Written by: Martha When teaching the Writing Skills for Trainers workshop someone asked, "How do the rules of writing apply to taking minutes for a meeting?" The answer is that meeting minutes still need to follow the 4 Cs of writing. They need to be clear, concise, complete, and compliant. Let’s talk about what this means. Clear Minutes need to address the 5 Ws: who, what, when, where, and why. To cover these you would want to include: who attended and who was absent, when the meeting occurred (date, time, and place), what was discussed, what action needs to be taken, who should take the action, when the action should be completed, to whom should they report the completion of the action, and why the meeting was scheduled (annual directors meeting, bi-weekly sales meeting, etc.). Concise When taking minutes, write in a direct manner focusing on the need-to-know information (key items discussed and/or actions to be taken). Avoid presenting any subjective opinions. The purpose of the minutes is to present an objective account of the business meeting, not to share personal opinion or to share who did what to whom. Use as few words as necessary and reduce the number of adjectives. Plain simple language is best. Complete You’ll have a good start at making the minutes complete if you have covered off all 5 Ws. Here you should focus on providing all the information the reader needs to determine what happened, who is to do what, and what the next steps are. In addition, use the same style throughout your writing (conversational, casual, formal, etc.). Compliant Minutes need to follow the rules of grammar and punctuation. Don’t just use spell check; have someone read the minutes to ensure clarity. As another option, you could have the person who ran the meeting review the minutes prior to distributing them to the necessary parties. Remember less is more. After reading the minutes, the reader should know all the important information about the meeting and what their responsibilities are. This can help reduce the feeling that a meeting was a waste of time. The 4 Cs of writing apply to any writing you need to create. Implementing the 4 Cs of writing is an awesome way to help keep your writing on track.

Written by: Paul You’re a successful classroom trainer, but you’ve just been directed to teach a virtual classroom session. What to do? Well, there’s good news and bad news. First the good, and there’s lots of it. All those years you spent perfecting your delivery and facilitation skills were not wasted. Some of the skills that transfer directly to the world of virtual classroom are: Voice - the use of your voice for engagement of learners is perhaps even more critical for the virtual classroom trainer than it is for face-to-face training. In virtual classroom, the trainer’s voice, not their body language, carries the message. Multi-tasking - a classroom trainer learns to think ahead while covering content or flipcharting while also facilitating a brainstorm session. Those same multi-tasking skills are valuable for a virtual trainer who monitors a chat discussion while posing questions for participants and sequencing the next slide they will see on their computers. Questioning - a well-phrased and well-delivered question can engage participants, create a degree of accountability, and provide a quick assessment for the trainer as to how "tuned in" the participants are. Clarity - in the world of training, using the right words and actions to bring the message across to the learners is a practiced skill, especially with things like exercise set-up instructions. Exactly what to do, how to do it, and how long to take, enhances learning and the credibility of the instructor. In a virtual environment, without the body language and eyes on the learner, that type of clarity is a great skill. Early Arrival - as an experienced trainer, I like to be in the classroom 30 to 60 minutes before my class arrives. In a virtual classroom, one author suggests logging in to the virtual classroom with about that much lead time as well. The intent of being early in either case is to make sure the technology works as intended and to be able to greet the participants as they arrive. Composure - any classroom trainer has met Mr. Murphy, you know, the imaginary man who personifies, "If it can go wrong, it will." Easel stands sliding closed when they shouldn’t, slides out of sequence, pens out of ink, software crashing - we’ve all been there. Of course, by adding the greater dependence on technology of the virtual classroom, you can be sure things will not always go the way they are supposed to. Given that, the ability to maintain composure when things go off script is another transportable skill for the trainer. Preparation - any experienced trainer knows the three most import parts of classroom success - prepare, prepare, prepare. In the world of virtual classroom, it is even more critical. Frustration with technology that "doesn’t work" is a quick way to lose a learner. All of this leads to the other news: "The Bad" Really, there is no bad. However, for most of us, learning every aspect of the technology the organization uses for virtual classroom (something like Adobe Connect or Cisco WebEx Training, etc.) is the biggest hurdle. Virtual classroom software emulates a "brick and mortar" classroom which may include features such as chat, whiteboard, screen sharing, breakout rooms, hand raising, and polling. It is incumbent on the trainer to be thoroughly familiar with the tool, including what every menu and sub-menu choice allows. Bottom line? Becoming a virtual classroom instructor does take learning how to use some hardware and software; however, many of the delivery and facilitation skills you’ve mastered in a face-to-face environment transfer directly to the virtual classroom solution. For more information on virtual classroom, check out my four-part blog!

Written by: Alan Many training manuals end up crammed full of so much stuff that learners rarely use them after training. The temptation to include more and more content seems irresistible for instructional designers. The trick is to find the most valuable content and stick to that. Think of another document you often refer to when performing a specific task: a recipe. Almost all recipes are formatted the exact same way. They list the ingredients you’ll need, and they describe, step-by-step, how to prepare the dish in question. While reading a recipe, you might come across unfamiliar terms. If the recipe asks you to fold some whipped eggs into a mixture, you might need to look up "folding." Although it might be handy to explain the folding process in the recipe, it would also make the recipe much more difficult to follow. If this recipe had been the average instructional designer’s project, it might have ended up including the folding process, consequences of folding incorrectly, the origin of folding, other foldable ingredients, and alternatives to folding. These other pieces of information don’t need to be in the recipe. They might come to light during a training session on the procedure, but what learners want to take home with them is just the recipe. Here’s a tip to keep your training materials lean and usable after training: begin with only the step-by-step instructions for performing the job. Then look at your breakdown of instructional activities. Ask yourself this key question: if learners went through all these presentation methods and exercises, and had only this (step-by-step) material to guide them, could they succeed in performing that part of their jobs? If the answer is yes, then you’re job is complete. If the answer is no, you can decide what else to include, aside from the procedural content you’ve already worked out. I’m not trying to convince you that all training materials should be as lean as recipes. After all, they are not perfectly analogous to training. But I do believe, as training professionals, our materials could be improved if we moved farther away from a textbook-like writing style and closer to a recipe-like approach.

Icebreakers, brainteasers, and energizers do just what their names say: they help us break the ice, jump-start the brain and get the juices flowing. However, they also serve a much higher purpose in the learning environment. If you’ve been in any Langevin courses, you probably already know that one of our priorities in the classroom is connection. Being able to connect with each of the participants, and to provide a learning environment where learners connect with each other, is of paramount importance to us, and I’ve come to believe, many of you as well. Let’s explore and discuss why and when each of these instructional techniques comes in handy. 1.      Icebreakers: Let’s face it, training can be an intimidating environment. We are trying to take people from not knowing to knowing, or from non-performance to performance; either way it is about change. Some people who are sitting there may be wondering if they’re going to get it or if they should start looking for a new job. Others may be concerned about whether it is safe to participate. There are as many reasons to feel intimidated in the training environment as there are people taking the course. When we conduct icebreakers, we help learners break down the walls of separation between themselves and the other learners. A simple activity, asking a group to come up with four things they all have in common, often unveils endless similarities among the team members. Usually this leads to a higher sense of comfort for the learners who are still feeling a bit apprehensive or out on a limb on their own; this creates bonding within the group and steers them towards a smoother phase of ‘storming’ (which we discuss in our Advanced Instructional Techniques workshop). 2.      Brainteasers: Word games, puzzles, match-the-items games, and others are fun, but what’s their real benefit? FUN! Think about it. We all know that based on adult learning principles, learners need an environment where they can feel comfortable and can learn with and through each other’s experience. The moment we have them work as a group in solving these puzzles, we are honoring that aspect of their needs as learners. Each time I create a new group, both in the morning and upon returning from lunch, I make sure to engage the learners in a group brainteaser activity. An added bonus is that puzzles create a ‘response habit’ in the learners. When debriefing the puzzle, each time I ask, "What did you get for _______?" I get a response from the group. As I transition into content delivery, the learners respond when I ask a question. The habit of responding when I ask a question has been anchored. 3.      Energizers & Toys: Let me get right to the point on this one. When was the last time you were able to sit for a prolonged period of time without fidgeting or losing focus from time to time? Because we acquire information through our five senses, there are many benefits to using energizers and toys. For example, play-doh® provides a visual trigger because of its color, but have you seen what happens when a learner opens the can and smells it? They are automatically transported to a time when they played with it-it elicits a positive mental and emotional state in that learner. Koosh balls and other toys help to keep energy in check. The typical nervous activity that adults sometimes experience in training is often diminished (if not eliminated) when all that energy is transferred into a toy. People focus better and learn more. Competitive games that require movement are also excellent, as they shift any lingering stagnant dynamics. So while at first glance all these instructional techniques may seem just fun, playful and, at times, even corny…they work! They work because they have an impact on the way adult learner’s process information, their energy, and the dynamics of learning. When and how do you use icebreakers, brainteasers, energizers and toys? And how have you gotten organizational buy-in for their use in the classroom? I look forward to your responses!

Written by: Melissa In a recent Training Manager workshop, I was asked for tips on how to manage the younger generation, or Millennials, those born between 1977 and 1997. This was a really good question, and I was really stumped, because I teach quite a bit on how to train the Millennials and other generational types, but not how to manage them. There are currently four generations in the workplace, with the youngest being the Millennials. In 2014, Millennials will account for nearly half of the employees in the world, and vastly outnumber Gen-Xers. Unlike the Gen-Xers and the Baby Boomers, the Millennials have developed work characteristics and tendencies from doting parents, structured lives, and contact with diverse people. They also have starkly different attitudes and desires than employees from the past few decades. If you manage (or train!) these young workers, chances are you’ve experienced the constant texting and usage of cell phones, the sense of entitlement, and the constant need for praise. Don’t be fooled! Millennials have a "can-do" attitude about tasks at work and possess a positive, confident attitude. Millennials are ready to take on the world! If you are a manager charged with managing and coaching these young workers, read on for tips on how to successfully manage "Generation Me!" Stay Connected. Millennials are likely to be more successful with an ongoing support system at work, so connect with them daily by scheduling ten-minute meetings or quick email check-ins to outline expectations and answer questions. Also, provide ongoing mentoring and coaching opportunities to offer guidance and reinforce company culture and norms. Create Goals Together. Millennials want to know how their position will benefit them, what skills they will learn, and when they will be promoted. Work with them to integrate their goals with the organization’s through formal performance management plans and career development programs. Include Millennials in developing benchmarks and targets for particular projects to make them feel a part of the goal-setting process. Encourage Teamwork. Millennials are peer oriented. They like to support each other and to work in groups, even while having their own independent tasks to complete. Without a structured peer network to rely on, they are likely to feel isolated and disengaged from their work. Provide the necessary technology to connect remote workers to each other 24 hours a day. Train all employees on conflict resolution and project management skills to ensure productivity with a team environment. Finally, promote cross-functional teamwork and communication to complete assignments. Provide Flexibility. Skilled at multitasking and accustomed to media on demand, Millennials can consume 31 hours of media in a 24 hour period! (i.e., They are likely to get bored when tasked with a single project and need variety to stay engaged.) Assign two or more projects at a time, taking care to give explicit guidelines and due dates, and create flexible work schedules that leverage multitasking and focus on results. Recognize Success. Millennials are used to being, and expect to be, recognized as someone special. They have also had limited exposure to critical feedback. To stay motivated, Millennials need frequent encouragement and acknowledgment. Reward them for their work, especially when it is significant to the overall project. Offer small but frequent rewards, like movie tickets, or iTunes gift cards to recognize key milestones achieved. Don’t forget to communicate how important Millennials are to your company’s strategy and success. The Millennials value the relationship with their boss more than previous generations - so strive to improve the effectiveness of your changing workforce by utilizing some of the above tips! And, if you currently manage "Generation Me" employees, I’d love to hear from you!

Written by: Jeff One of the best ways to determine if a trainee understands course content and material is to ask them questions. Oral or written Q&A can be an important tool in a training facilitator’s tool kit. Educational psychologist, Dr. Benjamin Bloom, researched and coined what is known as Bloom’s Taxonomy. Dr. Bloom’s theory has been around since the mid 1950’s and includes three domains: Cognitive, Psychomotor, and Affective. In the cognitive domain, Bloom suggests using six levels of questioning to promote higher forms of thinking and learning. Since these levels can be incorporated in the instructional design process, and usefully applied in a training environment, I’ll provide you with an overview and an example of each level of questioning. Knowledge The first level of questioning from Bloom’s cognitive domain is the knowledge question. A knowledge question allows you to check the trainee’s basic understanding of information. It may require the trainee to recall a wide range of information such as specific facts, dates, or events. Some helpful verbs used to frame a knowledge question might include "list," "state," "identify," or "name." For example: Can you name the 13 provinces and territories of Canada? Comprehension A comprehension question allows you to determine if the trainee fully understands or comprehends basic information. It goes beyond simply recalling or remembering the material. In a comprehension question, the trainee may have to interpret information, predict outcomes, or explain information using his or her own words. The use of the verbs "interpret," "translate," or "explain" may be appropriate to frame a comprehension question. For example: In your own words, explain what you feel are the main differences between training and education? Application The next level of questioning in Bloom’s cognitive domain is the application question. The way a trainee responds to an application question suggests that he or she can apply the information to the real world. Application questions might be framed with the phrases "How is this an example of…?" or "Why might this be significant?" I’ve used application questions to determine if a trainee could apply a policy, concept, or procedure to a real-life scenario. For example: Based on the organization’s attendance policy, how would you apply it to an associate who fails to report to work? Analysis When responding to an analysis question, the trainee is encouraged to dissect, analyze, or break down the material into parts. Analysis questions indicate if the trainee understands both the content and the structural form of the material. Analysis questions can be framed with phrases such as "What are the features of…?" or "How would you classify…?" Verbs such as "differentiate,"  "compare," or "distinguish" can also be used to position an analysis question. For example: Can you compare the differences in the instructional design of an instructor-led course versus an e-learning course? Synthesis The purpose of a synthesis question is to see if the trainee can extrapolate from known information to create a new course of action. A response to a synthesis question determines if the trainee can put parts of the content together to form a new whole. Framing a synthesis question might include using the verbs "construct," "develop," or "create." Phrases that are useful in positioning a synthesis question might include "What ideas could you add?" or "What could you substitute?" For example: Besides lecture, what alternatives might exist when considering ways to present course content? Evaluation The last level of questioning in Bloom’s cognitive domain is the evaluation question. The purpose of this type of question is to determine if the trainee can judge the outcome and decide on a course of action from the information. "Evaluate," "justify," and "judge" are all common verbs used to frame an evaluation question. This type of question could also be positioned with phrases such as "How would you decide?" or "What criteria would you use?" For example: How would you evaluate your training program to determine if it’s more knowledge-based or more skill-based? Dr. Bloom provided us with a very valuable process to encourage deeper learning in our trainees. It’s up to us as facilitators to incorporate his six levels of questioning. If we do, we may find that our trainees have a greater understanding of the material, higher retention rates, and eventual performance improvement. For more details on how to apply Bloom’s Taxonomy to the "design tests" step in the instructional design process, check out this past blog.

Written by: Jim Do you already have an e-learning authoring tool? If not, then you’ve come to the right place. With a rapidly expanding market for this course creation software, the choices are more overwhelming than ever. While each product offers something a little different, there are some features and functions that you’ll want on your "Must Have" list. LMS Compatible You can find the best software on the planet, but if it doesn’t communicate with your Learning Management System (LMS), it is not the right choice. Your LMS can help you register participants, track their progress, retain their assessment scores, and track their certifications. An e-learning environment that forces you to manually enter this information will slow your ability to move toward a stronger e-learning environment. For these reasons, you want an authoring tool that will communicate with your LMS. Usable File Formats Without getting all technical, you probably have some idea about the types of files you want to use in your projects. If you want to convert PowerPoint, import pictures, include specific types of audio and video files, or add screen shots, the authoring tool you choose will make a difference. Another thing to consider is the computer your participants use to take the course. One of my strongest recommendations is that you talk with your IT department about the types of files currently being used within your company. They can also offer other important system information that you can use to make your decision. Strategy Selection With e-learning, you can select a number of deployment strategies. How your participants will access the course will impact the authoring tool you choose. Some tools allow for on-line access through your company website. Some provide zip files with executable software that can be used on most computers, regardless of location; others can be launched from within your LMS. If possible, make these kinds of deployment decisions before purchasing an authoring tool. I’ve only touched on three key factors when deciding on an authoring tool. There is one more consideration I’d like to add. Can you get a FREE trial first? If you can, you will have the opportunity to test out the features, and ease any concerns before actually making the purchase.  Remember, be patient during this exploration process. Learning should be fun, so enjoy learning about what these authoring tools have to offer. For a step-by-step process for developing a comprehensive and cost-effective e-learning strategy that meets organizational goals, our How to Create an e-Learning Strategy self-study kit will guide you through the process. Check it out!

Written by: Linda In a previous blog, I emphasized that effective trainers use stories as an instructional technique to engage their learners. In this blog I will highlight five tips to help you be effective when sharing stories in training. I have incorporated the following steps into my process for many years and have witnessed much success. 1. Know Your Purpose.  It is important to know why you are telling the story. What is your intention? Do you want to engage, hook, humanize, or demystify? What thoughts do you want to provoke and what responses are anticipated? You must be clear about the message you want to convey. 2. Be Brief.  As trainers we are always dealing with time constraints. We must choose stories that we can own so that we can get to the point quickly without appearing rushed and losing the essence of the story. To avoid rambling, make sure you have a strong beginning, middle, and ending. Don’t include details that you don’t need. Remember KISS: Keep It Short and Simple! 3. Create a Story File.  Collect stories that are relevant to your content. As I mentioned in my previous blog, I have stories for each course. Some of those stories are from my personal experience, but often they come from the participants’ experiences. To mix things up, there are loads of material from current events that can be relevant to the content. The important thing is to keep it fresh! 4. Rehearse the Delivery!  When we tell stories we are painting a picture for our listeners, and if we do it well, we will connect with them on an emotional level. This is where our presentation skills training will come into play. We must practice pausing, varying our tone, and placing emphasis where it is most needed. In addition to our verbal delivery we want to be aware of our non-verbal communication as well. 5. Be Your Authentic Self.  Don’t be afraid to show vulnerability. When we share experiences that highlight our own challenges, it humanizes us and deepens the connection with the participants without jeopardizing the credibility factor. We don’t always have to be the hero in our stories. Be honest about your weaknesses and learn to laugh at yourself.  The learners appreciate this type of humility and humor. Most importantly, own your story. The more you can speak from your heart, the more authentic you will feel and you will experience a deeper rapport with your participants. Remember effective training is not just about delivering facts; it’s also about connecting with our learners on a deeper level. The use of stories is a powerful instructional technique that enhances learner engagement and retention. So let’s tell our stories because we all have a story to tell!

Written by: Lynne I’ll never forget taking one particular course during my master’s degree program in Education. It was called the Psychology of Excellence. I was attracted to it because I am always trying to reach a higher level of performance in everything I do. The course centered on the work of Psychologist, Mihaly Csikszentmihalyi. He coined the term FLOW which he defined as the mental state of operation in which a person performing an activity is fully immersed in a feeling of energized focus, full involvement, and enjoyment in the process of an activity. The feeling of being in the FLOW happens in many areas of our lives, both at work and at play. Athletes sometimes refer to being in the zone when they perform at their peak, which is the same as being in the FLOW. I find that there are times when I’m instructing, when all of the stars align, and I’m at the top of my game, I get into the FLOW. Boy does it feel great! Have you ever experienced this feeling when you deliver training? You know what I mean? Everyone is having fun, participating, laughing at your jokes, asking questions, and enjoying the learning process. You are delivering your content with ease, asking thought-provoking questions, managing your audio-visual aids swiftly, keeping a perfect pace, and making adjustments that work perfectly on the fly. How do we get into this desired state of being? Here are five tips: 1.   Practice your content until you are sick of hearing it yourself. Even if you get nervous when instructing, your preparation will take over and you will be fine. 2.   Smile often and make consistent eye contact with your learners. This will help relax you. Being relaxed will allow you to pick up on the groups’ positive energy - it will energize you! 3.   Teach because you genuinely love to help people. Your learners will respond very positively to your sincerity. 4.   Be enthusiastic and passionate about your content because if you are not, why should your participants bother to learn it! 5.   Always try to improve your presentation skills (and facilitation skills!) no matter how good you get. Never be satisfied with your performance, but take pride in it! We don’t often get sufficient time to improve ourselves at work so I would encourage you to look into our many workshops and products for trainers to help you learn and practice your craft so you, too, can get into the FLOW of training!

Written by: Paul I was chatting with a group of trainers last week and the subject came up regarding how to let the learners know what was in store for them during the training. An agenda or road map is the obvious answer. Adult learners don’t like uncertainty. There are many ways to let the learners know what the training session holds. Some believed a PowerPoint slide laying out the day’s activity would do the job. Others liked a white board for the agenda, but of course, the board would have to be cleared for other things. Some thought clear objective statements early in the training let the learners know where they were going during the session. I suppose all of these ideas, and others, get the job done. My usual practice is an agenda on a flipchart sheet listing major activities for the training session. I post it near the door where I, as well as the learners, can see it throughout the training. I think it’s a three-way win; that is, a win for me, the learners, and time management. Here are six reasons why: 1.   Road map. The agenda lets the participants know where they are at a glance. There is an adult learning principle called "Self Direction"—learners are used to making moment-to-moment decisions in the workplace, so they like to be in control of their time in the classroom as well. Since they can’t completely be in charge of their time while in class, the agenda lets them at least see where they are and where they’re going. This adds to the comfort level for most learners. It also keeps them aware of their progress. 2.   Negotiation point. If the trainer has delivery flexibility, the agenda represents a discussion piece. Do the learners want some of the course content curtailed or deleted? Is there anything they want added? All of these factors can modify the existing agenda. 3.   Reinforce the learning. Assuming the agenda reflects the training objectives, having them continually displayed in front of the learner reinforces the importance of those objectives. 4.   Instructor job aid. The posted agenda represents a visual guide when I am managing my time in the classroom. That way I don’t have to look at my notes to see how much I have left to cover in the time remaining. 5.   Handling tangents. The posted chart represents a time management tool. I can use it to keep the group on track when tangential questions arise, for example, "Good question, but if you’ll glance at the agenda, we still have a lot to cover. Could we add that to the parking lot?" 6.   Review and transition. The agenda represents a way to review where we are after a break and re-focus learners on where we are going. This is especially important if the content of the day contains dissimilar tasks or topics. The previous day’s agenda can also be a vehicle to use for the next day’s review. A posted agenda may not be for everyone. For me it is a great tool to keep me, and the class, organized and on track.