Little Green Men Invade the Parking Lot

Anyone who has ever walked into a corporate classroom, sat down with coffee in hand waiting for the session to begin, has probably looked up and seen a clean white sheet of flip chart paper tacked up to a back wall or taped behind a door with the headline “Parking Lot” written across the top in brightly colored markers. It is usually something the facilitator joyously points out during the beginning of class ritual somewhere among the agenda, the objectives, the what-do-you-want-to-get-out-of-today’s-session discussion and the directions to the restrooms and fire exits. It is the tool of choice to capture those seemingly unanswerable questions and comments that arise during class that must be deferred to, and deliberated over by, the all-knowing but unavailable subject matter expert “who can’t be with us.” It is an old stand-by meant to comfort the class and bring relief to the facilitator. The participants are comforted knowing their insightful questions or challenging real-world situations that takes us beyond the boundaries of what is being covered in class will be acknowledged, addressed, and perhaps even acted upon, by the remote and powerful bigwig who has the knowledge and clout to tackle such things. The facilitator draws relief from the fact that by jotting the issue down on a post-it, and popping it up on the Parking Lot, she won’t have to sacrifice valuable classroom time trying to unravel a seemingly unsolvable esoteric puzzle. Yes, the Parking Lot is a longstanding, battle-tested classroom tradition that is tried and true. But has reached the end of its day?

I recently took over responsibility for a managing a group technical training instructors. They conduct classes to prepare service technicians to install and repair a variety of hardware and software products we sell as part of our customer solutions. Having spent most of my workplace learning career focused on leadership, communication, and other soft skills topics, it is going to take me some time to understand nuances of this baffling world of electro-mechanical wizardry, touch-screen interfaces, and the impact of trying to train 64-bit software on a 32-bit machine (if that is even possible). This week, in a meeting with one of the instructors, we got into a dialog about how he keeps up-to-date on all of the technical knowledge he needs to run his classes effectively. With the amount and frequency of product introductions and updates in our company, I expected he needed to build a “Parking Garage” to capture all the questions I imagine to be unanswerable in this mystifying technical realm. He shrugged his shoulders seemingly to indicate that “it’s part of the job.” Then he admitted that it is impossible to keep up with all the product changes. But even though that is the case, there is no Parking Lot in any of his classrooms. He told me about the long list of engineering and operations subject matter experts he has on his MS Office Communicator instant messaging contact list. At any given time during class, he can scan the list to see who is “green,” meaning they are online and available. So when someone in his class asks, “What was the thinking behind moving the lever to the other side of the unit in the version 4 release of Product X?” he doesn’t reach for the post-its. He taps the keyboard and gets the answer right then and there. And when the service technicians leave class, they pull out of the parking lot not only well trained, but with the list of little “green” men and women in tow as well.

Guilty of Learning Malpractice

Last week's #lrnchat discussion was on learning malpractice.  I love to join these Thursday night chats as often as I can. Unfortunately, I was unable to make this one.  What a pity.  From the looks of the transcript it was a lively discussion.  I definitely would have been able to contribute to this one.   After 22 years in workplace learning, I have seen just about every form of learning malpractice imaginable.  And I have to admit, that I am guilty of a few transgressions myself over the years.   Let's face it, at times Corporate America can be a tough place for a learning professional.   Business leaders often expect you to take their underperforming employees and run them through a training session as if it was a car wash. They want them to come out on the other side all squeaky clean and ready to go. In this type of environment, it is hard not to commit a few sins.

I wish I could say that after 22 years, I no longer commit learning malpractice. But the best I can do is tell you that I no longer commit felonies.  I'm still guilty of a few misdemeanors now and again.  Sometimes I do things that I know I shouldn't, just to please my internal clients.   My rationale is that if I commit a minor violation to appease a few key stakeholders, it creates some goodwill that helps us build our relationship.  This way I can get closer to them, their problems, their business issues, and their employee development needs.   I'm willing to make small trade-offs to be able to consult with them on the bigger issues where we can really help them with their business.   Some of you might be cringing as you read this.  You might be thinking, "As learning professionals we should never compromise our standards."  But others of you will relate to what I'm saying.   With the competitive pressures, pace of change, and depletion of resources through downsizings we all face, we do have to pick and choose our battles.

So here I write my latest confession:

Our flagship program is a three-month long onboarding for new sales executives that we first implemented in 2009.  I'm very proud of the work my team has done on this program. It is well designed and well-facilitated.  The metrics for program graduates have consistently been in the desired performance range.  When we first introduced this program, we did all the right things. We thoroughly analyzed the audience, work tasks, and expected outcomes.   We were thoughtful in how we set up our virtual learning environment.  We were diligent in our approach to developing and selecting learning activities.  We had lively discussion and healthy conflict among our stakeholders that helped to strengthen our decision-making.   All of this paid off as the program proved to be both effective, and cost-effective.   That is until this summer when we began rapidly transforming our organization and our workforce.   Suddenly, the number of participants enrolled in each new class began to jump through the roof.  And now we are seeing quite a variety of individuals many of them with very different skills and experiences than that of our original profile.  We had to make quite a lot of adjustments on the fly.   We've made changes to content and activities.  We've increased the maximum class size from 15 to 22 and added 25% more classes to the schedule.  Even with the additional classes we are still hitting our newly raised ceiling of 22 every time.  We've pressed new people into service to facilitate the additional classes with less preparation than we would like them to have had.

On all these counts, I'm guilty of learning malpractice.  But I throw myself on the mercy of the court.   I stayed as closely aligned to my business leaders as I could.  I wanted to stay alert and prepared to make changes as needed, but they just came too fast and too furiously this year.  Our onboarding program now resembles one of my local roads after a Connecticut winter: broken up with cracks and pot holes.  We've been filling them in as best we can, but it is still a bumpy ride for our learners right now.   In November, we are reconvening the team to discuss repaving the road for 2011.  I hope I'll be done serving my time by then.

The Power of a Well Placed Question Mark

Yesterday afternoon, my team hosted a webinar as part of an ongoing training program. We were fortunate that our Subject Matter Expert also had excellent facilitation skills, so we really didn't have too much to do. But that is not always the case.

Has this ever happened to you: You are invited to attend a webinar about a topic that is relevant and important to your work. You add it to your calendar. At the appropriate date and time you log on, eager to discuss the topic and have a few important questions answered. The webinar begins. About 15 minutes into it you realize this is going to be a "one way street." That the Subject Matter Expert (SME) will be doing all the talking, while you listen. Gradually you feel the energy drain through the phone line. You begin to hear the muted clicks of someone typing at their keyboard. You start to think about other things you have to do too. Before you know it, you and half of the other participants have tuned out and are politely hanging on waiting for the session to end.

This is often happens when there is no learning person available to host the webinar and facilitate the discussion, or when you don't have someone like the guy we were lucky enough to have leading our session yesterday. Many of us have had to rely on Subject Matter Experts to lead their own sessions at some point in time. In those cases, we prepare and coach them as best we can, and hope for the best.

One technique I have found helpful in these situations is to go through the presentation slides with the SME before hand and place a question mark on the lower right corner of the last slide for each topic. In a typical 60-minute webinar, there may be three or four key topics being covered, so there would be three or four slides containing the question mark. This serves as a visual reminder to the SME and the participants that they have reached the end of the topic and this is a good time for questions before moving onto the next topic. I tell the SME to let the group know at the beginning of the session that when they see the slide with the question mark, that is their opportunity to ask questions. Then, when they finish covering the points on a slide with the question mark, they simply need to ask something like, "What questions do you have about {topic x} before we move onto the next topic?"

This is helpful in both creating and managing the level of dialog in the session. Participants recognize the opportunity to ask questions when they see the question mark and they also recognize that the question and answer period for that topic is over when the SME moves to the next slide.

So before I move onto the next topic in this blog, what questions do you have?