In developing training measures, decision-makers often first decide on the format and then only think about content and objectives. This is exactly the wrong way around! We explain why the content must come BEFORE the format in planning to develop truly successful concepts.
Focus on the goal rather than on the form!
Nowadays, there is an abundance of formats available for further education and training: from traditional seminars to webinars to pure e-learning or offline-online combinations. However, to develop really good training concepts, you need to first focus on the goal before any methodological decision!
An example
Not to be phrased like this:
“We are doing a seminar on the topic of executives, but please only for a maximum of 2 days.”
But rather like this:
“We want to empower executives to recognize employees’ skills more quickly and better.”
In the first statement, the speaker assumes in advance that a seminar is the only possible method. In the second statement, the speaker focuses on the goal and keeps all solution paths open at first.
Pushed into a format: When developing new measures, try to only focus on the goal initially.
The format must never become an end in itself!
I repeatedly hear people say “We want to offer an online course for XY” or “We need a seminar for XY”. Such statements imply that the process of personnel development is already far advanced. Not only has a topic been found, but a specific format has already been established!
However, the learning format is often considered very early on – and usually thoughtlessly. You might not even be aware that by making such statements, you unnecessarily limit yourself and miss opportunities.
It is just as wrong to base training measures on traditional seminars as it is to want to offer e-learning exclusively. Especially when it comes to technical trends, it is easy to fall into the trap of wanting to “try that out now.” But the format must never be an end in itself, but must always be chosen based on the goals and content!
Another example
Does the following statement sound familiar to you?
“I want to offer e-learning.”
This sentence only works if you can answer the following questions precisely:
What do you understand by e-learning?
Why is (pure) e-learning exactly the right solution?
How do you achieve your established goal with e-learning?
You should ask yourself these three questions for every method! Replace the word “e-learning” depending on the case with “seminar,” “webinar,” etc.!
The consultant Cathy Moore appealed at the OEB Conference at the end of last year to avoid using the seemingly neutral term “course” for as long as possible. I would like to add: At least until you can clearly answer the three questions above.
1. Goal – 2. Content – 3. Format
The development of new training measures should proceed like walking through different rooms. At the beginning, you are alone in a room with the goal and must find the way to the next room – to define the content. Only at the end do you arrive at the discussion of the format of the measure. Pictorially captured, it looks something like this:
So first set your goals, then think of appropriate content that is necessary for that. And choose the implementation only at the very end, after you have answered the three questions about the format. This prevents hasty conclusions.
The challenge for personnel developers: Sometimes say “NO”!
We all struggle with hasty conclusions; it is a part of our nature and requires a lot of training. Therefore, excluding the learning format in the first step is already the first challenge.
Personnel developers often face a second challenge: They are often dependent on decision-makers.
Your supervisor absolutely wants a traditional seminar “because that’s how it has always been done”? Or a pure e-learning to keep up with the modernization of training? But especially regarding the vision of personnel developers as “learning companions”, the responsibility shifts. The communication between trainers, bosses, and various departments combined with needs analysis means: When in doubt, also say “no” to a directive from the supervisor – and present a more sensible alternative with good arguments.
Example "Videos in Lecture Halls"
Besides all the theory on the topic “Format vs. Goal,” an example is helpful. Imagine you are a student attending lectures in lecture halls that are bursting at the seams: Too few instructors for too many students – standard at German universities.
The goal was not simply to create more space. You could just as well stay home – and that is exactly the consequence of videos in lecture halls. Why go to university at all if I could watch the video at home? The main goal has evidently been neglected in this measure: to impart knowledge.
This means: Either the content is such that there are no follow-up questions (which is very rare). Then videos can be watched at home. Or learning requires interactions that are not possible without the instructor's presence. Either way, the measure “Videos in Lecture Halls” is not goal-oriented – even if the learning method “video” can be very successful in many other contexts when used for the right purpose!
Example “E-Learning in Companies”
This example can also be transferred to the context of companies: Particularly current technical trends quickly run the risk of being used as an end in itself. Replace “Videos in Lecture Halls” with “E-Learning in the Training Room.” Then 20 people sit side by side at PCs working on tasks in e-learning.
The better way: Take a step back
Clearly: The format is not well chosen. It would be better to take a step back and ask about the actual goal. Then define the content and only at the very end consider: Which learning format fits the content and is suitable for my goal?
Often a combination of several formats
In most cases, the decision for the learning format is not to be made per se: Too many different needs, framework conditions, and content come together. E-learning is good for ensuring temporal and spatial independence. And traditional seminars or coaching are better suited to deal with personal and emotional topics. The complete training often includes a colorful mix of various requirements.
The solution: Also design the learning format as a colorful mix! With the blended learning method, you adapt your content to the format – not the other way around!
Thus, a training measure ultimately consists of, for example, a two-hour coaching session, an eight-week online learning phase, and an interactive half-day workshop to conclude the measure.
However you tailor your measure – the focus is always on the goal!
Conclusion: 3 Tips for Educators
Successful further education means focusing on the goal and actively excluding hasty format solutions. The following three tips can help personnel developers and educational companions:
Your communication: First, always speak only of goals, not formats.
Your training: Continuously question and review the format.
External communication: Raise awareness of associations with the format – even with your own superiors!
With these tips, you ensure you are on the right track and effectively achieving learning goals! Start now with the first step and note your top 3 current goals. Then check yourself whether you are already automatically thinking of concrete learning formats – and try to focus entirely on the goal. Bring these thoughts and observations with you to your next appointment with trainers or supervisors.
This way, you will walk step by step together through the “rooms” depicted above and find the fastest and best way to the goal.
