Written by: Marsha In many of our workshops, we discuss the various skills, traits and competencies required of instructors. Of course, strong presentation skills, as well as facilitation skills, are a must! On top of that, they need to know the content and connect with their audience. But true facilitators focus on their participants more than anything else, and ask the following questions: Are they engaged? Are they getting the material? And most importantly, are they getting along? When new people are grouped together in a team, the group dynamics change over time. In our Advanced Instructional Techniques workshop, we review the "Stages of Group Development," which is a model derived by Bruce Tuckman. In the model, he explains that groups evolve through the following four stages: 1) Forming This is the polite exploration stage. People don’t know each other yet so they are polite, tentative, and a bit cautious. They are learning about each other and the task at hand. 2) Storming This is the conflict stage. People react to each other and find frustration in working together. They may argue about the structure of the group and struggle for status in the group. Some believe this is a necessary stage as it allows the group to evaluate ideas and avoid conformity. 3) Norming This is the accommodation stage. People learn to handle each other and work around the frustrations. They develop rules about how they will achieve their goal. 4) Performing This is the settling in stage. The group finds its comfort level and working pattern. Sometimes the pattern is positive and constructive. Sometimes it is tense and uncomfortable, but at least the group is able to perform its functions. Every week, I see groups experience these stages at different rates and different degrees. Of course, it’s my job as the instructor to get them to the performing level as quickly and efficiently as possible. Through monitoring and observation, I’m able to assess their progress through the stages. Obviously, a well-designed course, with appropriate time and activities to build rapport and set the right climate, will aid in getting the group to the performing stage. Interestingly enough, there is also a 5th stage called the Adjourning Stage. In this stage the tasks are complete and we disengage from the relationship. The project has come to an end and the group disbands. In a workshop setting, this is usually accompanied with long goodbyes, photographs, the exchange of business cards and maybe even a group hug! I’m always a bit sad when a workshop is done, and now I understand why. I observed and contributed to the group development only to see it come to a close in a short period of time. Yes, we are adjourned and no, we’re not meeting up again. Luckily, I can look forward to the next session and observe my folks, once again, as they experience the stages of group development. How do you guide your participants to the performing level? Do you enjoy this part of facilitation? And how do you feel when a group adjourns?

Written by: Alan As trainers it’s pretty much a given that we’ll start a classroom session with some kind of icebreaker. We’re trying to warm up our learners and get them ready to work together. But what do you do when people are already warmed up? What if your learners work together every single day? Here’s an icebreaker that’s worked well for me when training people who are already very familiar with each other: I ask people to draw a vehicle that represents their department. I may ask people to work individually or in small groups, depending on the class size. I ask them to build in features to their vehicle that represent the things that are going well in their department, and the things that aren’t going so well. I tell them they can choose anything from a skateboard to a spaceship. To fire up their imaginations, I also give them an example or two, such as: a race car with wagon wheels or an airplane with a helicopter propeller on top. Within four or five minutes, people are ready to share their work. While watching learners explain their drawings, I’ve noticed some very interesting things. Their body language shows deep involvement, and the discussion is very productive and engaging. The learners enjoy the creativity involved in analyzing their workplace, despite their focus on some of the more negative aspects. The benefit for me, the trainer, is that I can then relate the objectives of the training to specific issues they’ve explained. It’s like getting a crash course in what the learners are hoping to achieve and focus on during our time together. There is, however, one risk with this activity. If learners are deeply frustrated by an issue back at work, it can derail the icebreaker and devolve into a gripe session. But, using your facilitation skills, it’s fairly easy to keep the discussion constructive. If your learners are tired of the same old icebreakers, or if they already know each other really well, this method might be just what it takes to fire them up before you get into course content. For additional tips on using icebreakers in your training sessions, check out these blogs written by some of my fellow Langevin course leaders.

Written by: Steve I’m sure you have heard the phrase, "Build it and they will come." Well, it usually doesn’t apply to training. Just because the training department has designed a course doesn’t mean that employees will knock down the door to attend it. A marketing plan is needed to effectively promote your training within your own organization. Here are the five Ps of marketing your training within your own organization: 1. Product The training product must be clearly defined, and it must satisfy a unique need in your organization. A misconception is that the business of training is to produce workshops and seminars, when in fact our real product is to offer solutions to performance problems. 2. People The purpose of marketing your training is to get the internal customer to want what you have to offer. Know who your customers are, know what will satisfy them, and let them know how you are matching your training solutions to their needs. 3. Promotion Use a variety of promotional techniques to market your training internally. Leverage technology by using websites, blogs, and social media to promote your training product. Combine the use of personal promotional techniques (where individuals are contacted directly) and impersonal promotional techniques (where large numbers of people can be reached quickly). 4. Partnership Create an image and develop a reputation for your training department. Use image and reputation to help develop partnerships. Maintain customer relationships by continuously building rapport before, during, and after courses. This strategy, combined with effective communication, will help create effective partnerships with internal customers. 5. Planning It is critical to have a marketing plan. Ensure the plan contains the details of the previous four Ps. Indicate in the plan the type of training course, who will be targeted, which promotional techniques will be used, the frequency and the duration of the marketing campaign. By using the five Ps to market your training within your organization, you will increase the likelihood of getting the right people into the right course. By consistently meeting the needs of internal customers you will continue to build the reputation of the training department within your organization. To learn more on how to package training in the context of organizational needs, and promote the value of both your product and your department, Langevin’s Marketing Your Training Internally workshop is a great place to start!

Written by: Jeff Perhaps one of the more challenging aspects of facilitation is managing the group dynamics in a classroom setting. Because no two groups are ever alike, I’ve found that a "one size fits all" approach is usually not the best tactic. Most courses at Langevin Learning Services are facilitated by placing participants in small groups. Over the years, I’ve learned to expect the unexpected when it comes to the dynamics of a group. Some groups bond very well, others not so much. Some groups need more coaching and guidance, while others are more independent. Some are filled with dynamic personalities, while others are comprised of more introverted, reserved individuals. That being said, I try my best to manage each group on a case-by-case basis. One tactic that I’ve found helpful in managing group dynamics is to be mindful of the Tuckman Model. In the mid 1960’s, psychologist, Dr. Bruce Tuckman devoted a large part of his research to the study of group dynamics. He published a body of work entitled "Tuckman’s Stages," which focused on the nuances of group development. Dr. Tuckman suggests that groups experience various stages of development in their quest to work together and achieve their goals. Forming This is the polite exploration stage. If the group members don’t already know each other, this is usually the time when they are extremely polite, a bit tentative, and even cautious of one another. At this stage, most participants are not trying to become the star pupil. Most are usually thinking to themselves, "What’s expected of us?" or "What’s this person like?" As a facilitator, if I observe limited communication and interaction among the group members at this point, I don’t panic. The group members are really just getting to know each other.  Storming This is the conflict stage. By now, the group members have gotten to know each other and may feel comfortable with disagreeing with each other’s ideas and opinions. I’ve seen this stage get somewhat heated, so careful monitoring of the storming stage is required. Observation is also necessary to make sure that group members don’t get rooted in conflict and unable to move forward. If this is determined, you may have to facilitate some mediation tactics to move the group along. Tuckman suggests the storming stage is necessary for the growth of the group, as it can be an opportunity for the members to learn valuable lessons regarding tolerance and patience. Norming This is the accommodation stage. The group members learn how to handle each other and find tactics to work around their frustrations. In this stage, the members work toward the success of the group’s goals. They may "agree to disagree" or put issues to a vote, where majority rules. As a facilitator, I keep a watchful eye during the norming stage. I want to make sure the group’s accommodation efforts are all done with tact and diplomacy. I was once part of a group, where bullying occurred in this stage. What appeared to be accommodation was nothing more than an aggressive member exerting dominance, and submissive members succumbing to the pressure, simply to "keep the peace." Performing This is the ultimate stage. The performing stage is where goals are met and tasks are accomplished. Here, the group members are comfortable and knowledgeable enough to find patterns or tactics that contribute to the success of the group. Sometimes this stage is positive and constructive, at other times it’s tense and uncomfortable.  However, if discomfort does occur, the members have usually determined ways to either work through or around the distress. Although I’m elated when a group reaches the performing stage, I still have my "facilitator antenna" up. Not all groups reach the performing stage as quickly as others, and I want to observe and make sure that some groups don’t revert to an earlier stage, like storming or norming. Adjourning Although not part of the original Tuckman Model, the adjourning stage was added in 1977. This phase involves dismantling and breaking up the group once all the tasks and goals have been accomplished. The adjourning phase actually has a heavy post-training significance. As facilitators, we want to encourage the group members to network and keep in touch with each other once they return to their respective jobs. Often, group members can serve as resources and allies to each other once they get back to the workplace. Thanks to Dr. Tuckman and his model, managing of group dynamics might prove to be less of a challenge. Facilitators, best of luck when applying his research and theory to your groups of training participants. Also, keep us posted on how it has benefited you in the classroom!

Written by: Linda Presentation alone is not training, yet we are still hearing from clients that the majority of their training consists of 80% presentation. Langevin defines effective training as 1/3 presentation and 2/3 application and feedback. We want to spend more time in the application phase because "we learn by doing." Learners should be given the opportunity to practice what has been taught during training. Studies have shown that we retain 90% of what we say and do. This level of retention will increase the transfer of knowledge and skill back on the job, which sets everyone up for success. By incorporating these five techniques into your instructional design, your participants will receive the benefit of effective learner practice: 1.  Choose common application methods that are proven effective: • If your content is technical, design practice exercises. • If your content is interpersonal, design role plays. • If your content is conceptual, design case studies. I have only identified three of the most common application methods. However, in our instructional design courses we have a substantial glossary of 50 presentation and application methods to choose from. 2.  Design application that allows the learners to practice on their own. The instructor should monitor and provide coaching, but a true application is when the learners can do it without assistance. 3.  Ideally, the application should mirror the objective and be designed to be as "real world" as possible. If the objective is to sell the product, the participants should practice selling the product. 4.  It is important to provide clear step-by-step instructions. The instructor should have instructions to assist with his/her set up; whereas, the instructions for the participant should be visible on a slide, flip chart, manual, or handout. 5.  Identify "bear traps" for the instructor to watch for when monitoring learner practice.  It is also helpful to include coaching tips to guide learners through those anticipated challenges. Implementing these five techniques when designing your learner practice will surely set your participants up for success. Remember, we learn by doing; therefore, we need "more ‘do’ time than ‘talk’ time, because telling ain’t training."

Written by: Melissa I live in Los Angeles, where the term "producer" is used often and usually has something to do with film or TV. According to "howstuffworks.com," the responsibility of a movie producer is to make sure an appealing, high-quality movie is produced on time and within budget. The producer supervises and packages the project from conception to distribution—the bottom line: a producer wears many hats! In the training world, specifically, the virtual classroom (VC) training world, the term "producer" means something very different. You might even hear "producer" referred to as the "assistant instructor" or "assistant trainer." The VC producer’s role is to act as an extra pair of hands during the virtual classroom training session. This allows the facilitator to focus on the delivery of training. Believe it or not, the VC producer doesn’t even need to be in the same physical location as the VC facilitator! Let’s take a look at some of the typical tasks of the VC producer: Conduct a pre-event warm up. While participants are logging on, the producer can verify that the technology is working (audio levels, etc.), answer navigation questions, and facilitate warm-up exercises. When the VC facilitator starts speaking or typing, participants know class has begun. Handle technical questions and problems. A virtual classroom facilitator who tries to fix technical problems can lose valuable class time. Give participants the producer’s phone number so s/he can manage any technical support issues that arises. The producer can assess whether the participant can return to class or whether another level of technical support is required. Launch surveys, polls, and breakout rooms. The VC producer should ensure all practice exercises are setup, and can be easily launched when the VC facilitator requires them. This minimizes dead air and makes the session move quickly. The VC producer can also manage half of the breakout rooms by assisting the participants with the exercise. Respond to messages and manage chats. Unfortunately, many VC facilitators limit the use of the chat and message features because they find it impossible to respond while also facilitating a session. However, crucial interaction can occur in the chat and message areas. The VC producer can watch for all of these signals, answer questions, and alert the VC facilitator when s/he needs to become involved. Using this team approach means that participants get four eyes watching for feedback and two minds concentrating on the process. What could be better? What has been your experience with the role of the producer in the virtual classroom?

Written by: Jim When managing instructional design projects, the documentation can be overwhelming. In an effort to help you keep track of all you create, I have a few suggestions for naming your folders, files, and footers. Folders You will typically have two folder levels on your network or local computer, once you are in the file directory used to store your courses. The first level is the actual course name, for example, "New Hire Training." You will have one folder for each course created, and maintained by your department. The second level folder is the version of the course. Depending on how often you update your courses, it is possible to have one or two versions per year. Once inside the course folder, create a version folder that includes the course name and a version format that includes a "V" followed by a 4 digit year, a hyphen, and a 2 digit month. For example, if you created a new version of the "New Hire Training" course in July of 2013, you could name the folder "New Hire Training V2013-07." When creating a new version, start by adding a new version folder, then copy the contents of the most recent folder to the new folder. Once copied, you can rename and edit your new documents knowing you’re working from the most current version. Files In each version folder, you will store all of the specific documents needed for that course. Each file can be named using a course acronym, document type, and version information. The course acronym could be the first letter of each word in the course title. For example, "New Hire Training" would become "NHT." The document type would be an abbreviation indicating what type of document it is. Some examples include: PG = Participant Guide FG = Facilitator’s Guide PS = PowerPoint Slides JA = Job Aid The version information would match the name of the version folder, where the file is stored, to avoid confusion. Using the "New Hire Training" example, the participant guide would be named as follows: NHT PG V2013-07. Footers The footers in each document could contain key information. On the left side of the footer, include the version information. For example, the left footer would be "V2013-07." Some designers prefer to use the month followed by the year. For example, the left footer would be "July 2013." The right side of the footer is ideal for the page number. If your course has multiple sections, using a section-page format will help minimize the impact revisions have on your page numbers. Hard code the section number and let your software add the physical page number. If you select this format, it would add another layer when naming your files. Including the section or unit number and name will make accessing the right files even clearer. For example, the file name for the first section of the "New Hire Training" would look like this: NHT PG 01-Overview V2013-07. Your company may have its own naming standards for folders, files, and footers, and those need to be considered first. However, if you have the opportunity to structure your course storage standards, these tips will make managing your instructional design documentation much simpler.

Written by: Lynne Recently I had a family member spend some time in the hospital. During this time, I quickly realized that a hospital may be the worst place to recover from an illness or injury. Due to constant interruptions it can be almost impossible to get some much needed rest. First of all, you may have a roommate that is noisy and talkative, if you’re not lucky enough to have a private room. Then you have to contend with doctors, nurses, and housekeeping barging in on you at all times of the day. Finally, you may have family and friends who want to come visit you and drop off flowers and gifts. With this constant stream of people and disruption, it’s hard to fathom actually leaving the hospital feeling better than when you arrived! When it comes to learning, we, trainers, have to do everything we can to prevent interruptions to the learning process. We want to control the environment as best we can to prevent distractions. In our How Adults Learn workshop we talk about creating a positive learning environment. This statement means many things. It certainly means having comfortable seating arrangements, refreshments, and proper room temperature, but it means other things as well. Here are five tips to help you prevent distractions in your classroom: 1. Keep your training room door closed with a sign outside that reads, "Class in progress—Do Not Disturb." 2. Review course guidelines at the start of your class to ensure that cell phones are set to "off" or "vibrate." 3. Use a flip chart or tape a piece of paper on the wall, designating it as your "parking lot." This is where you can place off-topic questions,ensuring that your training is not pulled off course. 4. Set up and check all audio/visual equipment before class begins to avoid any technical surprises. 5. Request that management and employees do not interrupt learners during class time, unless it is an emergency. Learning takes effort and time in an environment free of distractions. Once we set a system in place that creates a "no distraction zone" in our classrooms, we are well on our way to creating that positive and successful learning environment. What do you do to prevent distractions in your classroom?

Written by: Martha Not long ago, I was watching a baseball game and was fascinated by the excitement around a pitcher having a perfect game. It wasn’t just the excitement of the announcer that enthralled me; it was also the excitement from the whole team, and how hard the pitcher’s teammates worked to help him achieve perfection. So what exactly is considered a perfect game? As defined by Wikipedia, "A perfect game is defined by Major League Baseball as a game in which a pitcher (or combination of pitchers) pitches a victory that lasts a minimum of nine innings and in which no opposing player reaches base. A perfect game is also a no-hitter and a shutout. Since the pitcher cannot control whether or not his teammates commit any errors, the pitcher must be backed up by solid fielding to pitch a perfect game." It’s this last part of the definition that reminded me of the training partnership needed in an organization for training to transfer back to the job. Training can be designed flawlessly and delivered beautifully, but without the support of "solid fielding," it could be all for nothing. Studies indicate that only 20% of what is taught in the learning environment transfers back to the job. In our Make Your Training Stick workshop, we talk about three key players: trainers, learners, and supervisors, each of whom is necessary if training is to transfer back to the job. In this blog, I’ve added the organization, as it, too, has a part to play in successful training transfer. The trainer (training department) is responsible for completing a training needs analysis and for designing the course. This will ensure the training is relevant to both the organization and the learners. Using sound instructional design practices will make the training dynamic, hands-on, and interactive, setting the learners up for success. Additionally, the trainer, by using effective instructional techniques, principles of adult learning, and facilitation skills, creates an environment that is conducive to learning. The learner is responsible to come to training with an open mind and a willingness to participate in the learning environment. This includes asking questions, taking notes, and creating an action plan for how the information will be applied on the job. Other responsibilities include networking and sharing with the other learners, and helping establish a safe, non-judgmental environment for everyone. Supervisors also hold a position in the training partnership. They can have a significant impact on whether training transfers or not. Supervisors should help the training department collect the information needed for both the training needs analysis and instructional design of the training. They can help their learners have a training mindset by conducting both a pre and post-training meeting. The pre-training meeting with the learner initiates the action plan, so both the learners and the supervisors have identified the learning expectations of the training. During the training, supervisors establish the importance of training by removing all distractions, allowing learners to focus on the training. This includes covering their absence, and allowing their learning to be uninterrupted. For post-training, the supervisor meets with the learner to ensure the action items from the training are initiated. The organization represents the playing field on which all partners must play. As such, the organization must be ready to support the plan agreed upon by the training partnership, with resources (time, money, equipment, etc.) and help to measure its success. In the beginning, I discussed the perfect baseball game and the need for everyone to do their part. Everyone in the training partnership—the trainer, the learner, the supervisor, and even the organization—has a specific role to fulfill. No matter how well each one functions, they all must fulfill their role for everyone to be successful. What steps do you take to ensure training is transferred successfully back on the job?

Written by: Paul Training should be highly interactive and engaging for the learner. However, if trainers are not clear in their set-up of activities, there’s the potential to lose credibility. No one wants their learners saying, "Wait! What??" Here are eight tips to help start an exercise with minimal confusion: 1. Include complete details in the exercise instructions. The instructions should include: o  Why it is important - rationale for the exercise o  How they are to do it - process to be followed (e.g. "Each table group will brainstorm and list on their flip charts…") o  What they should produce - specific end result or product of the activity (e.g. "A word or phrase to characterize…") o  How long it should take - time limits of the exercise (e.g. "The time for the exercise will be a maximum of 6 minutes.") o  How the exercise will be debriefed (e.g. "A table debrief will follow…") 2. Provide clear instructions in the lesson plan. The instructional designer knows the instructional purpose of the activity; therefore, s/he should provide clear, step-by-step instructions in the lesson plan, including the items shown above. 3. Present the exercise in writing. If the instructions are complex, written instructions will allow individual review or clarification. This instructional technique will appeal to those who have a visual learning style. 4. State the activity instructions verbally. A brief, verbal statement of the exercise instructions will help reinforce the instructions. This instructional technique will appeal to those who have an auditory learning style. 5. Chunk the instructions. With a complex exercise, provide the instructions in chunks or steps (e.g. "The first step of this team exercise is to pick a partner, so do that now. Now that everyone has a partner, the second step is…"). 6. Restate the instructions. Summarize the instructions, as some participants may not have understood them the first time through. It will also confirm for those who heard it the first time that they got it right. 7. Prime the pump. This expression means to "do something to start the action." In the case of exercise instructions with an output, give the learners a specific example of one of the outputs (e.g. "For example, one characteristic might be…"). 8. Monitor the activity. The trainer should quietly supervise each group, but not intervene unless there is confusion about the exercise, or the exercise objective is not being achieved. For simple activities it might not be necessary to use each of the tips or instructional techniques listed. However, this is one of those cases in training where more (explicit instructions) is definitely better (than a confused classroom). What instructional techniques do you employ to ensure your activity instructions are clear and your learners understand what’s expected of them?