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Our panel of law firm veterans will start us off with their top tips on what to do before the new hire arrives to better prepare them for their learning journey. This is the session description to review what we will be covering – as a reminder and to show we are answering all the goals for this session!!

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How to choose the right topics to effectively

utilize classroom time

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How to use follow-up activities that motivate

new employees to learn more

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And how to make new hire training engaging,

despite distance

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And because it is more fun to travel with friends,

we’ll spend some time in groups, sharing tips and

ideas

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Questions before we start?

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I was the first Trainer & Help Desk person … and my “training” lasted about ½ hour (the technical part)….. Fortunately they were hiring me for that area! The time grew slowly to one hour …. And finally last year, I was allowed TWO whole hours on the SECOND day (when they are fresh and not so scared).

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So over the years… the New Employee orientation kept what they had before I started 8 years ago, and now includes a more detailed Technical training….. But still…. It’s only 1.5 to 2 hours!.... I believe they are being fire-hosed their first 2 days, so try to do just what they really need to SURVIVE….. • Procedures *Policies *Benefits • Technology

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• Familiarization with desk and assignment • Exploring new environment – maps, meet new

colleagues • Administrative staff, orientation and paper

work • Then finally… TECHNICAL TRAINING But still…. It’s only 1.5 to 2 hours!.... I believe they are being fire-hosed their first 2 days anyway, so try to do just what they really need to SURVIVE…..

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12 Why JUST the basics that first session? They have enough in their head to remember “first and second day it-is” ! They just will NOT remember any more that what I do tell them (and even remembering that is a miracle)… I have tested it! Keep things applicable to their job and position,

show them HOW to do it, then where the “how to” is in the book (or PowerPoint) Add HUMOR – and ASK THEM questions… how do you think we could do this? Find this? Use this? JUST the basics to survive - THEN plan future classes/meetings Outlook – email, calendar Contacts DMS – what it is, concepts, how to find docs, how to save docs, DOC ID, Search features Telephone – how to use, phone number, messaging, voice mails FIND the command – Search Commands from Microsoft Labs is a lifesaver, Plan future detailed classes on what they would need for their position (Mail merge, PDF edits, eFiling, etc.) Where to obtain help – DMS, Intranet, and Add HUMOR – I tell them: “when you need help do NOT call me ..my isn’t that RUDE? No, instead… When your computer’s blue, Always call 5 – 8 – 2 – 2!!! “ they laugh, but they get the message!

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• A total of 90 firms from the Am Law 200 responded to the survey. Firms of all sizes were represented, with the largest number of responses from firms with 250-400 lawyers, while firms with fewer than 250 lawyers represented 10% of all survey responses.

• Both domestic and international firms were represented. The larger the firm, the more likely it is to have offices outside the United States. Of the 18 respondent firms with more than 1000 lawyers, only one did not have a global presence. In total, 55 firms have international offices.

• Firms with as few as one office and as many as 75 responded to the survey; all told, our 90 respondent firms represent 1186 individual offices around the world.

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New Hire Training • 41% of firms give lawyers between 2 to 4

hours of new hire training, while 14% of firms provide less than 2 hours of training to newly hired lawyers. In a notable exception, one firm reports their lawyers receive more than two days of new hire technology training.

• As for staff and paralegals, most firms offer 4 to 6 hours of new hire training. Legal secretaries typically receive the most new hire training, with 23% of firms offering one day and 23% offering more than two days. We have included a detailed breakdown of new hire training durations by roles and hours in the appendix to this survey.

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We should have speed to competency goal and not a goal to give them as much information as we can in the shortest amount of time.

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• Learn more about the new hire. • Acknowledge their experience and build on it

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• More lab time • Consider a day-in-the-life activities • Teach them how to find more information

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Based on their role within the firm, explain what is expected of them in regard to their use of technology. This could include the firm’s best practices such as:

• All lawyers track their time daily and input their billable hours using the firm’s time tracking software

• All lawyers use the Outlook calendar for both internal and external meetings and share their calendars with members of their practice group

• Legal Assistants (or Legal Secretaries) provide document support to the lawyers and use the firm’s templates, styles and numbering when creating documents.

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Best Practice Core CompetencyLearning options

Example: Send files in either PDF, or strip of metadata How to create PDF; how to use metadata

tool *Classroom; *eLearning; *Quick

reference; *Coaching Another example: Go Green – Limit Hard Copies – Save emails to DMS - elearning

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• Learners tell us we give them to much information

• They will forget most of what is taught • Bring in experts in the form of video

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• Work with the new hires on where they can go to find more information and learn more:

• Introduce them to the firm’s learning portal

• Enroll them in learning plans to continue their learning journey over the next 90 days

• Connect them with “experts” in the firm that can coach them on practice or role specific technology

• Teach them where to go to get answers • Teach them who to go to

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#ILTAUSSPG3#ILTAUSSPG3

Sprinkle

learning

over the first

90 days

Photo by R Scarlett Photography

• Set the expectation with them that they are responsible for learning the firm’s technology and the firm’s best practices in regard to the use of technology.

• Provide them with a 90-day targeted learning plan.

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#ILTAUSSPG3#ILTAUSSPG3Make 4 follow-up visits

Photo by Flickr User Teosaurio

Visit #1 – the same day their training is done. Review a few technology basics and best practices with them at this point:

Review login, change password, lock desktop, logout Locate and set default printer, locate back-up printer and show how to change default printer Set up delegate rights if needed Review of firm’s document management system in finding documents

Visit #2 – two days after visit #1. Topics may include:

Adding contact records into Outlook contacts or the firm’s contact management software Scheduling meetings and sharing calendar information Review of firm templates for new document creation Review of saving documents into firm’s DMS Time tracking and time entry

Visit #3 – 1 week after visit #2. Topics may include:

Use of firm’s intranet site (have a list of things for them to search for) Working with the firm’s numbering tool in documents and perhaps working with styles Establish a personal learning plan for the next two visits

Visit #4 – 2 weeks after visit #3 Work through personal learning plan Establish additional technology coaching visits (every 4 – 6 weeks)

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• Schedule desk-side follow up visits with them and establish a coach/learner relationship.

• The visits should be planned for and on the learner calendar.

• Schedule for 10 minutes, but allow for 30 minutes.

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• Content should be designed to be delivered via distance learning (do NOT simply connect the learners to a live classroom session)

• The learner environment should be set up for optimal learning (minimize disruptions)

• Practice before you deliver – it is different than live classroom

• Provide learning materials prior to the session Slide

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Give them specific things to do before, during and after the session BEFORE: • Print Quick Reference card • Consume 4-5 small eLearning topics that are

relevant • Complete survey of prior experience DURING: • Answer questions using “chat” feature • “Raise hand” when they agree • Share AFTER: • Schedule 1:1 session • Review relevant eLearning topics • Independent exercise for practice

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• Make the learner feel special • Connect distance learners to each other • Have an interaction every 6 minutes – have

them do something. Raise a hand, click on a link, say something.

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• Choose the right topics • Identify Core Competencies • Include only essential topics

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• Pre-register for classes for ongoing classes as much as 6 months out

• Schedule specific, timely topics for follow-ups • Provide relevant Quick Reference Guides

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• Keep sessions short • Use Pre-Learning and Post-Learning • Recognize learning styles and adapt • Minimize distractions

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Today at Williams & Connolly we are in a transition period. Historically we approach new hire training as a firehose, communicating as much as possible during a lengthy two-part training session of approximately six hours. Also, W&C is unique from my other law firm experiences in that the majority of attorneys and paralegals are new to the workforce. We have four basic new hire session types: Attorney, Summer Associate, Summer Intern and Staff (Paralegal, Secretary, Administrative). Our change though is currently in process… This session has caused me to re-evaluate what we do and try to present it task angle. In the short term we have updated our material to communicate exactly what we expect students to be able to do when they arrive at their desks. For the long term, we are working to provide more modularization of topics to better accommodate various roles/experience, as well as more removing topics/tasks that they won’t need to have as a skill in their first two weeks. In other words, require that they return for skills they should acquire through their work, over time. And without an “Learning Management System” this is all manual.

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What To Do Before The New Hire Arrive To Better Prepare Them For Their Learning Journey • We have four basic New Hire classes of

various lengths: Attorney, Staff, Summer Associate, Summer Intern. A canned list of topics has been created to review for these general groups. Prior to the session, I review the attendee(s) list and revise the canned checklist of items based off the group.

• I prepare and revise my “suggestions” within Acrobat, then email the list to the employees supervisor and HR to learn two things:

• What’s unique about the position? They can reply with comments, additions, or other information. This provides their buy-in into the training.

• What’s unique about the person? Is there anything specific that should be covered for this person’s background? I incorporate what I learn into the session to improve relevancy for the student.

• Preparation ends with the class opening. After introductions and review of what each is familiar with from experience while reviewing an agenda slide. With this information I can further modify the class appropriately. I also use the opening to let students know that I will ask the class questions during the session, and that I expect participation so I am confident that they are engaged, learning, and able to begin working when they return to their desks.

My story: Summer Associate example includes Red Eye flights

Photo by Ron Cogswell of National Museum of the Marine Corps – Triangle, VA June 2012

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HOW TO PICK THE RIGHT TOPICS TO EFFECTIVELY UTILIZE CLASSROOM TIME • I hand out a task oriented “class checklist” to

attendees that breakdown our “Goals by topic”. The checklist is the foundation or blueprint for the session. The list may be modified by their supervisor before the session, by them during the session, or by me as we cover the material. The right topics depend on the student(s), the class. My story: the checklist came from an extension of the agenda I usually find on a white board or agenda slide during training sessions I’ve attended.

• I review the checklist, usually just before our breaks, after we’ve covered multiple sections. The review occurs in the form of questions to the students where they can walk me through the steps, provide a definition, or state their conceptual understanding in their own words. My story: Further, the checklist as takeaway and something they checkmark during review places more responsibility on the student for their learning.

• To help people digest what they’ve learned, I also wrap sessions by asking each person to identify “one thing” that they found particularly useful. It can be either something they think they’ll apply immediately, or something new they learned. However, they must each provide something unique… This review occurs BEFORE I open the floor to questions, as I’ve found that the peer review helps students realize what they may wish to ask.

Photo by brownpau

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SUGGEST USEFUL FOLLOW UP ACTIVITIES TO MOTIVATE YOUR NEW HIRES TO LEARN MORE • Scavenger hunt, cross-word or game for

prizes. Usually done during a multi-session class, and it can be as simple as a question and answer on the previous sessions topics, where I provide little pins or silly gifts as prizes, or it can be cross-words or a scavenger hunt. These short games can be useful because they can be completed while we wait for a late arrivals or during break periods. My story: Partner competition for stickers

• I always follow-up with an email to the class for new hire sessions. It includes an updated checklist specific to the session for their reference, and it lists the follow-up items. The email cc’s the Supervisor and/or HR for two purposes:

• So they know what I covered • Student accountability.

• I assign homework, often surrounding iManage for new hires. Homework is something specific to the class either based on challenges surrounding our classroom tasks or on tackling technology glitches in the “wild”. My story: Complete failure of the training room DMS.

Photo by Scott Ableman

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40 HOW TO MAKE NEW HIRE TRAINING ENGAGING FROM A DISTANCE Flexible delivery is a key to engaging a student in another location. Incorporate ALL your various delivery methods with the distance learner. Meaning… • Start with a list of questions that they can

consider and answer before class. If they can’t complete it prior to class, you can work it into a 5-minute break after the class opening and topic introduction. Use their responses as talking points. Make sure student(s) know that you’ve read their responses by addressing one or multiple items either through requesting additional information on feedback or through connecting the students to each other through their feedback.

• Use CBT options for conceptual topics and foundation building, AND leverage onsite personnel for certain topics like initial log-on, hardware configuration, and location specific information.

• Maximize hands-on time, avoid simply demonstrating. Even if you need to demonstrate first follow-up by allowing the participant to drive. Where there are multiple participants, have them take turns as you would have class participants take turns answering questions during in-person training. It’s really easy to disconnect from a distance! Think about how many of you are checking your text messages now…

• DON’T forget breaks and shorter cycles between lecture and participation. Summary: • Chunking – modularize your learning, so that you can pick and choose the

topics by role and experience. • Personalization – open a dialog with students, respond to and incorporate

their feedback into your teaching to provide relevancy and to answer the question “what’s in it for me?”.

• Engaging – encourage class participation. Get them thinking through questions, an exchange of stories, tasks/exercises, and games. Find out their one thing.

Photo by Trolling King

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41 For Audience Participation Each table will get a topic that they will discuss for 3 minutes and then share the TOP idea with whole room. Questions on your tables in SEALED envelopes • When I say “GO” you may open the Sealed envelope, read the questions, and garner ideas

from each other based on any (or all!!!!) of those questions. • Pick a “Scribe” and a “Speaker” • After FOUR - yes 4 – minutes, I will blow my whistle and the Speaker from

each table will present ONE idea – the best one on the post it

THE QUESTIONS PREPARATION 1. So how do you get ready for New Hire training (such as skill assessments) What are some of YOUR top tips on what to do before the new hire arrives to better prepare them for their learning journey. 2. Do you train new hires remotely, or do you have a local trainer at the location? How does this affect your preparation? (local trainer vs. other) o Remote o At location o Varies – depends – on what? 3. What can you do to prepare the learner before training starts? 4. How can you/ did you arrive at Core Competencies for the firm? 5. What groups and departments do you think should be involved in new hire training? Should HR? Management? Practice Group Heads? TOPICS, Length, RELEVANCY 1. How do you pick the “right” topics (do you have a competency list?), how to pick the right topics to effectively utilize classroom time? 2. How does the length of technical new hire training vary for any of the following, why, what would you prefer, and WHY? Secretary, New Associate, Laterals, Clerks How much time? (Sprinkler or water hose) o 1-2 hours o ½ day o 1 day o More than 1 day

3. Do you train new hire Associates, Secretaries, etc. all together or separate? Why, on either? What do you think the best practice is? WHY? o Separate OR o Together 4.How can you make new hire training more relevant to your learners? Think specifically about the different roles – secretary, new associate, lateral, staff member. 5. When conducting new hire via distance learning, what can you do to make learning more interactive and keep the learning journey going past the classroom? FOLLOW-UP, STRATEGIES 1. What are some of the follow-up activities/classes/??? To motivate your new hires to WANT to LEARN more? 2. Is there a hard copy of notes given? Or on an intranet, Sharepoint, DMS, ??? Follow up strategies? Classes? Do you sign them up immediately? 3.What best describes your new hire training strategy, and what is the reasoning behind it? Should it be changed? How/why? o Introduce them to as much as possible o Introduce them only to differences in your systems o Select from modularized topics based on need o An opportunity to teach them their resources E-LEARNING, DISTANCE LEARNING, CHALLENGES 1. Do you have E-learning available as part of your distance learning (or even local learning? !!)? (types? Videos, articles on Intranet, Captivate, etc. ?)? what have you found to be the best. 2.How does having a multi-office or single-office firm affect New Hire training? 3.What can you do to extend learning beyond the new hire moment? 4. What is your biggest training challenge? o Limited trainer resources o Top down by-in o Unrealistic expectations of retention o ??? 5.Who is responsible for gaps in knowledge once the student leaves the new hire environment? How do you fill those gaps? 6. Are you part of a shrinking technical training team? What should be your role in new hire training if you are? 7. What has made the new hire experience exciting for you as a trainer? 8. What has made the new hire experience exciting for you as the learner?

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#ILTAUSSPG3

Audience Responses!

One person from each table – one idea! We will gather the post its and write down all the ideas, and send to all attendees

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Any other questions to our panelists????

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#ILTAUSSPG3#ILTAUSSPG3

Summary• Define your challenges

– Time

–Distance

–Material

–Motivation

• Set realistic expectations

–Mastery is not achieved overnight

• Keep your eye on the goal

–Survival for first week

–Growth for 1-2 months

–Mastery in first year

Define your challenges Time Distance Material Motivation

Set realistic expectations Mastery is not achieved overnight

Keep your eye on the goal Survival for first week Growth for 1-2 months Mastery in first year

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Thank you!