Written by: Marsha We all strive to be dynamic instructors, and hope that our training captivates and engages our audience. But let’s get real. It’s tough to keep learners motivated in a classroom, and even tougher sometimes to hold their attention. I’m sure we’ve all seen some heads nod forward and the eyes start to shut. So, what’s a trainer to do? We build in fun activities to add excitement and keep it lively! Of course, at Langevin, we suggest many tips, tricks, and instructional techniques to keep our audience engaged. We recommend brief puzzles, games, physical exercise breaks, icebreakers, energizers, movie clips, and humorous quotes. Now, one of my favorite instructional techniques is using simple magic tricks—the key word being simple! Let’s face it, we’re not magicians and are not pretending to be. That’s why I love using this simple trick to wow my learners and give the impression of achieving the impossible. I can promise you one thing, they won’t be sleeping during this one! It’s called The Star, The Moon, and The Sun; here’s how it works: Supplies: Picture of a star Picture of the sun Picture of the moon Paper bag Envelope Piece of paper Pen Prep Work: On the piece of paper write, "I knew you would pick the SUN!" Place the piece of paper in the envelope, and on the front side of the envelope write, "I knew you would pick the MOON!" Place the envelope in the paper bag (with the writing face down,) and on one side of the bag write, "I knew you would pick the STAR!" Place the paper bag (with the writing face down) on a table or stool before you begin the trick. Trick: Tell the class that you’ll need a volunteer from the audience (he or she can stay seated) and that you will be able to read his/her mind (build this part up!). Let’s call the volunteer Carol. Tell Carol that you will show her three pictures and you will predict which one is her favorite. Point to the paper bag and tell the class that your prediction is pre-done. Before you start (again, build this part up!), ask Carol things like, "Did we meet before today?" or "Carol, have I asked you to be my partner in some kind of trick or scheme?" Also, remember to keep the banter going as you deliver the trick. Show Carol (and the entire class) the three different pictures, one at a time. Say to Carol, "So Carol, you have a favorite, don’t you? Tell the class which one is your favorite." She will either say the star, the moon, or the sun. As a joke, I sometimes say, "Can I have a new volunteer?" You can even ask, "Carol, why did you pick the ______?" Clearly, you have all three answers covered in the bag/envelope, and the trick is to remember where the answers are. If Carol picks the star, simply lift the paper bag and show the side that was face down with the words, "I knew you would pick the STAR!" If Carol picks the moon, go into the paper bag (be sure to keep the side with the writing face down) and take out the envelope revealing the writing, "I knew you would pick the MOON!" Lastly, if Carol picks the sun, go into the paper bag, take out the envelope (with the writing kept face down) and remove the piece of paper that reveals, "I knew you would pick the SUN!" Of course, the sun is the most dramatic choice because it’s fully concealed in both the bag and envelope. Over the years I’ve used this trick in many of my classes, and it never fails to get peoples’ attention! Be sure to practice at home first, wow your friends and family before trying it in the classroom. And as all magicians know, NEVER reveal the secret of the trick! Feel free to share any tricks you have up your sleeve to keep your participants motivated and attentive during training!

Written by: Alan The first training needs analysis I ever conducted didn’t turn out very well. Our training department had no pending requests, so we decided to add something new and useful to our list of offerings. We prepared a training needs survey for everyone in the organization. The top response was a need for a course on MS Excel. But the course we created didn’t get the turnout we thought it would, and the people who did attend the course often said, "I already know how to input formulas. I thought you were going to cover things like macros and templates." We had asked people to self-diagnose their own training needs. That’s like a doctor showing you a list of possible prescriptions and asking which would help address your chronic back pain. The trick is to focus in on specific areas of work and identify existing gaps with concrete detail. Here are three questions you can ask that will accomplish just that. Which job tasks seem to be an area of concern? This question allows you to focus on tangible parts of people’s jobs. A task is a complete, repeatable process that results in a product or service that has value. By focusing on tasks, you can avoid vague, amorphous topics like "MS Excel" or "Documentation." Instead you can get specific, actionable processes like "format spreadsheets" or "input formulas." How should each task be performed? This allows you to determine expected performance. The more specific this is, the easier it becomes to identify gaps in performance. The standards that apply can be expressed as time, quantity, quality, cost, safety, or accuracy. Many standards may apply to one task. For example, making a soft-boiled egg definitely has a time standard, but it also has a safety standard. How is each task actually being performed? This question allows you to actually quantify real performance gaps. You shouldn’t have to rely on people’s anecdotal evidence, or their "gut feeling." Identifying actual numbers that relate to the expected performance can help you find the gaps that really matter in the organization. There’s more to training needs analysis than these three questions. But starting here allows you to base your findings on real data about real work. Too many needs analyses end up being very fuzzy and abstract. One outcome is certain—when your needs analysis is vague and fuzzy, the results of your training will also be vague and fuzzy.

Written by: Ron Unless you are self-employed, and you’re the only employee on the payroll, working with other people is an expected part of doing business. Whether you are a project manager, a supervisor, or in some type of leadership position, you’ll likely be required to facilitate a meeting at some point, putting your facilitation skills to the test. Let’s get straight to the point. The most common mistake a meeting facilitator will make is to not understand what their role as a meeting facilitator is. In the following few paragraphs, I will provide some valuable tips on using facilitation skills effectively. According to Webster’s dictionary, to facilitate means to make "easier or less difficult." As a facilitator you need to understand that your role must be neutral. It’s important that you do not bias or persuade the group while they are brainstorming, narrowing down ideas, or making a consensus decision. "Why?" you may wonder. Well, because it’s your job to manage the meeting process so that participants can work together effectively to achieve the meeting objective(s). When facilitating a meeting you should also consider your tone of voice. While it’s great to show passion and enthusiasm, make sure it’s consistent and not focused on specific replies. For example, it’s best not to say, "That’s a great idea!" to one person, and to someone else say, "That’s ok." Even your body language and facial expressions must be neutral. This means no frowning, signs of disbelief, or shock by an answer. Hand gestures need to be casual and natural, so that you don’t come across as the "boss." It all sounds quite elementary, but I can assure you, once you start facilitating meetings, you may find yourself transitioning into your "boss" role. Mastering any skill, and facilitation skills are no exception, requires practice, practice, and more practice. Remember the slogan, "How do you get to Carnegie Hall? Practice, practice, practice!" We welcome you to join us in our Facilitation Skills for New Facilitators workshop, where you can practice the fine art of facilitation. I look forward to seeing you at one in the future!

Written by: Steve A big part of an instructional designer’s job is to make learner practice as realistic and job-like as possible. A simulation can be used to add extra challenge to a practice exercise by introducing real-life standards and conditions. This is especially important when learners are required to meet job standards immediately after training when they return to the job, and when the consequence of error on the job is serious. Before considering the addition of job-like conditions to a practice exercise, the learner must have had the opportunity to develop the skill first; otherwise, they will be set up for failure. Here are five ways to make practice sessions simulate real-life job conditions: 1) Time - if task-performance time is measured on the job, then apply the same time standards in the practice exercise during training. For example, if on the job the employee must process an order in 15 minutes, then the same time standard applies in training. 2) Output - if learners need to produce a required output on the job, then have the same standard in training. This means if a machine operator must produce 50 widgets in a shift, ensure that the skill can be performed proficiently in training to meet that standard. 3) Workload - if learners are required to perform multiple tasks and prioritize their workload on the job, introduce a similar exercise in training to assess decision-making skills, as well as task performance. 4) Interference - if there are obstacles or interference while performing the task on the job, then gradually increase the presence of obstacles in the practice sessions in training. This may include performing the task in a confined space, a difficult to access location, or with interference from other people. 5) Weather - if the task is performed outdoors in extreme heat, cold, or wet conditions, gradually have learners perform the task in training under these weather conditions with the appropriate tools and protective equipment. By adding these five conditions and standards to the instructional design of a practice session, the participant is set up for success. Remember, the basic skill must be mastered before adding these real world elements. If the learner acquires the knowledge and skills to perform the task under job-like conditions in training, then we greatly increase the likelihood they will be successful performing the task on the job. For additional ways to include learner practice in your training, check out this blog written by my colleague, Linda!

Written by: Melissa If you’ve attended a Langevin workshop, you know about instructor-led training (ILT). You know it occurs in a "classroom," with widely varying formats, ranging from interactive lectures to engaging small-group activities and discussion. All of Langevin’s instructor-led workshops are the perfect example of structured learning sessions guided by seasoned course leaders fluent in the principles of adult learning. What you may not know is, by adding a "v" to the ILT, you get a very similar experience - but online! That’s right; vILT (Virtual Instructor-Led Training) is ILT’s younger sibling. It’s been slow to gain traction, but is now coming into its own. While vILT has been around for at least fifteen years, today’s tight training budgets, need for speed, advances in technology, and improved learning design make vILT increasingly attractive. So, just what is vILT? A well-designed, delivered, and implemented vILT is a highly interactive learning experience with participants and instructors in separate locations connected via their own computers and occurring in real-time through a "virtual training platform." The goal of the virtual classroom is to offer an experience similar to that of the traditional classroom. It’s worth noting that vILT is not a webinar (a one-way communication with listeners in separate locations). Below are six tips for successful virtual classroom training: 1. Design courses that allow learners to interact at least every 3-4 minutes with the platform, with each other, or with the instructor (virtual trainer), thus reducing the participants’ temptation to multi-task. 2. Use compelling visuals (vs. text-heavy PowerPoint). Include storytelling and video or audio, rather than resorting to straight lecture. Use chat, whiteboards, breakout rooms, and polls to support continuous learner interactivity. 3. Keep virtual learners engaged (despite the distractions of their own work space), by giving them a break at least every 60-90 minutes. 4. Limit class size to about twelve learners (again, vILT is not a webinar that delivers one-way information to hundreds of listeners). Limiting group size promotes the level of interaction needed to master new skills. 5. Use a producer to help virtual trainers focus on guiding activities and keeping learners engaged. A producer makes sure the platform runs smoothly and troubleshoots technical issues for individual learners (e.g. online connectivity or unfamiliarity with a platform feature). 6. While a virtual classroom session may be shorter than an equivalent ILT session, overall training time may be equal when you include "before" and "after" activities. Choose vILT for its value in closing a performance gap, not purely to save time. If you keep the above tips in mind, vILT can become a true partner in preparing employees to achieve organizational goals. Be sure to watch for Langevin’s newest endeavor, "The Virtual Trainer." This new workshop will give you the skills and confidence required to expertly facilitate vILT. "The Virtual Trainer" is coming soon to a virtual classroom (far away) from you!

Written by: Jeff I once read that the most rewarding, yet most challenging, part of a manager’s job is managing people. Managers play a vital role in employee development. Most managers take great pride in helping their employees grow and develop into productive members of the team. However, no employee is perfect. Inevitably there will come a time when a manager has to address some type of performance problem. As a training manager, it’s likely that you’re managing multiple individuals in multiple roles ranging from instructional designers to facilitators. These individuals are usually managing multiple projects. Given these circumstances, a performance problem is bound to rear its ugly little head sooner or later. Research shows that most employee performance problems are usually related to either productivity (e.g. failure to meet deadlines), attendance (e.g. tardiness), and/or conduct (e.g. failure to meet behavioral standards). According to the book, The New Manager’s Tool Kit by Don and Sheryl Grimme, Performance Problem Coaching is typically used when: An employee’s quality or productivity does not meet expectations. An employee’s behavior interferes with his or her performance. An employee’s behavior interferes with the performance of others. An employee violates a policy or procedure. The purpose of performance problem coaching is to help the employee meet the organization’s standards and expectations. Here are four tips for training managers to provide coaching for performance problems: 1.      Address Problems Early Early intervention is crucial. It prevents a performance problem from becoming a pattern of behavior. Whether you observe the performance problem yourself or it’s brought to your attention, handling it in the early stages usually stops a small problem from becoming a big one. 2.      Be a Problem-Solving Ally It’s human nature; people move toward and with their allies, but fight or flee from their adversaries. Dictionary.com defines an ally as a supporter who associates or cooperates with another. When a manager uses words and exhibits actions that show support (as opposed to judgment or blame), the employee is more likely to listen, be open-minded, and commit to correcting the problem. 3.      Involve the Employee Involve the employee in the solution to the performance problem. After all, it’s the individual’s job or career that is on the line. Solicit their opinions and perspective on both the performance problem and the eventual actions of resolving it. When the employee is involved in the situation, it’s a great way to get his/her buy-in. I learned long ago that people don’t argue with their own ideas and data. 4.      Determine an Action Plan Agree on action steps to address the performance problem. The action steps should be measurable, achievable, and have target dates. A majority of the action steps should be based on the employee’s ideas you solicited from them earlier. Also, when discussing the action planning, pledge to offer encouragement and support. Your ongoing support further indicates your commitment to being an ally, not an adversary. What success stories can you share with our blog readers about the way you’ve used performance problem coaching to handle employee performance issues? For more resources for training managers, check out these blogs.

Written by: Linda Giving feedback to the learner during training is essential. Learners need to know how they are doing while practicing the content. I have heard several stories where trainers have left the room during learner practice, or feedback was withheld until the end of the class, the end of the course, or not offered at all. More often than not, this highlights serious instructional design issues. Feedback needs to be considered during the instructional design process. The designer needs to identify when the feedback should be provided, who should be providing it, what feedback methods to use, and how it should be delivered. The instructor, particularly a new instructor, should not have to guess what the instructional designer envisioned for the course. Therefore, it is important to incorporate the when, who, what, and how, when designing feedback in training. When: feedback should be offered during, or immediately following, learner practice. Who: feedback can be provided by the instructor or peer-to-peer. Learners can also do self-assessments using an answer key. What: There are a variety of feedback methods that can be used. If the instructor is providing feedback during the learner practice, positive reinforcement while monitoring should be offered. Peer-to-peer or partner feedback is a method that is commonly used. Debriefing an exercise is also a method of feedback. How: Feedback should always begin with the positives—what went well. Then it is safe to point out areas needing improvement. Finally, it is important to offer specific ways to improve. When it all comes down to it, and participants are given honest, gentle, and timely feedback, it can only set them up for success back on the job. Incorporating these guidelines will help you do that. Please join us in our instructional design and instructional techniques courses where we discuss feedback in much more detail.

Written by: Jim In a recent LinkedIn post regarding "Name Tents," one contributor suggested using a Fortune Cookie Introduction to learn participant names. I tried it recently and have actually combined it with a Fortune Cookie Review that I created as an end-of-course activity. It worked so well that I’d like to share the steps with you. 1.      Create a Fortune Name Tent Each participant is given a blank name tent and a fortune cookie. You can buy individually wrapped fortune cookies at a grocery store or at your favorite Chinese take-out restaurant. Ask each participant to do the following: Write his/her first name on each outside panel of the name tent. Open the fortune cookie. Write the fortune on one of the inside panels of the name tent. You may consider creating a sample in advance. This will allow you to show your participants what the finished name tent would look like. 2.      Conduct Introductions Ask for volunteers to introduce themselves. Have each participant: State his/her name. Describe his/her industry background and experience. Read the fortune written on the inside of the name tent. You may consider sharing your introduction first to model this process. 3.      Facilitate Fortune Review Near the end of the course, as a final review, ask each participant to do the following: Reread the fortune written inside the name tent. Consider how that fortune applies to something learned during the course. Write a sentence or two on the blank inside panel to describe that "something learned." Prepare to describe how what has been learned will help that fortune become reality. Invite each participant to share how his/her fortune will become reality. You may consider sharing yours when you provide the instructions; this way, participants are clear about your expectations. For a variation of this review method, and 24 other creative techniques, I encourage you to enroll in Langevin’s e-learning module entitled 25 Creative Ways to Add Excitement to Your Training. To learn more about facilitating reviews based on group size, check out one of my past blog posts!

Written by: Lynne If your company wants top performers but can’t afford to send them to formal structured training programs, how will they learn? In the February 2013 article in Chief Learning Officer, Tom Spencer offers his 3-step model for building informal learning habits in employees. He calls it the Plan-Connect-Reflect Model. In this model, employees take the initiative in identifying and learning from their own work experiences. If this model is something you might implement in your organization, here is how it works: 1.      Planning - The employees first create their initial plans that identify long-term learning goals (behaviors, skills to be improved, and workplace opportunities to accomplish these goals). Next, they create daily plans to link their learning goals with their work schedule. 2.      Connecting - Employees work through five ways to connect their goals with their daily activities. They intentionally practice skills, evaluate how their behavior impacts others, observe exemplars of skills they hope to master, actively listen to feedback on how they are performing during practice sessions, and set up opportunities for future learning. 3.      Reflecting - Employees take notes daily or journal their reflections on what they’ve learned and how it will impact their performance. They need to keep this practice quick and easy; otherwise, this learning model may fall apart. This informal learning approach in any organization requires management support with some involvement from the training department. We, as learning specialists, need to secure buy-in from top management. Once we have their support, we will probably be the ones to implement the model. We then need to train managers and/or SME’s to work with employees to help them through the model steps. Most importantly, we need to train them how and when to give employees immediate positive and constructive feedback on their performance. Organizations need to realize that time and money must be invested in employee development whether it happens formally or informally. If your company does not think that the informal learning approach described in this model is feasible, then they need to support more formally structured training programs. What learning approach does your company favor?

Written by: Martha Doggone it! It happened again. I read it, reread it, wrote it, rewrote it, and someone still found a mistake. Has this ever happened to you? They say the hardest part of writing is the re-writing. However, we should not feel too bad; movies and books have editors and they still make mistakes. So what can we do to minimize errors in our writing? Below are eight quick tips that can help reduce errors. Brainstorm! One of the biggest mistakes people make when writing is trying to get the content perfect the first time. (My big problem.) Try to get all your ideas out and don’t edit while you write. When you have finished, go back, reread what you have written and then start the editing process. Put your writing aside before you reread it. I know time is important, but setting it aside for at least an hour or two (longer if you can) will give you a fresh look at what you have written. This break will reduce the effect of writer’s blindness. Don’t look for all the errors at once. Focus on one area at a time. Your first pass may emphasize sentence structure, then grammar, then content, etc. Review it in a different format. Print a hard copy and then read it silently and slowly line by line. Then read it backwards. Next, read it out loud. (This reduces the likelihood of your brain filling in the missing words or skipping over errors.) Finally, check for verb and noun agreement, the correct use of verb tenses, punctuation, etc. Reduce the number of words (some say by 10%). Look for redundancies, clichés, buzz words, etc. and eliminate them. Don’t forget to ask for help. Just like you wouldn’t look for all the mistakes at once, don’t ask the other person to do the same. Have one person check the grammar, another check for content, and a third person check for flow. Each new set of eyes can help find items you have overlooked. Know your style and create a list of things you want to correct. Do you use a lot of clichés, big words (plethora - my favorite), or the passive voice? This becomes your checklist when you are reviewing your writing. Do not rely on spell check. Don’t hesitate to use the dictionary and/or thesaurus. If I used both re-read and reread in this blog, spell check would accept both spellings. The dictionary (not Wikipedia) has reread, so reread it is. Using these eight quick tips on editing/proofreading can help reduce writing errors and make our written messages clear and to the point. For tips on writing clear, concise, complete, and compliant content, check out one of my past blog posts. What tips would you add? Do you have a tried-and-true method for editing and proofreading your writing that you’d like to share?