicate workplace safety messages, safety communications in workplace safety, safety training program, staff training videos, workplace safety communication, workplace safety meetings, workplace safety messages, workplace training materials
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Getting Safety Training Messages to stick can be Tricky.  Find out Seven Key Factors behind Successful Workplace Communication and how to implement them.

Melbourne, Australia (9 March, 2011) – Digicast Productions, a safety and induction training video package production house, today announced that their popular seminar “Seven communication tips for workplace safety managers” will be available to all trade show visitors of Safety in Action in Melbourne during the 5 – 7 April 2011.

In this short, free 30 minute seminar, participants will learn:

  • The most important components to include in induction training
  • Seven communication tips for success
  • How to be the industry leader in workplace communication.

Located at the Demonstration Stage seminar session times are:

  • Tuesday 5 April– 2pm
  • Wednesday 6 April– 1pm
  • Thursday 7 April– 1pm

Callout Title
“Good clear points.  Good research data. Good examples”. Alison Hunt-Sturman, Faculty OHSE Manager, University of Melbourne

All participants will receive a free copy of the popular white paper “Seven Communication Tips for Workplace Safety Messages”.

For a complete copy of the whitepaper, visit http://info.digicast.com.au/workplace-safety-messages/

Callout Title
“Easy to understand and listen to”. Cameron Cranstoun, HSE Manager, The Bayside Group

Digicast Productions will present the Seven Communication Tips seminar at Safety In Action, which runs from April 5 to 7 at the Melbourne Exhibition Centre. For more information, visit www.safetyinaction.net.au, email safetyvisitor@aec.net.au or phone Australian Exhibitions & Conferences Pty Ltd on 03 9654 7773.

About Digicast Productions

Established in 1991, Digicast is an Australian vendor of customised safety and induction training videos. Thousands of people each year worldwide are trained with Digicast training videos. For more information, visit Digicast at www.digicast.com.au or The Workplace Improver blog for training tips, www.digicast.com.au/blog.  Digicast will also be located at stand S14.

Contact Marie-Claire Ross
Digicast Productions
+ 61 3 9696-4400
mc@digicast.com.au

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How to Create the Best Workplace Training Materials

Written on March 1, 2011 by Marie-Claire Ross in staff training videos, Training assessment, training demonstrations, training manuals, training show and tell, Training test, training videos, workplace training materials
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Companies often tell us that they are frustrated by how hard it is to engage staff with training.

After a bit of digging, we usually find out that training consists of:

  1. A trainer talking a lot,
  2. Some trainer made PowerPoint slides (learn how to improve your training presentations here) that generally consists of lots of words, or
  3. A black and white manual that staff are expected to read.

What research has found is that is that passive/low engagement training is ineffective compared to active/high engagement training.   Passive training is when you get a trainer or lecturer telling lots of information or when lots of reading is involved.

Callout Title/
The most engaging methods of safety training are, on average, approximately three times more effective than the least engaging methods in promoting knowledge and skill acquisition, as well as reducing accidents, illnesses, and injuries.

So any training that is designed around a trainer reading through slides is not enough to create engagement.  Nor is producing a training manual and expecting workers to read it.

The Most Effective Training Materials

Educational researchers have found that 83% of human learning occurs visually.  The right brain prefers visuals and can process pictures hundreds of times faster than words.

When it comes to producing training materials, it’s a good idea to use as many visuals as you can.  And to really increase engagement, try and get trainees to touch, see and hear (obviously, taste and smell aren’t suitable to all industries, but they work especially well in food).  Use as many of the senses as you can during training.

And while having a trainer talking at students is passive training including lots of “Show and Tell” or demonstrations takes the training to a new level.  This is where the trainer demonstrates a process and gets the trainee to have a go.  This is integral to an active learning style.  Coaching is then given to improve.  Which brings us to assessment, which is also really important with learning.  It is important that trainees get face to face feedback on how to improve rather than information from a computer.

A Checklist for Creating Effective Training Materials

Several research studies have found that learners more easily understand and recall new material presented in video that allow participants to both hear and see the information.

This dual-encoding process reinforces information in multiple brain areas, thereby increasing the chances that the material will be stored in long-term memory.
To make use of this powerful memory booster, training materials need to be centred around a visually appealing training video.  By getting learners to see, listen and read important information you start getting higher levels of recall than just reading alone.  After all,  we remember 10% of what we read, 20% of what we hear and 30% of what we see, so by addressing these three areas, recall is increased to 60% v 10% for reading alone.

But just having a training video is not enough.  Another important addition to your training kit is the Trainer’s Manual.  This guide needs to help the trainer know the best method to teach the material.  It needs to include a trainer’s session schedule that has advice on what segments of the training video to play, what questions to discuss, when to do a demonstration, when to get trainees to have a go, when to pass around relevant items and the questions and answers for the quiz (and how to test respondents and discuss the answers).

In addition, to really keep trainees engaged and to help them believe that the training is important, each trainee needs to receive their own copy of an Employee Handbook.  This is the document that they go through in class, it needs to have information on how to undertake tasks, as well as photos that will remind them of the training video that they have seen.  The booklet needs to also contain their quiz with space for them to write in their answers  (also gives them ownership rights).

By using these three main training materials, you end up with a self-contained training package that gives trainers the resources and support that they need to create an interactive and high engagement training session.  It will also ensure that training is taught consistently across numerous locations.

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