Written by: Marsha To train or not to train…that’s the question. Every year, we spend billions of dollars on training in corporate North America, with no change in performance back on the job. So why are we training people? Sometimes management asks for it. Or maybe it’s the new flavor of the month and everyone is doing it. Or possibly we have to spend our budget dollars or we’ll lose them next year. Although we hate to admit it, I’m sure we’ve all been guilty of conducting training for some of these WRONG reasons. Of course, the goal is to identify performance gaps, offer training if necessary, and show the organization that the benefits of the training far outweighed the costs. Everyone talks about ROI (return on investment), but few are actually conducting it. Some argue they can’t get their hands on the data or the training doesn’t tie to a measurable benefit. Clients also complain it can be difficult to identify the monetary benefits of training, and therefore, impossible to project the return on investment. So, how do we justify a program when we can’t calculate the monetary benefits? How do we justify the training? Great news! We have a technique that addresses performance gaps AND justifies the cost of the session, without ROI. In our Training Needs Analysis workshop, we discuss the Potential for Improving Performance (also known as P.I.P.). P.I.P. is a calculation that allows you to determine whether you will be able to improve job performance enough to justify the cost of a training program. Here’s how it works: we compare the performance of our star performer to that of the average. If we find a significant difference between our star and the average, training is advisable. Specifically, we collect data on the task being performed by the group. Let’s say it is the number of calls being answered by operators. We identify the star performer, Alex, who takes 200 calls. Next we determine the average for the entire group is 123 calls. We then divide the star (200) by the average (123). If the final number is 1.5 or greater, training is recommended. The final number shows if everyone was performing at the star’s level, the organization would realize a performance improvement of one and a half times the current level. Although it seems obvious, many managers don’t do this. They tend to assume the average is the standard and the star performer is the exception. Most believe the star has some unique talent, when it may not be the case. I’ve heard that good coaches use this technique all the time. They don’t spend time with their superstars—they work with the average players to bring them closer to the star! P.I.P. is fast and simple. What do you think? Are you willing to give it a try? Come to our Training Needs Analysis workshop and learn other techniques to identify performance gaps, improve performance, and prove your value!

Written by: Steve My wife and I recently gave up city living and bought a farm. Fourteen acres of grapes, a big farm house and a huge barn, all in a beautiful country setting. We knew it was going to be an adjustment in our life style, but we really had no idea how much. The grape vines need a bit of work after some years of harsh winter weather and unfriendly bugs. We had to make some decisions about some of our varieties; do we prune, tie, fertilize, and nurture these plants back to health or do we pull them up and replant? These decisions are actually quite similar to decisions made in training departments. Training managers often struggle with the decision of whether to revamp an ineffective course or to scrap it and start again. Here are five questions to consider when deciding whether a course can be fixed or if it just needs to be scrapped: 1)     Is the course still relevant? Sometimes a course is delivered over time just because it’s there. A decision needs to be made to determine if the program is still needed by the employees who are going through it. If the course is not needed, stop running it! 2)     Is the content up to date? Sometimes updating content is an easy fix; however, if a course’s content is completely out of date then a complete revamp is needed. 3)     Is the content valid? The extent to which course content is not accurate or is incomplete can greatly affect the decision to fix it or start over. Again, there is a fine line between correcting inaccurate information and filling in some missing points versus redoing the whole thing. 4)     Are the instructional methods sound? Ask the question, "Are we teaching the right content, and, are we teaching it the right way?" A change in instructional methods can be a way to save good content without starting over completely. 5)     Is the delivery strategy appropriate? If the conditions are appropriate, continue the instructor-led training (ILT). If there are high numbers of learners who are geographically dispersed and the technical infrastructure is in place, then converting the existing content to an e-learning solution might be appropriate. When determining if a course can be fixed or needs to be scrapped, there is no magic formula. A close look at the impact of all the factors needs to be considered. So either fix it or scrap it. In the end, training departments need to deliver quality products, not ineffective courses. Training managers, check out The Successful Training Manager workshop where you’ll learn how to align training with organizational needs to deliver cost-effective, first-class training.

Written by: Jeff "Changing the world one flipchart at a time!" That’s the motto of a dear friend of mine who has been a trainer for many years. Just like my friend, I’m partial to using flipcharts as a visual aid during my training sessions. They are low-tech, easy to create, and can be produced and customized right on the spot. Conversely, I’ve encountered many trainers and other professional speakers who feel they can’t deliver an effective presentation unless it’s accompanied by a glitzy visual aid. Thanks to all the glitz and glamour, I’ve seen many presentations unnecessarily upstaged by an endless stream of sophisticated animation, sound, and special effects. I believe a visual aid is meant to aid the presentation, not be the presentation. Thanks to its simplicity and versatility, I usually opt for the flipchart as my preferred visual aid medium. There are a few tips I’d recommend to use your flipchart effectively. 1.    Use Appropriate Colors I suggest using dark, bold colors that contrast well with the white paper of the flipchart pads. I prefer black and blue markers to print the wording on my flipcharts, however, I will also use purple and green. The reason for using dark, bold colors is visibility. Dark colors seem to "pop" off the page and can be seen from a distance. Light colors (red, orange, yellow, etc.) are a bit more difficult to see from a distance. Light colors can be used for highlighting your flipchart content, for example, circling, underlining, or creating bullet points. 2.    Incorporate Artwork Never underestimate the power of a graphic. I’m a big fan of incorporating graphics or other types of art on my flipchart. I find graphics allow you to communicate your message more effectively. As the old saying goes, "a picture is worth a thousand words." The use of graphics may also help with retention and understanding of your training content, as well as spicing up dry, boring material. I like to draw pictures of people or things on my flipchart paper, although I’ll be the first to admit that I’m no Michelangelo! My version of artwork usually consists of stick people. Or, I’ll draw something as simple as a pair of eyes which are positioned toward the heading of my flipchart page to convey a message of significance or importance. When I want to make my flipchart artwork a bit more sophisticated, I will trace pictures onto the page. This is an easy process. Simply find an appropriate picture that conveys your message and is large enough to be seen from a distance. Next, tape it behind the page in which you plan to draw on. Taping the picture allows you to anchor it and keep it straight. Then, trace the picture onto the page you plan to show your audience. Voila! You now have instant artwork and you didn’t have to draw a thing. Lastly, I’ve even cut out pictures from magazines, catalogues, or coloring books to use as artwork on my flipchart. I usually apply some sort of adhesive on the back of these pictures to affix them to the flipchart pages. I joke that I’m dangerous with a pair of scissors and a glue stick! 3.    Write Notes to Yourself When delivering a presentation for the first few times, I often need help remembering what I’m going to say. Granted, I usually have my instructor manual or an outline from my lesson plan. However, once I step to the flipchart, I’ve left the safety and comfort of those instructional job aids. In the past, I’ve nervously found myself standing next to a flipchart with a page full of key points that I couldn’t remember exactly how to explain. As a way to jog my memory, I write myself a few notes next to each key point or bulleted item. These notes are short (usually 3-5 words) and are always lightly written in pencil. The notes become a secret tool in my toolkit to help me formulate my thoughts and ideas. Because the notes are written in pencil, most people can’t even see them, and I, in turn, never miss a beat as it relates to the flow and continuity of my presentation. 4.    Practice the Touch-Turn-Talk Format The Touch-Turn-Talk (TTT) Format is an easy three-step process to help you present your content in a more polished and professional manner while standing near your flipchart. The first step of the TTT Format is "touch." Touch the written item(s) on your flipchart to draw attention to that information. The next step is to "turn." Always turn toward your learners, as you want to vocally project in the direction of your audience. The last step of the TTT Format is "talk." Based on what you are explaining or clarifying, talk about the information in a concise and conversational manner. The next time you want to elevate your training sessions, consider using a visual aid (and attending our Instructional Techniques for New Instructors workshop!). More specifically, consider using the tried-and-true workhorse of any visual aid, the flipchart. You’ll find it is a cost-effective and easily-executed way to convey your ideas and information. For those of you currently using flipcharts, what tips or best practices can you share?

Written by: Linda I’ve often heard trainers complain that their courses are dry and they want to make them more interesting and fun. Bring on the creative instructional techniques! They want their courses to be livelier, however, in the same breath, they share their reluctance to take risks and try something new and creative. I recently read an interesting article in the Harvard Business Review, titled "Reclaim Your Creative Confidence," written by Tom and David Kelley. Although the article was not related to training, I was struck by the core message, "Most people are born creative. As children, we revel in imaginary play, ask outlandish questions, but over time, because of socialization and formal education, a lot of us start to stifle those impulses." This statement resonated with me because of my experience working with young people from pre-school to high school. I recall the younger children being vibrant and eager to play and participate, while the older children became more self-conscious and reserved. As adults we don’t want to look bad and thus, become more inhibited. In the process, we lose some of that creative confidence. So, how do we reclaim that creativity? The article identifies four fears that interfere with our creativity. Let’s look at each one: Fear of the messy unknown - There are a plethora of ideas and instructional techniques to implement creativity and fun in the classroom and yet many times our creative ideas sit on the shelf and never get implemented because we don’t know for sure if they will work. Forget the messy unknowns and do it anyway. Fear of being judged - As trainers we don’t want to look bad, particularly if the risk we take to be creative doesn’t go well. We may then risk appearing incompetent. Again we don’t know until we try…and if it goes bad, what an opportunity to be human and laugh at our flaws, learn from the experience, make adjustments, and do it better the next time. Fear of the first step - I’ve heard so many reasons for not taking action. The big one is time. Not enough time for a brainteaser or an icebreaker. There are loads of brainteasers and icebreakers that can take a minimum of five minutes or less. We just have to dip into our instructional techniques tool box, take the first step, and use them. They pay huge dividends in the end. Fear of losing control - I believe the previous three fears can all be rolled into this one. There is a need to be in control. We have to teach the content, manage time, the class, technology etc. There’s a lot at stake and yes, there are clear risks when being creative in training. However, I believe the benefits outweigh the risks and there is always the opportunity to learn and grow from the experience for both the trainer and the learner. These are common fears we all face as trainers, particularly when we are challenged to try something new and different. I often hear people say, "I’m not creative." Well, I believe creativity is something you can practice and often times it just needs to be stimulated. I’ve observed this happening so many times in our Langevin courses. Learners are astounded when they reclaim their creativity and view training as a fun, exciting, and engaging experience. So, take a leap of faith, let go of the fears, and let the child within revel in playfulness as we reclaim our creativity with confidence. Just Do It!

Written by: Lynne The other day I was writing down some notes to prepare for a workshop and decided it would be wise to use a pencil. A pencil, now that’s an antique. Who uses pencils anymore?! The worst part about the moment was that the pencil needed sharpening and I did not have a sharpener! I did not have the right tool to do the job. That got me thinking about what tools I need for my job as a trainer and why they are so important. The following three tools are essential to my trainer toolkit. I can’t live without them in my job as a trainer. Lesson Plan - This is probably the most critical tool I use to succeed in my job. I no longer design instruction. Instead, I deliver it. My lesson plan is the top tool I use in every workshop. Without my lesson plan I’d have to go by memory, and at my age that may be a bit risky! This tool is so important to me that I never get on an airplane without it! If the airline loses my luggage, there is no problem because my lesson plan is packed safely with me. Table Toys - I know, you’re wondering why these are so important. Well, they help people learn! Kinesthetic learners often need something to do with their hands while learning. This helps them absorb and retain information. The table toys can also send the message to my groups that we’re going to learn and have fun doing it! Emergency and Supplies Kit - A few months ago I actually left this at home prior to going on a business trip and it really increased my stress level! I always carry the following items to help me do my job effectively: timer, sticky notes, playing cards, pair of dice, batteries, index cards, and course-specific laminated activity cards. These may seem like little things, but if you need them to teach and you don’t have them, it can throw you off your game and affect your performance! These are my essential tools of training. What are yours?

Written by: Paul Adult learners tend to be competitive. Fantasy football is a topic of water cooler and on-line conversations. March madness is popular for a reason. Reality shows like Hollywood Housewives or Survivor, where the personalities are constantly trying to "one up" each other, have wide followings. Regardless of gender, most adults seem to enjoy competition. While there are people who would prefer not to play games, most will enjoy a game as an occasional break and, generally, all will see the value of it if it is content related. In many job categories, learners tend to be highly competitive. How can you take advantage of this energy in training? One of the newer buzz words in the training industry is gamification. Gamification can be defined as adding game elements to the process of study to motivate students and drive their learning behaviors. While it is gaining popularity in the online world, it is an instructional technique we’ve been taking advantage of for years in instructor-led training. Here are six tips for using games in training: Compete by team, not individually. That way, there are no individual losers, only losing teams. By doing this, you protect individual self-esteem. Any possible embarrassment of losing is dispersed among the team members. Use during low periods of the day. Low or passive periods of the day can be observed first thing in the morning, right before/after lunch, and at the end of the day. As games add energy, they make these times of the day fly by. Make sure the rules are understood by all. Pick a game that most learners are somewhat familiar with, for example, tick-tack-toe or bingo. That way, you won’t have to start from scratch explaining how the game is played. Review the rules of the game as it will be played in your classroom. If necessary, play a practice round. Allow individual or team study time before the game is played. After all, the purpose of the game is to review or reinforce content. Allowing study time before the game is played will provide opportunity and motivation for the retention of your critical content. Make prizes trivial. If your prizes are significant, maybe something like a dinner for two at a top-rated local restaurant, competition will move from fierce to blood thirsty. Nit-picking and arguing will be at the maximum setting. Keep the prizes fun, but not significant. Things like first pick when the morning snacks arrive, or more candy than the other table, are examples of prizes that few people will be upset about not winning. The "thrill of victory" is still there without the "agony of defeat." Keep it short. You will seldom get push back from the group if the game doesn’t take a significant portion of the training day. Fifteen to twenty minutes during a one-day class would not be perceived as excessive. Rather, it would be seen as a reasonable use of time especially when the content reviewed by the game may be otherwise quite dry. Rules, regulations, policies, or references are good subjects to cover by games. Using games in training is one more instructional technique to keep training fun, engaging, effective, and marketable for our learners!

Written by: Marsha Today it’s very common to have four different generations working side-by-side in the workplace. Can you imagine when they’re all in the same classroom? What’s a trainer to do? How can we accommodate the different ages, learning styles, and preferences of these different generations? Let’s start by identifying the different generations, their preferences, and some generation-specific tips and instructional techniques: Traditionalists (1900 -1945) These are your older participants who, back in the day, learned the hard way. They tend to be polite, but don’t always volunteer. Tip: Try to get them involved as soon as possible. They aren’t as interested in playing games but still like the session to be interactive. Baby Boomers (1946 - 1964) This group views training as a perk and believes too much can be a bad thing. They care about how they will look in front of senior management. Tip: Reassure them that it’s okay to disagree, and encourage them to share their true feelings about a situation. Generation X (1965 - 1980) This generation places a high value on training and development. They were the first to play with video games and led the movement to get away from slides in the classroom. Tip: Include exercises, activities, interactions, games etc. in your training because Gen Xers respond well to them. Also, be sure to explain how the content fits in the bigger picture and ties back to their careers. Millennials (1981 - 1999) This is the generation of lifelong learners who believe continuous learning is a way of life. They are a multitasking and playful group. Tip: Speed up your training and include experiential training that allows them to come up with their own solutions. For additional tips on training this group, check out a post written by one of my colleagues, Melissa. Now, keep in mind, there are some generic principles that apply to all age groups. We review them in our Instructional Techniques for New Instructors workshop. Here are just four tips to consider: 1.      Set ground rules early - This will help your younger learners stay focused and your older learners will appreciate knowing the rules early on. Going over housekeeping puts everyone at ease. 2.      Make it interactive - All the generations like to speak and participate. Give them a chance to answer each other’s questions and comment on each other’s answers. Encourage everyone to share success stories and examples throughout the session. 3.      Take frequent breaks - Everyone loves breaks. Your older learners will appreciate the opportunity to stretch and your younger learners may get antsy without them. 4.      Be authentic - Don’t try to pretend to know what it’s like to be a Millennial or a Traditionalist. Be who you are and show your learners that you respect them for who they are. Let’s not judge each other and let’s be open to the different generations. Yes, it takes more effort to think about the different learning preferences of your learners but, in the end, it’s worth it. So, my fellow trainers, what do you do to accommodate the different generations?

Written by: José I can talk…a lot. If you get me started on a topic I am passionate about, I will not be at a loss for words. The challenge for me as a facilitator is to work hard at holding back and not stealing the thunder from my learners. In addition, I am highly animated which can be perceived as overpowering, especially if the group is small and intimate. There are many non-verbal actions, or instructional techniques, we can use, along with our verbal communication, to help improve group dynamics. Here are a few I have been using with great success: If you sit on a stool, lean forward while speaking, and sit all the way back when listening or observing. When introducing yourself, sit down to bring less attention to you. Keep your introduction light, simple, and positive. Ask former participants to explain "housekeeping items" to those who are new. Let them discuss how to handle cell phones, side conversations, breaks, being back on time, etc. This is very empowering and it also shows new learners the level of confidence you want everyone to display in the classroom. When leading a discussion, place your notes in front of you to command attention. When facilitating the discussion, place your notes down to the side of your body and bring them back in front of you when you want to regain the attention of the group. When someone answers a question correctly or provides a great example or story, smile, remain silent for a moment, and then invite others to offer their thoughts, remarks, and feedback before offering yours. Your silence often invites even the most passive learners to provide input. After mentioning any key information, once again use silence to add emphasis and give time for learners to formulate any questions or comments related to the information. 55% of the communication process is non-verbal (eye contact, gestures, attending behaviors, posture, and movement). We can use it wisely to motivate our learners to participate more, offer their opinions, and generate higher levels of classroom interaction. How do you use non-verbal communication to generate participation and involvement in your training? Please share your unique and favorite instructional techniques and strategies. I look forward to your ideas!

Written by: Jeff "Finis" is the Latin word for end or conclusion. When it comes to instructor-led training courses, they should end just as strongly as they begin. I came to this realization years ago after attending a vendor-provided customer service course. The course itself was relatively sound. It was comprised of relevant content, interactive exercises, and many user-friendly materials. However, the anticlimactic ending left something to be desired. About five minutes before the scheduled 4:30 p.m. ending, the instructor abruptly stated, "Folks, we’re about to wrap things up. Does anyone have any questions?" Really? Who has in-depth, last minute questions during the final five minutes of a day’s worth of training? From my experience, not many people do. At least none did in this particular class. Our lack of questions was probably due to the fact that we were all thinking about and dreading the horrendous commutes we all faced during that evening’s rush hour traffic. One could almost hear the clock tick during the lengthy and uncomfortable pause as the instructor waited anxiously for someone to ask a question. Eventually he ended by nervously saying, "Well, that’s all I have. Thanks for your participation." At that point a few participants applauded with hesitation, while the rest of us gathered our belongings and rushed toward the nearest exit. From that point, I made a vow that I would conclude my courses with a bit more pomp and circumstance than what I had just witnessed. In my humble opinion, the ending of a training course needs to have purpose. A purposeful ending brings a course full circle and officially concludes the training event. I’ll share a few instructional techniques I use for ending a course with purpose. 1.  Include Q&A Incorporating a question-and-answer session at the end of your course is an effective way to gauge the participant’s understanding before releasing them into the wilds of the workplace. However, don’t make the mistake of asking the closed-ended question "Does anyone have any questions?" The answer (spoken or unspoken) is typically a resounding "no." Instead, I usually ask an open-ended question (e.g. "What questions do you have about the 4-step process we just covered?) Or better yet, instead of asking if the participants have questions, simply ask them a few prepared questions to check their understanding. 2.  Incorporate a Review The questions you ask your participants could be done courtesy of a content-based review. Some review options might be to administer a quiz or facilitate a game modeled after such popular favorites as Family Feud or Jeopardy! I prefer the game option as it allows your participants to answer content-related questions in a fun, engaging way. You can check their understanding based on the amount of correctly answered questions. As an added bonus, the interaction of the game encourages the participants to stay focused and not get distracted by things like their upcoming rush-hour commute. 3.  Revisit the Objective Purposely revisiting the course objective indicates accomplishment. Ideally, each of your courses should be positioned at the beginning with a clear, performance-based objective (e.g. Prepare an Excel spreadsheet). A well-designed and well-facilitated course usually meets that objective. Revisiting the objective by either reading it or restating it suggests that your training mission was accomplished. 4.  Conduct Action Planning Action planning is a self-reflection technique that allows participants to think about and consider their key learning take-a-ways. The technique can be as simple as allowing the participants to record any ideas, tips, or concepts they learned and their plans to use them back on the job. While facilitating a leadership course, I once had my participants consider their goals as they related to the course content. I instructed each participant to fold a blank sheet of paper into thirds. Next I had them unfold the paper and label each column: short-term, mid-term, and long-term. Lastly, I gave the group of new supervisors five minutes to think about the information they just explored and commit to using at least one idea as a short-, mid-, and long-term goal. I found that having the participants actually document and record their thoughts made their information more tangible and concrete. 5.  Address Relapse Possibilities Just because your participants acquired valuable skill and knowledge in your course doesn’t mean they won’t relapse or revert to bad habits once they get back to their jobs. Relapse can and does happen! For that reason, a relapse prevention strategy may be necessary. Relapse prevention may be as modest as facilitating a brief closing discussion. During this discussion, I recommend focusing on barriers to implementing the participant’s newly acquired skill and knowledge (e.g. lack of time or support). In addition to the barriers, it’s also important to discuss the workarounds and ways to overcome those barriers. Lastly (if applicable), it might be helpful to offer the training department’s ongoing support as a way to assist with relapse prevention. Inform the participants of any additional learning resources such as online tools, advanced training, or one-on-one tutorials. This extension of the training department’s proverbial "olive branch" let’s your participants know they will be fully supported as it relates to their training and professional development. Simply put, instructor-led courses should end just as strongly as they begin. That’s always been my instructional policy. What instructional techniques do you use to end your training courses with purpose?

Written by: Lynne Why can’t everything be simple in life?! Take, for example, my bicycle computer. It is a nifty gadget. It records how far I ride, how fast I ride, how quickly I pedal, and how much time has passed. Another cool thing about the computer is that it is wireless. I have the control screen up by my handlebars and the sensor is attached to my rear tire. There are no wires anywhere! Yesterday I had to change my bike computer batteries. The directions were so complex, with so many steps; it took me 45 minutes to complete this task! In contrast, I also had to replace a broken shoe lace on my bicycle shoe. I ride a lot and I wear things out. I purchased some new laces, returned home, and re-laced both of my shoes in less than a minute. Nice and simple - no written directions required! Well, a trainer needs to keep things simple so participants can learn. Someone once told me that the essence of being an excellent instructor is having the ability to make complex things seem simple and easy to learn. I try to keep these words in mind every time I design and deliver instruction. I would like to share five instructional design tips with you that I use to help my training stay clear and simple: Use an agenda each day so learners can stay on track. Provide written directions on a flipchart or PowerPoint slide to help you explain complex activity instructions. Use the motto, "Give them just the stuff and not the fluff," to help you separate the need-to-know content from the nice-to-know information. This helps you reduce the amount of material you need to cover. Create small groups to maximize participation and save time. Use many different types of visual aids to help illustrate and explain difficult concepts or skills. In our instructional design and instructional techniques workshops we review these techniques, as well as many others too numerous to mention in this blog. To facilitate, not hinder, the learning process, simplicity and clarity must be built into our course design so the instructor can bring the design to life! How do you keep things simple in your training?