Terminology Tuesday

Following on the coat tails of last week’s discussion of Tell, Show, Do, I figured I would share another training tip I learned during my tenure at Starbucks: Sandwiching. And no – I’m not talking about the process of making a killer Peanut Butter and Jelly.

Sandwiching?

Sandwiching is a fun training term that is related to professional development and training. The premise is that when providing feedback to someone, you sandwich the constructive criticism between two positives.

This method is effective with regard to providing feedback because it gives the recipient relevant compliments on a task, with a small constructive criticism of the task – something for them to improve on in the future. It lessens the blow of the critique, which can be critical, especially if you work with some very sensitive souls.

The important thing with this method is that all points must be relevant. Below, I’ll illustrate a bad sandwiching conversation and a good sandwiching conversation.

Bad Sandwiching

Supervisor: Hey, Becky! I just thought I would tell you that your new polo shirt fits you really well, but you suck at making lattes. Great hairstyle – did you just get it cut?!

This is an example of bad sandwiching because all points are not relevant to the constructive criticism. The positives are superfluous. Nice compliments, but a terrible training strategy.

Good Sandwiching

Supervisor: Hey, Becky! Your milk aeration is on point! Although, when you make your lattes, could you please hold the foam back with a spoon or give the milk time to separate from the foam? Otherwise your lattes will be too light and will be closer to a cappuccino – more foam than milk. You did also do really well keeping steaming your milk to the appropriate temperature.

This is an example of good sandwiching because all points are relevant to the constructive criticism.

Good sandwiching conversations may take a bit longer to have, but that’s because they aren’t superfluous. They have the goal of hitting three relevant points, all providing feedback related to the task at hand, in this case, making a latte.

Back when I was working through my undergraduate degree, I managed a busy Starbucks. It was an incredible experience because it allowed me to foster some of my longest standing friendships, and I had a pretty friggin’ amazing staff.

With management comes training. This was one of my first tastes of training and professional development (of others), and I take some of the principles used in this corporate training experience with me as I move throughout my current role and even my life.

One such training principle that Starbucks introduced me to is: Tell, Show, Do.

Tell, Show, Do?

The idea behind tell, show, do is exactly how it sounds. You begin your training experience by telling the trainee what they will learn. You then show them what they will learn. Finally, you let the trainee try their hand at whatever it is you’re training them to do.

As a kinaesthetic learner, especially when it comes to procedural training, I found this training method extremely effective.

Great. Now I know what you’re talking about, but how would this type of training look?

You know how Starbucks comes out with new drinks every now and again, or even re-introduces old favourites (hey, Pumpkin Spice Latte, amiright?)? Well, every time there’s a new product launch, an old drink is reintroduced, or a recipe changes, a whole training requirement comes down the pipeline. Each employee needs to complete the training, regardless of time spent at the company or proficiency.

Scenario: A new employee is learning to make a latte.

• Step 1 – Explain to the trainee that they will be learning to make a latte, that the recipe card is located in x location, and explain the procedure for making the latte.
• Step 2 – You, as the trainer, make a latte, explaining each of the steps as you make the latte. Steps will align with the recipe card.
• Step 3 – Finally, you let the trainee make a latte, in accordance with the recipe card specifications.

Once the training session is completed, the trainer will assess the training and will provide constructive feedback to the trainee. Such feedback will allow the trainee to improve their performance on the next attempt. Ahead of the next attempt, the trainer should use Tell, Show, Do as they emphasize elements of the training where the trainee missed the mark. This feedback should also help the trainee improve performance in their next attempt.

Stay tuned next week for another training tip I learned at Starbucks and continue to bring with me!

(Complete discretion: Part of me has wanted to use this image in a post for many moons…so I loosely related it to PLAR, implying that the aliens previously filled that individual’s brain with knowledge…#sorrynotsorry.)

Prior Learning Assessment and Recognition (PLAR)

PLAR involves acknowledging relevant life experiences as credit against a pre-determined set of standards. Think of PLAR as a way of becoming exempt from an exam in high school. You demonstrate your competencies, and if the demonstration is strong enough (usually graded), you are fast tracked to the next course.

We often see PLAR in on-the-job roles, where someone may not have the perceived necessary academic qualifications for a certain position, but their previous work experience has been considered acceptable to warrant a career position for that individual.

 Why is PLAR important?

• As an individual, it can help you identify skills and knowledge that may be relevant for application to future positions.
• It allows institutions and workplaces to set a benchmark for your knowledge and skills as they relate to their organization.
• Is efficient when it comes to identify training gaps and filling those gaps instead of delivering unnecessary training – this identification is often paired with training needs analysis.

There’s been a rumbling around the university for the past couple of years, but more so in recent months, about Open Educational Resources (OERs) and the place they may or may not have in our course offerings. With all of the buzz, it seemed like a good time to chat a bit about what OERs are.

OERs

OERs are not a new concept; in fact, UNESCO founded the term way back in 2002. However, they do seem to be more prominent in modern digital learning. The concept behind OERs is to have educational resources in the public domain, accessible to all, and OERs would remove limitations (typically in place via copyright) when it comes to use and redistribution of materials.

The main benefits of OERs are: increased access and free, the latter of which is incredibly beneficial when it comes to required texts used in post-secondary education, which traditionally have been quite costly. Considering the financial obligations the students of the world are already taking on in order to receive high-quality educations, textbook costs are one element that OERs may provide financial relief.

Resources

• OER Commons
• Open Educational Resources – UNESCO
• Find OER

Everyone has their methods for project or workflow management, and each method undoubtedly has their merits. Finding the best workflow for you can take a lot of trial or error, or you can stumble upon it within an existing corporate culture. This week I’m going to talk about one method for project management and how it can apply to learning design.

Agile?

Yes, I am. Why thank you! Wakka wakka! The general logic behind the concept of ‘agile’ is that your workflow or project is managed in such a way that it is organic and adaptive. But most importantly (from my perspective) is that the project management is efficient.

While this approach may not work for all clients or projects (I’m shouting out those clients who like to change their minds 32489234932 times and scope creep like a boss…unintentionally of course), it can be a very effective approach for many industries.

I was first introduced to agile project management from a software development and programming standpoint. At the time, it seemed like a very chaotic way of running a project, but if decisions are properly documented (or documented at all), it can prove incredibly efficient.

What elements are considered agile?

• Speed – with an agile workflow, projects tend to move more quickly and efficiently as milestones are not as bogged down by lengthy approval processes as other workflow approaches.
• Reduce, reuse, recycle – This concept works extremely well at making large projects more efficient. Especially those projects where materials are often reused. For example, a 3D model of an aircraft can be repurposed for almost any component being discussed during aircraft (the specific aircraft of course) training as opposed to having to create a new 3D model for each component.
• Rapid prototyping – Developing as the project goes instead of waiting on storyboard approval.

This week I wanted to chat a bit about something I aspire to participate in locally. Something I’ve wanted to create for some time now, but just haven’t found more hours in the day…User Groups!

User Groups?

A user group is a group of users of a particular software who meet regularly to share information related to the software, such as:

• How the software is being used
• Neat tips and tricks for using the software
• To talk troubleshooting
• Getting advice

User groups can help enhance your product knowledge and potentially streamline your development within the software. If you’re working in a silo, how can you reap the benefits of user tips and tricks when you aren’t interacting with these users?

Sharing truly is caring, and the main goal of a user group is to share information! Each individual user has a different perspective, and everyone can bring great ideas to the table! Not to mention, user groups give you a huge opportunity to network with like-minded professionals, which could benefit from an entrepreneurial perspective (e.g. if User 1 has too much work and needs to offload to another individual – the user group provides the opportunity to locate qualified sub-contractors).

I’ve been lusting over all of the Articulate User Groups, but have not found enough interest in an Articulate User Group within my demographic (Eastern Canada). I have the means of securing a location, but just need warm bodies…particularly warm bodies interested in participating in a regular Articulate User Group. If you’re one of those individuals, let me know!