September
13,
2024
WIIFM? (What’s in it for me?)
A rite of passage for any southern cook is the successful execution of the most important baked good: The Biscuit. Filled with bacon, cheese, and egg, it becomes a substantial meal in itself. Buttered and drizzled with maple syrup, it becomes the end to what I call a “wood-splitting breakfast” — because you had better do something with all those calories!
So, it was with some enthusiasm (and ill-placed confidence) that I, then a teenager, attempted my first batch of biscuits. The moment came to take the tray from the oven. The tan hockey pucks on the tray in front of me bore some resemblance to biscuits. But they had a concerning, very dense sound as I slid them onto a plate. I soon discovered that what I had produced was not the biscuits of my childhood; these were closer to the hardtack that sustained nineteenth-century sailors as they endured months-long circumnavigations of the globe.
My critical error? I left out the baking powder. In my rush, I had grabbed the all-purpose flour but left that little can of baking powder on the shelf.
One teaspoon. (!)
That’s what stood between me and my culinary triumph.
A few years later, I was in my first role as a learning and development professional. I did most of the right things: I met with the business stakeholders. I created an interactive training. Heck, I even met with some of the people who had been in previous trainings to get their feedback.
So, it was with some enthusiasm (see where I’m going here?) that I facilitated the training.
As a facilitator, you can tell when the room (whether physical or virtual) feels “flat.”
This was a flat room (not unlike the aforementioned biscuits). Not a lot of engagement. Very little discussion.
I dismissed the group for lunch. As I sat in the empty training room, I discovered my critical error: I had left out any discussion on why the content was important.
It’s not that I didn’t know why it was important: I had solid reporting data showing that the new skills would help participants be more successful in their roles. Unfortunately, the participants did not have the benefit of that information.
Faced with this realization, I outlined the rationale for the course. I grabbed someone who had previously taken the course and asked them for a quick testimonial to share with the class. Then, I pulled together a summary of the data that demonstrated the value of taking the course. In short, I articulated the WIIFM – the ‘What’s in it for Me?’ – something that I should have done at the outset!
The WIIFM concept is not new.
As the field of advertising came of age in the mid-twentieth century, more emphasis was placed on addressing the customer’s needs and wants. Over the following decades, the WIIFM concept was developed and refined. And whether you realize it or not, the learner is your customer! Adoption of any course begins with the learner “buying what you are selling.”
Your courses most likely already begin with strong learning objectives complete with Bloom’s verbs. That’s great! However, don’t make the mistake of assuming that good learning objectives answer the WIIFM question. To be sure, learning objectives align with the WIIFM, but articulating the WIIFM will help the learner understand how the learning will benefit them personally.
Here are some steps to answer the WIIFM right away:
- Begin with the problem that the learning is designed to solve. You’ve created the learning for a specific purpose, so spell it out. For example, this might mean acknowledging the shortcomings of an aging ERP or the cost of poor customer service. Are your learners already aware of the problem? Probably, but there is something about naming the issue in plain words that is very effective.
- Emphasize how the learning will address the problem. In the case of a systems or software training course, this is the ideal place to introduce the new tool and preview how it will address the problem. For instance, if the course teaches the durable skills as a part of customer service training, this section might include examples of how skills will lead to a better customer experience.
- Stress the benefit of ‘buying’ the course. This is the heart of the WIIFM! To really drive this home, we have to put ourselves in the place of the learner. How will this training make their work easier? How can it optimize the experience of everyone involved? If there are implications to CSAT scores, compensation, or other key metrics, spell them out!
Back to my near miss with WIIFM.
Armed with this information, I welcomed the class as they returned to the training room. Before we jumped back into the content, I acknowledged that I had failed to truly address the reason for the training and how it could benefit them. I presented the WIIFM that I developed over lunch. In a moment of serendipity, the employee who provided the testimonial was actually walking by the training room; I called them in to talk with the class.
The difference in participant engagement after this was undeniable, and course feedback reflected the value of the discussion.
Occasionally I forget to take the trash can down to the street on Sunday night. Sometimes, when someone asks my age, I have to think for a moment. But there are two things I never forget: baking powder in the biscuits and the WIIFM in every training opportunity.
