You can lead a horse to the water but you cannot make him enjoy the view

I think this is a great little article, and I agree with it wholeheartedly. L&D is responsible for the content and the delivery, but the individual learners and the managers who send them are responsible for engagement and understanding of why the person is on this particular course at this particular time and transfer of learning when they get back to the workplace.

Musings of a French OD consultant in India

horse water

“How can you assure us that every participant will be engaged in your workshop?” was asking a client recently. “I can’t assure you of that, I am afraid. My role is to create the conditions for each style of learner to feel comfortable in engaging, but at the end of the day it also depends on the willingness of each of them.” was my answer.

Learner engagement is critical to successful training but who is responsible for it? The facilitator, the learner HR, the business? In my opinion, it is everyone’s responsibility.

The facilitator’s responsibility is to ensure that content is relevant to the audience, the facilitation techniques are varied enough to create a certain rhythm to the session, the mix between activities, debriefs, facilitated discussions and content download is balanced in a way that satisfy all learning styles and to create a compelling story that links back to the…

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About pauldrasmussen
Paul Rasmussen is one of Australia’s most widely read Vocational Education and Training Commentators. He provides deep, unbiased analysis and insights not only on topical issues, but also on the underlying structure and policy which supports the industry. His writing and analysis has been praised for its uncompromising and thought provoking style and its ability to focus on the issues of real importance to the sector. He has advised various government departments and ministers, training providers, public and private organisations, not for profits and small to medium enterprises on the VET sector and the issues and opportunities facing it. He is one of Australia’s most awarded learning professionals and a regular speaker at a range of conventions and forums. His extensive experience in vocational education, and learning and development coupled with formal qualifications in philosophy, ethics, business and education management allow Paul to provide a unique view of the road ahead and how to navigate it.

One Response to You can lead a horse to the water but you cannot make him enjoy the view

  1. The term “job ready”, is a political football, passed back and forth by the masses and infers a plethora of meanings and potential outcomes.
    There are a couple of areas that require clarification in order to really determine the criteria used to quantify “job ready”.
    Potential:
    Being job ready infers that the potential for success is somehow elevated and thus carries with it intrinsic value. This is a misnoma. Potential is an unqualified measure that is inferred independantly of the measureable skills of the individual. The term is used to motivate people to make decisions or move through barriers that they would not normally attempt. It is critical that people understand that, whilst a person may have “unlimited potential” that this is merely a carch phrase employed to get the ball rolling in the right direction. Potential + $5 = a cup of coffee.
    Preparedness:
    Individuals who display preparedness can show that they have the minimum baseline skills to undertake a task or set of tasks. RTO’s can present a program to a student to prepare them for industry expectations, but learning the context with which to expound those tasks requires exposure. This notion underpins Validity and Sufficiency, key markers for competency.
    Job ready needs to be clearly defined; both for the benefit of the individual and organisation. Reasonable expectations can then be recorded and measured to benchmark outcomes delivered by all sectors, not just as a self-serving device.
    The ideology of job ready should reflect the individuals’s attitudinal capacity to undertake the task, that is, measure the individual’s capacity to identify, analyse and execute appropriate actions to achieve desired outcomes regardless if current skill set.

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