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About this lesson
This lesson explores the impactful use of video in training sessions to enhance engagement and effectiveness, allowing trainees to visually review their performance and gain concrete insights.
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Quick reference
Leverage the Power of Video for Training
Limitations of Traditional Training Methods:
- Simply explaining concepts logically or repeating information is not effective in helping adults remember or master material.
- Training goes beyond just delivering information; it must actively engage learners and help develop skills and knowledge that become part of their long-term memory.
The Role of Multimedia in Effective Training:
- Integrating various media types, such as videos and images, enhances learning by providing context and making abstract concepts tangible.
- Using videos and other dynamic content helps make training sessions more engaging and memorable.
Creating Interactive Learning Experiences:
- Effective training should include exercises, examples, and active participation to contextualize facts and ensure learners can apply knowledge practically.
- Activities and tests are crucial for assessing mastery and reinforcing learning.
Making Training Material Relatable:
- Abstraction is a common pitfall in training; trainers need to spend time illustrating concepts with real-world examples.
- Stories and examples from within the industry or organization help make the material resonate with the audience, emphasizing the stakes and importance of the content.
Engagement and Retention Strategies:
- To prevent boredom and disengagement, trainers must present information in a compelling way that captures and holds the audience's attention.
- Relatable content ensures that trainees pay attention and remember the training, inspiring them to take action based on what they've learned.
- 00:04 Here's a huge concept that deserves its own lecture. Here it is. If
- 00:10 you are speaking to adults, you're training them. And you state something clearly.
- 00:16 If you state it in an understandable way, you spell it out in a logical,
- 00:22 rational, linear way. Even if you say the same thing two or three times,
- 00:30 guess what? Nobody will remember it.
- 00:36 So what's the point of all this? The point is, it's not enough to say something.
- 00:43 It's not enough to put a bullet point on a screen, and act like you've done anything yet.
- 00:49 You haven't trained anyone yet. Simply giving information out does
- 00:55 not train someone. It doesn't help them develop a new skill. It doesn't
- 01:01 become a part of their muscle memory, or even their intellectual memory. So this is a huge, huge concept. Many
- 01:07 trainers have this idea that if they just go through the material, they've done their job. It's not done.
- 01:14 And your job is not completed until the people you're training have mastery over the
- 01:20 material. Of course, there are variations in motivation from different audiences
- 01:26 and different trainees. For certain things you may be training, let's say it's financial services
- 01:33 accreditation. If someone has just graduated from the top of their class with an
- 01:39 MBA from Harvard, and they absolutely have to have this certification in order
- 01:45 to get their dream Wall Street job and make millions, well, they may be highly, highly motivated. Simply saying
- 01:51 it once, they write it down, memorize it because they know there's a test coming. That might be
- 01:57 enough, but I'm operating under the assumption that most of the time when you train
- 02:03 people, the stakes are not that high for the people you're training. They're not
- 02:10 going to be tested instantly the next day, and it's a life or death situation for their career.
- 02:17 Therefore, it makes it more challenging for how we communicate. We
- 02:23 can't simply list facts. We have to put in into context. We have to tell stories. We have to have examples.
- 02:30 We have to have exercises. We have to have participation. We may have to use video recording. We may
- 02:36 need images. We may need all sorts of multimedia and a combination
- 02:42 of testing and experiences and activities to actually train
- 02:48 people. You're probably aware of this anyway, but still,
- 02:54 there is this tendency for trainers to sort of go back to revert to this idea that let me just
- 03:01 go through this content here today. Complete, utter,
- 03:07 worthless, waste of time. You've got to make these ideas, these concepts, these
- 03:13 skills really come alive for the people you're training. Otherwise, you're
- 03:20 not actually training anyone anything.
- 03:23 Abtraction is one of your biggest enemies as a trainer. If you want to be an effective
- 03:29 trainer, you cannot speak in abstractions. Now, it may be that everyone in your
- 03:36 audience, everyone you're training is smart, highly educated. They understand abstractions,
- 03:42 but they don't visualize abstractions. Therefore, it doesn't trigger the memory process.
- 03:48 And that's the real problem with conducting a training where you simply go through abstract concepts.
- 03:55 You've got to spend the time it takes to really paint a picture for people. So, if you
- 04:01 are giving an overview of changes in securities law, there's some dry abstract concepts
- 04:08 there. You have to go through that, I understand. But, if you really want it to sink in, you're
- 04:14 going to have to find examples of people in your industry, perhaps even in your own organization,
- 04:21 who violated a specific securities law, went to prison, lost their home,
- 04:27 got divorced, their family doesn't speak to them anymore, and their life is ruined. If you really want to drive
- 04:33 home, the importance of why we have to follow all securities laws in our organization.
- 04:40 If you are training people on how they can decide what benefits package to choose from,
- 04:47 and where to put their 401(k) and how to choose from various mutual funds or index funds, this bores
- 04:53 a lot of people, frankly. It's, that's a bunch of numbers, the eyes glaze over, you've
- 04:59 got to make it real for people. You've got to paint a very specific picture. Talk about what
- 05:06 you can change names to make sure you don't violate any confidentiality, but you can talk about
- 05:12 perhaps a former employee who didn't take this seriously, didn't do their 401(k) match. Didn't
- 05:18 plan for retirement, and then ran out of money. Three years after retiring, and now has to go work
- 05:24 at a very low paid job as a greeter at a major shopping store down the street.
- 05:31 You also may want to paint a picture of someone who perhaps didn't have a great glamorous high-paying job, but
- 05:37 they really picked the right investment vehicles. They always did their match with 401K,
- 05:44 and now you're getting postcards from them every six months from new exotic locations they're traveling
- 05:50 on with their spouse. Their retirement years are great. So you can make something as dry as financial
- 05:56 planning, really interesting to people. Relatable to people if you
- 06:02 take the time to go from the abstract to the concrete.
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