Written by: Alan Working with subject-matter experts (SMEs) can be daunting. When we rely on others to provide us with course content, we often get huge PowerPoint decks full of so much material it practically becomes unusable. This is one of the origins of the dreaded "death-by-PowerPoint" we see in training. Here are a few tips that might help manage the contributions SMEs make to training: Explain the training process Many SMEs are simply asked to produce course content, without knowing the instructional design process. When SMEs don’t have a clear understanding of how training works, they produce content, activities, and materials in one fell swoop. To avoid this problem, explain to your SME how training is created. The ADDIE model is very useful here. By explaining the type of work done in Analysis, Design, Development, Implementation, and Evaluation, SMEs will see that there’s more to instructional design than creating slides. Explain the role of SMEs The SMEs’ biggest contribution is in the analysis phase. SMEs need to document how they perform the job tasks being taught in training. I find it helps to remind the SMEs that management has identified them as exemplary performers for the job tasks involved. A little flattery goes a long way. Then I follow-up by explaining that we need them to document the way they perform those tasks. Work collaboratively with your SMEs The trick is to work with the SMEs during the analysis phase. I like to show them examples of good task analyses. I ask them what instructions they would like to have seen when they first started in that part of the job. Their role is to explain the process, while my role is to document it step-by-step. If I don’t understand something I’ll ask the SMEs to clarify, re-explain, and break things down further. If I don’t understand the process, the learners probably won’t either. Give credit where it’s due When the tasks have been fully analyzed, we now have lean, performance-based course content. If the need being filled is truly a serious one, the content should impress the stakeholders. I’ve seen people point to specific steps in a task analysis and exclaim, "Wow! This is exactly what we’ve been trying to fix around here! This is fantastic!" At this point, I make sure to point out how this content came from the SMEs. I explain how the expertise of the SME made this content possible. Subject-matter experts can be invaluable to an instructional design project. Their biggest contribution is determining the best practices employees must learn in the training. However, the design of course activities and development of course materials is not what we should expect from them. That’s the instructional designer’s job. Hopefully, these four tips will help you manage the contributions from the SMEs and produce the best training possible. Happy designing!

Written by: Ron Are you interested in getting a refresher on some leadership skills that most of us already possess but often overlook? Then you have come to the right place! I want to discuss three leadership skills that can have a tremendous impact on both your department and organization’s bottom-line. Besides, who can’t benefit from a little review? We have all heard the infamous phrase that employees do not leave a company, but they leave their boss. Creating an engaging work environment falls, to a great extent, on the shoulders of management. And that includes training managers! So, let’s talk about the following three leadership skills that can lead to increased staff productivity and retention. Communicate. Maintaining constant open and honest communication with your staff keeps them informed about corporate goals, department missions and values, and how their performance matches up. Keeping the channels of communication open will also create a safer environment that will challenge them to remain accountable. When people are aware of their occasional poor decisions and actions, are not wasting their energy covering it up, or blaming others, then real growth occurs. Accountability leads to growth, resulting in increased productivity. Listen. Make a conscious effort to practice active listening. Listening to your staff’s issues, concerns, and frustrations creates a safer environment where solutions can be examined. Creating such an accountable environment leads to increased productivity. Coach/mentor. Here comes the best part! Once you have created a safe and engaged work environment, coaching/mentoring becomes a natural transition. Holding people accountable for corporate results requires a leader who is a great communicator and listener. With an engaging environment, your staff will be more willing to take a risk to change their actions. Increased productivity requires training managers, or any manager for that matter, to communicate, listen, and coach consistently and effectively, all of which lead to a more engaged and accountable organization. There’s another leadership quality that a good manager/supervisor must possess, and that’s confidence. You can read more on this topic in our blog titled, How to Be a Leader People Can Follow.

Written by: Steve Frequently, at the end of a meeting or facilitated session, a decision on a course of action must be reached, now that analysis, discussion, and ideas have been generated. Having a group come to a decision in such a session can be a difficult task even for a skilled facilitator. I always try to avoid formal majority voting, as there will be winners and losers—someone is going to be unhappy. My preference is to try to have the group reach consensus, usually using the "five finger" technique, where I will ask the participants to show their level of support to an idea by showing a number of fingers (e.g. five fingers means strong support, one finger means no support). The idea under discussion is amended until all participants can support the idea. In situations where a vote is needed to reach a decision, the voting technique needs to be clearly outlined and fair. Here are three voting techniques used to reach a decision in a facilitated session: 1.      Weighted Voting This technique involves all participants and makes it easier to bring opposing views to the surface. The facilitator draws a grid, listing participant names vertically and the options horizontally. Each person gets as many votes as there are options. Participants distribute their votes among the preferred option(s). The votes are added and a decision is made. 2.      Plus/Minus Matrix This technique involves all participants and brings objectivity to the decision-making process. The facilitator draws a grid; the criteria for decision making are listed horizontally and options under discussion are listed vertically. S/he starts with the first option and discusses if it meets each criterion. S/he then assigns a plus (+) to the criteria that are met and a minus (-) to the criteria that are not met. Lastly, the facilitator totals the number of pluses for all options, and the option with the most number of pluses is chosen. 3.      Final Ballot This technique involves everyone and allows them to remain anonymous. The facilitator states that there will be no more discussion. The idea, issue, or solutions to be decided upon are listed on the flip chart. Participants are asked to write their choice on an index card or slip of paper. The papers are collected, the votes counted, and the final choice is announced. The decision-making process in a facilitated session or meeting can be very challenging, especially when the decision being made has consequences. A skilled meeting facilitator needs to have a variety of decision-making tools in their repertoire and the ability and confidence to use them. For a more extensive list of decision-making tools, along with idea-generating facilitation tools, tips for dealing with conflict and managing group dynamics, and much more, check out Langevin’s Facilitation Skills for New Facilitators workshop.

Written by: Jose It happens plenty of times. You have a roster that shows a certain number of participants and, for one reason or another, only a few show up. Yet the "show" must go on! As facilitators, we take multiple measures to prepare the learning environment both logistically and atmospherically. By design, some of the activities may be structured for team efforts, or at times, to compel a bit of competitive energy. But then you’re faced with fewer participants than expected… How do you tweak the group activities and make them applicable and fun for a team of one? How do you make sure the participants still walk away with a powerful learning experience, and are enthusiastic about the training session? And how do you avoid over-lecturing because of an unexpected change in the group dynamics? This is a reality that we all deal with at times. As trainers, when we respond to the situation with a can do demeanor and conviction, our participants will still have a phenomenal learning experience. Here are four facilitation tips I find helpful when faced with a small class size: 1.   Relax: Release the stress. There is nothing that I can do about a learner who is unable to attend the training. When I focus on what can’t be accomplished with a smaller class size, I worry, stress, and tense up; consequently, I project a very unapproachable energy. Instead, I get the participants busy with brainteasers or to peruse through their materials to become familiar with what’s coming up. If I project nervousness or stress, the participants will pick up on it and absorb some of it. However, if I project a relaxed demeanor, they, too, will be relaxed and feel safe and comfortable. 2.   Sit & Partake: Instead of standing upfront or sitting on a tall stool, I pull up a chair and sit at the table with the participants. This makes the atmosphere more comfortable and less intimidating for them. During activities I may make myself available as a third or fourth perspective for discussion and consideration, as long as I refrain from being the center of attention, become a key contributor, or lead the activity. This also creates the perfect atmosphere for me to coach versus teach and lecture during other activities. 3.   Take Your Time: There is no need to rush. The agenda of the course was probably designed to accommodate a class size of 12 or more. This means that you have a certain amount of flexibility with the extra time that will be accumulating throughout the day. It takes me more time to debrief three tables than it does three people, buying me some extra time to entertain additional examples and perspectives during discussions. Also, I find that with a smaller class group, I can explore most topics from a wider variety of angles than I would risk exploring with a larger group. 4.   Maximize One-on-One Time: Larger groups usually demand a more universal approach to explaining or expanding on topics, in order to accommodate a more versatile and varied crowd. However, smaller groups give me the opportunity to build more one-on-one time with each participant. I am able to give more attention to each individuals training needs, focusing on their strengths and areas needing improvement. In the process, I’m also building a strong rapport with each learner. What tips and best practices can you share with our readers that may help them when faced with facilitating small learning groups? For more detailed information on using small-group activities effectively, our Instructional Techniques for New Instructors workshop is the place to start!

Written by: Melissa Chances are, if you’re a training professional, you’ve probably heard the name, Malcolm Knowles. Born in 1913, Knowles was an American educator well known for the use of the term "andragogy." While "andragogy" might sound like a scary medical term, it is actually the art and science of how adults learn. Nearly 30 years ago, Knowles developed a set of core adult learning principles that serve as a foundation for the instructional design and delivery of training. Your goal, as a trainer, is to create a learning environment that implements all of these principles—so that you reach all of your learners! The principles of adult learning should be built into the instructional design of your course to make sure the training is motivational, interactive, and relevant—making your job as the facilitator easier! Below is a brief explanation of each principle, with some tips on how to apply it in the classroom. As you read through them, reflect on some of the courses you’re currently delivering and see which of these principles are already in use. Self-Direction Adults are accustomed to being autonomous and self-directed. They have expectations and wants that need to be met. Classroom application: Allow your participants to create their own ground rules at the beginning of the training course. Let them roll dice or choose a playing card to determine break times, rather than you dictating the amount of time. Finally, since adult learners are self-directed, allow them to discover things on their own and even make mistakes. Experience Adults bring considerable experience with them. They like to speak, participate, and contribute to the proceedings. They dislike long lectures. Classroom Application: Harness the experience of your adult learners. Incorporate peer-mentoring by pairing up those with more experience with the newer, less knowledgeable trainees. Use icebreakers that will reveal shared experiences (e.g. give learners five minutes to list things that they all have in common). Time Orientation Adults have a here-and-now viewpoint. They wish to focus on current issues, rather than material that may be useful in the distant future. Classroom Application: Only teach tasks that the attendees will use in their current role. Ensure your trainees use the skills within 30 days of the training by following up with their manager or supervisor. Studies show that when learning a new skill, if it’s not used within 30 days, ninety percent of it will be lost. Relevance Adults want courses that focus on real-life problems and tasks rather than academic material. A strong how-to focus is desired. They become restless if their time is being wasted. Classroom Application: Teach tasks rather than topics. Maintain a brisk pace and schedule, omitting nice-to-know information—focus on what the learners need to know! Benefit Adults see learning as a means to an end, rather than an end in itself. They must know what there is to gain, and they must see progress being made. Classroom Application: Point out why it’s important for the trainees to learn the content. Focus on how they’ll benefit personally, and what will happen back on the job if they, or their peers, don’t learn how to do the job properly. Self-Esteem Adults have something to lose. They have a strong need to maintain their self-esteem, and need to feel heard. Classroom Application: Make sure that adequate climate building is done before working on the course content (e.g. icebreakers, energizers, and brainteasers). Most people need to feel safe, secure, and comfortable before they can give their full attention to learning. Create early practice sessions that are easier and more prompted than later sessions. As learners gain proficiency, more complexities can be added to the practice session. Participation Adults are accustomed to being active. They should be given an opportunity for active participation whenever possible. Classroom Application: Build practice sessions throughout the course rather than just at the end, and use frequent small-group sessions. Include opportunities for learners to express themselves, work together, and be active. How many of the seven principles are you currently implementing? What additional tips do you have for incorporating them? How are you building the above principles into your virtual classroom trainings? I look forward to hearing from you!

Written by: Jeff The art of storytelling has been practiced by virtually every culture around the world as a way to educate, inform, and entertain. Medieval Troubadours, West African Griots, and Native American tribal leaders have all shared stories as a way to preserve history, explain events, and teach moral lessons. Stories have often been handed down from generation to generation, and many historians suggest that oral storytelling has been around as long as human language. On a recent trip to Australia, I took a half-day rainforest tour. I was fascinated to hear the many stories of my Aboriginal tour guide, Barwon. He began by telling our group the story of how he got his name, which means wide river. He went on to captivate us with other stories of Aboriginal culture and the indigenous plant and animal life in the area. Every story he shared with us was first told to him by his grandparents and other tribal elders. Just as storytelling has had a powerful impact on people from all over the world, it can also be used as an effective instructional technique in the modern day training classroom. According to Margaret Parkin, author of the book "Tales for Trainers: Using Stories and Metaphors to Facilitate Learning," stories can "encourage growth, learning, and personal development. Anyone who is responsible for passing along information to others, while encouraging learning and development, can be termed a storyteller." I’ve been telling stories in my training courses for many years; I started doing it somewhat naturally. However, I never really knew I was practicing a formal instructional technique. In my mind, I was simply sharing my life’s experiences. Over the years, I realized there are several benefits to telling stories and sharing my life experiences with trainees. Increased Learner Engagement  When done well, a good story captures your learner’s attention, right from the start. Somehow, they get drawn into the character(s), plot, conflict, and eventual resolution of the story. Effective storytellers often elevate their stories to another level by using vocal inflection, gestures, and movement—tools used to further engage the learner. Engagement is also increased when the storyteller makes an emotional connection with the learner. An effective story often stirs ones emotions. It stimulates the learner’s imagination and creative thinking process. As the story plays out in their mind, it makes them think about and reflect upon their own situation and experiences. Increased Instructor Credibility  I find that when I share a personal story, my learners get a glimpse into my life and past experiences. No longer am I simply a trainer delivering content and information. Instead, I’m personally sharing one of my success or horror stories as it relates to the content. The story sends the message that "I’ve been there," thus increasing my credibility. I found great success in sharing one particular story each time I delivered a sales course to new hire employees. I would share the story of how I began my sales career as a new and somewhat intimidated sales representative within the organization. After working hard and applying myself, I was eventually awarded the prestigious SPOTY Award (Salesperson of the Year.) Moral of the story: if I can do it, so can you! Simplifying of Complex Information According to Parkin, hearing a story allows a learner to concretize information. Through links with tangible examples, a story has the potential to help the listener make sense of abstract or complex information. For example, when teaching a concept like prioritization, the story of a busy working mom could be told. Hearing how the busy mother successfully balances career and family, the learner may easily relate the story to his/her own personal life. They relate their own concrete experiences to the actual concept being taught. Most mothers in the audience could probably relate to waking at dawn, getting her children dressed and fed, taking them to day care, and miraculously arriving to work on time—all thanks to careful prioritization. Additional Instructional Variety  Storytelling is simply one more tool in your trainer’s tool kit. Telling a meaningful and effective story can be yet another way to deliver course content. It may not replace something like a traditional lecture, but it can certainly be one of the most powerful instructional techniques. When lecturing, I find it helpful to address the key content portions of the lecture first. Then, to bring it home, I share a personal story or narrative about how I’ve applied what I just talked about. An effective story can break the monotony of a traditional lecture and add variety to your delivery. So the next time you’re looking for ways to engage your learners, increase your credibility, simplify complex information, and add instructional variety, consider telling a story. It could be the perfect tool to turn a good training presentation into a great one.

Written by: Jim There is so much information about e-learning products and software, but where can you go to get it? I have three sources that will give you the perspective you need to be well informed about your e-learning options. eLearningguild.com This easy-to-navigate site provides you with a variety of resources specific to e-learning. However, the access you will have to the resources is based on your membership level. While the guild offers three higher level memberships for a fee, the most basic membership, "The Associate," is FREE. Under the "Content" tab, you will be able to view the Learning Solutions Magazine. Articles older than 90 days are available to everyone, but for more current articles, membership is required. Guild research, publications, an events archive, and a conference archive are also available; access varies by membership level. Getapp.com/compare/online-learning-software I’ve included this specific link because it’s primarily an app information site for a variety of industry segments. However, this site provides a tool with many options to compare different software. You are given the opportunity to select which specific comparison you’d like to see. Once you make your selection, an easy-to-read navigation chart appears with a column for each software you selected. The chart provides comparison information in ten different areas including "Overview," "Screen Shots," "Features," and "Pricing," to name just a few. MyLangevin.com If you’ve taken a Langevin workshop, you have access to this site. The "Resources" tab contains lots of great information including an "e-Learning Links" section. Within "e-Learning Links," you’ll find ten different sections containing current industry information. Just a few include "Authoring Tools/Web Development," "Rapid e-Learning Development Tools," and "Web Conferencing Tools/Services." The "Learning Management Systems" section even contains a product comparison tool. There are so many places on the internet to get e-learning information. The three I’ve highlighted will provide you lots of great information and perspective as you navigate the world of e-learning.

Written by: Linda I have discovered that trainers consistently introduce their sessions with an objective and overview/agenda. However, they often miss the mark when highlighting the benefits, also known as WIIFM (What’s In It For Me)! It is critical that we communicate the benefits when we introduce the session. Adult learners are always asking the question, "Why do I need this and how will this help me?" As trainers, we must be prepared to address these questions as soon as possible. Addressing the benefits during the introduction of the session becomes your hook. It can potentially increase buy-in from "vacationers and prisoners," and reinforce the relevance for "explorers," while minimizing difficult situations. All learning contains the seeds of opportunity. However, this needs to be communicated. We can communicate the benefits by simply stating them, or we can use any of the following four instructional techniques: 1.      Personal Stories - Sharing personal experiences can influence the WIIFM factor with your learners. Using stories helps create an emotional connection with your learners. 2.      Analogies - Analogies can truly breathe life into the WIFFM factor, by hooking the learners and drawing them in. I once heard that a five-minute analogy can equal sixty minutes of lecture. 3.      Facts and Statistics - In our world of digital information, many learners want instant proof of effectiveness. Being armed with facts and statistics can surely substantiate your credibility and the relevance of the material. However, it is important to be clear about your source. 4.      Questions - Simply asking a question can be powerful. Asking the learners to tell you how the content will benefit them, allows them to critically think and personalize their responses. It aids in reinforcing buy-in when they can articulate the benefits for themselves. It also aligns with the message, "Never tell the learners what they can tell you," encouraging learners to take responsibility for their own learning. As trainers, the above techniques are not new; we use them all the time. However, it’s important to know that we can also use them in this context as a "hook" to address the benefits when the course is being introduced.  It is also wise to thread these techniques throughout your course content for continuous reinforcement. I’ve listed my four favorite instructional techniques. What techniques do you use to hook your learners?

Written by: Lynne Like many of you I have a smartphone. Good thing, too, because sometimes I am not so smart! One of my favorite things about my phone is the many "apps" I can use to help me out. I have one to help me navigate my car, calculate a tip amount, indicate my calorie consumption, and decide where to eat on the road. I don’t have to think or do anything for myself anymore; I just let my phone do the work! It may be convenient for our phones to do the thinking for us in our everyday lives, but it may not always be a good thing in the classroom. Certainly, there are new ways to use social media and technology in training, but I think we have to be careful not to rely on technology to do all of the work. At Langevin Learning Services, we instructors have a saying, "Never do for the learners what they can do for themselves." Generally, this means that it is preferable to involve the learners in the learning process as much as possible. You want learners to retain and apply the new knowledge and skill they’ve acquired. For example, do you present power point slides of information to your learners all day? If you do, the learners are playing a passive role in the learning process, and chances are they will not remember anything that you’ve said to them. Instead, we want to use tried and true instructional techniques to get the learners busy, engaged, and active, so they will have fun and learn! Here are three techniques to do just that: 1.   Collaborative Lecture Method: This technique involves learners, along with the instructor, presenting content in the class. This technique is generally followed by group discussion. 2.   Reverse Questioning Technique: This is a great way to encourage learners to think on their feet! The next time a learner asks you a question, don’t answer it; instead, reverse it back to them by saying, "What do you think?" 3.   Example/Exception Technique: This technique is useful in making learners present content or apply knowledge previously learned. First teach them a concept, then ask them to list on a flip chart the many ways they can apply the material, or have them come up with an exception to the rule. Perhaps in the future, technology will do all of the classroom work for us. For now, learning is an active process that takes hard work. As trainers, we can use smartphones in the classroom as an aid to learning, but be sure that the learners work the hardest. After all, your employees will be the ones actually performing their jobs, not their smartphones! Have you incorporated any of the above instructional techniques into your training sessions? What was the result?

Written by: Paul Any trainer who has had newbie’s and expert attendees in the same classroom knows that sinking feeling. "Yikes! This is going to be a challenging day. The new people may be confused, but if I slow down for them, the more experienced learners may start reaching for their smart phones. What to do, what to do?" Here are a few suggestions for handling varying experience levels in the classroom (taken from Langevin’s Instructional Design for New Designers workshop): Offer multiple versions of the class: structure introductory, intermediate, and advanced versions of a course to narrow the gap between learners. Reinforce the level of content of the different classes with prerequisites and clearly advertised course content. Require pre- or post-course work: by requiring pre-course activities and establishing accountability for their completion, the proficiency level of the participants is levelled out somewhat. Post-course activities provide additional practice for novice learners. Branching within a course: give the experienced participants the option of more sophisticated content or more challenging exercises than the novices. In addition, you can select methods that involve learners with differing experience levels. All of the instructional techniques shown below provide an opportunity for novices to learn from the experienced participants. Experienced participants will feel engaged because they’ll be able to contribute and share their knowledge, and gain recognition for their experience. Brainstorming: promotes developing content from the sudden inspiration or experience of the participants. Abbreviated lecturette: involves the group listing what they know about the subject before the instructor covers what the learners have not identified. Discussion: gives the more experienced participants an opportunity to "teach" their colleagues. Peer tutoring: involves pairing up the more experienced with the less experienced. Peer review: reinforces content by reviewing it in small groups—again, capitalizing on the more experienced to "teach." Finally, when facilitating a class with varying experience levels: Acknowledge experience: an explicit statement in your housekeeping section along the lines of, "Some of you bring tremendous experience with you—please share it!" Encourage questions: questions can bring the less experienced up to speed more quickly if you set a safe environment for them to ask the questions. Also, if you use the "reflection" technique to answer their questions (e.g. "Good question! I have an opinion, but let’s hear from your colleague’s first."), it gives your pros a chance to shine. Ask many questions: questions tend to "level" the group, with the more experienced able to answer questions and have their expertise acknowledged by the instructor, while also "teaching" their colleagues. It’s always a challenge for an instructor to have a variety of experience levels in the classroom. Of course, no matter what you do, if you have more than one person in your class, you’ll always have some diversity of experience. These eleven ways of handling varying experience levels are also ways of taking advantage of them. What other tips or instructional techniques do you recommend for handling varying experience levels in the classroom?