Editor's Desk: Can you Tweet or Blog with Substance?
by Pat Schally
What if you were asked to write about your Personal Best Leadership Moment (as we do in The Leadership Challenge® workshops), but it had to be 140 characters or less? That would indeed be a challenge. In a recent article in a San Francisco area newspaper, the question was posed, "Imagine if Twitter were around hundreds of years ago?" They proceeded to quote famous writers and proposed how their messages would read today in Twitter. For instance Martin Luther King Jr.'s "I have a Dream" speech, if it were "tweeted" today, might look like this: "U R equal. I am equal. We R all equal. My dream is that we have no more h8." The beauty of his words is sadly diluted.
Blogs, on the other hand, offer an opportunity for more dialogue on a topic of interest and, hopefully, with a more aesthetic use of the English language. What we’ve found is that online readers today are not as interested in what an organization has to say, as they are in what the individuals within the organization are posting and commenting about. Somehow we feel that conversation is more personal and believable. You may view our blog at: http://leadershipinthemoment.com.
This issue’s title: “Leading in the Digital Age”, explores two methods in which we can go deeper into the digital world with more rewarding outcomes than 140 characters or blog posts. Our clients tell us that interest in a variety of learning methodologies is growing more than ever as they seek leadership development options. Blended learning (defined as combination of learning methods, such as e-Learning, face-to-face instruction, group and individual study, and coaching) is proven to have immense value in their “training mix”. How do learners and organizations benefit from synchronous training—also known as web-based training? What are the facts and myths that surround this kind of interactive, online training? Our resident expert, Nancy Duling, presides over this important subject as she writes about her experience in designing and delivering synchronous training to leaders.
There’s a new breed of worker—independent, autonomous, out of the office. How do the rules change when you are trying to lead effectively in virtual space? What are the pitfalls and how can you keep disperse groups engaged? What is being asked of leaders in this environment? This is all new territory for many leaders and their organizations. Beth High, who specializes in customizing programs that promote leadership in a virtual environment, tackles this topic.
- Pat Schally, Editor. patcoaches@sbcglobal.net
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Debunking Web-based Training: AKA “Synchronous Training” Myths
by Nancy Duling
For those of you who may think that learning via the web is no replacement for learning in the classroom, I hope to dispel a few myths that surround web-based training. I have designed and conducted synchronous webinars (also known as instructor-led, web-based seminars or eLearning) since 2008 and am a certified virtual facilitator. Do I now claim to be an expert? No. Have I learned a few things along the way? You bet, still am. If you’re considering synchronous web-based training in your organization, here are some facts to keep in mind:
- MYTH #1 - Synchronous training is one-way--instructor to student.
- FACT #1 – This method can be far more participative than the traditional classroom. Imagine asking 20 students in a classroom to answer a question all at the same time? Crazy, right? But with the chat and whiteboard features of most web-training platforms, students can simultaneously provide their answer for all to see in a relatively short period of time. If your experience with web-based learning has been the one-way kind, the problem was with the design, not the medium.
- MYTH #2 – Synchronous training is just a series of PowerPoint slides.
- FACT #2 – A good synchronous instructional design incorporates all of the same aspects as a solid classroom design: visuals, handouts, individual activities and group discussions. Because the visual stimulation is reduced during on-line learning (the learners can’t see each other nor gaze out of the classroom window), the visual and kinesthetic learning components must be ramped up.
- MYTH #3 – Designing a synchronous class is easier/cheaper/faster than a traditional class.
- FACT #3 - No! Refer to facts 1 and 2. Well designed synchronous training includes all of the traditional classroom components, PLUS more relevant slides to keep the learners visually connected. For example, I recommend 1 slide for every 60-90 seconds of content. Just because synchronous learning is typically shorter than traditional classroom learning, doesn’t mean the sessions aren’t as important or that the learners can “coast” by only listening and not participating.
Synchronous classes are easier/cheaper/faster for learners, however. Easier, learn at your desk. Cheaper, no travel time or travel expenses. Faster, a more efficient use of the learner’s investment of time. - MYTH #4 – The trainer can deliver the synchronous training by him/herself
- FACT #4 – I strongly recommend against having the trainer be the only person "steering the ship" during web training. What if a learner is having technical difficulties? The webinar can come to a grinding halt if the trainer has to spend time troubleshooting a technical glitch. Engage a host or producer who manages the background details during the webinar. After all, Oprah doesn’t run her show by herself, does she?
Editor’s note: Nancy Duling is “delivering facts” each week as she facilitates The Leadership Challenge® eLearning Webinar Series. A new weekly series will begin on January 29, 2010 and conclude on March 5, 2010. Information and Registration
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L.I.V.E. Leading in the Virtual Environment™: New Rules of Engagement
by Beth High
There is compelling evidence around the behavioral requirements for effective leadership (The Leadership Challenge® by Kouzes and Posner). If these behaviors are practiced with frequency, a leader's effectiveness will increase. If we want to be better at anything, we must work at it, we must practice.
If for example, we hope to become a better golfer or tennis player, practicing our swing relentlessly and refining it will eventually contribute to the improvement of our game. But what happens when the rules of the game are changed? What happens when we are asked to replace the golf ball or tennis ball with a super ball? What happens when we are asked to play on ice, not grass or clay? What do we need to practice then to improve our game?
With the prevalence of Web2.0 technologies embedded in our organizations, governments, communities and the way we connect with people, the rules of engagement have changed. The way we demonstrate the leadership behaviors that are compelling to others has changed or at the very least expanded. Fundamental practices such as consistency of word and deed, inspiring a compelling vision of the future and motivating collaborative effort for a common cause take on new dimensions when we are connected virtually.
How can we adjust our practice to get stronger, to get better? How we hold the racquet, wear the glove or toss the ball in a way that improves our overall game, is something each of us on our own playing fields will need to determine. The best practices of leading in a virtual environment are emerging, as are the challenges. Both are as diverse as the tools available and the leaders practicing with them. The leader in each of us will need to stay curious, stay grounded, and be willing to explore. The rules of engagement may have changed but the joy of engaging others remains the same and it's well worth the effort.
Editor’s note: For an hour of even greater insights, join Beth’s complimentary webinar, “Leading in the Virtual Environment”, December 10, 2009 from 10 a.m. to 11 a.m. PT. Register at: www.sonomaleadership.com/webinars/webinars.html
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