Let’s Play Learning Strategy Mix-and-Match!

The waning days of summer are upon us. The clouds have rolled in, and the smoke has cleared. For those of us in the Pacific Northwest, there’s comfort in donning fleece and staying inside while the rains freshen the air.

One of the highlights of my summer was working with two groups developing a learning strategy. They wanted to take the pieces that they had—curriculum, partnerships, experts, and ideas—and turn them into a coherent program of activities that made a bigger and more lasting difference for more people.

MixandMatch

What a great opportunity to play Learning Strategy Mix-and-Match! (I first introduced this idea here.) Mix-and-Match takes the key elements of a learning program and invites us to combine them in ways that expand the times and spaces in which we can engage people. It forces us to think outside of the usual workshop model. It also forces us to consider practice more than we otherwise do. You have to do something with all of those orange parallelograms!

Learning elementsThese three key elements are:

1. WHAT is being delivered:

  • CONTENT
  • PRACTICE actions related to the content

2. WHO is involved:

  • STUDENT, the person learning
  • TEACHER, the person delivering the content

3. HOW people are organized:

  • CLASSROOM of people together
  • a GROUP of peers learning together
  • An INDIVIDUAL learning alone

Download Learning Strategy Mix-and-Match shapes here.


How does this work?

Most learning programs do okay with synchronous learning, meaning learning where the teacher and student are participating at the same time. Take a typical workshop or webinar. It may look something like this:

Workshop
In this workshop, you have your three pieces of content, each with time to practice. The teacher and student are in the same classroom. 
Webinar
In a webinar, the teacher and student are present at the same time. The student is alone (individual learning). 

 

 

 

 

 

 

 

 

 

A good workshop has practice built in. (For more on how to do this, buy Guila Muir’s book.) How about webinars? What do we do about practice? We can’t just forget about it– that orange parallelogram needs to go somewhere! Here’s some ideas… Include practice in the webinar, even if you are giving assignments for people to do later on. Provide boosting activities after the webinar so that they remember to exercise what they learned.

Let’s make this a bit harder.

Workshops and webinars are pretty straight forward. Let’s push on how we can better reach the people we just can’t get to a scheduled event. Let’s explore asynchronous options, those where the teacher and student are not participating at the same time.

On-demand learning happens when you post a video or some other learning content on a website:

On demand
In on-demand learning, you have your content available on your website 24/7. The student accesses this learning separate from the teacher being there. The student learns individually (alone).

 

 

 

 

 

 

 

 

 

 

Where are folks going to be able to practice? How are we going to deploy the orange parallelogram? Here are some ideas:

On demand practice

Office hours: There are many forms of this (from phone calls to Facebook groups), but at its core it means that the teacher participates in applying the content separate from the presentation of content. (A master at this is Maryn Boess of GrantsMagic.)

Peer or networks: Schedule–or otherwise support– practice in board or staff meetings, service club meetings, or any other time when people already gather. (At Washington Nonprofits, we do this through Nonprofit Conversations.)

Tool or micro-learning: Give the people learning something (worksheet, checklist, case study, scenarios) that challenges them to apply learning to their situation. Give them a short video that describes how they can practice. Set up the activity for them to try.

These are just a few ideas. Imagine if we really let lose imagining how Mix-and-Match might be used to design conferences, publications, and so much more.

Your turn.

Learning Strategy Mix and Match-page-001

Download your own set of shapes. Cut out the shapes. Lay them out on a table and see how many different learning events you can create using these building blocks. Some ideas:

  • Take a strategic topic that you want people to learn about and figure out five different ways that you can deliver it.
  • Explore time: scheduled learning vs. unscheduled learning. How can you expand opportunities to learn outside of scheduled events?
  • Explore practice. Where does it show up in the programs you offer or partner with? Where else could it show up? This is often the most overlooked element within learning programs.
  • Invite others to play with you! Your webmaster may have ideas on how to expand on-demand learning. Your membership person may have ideas on how to use affinity groups within the membership program. Your policy person may have real activities that need practicing, around which you can build a program.

Have fun!

 


Want more on learning strategy?

I will be teaching a workshop on curriculum design this fall.

Copy of Train the Trainer Series

More information here

Project Runway: A Lesson in Adult Learning

Binge watching reality television provides a lot of time between the drama to think about learning. Such was the case when my daughter and I watched a season of Project Runway over the course of two weeks. It was my first deep dive into the world of high fashion design and catty criticisms about whether one contestant can stitch straight or not. The design side was amazing to see.

cut up shirt
Exhibit A: The shirt that did not make it.

I’ve sewed since in high school, though seldom anything I would wear. By the second show, I had pulled out fabric and a pattern and sewed a jacket. By the end, I had my computer propped on a box to be able to watch while sewing, and I was pulling shirts out of my closet and sketching patterns to try and replicate them. One is already in the scrap pile. The other is a viable shirt, albeit one my daughter declared “something an old lady would wear.” I ignored the old lady part and went with the “would wear” possibility.

All of this to say that watching experts do something over and over again demystifies the process. It quickly became clear that sewing is really just geometry, carving shapes out of fabric in a way that allows seams to fall flat. Sleeves all need a certain give to allow movement; zippers add a rigidity that needs accommodation; the characteristics of the fabric make or break any design.

What does all of this have to do with adult learning?

First, what we know going into an experience determines what we get out of it. I watch Project Runway and am inspired to sew. My daughter watches Project Runway and decides sewing is too hard. The difference? I knew enough to see possibility. Prior knowledge serves two functions: it provides a foundation for new knowledge and shapes our confidence and curiosity. It can’t be said enough that teaching and learning begins with them, not us. How can we better draw on the prior knowledge of the people we teach? How can we strengthen prior knowledge going before a training?

Exhibit B: Success

Second, watching a show like Project Runway demonstrates that every fancy final product is constructed through a series of discrete steps, often the same steps repeated garment after garment. A complicated whole is achieved through simpler parts.  When you watch dress after dress being sewn, you see the design decisions that lead to a standard set of outcomes. Nothing is sacred; an evening gown can become a cocktail dress with the cut of a hem. While watching a video alone does not mean you will be able to do it too, it gives you a boost when combined with practice. Imagine if we created more opportunities to see experts at work. What if we could capture their decision-making in real time and give people time themselves to practice similar decision-making in real settings? And when it comes to content, imagine how powerful it would be if we cut away everything extra to be left with something simple and classy.

Lastly, watching Tim Gunn as a mentor is delightful. He anchors his critiques in a clear sense of the goal, often bringing designers back on track after they meander off course. His comments are crisp and honest, delivered with a sweet sense of love and protection. What any of us could achieve with a Tim Gunn by our side. The nonprofit sector would be vastly more effective if we invested in coaches to support the one-and-done learning that we too often provide.

I hear a new season of Bachelorette is starting up. I have a shirt she can borrow.

Thinking Out Loud: How to Make Conferences into Learning Experiences that Lead to Action

We put a lot into conferences. We spend months lining up speakers with ideas intended to shift our thinking. We curate workshops and plan networking time; we publish conference programs and name tags enough to fill a table. And we aren’t the only one with a lot on the line: participants commit registration fees, travel costs, and time out of the office.

How we can make conferences worth all of this time and effort? How can we place the conference in a larger constellation of learning that starts before the big day and runs well after the conference concludes?

These are the questions that led me to try some new ideas at our most recent conference in Yakima. In the spirit of “thinking out loud,” I share them here to expand the conversation.

  1. CONFERENCE PLANNER
ConferencePlanner-page-001
Click here for the Conference Planner in pdf form.

Reflection helps us in the long run, yet getting people to stop and think before a conference can be a challenge. This year I created a two page Conference Planner and sent it with a five-article reading list five days before the conference.

During the last session of the day, I sat down at a table at the back of the ballroom. Next to me was a woman with a fully completed conference planner in front of her. She had used it to navigate through the day. Later I got an email from a local nonprofit director: I recall that you had sent out a really helpful worksheet to get the most of the conference. Could you send it to me? I’ve got some staff gearing up for state and national conferences this summer, and I’d like them to be much more focused on what they hope to learn and bring back. Just spending a few minutes with your worksheet helped me get more out of the [conference last week].”

Music to my ears! We’ll now make conference planners a regular feature.

  1. KEYNOTE PLACEMAT

Keeping people following along during a keynote address can be hard. It is too much paper—and too lecture-like—to make copies of the powerpoint itself. Still, you want to encourage reflection and note-taking that happens during pair-sharing and table conversations.

I worked with the talented Margaret (Meps) Schulte, a graphic designer with 3 Great Choices, to create a legal sized Keynote Placemat.

Keynote graphic organizerI spent far too long sharpening 280 colored pencils to have enough for a complete rainbow on each table. While some people left the placemats untouched, many of them were filled by the end of the hour.

img_0325.jpg

  1. KEYNOTE FOLLOW-ON DISCUSSIONS

Most keynote speakers challenge us to think differently, and our two keynote speakers were no different. They introduced the concept of network leadership, which requires a new mindset within a community of people who see the value in changing collaborations. Change is going to take time and a team. How do we do support follow-on conversations with smaller cohorts of participants?

DiscussionguidePage1
This is an excerpt of the complete guide. It draws on the content covered during the keynote.

We are trying something new—one month later conversations in four Central Washington communities (and one conference call)—to build on the keynote address. A local person will facilitated these conversations; we have created a discussion guide to support them. It is hard to say how many people will turn out for this. There’s only one way to find out!

 

Nothing replaces conference energy: so many people coming together into one space! That energy can propel a community forward when participants have opportunities to reflect, connect, and plan together. I’m curious to see how these activities make a difference. Hopefully I’ll have something to report back.

 

 

 

 

 

 

Wonder Woman needs her shield.

 

It is kind of like Wonder Woman leaving her lasso of truth around a rock on Themyscira. It’s as if she forgot her vibranium shield in that tower before setting off for London.

And her bracelets of submission? Back in the Paradise Island bathing grotto.

Diana still has her cunning curiosity and empathetic outlook. But her tools of the trade aren’t there to help her take action on saving humanity. She can stand nobly in that foxhole telling Steve Trevor everything she knows about rescuing women and children under siege over yonder. But knowing isn’t doing. The only way this woman can cross “No Man’s Land” is with the full package of knowledge, skills, tools, courage…. and a shield.

This is what comes to mind when I see leaders talk about the big changes they want to see in the world and then organize the same activities done for years. They call together the same people who have been called together before. They lean on experts of the topic of concern  to share what they know.

Here’s the thing. We know so much about adult learning, psychology, behavioral economics, and human development. We know about strategy and outcome-based planning. We have at our fingertips really talented people who know the process to get results that reflect the interests of others.

Our system respects the knowledge of experts and not the experts of knowledge. Paradoxically it relies on content experts and not experts in transferring that content to others.

Too often our lassos and bracelets are left in the closet. Its time to take them out.

Walk This Way

I spent the last five weeks immersed in two experiences. First, my family hosted a 19 year old foster-care “graduate” needing a short term place to stay. “Cam” had been in 32 different placements, was in school, had a 30 hour a week job, and could recite pretty much any detail from Black Panther or High School Musical. He knew a lot about rap artists of his generation. He fell short on knowing much about Grandmaster Flash and Run DMC. Forgivable.

Second, I was creating a daylong workshop for all volunteer nonprofit leaders in rural areas. Designed to cover the major topics of running a small organization, the workshop needed to review key content, invite curiosity, inspire but not overwhelm, and connect people to each other. I delivered the inaugural workshop in Long Beach, Washington on March 10.

Cam and the folks I spent Saturday with have something in common. They both know a lot about some things and nearly nothing about others. What they know, they have learned from experience—hands on, need to know, full body living it. Cam knew exactly how to receive a check, cash it at Safeway (for a fee), and move money onto a pre-paid debit card, or juggle money across several pre-paids since the one-time load limit was $500. He knew nothing about having a bank account, including why you would want one.

The nonprofit volunteers from the poverty action group knew exactly where economically-disadvantaged people were living and how they juggled finding food, clothes, housing vouchers, etc. The “Stop ICE” volunteers recited names, stories, and statistics gathered from resistance activities. Yet most people in the room knew little about the bread and butter topics of nonprofit operations: board recruitment, internal controls, or fundraising beyond the spaghetti dinner. I heard at least three times, “I never thought of that before.”

We live in a world that values mainstream, professionalized knowledge. Adults should have a bank account. Nonprofit leaders should know how to have a strong board, stay compliant, and raise money. At the same time, we should know how to recognize sources of deep knowledge when we see them. Too often we miss solutions because their knowledge doesn’t look like ours.

A teacher once said that a good curriculum is like a strong fence. It goes deep enough to hold the fence firm and runs long enough to cover wide landscapes. The metaphor works for communities as much as curriculum. A healthy community values the deep knowledge of people living within the circumstances society’s solutions set out to solve. Our operational tips and tools allow them to cover a lot of ground faster than they would on their own. We need each other. I’m grateful to have been reminded that.

One thing I know is that life is short
So listen up homeboy, give this a thought
The next time someone’s teaching why don’t you get taught?
It’s like that (what?) and that’s the way it is

– “It’s Like That” by Run DMC

Upcoming Train the Trainer Series

At Washington Nonprofits, we are really excited to announce our Spring 2018 “Train the Trainer Series,” which starts April 4, 2018. Sessions will be lead by the amazing Guila Muir and Tracy Flynn…. and me, Nancy Bacon. More information is below. Please pass this along to anyone you think would be interested.

Nancy

 


 

Washington Nonprofits
Train the Trainer Series
Spring 2018

Train the Trainer is designed for consultants and learning staff in the nonprofit and public sector who want to strengthen their training practice. Over the course of three sessions led by adult learning experts, we will cover how to train, tips and tools for increased engagement, and how to know if you made a difference. Since learning happens best when you can reflect on your practice with others, we are offering an option for individualized observation and coaching.

Sign up for individual sessions or the series. (When you take the series, you will get a Washington Nonprofits Train the Trainer Series Certificate at the last class.) By the end, you will have greater knowledge and skill, feel more confident, and be a part of a supportive cohort of people committed to the practice of teaching and learning.

 

3-PART SERIES

“Never Fail” Course Design with Guila Muir
April 4, 9:00-12:00pm

Build Your Trainer Toolkit with Tracy Flynn
May 2, 9:00-12:00pm

Train to Make a Difference with Tracy Flynn & Nancy Bacon
May 30, 9:00-12:00pm

Location
Pike/Pine Room
12th Avenue Arts / Capitol Hill Housing
1620 12th Avenue, Suite 206, Seattle WA 98122

Cost

$95/ workshop $280/ series WASHINGTON NONPROFITS MEMBERS
$116/ workshop   $349/ series NON-MEMBERS Joining is easy!

Register here 


April 4, 2018
“NEVER FAIL” COURSE DESIGN

Do you feel overwhelmed while developing a new class or webinar? Does all the content threaten to cover YOU up? Do you simply not know where to begin?

Welcome to Guila Muir’s “Never Fail” Course Design Template. A product of twenty-five years of experimentation and evolution, this template enables you to design active, effective courses that transfer skills into the “real world”. Who knew course design could be so easy?

By the end of this three-hour workshop, you will be able to:

  1. Describe the nine elements of outcome-focused, activity-driven lesson plan.
  2. Create the Purpose and Learning Outcomes of a training session that you will present in the near future.
  3. Explain how you will enable participants to transfer new skills into the “real world”.

NOTE: To participate in this workshop, all participants MUST bring:

  • topic for a training session, workshop, or webinar that you will give soon, or that you have given recently and would like to improve.
  • a typical audience you’d present this to.
  • the probable length of your training session, workshop, or webinar (PLEASE think of a session that would be at least 45 minutes long).

GUILA MUIR is principal of Guila Muir & Associates, a Seattle-based firm specializing in developing professionals’ facilitation, presentation, and training skills. Since 1993, Guila’s engaging, highly energetic style has transformed businesses and organizations across the United States and in Canada. Her clients include Microsoft, Amazon, and hundreds of state agencies and nonprofit organizations. Guila has also worked as an adjunct professor in Seattle University’s Graduate School of Education. She published “Instructional Design That Soars: Shaping What You Know Into Classes That Inspire” in 2013. Since then, it has become an essential tool to develop and deliver effective courses, training sessions, and Webinars.


May 2, 2018
BUILD YOUR TRAINER TOOLKIT

Strategies to increase meaningful participation, engagement and skill-building with any audience

Are you wondering how to step into a classroom and create a learning community? Do want to add more tools to your toolbox when it comes to increasing participation? Through the course of this session, you will learn the connection between motivation, participation, and a deeper engagement in what you are teaching. You will leave with a lot of ideas for activities you can use in training.

By the end of the workshop, you will be able to:

  • Name two ways that you can create a strong learning community.
  • Demonstrate at least one new engagement strategy
  • Describe how to assess and capitalize on the learner’s own motivation

TRACY FLYNN has over 25 years of experience working in education and with nonprofits. She has a broad background in local and national health, welfare, and education institutions. Her mission is to provide training and coaching to build healthy organizations and communities. She has served as a Health Curriculum Specialist with Seattle Public Schools, Training Director with the National CASA Association, and Director of Training with Planned Parenthood of Western Washington. She is currently Regional Consultant with Welcoming Schools and trainer/coach with the Youth Program Quality Improvement Initiative. She also serves as an adjunct faculty member at several universities.


May 30, 2018
TRAIN TO MAKE A DIFFERENCE

How to use feedback and evaluation to know if your training had an impact

You taught, but did they learn? Are they doing anything differently because of your training? Their success depends on “learning transfer” and whether your lessons transfer into real results. In this session, we will dig deep into the building blocks of “learning transfer” and how to use feedback and evaluation to know what’s different.

By the end of the session, you will be able to:

  • Name the elements of learning transfer
  • Demonstrate one way to use feedback to see if you are meeting your goals
  • Describe how you could use evaluation to keep learning going past the training (and decrease forgetting!) and strengthen how you teach.

TRACY FLYNN 

NANCY BACON is a teacher and instructional designer who has worked for over 20 years in the nonprofit sector. For the past five years, she has led Washington Nonprofits learning program. She created and led the World Affairs Council’s Global Classroom program, directed an international development NGO in partnership with Afro-Brazilian women in Salvador, Brazil, and taught middle school social studies at the International School Manila. She writes and trains on adult learning through her blog ChunkFlipGuideLaugh.com.

Manipulation or Influence?

 

At a recent conference, I introduced the work of Robert Cialdini, author of Influence and Presuasion. We were talking about how to motivate nonprofit board members, and I shared two possible approaches to moving a board member to raise money:

Option 1: You are on this board because you care about this mission. We really need to raise $10,000 at this event. Every board member should do their part inviting friends and giving funds.

Option 2: You have already shown great courage and commitment by stepping forward into the board member role. Your leadership makes an important difference in our ability to achieve our mission. I am going to ask that you do one more courageous thing and reach out to your friends and invite them to join us in our work.

As participants got involved in an activity, a man pulled me aside to tell me that he was bothered by Option 2. It was manipulative, and he didn’t think that we should be manipulating board members into doing things.

It seemed like a very nonprofit response. A huge body of evidence shows that people are motivated by their emotions. Companies use this research to get consumers to buy their products. (Cialdini gives some interesting examples here.) Wouldn’t it be powerful if nonprofits took what we know about influence and used it for good?

As Jeff Brooks writes on his blog, we don’t avoid emotions in Option 1 since everything we say or do signals some emotion, possibly not the ones we intend.

As Allen Gannett writes in Fast Company, the difference between manipulation and persuasion comes down to one question: is what you are asking in the person’s best interest?

As influence expert Alex Swallow says on a recent podcast, effective influence creates a win-win outcome that lasts.

Boards members by definition should care deeply about the mission of the organization on whose board they serve. It is in their best interest that they are motivated to do anything they can to support the cause they love. I truly believe that board members are the superheroes of our communities, taking on the most important social issues of our time as volunteers.

Beyond nonprofit boards, we hold the power to make lasting change when we move from information sharing to imagination capturing, habit shifting, and action inspiring.  It will take courage to step into this new space. But you have already shown great courage and commitment. Why not do one more courageous thing and give (intentional) influence a try.

Photo by Neil Bates on Unsplash


Upcoming event: I’m speaking on February 1 as a part of the Learning Technology Design conference. In Chunk Flip Guide Laugh: Creating Learning Tools That Lead to Action, we will walk through Discover, Design, and Delivery, and I’ll share some stories behind Washington Nonprofits’ popular toolkits.


 

Habits and House of Cards: How to bring thinking about habits into a New Year

 

House of Cards left a legacy in our house, #metoo movement aside. A few episodes into the series, my beloved watched Frank Underwood rowing in the basement of his DC townhouse and said, “I want one of those.” (He wasn’t alone.) The object of his desire was a wooden water rower made in Rhode Island. Out with the treadmill, in with the WaterRower.

The training videos are enticing. I quickly decided that I would faux-row-on-the-Charles a daily 40 minutes. Right. My first row lasted 8 painful minutes. I missed my treadmill.

A few months later, I tried this again, this time committing to 12 minutes at 7:15am, five days in a row. I lined up podcasts to distract me from the slowest clock ever. I snuck in a few discrete stretch breaks, but I got through five days. And then another five days. I’m now a few months into a morning row routine. My “coach” holds me accountable: I tell my teen what I rowed while she stares into a bowl of Cheerios, to which she irreverently responds, “Nice job, Nancy.” Strangely that part has become motivating.

I think a lot about habits because ultimately that is what matters in adult learning. It isn’t just about knowing something. It isn’t about doing something once. It is about doing it routinely over time. What habits do we want people to have? How do we nudge people to form them?

Four thoughts on habits:

1. Start small

Charles Duhigg shared a simple graphic for understanding habits in his book, The Power of Habit. Nonprofit boards understand this already: they get to the finance part of the agenda (cue), the room goes silent while the treasurer and executive director talk (routine), and if everyone stays quiet, the finance part of the agenda ends quickly (reward). How do we break that cycle? In “Finance Unlocked for Nonprofits,” board members get a “Pulse” chart with simple questions to ask at each board meeting. The more familiar the routine gets, the more voices are heard.

habit-loop
From The Power of Habit by Charles Duhigg

2. Do something 5 times

Why five? There is absolutely no research that I know of behind five, but the goal is to do something more than a couple of times. It has to become part of an unconscious routine. Now when 7:13am comes along, I feel the need to move towards rowing. For those nonprofit boards using the “Balance Sheet Pulse,” I hope at the fifth meeting they feel the need to talk about their assets and liabilities because it is what they know to do.

BS_Pulse-page-001
From Finance Unlocked for Nonprofits, available at http://www.wanonprofitinsitute.org/finance

3. Create accountability

So many boards have to unlearn bad habits that are getting in the way. Wouldn’t it be better if a new board could start in mission-strengthening routines? We are working on a new toolkit on how to start a nonprofit. I’ve made a list of habits would be helpful for board members to start with to avoid unlearning later on. Things like:

  • Start every meeting with a prompt that helps people to get to know each other.
  • Build 10 minutes of learning into every board meeting.
  • Give any volunteer  a job description. No matter how simple it is, write down what you think their job is.
  • Express gratitude before starting new business.


4. Reflect on rewards

The “reward differential” is the difference between what the old routine yielded vs. what is possible because of the new routine.

  • What do you now see or hear that is different?
  • How does that make you feel?
  • What might happen if you continued this new habit?
  • What would be helpful to expand the habit, if you want to?
  • How are you celebrating the change?

Habittracker




As we start a New Year, what habits do you want to change?

  1. What small, achievable actions can you commit to?
  2. What five times will you take that action?
  3. When will you reflect on what difference it makes?

P.S. Check out this awesome flowchart from Charles Duhigg.

Learning • Technology • Design Conference Session – February 1, 2018

I’m absolutely thrilled to be presenting a session in the Learning • Technology • Design™ (LTD) virtual conference from February 1-23, 2018. The Washington Nonprofits learning team took away some great ideas last year from this conference. I hope you’ll consider joining it this year.

Here’s information about my session:

CHUNK FLIP GUIDE LAUGH: CREATING LEARNING TOOLS THAT LEAD TO ACTION
February 1, 2018 – 10:30-12:00pm PST

Those of us who teach adults face a daunting task. We often must cover large amounts of content with people who have limited time and lots of distractions. The learners we serve bring different sets of experiences and emotions to the topic at hand, and we must do our best to meet them where they are. At the same time, a lot is riding on our success—how well workers work, volunteers serve, and leaders lead.

Chunk Flip Guide Laugh is a design process that challenges us to rethink the learning tools we create to move people to action. It puts the learner at the center and breaks down effective learning into four “pathways”—chunk, flip, guide, and laugh—which, through examples and case studies, you’ll learn to apply to your own work.

As a working example, we’ll look at how a nonprofit state association created a set of action-focused learning tools aimed at busy volunteers. You’ll hear the story behind how that association turned “as fun as a root canal” nonprofit finance into Finance Unlocked for Nonprofits (FUN) starring an improv actor. You’ll also see how they used a similar discovery method to develop a board toolkit that is finding its way into board meetings across the state of Washington.

While we’ll use the specific examples to show how the process works, the overall approach applies to nearly any learning experience you need to create. As an active participant, you’ll leave this session with a model for content creation and examples to guide you in development of your own action-inducing learning tools.

This workshop will be led by Nancy Bacon, who developed Chunk Flip Guide Laugh and has been using the process in her role as director of learning and engagement at Washington Nonprofits. Read Nancy’s full bio.

REGISTRATION INFORMATION

Learning ≠ Doing

If you want people to be more financially literate, you invest in financial literacy education, right? So think governments, businesses, and nonprofits worldwide. They spend billions of dollars on financial literacy to improve budgeting, reduce credit card debt, and increase retirement savings. Financial literacy is now a required part of Washington State curriculum.

The result of all of this investment? A 0.1% variance in financial behaviors. That’s it. All this education yields very little change in behavior. Behavioral economist Dan Ariely referred to this research while in town talking about his book Dollars and Sense: How We Misthink Money and How to Spend Smarter. His book is not about financial literacy, he said, but the systems that cause us to behave as we do. Rather than understand how a $4 coffee fits into our budget, he encourages us to think about our habits. Does that $4 coffee make us happy? Does the second one make us as happy as the first? If so, it is worth it. If not, don’t buy it. As the financial literacy research says, if we are aiming to change behavior, we should teach soft skills, like confidence to act, willingness to take risks, and propensity to plan.

As someone who creates learning experiences on finance, I found this a breath of fresh air. Learning doesn’t (necessarily) lead to doing. Teaching someone something doesn’t mean that they bring that idea into their life. We don’t have to dwell on the movement of content from my brain to yours. We have license to bring into our teaching all of the inner and outer body experiences that lead people to do what they do. We can focus on habits, confidence, systems, and culture. We can give out templates and share links to “just in time” videos. In fact, we aren’t teaching lessons but facilitating action.

 

Talking about facilitating action….

Image result for map it cathy mooreI was thrilled to receive in the mail this week my copy of Map It: The Hands-On Guide to Strategic Training Design by Cathy Moore. (Three cheers for her tagline: Let’s save the world from boring training!) Cathy tackles this issue of learning ≠ doing head on. Her Action Mapping has us defining a measurable goal and actions we can see in support of that goal. She invites us to develop a range of interventions—including but not limited to training. We think about the barriers holding folks back. We build in a lot of time to practice in authentic ways. Cathy’s approach has deeply influenced me in my work leading the teams that created Finance Unlocked, Boards in Gear, and other nonprofit toolkits. I appreciate her thought leadership guiding us in how best to facilitate action. I love the Ninjas.

https://speakerdeck.com/cathymoore/design-lively-elearning-with-action-mapping?slide=9

%d bloggers like this: