Recorded Webinar

Transcript

[00:00:00] Laura Mastrorocco: Hello and welcome. We are delighted that you could be with us here today for Learning Lab Part 2. We'll be talking about generating real world action. My name is Laura Mastarocco and I'm your producer for today's session. So, I would like to introduce our speakers for today.

[00:00:22] Laura Mastrorocco: Pinar O'Flaherty is a learning strategist, instructional designer, and facilitator with over 25 years experience. She designs for organizations looking to develop their people, including onboarding, performance, management, career path development, and leadership. Her passion for learning is paired with her strong belief in using needs based design.

[00:00:47] Laura Mastrorocco: Pinar believes that learning is key, not only for growth and success, it is the core of a team's motivation, satisfaction, and inspiration. She has designed programs [00:01:00] for a variety of organizations, including Google, General Assembly, LA County Office of Education, Lululemon, and Intuit. And Pinar is joining us from upstate New York.

[00:01:13] Laura Mastrorocco: Welcome, Pinar.

[00:01:15] Pinar O'Flaherty: Hey, everybody.

[00:01:16] Laura Mastrorocco: We're also joined today by Rachel Crice. And Rachel is the head of product and delivery at PILOT. She drives the creation of impactful coaching products that put employees in the driver's seat of their career. Rachel works closely with PILOT participants to energize and challenge them on their development journeys.

[00:01:40] Laura Mastrorocco: Rachel finds inventive ways to meet our HR, talent management, L& D, and DEI customer needs for scalable employee development that gets used and actually works. And as I mentioned earlier, Rachel is connecting from the Detroit area and Michigan. So [00:02:00] welcome, Rachel.

[00:02:01] Rachel Crice: Thanks, Laura. Good to be here.

[00:02:02] Laura Mastrorocco: So before I turn it over to Pinar and Rachel, I'd like to share a little bit with you about PILOT, which was founded to help everyone feel powerful at work. We show participants how to use self reflection, solicit and accept feedback, advocate for themselves, and take effective action in their organizations.

[00:02:23] Laura Mastrorocco: This is done through four methods of learning. We have the technology enabled group coaching, where participants are broken into groups or cohorts, and they go through their pilot development journey that way. We also offer individual reflection activities that can be done asynchronously on their own time and on any device.

[00:02:46] Laura Mastrorocco: Next, we have Scaled Mentoring, which gives participants access to higher level executives to learn the rules of work. And lastly, the one on one future focus manager feedback sessions, where [00:03:00] both the manager and the employee focus on development objectives and aspirations separate from any performance conversations.

[00:03:09] Laura Mastrorocco: So now that you know how we'll interact and who we are, I'd like to turn it over to Rachel to dive into today's topic.

[00:03:19] Rachel Crice: Thanks, Laura. Welcome everyone again. Today we're talking real world action and why it's so important when we're talking about learners. Enabling them to take real world action is going to help solidify that learning.

[00:03:32] Rachel Crice: So when you're designing programs, when you're championing programs, the most observable sign of success is when someone's taking action with what they learned. So what is real world action, right? It's applying what we've learned. It's taking the steps to process and practice and test things and experiment and get our hands dirty so we can learn from that experience even more about what works, what good looks like, and what we might want to try differently the next time.

[00:03:59] Rachel Crice: So [00:04:00] why is this important in your programs? Real world action increases engagement because it provides context. which in turn increases relevance. So if what a learner is learning is not relevant to them, if they can't see that real world application of how they're going to use this, I think about like geometry class for me in high school.

[00:04:19] Rachel Crice: How many of us used geometry still? Maybe architects, not me. Oh, is it relevant? Is what's going to be motivating for those learners? Why do I want to know this? And it increases their confidence. Going out and experimenting and trying something is gonna build their confidence and that they're like, yes, I can do that thing.

[00:04:39] Rachel Crice: So this is really important in your programs to get them engaged and confident, and it increases proficiency. So when you apply later to the real world, it's easier and is done from a place of practice habit. Again with the confidence, but also leading by example for others. It's gonna increase the likelihood of behavior change too.

[00:04:59] Rachel Crice: I have a [00:05:00] book that I'm going to share with you all and I'll link it in the chat for you here in just a second. It's called The Power of Habit. So increasing the likelihood of behavior change being integrated and continuing the use of things beyond the program.

[00:05:11] Rachel Crice: So PILOT's a six month program as an example. Beyond those six months, we want folks continuing to use those things because real world action is where people change their lives. You change your habits, you change your life. See, there's a huge impact here when you focus on real world action for your program.

[00:05:26] Rachel Crice: So that's why it's so important. And that's what we're talking about today.

[00:05:29] Pinar O'Flaherty: So I'll jump in and talk about like, we'll just start drilling down into what does real world action look like when you're designing a learning experience or a learning program? What we have up here on the screen is like a very high level look at a curriculum map or a learning journey and this is like a somewhat typical sort of hybrid program.

[00:05:51] Pinar O'Flaherty: The bright green squares in the top row would indicate like a two day live in person workshop where you might be bringing a whole team together into a room for a [00:06:00] couple of days. Preceding that, you might see that there's two or three days where they have some pre work they need to complete.

[00:06:05] Pinar O'Flaherty: Maybe it's a self assessment survey or some reading. Maybe they've been assigned the wonderful book that Rachel's going to share to read in advance or some other material. This example is a four week program. There's different things that they do. They might have a weekly webinar where they're building on content or topics that they learned during their live session, and then they might also have some self paced independent learning, and that could be an e learning module they're completing.

[00:06:31] Pinar O'Flaherty: It could be a reflection exercise or something else that they've been asked to do. And then you'll notice in the bottom row there, the ideal learning design would have opportunities throughout not just learning time where they're actually, with a group or in a e learning module, where they have opportunities to think about, apply recall, all the things that they learn during that learning journey, because if they don't start doing it while they're in that learning [00:07:00] mode they're much less likely to have those habits as they move forward.

[00:07:03] Pinar O'Flaherty: So that's really the goal is to have whatever you want folks to learn, whether it's skills or concepts or policy procedure, you want them to have the opportunity during the learning program to start applying it and start making it into real world actions, because otherwise you're never going to form the habits or start building on and deepening those skills in the real world.

[00:07:24] Pinar O'Flaherty: And that's of course, always the goal is to have that real world action happening beyond a program. And we think about how do we form those habits to develop those skills. We really do need to think about that in terms of the learning design. Where are those opportunities happening when they're in the classroom or when they're doing that reflection exercise or even, if it's a weekly webinar what are they doing outside of the webinar each week where they're tying what they've learned to their day to day.

[00:07:50] Pinar O'Flaherty: So if we look at this I'm going to just look at that first column on the left during learning programs. So actual during like in seat learning time or if you have a weekly webinar the [00:08:00] journey where they may not be spending time with an instructor or their cohort or their learning peers.

[00:08:04] Pinar O'Flaherty: Of course when you have face to face time, whether it's virtual or, you could even do it like through an e learning module, you want to do role playing or real playing, right? It might be where they interact with a peer to work through a scenario and everyone always bucks at the idea of role playing, but it is incredibly valuable and people tend to get into it more than you would expect.

[00:08:24] Pinar O'Flaherty: Once they actually start the exercise. Another thing is to have discussions around either actual examples or, similar to real world examples, like case studies are the things that you can use for brainstorming other group work during learning time. And then start to give them opportunities to apply what they're learning to real world situations while they're in that learning journey or that learning path.

[00:08:47] Pinar O'Flaherty: Things like having homework, like here's a strategy to try, this week to try this at least twice in your day to day, and then report back when we meet next time about how that went, or it could be reflection, for example. After today, spend [00:09:00] 10 minutes tomorrow morning thinking about what you've learned and how you're going to integrate that into your workday.

[00:09:04] Pinar O'Flaherty: The other tool I really love is helping learners to create action plans. And this can be done actually during live seat time, where you walk them through reflecting on what they've learned scenarios that they may have worked with or role play, and you say, okay, Take an example of something you're working on right now, create an action plan, and this can be done with just a couple of questions.

[00:09:27] Pinar O'Flaherty: You can create worksheets. You can decide how complex you want that action planning to be based on what your goals are for the learning outcomes and what the topic or content is or skill that you're teaching. So if we look at the next column, after learning programs, like how does this translate or transfer?

[00:09:44] Pinar O'Flaherty: How do the things that we learn become habit and behaviors, not just words? A factoid or a bit of information or skill that we've heard of during a learning experience. So applying learning strategies for interactions and situate situations that are actually [00:10:00] real world interactions is really important.

[00:10:02] Pinar O'Flaherty: So for example you want to make sure that you include scenarios that are realistic, case studies are wonderful. And again, those role playing opportunities. Those are ways to get people to start applying what they're learning immediately. And if ever anyone's ever had something like geometry, maybe you sat down with someone and they showed you how to do, I don't know, a complex bit of something like, a bit of plumbing work or a bit of knitting or something else.

[00:10:27] Pinar O'Flaherty: And you thought that makes sense. And then you try it a month later. without ever actually having any hands on experience to apply those skills, like you would need a refresher. So the idea is to have them have opportunities to immediately apply skills and concepts to their real world. And so transferring that situated learning, transferring what they did in a case study to their work the next day or the next week.

[00:10:49] Pinar O'Flaherty: And then also think about any tools or resources that learners need in order to put. They're learning into action. So here's an example. Let's [00:11:00] say you're developing a training program for customer support representatives, and you know that they're going to be using a knowledge wiki or some other help panel to answer questions for the customers that they're Working with you want to have them using those tools and using those resources during training so that they know where to find them afterwards.

[00:11:19] Pinar O'Flaherty: You might even incorporate something like a treasure hunt , ask all the learners to go find look up something and respond quickly with what they found. Yes, as Josh says, taking action in the moment is key. That's how we, that's how we seat and connect knowledge, make it relevant to our context, and then apply it later.

[00:11:37] Pinar O'Flaherty: So another opportunity or another benefit is to think about check in points. Where are there opportunities to have people talk about how they're applying and share with their learner peers. And that's like a little I'm not going to dive too deep into that, but that's a little reference to our next webinar that's coming up in December, and we'll talk about that later on.

[00:11:57] Pinar O'Flaherty: But how do you use community building? And [00:12:00] peer to peer networks within your learning design to those are so valuable and they're very motivating, which is a wonderful aspect of a wonderful reason to include them in learning, but it really helps people to continue to learn and continue to apply what they've learned and deepen their learning through those connections.

[00:12:17] Pinar O'Flaherty: Like I know personally, I have a couple of group chats with colleagues that I've worked on at different times in my life, different companies, and I might every now and then come up with a problem and ping that Skype channel and say, Hey, has anyone come across this before? Like I was thinking about this.

[00:12:31] Pinar O'Flaherty: And so those relationships, those commute, that community is a wonderful way to reinforce learning, to tap back into strategies and to stay connected. And again, we'll talk about that more. But I've talked very about a lot of these things very theoretically, and I'd like to dive into some examples because again, that helps us to contextualize and make things relevant.

[00:12:50] Pinar O'Flaherty: And where this is very meta, I've just been talking about using scenarios and case examples. So actually, Rachel, I'm going to hand it over to you, because I think that PILOT actually is like a really good case study [00:13:00] for the way that these things might happen in a learning program. So take it away.

[00:13:06] Rachel Crice: Yeah, sure.

[00:13:07] Rachel Crice: I think, PILOT's got two, two pieces there that Pinar mentioned. One of them is the kind of group learning. We do a cohort based model here and it really does help create that safe space for experimentation and trying things out with one another. and builds relationships throughout the time so that action continues afterwards and the conversations keep going, even though the structure is not there.

[00:13:27] Rachel Crice: So if you think about that visual we looked at with the chart earlier with PANAR, starts to drop off a little bit the structure, but the real world action continues beyond that. So how PILOT approaches this is a model that we call knowing versus doing. So before we talk about all the best practices, I want to share that with you all.

[00:13:45] Rachel Crice: Before we dive in, give me a plus one in the chat if you've designed a program, if you've facilitated a program, or got feedback about a program where participants have said, I already know that. Give me a plus one if you [00:14:00] heard that.

[00:14:04] Rachel Crice: Thank you, Jane. Thank you, Abby. Okay. So yeah, this is a thing. It's a thing. There's a gap there for learners between knowing and doing something. And learning is great. We are, we're not against learning and growing here at PILOT at all. That's what our whole program is about. It's about learning and putting it into action.

[00:14:22] Rachel Crice: But that action part is what's really important. It's what we're talking about today. So it's essential that you continue to learn and grow. But the simple knowing of something doesn't impact your life until you put that learning into action. I didn't say that even before they attend. Yeah, Marlies, that's great.

[00:14:39] Rachel Crice: Thank you for sharing. I know that I should get, I work at my desk all day. I know I should get up and move around more. Do I? No. I know I should drink more water throughout the day. Do I? No. There's a form of resistance. It's a very human thing. And that, the, that book that I mentioned earlier talks a lot about this as well.

[00:14:56] Rachel Crice: There's a ton of very human things that get in the way, like [00:15:00] assumptions and self limiting beliefs and strongly formed habits that we already have. So as program champions the big picture goal is to help people engage in their learning journeys, to offer the right tools. And we can't do that if we don't remove those barriers of the self limiting beliefs and the fear and the assumptions that we might have about ourselves. So it might be a very small gap that folks have to jump over, but there might be a long list of things that are getting in the way of simply, submitting performance reviews in the right way or having feedback chats or crucial conversations that we know we need to have at work.

[00:15:34] Rachel Crice: So we have to consider what that learner gap is. might be, and it could be a very emotional thing that is happening with them as a human. So we want to build their confidence and reduce the amount of fear. And change is scary, right? It's something new that we're dealing with. All of us are in this together.

[00:15:49] Rachel Crice: We've all got stuff that we need to jump the gap on. So just as a model for why this is important again, Knowing is impactful. Doing is [00:16:00] the more successful version of impactful.

[00:16:06] Rachel Crice: Knowing versus doing. Keep that in mind. Very quickly, again, before we dive into the best practices here on going from knowing to doing. You're likely here because you're a decision maker, you get to impact the learning journey at your organization, or many organizations if you're a consultant and PILOT has put a secret sauce for knowing versus doing into a program, and it's a scalable solution for very respected HR leaders.

[00:16:30] Rachel Crice: We have global organizations that we work with, and we know how hard it is to get employees in the driver's seat. and jump that gap on their own. So we've got the structure that helps them do that. It's a career development program that only solves the problems of a stagnant responsibility with employees and taking the back seat and relying on someone to tell them what to do with their careers and puts them, PILOT's called PILOT for a reason.

[00:16:51] Rachel Crice: We want them in the cockpit. They're flying the plane of their careers. Through the program, employees acquire essential skills of self awareness, taking action, networking, and [00:17:00] building community, problem solving. So if you don't want to worry about building all of this enablement and the real world action into a program, you want something off the shelf, ready to rock and roll.

[00:17:09] Rachel Crice: That's what PILOT is. If you're interested, if you want to learn more, there's a QR code here on the screen. You can scan it with your phone and you can book a meeting to talk with one of PILOT's experts about how a program can fit into your organization and put employees into the driver's seat of their careers.

[00:17:24] Rachel Crice: Okay, Laura, over to you for a poll so we can do some best practices.

[00:17:28] Laura Mastrorocco: All right. Thank you, Rachel. We're going to analyze an actual situation, but first I need to conduct a poll to find your area of interest. So let me go ahead and launch that poll, and we're going to brainstorm as a group on some ideas for how to enable real world action.

[00:17:52] Laura Mastrorocco: So which of these should we brainstorm as a group? Please make a selection, and [00:18:00] then you'll click that submit button to the lower right of the screen. of the polling screen, and we'd love to hear from all of you.

[00:18:08] Pinar O'Flaherty: I can't wait to see what the results are here.

[00:18:12] Laura Mastrorocco: All right, and the results are in. It looks like the majority of you are interested in hearing about managers having crucial conversations, and then we have a three way tie. Okay, so managers delivering performance reviews, team members providing feedback, and all employees requesting a leave of absence or a specific work accommodations.

[00:18:37] Pinar O'Flaherty: All right. So what we're going to do is we are going to have you as the attendees, as a group of people who are learning together do use your number one here, the managers having crucial conversations as a case example that you're going to work with. But first we're going to do some modeling.

[00:18:55] Pinar O'Flaherty: Rachel and I are going to work through one of these, but we were going to work with the second most desirable or most [00:19:00] desired scenario. And we have three. While I am tempted to choose managers delivering performance, I feel that's there are some similar skills that are addressed with managers having crucial conversations as performance reviews are crucial conversations.

[00:19:14] Pinar O'Flaherty: Rachel, if you agree, we should probably pick either employees requesting leave of absence or specific accommodations or team members providing feedback.

[00:19:24] Rachel Crice: Yeah, I can be a tiebreaker. Let's do team members providing feedback.

[00:19:28] Pinar O'Flaherty: Okay. All right, let's do it. So if we go to the next slide, the first question, now pay attention everyone because you're gonna have to, you're gonna have to come up with some ideas in a couple minutes.

[00:19:37] Pinar O'Flaherty: The first question is how would you enable learners to take real world action during their actual learning time? So this is like during the webinar, during the live in person workshop, or during an e learning that they're completing on their own. So if we look at It was, what was it was having employees giving each other feedback.

[00:19:57] Pinar O'Flaherty: So we might think about that [00:20:00] journey, right? In terms of what, how do we get them from point A to point B with these opportunities to think about the skills and the concepts within the real world, which they'll be applying these skills and developing these habits and behaviors. So we might start with something like, Okay.

[00:20:17] Pinar O'Flaherty: Think back to a time when someone's feedback hit home, right? We might start with an icebreaker that helps to make it relevant to them. Have them think about their real world experience. So we might say, okay, every, all the learners in the room share a time when you got feedback from someone and it really hit home.

[00:20:33] Pinar O'Flaherty: And just that does a couple of different things. Yes, it's an icebreaker, but it also helps to, as Rachel was referring to before, create sort of a. A space where it's like people are going to share. This is a safe space to learn to bring your own curiosity, your own needs to the table and learn from each other.

[00:20:50] Pinar O'Flaherty: So that might be, one way to start contextualizing and making it relevant to the real world within it. And then you might say, okay, let's do a, you might want to do a [00:21:00] little bit of concept review. Those things that people say they arrive in already knowing and review the skills that are needed for impactful feedback.

[00:21:08] Pinar O'Flaherty: And that might be something like active listening or a feedback model that is aligned with the company or culture, something that you've selected in advance. So it's like the concept and skill introduction. But you've already got them thinking about a time when they got feedback in the real world and what it meant to them and they might start tying that into, Oh yeah, that's a good feedback model, maybe that's why that feedback hit home or maybe why that's why I remember that feedback because it did not follow these, these best practices for feedback delivery.

[00:21:38] Pinar O'Flaherty: And then you might use role play. So with anything like I, I consider giving like a performance review, having a crucial conversation giving good feedback. Those are kind of high risk behaviors in the real world. So role play is a really good way to, to let people practice those skills in like a low risk environment.

[00:21:59] Pinar O'Flaherty: And [00:22:00] you could rather than jumping right into okay, let's give feedback on somebody's performance at work. You could say everyone's going to tell a three sentence story and they're going to get feedback on how entertaining the story was, how clear it was, and if it hit on a certain theme, right?

[00:22:18] Pinar O'Flaherty: So you choose a low risk practice to, for them to experience that during the real world experience sort of a real world skill, but within a low risk environment. And then You can complete that role play and move on to something that's a little bit more relevant to giving feedback.

[00:22:35] Pinar O'Flaherty: So you might say, okay, can somebody give me an example of a work situation in which you either needed to get feedback from someone or you wanted to get feedback. So you start increasing, going from that sort of place of when's the time that you got feedback, here's some skills we're going to use, and then you layer on Sort of a safe, low risk practice.

[00:22:53] Pinar O'Flaherty: And then okay, let's take a real world example and let's work with that. So we're building this journey during [00:23:00] that learning time. And then you might wrap it up with some reflection. Okay. So how did that go? What were the things that stood out for you? Think of a feedback situation you have coming up in the next day or week.

[00:23:12] Pinar O'Flaherty: Plan for that. What have you learned today that you will use? after this workshop or after this webinar, right, to give feedback to a colleague. So those are some ways where you might incorporate real world context into their actual learning time. So if we go to the next question how would you enable learners to take real world action from their learning time into their working hours?

[00:23:37] Pinar O'Flaherty: And a couple of those things, Come right over. One of them being, for example that planning that was at the end, think of a, or even the suggestion for a scenario to work through as a case example. You might say alright. Do another role play during the learning time where you're going to be giving feedback to somebody and then they're actually going to be able to go the next day or the next week and they're going to [00:24:00] take real world action during their working hours based on some things that they practiced during their learning time.

[00:24:06] Pinar O'Flaherty: So you're giving them opportunities and setting them up for success in real world action. They're going to come away from that. And maybe they'll say, Oh, you know, I reflected during the workshop. I'm going to reflect now, like that was a lot better. Either I got the feedback I really needed, or I delivered some feedback.

[00:24:24] Pinar O'Flaherty: I was really nervous about delivering in it and it went well. And then the last question is, what can you do to enable sustained real world action or behavior change after the program? So long term, not just the next day or the next week. Okay. Encouraging your learners, for example, to take that to use the action plan, like how, use that as a tool.

[00:24:47] Pinar O'Flaherty: Every time you have to give feedback, they might have a model or something else that they reference. And then for that, this particular scenario, how did that feedback go? Was it successful? Did I achieve, did I meet the outcome I was hoping [00:25:00] for? What would I do differently? I always love the question what went well?

[00:25:03] Pinar O'Flaherty: What would I do differently? That's a good way to not only reflect on our performance, but then to think about future behavior. And that is how habits are built. It's like when you're learning to ride a bike. you realize that you have to use the brake when you're going downhill, that you have to pedal a little harder when you're going uphill, and it's through practicing that, or falling off the bike a few times and getting back on again, that we start to create a habit.

[00:25:31] Pinar O'Flaherty: And they say, once you've learned to ride a bicycle You always know. It's been a few years. I think I'd have to, I'd have to think back to reflect on my past experiences to prepare myself with those breaks for going downhill or what I might have to going uphill. So we took one scenario.

[00:25:48] Pinar O'Flaherty: And I just, very quickly went through. Those three questions. And then Laura is going to pull up those same questions and everyone, crack your fingers, get ready. You're going to use [00:26:00] the chat to address the scenario, which I think we said was, how do you design a learning experience or provide a learning experience for managers and having crucial conversations?

[00:26:14] Pinar O'Flaherty: If you want to use your chat feature, and Rachel and I can call out people's suggestions, what are some things you would do during a, you can think about it as a workshop or a webinar certainly for having crucial conversations, you might start with a little self paced e learning or like an article or a book to read to prepare your learners for that experience.

[00:26:36] Pinar O'Flaherty: We really want to come up with some brainstorm ideas. We'll give maybe a minute for folks to think about it and then pop into the chat. What are some things you would do during if you had, let's say you had an afternoon to help managers with crucial conversations?

[00:26:55] Pinar O'Flaherty: So write up the conversation consider role play, and you could do that before as well you could [00:27:00] solicit, say, we have a workshop coming up next week, you can anonymously submit your questions for crucial conversation or challenge that you've had. Hopefully you'll get a handful of those. And that'll do two things again, it'll make it really relevant to your learners because they're hoping that you're going to pick their scenario and help solve the problem that they've been having.

[00:27:22] Pinar O'Flaherty: And then it's going to be realistic because it's coming from their real world experience and you're working with it during the learning, and then applying it. Any other ideas like what's a good icebreaker? How would you open the workshop?

[00:27:35] Rachel Crice: Andy's got a great one. We have learners think through a difficult conversation they've had recently or one that they need to have, but are dreading. It's a good one.

[00:27:43] Pinar O'Flaherty: And then maybe even ask them if they don't want to share it, maybe ask them what feeling does that give you right now, just to get some of the level the playing fields if everybody goes that makes me feel really anxious or like I'm really dreading it.

[00:27:54] Pinar O'Flaherty: That's a way to start bringing those learners together clear the room and get everyone on the same [00:28:00] page, with one to one groups for active listening. Yeah. I actually really love right. And Rachel, you and I talked about this. I really love when we're doing something like role playing.

[00:28:09] Pinar O'Flaherty: I really love what I call like the triad method where you have two people who are role playing. Maybe one person is like the speaker. One person's the active listener and the third person is the observer. And then if time allows, you rotate through those roles so they might, you might want to prepare more than one role play.

[00:28:28] Pinar O'Flaherty: And let them work through different scenarios and then the observer basically says here's what I heard you say, and here's how I heard you respond. And it's a really powerful tool for people getting a little objective kind of Oh, did I say that? Oh, yeah, I guess that was critical what I meant to say, and, and, and they can, they can get that like immediate feedback on so that, especially for crucial conversations, that would be really helpful.

[00:28:51] Pinar O'Flaherty: There's another one from Evan. One person presents a real problem of practice and colleagues give feedback. Yep. So brainstorming within you could even [00:29:00] ask, you could even do a quick, rapid brainstorm and have a bunch of people throw out ideas. And then if you're live, say, okay, everyone go stand by the ideas that you want to work through and put them into small groups and they can do mini brainstorms and present so that you can get as much out of the time you have going through as many ideas as possible.

[00:29:18] Pinar O'Flaherty: So I'm really happy to see people saying role play because I know everyone's always Oh, role play. I'm not saying trust falls. I'm saying role play. So it is really effective. We have another suggestion here before talking about strategies. Do some pre assessment of knowledge in the room. Yeah, absolutely.

[00:29:35] Pinar O'Flaherty: Absolutely. And this is actually, this is a really good point, because it's this can help not only to bring a lot of group knowledge to the room before you even start to work together, but it can also help people say, actually, I don't know, or what about this? And then well, has it been effective in the past?

[00:29:52] Pinar O'Flaherty: Well, not really. It's a good way for people to realize what they don't know. Right. Because we talked before about some of the people come into [00:30:00] the room and they're like, I know this stuff already. But then you actually put them in a role play or you say let's share everything we know about crucial conversations and you can identify some gaps, you can look at where the strong points are and identify some gaps.

[00:30:13] Pinar O'Flaherty: So there's a ton of ideas. Luckily, this is being recorded. So you now, everyone has some ideas for their next crucial conversations, actual workshop or design. Let's go into the next question, the next step.

[00:30:26] Rachel Crice: I just want to point out the thinking there around role play. I love that we're backing in and thinking like what could be the pain of what's getting in the way of going from the knowing to doing for that manager having a crucial conversation. Crucial conversations are scary. because they're unknown.

[00:30:42] Rachel Crice: You're stepping into the unknown. You don't know how that other person's going to respond. You don't know how you're going to respond to that response. So it's just a lot of unknown. So how do we get them to step into the known? And role play is a great way to do that, to reduce the anxiety and the fear is just step into something that we know.

[00:30:59] Pinar O'Flaherty: [00:31:00] Absolutely. We talked a little bit about doing that during the learning time. And then the next question for you all to brainstorm on how would you enable them to take what they've done during that workshop or that webinar and start taking real world action during their working hours?

[00:31:17] Pinar O'Flaherty: So how do they bring what they did through the role play, through the group discussion, the one to one kind of analysis of how did that conversation go? How do they start bringing that into their working hours? So use the chat for any ideas about what you might have there.

[00:31:40] Pinar O'Flaherty: Get the conversations on the calendar. Absolutely. Whoo. Nothing like a deadline to get things done. I put everything on the calendar. Practice the conversation with another manager so they could schedule that even like maybe at the end of the workshop, it's like fine time next week. Pick a peer in the room where [00:32:00] you're going to, you're going to work through after you've planned a crucial conversation, you're going to work through it with another manager.

[00:32:06] Pinar O'Flaherty: There's a bunch coming in here.

[00:32:08] Rachel Crice: Ooh, ask them to identify on their calendars their next crucial conversation and then have them block off 15 minutes before to prep using the model. Let's practice. I love that.

[00:32:17] Pinar O'Flaherty: Yes, read some books and articles and create scenarios. So actually give them some homework.

[00:32:21] Pinar O'Flaherty: We're looking at some post work and getting inspiration.

[00:32:28] Pinar O'Flaherty: Block 15 minutes to prep. So that's really key, giving people the space to think about. So before something becomes habit, we sometimes have to like review, remind ourselves what am I going to do? So yeah, I think asking them to like, if they have a half an hour scheduled with someone for a crucial conversation, maybe they give themselves 15 minutes earlier in that day to redo like a run through a dry run.

[00:32:50] Pinar O'Flaherty: Like, what are the points I need to hit? What expectations do I have around their reaction? And rehearse a little bit in advance. ,

[00:32:57] Rachel Crice: That's a good one. Yeah, we do this a lot with PILOT, [00:33:00] Evan, with don't underestimate the the power of accountability, knowing you're going to have to report back on something.

[00:33:05] Rachel Crice: You don't want to be the person who doesn't have anything to report. So having a survey or, saying, go have that crucial conversation and we're going to come back as a group and we'll share how that went with each other, knowing that you're going to share your insight from that interaction.

[00:33:19] Rachel Crice: Great accountability.

[00:33:21] Pinar O'Flaherty: And yes, the identify what could go wrong and practice how to handle those situations. That's a wonderful way to prepare. And I think I think that's, again, that's something that people could put on the calendar. You could maybe at the end of your learning session, say, choose three times next week where you're going to think about this, reflect on it, identify opportunities to practice.

[00:33:40] Pinar O'Flaherty: I love this one. Challenge managers to do a teach back where they do a mini training with their team. So there's a in instructional design in medical professional development and medical training. They have a a instructional approach that's called observe one, do one, teach one.

[00:33:56] Pinar O'Flaherty: And the idea is that you you observe one, [00:34:00] you do one, and then the teach one is where it really drives home so when we, to your point, teach somebody else what we've learned, we're really contextualizing and seeding that and often explaining something to someone else is when you go, Oh, I just got it.

[00:34:15] Pinar O'Flaherty: Like I just finally got it. Yeah, that's where you have the aha moment. And certainly with something like Crucial Conversations, not only is that wonderful for the learner, for the manager, but it helps their team to be aware of the approach and the strategy and the consideration that their manager is putting into it.

[00:34:32] Pinar O'Flaherty: Is going to use when having those crucial conversations with them. So that can be a real culture builder as well. I particularly love that for things like feedback models communication models, we have some more plus ones on calendar, calendaring conversation practices with direct reports.

[00:34:48] Pinar O'Flaherty: Who have direct reports. Yep. That's another wonderful trickle down scheduling a follow up. So yeah, a couple of things on that, Rachel, was you were referring to this earlier, having that survey with open-ended questions. And [00:35:00] again, this refers to our next webinar as well. How can you help them to bring it back to their peer group, right?

[00:35:06] Pinar O'Flaherty: The learners that they did all those role plays with, to give them an assignment to report back. Okay, everyone should do one of these crucial conversations in the next month. And then we'll do a breakdown and talk about how that went. I don't want to run out of time. So these ideas were amazing.

[00:35:20] Pinar O'Flaherty: Again, it's being recorded. So you have your, cheat sheet to refer back to all these ideas. So the last question is how could you, what could you do to enable sustained real world action and behavioral change after the program? And I think actually a lot of these ideas have come up, but go ahead and use the chat and think about what you've seen that you think will impact this sort of behavior, like good practices for effective crucial conversations in the future.

[00:35:52] Pinar O'Flaherty: So what will basically in a year from now, you have somebody who attended that original workshop and come up to you and they say, you [00:36:00] know what, I am still having amazing success with crucial conversations and here's why. what would they say? What would they have been doing in the last six to 12 months that really sustained real world action and change their behavior long term?

[00:36:21] Rachel Crice: I love having something catchy. PILOT loves what we call it a big idea. We've got a big idea for all of our crew group coaching sessions. And that's the, see one, do one, teach one. That's like a big idea. That's something Candy can remember a year from now when we're designing programs.

[00:36:34] Rachel Crice: So what's like a little catchphrase that they can carry on?

[00:36:38] Pinar O'Flaherty: And Micro learning reinforcement, absolutely. So maybe once a month they have an e learning that they do that helps them to reflect on how they've been applying, gives them some reinforcement, gives them maybe a new case study to work through.

[00:36:51] Pinar O'Flaherty: Like a if you can swing it, like I love a multiple choice, choose your own adventure, what would you do, what would you say? As a micro learning reinforcement, create [00:37:00] peer mentor groups. Absolutely. Ding ding. That's my favorite. Abby, you mentioned having those groups where you check in not only does it reinforce their learning, but it creates that network of support.

[00:37:10] Pinar O'Flaherty: So maybe they didn't have a crucial conversation for two months and then they've got one coming up and they remember the principles, but they might want to tap into their peer group or their mentor group and say, I know I'm going to do this, but what else can I do? Or is anyone free for 15 minutes next week to do a role play with me that I have to deliver some really difficult, really difficult conversation with one of my team members?

[00:37:33] Pinar O'Flaherty: So yes, accountability to peer circles, sharing what they've learned, asking for support. There's one more there. Oh, I like this one. See how the changes they have made have worked. This is where doing a pre and a pre and post self assessment for any learning program is really interesting because you can ask them, I think somebody mentioned at the beginning of the workshop, say, what do we know about crucial conversations, right?

[00:37:58] Pinar O'Flaherty: Document that. [00:38:00] share it out after the workshop and say, what do we know now? And then six months later, what have you learned in the last six months? What do you know now? And keep on asking them, what do you know now? Following up and having those check in points, because I'm going to go back to the bicycle again, when you're learning to ride a bicycle and and you look back and you're like, wow, I went all the way down the street.

[00:38:20] Pinar O'Flaherty: And you know what The person who is teaching me how to ride isn't even holding onto my seat anymore. That's like a long timeline, uh, reflection that could be really powerful. And I think it also helps them to reflect on and share their successes again, if they have that peer community and they're going back to that.

[00:38:38] Pinar O'Flaherty: That's a really lovely way for them to continue to learn from each other and to, so I don't feel like, particularly with something like Crucial Conversations, it's not like you're going to reach an end point where you're like, that's it, I'm an expert, I never have to learn anything new about having a Crucial Conversation.

[00:38:53] Pinar O'Flaherty: With a lot of skills that are valuable and flexible and important yeah, Rachel, I [00:39:00] wish we'll continue to learn and grow. And that's another reason why applying things to real world situations is so important. One of the reasons I'm in learning and I love it is we know that we get good feelings, like happy chemicals are made by our brain when we learn something new.

[00:39:16] Pinar O'Flaherty: And helping our, the people that we work with and people that report to us or the people that we collaborate with opportunities for that ongoing learning, ongoing behavioral change sharing those things is really important. And it, yep, it brings a lot of meaning. And somebody was saying if you did that, if you did that micro learning or that check in with your peer group six months in think about the confidence that would build for a manager to be like, yeah, I used to be really worried about crucial conversations, but now I've got my reflection tool.

[00:39:44] Pinar O'Flaherty: I've got my peer network to check in with. I've got all these things that helped me tie what I've learned into my real world day to day. And it's, they feel quite confident and feel quite supported and feel quite enabled to have that behavioral change [00:40:00] long term. So

[00:40:02] Rachel Crice: Happy chemicals. Yeah. I think on the qualitative pre and post, the questions that you ask are really important too.

[00:40:08] Rachel Crice: So not just focusing on the knowing, but the doing as well. How do you, what do you know about having those crucial conversations and how confident do you feel about having them? Because I didn't know how to have it, like the back of my hand, I know how to have a crucial conversation, but am I confident in having it?

[00:40:23] Rachel Crice: I don't know. I might be a little scared still. Right. So yeah. Even doing just like one through five skills, how confident do you feel? We're actually going to do that on the webinar today. How confident do you feel about putting real world action into programs? We're actually using our

[00:40:38] Pinar O'Flaherty: own toolkit here.

[00:40:39] Pinar O'Flaherty: We can, yes, we can jump right to that slide. And this was very meta. We talked about practicing skills in real world contexts and then we did it. So Laura, the poll that you want to pull up.

[00:40:53] Laura Mastrorocco: Yes. So I'm just launching a poll. And please share, how confident do you feel about applying these [00:41:00] strategies to your work?

[00:41:03] Laura Mastrorocco: Please make one selection and click the submit icon to the lower right.

[00:41:11] Laura Mastrorocco: And we'd love to hear from everyone, so we'll give it maybe 10 more seconds. Let us know how confident you're feeling.

[00:41:29] Laura Mastrorocco: All right, and it looks like we have the majority are ready to roll. And 42 percent are somewhat confident, but we have zero votes for not so confident. All right. Great.

[00:41:42] Pinar O'Flaherty: That's great. And so for those of you that are feeling somewhat confident you're in the presence of other folks, you're in the presence with your peer network and and hopefully, you can review this webinar and think about some of the strategies that we talked about use those as a way to, to, [00:42:00] again, in a very meta way, think about the strategy you could use to incorporate the real world aspect so that what's happening during learning time becomes something that can happen during real world experience.

[00:42:16] Pinar O'Flaherty: And I think that one of the things that we did talk about was that I, I don't, I'm I think we have a few more minutes we can answer some questions. So maybe if there is a reason or an outstanding question that you have in terms of like your confidence or something that you want to just share a comment about why you're feeling confident, if you had an aha moment in the last hour with us or last 15 minutes with us you can pop that in the chat.

[00:42:39] Pinar O'Flaherty: . We can do a little peer to peer question and answer. We can even go a little bit more meta. Maybe the answer is in the group. If somebody says, you know what I'm still wondering about or any other lingering questions, if you want to pop it in the chat.

[00:42:53] Laura Mastrorocco: While we're waiting for those questions to come in, I would like to share another resource to help build [00:43:00] everyone's confidence.

[00:43:01] Laura Mastrorocco: And that is our next webinar Learning Lab webinar, which will be held on December 5th entitled Building Community Connection into Learning Programs. I just wanted to mention it so that you can save the date. Registration is not open yet. But we will send you we'll send out a link via email to register, or you can go to our website.

[00:43:27] Laura Mastrorocco: If you would in another month or so, the registration will be listed on our website. and I will drop that link in the chat for you.

[00:43:45] Laura Mastrorocco: And once you have all saved the date on your calendar, December 5th at noon, 12 noon Eastern time we will open the floor to questions. So I'm keeping an eye on the chat. What other questions do you have for either Rachel or [00:44:00] Pinar? Please drop them into chat. Now's your opportunity to get those questions answered if they have not already been answered.

[00:44:08] Pinar O'Flaherty: And maybe you have a skill or something that you're, that, you have coming up that you have to help some customers or clients or your organization learn you can throw it and throw it out there. And we can talk about, how can you bring it from, bring something into the learning experience that will then have an impact longer term if anybody has any mini case studies of something they're trying to solve for.

[00:44:32] Rachel Crice: Yeah, to help each other out and keep the peer community going. If you want to drop your LinkedIn in the chat, we can connect with each other. I hope to see some of your faces here in the chat on December 5th.

[00:44:44] Laura Mastrorocco: Thank you, Laura.[00:45:00]

[00:45:07] Pinar O'Flaherty: Did anyone vote for a scenario that we did not address or a skill or concept that you wanted to revisit? We had talked about, I think the delivering performance reviews, a lot of the things that we talked about actually I think are applicable to delivering performance reviews, especially when we talked about feedback.

[00:45:27] Pinar O'Flaherty: And I'll just know one way to, for a lot of these things, like for example, feedback to learn how to deliver really good feedback is to ask for it yourself. So we talked about I think there was one of the scenarios where we said, I think it was the feedback one what would you what was a time when you received feedback that really hit home?

[00:45:45] Pinar O'Flaherty: So that's something to think about in all of these scenarios. situations where there's a skill or a concept that we want people to be able to put into real world action is often seeding it with their own experience. Like, when was it when did you have a performance review that really hit [00:46:00] home?

[00:46:00] Pinar O'Flaherty: Or when did you have a performance review that was absolutely horrible and not productive for you? What went wrong? What could have been better? Was it the way that it was delivered? Was it did you feel that the person delivering it hadn't prepared any points for you? What would you do differently?

[00:46:14] Pinar O'Flaherty: And I think that's always a really good way to think to start when you're working on a learning design problem is what, what's the experience that you've had and the experience you need to have in order to to meet that outcome that you're going for.

[00:46:29] Rachel Crice: Yeah, there's a little bit of a story arc there.

[00:46:32] Rachel Crice: We actually just did a storytelling workshop here with the PILOT team and there's a very cool framework that we used and they say, start with the end in mind, know your last line. So that's like, where am I going? So you don't trail off into nowhere and you lose your audience. The same thing applies for learning programs or workshops that you're designing.

[00:46:49] Rachel Crice: Know your last line and where you want folks to go. What are you enabling them to do? And that'll, help you back into what's a good icebreaker for that? What's a good group activity for that? [00:47:00]

[00:47:00] Pinar O'Flaherty: Yep. I remember those principles of, especially for for, I'm going to say adult learners, which sounds funny, but If anyone's spent any time around very small people it will ask like really irrelevant questions.

[00:47:12] Pinar O'Flaherty: You just have this burgeoning curiosity, but adult learners really need to understand why is this important to me? Why is this relevant to me? What content, how why would I need to know this? How does this relate to anything that I would possibly need to do? And when we're talking about real world action, that's a really important place to start.

[00:47:30] Pinar O'Flaherty: It's very motivating and it's a really quick way to engage people and keep their attention. is to talk about why it's relevant to them, particularly with adult learners, because kids will be like, what's that? Why is that? Everything is a question that they're curious about.

[00:47:44] Pinar O'Flaherty: But relevance is really important, particularly for real world action to contextualize it in again, those scenarios, those role plays, those case examples, ask people for their examples from their own experience. And again, you can often start with something that's a little lower risk [00:48:00] tell a funny story about speaking to a neighbor, start there.

[00:48:04] Pinar O'Flaherty: Or does anybody have an example of when you had to ask your neighbor to move their car because it was blocking something for you, right? That would be a crucial conversation, like a low risk, crucial conversation that you would have with this person that you live next door to and potentially see every day.

[00:48:19] Pinar O'Flaherty: Yeah, you want to think about relevance, you want to think about context, and you want to think about places to start that will bring you to, as Rachel said that last line the, um, of course with, when we're talking about real world action, that's not the end point, but that's the journey that you're setting your learners on to.

[00:48:36] Pinar O'Flaherty: I hope that having this opportunity. brainstorm with us today a little bit, helped you to put some of these concepts into a situated sort of real world context and hopefully, be able to transfer some of the things we talked about today to, to the problems that you're trying to solve or learning experiences that you're trying to create for your team or for your customers.

[00:48:57] Pinar O'Flaherty: And Yeah, it was really fun. It's fun to do more of a [00:49:00] workshop versus just a straight on webinar where we're only presenting and really appreciate everybody really bringing it. That's, that chat was moving fast, faster than I could keep up with at one point, so sorry if we missed anybody's amazing suggestions.

[00:49:13] Rachel Crice: It was great engagement today. Thanks, Abby. Thanks, Evan. Thanks, Liz.

[00:49:18] Pinar O'Flaherty: Yeah, that was really great. Thank you very much for bringing it.

[00:49:20] Laura Mastrorocco: If there are no further questions, I want to thank you all for your time. I hope webinar on December 5th, and a warm thank you to you, Pinar and Rachel.

[00:49:30] Laura Mastrorocco: This was so informative and such a good use of this hour, so thank you so much. If anyone in the webinar would like more information, please There's a bunch of links in the chat. I have dropped the SHRM and HRCI codes in the chat. Today's session is eligible for one recertification credit, and yes, you'll see if you're interested in learning more about PILOT, there's a book a meeting link in the chat.

[00:49:55] Laura Mastrorocco: You can also send an email to [00:50:00] [email protected] for more information. and we'd love to hear from you. Thank you so much for those of you who've dropped your LinkedIn in the chat, and thanks for the engagement and the yeah, all of the interaction in the chat. It's been terrific. With that, have a terrific rest of your day from all of us here at PILOT.