In the battle between emotional intelligence and brain power, no one leadership style reigns supreme. The clear winners are those who adapt their approaches and seek help when needed.

Multimedia makes eLearning interactive, entertaining, and easily digestible. But only if you know when, how, and why to use these elements in your eLearning course design. In this article, we’ll highlight 6 factors you should consider when integrating multimedia in eLearning. 6 factors to consider when using multimedia in eLearning From animations and infographics to interactive presentations, there are a broad range of multimedia options to choose from. However, it’s important to remember that all of these tools serve one key purpose: supporting the subject matter. They should never overshadow the core ideas and concepts, or distract online learners from the learning objectives. So, how do you add multimedia to your eLearning design without creating chaos and confusion? Here are 6 factors to consider when integrating multimedia in eLearning programs. 1. Multimedia Overload We’ve all had the misfortune of participating in cluttered eLearning courses. They barraged our brains with more multimedia elements than we could count. At the end all we had to show for it was a headache and memory overload. Sure, the eLearning visuals were impressive and entertaining. But the eLearning course didn’t achieve its primary purpose, which was to enlighten us. Instead, the multimedia got in the way. It became a hurdle instead of a support tool. This is all supported by scientific fact: our minds are incapable of multitasking. We cannot process two or more forms of media at the same time. Particularly when they are meant to be used in conjunction and can’t stand alone. For instance, a block of text paired with an eLearning video. Online learners are unable to read the text and pay attention to the video simultaneously. To avoid multimedia overload, focus on one element at a time and blend them, if possible. For instance, add subtitles to the eLearning video or a narrated voice-over. 2. Repetitive eLearning Content Many learning theories support the benefits of repetition. However, this involves repeating the same information in different ways. For example, creating a task-based online tutorial and then exploring every step in an eLearning simulation or scenario. In regard to multimedia, repetition is a double-edged sword. You should reiterate key concepts and ideas to improve knowledge retention. But the eLearning content should never be redundant. For instance, narrating everything on the screen word-for-word, even though it’s already written in text form. 3. Missed Microlearning Opportunities One of the benefits of using multimedia in your eLearning course design is simplifying complex ideas. It can also make the information more digestible, which improves learning comprehension and retention. That said, long eLearning videos or presentations have a tendency to overwhelm online learners and cause undue stress. They must find the time to watch the eLearning video without distractions, which is virtually impossible for some, especially in a work context. On the other hand, microlearning multimedia is quick, convenient, and easily absorbed. Each media element focuses on a specific idea, topic, or task. Thus, online learners are able to complete each eLearning activity, assimilate the eLearning content, and then move onto the next. Ideally, microlearning should be 5 minutes or less and serve as a complete learning unit. Meaning that it can stand on its own AND support the learning objectives and goals. 4. Choosing Form Over Functionality It’s true. Aesthetically pleasing eLearning courses boost learner engagement and improve mental focus. However, integrating multimedia simply for the sake of visual appeal is a major faux pas. Multimedia shouldn’t be a filler or superficial fix. Ultimately, the eLearning content itself is what matters most. You need to convey the key concepts and ideas so that online learners get value from the eLearning experience. Overloading your eLearning course design with irrelevant eLearning images, videos, charts, and audio elements will only distract them. Before launching your eLearning course, evaluate every multimedia component and ask whether it should be in your eLearning course design. Does it support the learning objectives? Does it serve a function, or are you just using it to enhance the aesthetics? 5. The Power Of Proximity This is yet another factor that is supported by scientific research. The human mind automatically sees a relationship between objects that are in close proximity. For example, we assume that a graph and a video cover the same topic when they are next to each other. Thus, you should always group multimedia elements based on their subject matter, and distance objects that are not related. The white space in between the media triggers our brains to disconnect them. As such, we will examine each item independently and memorize them as two distinct ideas. A side note about white space: White space is nothing to be afraid of. In fact, it can help to reduce cognitive overload and improve comprehension. There is no set rule regarding how much white space is too much. So, you’ll have to judge your eLearning course design on a case-by-case basis. It greatly depends on the eLearning course layout, resolution, and consumption device. For instance, a mobile-friendly eLearning course usually has less white space because there is less room to work. 6. Multimedia Mix The last factor to consider is multimedia variety. It’s always a good idea to integrate a good mix of media elements into your eLearning course design. This gives you the power to cater to different learning preferences. Just make sure that the media components are complementary. As an example, pairing an eLearning audio explanation with an eLearning graph. The eLearning audio clarifies complex trends of statistics that are featured in the eLearning graph. Research your eLearning audience to determine which multimedia is best and how it can help them achieve their eLearning goals. Surveys, focus groups, and interviews also reveal their mobile learning preferences and tech familiarity. And these considerations have a direct impact on your level of interactivity. Multimedia gives online learners the power to observe favorable behaviors and put their knowledge into practice. Keep these factors in mind when adding multimedia to your eLearning course to reduce cognitive overload and increase long-term retention. Are you still searching for the perfect multimedia to integrate into your eLearning course design? Read the article 7 Tips To Choose Multimedia For Your eLearning Course to discover a few helpful tips for choosing multimedia for eLearning experiences. The post How To Use Multimedia In eLearning: 6 Factors To Consider appeared first on TalentLMS Blog.

Let’s face it: online learning is truly different from face-to-face learning. When you have trainees opting for online training for the sole sake of "flexibility", you must understand that, as a training manager, you need to guide your trainees a bit more. This holds especially true for the overly enthusiastic trainees, who sign up happily for your eLearning course, but later on, demonstrate a flat line performance as they find the eLearning challenge escalating. In this article, we will share with you the 10 best practices and qualities required in an online learner, in order for them to succeed in eLearning training programs. Training managers are increasingly frustrated when a well-planned, well-designed eLearning course does not deliver improved performance in trainees. After all, the purpose of training is to change and enhance attitude, skills, and behaviors. While you may have accomplished your end of the bargain by creating a justified eLearning program, you need to educate your enrollees on success skills for their online undertaking. Many top andragogy researchers have come up with their own learner-success formula. These are inherent attributes, either present already in your trainees or ones that need to be taught explicitly. Since you may have numerous trainees enrolled in your online courses, or these trainees may be geographically distributed across departments or company branches, it is difficult to influence and instill best online learning attitudes. The best way to teach eLearning success characteristics is to educate your trainees beforehand. A great way to introduce these 10 points is to share them in your learning management system as a mandatory read/activity before beginning any eLearning course. What’s more, you can run a short 5-point quiz towards the end of these 10 points to assess the understanding in your trainees. You can also take it a bit further, by awarding them a badge that says "Smart Online Learner" or something to the same effect. This recognition badge can be seen by all members and help inspire the ideal online learner attitude in your entire learning community. Let’s look at what these ten online learning success factors are: 1. Online learners are required to be open-minded about life, work, and educational experiences as a part of the training program. This means that they need to improvise when resources and facilities similar to a physical learning environment are not provided. Adaptability is an amazing human trait. When applied to the online learning environment, it yields amazing benefits. 2. Learners should be able to communicate effectively through writing. They need to try to "show" with writing, instead of "telling". Urge them to use descriptive words and where possible, insert images to support their descriptions. 3. Online learners should also be self-motivated and self-disciplined. Essentially, they need to be self-starters. They cannot afford to fall behind and expect the kind of help they received in school from their educators. 4. Learners should be willing to speak up when problems arise or when conflicts are sensed in a discussion. Holding back a decision point or an argument will only lead to dissatisfaction with the course. 5. Online learners need to be ready to commit anywhere between four and fifteen hours per week for a course. The biggest challenge in an online learning environment is keeping up with the assigned readings. Time needs to be allocated and reading materials must be downloaded beforehand. Then, they can be read while in long lines, or during a commute, to take optimal advantage of "wasted" time. 6. Trainees also need to be able to think critically and take instant decisions as a part of the learning process. Critical thinking triggers the transfer of concepts from short-term memory to long-term memory. Reflective writing is a great critical thinking activity. Keeping a reflection journal allows learners to "think aloud" their newly learned information. Connecting it with previous knowledge makes it practical knowledge. 7. They should be able to meet the minimum requirements of the program. Have everyone check the eLearning program prerequisite skills before signing up for a program. This will help them meet the challenges in the upcoming courses. 8. They, of course, must have access to a computer, the Internet, and have at least a minimum ability to use them. Again, they can look into "how-to" videos and instructions to improve their computer literacy. 9. Online learners should be able to come up with ideas before responding. Being impulsive and "firing away" without thinking adds confusion to the group learning process. Composing ideas in writing and editing them before sending to the group is a quality to seek and instill in learners. 10. Above all, online learners should strongly feel that high-quality learning is possible without going to a face-to-face learning environment. Contrary to popular belief, online communities are very often stronger than face-to-face communities. Make sure your community members know and follow the community rules. eLearning is all about social learning. Do it right with the aid of these 10 steps, and don’t forget to share with us your experiences on developing a sense of belonging in your eLearning courses. The post 10 Success Factors for Online Learners appeared first on TalentLMS Blog.

TPS is currently involved in a pan-European project, involving 6 countries, to train 100 people as coaches. It’s a blended learning project with 2 x 5 day face-to-face events in different countries, the development of an e-learning platform, bespoke web site and in depth research and project evaluation through a project team of 18 people. The project was launched 9 months prior to the first face-to-face event and the managing partners have a ‘present’ time orientation. In true ‘project management process’ and with a ‘future’ focus TPS have been requesting information, monthly updates etc and had received very little by the 8.5 month stage. In the last two weeks all the planning has accelerated, e mails have been flying, tempers have been frayed, repetitive demands have been made because previous information has not been read, and trust and respect between team members has evaporated. In the last two weeks the TPS team have given up evenings and week-ends to provide information that should have been requested months ago. Much of this is duplicated because templates were not thought through and agreed. The project needed approval by a university and 2 days before the first face-to-face event this had not been obtained by the managing partner, even though all 100 participants had booked flights, hotels, visas etc. Why am I sharing this? This morning I settled to read one of the professional magazines and the first article was entitled "are you missing out on life by constantly looking forward". The article is aimed at people whose focus tends too much towards the future and it suggests ways of slowing down and staying in the present by using mindfulness, yoga, tai chi, exercise, paying attention to pets and children and pausing to enjoy the moment. All great ideas and very much needed in the fast paced world in which we live. And………. This is all contextual. The crux of the matter is to understand who or what is impacted by your time preferences whether they be past, present or future or indeed a mix. To go back to our project, if the project management team are living in the present, over 100 people are impact through the lack of planning and communication. Leaving everything until the last minute does not allow for flexibility when problem issues arise. Team members need to understand roles and responsibilities, what is required and when - hence the use of Gantt charts in project management. They can then reduce misunderstandings, complete tasks in their own way, in the working style which suits them best. If, as in this case, detailed requirements are not shared until the last minute, those who need to do the work may be involved in other projects, paying attention to their children, exercise classes or simply smelling the roses. To disturb this will disturb their equilibrium. This causes stress and associated symptoms like migraines and IBS or worse, and the project runs the risk of failure or as a minimum will be of reduced quality. Working professionally and in teams or partnerships means having the planning processes in place and having enough flexibility to cater for preferred working styles in order to gain a high quality end result. Being professional is about communication, about everyone understanding their role, responsibilities, tasks required and outcomes in the overall schema and about sharing regular updates. Only within that context can all of us have the luxury of enjoying the moment and using our time off to relax rather than playing catch-up. In an ideal world we would have choice, in reality we get pushed out of balance because team members do not take the time to understand themselves and second position each other. Each person has a unique ‘cocktail’ of working preferences. If these are shared at the launch of every project team, and time is spent defining team needs, trust and respect will abound, confidence will grow, motivation will be high and the quality of the project outcomes will be hugely enhanced. To get a detailed and personal report on working preferences and motivational needs for yourself and/or your team contact allan@theperformancesolution.com to discuss the IWAM questionnaire. The post Preferences and Project Management appeared first on The Performance Solution.

Rule-breaking is important and  necessary to change things that have ceased to work. In the training world, however, it appears safer and far easier to continue following the old rules, even if conditions have changed and their value have diminished.Micro-Learning will only work if we break adherence to the 10 Training Rules. If we slot in or force Micro-Learning within the confines of these training rules, it will fail. It just becomes a fad and a great marketing hype.Rule # 1 - Requiring TestsTraining dictates that all learners must complete tests to show proof of knowledge retention. Micro-Learning advocates that immediate application of small ideas at work or in practice is good learning. Testing slows down micro-actions and is anti-micro-learning. (See more about adding depth to micro ideas)Rule # 2 - Training Away from WorkTraining requires that learning is an event, a place and a singular moment. Learners have to wait. It takes away a lot of time from actual work for participants and even tends to be forgotten. Micro-Learning, on the other hand, is learning when there is something to be fixed or changed. It is about instant solutions. (See more about Instant Learning.)Rule # 3 - Follow All Required StepsTraining implies that to learn means to follow all the steps without missing anything. In the process, much time and resources are wasted since not all required steps are critical. Micro-Learning only uses the steps that are needed to do a task.Rule # 4 - Cover All Content to Learn ProperlyTraining requires that learners must learn all content. It is like going back to school. Most content are forgotten after the school year ends. As a result, learning has not been achieved and efforts are wasted. Micro-Learning only requires learning the content needed to solve a problem or make the change. It is incremental learning. (See more about Small Content)Rule # 5 - Engage the LearnerTraining points out that courses and lessons must be engaging. So interactions, multimedia, games and social learning need to be added. The trainer should induce engagement. Consequently, training ends up being costly. Micro-Learning engagement comes from real work problem-solving and trial and error learning. In essence, engagement comes from curiosity and discovery of learners.Rule # 6 - The RelevancyTraining insists on delivering relevant content. How can this be, if content is not immediately used? Absence of immediate application is the main cause of irrelevant training. Micro-Learning allows learners the freedom to use small content when the moment of need is highest. Then learning becomes relevant because it is useful. (See more.)Rule # 7 - Sorry, It’s BoringTraining is always boring. It is concerned with theory, principles and ideal situations. It talks about the entire ocean. It is an instruction-led method. When trainers are the center of learning, it ends up being boring. Micro-Learning is driven by the learner and worker. It is "my learning" and not "you ought to learn." Micro-Learning talks about the gap to be filled.Rule # 8 - Consistency and StandardizationTraining is the source of all knowledge and content. It insists on this dictum due to its need for a semblance of consistency and standardization. Although this goal sounds logical, it focuses on content rather than the ability to look into the relevance of deviations from standards and consistency. Micro-Learning usually aims at how best to handle errors, troubleshooting and critical exceptions at work.Rule # 9 - LMS Central Training DeliveryLMSs and learning platforms are extensions of Training’s need to control learning. Often, they are rigid and administrative, and usually has nothing to do with learning. Rather,it is focused on delivery and tracking. LMSs are anti-micro-learning. Micro-Learning has to be free, floating objects, flexible, configurable, highly searchable, useful, approachable and responsive.Rule # 10 - Follow the Curriculum and CertificationTraining must follow curriculum to achieve certification. Curriculums and certifications often focus on the eventualities (aimed at the future) when skills and knowledge are needed. They are too costly and slow processes. Micro-Learning is focused on using knowledge and skills now, not in the future. (See more - Cut costs to 30%)The successful implementation of Micro-Learning means you need to break the top 10 Training Rules. To require Micro-Learning to follow and stick to them, means death to Micro-learning. ReferencesLemmingHow to Add Depth to Micro-Ideas Instant Learning Impacts Performance: One Idea, One Action Learning EventsHow Small Should Small Bites Learning Be?Is your content out of context or in context?Cut to 30% eLearning Development CostsRay Jimenez, PhDVignettes Learning"Helping Learners Learn Their Way"Ray Jimenez, PhD Vignettes Learning Learn more about story and experience-based eLearning

When you left work yesterday,What was your emotion?What triggered that emotion?What time was it?What impact do these answers have on you and your family?It's normal to have bad and good days at work. That's life. There are a couple of personal metrics that I use to help me be aware if my bad days outnumber my great days.  First, if my desk is completely covered with stacks of paper and books, strategic work has been delayed for emergencies. Second, if I am skipping between many projects in a day, frantically doing the next task before changing topics entirely, I am not building impact.  If my to-do list is out of date and my email volume is more than one screen full, I have abandoned discipline to just check things off.  The first tangible side effect shows up when my calendar entries are in the wrong place, impacting my customers.  Each of these indicates that I have gone below the Accountability line and have allowed myself to abandon prioritization and wallow in the muck of poor work.  In the last couple of months, with great new employees and an important and terrifying strategic plan, I have thrown myself into checking off tasks to turn the ship, and in the process, burned myself to a crisp.After all, "I HAVE TO", the busy fall is coming and this is the only time we have to work on strategic projects. Guess who is in charge of Bad or Good days?  Me.I don't have to. I made that up for myself.  When I step back, I know as truth that I need energy to do innovative work.  On the business side, Russell Martin & Associates needs innovation to scale and sustain, and our customers need us to grow performance.  Similar needs exist on the personal side.  Using energy is a positive experience if I am connected to a purpose. In the worst case, energy is consumed by negative, crazy multitasking. When this happens, I lose the connection to purpose to focus on checking off tasks as fast as I can doing no good for anyone including me.There's evidence that we are changing our brains with these processes but it's not good news in my opinion. The National Institute published this study. There's a lot of information in this paper, but here's a quote that caught my eye:"…there is still a concern that adolescents and young adults who are the biggest users of media multitasking and the Internet can become dependent on the rapid change of pace that these formats provide, and might then be unable to carry out more sustained goals."  Dr. Travis Bradberry, a popular author and speaker on emotions, shares an article that's easier to get through. Here are some of his points:University of Sussex:"…high multitaskers had less brain density in the anterior cingulate cortex, a region responsible for empathy as well as cognitive and emotional control."University of London: "participants who multitasked during cognitive tasks experienced IQ score declines that were similar to what they’d expect if they had smoked marijuana or stayed up all night. IQ drops of 15 points for multitasking men lowered their scores to the average range of an 8-year-old child. "There is clearly a cost to the addiction to checking off tasks.  Since the focus is on speed, quality suffers.  Everyone has typed an email as they flew out the door late at night that they regret sending in the morning.  The damage control required is the kind of rework that comes from giving up the prioritization of your energy.   My passion and that of my company is to truly impact the performance of our customers.  Helping our customers solve complex business and project challenges is impossible if their brains are equivalent to an eight year old having a tantrum. In this Learning Flash, I'd like to share some ideas for growing your self-awareness of the tales you tell yourself that minimize the best use of your energy. You chose how much you give away.   I'd also love to hear how you feel about these thoughts. Feel free to send your stories to me at info@russellmartin.com. 

Rule-breaking is important and  necessary to change things that have ceased to work. In the training world, however, it appears safer and far easier to continue following the old rules, even if conditions have changed and their value have diminished.Micro-Learning will only work if we break adherence to the 10 Training Rules. If we slot in or force Micro-Learning within the confines of these training rules, it will fail. It just becomes a fad and a great marketing hype.Rule # 1 - Requiring TestsTraining dictates that all learners must complete tests to show proof of knowledge retention. Micro-Learning advocates that immediate application of small ideas at work or in practice is good learning. Testing slows down micro-actions and is anti-micro-learning. (See more about adding depth to micro ideas)Rule # 2 - Training Away from WorkTraining requires that learning is an event, a place and a singular moment. Learners have to wait. It takes away a lot of time from actual work for participants and even tends to be forgotten. Micro-Learning, on the other hand, is learning when there is something to be fixed or changed. It is about instant solutions. (See more about Instant Learning.)Rule # 3 - Follow All Required StepsTraining implies that to learn means to follow all the steps without missing anything. In the process, much time and resources are wasted since not all required steps are critical. Micro-Learning only uses the steps that are needed to do a task.Rule # 4 - Cover All Content to Learn ProperlyTraining requires that learners must learn all content. It is like going back to school. Most content are forgotten after the school year ends. As a result, learning has not been achieved and efforts are wasted. Micro-Learning only requires learning the content needed to solve a problem or make the change. It is incremental learning. (See more about Small Content)Rule # 5 - Engage the LearnerTraining points out that courses and lessons must be engaging. So interactions, multimedia, games and social learning need to be added. The trainer should induce engagement. Consequently, training ends up being costly. Micro-Learning engagement comes from real work problem-solving and trial and error learning. In essence, engagement comes from curiosity and discovery of learners.Rule # 6 - The RelevancyTraining insists on delivering relevant content. How can this be, if content is not immediately used? Absence of immediate application is the main cause of irrelevant training. Micro-Learning allows learners the freedom to use small content when the moment of need is highest. Then learning becomes relevant because it is useful. (See more.)Rule # 7 - Sorry, It’s BoringTraining is always boring. It is concerned with theory, principles and ideal situations. It talks about the entire ocean. It is an instruction-led method. When trainers are the center of learning, it ends up being boring. Micro-Learning is driven by the learner and worker. It is "my learning" and not "you ought to learn." Micro-Learning talks about the gap to be filled.Rule # 8 - Consistency and StandardizationTraining is the source of all knowledge and content. It insists on this dictum due to its need for a semblance of consistency and standardization. Although this goal sounds logical, it focuses on content rather than the ability to look into the relevance of deviations from standards and consistency. Micro-Learning usually aims at how best to handle errors, troubleshooting and critical exceptions at work.Rule # 9 - LMS Central Training DeliveryLMSs and learning platforms are extensions of Training’s need to control learning. Often, they are rigid and administrative, and usually has nothing to do with learning. Rather,it is focused on delivery and tracking. LMSs are anti-micro-learning. Micro-Learning has to be free, floating objects, flexible, configurable, highly searchable, useful, approachable and responsive.Rule # 10 - Follow the Curriculum and CertificationTraining must follow curriculum to achieve certification. Curriculums and certifications often focus on the eventualities (aimed at the future) when skills and knowledge are needed. They are too costly and slow processes. Micro-Learning is focused on using knowledge and skills now, not in the future. (See more - Cut costs to 30%)The successful implementation of Micro-Learning means you need to break the top 10 Training Rules. To require Micro-Learning to follow and stick to them, means death to Micro-learning. ReferencesLemmingHow to Add Depth to Micro-Ideas Instant Learning Impacts Performance: One Idea, One Action Learning EventsHow Small Should Small Bites Learning Be?Is your content out of context or in context?Cut to 30% eLearning Development CostsRay Jimenez, PhDVignettes Learning"Helping Learners Learn Their Way"Ray Jimenez, PhD Vignettes Learning Learn more about story and experience-based eLearning

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Great Britain's Olympic success is a result of sustained investment and focus on performance excellence. Should we take a similar approach to leadership development?

One of the most important things you can do as a leader is to share information about yourself with your team. Communicating your purpose, values, and expectations is the best way to create an authentic relationship with your staff. Creating your Leadership Point of View is a great way to start. I read Noel Tichy’s book The Leadership Engine (Harper Collins, 2007) and talked with him about his research on effective leaders. He told me he found that the most successful leaders have a clear, teachable leadership point of view and are willing to share it with others. My wife, Margie, and I were so fascinated with this idea that we created a course called Communicating Your Leadership Point of View as part of the Masters of Science in Executive Leadership program offered jointly by The Ken Blanchard Companies and the School of Business at the University of San Diego. In the class, we ask students to think about key people who have influenced their lives—such as parents, grandparents, coaches, or bosses. What did they learn about leadership from these people? Then we ask them to remember key events that were turning points for them. How did those experiences prepare them for a leadership role and what did they learn? The next step involves identifying their personal purpose and values. The critical task in the process is putting all this information into a story format that can be shared with direct reports and colleagues. People relate to and remember stories. It would be easy to read a list of values to your team, but that isn’t very impactful. Sharing stories about actual events is a more personal and authentic way to communicate. Stories paint a picture that allows others to see the consistency between your values, words, and actions. We have had such a great experience with this exercise in class that we are now using the same process with our clients. It isn’t an activity to rush through. You need to spend thoughtful, reflective time thinking and writing about the people and events that helped shape who you are as a leader.  When you share your Leadership Point of View with people on your team, they’ll have the benefit of knowing where you’re coming from and a clear understanding about not only what you expect from them but also what they can expect from you. Give it a try. I guarantee you’ll rediscover some of your core beliefs about leadership. When you share information about yourself with your team, you’ll build a trusting, respectful relationship that will help everyone flourish.