Kronos Training for the Rest of Us - Part IV

In previous entries of this series, we discussed how to build Kronos training for non-technical learners. We discussed why non technical learners are well, non technical. We also developed tactics to follow when writing curriculum for a class of non technical learners. So, we understand a lot of this stuff, but when we are actually in a class, how can we direct the event to this type of learner? 

How can we direct a Kronos training event toward non-technical learners, and what tips can be used to ensure we stay on point? 

Just as you design your curriculum, you should develop your training event with non technical learners in mind. Just like any other training event, we need to do one thing for our learners:

Create an environment conducive to learning!

That should be our primary goal as the trainer in any training event. This is one of the guideposts of our Training Zen philosophy. It's To do that, we need to know a few things... 

How do we make this important to our learners?

How can we reduce anxiety in our learners?

How does this training affect what our learners do? 

So lets start answering some questions.

By knowing what is important to the learners in the event, we can motivate them. We have spoken about the two or three common motivators for our learners. These motivating factors must be referenced in the materials and in the event. That sounds great, but how do you accomplish this? 

Here are a couple of tips.  First and foremost, question. Ask questions. Ask a lot of questions. Learning about your class will help you present a better training event. Here are some common ones that will help you learn about your class:

What challenges you with tracking your employee's time and attendance?

Do you have enough time during the day to review employee time and attendance?

What would help you effectively process time and attendance?

Now, you don't just question to learn about your learners, you should also question to help your learners learn! I'm getting into the Socratic Method here; it's been around for a while, maybe you've heard of the author. 

Now, you should also ask questions that may motivate your class and help them learn, questions like:

Do you have 10 minutes a day to process your time and attendance?

Are you tired of the un-accounted for Overtime in your department?

Would you like to see real time late punches on your employees' timecards?

If the participants in your class are worth their salt, the answers to these questions should be yes, yes, and yes! By asking these questions, you will build the motivation in your class. They want these things, you simply have to show them how to get them. 

Getting learners to be more comfortable (reducing their anxiety) in class dovetails naturally from your questions. You want to reduce anxiety, answer your own questions, showing learners how easy it is to do what you want them to do. So, you ask the question: "Could you process your time and attendance every day if it only took 10 minutes?" You get the answer from your learners: "Yes!" Great. Now, process a manager's time and attendance, in less than 10 minutes! Do this early, show your class how easy it is.  If you are doing your job, they should be able to do this themselves when the class is over. I tend to follow the same process,

1) show them how easy the process is by doing it. 

2) have learners talk you though the process, noting how easy it is.

3) have have learners complete the process on their own. 

This simple process also keeps learners focused, I saw it, I talked through it, then I did it!

Now that you have your learners focused on what they need, you can link these tasks to what they do in their everyday. To truly master this, you, as a trainer, need to know what they do, how they do it and how long they do it. If your class if full of nursing managers, you had better know how they manage nurses on a daily basis. 

We are past the motivation stage here. This isn't simply "look what Workforce Timekeeper can do for you" it's "I understand your challenges, I understand what you deal with." 

It's more internal, more empathetic.  We aren't problem solving any more, we are understanding. 

By being more empathetic, you will answer a lot of your own questions about participants in your class. You will be able to move forward more quickly. The participants within your own class will notice. They will respect you for it and you will earn their trust more quickly. 

So that's it. Now I have a few questions for you: 

1. How can you convince your learners of the importance of this information in your work environment?  
2. Where does the anxiety in your learners come from?  
3. What can you do to to respond to that anxiety?  
4. How does it work for you?