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Written by: Lynne While waiting in the security line at the airport last week, I saw a special line for TSA pre-check passengers and a different line for regular passengers. I proceeded to my gate and saw two more options: a line for first-class, frequent flyers and another line for general boarding passengers. I boarded my aircraft and thought about the many seating options I could have selected. My choices included first-class seats, preferred seating seats, extra-room seats, and economy seats. Gee, so many labels for so many options! We are a society of labels. We label people, places, and things. Labeling may be good for sales or marketing purposes, or to help when buying airline seats, but it isn’t always a good idea for instructors to label students in the classroom. What kind of labels do we use? Maybe some of these sound familiar: fast learner, slow learner, beginner learner, intermediate learner, advanced learner, difficult learner. I could go on and on. It’s part of human nature to do this, and I am no exception. However, there are times when it may not be a good idea to label a learner, especially the ones we label as "difficult." Let me give you an example. A long time ago a colleague told me about a "difficult learner" who was disrupting her class. She called a break, and rather than labeling him a "difficult" learner and telling him to stop disrupting the class, she asked him how he was doing. He opened up to her and told her about some extremely tragic things that were going on in his personal life. On top of that, he told her that his boss was sending him to training to fix his performance or his employment would be terminated! No wonder the man was acting up in class! I learned a very important lesson from my colleague that day. This experience matched a quote I once read: "Find out the pain they are in before you tell them about the pain they are causing." Since my colleague found out was going on with the learner, she was in a better position to act from a place of knowledge and compassion. She offered to provide personal assistance after the training was over to ensure he applied what he learned. She also showed compassion for his personal situation. After their discussion they both returned to the training session and his disruptive behavior vanished. So, whenever I teach people in my workshops about how to deal with difficult people, I caution them to ask first, try not to judge, and then act accordingly. The end result will always be better! Do you have a similar story to tell? Want to learn more? Check out these 25+ blog posts! Or, why not purchase Langevin’s How to Deal with Difficult Participants eBook that’s filled with simple, yet very powerful, techniques to nip just about any negative behavior in the bud.

Written by: Paul Picture yourself running into a participant who says, "Thanks so much for that last workshop. We adopted the process you covered in our department and it works like a charm." The only problem with this scenario is that it doesn’t happen often enough. When an organization pays for training, what they’re really paying for is improved performance. If what happens in the training doesn’t transfer back to the workplace, people are not getting what they’ve paid for. Here are seven tips to make sure that what happens in training transfers to the workplace: Bring the right content into the classroom. Ensure the content in the training is relevant to the success of the participant back on the job, and is not something they already know how to do, or don’t need to do. Once the relevance of the content is clarified by the instructor, the result should be a motivated participant. Structure relevant activities. Make sure what is done in the classroom relates closely to what must be done back on the job. The participant can easily see the relevance of job-realistic activities. If they are successful in completing these activities in the classroom they will be more comfortable trying them back on the job. Have clear, work-related objectives. Although there are many types of objective statements (e.g. learning objectives, enabling objectives, etc.), a performance-oriented objective, briefly written (task, condition, and standard), lets the participant know what they’re expected to do, what they need in place to do it, and how well to do it when they are back on the job. Use action plans. An action plan activity allows the individual participant to reflect on what has happened in training and how it can be used on the job. Identifying action items and writing them down implies a degree of commitment to implement them back on the job. Action plans can be updated periodically throughout the day. Build in peer reviews. A review done by the participants instead of the instructor reinforces the learning through discussion and reflection. Have the participants identify key takeaways. A brief discussion at the end of training by the participants sharing what they consider to be the key takeaways from the session may reinforce some of the decisions already made, or suggest to other participants things of value that had not occurred to them. Conduct a relapse prevention session. Once the participants have identified the key takeaways have them: 1) individually, identify the top three takeaways that can most readily be implemented, 2) individually, take a few minutes to identify likely obstacles to implementation, and strategies to overcome the obstacles, and 3) in small groups, share their findings for review and suggestions. None of these ideas are "magic bullets," but each should result in more benefit for the training dollars spent. As a bonus, I’ve included the How to Maximize Your Learning Checklist to help you establish an employee’s responsibility for learning before, during, and after a course. Help maximize training transfer!

Written by: Marsha You may not know this about me but I’m obsessed with starting and finishing a class with a bang. Yes, I’ve written about it before but I’m always looking for new ways to wow our learners. Let’s face it, there are people who resent training. I like to get their attention early on. I also want them leaving the session feeling like it was a good use of their time. Now, why the standing ovation, you ask? I’m sure that’s not why you took the job, but it would be kind of fun to get, don’t you think? Come on, maybe a small part of you would love it if your learners rose to their feet to show their appreciation for a job well done. I mean, you work hard when you deliver a workshop. The day may start early and end late and, of course, you’re always on. Even on breaks, you’re chatting, answering questions, and learning more about your participants. You’ve never really checked out. So, wouldn’t it be nice if they showed a little praise for your efforts? I like to use my first instructional technique at the beginning of a session. After we review the brainteaser (at Langevin, we love our brainteasers!), I ask the participants to stand and give themselves adequate space around them. Then I set it up as follows: "OK, let’s make sure we’re awake this morning and let’s get the blood flowing. We’ll be working today and doing some writing so let’s stimulate the nerve endings in your hands. You’ll stand with your arms outstretched, and when I say go, you’ll bring your arms (and hands) together as quickly as you can, 5 times. On your mark, get set, go." Once they’re done, I’ll say, "Thanks everyone. I’m not sure how you feel, but I feel great! That’s the first time I’ve ever been greeted with a standing ovation." It’s definitely good for a laugh and does help to break the ice. I like to use my second instructional technique at the very end to close the session. Before I get them standing, I usually say the following: "I’m going to ask you some questions and if the answer is yes, I want you to give me a "Yes, Marsha!" Did you meet nice people this week? (Yes, Marsha!) Did you enjoy yourselves? (Yes, Marsha!) Did you learn something new? (Yes, Marsha!) Lastly, did you work harder than me? (Yes, Marsha!) Well that tells me this was a good use of your time! I follow it up with this: "I’d like everyone to please stand (pause), close your eyes (pause), open your eyes (pause), raise your right hand (pause), touch your chest (pause), and spin yourselves around." I debrief as follows, "Well, look at that. I brought you to your feet, opened your eyes, touched your heart and totally turned you around!" Again, it’s usually greeted with smiles, laughs, and good feelings about the training as participants leave the session. So, what do you think? Are you ready for your standing "O" and will you try these two instructional techniques?

Written by: Steve Training managers, a heavy training schedule with several weeks of classroom instruction in a row can take a toll on an instructor. Combine this with travel and administrative duties and an instructor can be at risk of burning out. Here are 10 "tell-tale" signs to watch for: Lacking enthusiasm and energy where the instructor seems to be just "going through the motions." Feeling exhausted at the end of an instructional day. Failing to check equipment and materials and not paying attention to the small details. Showing a decreased passion for learning that is noticeable to the learners and might even transfer to them. Arriving at the classroom at the last minute and leaving as soon as possible, spending the least amount of time in the classroom as possible. Feeling bored with course content and a lack of commitment in delivering it to the learners. Having difficulty focusing on learners’ questions and actually tuning out their comments. Not being able to remember learners’ names and information about their needs and concerns. Failing to smile or use humor when teaching. Dreading getting out of bed in the morning. Any one of these signs can indicate that an instructor is burning out. As a training manager, the key is to recognize them and manage the instructor’s teaching days accordingly. If the teaching days are heavy and there is a decline in performance indicated on evaluation forms, there is cause to investigate further. If an instructor is experiencing some of these signs it could be time to re-assess instructor workload and related duties. Training managers need to know the most common instructor problems and how to correct them. Our Successful Training Manager workshop focuses on how to assess potential instructor burnout, as well as all other aspects of managing the training function. Take a look! To find out how to prevent instructor burnout, check out our Advanced Instructional Techniques workshop!

Written by: Melissa "To be or not to be, that is the question." You probably recognize this quote from the Shakespearean play, "Hamlet." But in this case, I’m not writing about Shakespeare, Hamlet, or plays in general. I’m referring to the question I’m asked frequently by my clients on whether they should get certified, or not. Gaining a professional certification is a step that sets you apart - it benchmarks your knowledge and skills in a recognized way, and Langevin offers the most recognized and widely attended certification program in the training industry. To date, over 20,000 training professionals have been certified with us. So, is it worth putting in the time and effort? Consider these benefits of earning professional trainer certification, and make the decision for yourself. Certification with Langevin: Endorses you as an informed and capable training professional, giving you credibility with management and your peers. Increases your earning potential and/or possibility of a promotion. What better way to say to your boss and company that you’re invested and want to advance within the organization. Enables you to gain skills. You’ll get comprehensive coverage of the competency areas you need. You can choose from several different areas of focus, including: Design, Facilitation, Management, Performance Consulting, and eLearning. Allows you to tap into the knowledge of your peers. We can’t all be experts in all topics. With Langevin’s professional trainer certification programs, you’ll have access to peers (and your Instructor, of course) with expertise to gain new-found knowledge, discuss ideas, and ask questions. Allows you to become indispensable to your organization. Need I say more? While it’s often said that "experience is the greatest teacher," a professional certification "rounds you out." It gives you exposure to ideas and approaches outside your comfort zone, either learned from the Instructor, the course content, or from your peers. In addition—and this point should not be taken lightly—being able to think outside your experience is the mark of a true leader. So what are you waiting for?

Written by: Jeff Technophobia is defined as the fear or dislike of advanced technology or complex devices, especially computers. Although self-diagnosed, I’m convinced I suffer from technophobia. While I have the ability to learn how to use technological devices, I become anxious at the mere thought of using hi-tech equipment. In my personal life I can usually either avoid or delay the use of advanced technological equipment. Believe it or not, the laptop on which I composed this very blog was purchased way back in 2006 - ancient history as it relates to technology. Let’s just say I’m comfortable using my "Old Faithful." Recently, however, I went out on a limb and purchased a Smartphone and a Smart TV. While I’m proud of my efforts in stepping out of my comfort zone, I still haven’t gotten around to using all the "bells and whistles" provided with these devices. When it comes to my professional life, it’s usually not possible to avoid or delay the use of advanced technological equipment. In any given corporate training class, instructors are now using LCD projectors, netbooks, Smart Boards, and the list goes on. I’ve come to realize that technology is here to stay and it is imperative that we use it correctly. Here are three "Technology 101" best practices I have found helpful: Just try it. Don’t be afraid to play around with your equipment to see what it does (when there are no participants present). Thoroughly explore the programs on your netbook or other computer devices. If something goes awry, most tech support personnel can usually either fix the device or return it to its original state. I’m constantly forcing myself to get over my fear and intimidation of technology by performing small tasks like creating a file or changing a desktop picture. Accomplishing these small steps encourages me to take on more significant tasks. Seek help. If you’re lucky enough to work for an organization that has a dedicated technical support staff, reach out to those individuals. They are trained and paid to assist you with the difficulties that may be encountered with technology. I keep these folks on speed dial! And don’t be embarrassed about your troubling situation. Trust me, they’ve heard it all. If tech support is not available, most equipment usually has some sort of a help feature. I’ve found that by right-clicking on a computer keyboard, you’ll find a treasure trove of help options. Explore those features and you might just find the answer(s) to your problem. Save your user manuals. Most are user-friendly and come with information from troubleshooting tips to the basic operational features of your equipment. Recently, my organization invested in new digital cameras for use in our presentation skills courses. I plan to have my user manual readily available the first few times I use the camera. Get some training. When someone within your organization lacks skill and knowledge to perform a particular job function, where do they turn for assistance? You guessed it—training. Well now it might be time to reverse the roles. If you lack the skill and knowledge to use your technology properly, get some training. Another learning option might be to find a technology mentor. There are many people in this world (perhaps within your own organization) who are passionate about technology and wouldn’t mind taking you under their wing to show you what they know. Find that person and seek their expertise. Let’s face it, technophobia is real. And when the use of technology is an essential part of one’s job, that fear can be heightened. But just know that, as with any other fear, it can be conquered. Take it from personal experience; conquering that technological fear may not happen overnight. However, with a bit of effort, persistence, resources, and support, you can get there. I wish you the very best of luck with using and implementing the latest technology in all of your upcoming training courses. Whether or not you experience technophobia, the tips included in my colleague’s blog post will help you avoid technology problems in your training.

Written by: Linda As trainers, it is important to communicate the expected behaviors we would like to see from our learners during the training program. The real question is, "Should we call them ground rules?" History has shown that people tend to want to break, bend, or challenge the rules. Rules are a natural part of our daily lives and yet there is often a negative connotation and reaction to the word. Therefore, in a training environment with adults, where it is important to create a climate that is conducive to learning, using the term "ground rules" could generate some resistance. So how do we communicate the expected behaviors we want to see? In a recent workshop, while discussing the topic of "ground rules," a participant asked, "When were ground rules discussed in this course?" Another participant responded, "They were discussed during housekeeping." Most of us are familiar with the term "housekeeping." Housekeeping seems to be a softer term that allows you to communicate the standards of acceptable behavior without using the word "rules." They are simply guidelines that reflect common sense and good manners. It is important to introduce housekeeping within the first half hour of the program to minimize confusion and disruption during the session. Sometimes these guidelines may need restating or a gentle reminder at various times throughout the course. If a phone rings in the middle of a session, it is usually because the participant has forgotten to turn their device off after a break. Most times the participant will be very apologetic. Another strategy I have found effective is to simply invite agreement and input from the learners during the discussion of housekeeping at the very beginning of the course. This allows the learners to take ownership and responsibility for their actions. The bottom line is, if you want a smooth sailing training day, say "Yes" to ground rules, but don’t call them that. Instead say "Yes" to "Housekeeping."

Written by: Lynne I was thinking about social media the other day and how sites like Facebook and Twitter give people the opportunity to share every detail of their lives with friends and family. Sometimes these details might be quite significant such as photographs of a recent trip, wedding, graduation, or family reunion. Sometimes people share less significant details such as what they are doing, what they are wearing, what they are thinking, and what they are eating! We can choose to respond to these details or ignore them. What does this have to do with training? Let me tell you! Unlike Facebook where we can decide whether the content is worth our consideration, as trainers we need to pay attention to every small detail that may be going on in our classrooms. We need to notice both the verbal and the non-verbal cues our learners may be giving us so we can act appropriately. Everything we notice, and subsequently act on, must facilitate the learning process. Here are three examples of learner cues that need our attention. If people in your class are nodding off or shifting in their seats, it’s time for a break. A break allows our learners the physical and mental time to rest, and the opportunity to re-focus so they can continue to learn. If your learners are looking perplexed and asking many questions, you are probably confusing them with what or how you are teaching. If this happens, draw pictures, explain points in different ways, or use analogies or examples to clarify your content. If a couple of learners are having sidebar conversations in the back of the room, check in with them. At the next available break ask them how things are going. Gently remind them that their talking may be disrupting the learning process for others around them. When you are a new instructor it is normal to miss these details. Once you become more comfortable teaching, you will develop the ability to notice even the smallest details. You will be more in tune with your learners and will do the right thing to facilitate and prevent disruption of the learning process. What additional cues do you think we should pay attention to in class?

Written by: Paul A classroom instructor is constantly aware of the group dynamics of his or her participants. This allows on-the-fly adjustments to keep the atmosphere conducive to learning. However, sometimes things occur in the classroom that throws an instructor off their game. But maybe these things don’t mean anything at all. Here are six behaviors that may really be the "small stuff," and some instructional techniques to handle them: Negative body language. Crossed arms, lack of eye contact, head shaking, frowning. All these are taken as signals that our message is being rejected. But, what does body language mean? Actually, very little if it is from just one person. Read the group, not an individual. Sometimes crossed arms may simply mean the person is cold. Don’t be put off by negative body language, unless it is being displayed by many. Contentious questions. Sometimes a question is posed that can be perceived as challenging. "How could that ever work?" "Would anyone actually do that?" In a social environment, I would certainly find such these questions challenging. But, for a trainer, the goal is different. Our self-esteem is not the goal. Rather, the improved performance of the participants back in the workplace is important. Look for something factual in the question and answer the question patiently and respectfully. Unrelated questions. Questions are sometimes asked that have little bearing on the content being discussed. Left unchecked, these will take you fully beyond your time line. A respectful response such as, "Interesting, but maybe outside the scope of this session? Could we discuss it during the break?" or "Could we put that on the parking lot to discuss when we have time?" may encourage other, content-related, questions. "Stumper" questions. Sometimes, questions like, "What happens when you select the third option under the tools-options menu?" leave you without a clue. Instead of, "I have no idea," try, "Interesting. Does anyone know the answer?" At a minimum, this gives you some processing time, but someone else in the room may actually have an answer. Additionally, if you do have to confess that you don’t know, at least you have established no one else does either. Don’t let it throw you off. You really aren’t expected to know everything. Sidebar conversations. You may have participants who are having a little conversation when coming back from break or chuckling over something they find funny. It’s easy for an instructor to find this distracting. However, you’ve got enough on your hands getting the content across clearly. There are low-level intervention techniques you can use (e.g. just stop talking for a moment) to dampen the behavior and end the conversation. Again, your personal goal is meaningful learning. As long that is happening, you’ve got little to worry about. Smartphones/emails. We live in the age of technology. Many of us aren’t in a position to prohibit the use of technology in the classroom and these behaviours can be viewed as disrespectful or distracting. Why should they? It’s just a signal that we’ve got to do something else to make our training more engaging for our target audience. Altering your game plan to address the small stuff may be creating more work than you need. Make your classroom life easier. Incorporate a variety of instructional techniques and, remember, don’t sweat the small stuff!