I recently listened to a short piece on my local public radio station from the TED Hour (http://www.npr.org/2015/02/06/379184277/what-s-the-antidote-to-political-apathy). The speaker talked about getting people to the polls and ways to overcome apathetic voters. As I listened, a light bulb appeared over my head about a way to improve training. If trainers expect students to change behaviors based on their training, they need to issue a call to action to participants. A call to action ensures students leave knowing how to change their behavior, possess excitement to change, and where to find help when they run into road blocks.
In this TED talk, the speaker noted in an unscientific study he conducted that in local publications, the editors would include information about how to contact a local charity, the hours of a new eatery, or the phone number to the box office of a show they reviewed. The reader knows how to learn more. When the local periodicals ran political pieces they often present information in a fair and balance way. They explained the issues about the topic. They did not include information about websites, phone numbers for involved organizations, or other information to make the reader take action on that subject.
Often trainers and leaders behave the same way. They call for changes. They show people one way to do something that works in the classroom. They may even provide some sort of high energy event that fires up the students and employees so they feel motivated. When they return to their cubical, they stumble on road blocks and because the trainer or leader provided no information about where seek help, the change they and their proteges hope for starves on the vine.
The fix is easy. After providing students their call to action, provide resources to use for follow up. When students return to their offices and run into a roadblock, they know where to find more information to help overcome the road block and successfully implement the desired change.
Provision of follow up resources requires more than a short bibliography at the end of your note-taking guide or a sheet tucked into the back of a participant folder. The trainer should call attention to the resources. He should provide screen shoots of the websites. He should point out email addresses and phone numbers of people who are willing to help. He should also provide a short sales pitch for each of the follow up resources provided so the student understands help really is there.
Many trainers already provide such information and calls to action for their students. Adapt a page from Keith Ferrazzi’s book Never Eat Alone by sending out a group email reminding students to look up a website, read an attached file, or how to find a book. They are more likely to click on a link and incorporate what you taught them after leaving your class.
At they end of your next training, issue a call to action for change. Motivate students to implement what they have learned. Sell them on the resources available to help them over hurdles. When you issue a call to action, change will happen.
Photo credits: Both photos downloaded from flickr.com under a Creative Commons license and modified to fit the space here.
Speaker photo by firefightersdaughter. Sail boat photo by John, yes, just John.