Written by: Paul A training needs analysis (TNA) is an often misunderstood and underused tool of a training department. Of course, you don’t always have to conduct a TNA. If something is brand new, mission critical and non-intuitive, the need for training is obvious. Additionally, if training is mandated by law or executive direction, the decision making has been done. However, too many trainers consider a survey of learners’ desires, or a discussion with management, an actual TNA. While both are valuable, neither are a TNA. Instead, provide a training requisition form that asks a series of questions to provide an initial indication of whether training is needed. The answers become a starting point for conducting a training needs analysis. If a performance deficiency exists, training is often seen as the solution. However, it may not be. Training is only needed if the performance deficiency exists because of lack of knowledge or skill. So, how is a TNA done? There are four phases: Collect the data on required performance and actual performance. Are the two significantly different? If so, go to the second phase. Conduct a performance analysis to determine the root cause of a performance deficiency. If it is a lack of knowledge or skill, then move to the third phase. Compare the cost of training with the potential benefit by conducting a cost-benefit analysis. If a dollar invested is rewarded with more than a dollar returned, a training intervention appears worthwhile and you should move to the final phase. Recommend a solution, along with reinforcement activities, necessary to successfully implement the solution. So, what does the training department get out of a training needs analysis? Line management support for the initiative. If line management is involved in the data collection phase of the TNA, there is buy-in based on their participation in the project. Learner motivation. If a learner (or his manager) is part of the TNA project team, he will see the relevance of the resultant training initiative. Relevance equals motivation. Executive support for the project. Management rightly focuses on the bottom line. The cost-benefit analysis is a potential return-on-investment which supports the bottom line. Conservation of resources. If a TNA is conducted, the organization does not spend money on training that offers no performance improvement. Training department credibility. If the training delivered is truly needed, it should result in a performance improvement in the workplace. This provides value to management as well as the learners. Training marketability. If a manager gives up the productivity of her employees while they are receiving training in a classroom, she wants to see performance improvement. If a manager sees your training department increases the productivity of her team, you’ve given her something of value for the loss of time from her employees. Langevin offers a one-day, instructor-led workshop, as well as an e-learning module on the TNA process. I strongly recommend familiarization with, and appropriate use of, the TNA process as a solid feature in any trainer’s toolbox.

Written by: Marsha Let’s face it, no one likes it AND it’s the hardest part of our job. We all have our own "war stories" that we love to share. So, what am I referring to? Of course, it’s how to deal with difficult participants. No fear, my fellow trainers. Here are six simple steps to deal with any difficult participant or behavior. I promise this model will set you up for success and keep your sessions running smoothly. You can learn about them and so much more in our Instructional Techniques for New Instructors workshop. Step 1: Identify The first step is to isolate and identify a specific behavior and not a personality trait. Typically, some participants aren’t shy about displaying a negative behavior. These could include texting, monopolizing, side-bar conversations, or being late to class. In any event, regardless of how annoying the participant is to you, let’s focus on the troubling behavior. Step 2: Does it matter? In step 2, we determine if we even need to intervene. If the only thing being hurt is your ego, then let it go. If it’s disrupting other’s learning, then you need to deal with it. Step 3: Self-Correct Sometimes the individual just stops the disruptive behavior. It could be a single occurrence and that’s the end of it. Consider yourself lucky and get back to teaching. Step 4: Group Correct If you’ve built rapport with the group, they may correct the behavior for you. This has happened to me many times over the years and I much prefer the group correct over having to deal with it myself. Step 5: Low-Level Intervention Here, we recommend using subtle and indirect techniques to deal with the issue. Let’s say two people are having a side-bar conversation while I’m speaking. I can take a silent pause, move closer to the individuals, use extended eye contact or, my favorite, use their names in a sentence. It’s amazing how they always hear their name, even when people are in conversation. Step 6: High-Level Intervention When all else fails, initiate a private one-on-one discussion with the difficult participant. Of course, it’s all about what you say and how you say it. I would never approach someone and begin with, "you’re disrupting the class."  That puts the person on the defensive and builds a wall between you. The trick is to use "I Statements" and inform the person how their behavior is affecting you. No put downs or attacks. I might say something like, "Joe, I appreciate having you in class and all of your contributions. It’s just when there are side-bar conversations, I lose my place. It would help me if we could limit them to break time. What are your thoughts?" Luckily I haven’t had to use this model too often (yes, at Langevin we have the BEST clients!) but when I do, it gets the job done. Have you used a similar model, and how has it worked for you?

Written by: Alan After reviewing many virtual classroom sessions, I’ve noticed that polls are one of the most underused features available. They’re mostly used as a kind of "check-in" feature, asking learners if objectives were met, or if the pace is okay. Here are four other ways you can use the polling feature to liven up your virtual classroom training. 1.       Evaluation Rather than link people to a web form with your survey questions, use the polling feature to administer them right at the end of the session. You’ll get a much higher completion rate since you still have a captive audience. You’ll also avoid "pencil swipes," when people just answer the same number to every scaled response question. 2.       Puzzles and Icebreakers You can start your virtual classroom session with a fun icebreaker, or include one part way through the course as an energizer. Using the poll feature, you can ask trivia-type questions that are quick, fun, and anonymous. You can ask people to keep track of their own scores and give a title to the winner, such as "Movie Master" or "Sports Authority." 3.       Scenario-Based Quizzes and Case Studies If your training is performance-based, you can use the polling feature to test learners. Create scenarios that are relevant to the course skills and include multiple ways to address it in the answers. Even complex skills can be tested this way, using a scenario that keeps evolving from question to question. This use of polls works best for conceptual skills, rather than interpersonal or technical skills. 4.       Group Consensus Not all training is perfectly cut and dried. Sometimes there are other ways to accomplish a work result. The polling tool can help learners explore issues and make clear-cut decisions regarding work that is less structured or definite. This still allows you to limit their choices and avoid options that truly go against the organization’s policies. As you can see, polls can accomplish a lot more than just asking, "How’s the course?" part way through. Since it’s already tough to make virtual classroom training as engaging as its older traditional form, we can use polls to create more interaction, fun, involvement, and even practice. Happy polling! For loads of tips on virtual classroom training, check out these blogs!

Written by: Steve Since moving to our farm a few months ago we certainly have learned a great deal. We’ve discovered a lot of "what to do" as well as "what not to do" when it comes to growing grapevines. Since all of this is very new to us, we’ve had to rely on some seasoned farm experts. Our main resource is our vineyard manager - Roger. He has 30 years of experience in the farming industry as well as endless resources and contacts. Roger coaches us on how to prune, tie, sucker, and tuck the vines. However, when we are unable to perform a task around the farm, even with his help, he finds someone who can. He truly is a subject-matter expert and a valuable resource. When it comes to the instructional design of training, I’m a big believer in using expert resources to help get the job done. Here are three tips to consider when working with subject-matter experts (SMEs) during the instructional design process: Communicate clearly: explain the purpose of the SME’s involvement in the development of the training. Avoid training jargon and make sure to use terms the SME will understand. Describe exactly what information you require. Strive to agree on "the" way: when working with more than one SME, endeavor to get agreement on the expected way to perform a task. Keep in mind that employee performance of a job task will only be as good as the instruction they receive. Acknowledge contributions: it is important to recognize the input of SMEs in the development of training. Thank them for their participation. This will increase the likelihood they will participate in the instructional design of future training projects. Using these three tips will contribute to your success in working with SMEs in the development of your training. Remember, communicate clearly, get agreement on "the" way, and treat your SMEs well!

Written by: José For me a larger size group makes it easier to encourage learners to participate. Let’s face it, in a larger group there are more chances that we’ll have an extrovert (or two!) who will engage with the instructor and other learners, and encourage the group to interact. Frequently I hear that our clients are conducting training for small groups of two to four learners. With few people in the classroom, introverts can become nervous and withdrawn especially if there is one highly expressive learner who monopolizes the session. If a learner is intimidated they will become less participative or even negative. In a small group we wish to promote a balanced blend of participation among all our learners. No matter how we slice it, at times training can be an environment in which people become nervous about sharing their opinions or speaking up. At times like this we want to use subtle instructional techniques to invite active participation. I enjoy using a technique I call, "Let’s Give Them Something to Think About!" In the training rooms I use, there is a flipchart located at each group table. I title each chart, "Something to Think About." In conversation bubbles, I write a probing question related to the course content. The question is different for each table group. For example, in our Training Needs Analysis workshop with two table groups, I might write the following questions: If training isn’t the issue, what might it be? Is this training really worth the cost and effort? The idea is to post questions we know the learners are going to ask themselves at some point during the training. By posting the questions ahead of time, they begin to formulate thoughts and responses, and are likely to begin thinking of additional questions. We can post new questions, quotes, or ideas after each break to encourage inner dialogue as much as possible. If flipcharts are not available, a tent card can be used on every table. Ask the participants to discuss the question whenever they have an opportunity. What instructional techniques do you use to promote participation in very small groups? Please share your unique ideas and strategies. I look forward to your participation!

Written by: Jeff Destiny’s Child; Crosby, Stills & Nash; TLC; and The Bee Gees are among the most famous and successful trios in music history. The opening act of any successful training course should also include a famous trio. This trio positions your training courses to begin effectively. The trio I’m referring to is the objective, benefits, and overview. They are the opening act of any effective training program. The opening of a training course is very critical. It sets the stage for virtually everything else that follows. Long before any content is ever presented or any hands-on activities are conducted, the infamous trio needs to be addressed. From my experience, just the mere mention of a clear objective, an attention-grabbing benefits statement, and a high-level overview does wonders for setting up your participants for learning success. Below, I’ll list several reasons why this trio is so vitally important. 1. Objective An objective specifies the purpose or intent of the training instruction. It clearly states what the participants should do during and after training. In essence, the objective provides a specific, measurable target. Objectives can be categorized in two ways: performance based or non-performance based. Performance based objectives focus on a task the participants must perform (e.g. create an Excel spreadsheet). If you are delivering true skill-based training, I recommend positioning your objectives as performance based. Non-performance based objectives focus on knowledge rather than tasks (e.g. list the steps in creating an Excel spreadsheet). I recommend using non-performance objectives only when you are faced with challenges or limitations as they relate to training a specific skill. Some of these challenges could include shortened classroom time, the absence of tools and equipment, or high participant enrollment. These circumstances often prohibit the participants from actually performing various tasks during training. If this is the case, non-performance objectives are sufficient. 2. Benefits In addition to telling your participants what they will learn (the objective), we must also tell them why it’s important to learn it; in other words, the benefit of the training. A well-crafted benefits statement catches the attention of the participants and creates buy-in and motivation. Once buy-in is established, it can lead to higher levels of participation in the course. I recommend addressing three aspects when crafting your benefits: The importance of the training task(s) to ensure success back at the job. The advantages of performing the task(s) well. The consequences of performing the task(s) poorly. I suggest getting creative in the way you express the benefits. Some creative ways might include telling a personal story, sharing a thought-provoking analogy or metaphor, stating an eye-opening statistic, or asking a rhetorical question. I favored the rhetorical question technique when delivering sales training at a prior job. I simply asked "How many of you would like to make more commission dollars on the first and the fifteenth of the month?" That simple question typically grabbed my participants’ attention and allowed me a small window of opportunity to express the importance of the sales concepts I was about to teach. 3. Overview Before presenting the specifics of your training, it’s important to give the participants context or the "big picture" of the topic. This is done by providing them with a high-level overview. When delivering an overview, I usually tell the participants how the information fits into their overall job structure, including where and when their training task(s) will be performed. I also highlight any pre-requisite tasks, any upcoming activities and exercises, or any post-training requirements needed in order to meet the objective. Lastly, I’ll give a preview of the training content by referring to a prepared agenda. This agenda can take on one of many different formats from a flipchart to a handout to a PowerPoint slide. Whatever format or medium used, the agenda gives your participants a "sneak peek" into the upcoming aspects of their training course. Similar to a concert, the opening act is usually tasked with warming up the crowd before the actual star takes to the stage. Consider using the trio of the objective, benefits, and overview as the opening act to prepare your participants before the real star - training - takes to the stage.

Written by: Jim Historically, participating in the virtual classroom has been a lot like watching TV. There was little or no interaction. You would just stare at the screen and hope something would sink in. However, as we bring more technology into the picture, we can’t even focus on staring at the screen because we’re distracted by work deadlines, social media, and so many other things. When that happens in the virtual classroom, learning even the most basic of tasks becomes quite a challenge. Today, the virtual classroom addresses the issue of distraction by becoming more interactive. I’d like to share three examples of how Langevin incorporates interaction into our virtual classroom sessions. Please vote now If you enjoy cooking, dancing, or singing, there’s a show for you. On these reality shows, the viewer gets a chance to vote for their favorite. A variety of methods are available when voting. You can call, text, or go online. One of the newest shows even has the viewing audience voting live from their living rooms…during the show. I think of all the interactive tools available in the virtual classroom. Feedback icons, polling, chat windows, and virtual whiteboards all offer lots of opportunities for your participants to get involved. For the highest level of engagement, ask your participants to do something every three to five minutes. That way, they don’t really have a chance to step away. Even though some VC platforms allow you to see when someone has "stepped away" or has toggled to another open application, I’d rather watch them be involved than watch them check out. We’ll be back after these messages There is a formula on TV regarding how long the audience will watch before they need a break. With DVR technology, the audience decides when to take a break as they can fast forward through the commercials. Streaming services allow viewers to watch entire shows without commercial interruption, but the viewers still choose when to take a break. In the virtual classroom, our participants need a break too. The VC formula is to provide a short five to ten-minute break every 60 to 90 minutes. While these breaks are much fewer than required when watching TV, they mirror the instructor-led training guidelines. This strategy will increase participation by refreshing your participants. For more information… From news stories to recipes, the viewing audience is being invited to go online and get more information, to download an app for the latest information, or to share their comments and photos on social media or a web page. TV is providing additional resources to viewers to keep them involved even after the show is over. In the virtual classroom you can have your participants download files, visit websites, join discussion groups, and so much more. Keeping your learners engaged after the training is a powerful tool to drive home the relevance of what they’ve learned. If they never reference it, talk about it, or use it again, what was the point of the training? I’ve heard that you can’t learn much from watching TV, but I disagree. If I were in a virtual classroom right now, I could use a feedback icon to display a big red X to show you that I disagree. We can learn a lot as trainers, about how to engage our participants in the virtual classroom, by taking some lessons from the TV. Do you know where else you can learn about the virtual classroom? By attending Langevin’s workshop, The Virtual Trainer! Master the virtual classroom in just five days!

Written by: Lynne Why is it that people take "selfies" everywhere, but when you want to take a video of them training in a class, they freak out?! I think I know why people shudder at the thought of being caught on video. They realize the camera doesn’t miss a thing. It doesn’t matter what you do, or how you do it, nothing will be missed. This is why video can be such a valuable tool to help us improve our training or presentation skills. We often use video to record our trainers delivering our workshops. It’s a great way to observe their performance, instructional techniques, etc. You should give it a try! If you’ve never watched yourself deliver a presentation or teach a course, you’re in for a treat! Don’t let the temporary discomfort get in the way of learning valuable lessons. Even Oscar-winning celebrities like Meryl Streep cringe when they watch themselves on film. When watching your practice video, keep these tips in mind: Observe your gestures. Do they happen naturally, or do they show up in repetitive and potentially annoying ways? Watch your movements. Do you pace nervously or move around the classroom smoothly? Listen to your voice. Does it sound monotonous or does the pitch vary? Pay attention to your use, or misuse, of proper grammar. Consider how engaging you are. If you disengage while watching yourself, you can bet your learners did too. If you are interested in seeing the benefits of recording a video of yourself delivering training or a presentation, consider taking our Instructional Techniques for New Instructors or Polish Your Presentation Skills workshops. In both of these programs you’ll receive valuable feedback from your fellow trainers and your instructor. Remember that practice, with feedback, makes perfect!

Written by: Paul "It’s obvious!" Well, no, it’s not. At least that’s what most of us in the training world have found. The old saying, "One man’s ‘Duh’ is another man’s ‘Huh?’" comes to mind when considering general housekeeping rules for classroom training. There are many different environments, constraints, and target audiences, but here’s a list of what I usually cover in my sessions: Hours Training session hours are normally stated in advance; however, if it is a multi-day course I will mention the start, break, and expected completion times at the beginning of each day. Dress Dress code for participants is often mentioned before the start of a course, but it’s a good idea to revisit this on the first day of training. I invite the learners to dress comfortably and to let me know if it is too hot or too cold in the training room. Restrooms The location of the restrooms should be identified at the beginning of the course. Emergency Exits The emergency exits are a need-to-know item and should be mentioned at the beginning of the course. Cell Phones The use of cell phones is a challenge for trainers; however, this is the perfect opportunity to set reasonable guidelines for the use of mobile devices in general. Group Dynamics Group dynamics are important to any facilitator. The value of individual participation and expertise can be stressed by asking the participants to address the group as they ask or answer questions. Supplies Supplies and materials aid in the participants learning. This is an opportunity to explain the course manual and other tools or resources available in the classroom. Lunch/Coffee The topic of lunch is always a question as participants may want to make plans. Cover where to eat, the time of the lunch break, and the length of the break during housekeeping, as well as the location of coffee and snacks. I invite my learners to refill their coffee cups as often as they like. Caffeine and sugar are my friends in the classroom! After Hours Availability after hours allows you to invite participants to discuss unique questions or areas that need clarification. It’s an open and sincere invitation to have one-on-one conversations about areas of interest. Questions Questions are definitely encouraged. I don’t want people to wait to ask them—it’s important to address questions as they arise. If you address housekeeping issues at the beginning of the course, it will make your learners more comfortable and allow them to concentrate on content. What’s in your top 10? I’d love to hear from you!

Written by: Marsha Ode to Donald Kirkpatrick - Father of the Four Levels of Evaluation I was very sad when I heard, quite some time ago, of the passing of Donald Kirkpatrick, the creator and founder of the four levels of evaluation. Even though I never met him, I feel connected to him in some way. You see, I have been teaching his principles for over 14 years now. Let me rephrase that, not just teaching, but rather inspiring and motivating others with his vision. I am so passionate about his evaluation model and the impact it has made on the world of training. Let’s also keep in mind that Dr. Kirkpatrick formulated this model over 50 years ago, and we’re still using it today. Talk about a legacy that will be passed on to every training professional for generations to come! So, what are the four levels? We discuss them in many Langevin workshops, but in the greatest detail in our three-day Evaluation of Training workshop. Level 1 is the Reaction Level. This level measures how learners reacted to the program. What did they think of the course? Did the training meet the objectives and learner expectations? This level includes questions regarding the delivery, materials, facility, and usefulness of the content. It’s usually measured by a survey at the end of class. Level 2 is the Learning Level. This level measures whether learners acquired new knowledge and skill during the session. It is measured using tests, assessments, and exercises. Level 3 is the Performance Level. This level measures whether learners are using the skills back on the job. This can be measured by observation, interviews, surveys, post-course tests, and focus groups. To learn more about gaining support from management for level 3 evaluation, check out this blog. Level 4 is the Results Level. This level measures the outcome achieved as a result of the training. How did the organization benefit? Has the improved job performance impacted the organization? This is typically measured with records or data. Most organizations do a great job measuring levels 1 and 2, but fall short for levels 3 and 4. Luckily, in our Evaluation of Training workshop, we break it down and make it simple and easy to implement. We cover how to plan the evaluation, design the instruments, implement the instruments, analyze the information, and communicate the results to senior management. I’ve always been excited to teach this course because evaluating training’s effectiveness is how we prove our value. I’m even more passionate these days, and thankfully, no longer sad. I’m actually feeling quite lucky and fortunate. I can continue to share Dr. Kirkpatrick’s model and influence others with his vision. Donald Kirkpatrick, you were a legend in the training field and will be greatly missed. Thanks for all you have done.