The Mystery of Learning

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When we understand how we learn, we become a more effective teacher, trainer, parent and coach. 

Why & how do we learn?

Learning is often of interest to us so we can develop competence or gain confidence in an activity.   The activity could be work related, such as learning to use a new software application.  Learning can be recreational, such as learning to dance.  Learning in these situations involves actually doing the activities.   Improvement in performance requires practice over time and seeking guidance from those more skilled in what you are trying to learn.  For example, mastering the Tango or a video editor software to edit a video you shot on your smart phone requires you to first try to do the activity.  After we try on our own we often realize our need to seek out someone more experienced than us.

In real learning situations, there are three processes

1.     Acquiring relevant knowledge

2.     Thinking for understanding

3.     Doing 

These three don’t occur as separate processes, but are dynamic and mutually support the overall learning process. 

For example, as we acquire more knowledge, think better about what we are doing and practice more, we tend to become more competent at that activity – whether it is work related or otherwise. 

Pay Attention

If a learner is NOT paying attention, learning is likely to be sparse and ineffective.  A trainer’s ability to capture attention is greater if they are motivated,  well prepared and passionate about the topic.  When the instructor is doing all the talking, the learner’s attention tends to trail off quickly.  This and others like it are popular topics in Train the Trainer BootCamp.

The implications of this for training are very important.  It shows that long periods of talk by the trainer, without opportunities for student participation, are likely to be ineffective as a method of teaching.  This is a typical mistake made by trainers who think that more input by them equals more learning.  This is clearly shown to be incorrect.  Your own experiences as a participant and student will fully bear this out.

Three best practices that help with maintaining learners attention span are:

1.     Presenting training in modules that are limited to 8-12 minutes of instruction.

2.     Always including application and practice into each module

3.     Bringing the participants together after instruction and application or practice to recap what they learned.

Trainers must understand how their audience best learns to maximize their impact.  Read back through the hows and whys of learning frequently to continue to improve your training abilities.

Still learning,

Honey

Interaction Training

281-812-0211

www.interaction-training.com

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Trainers: Flood with Feedback

Need to keep your audience more on track?  Want to bump up your teaching effectiveness?  Flood them with feedback.  Feedback  is crucial to effective learning and helps both the trainer and the learner stay on track.

Gathering feedback:

·      identifies the present state of learning.

·       highlights what needs to be learned and suggests next steps.

·       monitors progress in learning.

·       helps detect problems quickly.

·       reinforces learning accomplishments.

Many adults become frustrated when learning doesn’t come easy.  They can lose their confidence in being able to master a new skill.   Without skillful feedback and tutoring from the trainer the learners may lose motivation.  Maintaining interest can become challenging.

Tips for Giving Feedback

Don’t Hesitate

Provide feedback ASAP.  This enables learners to make any necessary changes or modifications.  In addition, they are more likely to see the importance of the feedback and make the necessary connections to what they have been doing.  If the learner is not grasping a point in the lesson it may prevent additional learning as the course moves on.

Include the positive

Sometimes the feedback needed will not be positive.  If, for example, they have not followed instruction, or have seriously misunderstood a key issue, then the trainer’s feedback will naturally contain many negative points.  However, in most cases, the trainer can offer something positive in the feedback as well.

What you say and how you say it will have a lasting impact on learners.  Think carefully about tone of voice and body language in giving feedback.  Feedback is an opportunity to strengthen rapport with the learner and to provide a teaching moment.

Feedback goes both ways

Use feedback as a two-way activity.  Encourage students to voice their concerns.  The more you understand their difficulties in learning, the greater is the chance that you will be able to train them effectively and provide the right feedback in the best possible manner. 

Still learning,

Honey

Interaction Training

281-812-0211

www.interaction-training.com

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Successful Leadership Top 10

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Moses didn’t bring these ten down from the mountain top but I suspect he’d think they help support what was on the tablets.  Are you mastering these key behaviors of a successful leader?   

1.     Have integrity -  without it, everything else is for nothing.  Do what you say you are going to do.

2.     Be a grown-up - never getting emotionally negative with people - no shouting, demeaning, or ranting, even if you feel very upset or angry.

3.     Lead by example – act and work in a way that would make your mother pleased and you proud if a team member mimicked you.

4.     Help and work alongside your people when they need it.

5.     Practice fairness –  treat everyone equally and on merit.  The opposite of this would be to act out prejudice or favoritism.

6.     Be firm, consistent and clear in dealing with bad or unethical behavior.

7.     Excel as a listener.   Work to truly understand people, and convey your understanding. (understanding is different to agreeing).

8.     Always giving your people the credit for your successes.

9.     Never practice self-promoting.

10.  Be decisive - even if the decision is to delegate or do nothing if appropriate. Be known as one who makes fair and balanced decisions.

 

Still learning,

Honey

http://www.interaction-training.com

Cross-Selling at the Branch

Are you aware that it costs five times more to acquire a new customer than it does to sell an additional product or service to an existing customer? 

 

Cross-selling is an ideal way to expand a customer’s relationship with your institution.  Everyone in your company could be cross-selling.  Branch managers, retail staff, and contact center representatives are excellent candidates for generating cross-sale activity.  Help staff develop the right communication skills and product knowledge.  Couple that with noticing customer cues and acting on them appropriately.   Then you'll have effective cross-selling.

Cross-selling is not about being pushy.  It is about building on the existing relationship you have with the customer.  When you perform your job in a friendly, knowledgeable, and efficient way, customers will be inclined to think of your institution first when they need additional products or services. 

The biggest difference between "mediocrity" and "high performing" cross-selling is commitment.  High performers invest the time to discover customers' needs and figure out how to meet those needs.

Every interaction with an existing customer is a golden opportunity to expand the relationship and contribute revenue growth through cross-selling. Ask pertinent questions and employ listening skills to explore each customer's financial situation. Demonstrate that you have a genuine interest in the customer's financial success. You will often uncover additional needs the customer didn't even know existed, and be in prime position to fulfill them with the most appropriate products and services your bank has to offer.

A positive attitude accounts for almost half of the job of cross-selling.  A whopping 48% of the sale is attributed to the attitudes we hold toward our products and services, self, the institution, and the customer.  In other words, belief in yourself, your goods and your company is half the battle.  

Listening is key. Tune into the clues you receive from customers when they are ready to buy or when they have a problem that needs resolution.

Customers rely on branch personnel who are perceived as expert, caring professionals.  Customers share their thoughts and feelings with bankers during the course of their transactions.  Cross-selling can be as easy as answering a question or making a suggestion to assist with a problem. 

Maximize and expand the relationship you have with your existing customer.  The road to that success is paved with cross-selling.  The branch, especially the teller window is one of the best stops on that road.

Still learning,

Honey

Interaction Training

281-812-0211

www.interactiontraining.com 

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