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.

Written by: Alan Some learners like to show up early for training. I’ve had people walk in the room 30 minutes before the course starts. In the time between the first arrival and the start of the course you have a chance to set the tone. If you haven’t prepared for it, this time can end up with "dead air," that dreaded silence that can make people uncomfortable. That’s not how you want your learners to feel before the training has started. Besides the weather and what’s in the news, here are a few ways to keep the conversation going and improve the climate for your training. Common Ground Nothing puts people more at ease than being among compatriots. Consider any hobbies, work duties, or other personal details you have in common. Ask how that’s going. Ask about any new developments in that area of their life. Even better, ask for their opinion on a facet of the area you have in common. Their Interests If you don’t have any common interests, then just ask about theirs. This works when you don’t know the person, or you have nothing in common. Some popular areas to cover are: movies, food, outdoor activities, hobbies, clothes/fashion, travel, family, or friends. Their Work Most people spend half their waking hours at work on weekdays. That makes fertile conversation ground. Ask about new developments in their field. Inquire about things going well. See what challenges they face. Find out what they like most (or least) about their job. The Current Course To really up your game, make a transition from the previous topic (their work) to this one. You can ask what they’ve heard about the course. Find out if they have any questions about the content or the logistics. See which parts of their job they feel the training should cover. Maybe even build up anticipation about the most relevant or enjoyable parts of the course. You may have prepared for your course delivery very well. But if you didn’t prepare for the few minutes of social interaction beforehand, your learners may not feel the same way. Strive to make your participants comfortable before the course starts. It will stack the odds in favor of them feeling good throughout your training.

Written by: Steve In today’s learning climate, instructors are under pressure to deliver critical, need-to-know content in an interesting way and in a short period of time. We sometimes get so focused on this that we overlook the need to show learners we are also interested in them as individuals and not just delivering content and getting through the material. Here are seven ways to show learners you care about them: Address learners by name. Make an attempt to learn all learners’ names and speak to each one at least once every day of the course. Give as much individual attention as possible. Some learners come to class wanting individual attention from the instructor. It is important that instructors are open to this and be available for individual time before and after class. Socialize with learners during coffee, lunch, breaks, and before starting in the morning. This helps instructors connect with individual learners. Be open in discussing your interests about subjects outside of the course content. Instructors often find that they may share interests similar to the learners. Relate personal experience with the subject matter. Using personal examples and stories while presenting content can add a human touch that helps to connect with the learners. Visit small groups while they are working. Be friendly and available without being disruptive. Stay connected with learners even when they are busy working. Show a sense of humor and willingness to have fun (without going too far). Using these seven tips will show learners that, in addition to being a skilled instructor, you are a genuine person with a sincere interest in their learning and in them as individuals.

Written by: Melissa Honesty is the only policy when responding to questions in an instructional setting. However, blatantly admitting, "I don’t know," in response to a direct question from a learner can be disastrous. The solution is to be honest and maintain credibility at the same time. No one can know the answer to every question. It is how the situation is handled that separates the great trainers from the amateurs. Take a look at the following four strategies and keep them in your back pocket to help you field even the toughest questions with confidence. The question is about information within the scope of the course but you don’t know the answer - Take a deep breath, repeat the question, then toss it back to your audience, "Does anyone here have any experience with that?" When you allow the audience to help you, they’ll "save" you without ever realizing it. In fact, the audience will revere you because adults love to be involved and share their knowledge. After you have fielded all of the contributions, be sure to summarize and add your own ideas if any have been sparked by the interaction. Summarizing at the end helps you to maintain control and authority. Always repeat questions before answering for the same reasons. The question is too narrow or too general to answer - Reserve the right, as the expert, to open a question up or close it down by asking a question in response. Once upon a time I was a trainer for a beauty company. One day a woman asked me a very specific question, "What does that ingredient do?" I had no idea, but I didn’t confess that I didn’t know. Instead, I asked her a question, "What is your skin care goal for that ingredient?" She elaborated for me and explained what she wanted to accomplish. I knew a way to help her and it didn’t involve explaining that ingredient. She was happy. I was honest, credible, helpful, and very happy! The question has no exact information available - Simply inform your learners that facts are not known, and then offer what you do know to demonstrate some credibility. Say, "I’m writing this question down and I’ll research it at the break and get back to you." Refrain from droning on and on about your parallel knowledge. The question might make for a good group discussion. Brevity is the key to this technique. The question is unrelated to the course content - You can avoid these types of questions by setting ground rules for questions at the beginning of the course. Whenever you train, you’re the leader. You are accountable for everything, so lead. My experience is that if you set rules and follow them, the audience respects you. If you make rules up as you go along, you lose credibility. The number of rules you set will vary depending on the topic. When I teach a workshop, during the initial housekeeping introduction, I’ll say, "I welcome general questions at any time about anything on the agenda. If you have a specific question outside of the agenda, please post it on the Parking Lot or see me at a break for a private consultation. Because we have limited time together, I reserve the right to postpone taking questions and comments. This is not personal. It is to make certain we cover every agenda topic." You can’t know the answer to every question. It’s how you handle yourself that counts. If dealing with questions is something you’d like to know more about, attend our Instructional Techniques for New Instructors workshop, or consult our self-study resource, The New Trainer’s Survival Kit. So, speaking of questions…what do you think about these four techniques?

Written by: Melissa The Balancing Act airing on Lifetime Television® is America’s premier morning show that brings today’s busy on-the-go modern woman positive solutions and cutting-edge ideas to help balance and enrich their everyday lives. Recently, I was privileged to represent Langevin on an episode of the show. During the ensuing interview by host Olga Villaverde, she asked two right-to-the-heart questions: how did I get my start in the training industry, and what did I enjoy most about my current role as a course leader with Langevin? Those of you who have attended any of my workshops know my journey into the world of corporate training began about twenty years ago, when I was hired as a corporate trainer for a beauty company based in Los Angeles. I loved teaching people. Whether it was showing a young lady how to apply her makeup, or teaching a beauty advisor how to close a skincare sale, I truly enjoyed the process. There’s something uniquely satisfying about seeing the light bulb go on for a learner. It makes me feel that I have passed something tangible, something lasting to another individual. That feeling of accomplishment is what continues to drive me. So there I was, roughly three years into my cosmetic training job, and still loving it, when the mailman delivered my first Langevin course catalog. Like most corporate training professionals, I had never been formally trained to work with adults in an instructional setting, so I immediately (and eagerly!) requested to attend my first "train-the-trainer" workshop. My company granted me the time (and tuition) and off I went. Who knew there was so much to learn? So many tips, tricks, and tools—all meant to make my job easier, and to bolster the learning experience for the attendee! I left that workshop with a to-do list a mile long and couldn’t wait to get back to work to start implementing some of my new-found knowledge. This enlightenment only whetted my appetite, and soon I attended a second Langevin workshop. It was at the second course that I knew I had to work for Langevin. That I could do this full-time—bring clarity to training methodology and provide skills and knowledge for any trainer to succeed in their career—seemed like someone had devised the perfect job for my passion, my talent, and my desire to help others succeed. And so my tenure with Langevin began. Now it’s been fifteen years, and I still love what I do! My Husband says I love an audience, and maybe that’s part of what drew me to this career as well. Recently I’ve heard several motivational speakers talk about "following your passion" and "following your dream." I would amend that to: "find something you enjoy and are good at and become excellent at it." If you have a smattering of teaching talent, a desire to pass on knowledge and to see the "ah-ha" moments light up a room like fireflies on a summer lawn, AND want to be excellent at it, then I encourage you to take your first (or third or sixth!) course with Langevin. Be part of the conversation on Twitter! Share your love of training! #LangevinOnTheBalancingAct

Written by: Jeff Judging from several economic indicators, it seems as if the most recent global economic downtown is thankfully behind us. Many economies worldwide have recovered and job growth appears to be on the rise. With a stable recovery in the job market, it’s very likely that companies across the United States and Canada will be hiring new employees, including those in the training department. If you happen to work for a growing and expanding training department, this could be a perfect opportunity to mentor one of your newly hired colleagues. According to a recent article found on www.careerstonegroup.com, workplace mentoring can lead to dramatic improvements in efficiency, productivity, and the passing of institutional knowledge from one generation to the next. Over the years, I’ve had some great mentors. Some of my mentors were actual managers and supervisors, while others were colleagues with whom I’ve worked. I’ll share a few ways in which workplace mentoring might prove to be beneficial. Create a Positive Onboarding Experience Most of us can probably remember the first day at a new job. That day always reminded me of the first day of school. I always felt an emotional mix of excitement and apprehension. While I was always excited about the possibility of new opportunities, I also had some uneasy, yet legitimate questions swirling through my mind. Will they like me? Who will I sit next to? Is the corporate culture much different from my last job? I was always nervously curious about those and many other things. To lessen new hire nervousness and anxiety, many human resources professionals recommend pairing new employees with a peer mentor. A peer mentor may help acclimate the employee to the culture and environment of his/her new workplace. I had the privilege of being partnered with an experienced instructional designer named Kate on my first day of employment at an Atlanta healthcare company. Grey-haired, wise, and somewhat older than me, I began to refer to my new mentor as "Mama Kate." For the first few months on my new job, Kate showed me the ropes as it related to everything from workplace procedures to navigating the social landscape of my new department. Establishing that bond helped me become more productive and assisted me in embracing the company culture. Both Kate and I have since left the healthcare company for other employment opportunities, but we periodically communicate through email and telephone. Transfer of Real World Knowledge and Skill Workplace mentoring provides a wonderful opportunity to transfer and distribute real-world knowledge and skill and can be an effective addition to formal training. My partnering with "Mama Kate" provided me, a new employee, with direct access to a subject-matter expert. A day never went by when she didn’t share valuable tips and best practices with me. I specifically remember her showing me several shortcuts to maneuvering our department’s learning management system. Those helpful shortcuts were never addressed in my new hire orientation session. Not only does workplace mentoring provide an opportunity to share real world knowledge and skill, but the mentor can also answer any questions and provide oral feedback in real time. This information sharing may very well shorten the new hire’s learning curve and quickly enhance workplace productivity. Promote Employee Engagement Employee engagement is the emotional connection that an employee has to his/her organization and its goals. Employees who are truly engaged don’t just work for a paycheck; they genuinely care about their work and their company. Workplace mentoring is a good way for every employee to identify themselves as a crucial part of the organization. I once read a story that took place at a major US financial services firm where workplace mentoring resulted in a unique group of engaged employees. At this particular organization, a group of senior-level executives were partnered with newly hired, entry-level college graduates to offer wisdom, advice, and internal industry knowledge. However, somewhere within that partnership, something unexpected happened. The executives (mostly age 50+) were reluctant to embrace the use of social media as a business tool so a "reverse mentoring" process occurred when the new hires (mostly in their 20’s) were able to tutor their mentors on the workings of Facebook, LinkedIn, Twitter, and other social media outlets. Results from the survey completed by both the executives and the new hires found each person considered themselves fully engaged within the organization. Both parties felt empowered to assist each other in their own unique way, and they all identified themselves as a critical part of the organization’s overall success. As you might conclude by that last example, workplace mentoring can result in lasting benefits for the mentees, the mentors, and the organization. So if your department happens to hire a new instructional designer or facilitator, why not introduce yourself and commit to becoming their Mr. Miyagi (Karate Kid) or Yoda (Star Wars)? Both of you might just be glad you did! What are some of your most successful examples of workplace mentoring?

Written by: Lynne Everyone’s always trying to sell us something! You can’t escape it. You wake up in the morning to your clock radio (if you still use one) and there is a commercial for something. You pick up a cup of coffee on your way to work and there is an ad on the coffee cup. You go to a ball game and there are ads all over the scoreboard. You go online and your homepage has ads all over it. You use your smartphone and ads pop up! I could go on and on. Well, guess what? We trainers can advertise too! We do amazing things for our companies, and our employees, but sometimes we forget to tell everyone about it. When employees take our courses, they leave with new knowledge and skill they did not have before. When you know more, you can do more. If you do more, you may receive a promotion, raise, bonus, and even become happier. You even make yourself more marketable for other companies that may want to hire you in the future. With all the benefits of training, we should not be keeping what we do a secret! So, how can we market our training programs? We are not likely to put an ad on a company coffee mug but that doesn’t mean it can’t be done. In our workshop, Marketing Your Training Internally, we show you how to market your programs in more detail. Here are three suggestions: Create advertisements for your training courses and display them all over your company. Don’t forget to include your LMS and/or your intranet site. Build solid working relationships with all of your "customers." Make sure you include executives, managers, and employees. Let them know what you can do for them, and find out what they can do for you. Implement specific marketing plans for your courses. Include the features and benefits of your courses, how you will promote your training, and how you will measure the success of your marketing campaign. So there you have it. Three ways to let everyone know how fabulous you are and what fabulous things you can do for them! I’m curious, how do you market your training?

"Expect the unexpected." Have you ever heard this expression? Or how about Murphy’s Law, "whatever can go wrong, will go wrong?" A good trainer should heed these expressions as they apply to us all the time when we deliver training. There are many things that can throw us off our game. For example, a participant can say or do something unexpected, our projector bulb can blow out, a video may not play properly, or unexpected events can happen near or outside of our training room. What should we do? How can we remain composed and stay focused when these things occur? In this blog I will give you some tips to help you stay calm when unexpected things happen so you can keep training effectively. Here are five tips/guidelines to follow: Practice, practice, practice. I know you’ve heard this one before but the more you practice your craft, the less likely you are to be affected by little disturbances. Know your content inside and out. Again, the more confident you are in knowing your course content, the less rattled you will get if a participant says or does something unexpected. Always have a backup plan. Before you teach a course, imagine all the possible things that can go wrong and plan for them. You can have hard copies of slides in case the bulb blows out, or, if some activities do not run as planned, you can switch gears on the fly and do something else. Never let them see you sweat. If you make a mistake when you teach, do not draw attention to it or yourself. Do not apologize for your mistake. Just keep on teaching as if nothing happened. Do not take yourself too seriously. You are human and so are your learners. Mistakes happen. Try not to let the small things knock you off your game. Stay positive and remember that training and learning should be fun. Your learners are pulling for you and they are not out to harm you. Relax and enjoy your job! If you follow these guidelines and make them standard operating procedure, nothing will rattle you when you work. Your learners will be impressed and you can end each class with a big smile on your face!

Written by: Alan "Agenda" is a Latin word meaning "things to be done." Every training session should include one. It is an invaluable tool that can help start, manage, and end a course. Here are six ways to get the most out of your training agendas: Show an overview We’re very contextual when we’re learning something new. We like to see the big picture before getting into the details. As you start the course, the agenda can show your learners just how much you plan to cover in that session, and how it’s organized. Segment a long course On courses that last multiple sessions, the content can be harder to remember. People often confuse things that were learned over many days. Keeping the agendas for each session visible helps learners recall and relate prior content for maximum retention. Transition between lessons When you’re ready to wrap up a lesson and move on to the next one, the agenda makes a perfect transitioning tool. Refer to it and point out what was just covered. Check if any questions remain, and then introduce your new lesson. Reposition content People’s work is often interrelated. Very few job tasks stand entirely alone. During training, this can muddy up the waters. If the course starts getting off track as a result, return to the agenda to refocus everyone. Use it to remind people which part of the job to focus upon. Defer questions Every trainer has received a question that should be put off until a more relevant part of the course. Deferring these questions can make learners feel dismissed at times. If you go to the agenda and point out the part of the course where the question is most relevant, you assure your learners that you aren’t just avoiding their question. Summarize the course All trainers want their learners to feel good at the end of a course. We want them to feel like they’ve accomplished something worthwhile. Showing the agenda(s) can provide that sense of progress. It can also be part of the summary, involving an activity where learners recall key points from each agenda item. Whether you deliver training in a classroom or over the web, an agenda is a powerful tool that can make your job much easier. Use it to keep things organized, timely, and structured. With these benefits, you’ll have more mind space to focus on your learners, rather than the logistics of your course.

Written by: The Langevin Team Let’s face it, not everyone is a good listener. We can use this awareness to find creative and effective ways to be a better listener, especially when facilitating in the classroom or consulting with clients. Here are four instructional techniques that will help you improve your listening skills: Have a series of prepared, open-ended questions printed in large font for easy readability, related to the course content for group discussion. As the instructor you do not participate in the discussion unless something requires major correction or guidance. Engage in an exploratory conversation during which you listen to a question or comment and probe for further detail by asking the participant to be as specific as possible. Asking the learner to provide a specific scenario helps us focus on the dialogue. Truly listen to the question being asked and don’t immediately think you "know exactly" what they are talking about. Think of questions you can ask that will help you discover what information the learner is looking for. Anchor yourself to something specific, like a barstool. When you are sitting on the barstool you turn the "Speaking Power" over to the class allowing you to be receptive and a better listener. When you wish to be more in control of the conversation, stand up and move away from the barstool. The group will soon learn this pattern and will speak more when you sit, and listen more when you stand. What instructional techniques do you use to be a better listener? Please share with us on our blog. We look forward to hearing from you!

Written by: Lynne I once attended a live owl show at a ski lodge up in the White Mountains of New Hampshire. The session was 75 minutes and the presenters had the audience in the palm of their hands. I enjoyed the session thoroughly as I was given the chance to observe six different varieties of owls. I even enjoyed the presentation leading up to the display of the owls themselves. I appreciated the introductory slide show because the two presenters used very effective techniques to engage the group and keep their interest the entire time. Normally, I find presentations boring, especially when the presenter has poor delivery skills and just drones on and on, spending too much time on one slide. This duo of presenters (a husband and wife team) got only kudos from me. They used a variety of effective techniques taught in our Instructional Techniques for New Instructors, Advanced Instructional Techniques, and Polish Your Presentation Skills workshops. Here are five examples of these instructional techniques in action: To open the session, one presenter asked a thought provoking question to engage the group right away. They gave us an overview of what to expect in the session and let us know when they were going to open up the floor to questions from the audience. One presenter advanced the slides while the other spoke very briefly on each one. They never spent more than two to three minutes on each slide to keep the energy They used humor very effectively throughout the entire lecture to keep us all engaged and smiling. They kept the information sharing and slideshow short and devoted most of the session to what people wanted to see: the owls! These presenters demonstrated many key techniques trainers use every day. They used an engaging benefits statement at the beginning, they provided an overview of the session, they kept the presentation short and interesting, they used humor effectively, and they worked well together as a team! So the next time you are asked to make a presentation remember these transferable instructional techniques!

Written by: Marsha It’s 3:00 pm on a Friday and the training manager calls you to his/her office with the news…we need you to teach this new course on Monday. What? Well, the good news is you have the weekend to prepare but the bad news is you have the weekend to prepare! Can you relate? Talk about NOT being set up for success. Unfortunately, this is a reality in many corporations and certainly not ideal. I can remember a similar experience when I started out as a trainer. About 20 years ago, I delivered a course about the internet, with little prep time, and keep in mind, I’m as non-techy as they come. Needless to say, the class was a failure. I couldn’t answer questions and the participants were frustrated. Even after all this time, it still stings when I think about it. Now, for the good news. At Langevin, we recommend a thorough and comprehensive preparation plan for new instructors. Not only will it set them up for success, it will also reflect well on your training department. Here are our top ten tips: Assign a coach to oversee the instructor’s preparation. Determine what subject-matter preparation the instructor will require (e.g. reading procedure manuals or hands-on equipment training). Explain the details of the new course the instructor will deliver. Schedule an opportunity for the instructor to attend and observe the workshop being taught by another instructor. Schedule the instructor to observe a video recording of the course and write a personal lesson plan. Ask the instructor to prepare a list of any questions he/she may have about facilitating the course. Assign background reading to help the instructor understand and consolidate the course content. Schedule the instructor to conduct a dry run with the coach. Ask the instructor to revise the personal lesson plan based on suggestions given by the coach. Ask the coach to assess the instructor’s readiness to teach the new course. As for timing, we recommend one week of preparation time per day of training. Meaning, a three-day class would require three weeks of prep time. Can you imagine? No more weekends to learn a course on your own. I’m pleased to share that Langevin also practices what they preach. I remember like it was yesterday, even though it was over 15 years ago. When I was first hired, I was assigned a coach. Then, I observed a live workshop. Next, I watched VHS tapes of the workshop (yes, we had VHS tapes back then!) while following a lesson plan and adding my own notes. My coach worked with me, asking questions and hearing my transitions from page to page. I even had a "boot camp" with two other new trainers, where we each took a turn facilitating parts of the course. The VP and our manager asked us challenging questions to confirm we could deliver the goods. Talk about setting us up for success! So, training managers, how do you prep your instructors? If you’re interested in learning more about this and how to manage your department, then come to our Successful Training Manager workshop. You’ll lead your team to their highest potential and help your organization meet its goals!

Written by: Alan There are many reasons to conduct on-the-job training: a very small number of people need training, the work cannot be simulated effectively, or the skills don’t lend themselves to other forms of instruction. Sadly, a lot of on-the-job training is ineffective. It’s often called "sit with Nellie." An employee spends time with one of the top performers, with no plan or goal laid out. Somehow that person is expected to learn the skills in question through something akin to osmosis. Here are four instructional design tips that will produce better outcomes for on-the-job training. Produce a List of Job Skills to Teach A program may focus on specific parts of a job, or the entirety of the job. In either case, produce a list of the job tasks that will be taught. This provides many benefits. It gives direction to the trainer and the learner, focuses the efforts on skills rather than knowledge, helps track learning progress, and allows the trainer to note areas of strength and where more improvement is needed. Suggest Presentation Methods Many experts resort to explanation as their preferred means of presenting a process. This is known in training as the lecture method. The benefit of on-the-job training is that you can rely more often on demonstration as a presentation method. There are other techniques available as well. You can use discussion when the learner has some experience in the skill area. Reading is popular, especially when job documentation exists. As the instructional designer, you should provide suggestions on how to present each of the skill areas in your teachable skills list. This improves the odds the right methods will be used to cover each skill. Suggest Practice Activities Training should always include a practice component, where the learner actually develops the skills desired. On-the-job training is no exception. For each skill in your list, suggest ways the learner can practice. As the instructional designer you should include directions the trainer can provide to the learner to set both up for success. Outline items such as materials needed, information required, time available, and the means for determining success in the exercise. Provide Coaching Guidelines Good job skills do not mean good teaching skills. The person running on-the-job training will need both. Help the trainer facilitate learning by providing some coaching tips. Include items on how to ask questions, answer questions, give clear directions, monitor exercises, manage time, and give feedback. You can incorporate these tips directly into the document you’ve used to cover the previous items. On-the-job training is a powerful tool when used correctly. The trick is to make sure it isn’t just "sit with Nellie." Use the instructional design tips above to provide structure, guidance, and focus so both the trainer and the learner is successful. Happy (on-the-job) training!

Written by: Steve Don’t get me wrong, I like "new school." I enjoy technology in training: iPads in the classroom, mobile learning, virtual classroom, social media and the like. The impact of technology in training over the past few years has been dramatic! It is becoming a popular practice that when new training is required, organizations first think of e-learning as the default solution. I understand the appeal of all the benefits of e-learning, but let’s not forget what got us this far. New school is great, but let’s keep old school! Here are three reasons to keep "old school" techniques: Not all training belongs online. Many types of content are effectively presented and practiced online. Conceptual content, for example, can be delivered via an online lecture and then applied through an interactive and robust case study, followed by meaningful feedback. Teaching about software online, using creative demonstrations and interactive simulations, also works very well. However, when it comes to interpersonal skills training, the limitations of e-learning can be exposed. I’m not saying it can’t be done, but I still believe critical people skills are best practiced in a face-to-face environment. Keep doing what you are good at. If your traditional instructor-led training (ILT) is successful, meaning it produces on-the-job results and is financially viable, think long and hard about converting it to e-learning. A comfortable, safe classroom with a talented instructor, relevant content, and lots of hands-on practice, is hard to beat. Resist the temptation to sacrifice quality and results just to say you have courses online (unless you are mandated to do so). Use technology for the right reasons. ILT will continue to be an integral part of performance-based blended learning solutions for years to come. I have no problem continuing to embrace technology and leveraging it in training, however decisions around the use of technology in training should be made for the right reasons and not just because we can. We can do our banking online and yet we still have bank branches. We have internet TV but we still have cable. We have cell phones but we still have land lines. We have web-based tutorials, self-directed e-learning, and virtual classrooms but there is still an important role for traditional instructor-led training. New school is great but let’s keep old school.

Written by: Melissa If you’ve ever attended Langevin’s Instructional Design for New Designers workshop, you know that early on in the design cycle we cover project planning. At this stage in the process, we’re looking to identify potential design constraints and determine the timing parameters for our proposed design project. In an ideal world, instructional designers would be free to design a course however we see fit—free of any limitations that might impact the course design or delivery. But how often does that happen? In reality, most designers are faced with at least some constraints, things like: design and instructional time, budget, location and number of learners, and availability of subject-matter experts. As our newest virtual classroom workshop, Instructional Design for the Virtual Trainer, just launched, I thought it timely to share some of the design constraints we face when taking on a VC (virtual classroom) design project. Some design constraints are applicable to any type of training, while others are unique to the virtual classroom. There are nine critical design constraints for virtual classroom training. They’re critical because any one of them can have a significant impact on the decisions you make as a VC course designer. In this blog, we’ll look at five of the nine constraints. That’s right, if you want to know all nine, you’ll have to join us for the workshop! So, let’s have a look at some VC design constraints and the impact they have on your course design. What tools/features are available in your VC Platform? The answer to this question will have an impact on what methods you choose to present content and how your learners will practice/apply content (e.g. the more tools available to you, the more options you have to create interactive training that allows your learners to apply the content in a variety of ways.) Breakout rooms are the perfect example of a feature that allows for small group interaction. Does your VC platform play well with others? Certain systems or applications may not be compatible with your VC platform, limiting the ability to teach participants how to use the systems and/or applications (and have your learners practice using them). Also, certain file types may not upload to the virtual classroom, or may not display as intended. For instance, at Langevin, we use Adobe Connect as our VC platform. At the current time, Microsoft Word files aren’t supported by Connect, so we have to convert them to PDF’s. Will you have a Producer or Co-Facilitator available? Whether or not you have help in the VC will have an impact on what methods you choose to present content and have your learners practice it, since more complex methods (e.g. breakout rooms) may be challenging to set up and execute with only one facilitator. At Langevin, we’re fortunate enough to have management buy-in and support for a producer to help teach our virtual courses. What is the suggested/mandated virtual session length? Time-related constraints are likely to be the most common constraints you’ll face as a VC instructional designer, and impact the presentation and application methods you choose. You’ll need to carefully select methods that allow you to cover the content required given the amount of time you have to work with. You may also need to assign intersession work, and pre/post-course assignments. What is the suggested/mandated class size (number of learners)? Just as smaller class sizes are preferred for traditional, classroom-based training, the same is true for virtual classroom training. A smaller class size will allow for increased interaction, engagement, and practice opportunities. Whereas a larger class size will limit interaction, engagement, and practice activities, increasing the risk of having learners tune out from the training. At Langevin, we cap our VC class size at twelve. As you can see from the implications associated with each of the above design constraints, they can significantly impact the design of your virtual training course. Make sure you take the time to investigate (i.e. ask questions) before you start designing the course—you’ll be glad you did! Better yet, attend our Instructional Design for the Virtual Trainer workshop and we’ll guide you through the VC design process, step by step. Hope to see you there soon! For more information on virtual classroom training, check out these blogs!