The PMA Blog

When COVID-19 first pushed us all into remote work, virtual training was about survival. We were patient with technical glitches, forgiving of lackluster slides, and content to just make it through the session. Simply having the technology to connect was enough. At one point Deb moved her office into a motorhome to teach PMA classes so she could drive to the fastest internet speeds around before connecting.  LOL!

Fast forward to today, and the expectations have evolved dramatically. As professionals, we no longer settle for passive participation. Our virtual environments need to be as dynamic and interactive as our in-person engagements. It's time to raise the game.

It was 1984 when Kolb developed this model, and 1994 when I learned about it.  Like many humans, I use tools or practices for a while and even when I'm getting great value from them, I simply stop doing what works at some point.  What IS that??  No idea what causes this, but it's insidious in its ability to undo all the good stuff we develop as habits.  The only thing I have found to combat this effect is going back to journals I have written for over 30 years. 

In my latest perusing, I found the several-year practice of using this learning cycle to speed up my learning during the early days of starting a business.  It was an overwhelming time and I needed a process to assimilate all the new experiences I was having. 

If you’ve ever heard the phrase, "I just don’t have time for training" you are not alone. It’s a common objection from busy professionals who are juggling countless responsibilities along with an endless stream of shifting priorities. But here’s the thing—when training is done right, people will not only find the time for it, they will actually look forward to it.

Let’s explore why this objection comes up and how you can help your colleagues overcome it.

So, you’ve been tasked with the not-so-simple job of proving the ROI of your training programs to the C-suite. You've seen the eye rolls when you mention "soft skills" and felt the pressure to justify every dollar spent on development. But fear not! With a structured approach and some savvy data collection, you can make a compelling case for the value of your training initiatives. Let’s dive into the steps you need to showcase your program’s success.

Hello, training leaders! Recently, I bumped into a nursing leader who remembered me from programs I conducted for her client many years ago. It was heartwarming to hear that she insisted her front-line managers experience the program because she's a "super fan"! Knowing that she still uses the tools and techniques we taught her as a new manager made my day. It's moments like these that remind me why we're so passionate about this career—making a real impact in people’s lives.

We all know that delivering effective training is just half the battle. The real challenge lies in making sure that the knowledge sticks with your learners long after the training session ends. If you worry that your programs don't have that stickability factor, don't worry—we've got you covered!

I keep this quote on my office wall.

"When learning about life and people, make no more assumptions than are absolutely necessary.  Ask and observe."  William of Ockham, 1324

 Over the years it reminded me time and time again, that no matter how prepared I can be to teach a specific topic, the most important component of that training is unknown until the class begins:  the audience.  

It's too easy to forget this when trainers and facilitators have been teaching a topic for a long time or leaders have become expert in their presentation material.  Once we forget this simple rule, the lecture begins.  Or, we roll out the same tired questions, expecting the same answers and we are fully prepared to respond to them, even before the question is complete.  It is the stuff of deteriorating results in the classroom, and it can be deadly for our most seasoned trainers (myself included). 

So, here are three tactics for keeping it fresh and different every time, based on who's in the room.