As trainers, we find ourselves attending as many meetings as those staff members in other parts of the organization. The types of meetings we might attend are incredibly varied; they can range from a product launch to a strategic planning session. When people hear about an upcoming meeting, they will usually ask a few standard questions: Who is attending? When and where will it be? What’s it about? Here are a few additional questions you can consider for yourself, as a training professional. Answering the questions below will help produce a much better outcome for you, the others involved, and the organization. Each question is followed with extra queries that can help you get the most helpful answers. What relationship do the attendees have to each other? Is it a manager and some employees, or multiple managers? Do some of them report to others? Do they work well together? What has their past working relationship been like? What desired outcome do the attendees likely have in mind? What have these people asked of you in the past? What organizational plans are related to this meeting? How ready are you to commit to the likely plans this meeting will produce? What are the attendees’ biggest concerns lately? What has been happening in their part of the organization? What are the current challenges they face? If you were one of them, what would be keeping you up at night? What organizational objectives are related to this meeting? How does this meeting relate to the organization’s strategic plan? What priority do the related business objectives have on the strategic plan? Are there other objectives that compete or conflict with the ones affected by this meeting? What relationship do you have with the attendees? How have past interactions gone? What has gone well with these people before? What hasn’t gone well? What do these people think of you personally or professionally? What do the attendees think of the training group or training in general? What have past training projects been like? Do these people believe in performance-based training? What expectations have they had about training in the past? How do they think your group fits into the organization? What image should you present to the attendees? What is the key message you want to give them? What are your group’s current and long-term goals? How do you believe your group fits into the organization? You don’t have to answer every question in this article, just pay attention to the seven main ones. However, the additional questions may help produce some useful answers to the main ones. A few extra minutes of thought before a meeting can produce many hours of extra productivity afterwards. May your meetings be merry and meaningful! Alan

Isn’t it great that we were given two ears and only one mouth - and isn’t it too bad that we sometimes don’t take advantage of that 2:1 ratio? We are all familiar with the sounds of a baby crying, the honking of a car horn, or the up-beat sounds of thousands of people cheering in a football stadium. However, when someone is sharing something emotional or personal with us, do we really hear and therefore, understand them? There are several Langevin workshops where we practice some of the key listening skills: reflecting feelings, paraphrasing, and summarizing, just to name a few. I always preface these exercises with the statement, "These exercises will be, for many of us, some of the most challenging we will attempt in any of our workshops. Why do you think that is?" The discussion that follows is always very interesting. I know for many of us our parents or school teachers never taught us how to really listen, so it is a human skill many of us do not possess. I recently read a quote that stated, "The problem with communication is that many people think they are good at it, when, in reality, they are not." To listen empathetically we need to: Stop what we are doing and put away any distractions, especially cell phones. Look at the person eye-to-eye. Treat that person as if they are the most important thing to us at that moment. Slow our minds down and try not to think of an immediate response. Re-state what the person has just said. It’s important that we first understand before we respond. Learning any new skill requires practice and these steps may seem awkward at first. Empathetic listening will provide tremendous benefits. When you show respect for others by really listening to them, relationships flourish, disagreements and misunderstandings diminish, stress is reduced, and life becomes so much richer for everyone!! Are you listening? Ron

Take a look at the major online job boards and you will see a number of instructional design positions. The job descriptions range greatly in their requirements, from designing WBT only, to designing all of the training strategies. If you need to hire an instructional designer, it is important to know exactly what you want so you can acquire a designer with the required knowledge and skills. Here is a five-step process to assist you in hiring the instructional designer who is right for your organization. Identify Application Criteria In addition to submitting a resume, you may want to ask candidates to submit a sample of their design work. Also, decide if you will have candidates complete a test as part of the interview process. List Competencies Required Make a list of the skills and knowledge that your designer will need. Keep in mind that instructional designers need conceptual skills such as planning and analysis, interpersonal skills to work with SMEs and IT, and technical skills when working with software, including e-learning authoring tools. List Character Traits Required Think of the traits that will be required for the designer to fit within your organization. Include traits such as creativity, flexibility, pride in producing quality work, and the ability to receive constructive feedback. List Testing Requirements It is very common to ask candidates to complete short tests at the end of an interview. Develop a short computer test to see if the candidate can, for example, format a document according to requirements. Consider a grammar, punctuation, and proofreading test to see if the candidate can spot errors in a sample. Finally, have the candidate produce a task analysis on a topic of their choice. List Work Sample Assessment Criteria Develop a checklist to assess a sample of the candidates’ previous work. The checklist criteria should ensure the sample is instructionally sound and contains need-to-know rather than nice-to-know information. Once you have completed the five-step process you have, in fact, developed a competency-based hiring profile. You are now ready to begin screening resumes. Screen the resumes to eliminate candidates who do not meet your competency-based hiring profile. Then when you begin the interview process, the candidates selected have the core competencies of the instructional designer that you need. In addition, you know exactly what you want. Following this five-step process will help you find the instructional designer that is right for your organization. Steve

Have you ever thrown a party for a friend or family member? How about renovating a home or planning your own wedding? If you’ve ever been in charge of any major undertaking, congratulations—you’ve managed a project! Overseeing any of these projects requires discipline and organization when it comes to time, resources, and budget. While you may not be planning parties at work, chances are, as a training professional, you’ll be asked to manage a project at some point. In the training field the most common type of project is the instructional design of a training program, and as the Project Manager you’ll need to know where to start, what steps to follow next, and how to maximize your chances for project success. At Langevin, we teach a process-driven project management system adapted specifically to the training field. In my experience, having a structured process to follow makes project management easier, whether you’re planning a wedding or leading a training-related project. The process we teach consists of four easy-to-follow phases, beginning with the Concept phase, followed by Planning, then Execution, and Close Out. In this blog, I’ll take you through the process and give you a high-level overview of what happens at each phase. Let’s begin by defining the term "project." A project is a "temporary undertaking to create a specifically-defined deliverable." Notice the word "temporary" in the definition; it implies that every project has a linear life—a beginning and an end. "Project Management" is "the process of acquiring, organizing, and coordinating personnel and material resources to ensure a deliverable is complete, on time, within budget, and in accordance with specifications." These are the four phases of our Project Management Cycle: Concept:  In this phase, you want a clear understanding of the project requirements, including: what the deliverable is, who it’s for, your client’s priorities, its stakeholders, and how you’ll keep your client informed about the status of the project. Planning: The most crucial part of the planning phase is figuring out all the major tasks that need to be completed so you can estimate the time and resources needed. We call this a Work Breakdown Structure (the most critical step in the PM process). Once you’ve estimated how much time is required to complete the project, you can identify the resources you’ll require for the project, the most important of which is your staff. Execution: Your role as Project Manager is to ensure the team members assigned to each task complete the work on time and according to budget and specifications. You then report the project status to your stakeholders. Make sure you address the following three items in either your written or verbal status reports: accomplishments/major milestones that have been completed since the last report, a list of, and explanation for, any tasks that are behind schedule/any other variances in the plan, and finally, a list and description of any pending items/upcoming critical tasks for the coming period. Close Out: The last and final phase of our Project Management cycle involves verifying the deliverable against its specifications. This means paying attention to detail! We suggest a multi-level editing system that involves several edits (one each for content, grammar/punctuation, and format). Finally, document lessons learned once the project is complete—look at whether the project was a success according to the client’s expectations and specifications and identify any mistakes so they may be avoided in future projects. Once you’ve completed the Lessons Learned Report, you’ve completed the four phases of our Project Management Cycle. If you follow this process for your next training project (upcoming wedding, holiday party, or home renovation), you should be able to conceptualize, plan, and coordinate your project on time, within resource requirements, and to specifications. If project management is something you’d like to explore further, consider our two-day workshop, "Project Management for Trainers" or our "Project Management for Trainers Resource Kit" (a user-friendly self-study guide). Melissa

In parts 1 and 2 of this three-part blog series, I discussed two of three influence styles proposed by John R. Hook in his book, The Agile Manager’s Guide to Influencing People—logic and common vision. The final influence style we’ll examine is called mutual participation. This style relies heavily on dialogue with the other person. In this dialogue, the influencer doesn’t push his/her own point of view. Instead, ideas are drawn out from the other person. The influencer constantly lets the other person know that his/her ideas and contributions are valued and appreciated. In the end, the other person buys into the idea because they feel they helped develop it. I’ve successfully used this influence style in the corporate classroom when I’ve encountered participant(s) who seem to possess a "know-it-all" personality. I immediately acknowledge that person’s expertise. Sometimes, that’s done in simple conversation or I’ll use an activity like an icebreaker, where their years of experience are focused upon. From there, I start working on their ego. Whenever they say or do something that has actual value or merit, I go out of my way to publically acknowledge that. Lastly, I put them to work. I try to obtain as much information and involvement from that participant as possible. I ask their opinions. I enlist their help with tasks. With a watchful eye, I might even ask them to coach or mentor less experienced participants. One of my favorite classroom activities allows the "know-it-all" participant to either complete an individual brainstorming session or lead a group brainstorming session. I carefully position the brainstorm so it captures all the information that I’d normally present anyway; however, at this point, I’m not viewed as the authority that pushed my personal ideas, beliefs, and information. The participant(s) are responsible for their own information. Using this technique, I’ve learned that people don’t argue with their own data! Have you ever used mutual participation to influence someone? Did this tactic prove to be a success or a failure? Please, share your experience(s) with our readers! If you find yourself in a situation where you have no real authority or power, I encourage you to use influence as a tactic to get what you need and want. As with any interpersonal situation, I’d recommend carefully processing the information you have, consider personality types, and use the appropriate influence style. And, if you want to learn much more about influence, consider taking our How to Influence People and Events workshop! Jeff

Sure, you’ve all heard of the side-conversationalist, the late-comer, and the teacher’s pet, but I have four new types of difficult learners to add to your list. These learners (and their accompanying challenges) spring from the digital age in which we now live and work. Just when you think you’ve developed strategies to deal with all types of difficult learners, these new ones are now in the mix to challenge your training day! In this blog I will give you a description of these modern-day difficult learners so you can recognize them when you encounter them! 1. The Stealth Texter - This participant tries to be discreet by sending text messages beneath the table from the phone on their lap. Their eyes are never on you but instead they are looking down at their laps all day. They think you do not notice them and they have convinced themselves they can both actively listen to you and send a text message at the same time! 2. The Nervy Texter - This participant is completely opposite from the Stealth Texter. At least that person tries to be discreet! The Nervy Texter sends text messages and checks his or her Facebook page from their phone directly in plain view of the instructor and fellow learners. They do not care what anyone thinks; they feel their electronic device holds the key to the universe and they do not want to miss out on one single second! They think that participating in 70% of the class is good enough! I guess their boss will just have to settle for 70% job performance! 3. The Missing Person - This participant seems to have "ants in their pants." They pop in and out of class all day. They come and go for many reasons. They seem to use the restroom more than any other participant and they always have to leave the room for a very important call! This learner is similar to the Nervy Texter in that they believe that whatever content they miss is not that important. They inevitably return to class but end up bothering fellow participants as they try to catch up. 4. The Seeker - This participant is really a positive learner. They have their phone at the ready to Google just about everything the instructor doesn’t know. They hope to find all answers to all questions from the internet. They even try to Google answers to brainteasers in hopes they will be the envy of all of their classmates. They believe it is perfectly fine to interrupt the flow of the class to look everything up instead of thinking for themselves! So, now that you have a good idea of what to look for when delivering training, you can quickly recognize these new challenging participants when you see them! Once you’ve spotted them, incorporate some of your tried-and-true instructional techniques to get them refocused so they do not miss one bit of your excellent content! Good Luck! Lynne

Written By: Ron Simple Internal Marketing Techniques That Can Have a Big Impact With so many tasks on our training plates, from needs analysis to course evaluations, we often forget about the importance of marketing our training. I have read that trainers are not considered good marketers. We are outgoing, confident, and frequently in front of an audience, so how can this be? When I ask clients why they believe we are ineffective at marketing, I get responses ranging from, "I am too busy," (which I hear most often), to "I don’t like to brag or boast." Marketing our efforts is critical if we don’t want to be given meaningless work or, even worse, to be considered during the next downsizing. I would like to provide some encouragement regarding marketing. Marketing your training does not only include the posters, banners, T-shirts, or company newsletters, which can be time consuming; it also consists of the day-to-day activities conducted by your department. Marketing is frequently the simple things that we often forget, or take for granted. Believe it or not marketing is also simply saying hello, smiling, and listening. It is how you dress and walk. Everything we say and do, or don’t say or do, has a marketing impact. As training leaders, we need our staff to be fully aware of how their daily activities can have a significant impact on marketing. Nobody in the organization will want to use our services if training is perceived to be an unfriendly, uncomfortable, or unprofessional environment. We have all heard stories of customers who are willing to pay more for the same product at a store that has superb customer service. So, go out and create the brand of training you can be proud of. It really does not take a great deal of time.  

Written by: Paul What is blended learning? Must it combine an e-learning component with something else? Are the terms hybrid solution or mixed-mode solution different from blended learning? Everyone seems to define blended learning their own way. A little bit of context would be useful. Blended learning fits many environments, but its first use was probably in the academic world. Given the cost of traditional classroom training to both the institution and the learner, less expensive content-delivery solutions were needed. For instance, an introductory chemistry class via a web-based training tutorial coupled with an actual laboratory experience would meet the needs of the both the institution and the student in a cost-efficient manner. If blended learning makes sense in an academic environment, it certainly makes sense in the cash-strapped training world. In the training environment (skills and knowledge used in the workplace for the current job), this implies a performance-based blend. While a blended learning solution often contains an e-learning component, a broader, more traditional and realistic definition for blended learning in a training context is simply a combination of strategies to promote more effective performance in the workplace. With this definition, hybrid and mixed-mode solutions are basically synonymous with blended learning. To qualify as a blended solution, there must be one or more core training strategies. A core training strategy is the primary way, or ways, skills are presented and practiced. These strategies may be traditional or e-learning. More than one core training solution may be adopted to meet the needs of a diverse audience. For example, with computer systems training, two core training solutions might include a web-based training tutorial for the more computer literate members of the target audience and an instructor-led training class for those unfamiliar with the use of computers. In addition to the core training strategy, a performance-based blended solution includes performance support activities. These are activities that provide information or knowledge that is supplemental to the core training solution, or additional practice or reinforcement back in the workplace. These activities may occur before or after training (or both) and they can be mandatory or optional. There are many activities that can enhance the effectiveness of the core training solution(s). Just a few examples include advance information, coaching sessions, assigned reading, and group discussion. The performance support activities may provide the learner with additional practice or an opportunity to share knowledge and experience. While there are many advantages in providing performance support activities, the bottom line is that the core training has been made more effective and, therefore, learner performance back in the workplace is improved. There really is no single answer to what an ideal blended solution would look like. If the learners do their jobs better as a result of the blended training initiative, it has been successful. Langevin Learning Services has an excellent one-day workshop called Blended Learning that provides a process, tools, many industry examples, and a whole host of take-aways to make crafting a blended solution easy.

Written by: Ron My first experience with personal creativity came when I was asked to design an evening management course for a university. I took the task very seriously as I wrote up a few lesson plans for the dean to review. He reminded me that I would be teaching an evening class for adult learners who had been working all day and would probably be coming in a little tired. I did not understand the relevance of this statement until after he looked at my lesson plans and bluntly said, "If you were a student, would you want to sit through what you just created? Be honest." When my response was "No," he quickly responded, "Why?" This is when it dawned on me that the lesson plans I had generated lacked creativity and were BORING. What great advice I received that day when the dean said, "Boring you say? Precisely. Now do it over. Just because we are an accredited university it doesn’t mean learning can’t be fun." Albert Einstein stated that the average human mind uses only 3% of its capacity for creativity. Wow! Only 3%. Why do you think that is? It’s not because of the lack of creative techniques available. We all have access to books, websites, and other people for creative ideas. I believe we are responsible for constructing our own barriers by not allowing ourselves to be creative for fear of looking foolish and tarnishing our reputation. Fear can make us joyless souls! Many times I have convinced instructional designers that it is okay to let go and have some fun when creating material. I don’t want to give the impression that an instructional designer’s job is not important. I just feel that any program can benefit from creativity. Besides, most people are savvy enough to know if their creativity is going too far. If you are not sure, then run it by someone you trust. We are all undoubtedly creative at home with family and friends, so why not in the workplace as well? Even if your company culture is more traditional when it comes to training programs and instructional techniques, you can start slowly. Incorporate just one slightly creative technique into your next training program and see how it flies. If successful, add a second one to your next training and so forth. As the saying goes, "Rome wasn’t built in a day." Convincing a corporate culture to accept creative, yet effective training programs can take time. Keep in mind that appropriate creativity can, in fact, increase your credibility and your reputation by providing your learners with a very positive and rewarding learning experience. So, take the plunge and try designing something new, unique, or different. It will be fun, and might also help you prevent your own burnout due to designing the same old thing over and over! What techniques do you use to infuse your training programs with creativity?

Written By: Steve Your accounting department has policies, your HR department has policies, and IT has policies, so what about your training department? Training managers and departments in many organizations do not have policies that guide the operation of training and provide a reference for decision making. A lack of policies can leave us open to rash decisions and poor practices. Keep in mind that policies outline nothing more, and nothing less, than the way the training function operates. Policies indicate what the training function wants done and why it wants it done. Without policies, issues can arise from the planning of training to the development, delivery, and evaluation of training. Training department policies should be clear and well written. By following the 5 steps below, your policies will be complete and also reduce the chance they will be open to interpretation. Here are the 5 steps to writing an effective training department policy: Describe what the rule is. Be clear, concise and direct. Explain why it exists. The rule exists usually to ensure something or to prevent something from happening. State when the rule applies. Outline the conditions under which the rule becomes active. State to whom the rule applies. Consider the people who might be affected by the rule; employees, supervisors, trainers, training managers, etc. Describe the consequences (if any) if the rule is not followed. Consider what should happen if an important policy is not followed. One thing to keep in mind is not to formalize everything. Never create a policy just to have one; policies should accomplish something. Well-written policies will provide a clear definition of the authority and limits of the training department. In addition, proper policies will add credibility to your training department.