I’ve learned over the years, that most people don’t like change. In fact, I’ve heard that the only people who like change are…wait for it…WET BABIES! Let’s face it, for the most part, we like our routine and doing what we’re used to. I’ve often heard people say things like, "I wish they hadn’t changed the system. Everything was so much easier before." Or, "Why can’t we do it the old way? I was much more comfortable with it." Of course, in the world of training, there is constant change because we are always asking our people to acquire new knowledge and skill and apply it back on the job. Clearly, we need a comprehensive plan to help us manage the change. In our Advanced Training Manager workshop, we discuss change management as it pertains to making the transition from a training focus to a performance consulting focus. Here are the main tips: Clarify the new role and outline the standard and expectations in detail. Identify staff members who have the capacity for the new role. Provide your staff with incentive/motivation to want to make the change and state the obvious benefits they stand to gain. Provide the conditions to perform the new role by allocating a specific amount of time per week. Explain how feedback will be given to assist in ongoing professional development in the new role. Determine how success will be measured in this new role. Give your staff the necessary knowledge and skill to become performance consultants as well as coaching and mentoring. Some of you may be familiar with the bolded terms - our seven factors of job performance. The same factors required to do your job are also used to manage change. Interestingly enough, these tips can be applied towards any change management initiative. On a personal note, I have experienced a pretty big change in my own life. Recently, I threw a birthday party for my boyfriend and at the end of the night, he asked me to marry him, in front of all our guests. Needless to say, I was shocked and speechless, which by the way, never happens to me. I’m a trainer—I like to talk! After it set in, I started fearing the change and what it would mean going forward. Luckily, I recalled the seven factors and immediately calmed down. I realized that I have the capacity (it’s only taken me 46 years), I’m clear on what’s expected, I’m definitely motivated, I’m open to feedback, I know what success looks like, I will take time to nurture it, and I’ve been prepping for this new role my whole adult life! So, let’s all embrace change, just like those wet babies. I’m looking forward to your comments and learning what else you do to manage change. Marsha

Training people through a computer presents a unique set of challenges. Some skills are much harder to teach in an electronic venue. A few examples are sales, negotiation, and customer service. The challenge comes from the following fact: Tests in training should realistically mimic the work people are being trained to perform. Sitting at a computer, with no other human present, makes that realism practically unattainable in e-learning when learning interpersonal skills. If your e-learning is a virtual classroom session that learners take in small groups, you can still produce realistic exercises and tests; be prepared for some challenges in implementing them, though. You may be using a platform such as WebEx, Adobe Connect, or the like. Asking people to interact with each other to practice a skill through these applications is less intuitive than doing so in person. It might take longer, and learners might be distracted by the software interface being used at the time. If your e-learning is a tutorial that learners access individually, your options become much narrower. Most e-learning designers end up relying on quizzes as their tests. They use questions such as true-false, multiple choice, matching, re-sequencing, and so on. What they end up with are knowledge tests that can no longer be called practice; the skills part of the tests no longer exists. One way to improve the value of these knowledge-heavy tests is to use situations as the basis for your questions. Situational questions reproduce the work circumstances relevant to the training. They tell a story and ask the learner to react appropriately. They allow people to decide how the course content applies to the job. Here is an example. If your training was on a new privacy policy implemented at the customer service level, you might see multiple choice questions formulated according to the two below. Question 1 is a pure content-based question. Question 2 is a situational content-based question. Question 1: Which part of the new privacy policy applies when a customer asks to see another customer’s data? A.    Section 1.3 B.    Section 1.5 C.    Section 1.7 D.    Section 1.8 Question 2: If a customer wanted to order the same model as a friend and asked you to look up that person’s order history, which response would you choose? A.    "Sure, let me look that up and I can tell you everything that your friend has ordered with us." B.    "I can tell you the model name and number that your friend ordered, but nothing else." C.    "I can’t share that information with you." D.    "Our privacy policy doesn’t allow us to share any customer information with others." In situational questions, the work context makes the information that much more relevant and applicable. They prepare people for the actual work issues the training was meant to address. In short, they make your quizzes more realistic and less boring. As an added bonus, they are generally easier to write. Simply ask yourself: "How are people supposed to use this information on the job?" and "How can I reproduce those situations in my test?" What tips do you have for creating better tests in your e-learning tutorials? Alan

Written by: Jeff I’ll be the first to admit I’m not one to quickly and lovingly embrace change. There is something very comforting about ordering the same dish at my favorite local restaurant. I’m more confident and assured when I take the same route to work each day. My pantry and refrigerator are both stocked with many of the same products I’ve been using since I was old enough to purchase them on my own. One area of my life that I am very hesitant to change is air travel. Since 1995 I’ve been flying the same airline for leisure travel, and whenever possible, business travel. For my 17 years of loyal patronage I have been rewarded with elite frequent flyer status. My frequent flyer status entitles me to benefits such as complimentary first class upgrades, free checked baggage, and a yearly membership to the executive lounge. Recently, I traveled out of town to deliver a 3-day training workshop. Due to the location of the workshop I was not able to travel on my preferred air carrier. Another carrier had a direct flight to the workshop destination and the cost of the ticket was several hundred dollars cheaper. Because it made more geographic and economic sense, I decided to fly on this airline. I completely understood the reason for the change in carriers; however, the change pushed me far out of my travel comfort zone. From the moment I set foot in the airport, nothing felt right. I found myself in a different terminal. The self-service kiosk functioned differently. All my frequent flyer perks vanished.  I was so out of sorts, I sent a Tweet that stated, "Something just feels off today. I was forced to fly a different airline." One of my good friends responded by saying "Just go with it. You’ll be okay." Her direct yet simple response got me thinking. Why am I so resistant to this change? If I just "go with it," will I indeed be okay? According to a recent online article I read about Change Management, people resist change for various reasons, some of which include: Fear of the Unknown This was my first time flying this particular airline. Granted, I knew I’d get from Point A to Point B. However, outside of that, I didn’t know what to expect. I’d never been to their concourse. I’d never flown on their aircraft. I’d never experienced their service. All of these unknowns made me long for the airline with which I was most comfortable and familiar. Low Trust As a new customer, this airline had not yet earned my trust. All sorts of questions were swirling through my mind. Were we going to depart on time? Would the aircraft be clean and well-appointed? Would my luggage be lost or would it arrive when I did? For the most part, most major airlines follow a similar business model, are subject to the same federal laws and regulations, and all fall victim to common mishaps and mistakes. I’ve experienced late flights on my preferred carrier. I’ve walked onboard a hurriedly cleaned aircraft. And my luggage has certainly been lost. However, with my preferred carrier, I know who to complain to. I also know how they typically rectify various problems. With this new carrier I was unfamiliar with virtually everything (fear of the unknown) and they hadn’t yet proved to me that I’d be treated satisfactorily as a paying customer (low trust). Lack of Benefits and Rewards By not flying with my preferred airline, I lost several perks that, in my opinion, make air travel worthwhile. I was not able to bypass the lengthy security line. I was unable to relax in the executive lounge. I was not eligible for a first class upgrade. And the most painful blow of all, I missed out on about 1,000 frequent flyer miles! For me, outside of basic transportation, there were no tangible benefits or rewards to flying this particular airline. As I waited to board my flight, I reflected on my friend’s Tweet response: "Just go with it. You’ll be okay." Although I wasn’t feeling very "change friendly" at the time, I do realize that embracing change can actually be good. One of my favorite self-help authors Dr. Wayne Dyer says, "If you change the way you look at things, the things you look at change." Psychologists agree with Dyer, suggesting that when we embrace change, the following benefits can occur: Personal Growth:  It’s possible to learn lessons—even from the changes that lead you to where you didn’t think you actually wanted to be. Flexibility:  With practice, change makes you adapt more easily to new situations, new environments, and new people. As a result, you may not be as likely to get upset when something unexpectedly shifts. Opportunities:  One never knows what change may bring. When you deviate from your usual path, different opportunities could potentially be waiting for you. As I settled into my window seat, I tried my best to follow Dr. Dyer’s advice and change the way I looked at this new travel experience. I quickly realized it really wasn’t so bad after all. The aircraft seemed new and had a fresh smelling scent. The flight attendants at the boarding door greeted me with a warm smile. The flight departed on time. Thanks to the in-flight entertainment system I was able to watch my favorite news channel the entire flight. Most importantly, when I arrived at my destination, so did my luggage! So what’s the training-related moral of this story? Stay tuned for Part 2 to find out!

Written by: Jeff In Part 1 of this blog post I discussed why we are so resistant to change. So what’s the training-related moral of this story? As training professionals, we’re often tasked with being agents of change. As described by Wiki Answers, a Change Agent is "A person that acts as a catalyst for change. In business terms, this person is chosen to bring about and affect organizational change." Training, and those who facilitate it, can bring about and affect organizational change. When trainers tackle subject matter that relates to something that has recently changed (e.g. policy, procedure, equipment, tasks, etc.) we have to embrace that change. If we don’t, our message of change won’t be genuine and well-received. It may be difficult to swallow at first (much like my airline experience), but we have to somehow find a way to move toward acceptance of the change in order to influence others to do the same. Recognizing and appreciating the benefits of change may help you embrace the change itself. I also feel it’s important to be understanding as to why people are somewhat resistant to change. It’s human nature. As trainers, we have often had time and opportunity to make peace with, and to digest, the change. Our learners, on the other hand, may be hearing about the change for the first time when they attend our courses. Push back and resistance is to be expected. After all, to them the change is an unknown, the trust factor has not been established, and there’s likely to be a perception of little to no benefit or reward. Recognizing these factors may make us a bit more empathetic and understanding of our learners’ concerns. Change typically isn’t easy for any of us. However, it’s often necessary and mandatory, especially if we train in an organization that is growing and moving forward. Acceptance of change takes time, openness, and a little bit of practice. I’ve learned, however, if you stick with it you’ll eventually get there. And in the process of getting there, we have to encourage others, especially our learners, to go there with us. Before we know it, we’ll all be settled into the change and it will soon feel like the familiar territory that we’ve always cherished and appreciated. What are your most effective tactics for embracing change?

Written by: Ron As training professionals, don’t you just love it when an influential resource, like the Wall Street Journal, for example, publishes the results of a topic where we knew the outcome all along? Let me quote the article, and then we can discuss it further. "Online learning is booming. Now researchers have found a way to get students to pay more attention, take more notes, and retain more of what’s presented: testing. When students were tested, between segments of the lecture, their minds wandered less, and they retained more. More research is needed to see if similar short tests might have the same effect in a classroom setting." I think we would agree that no further research is needed, because we already know the answer. You see, I look at testing as just another form of learner involvement and engagement. One of the most powerful, yet simple, concepts I learned at Langevin, is that we should present  information (lecture) 1/3 of the time, and have the learners involved, engaged (tested) for the other 2/3 of the time; designing tests is a key step in the instructional design process. I also remember a mentor who shared with me one of his favorite quotations that is so meaningful that I still share it with as many people as I can today. "Never do for the learners what they can do for themselves." Stop for a moment and process what that means to you, as a training professional. The more the learner is active and involved in learning, which should involve creative testing, the more they will retain what’s presented. Notice I slid the word creative in there, because I conduct all types of creative knowledge checks, games, and review exercises, which could all be classified as a test. So, keep doing what you always knew worked, and I will close with another quotation from that same mentor for your enjoyment, "Expect from your learners what you had them do in the classroom or online program."

Written by: Steve Brainstorming is a popular instructional technique used to generate ideas in training, facilitated sessions, and meetings. The most common way to conduct a brainstorming session is to use the "popcorn" brainstorming technique. The session leader announces, "Let’s get a list of ideas; there is no such thing as a bad idea." This random, popcorn technique will often generate a lot of ideas, but sometimes the quality of the ideas is lacking or, in some cases, a very vocal participant can dominate the session, leaving quieter participants with a smaller chance to contribute. A skilled facilitator can be successful using this method; however, using variations of brainstorming can really maximize the output of the group. Here are three brainstorming variations: Round Robin A more structured method that ensures everyone has a chance to speak. Ask the participants to take a moment to think of some ideas and then go around the room and ask each person to share an idea. Allow participants to "pass" if they don’t have an idea to offer. Record and discuss the ideas. Slip Writing A simple, yet effective, method where group members write their ideas on slips of paper and pass them to the session leader. Participants can only write one idea per slip. The ideas are recorded and discussed. This technique allows quiet participants to participate equally. Hybrid Brainstorming A process that combines brainstorming and consensus-building to produce a final list. The key with this technique is quality not quantity. As ideas are presented, check with the group. If everyone feels that they can support the idea then the idea is recorded. This technique produces a final list of quality ideas where everyone has had input. The next time you are looking to generate ideas in a session consider using a variation of brainstorming. The variations create a level playing field where all participants have an equal opportunity to contribute their ideas to the session. Brainstorming is only one of over thirty presentation methods you’ll learn about in our Instructional Techniques for New Instructors workshop.

Written by: Ron Oh the good ol’ days, when we entertained ourselves with board games - Life, Monopoly, Clue, etc. I remember playing Monopoly for several hours straight on rainy or snowy days. How were these games so entertaining? Today, games are still powerful tools and are now being used to enhance learning. As a matter of fact, according to industry statistics, approximately two thirds of the US population is made up of gamers, with the average age being 30. The big difference today is that most games are played on computers, tablets, and smartphones. I would like to discuss why computer-based games are such powerful learning tools. Games provide an extremely interactive way for people to learn new skills. Can you imagine anyone playing a game that was boring and with no involvement? I guess it would not be called a game, but rather a lecture. Ouch!! When a game is well-designed, it also provides an environment that simulates the real world, thus the term "simulation." The closer a learning experience is to the real thing, the more effective it becomes. We all know the important role feedback plays in learning. Well, games provide incredible feedback, constantly telling the learner how many points they have, items or coins they have earned, how far they have travelled, or what their score is. I think you get the idea. Games are also very motivating because they provide opportunities to advance to higher levels. There exists an element of healthy competition to win, and move up to a new level. This explains why some people just can’t stop playing. Have you ever had someone in your class who was so motivated to learn that you could not get them to leave your class? Honestly? Learning should follow these same principles. So, as you can see, solid game design provides the opportunity for a learner to build new skills and enhance current ones, in a fun and interactive fashion. Isn’t it interesting how this sounds just like the goal of an Instructional Designer?

Written by: Jeff Imagine facilitating an activity that reinforces learning while energizing your participants as well as promoting engagement and social interaction. That activity likely exists in your facilitator’s toolkit in the form of a training-related game. In addition to engagement and interaction, games can be used to either present new training content or reinforce/review content that’s already been taught. Clear Learning Goal The learning goal is what you want the participants to take away from the game in terms of the skill and/or knowledge that is presented or practiced. As a facilitator, I always make an extra effort to let my participants know why they are playing the game. I typically stress this learning goal either orally, in written format, or both. Set of Rules So anarchy doesn’t occur, I recommend your game be structured with a set of rules. The rules should address issues such as how the game will be played, how the teams will be organized, the time allotment, and the scoring system. Lastly, if you address the rules, it’s up to you, as the facilitator, to follow and enforce the rules. If the rules are not followed or if they are modified mid-game, the game participants are sent mixed messages. You’ll find they might even become irritated if they are on the team that doesn’t benefit from the "bending" of the rules. Element of Competition Some might argue that an element of competition can be a bit risky in a training environment. However, if approached the right way, competition - especially in the form of a game - can actually increase the cohesiveness of the training participants. Two guidelines for addressing competition in a game include: Present the competition with a sense of fun. Set up the competition between groups rather than individuals. Obviously, there will be a winning team and losing team(s), however, if the game has achieved its learning goal, all participants will win because learning will have taken place. Definite Outcome The outcome of the game should determine the winners, losers, and the payoffs. In addition to increased knowledge or skill, the payoffs could be a relatively trivial prize; I’ve used candy, applause, and the winner’s first choice of refreshments at a scheduled break. Element of Fun Why play a game if your participants are not going to have fun in addition to learning?  Games should include an element of enjoyment that comes from participation in the activity. Not only will there be joy and laughter among the participants, but countless studies have shown that rates of retention increase when a person is having fun while learning. Hopefully I’ve inspired you to break out the Bingo cards or Jeopardy! questions in your next training session. You and your learners might be pleasantly surprised at how fun learning can be when it’s done in the form of a game. Best of luck!

Written by: Jim Training has taken its cues from education for decades. However, the focus on lecture has been evolving to more activity-based learning. The theater-style seating has given way to groups or pods of participants. Even with these positive changes, there is one practice in education that requires some careful planning to be avoided in training. The trap of teaching to the test creates great test-takers, but may not create employees who can perform their jobs as expected after training. Avoiding this trap is especially difficult when conducting regulatory or compliance training. Applying the following three techniques to your instructional design will help you write questions that prepare your employees for the work ahead while also assuring their success when they are presented with a written assessment. Keep the quantity of choices consistent Multiple choice questions are a valid test of an employee’s knowledge. When using a multiple choice question, if you use options A, B, C, and D for one question, using four options for every question will keep your results more consistent by allowing for the same percentage of accuracy on all questions. Randomize the position of the correct answer When I was in school, we used the little bubble sheets where you filled in your answer by shading the corresponding oval on the sheet with a number 2 pencil. Some instructors made patterns using the correct answer to form a design or spell words. The success of our employees, and ultimately our companies, is at stake. We don’t need clever testing games. Rather we want valid results in the classroom and on the job. To randomize the correct answers, shuffle four playing cards, and then draw one for the position of the correct answer. For example, Ace=A, 2=B, 3=C, and 4=D. Then shuffle all four again, and draw a new card for the next question. If you’d rather use dice, Pathfinder (the newer version of Dungeons & Dragons) has a triangular 4-sided die that could be used instead. Create relevant wrong answers So often, when writing a test question, coming up with incorrect answers (called "Distracters") is a tough task. To simplify this obstacle, consult your subject-matter experts (SMEs) during the instructional design process to find out where employees typically make a misstep in a procedure. Then formulate your question as follows: "After completing step 1," (using the actual step of course) "which step must be completed next?" Then list the correct answer among three other incorrect answers that are realistic. Use actual mistakes employees have made based on the information you gather from your SMEs. There is a bonus to using this approach. Your question actually becomes an application question rather than a fact-based knowledge question. This subtle difference will help your employees process what they are learning by thinking about what they will do rather than what they will know. Using these techniques will create valid tests while preparing your employees for the work ahead. When training, our goal is improved employee performance. The results of these valid non-performance tests (written assessments) can help create success on the job.

Written by: Paul Table changes—it’s a trainer thing, right? You’ve likely experienced them frequently in workshops you’ve instructed or attended. Table changes are an important instructional technique to have in your toolbox. Let’s take a look at the fundamentals of table changes: Why table changes are important. There are many benefits for the learners when a table change occurs. It is an opportunity to work with, and get to know, the other people in the room. This networking opportunity can provide a wealth of information and opportunities for the learners. Using a good icebreaker after the table change provides an opportunity to get up and move at what may be a "low" or passive time of the day and can introduce a fun element in what may be a long training session. From the instructor standpoint, a table change can be a very valuable instructional technique. Mixing or reshuffling the group sometimes helps with group dynamics. Often, when learners come into the room they sit and chat with their friends and co-workers just like they do at work. Not only will a table change give people an opportunity to meet new people, it also gives the facilitator a chance to better manage the group. When to do a table change. In multiple-day training, the middle of day one is an optimum time for the first table change as learners haven’t gotten so comfortable with their groups that they’ll give a lot of resistance. Also, if you have identified a challenge in the classroom like a dominator or someone who doesn’t mesh with their table partners, this is a good time for a table change. Of course, don’t announce it as a way of fixing a problem! How to do a table change. There are many techniques to facilitate a table change. "Who has the earliest birthday in the year at your table? OK, you stay, the others move." "Count off, from one to five. OK, here is our number one table (and so forth)." Both of these techniques can be done on the fly. Naturally, you can pre-plan table changes to get the result you want. Break up the co-workers, separate the non-cohesive team members, isolate the dominator, etc. Colored dots on each tent card, different sports stickers, or a little colored slash on each tent card can be the basis for a table change. If you sense reluctance from the group to do a table change, have a benefit statement available. An example might be, "I know you’ve wanted to meet and work with some of the other people in the room, so here’s a chance to do that." What’s the bottom line? A table change is a powerful instructional technique or tool in the facilitator’s toolbox that can benefit both the trainer and the participants.