I worked for a small, non-profit association in the 80s as a trainer. I also served on its board and have written an annual article for the association’s magazine ever since. This year, I was shocked and surprised when the association decided to give me a lifetime achievement award. It was a real honor, but now I was faced with making a presentation—not delivering training—when accepting the award. I was expected to just speak before a group of people. As a trainer, I was used to putting the spotlight on the participants in a classroom. Whatever was I to do in this environment? Fortunately, I facilitate a workshop for Langevin that helped—Professional Presentation Skills. In that workshop, we practice a five-step process to do a formal presentation. I thought I could use the process for my acceptance speech—and I did. Here’s how it worked: Plan. The plan involves identifying the general requirements for the presentation (i.e. who, what, why, etc.), the detailed requirements, and the purpose of the presentation. In this case it was easy; I was receiving an award in a hotel banquet room at a board meeting in San Diego. The purpose was simply to say, "Thank you," and acknowledge the people who enabled me to be a candidate for the award. Write. This includes writing an opening, body, and closing for the presentation. But not in that order. It really helped to write the body of the presentation first. That way I could "tell them what I was going to tell them" after I had figured out what I was going to tell them. Part of that opening included a strategy for capturing the audience’s attention. As the award presentation was a week before the Academy Awards and the venue was Southern California, I started off by saying "I want to thank the Academy…" and then I corrected myself. Accompanied by a slight gag, that very little bit of humor engaged the group. Prepare. The preparation included both logistics and rehearsals. Most of the logistics were taken care of by the association’s staff and the hotel, but I still checked out the room the day before the presentation and early on the evening of the award. The rehearsals I did on my own and with a stop watch. I wanted to make sure that I could complete the presentation in less than 15 minutes. Delivery. This phase included a possible question and answer session and preparation for challenging situations. I doubted there would be a formal question and answer session, but I knew this was a pretty outgoing group of people with whom I would be working. So I showed up a day early, renewed acquaintances, bounced my plan off a really cool guy who had been around forever, verified facts, and established new relationships. When I presented, I was not trying something brand new and untested with room full of strangers. I also was happy to find out that food would be served before the presentation and that there would be an open bar. This gave me comfort that the group wouldn’t be too restless when I began the presentation and, as the bar remained open, not overly anxious for the presentation to end. Evaluate. How could the presentation have been better? I got feedback from a few experienced presenters when the dust settled. To do this, I stayed through a portion of the next day.  I also reviewed my notes to see if the presentation had been delivered the way I intended it to be and noted where it had not gone exactly according to plan. While the award ceremony contained some real surprises and didn’t go off exactly as I had planned, the major points were covered, the crowd was entertained, and the presentation was well received. To paraphrase SCUBA divers, I planned the dive and dived the plan. The five-step method for delivering the presentation got me through the evening and kept the audience engaged. What are your tips for pulling off a successful presentation? Paul

On the second day of recipes, my trainer sent to me, apple crisp in seven steps, and the secret to potato latkes!   Ingredients 2 1/2 lbs of apples (About 6-7 large Golden Delicious or Macintosh apples) 1/4 cup water 1/2 cup white granulated sugar 1/2 cup brown sugar (packed) 1/4 stick of butter (cut into pieces) 1/2 tsp nutmeg 1/2 tsp cinnamon 3/4 cup all purpose flour Directions Preheat oven to 350 degrees. Core, cut and peel apples into 1 inch slices and place in 2 quart glass round baking dish. Pour water over apples into dish. Place cut up pieces of butter randomly over the apples in the dish. In a separate bowl mix the dry ingredients together: sugars, flour, nutmeg and cinnamon. Sprinkle all of the dry ingredients mixture over the apples in the baking dish. Bake apples for 30 minutes covered and then 30 more minutes uncovered. Serve plain or with vanilla ice cream on top! Lynne   [Image via Keltic Lodge] Did you miss a recipe? First Day of Recipes: Potato Latkes

On the third day of recipes, my trainer sent to me, chili cooked in one big pot, apple crisp in seven steps, and the secret to potato latkes! Ingredients 2 16-ounce cans of red kidney beans, drained 2 14.5 ounce cans of tomatoes 2 pounds coarsely ground chuck, browned and drained 1 medium onion, coarsely chopped 1 green pepper, coarsely chopped 2 cloves garlic, crushed 2 to 3 tablespoons of chili powder 1 teaspoon pepper 1 teaspoon cumin 2 Jalapeño peppers, chopped (optional) Directions Simmer all ingredients in crock pot on low for 10 to 12 hours. Paul [image via What's Cooking America] Did you miss a recipe? First day of recipes: Potato Latkes Second day of recipes: Apple Crisp

On the fourth day of recipes, my trainer sent to me, a salad dressed with Balsamic, chili cooked in one big pot, apple crisp in seven steps, and the secret to potato latkes! Ingredients For the Salad 1 package of mixed salad greens (preferable a mesclun or spring mix) ¼ - ½ cup toasted and chopped pecans ¼ -½ cup dried cranberries For the Vinaigrette 1/8 c Balsamic Vinegar 1/8 c white wine vinegar 1 garlic clove, crushed and finely minced ¼ - ½ cup olive oil (can be extra virgin or lite) Pinch of salt, pepper and sugar Directions Salad Clean the salad greens and put in salad bowl. Add the pecans and cranberries. Toss greens with your favorite store-bought balsamic dressing just to coat or use the following: Vinaigrette Dressing Combine the vinegars and garlic. Drizzle and whisk in the olive oil - how much you use will depend on your personal preference. Add minimal pinch of salt, pepper and sugar. Taste and adjust seasoning as needed. Ron [Image via Main Kitchen Daily] Did you miss a recipe? First day of recipes: Potato Latkes Second day of recipes: Apple Crisp Third day of recipes: Chili

Everyone knows that solid presentation skills are critical for a successful presentation, but who knew that a font could make or break your presentation? Well, it can. Until recently, your biggest decision may have been whether to go with serif or sans serif font. Serif fonts are the ones with little tails attached to each letter that help your eyes move from one character to the next. Newspapers and magazines use these fonts as they are easier to read. Sans serif fonts don’t have the tails and look more like stick letters. Although the debate continues, most would agree that sans serif is best for PowerPoint presentations. But have you ever thought about how others perceive your font choice and the effect it can have on them? Here are some amazing stories about the impact of a font. I’m sure you’re all familiar with the famous IKEA catalogue. (By the way, love their merchandise but sometimes I find that it’s impossible to put together!) Anyway, it advertises that it’s the world’s most printed book. A couple of years ago, they decided to change their font from Futura to Verdana. Now, keep in mind, they had been using Futura for 50 years. They made the change to reach more people and needed a font that worked in both digital and print media. Well, the backlash was severe. Ikea fans were outraged and the internet exploded with negative comments. One person posted, "It’s a sad day." Some even started a petition urging IKEA to get rid of Verdana. Others tweeted posts such as, "Words can’t describe my disgust." In another article, scientists announced the discovery of a new particle, the long-sought Higgs Boson. Stephen Hawking called the discovery worthy of a Nobel Prize. Now, what I haven’t mentioned is they wrote the presentation using the Comic Sans font. Again, online, everyone focused on the font and not the discovery. This is just one of the many comments: "They used Comic Sans on the Higgs Boson PowerPoint presentation…there is no hope for mankind." In her book, "Slide:ology," Nancy Duarte dissects the "personality" of a font. Get ready for this one; according to Nancy, Arial (my preference, by the way) equates to being stable and a conformist. Never really saw myself this way. Century Gothic reflects happy and elegant. Times New Roman is professional and traditional and Courier is plain and nerdy. Is anyone still using Courier? I had no idea that people put so much importance on font selection! Is this news to you? What’s your font of choice and do you agree that it matters? Marsha

On the fifth day of recipes, my trainer sent to me, a pan of glazed pecaaaans! A salad dressed with Balsamic, chili cooked in one big pot, apple crisp in seven steps, and the secret to potato latkes! Albany, Georgia is known as "The Pecan Capital of the World."  I lived in Georgia for 20 years.  Pecans are plentiful and I always had them around the house during the holidays.  This recipe is great to use with pecans or feel free to substitute other nuts such as almonds, cashews, or a mixture.  Enjoy! Ingredients 2 Cups Pecan Halves 2 Tablespoons of Unsalted Butter ¼ Cup Light Brown Sugar 1 Tablespoon Corn Syrup 1 teaspoon real vanilla or vanilla flavoring ½ Teaspoon Cinnamon Sprinkle of nutmeg (fresh if possible) Pinch of Salt Directions Toast pecans to bring out the fullest flavor of the nut by tossing them in a large, dry pan over a low flame for 3-5 minutes until the nuts smell very aromatic.  (Be very careful not to burn the nuts, as they’ll taste bitter.) Remove nuts from pan and set aside. In the same pan, melt butter. Add brown sugar, corn syrup, vanilla, and spices to melted butter. Mix ingredients well and cook until bubbly.  Add pecans to syrup mixture and toss well to coat nuts. Place pecans in a single layer on a baking sheet lined with parchment paper. Bake nuts 8-10 minutes at 350 degrees or until golden brown.  Cool nuts completely and break them up if any have stuck together Jeff   [Image via One Frugal Foodie]   Did you miss a recipe? First day of recipes: Potato Latkes Second day of recipes: Apple Crisp Third day of recipes: Chili Fourth day of recipes: Salad

On the sixth day of recipes, my trainer sent to me, tasty chicken served with rice, a pan of glazed pecaaaans! A salad dressed with Balsamic, chili cooked in one big pot, apple crisp in seven steps, and the secret to potato latkes! Ingredients 1 can of cranberry sauce 1 envelope of dry onion mix 1 tbsp. vegetable oil 3 tbsps chili sauce 1/3 cup sugar ¼ cup vinegar 4 lbs. chicken parts Directions: Mix the ingredients together in a bowl, except for the chicken; set aside. Place chicken in bottom of a large casserole dish Pour sauce mixture over the chicken Cover and cook. Bake at 325 for 1 ½ hours. This is great served over rice. Alan   [Image via Fire Recruit]   Did you miss a recipe? First day of recipes: Potato Latkes Second day of recipes: Apple Crisp Third day of recipes: Chili Fourth day of recipes: Salad Fifth day of recipes: Glazed Pecans

Here are two conversations relating to how training projects can be prioritized. They are fictional. The names of the participants and the projects are imaginary. Our conversers are Terry the Training Manager (TTM) and Sam the Sales Manager (SSM). Conversation 1 SSM: Hey Terry. I thought I’d stop by to talk about that new project I e-mailed you about. TTM: Oh hi, Sam. Sure thing, come on in. SSM: So our new TPS report procedures will be finalized next month. It looks like all my sales people will need training on them. TTM: Okay, so the deadline for delivery is 30 days. Do you still have about 150 people across all regions? SSM: That’s right. It shouldn’t take more than an hour to deliver this training, so we can get everyone trained within a week of the new procedure launch. TTM: Hmm, looking at my available resources, I’m not sure I can meet those deadlines. SSM: This is priority one, Terry. It’s got to happen. TTM: But, what about that consultative sales course you want delivered by end-of-year? SSM: Oh, that’s still priority one as well. TTM: I also have a project going for Chris in Customer Service about the new product launch. SSM: Oh yeah, I don’t want to override Chris. That’s also priority one. Let’s give Terry a new prioritizing tool - using organization objectives - and go back in time. Here is the conversation again. Conversation 2 SSM: Hey Terry. I thought I’d stop by to talk about that new project I e-mailed you about. TTM: Oh hi Sam. Sure thing, come on in. SSM: So our new TPS report procedures will be finalized next month. It looks like all my sales people will need training on them. TTM: Okay, so the deadline for delivery is 30 days. Do you still have about 150 people across all regions? SSM: That’s right. It shouldn’t take more than an hour to deliver this training, so we can get everyone trained within a week of the new procedure launch. TTM: Hmm, looking at the strategic plan, I’m trying to decide which organizational objective this project relates to. SSM: Strategic plan? TTM: Yes. Here, have a look. Would you say this relates to the objective about reducing costs by 5% this year? SSM: Well, yeah. That’s the whole reason we redid the TPS reports in the first place. TTM: So it fits between the new product launch and the push to increase new customer business. SSM: Makes sense. TTM: So Chris’ new product launch training would be priority one. This TPS report course looks like priority two. And the consultative sales course we’re working on now becomes priority three. SSM: I guess that’s how it’s going to have to be. I’m not suggesting that all competing projects can be easily resolved using a list of organizational objectives, but it does help to keep the discussion rational and unbiased. It also allows training professionals to manage client expectations in a realistic way. Let your client see a list of prioritized organizational objectives and relate the new project to one of them. This will help you and your client set deadlines and allocate resources in a way that addresses the needs of all stakeholders across all projects. How are training projects typically prioritized in your organization? Alan

On the seventh day of recipes, my trainer sent to me, a splash of rum in a holiday punch, tasty chicken served with rice, a pan of glazed pecaaaans! A salad dressed with Balsamic, chili cooked in one big pot, apple crisp in seven steps, and the secret to potato latkes! Ingredients Servings: 20 4 oz servings 1/2 cup white sugar 2 cups orange juice 2/3 cup lemon juice 1 (4 ounce) jar maraschino cherries, with juice 1 fluid ounce triple sec liqueur 1 (750 milliliter) bottle light rum 1 orange, sliced into rounds 1 lemon, sliced into rounds 1 (8 ounce) can pineapple chunks 1 liter carbonated water Ice Directions In a punch bowl, combine sugar, orange juice, and lemon juice. Stir until sugar dissolves. Add cherries, triple sec, light rum, orange slices, lemon slices, and pineapple chunks. Refrigerate for 1 to 2 hours to allow flavors to blend. Pour in carbonated water, and add ice just before serving. Steve   [Image via Yummly]   Did you miss a recipe? First day of recipes: Potato Latkes Second day of recipes: Apple Crisp Third day of recipes: Chili Fourth day of recipes: Salad Fifth day of recipes: Glazed Pecans Sixth day of recipes: Holiday Chicken

On the eighth day of recipes, my trainer sent to me, Nonna’s yummy counter cake, a splash of rum in a holiday punch, tasty chicken served with rice, a pan of glazed pecaaaans! A salad dressed with Balsamic, chili cooked in one big pot, apple crisp in seven steps, and the secret to potato latkes! This recipe is called "Nonna’s Counter Cake" because you actually make it on a counter or table, instead of in a bowl. It was fun as a kid making this cake with my Mom, or my Italian Grandma. My kids have a blast making this cake too. Ingredients 2 ½ Cups All Purpose Flour 1 Stick Margarine or Butter 10 Tbsp. Sugar 1 Egg 1 tsp. Baking Powder ½ Cup Milk 12 oz. Jar Preserves (Flavor of your choice) Directions Melt Margarine in small pot over medium-high heat. Or you can melt Margarine in a glass cup or bowl in a microwave oven. (1 minute on High) Pour flour onto counter shaping the pile into a ring leaving about a 6-inch hole in the middle. The hole becomes your mixing bowl. Using a fork, mix the egg, sugar, and baking powder together in the center of the flour ring. Mix in the melted margarine. Add a little milk to the mixture. Push some flour from the ring into the mixture stirring with fork. Repeat steps 5 and 6 until all of the milk and most of the flour have been used. The dough will be solid enough to pick up with your hands. Using your hands, make a ball with the dough, and then separate it into two equal parts. You may want to leave extra flour on the counter to keep the dough from becoming sticky as you work with it. Grease the bottom and sides of a glass 9 x 12 baking dish with margarine. Take one part of the dough and spread it evenly across the bottom of the baking dish. Using about 1/3 of the remaining dough, roll out thin strips to use as borders around the edge of the flat dough already in the dish. Spoon entire jar of preserves on to dough surface in baking dish, and spread evenly. Using the remaining dough, make shapes, letters, or designs. Place the shapes, letters, or designs on top of preserves. Bake at 350 degrees for 30 minutes. Jim   [Image via House and Home]   Did you miss a recipe? First day of recipes: Potato Latkes Second day of recipes: Apple Crisp Third day of recipes: Chili Fourth day of recipes: Salad Fifth day of recipes: Glazed Pecans Sixth day of recipes: Holiday Chicken Seventh day of recipes: Christmas Punch

On the ninth day of recipes, my trainer sent to me, hummus served with olive oil, Nonna’s yummy counter cake, a splash of rum in a holiday punch, tasty chicken served with rice, a pan of glazed pecaaaans! A salad dressed with Balsamic, chili cooked in one big pot, apple crisp in seven steps, and the secret to potato latkes! Ingredients 1 16-ounce can of chickpeas 3 - 5 tablespoons lemon juice (I use 3, but you may prefer more) 1 ½ tablespoons tahini (can usually be found in the peanut butter aisle of the supermarket or in any Middle Eastern supermarket) 2 cloves garlic, crushed ½ teaspoon salt 1 tablespoon extra-virgin olive oil 1/8 - ¼ teaspoon cumin Directions Drain chickpeas and set aside ¼ cup of the liquid. Combine and blend all ingredients except reserved liquid in a blender or food processor.  Add some or all of the reserved liquid and blend until hummus is thoroughly mixed and smooth and you reach the desired consistency (should be like natural peanut butter at room temperature). Add 1/8 teaspoon cumin.  Mix and taste.  Add more, if desired. Serve in a dish.  Drizzle a small amount of olive oil on the top of the hummus, if desired, and serve with pita chips, pita slices, raw carrots or other favorite dipping items. José   [Image via She Knows]   Did you miss a recipe? First day of recipes: Potato Latkes Second day of recipes: Apple Crisp Third day of recipes: Chili Fourth day of recipes: Salad Fifth day of recipes: Glazed Pecans Sixth day of recipes: Holiday Chicken Seventh day of recipes: Christmas Punch Eighth day of recipes: Nonna’s Counter Cake

Most organizations today are looking for ways to be more efficient with their training budgets. In particular, they are trying to reduce the costs associated with instructor-led training. One way to reduce travel costs, time away from the job, and time spent in training is to convert instructor-led courses (ILT) to web-based/e-learning courses. The cost-savings can be very tempting; however, for this conversion to be successful a number of things need to be done. A client recently said to me, "We just converted a bad ILT course to an online course, and do you know what we got? A bad online course!" To avoid this scenario, I recommend the following four-step process: The first part of the conversion process is to establish an e-learning strategy. Some organizations build online courses that are not a part of an overall strategy and the course fails miserably. Assess your organization’s current state. Take a close look at your technical infrastructure, your employee’s capabilities around technology, and your organizational culture; will the organization embrace e-learning? Then the reality check—budget! You may find that the dollars available are not enough to build what you would like. Once you have assessed your current state, determine the future state. Compile an inventory of all the courses your organization offers. From the inventory, decide which courses will make good candidates for conversion to the web. The courses you identify for conversion need to be aligned to organizational objectives. These courses must also be already producing positive results before conversion. If a course is considered a candidate, you will need to decide what type of e-learning the course will be: self-directed, a tutorial, or virtual class. Now that you have a plan of what you want your future e-learning to look like, you now need to determine the costs and benefits. A careful cost-benefit analysis will uncover whether the benefits of putting courses online outweigh the costs of building the e-learning courses. Keep in mind that there are more benefits to e-learning than just saving money; online tutorials provide consistency of instruction and anytime, anywhere learning for employees. The last part is to write the strategic plan itself. Outline the current state, future state, and cost-benefit analysis. Also include a risk analysis and implementation plan. The key to success in e-learning is to have a strategy. A solid e-learning strategy will ensure that the instructor-led courses that you are considering for conversion to web-based courses are the right ones. Remember—what do you get when you convert a bad instructor-led course to the web? A bad online course! To learn more about creating your own e-learning strategy, be sure to check out Langevin’s How to Create an e-Learning Strategy self-study kit! Steve

On the tenth day of recipes, my trainer sent to me, boiled custard in a glass, hummus served with olive oil, Nonna’s yummy counter cake, a splash of rum in a holiday punch, tasty chicken served with rice, a pan of glazed pecaaaans! A salad dressed with Balsamic, chili cooked in one big pot, apple crisp in seven steps, and the secret to potato latkes! Ingredients: 6 eggs 1 quart whole milk 2/3 cup of sugar 1 tbsp Vanilla Directions: Heat milk until you cannot tolerate a drop on your wrist. Separate egg yolks from whites, discard egg whites.  Blend yolks and sugar.  Add this mixture slowly to the heated milk.  Reduce temperature. Continue stirring until mixture thickens to where it coats the spoon.  (If this mixture cooks too much, it curdles, and you will need to begin again.) Remove from heat.  Let cool slightly.  Add Vanilla. Optional:  strain the mixture. Serve chilled in a glass. This recipe is close to what restaurants consider ‘Crème Anglaise’ but it’s much better. Melissa   [Image via Charm of the Carolines]   Did you miss a recipe? First day of recipes: Potato Latkes Second day of recipes: Apple Crisp Third day of recipes: Chili Fourth day of recipes: Salad Fifth day of recipes: Glazed Pecans Sixth day of recipes: Holiday Chicken Seventh day of recipes: Christmas Punch Eighth day of recipes: Nonna’s Counter Cake Ninth day of recipes: Holiday Hummus

On the eleventh day of recipes, my trainer sent to me, Biscotti made with chocolate, boiled custard in a glass, hummus served with olive oil, Nonna’s yummy counter cake, a splash of rum in a holiday punch, tasty chicken served with rice, a pan of glazed pecaaaans! A salad dressed with Balsamic, chili cooked in one big pot, apple crisp in seven steps, and the secret to potato latkes! Ingredients: 4 ounces semisweet chocolate, chopped 1/2 cup butter (one stick) 1 cup sugar 3 large eggs 2 tablespoons crème de cacao 2 3/4 cups flour 1/3 cup Dutch-process cocoa 1/4 teaspoon salt 1 1/2 teaspoons baking powder 1 cup semisweet chocolate chips Directions: Preheat oven to 350 F. In a microwave-safe bowl, cook 4 ounces of chocolate on High (100 percent power) for 2 minutes, or until melted.  Remove and allow to cool. Place butter and sugar in a large bowl of an electric mixer.  Cream on high speed until mixed well.  Add eggs 1 at a time, mixing after each addition. Add melted chocolate and crème de cacao, mixing until smooth. In a separate bowl, sift together flour, cocoa, salt and baking powder.  Add to chocolate, mixing until dry ingredients are incorporated.  Dough will be stiff.  Add chocolate chips and fold in. Turn dough onto floured work surface.  Form into a large loaf. Cut loaf into two lengthwise, forming each half into a 2-inch-by-10-inch log. Transfer logs to parchment-lined baking sheet and reshape as necessary.  Bake for 30 minutes, or until center is firm to touch. Remove to cool on wire racks.  When logs (now about 3 inches wide by 12 inches long) are cool, cut slices about 3/4-inch thick, slightly on the bias.  Place slices on parchment-lined, baking sheet (you can use the same one).  Bake for 10 minutes.  Flip the slices over and bake for an additional 10 minutes. Makes about 30 cookies. Martha   [Image via Abigail's Hotel]   Did you miss a recipe? First day of recipes: Potato Latkes Second day of recipes: Apple Crisp Third day of recipes: Chili Fourth day of recipes: Salad Fifth day of recipes: Glazed Pecans Sixth day of recipes: Holiday Chicken Seventh day of recipes: Christmas Punch Eighth day of recipes: Nonna’s Counter Cake Ninth day of recipes: Holiday Hummus Tenth day of recipes: Boiled Custard

On the twelfth day of recipes, my trainer sent to me, a special treat from Langevin, Biscotti made with chocolate, boiled custard in a glass, hummus served with olive oil, Nonna’s yummy counter cake, a splash of rum in a holiday punch, tasty chicken served with rice, a pan of glazed pecaaaans! A salad dressed with Balsamic, chili cooked in one big pot, apple crisp in seven steps, and the secret to potato latkes! And the final recipe in our 12 Days Of Holiday Recipes comes from Langevin CEO, Mr. Ralph Langevin himself! It’s the Recipe for Successful Learning! C’mon, you didn’t really think we’d steer away from training completely, did you?! Ralph   Did you miss a recipe? First day of recipes: Potato Latkes Second day of recipes: Apple Crisp Third day of recipes: Chili Fourth day of recipes: Salad Fifth day of recipes: Glazed Pecans Sixth day of recipes: Holiday Chicken Seventh day of recipes: Christmas Punch Eighth day of recipes: Counter Cake Ninth day of recipes: Holiday Hummus Tenth day of recipes: Boiled Custard Eleventh day of recipes: Chocolate Biscotti

Role Play. Ever notice how those two words can send a chill through an entire training room? "Yuck!" "Do we have to?" "This is silly." "I’ve done this before…why do I need to do this again?" Learners more often than not shy away from participating in role play activities and, to be honest, I would, too, based on some of the role plays I endured years ago when I was in the corporate world. But the truth is, role plays are an extremely powerful tool in your bag of instructional techniques—so long as they’re properly designed. With that in mind, I’d like to share four tricks that can help you design role plays that everyone will like! One of the most common reasons adult learners don’t like role playing is because too often the exercise is set up so that the two or three learners playing the scenario are the only people engaged in the role play; everyone else is in the audience. Adult learners don’t like audiences, as it is still true that many people are quite uncomfortable speaking or acting in front of a crowd. The way to avoid this is to design the role play activity so that triads (or small groups) are formed where everyone has a role to play and nobody really gets an audience. When everyone is engaged in the activity, there are less distractions and the group is easier to manage. Another common complaint that training facilitators often face is that one or two learners feel that they are simply "too grown up" to role play, or they feel the activity just isn’t "their style." While we never want to force anyone to participate in any given activity, everyone must be engaged in the application part of the session, as it is a key element of learning. Anyone who is reluctant to role play can float around from triad to triad as a process observer with a performance checklist, annotating the various applications of the behaviors previously modeled by the instructor. While these individuals walk around and make notes of their observations, they are also learning without being pushed into a learning pattern that may conflict with their style. They can later get involved in providing feedback, after the activity. One of the biggest culprits for role playing’s bad reputation is the "script format." When learners are handed a script to read, the participation often turns from realistic to comedic. The entire idea of the role play method is to present the learner with a realistic situation that provides the opportunity to practice how to incorporate desired best practices from the workplace into their own style of communication. But how do we accomplish this? Each role play character should be given an information sheet designed to be read only by the learner playing that part. Each player, therefore, receives information about their character’s position, perspective, preferences, previous history with the company and with other characters, values they are driven by, etc. This information allows the learner to be realistic in his/her portrayal of the character. But if you want to know what most Langevin clients tell me is their number one trick to having great role plays, I’ll tell you—it’s this: DON’T call it a role play. Yep. Name it something else: skill practice, skill assessment, real-life scenario—call it whatever you want…but don’t call it a role play! I know, it may sound silly, but if people have been programmed to have an adverse reaction to the words "role play," just call it something else. I’d like to hear some of the ways in which you design your role plays in order to make them a more attractive application method for your learners. Share with our readers what spins and twists you’ve come up with to spice up learner enthusiasm and participation during role plays. I look forward to hearing from you. José

Here’s a bonus recipe that’s a great way to use up any leftover turkey and stay warm during these winter months! Ingredients: 12 ounces lean ground turkey 1 tablespoon canola oil 2 onions, chopped 4 cloves garlic, minced 2 tablespoons chili powder 1 tablespoon dried oregano 1 tablespoon ground cumin 2 green bell peppers, chopped 2 cups diced eggplant 1 can (28 ounces) diced tomatoes ½ cup tomato paste Can (15 ½ ounces) red kidney beans, rinsed and drained Directions: Brown the beef in a large saucepan over medium-high heat then transfer it to a plate. In the same saucepan, heat the oil over medium heat. Add the onions, garlic, chili powder, oregano, and cumin and cook, stirring, until the onion is softened, about 5 minutes. Add the green peppers and eggplant and cook until the eggplant in lightly golden, about 10 minutes. Add the tomatoes, tomato paste, and browned beef and bring to a boil. Reduce the heat and add the kidney beans. Let the chili simmer until the eggplant is very tender, about 1 hour. Linda [Image via yummly] Did you miss a recipe?

Making a connection with your learners is of utmost importance as a trainer. Even if you’ve mastered your content and you’re comfortable speaking in front of people, if there’s a lack of connection with the group, it can make for a long, un-engaging training session. Here are four instructional techniques I’ve learned throughout the years to build rapport and connect with my participants. Arrive early and stay late. I arrive to my training room/facility at least thirty to sixty minutes early to allow for any-last minute changes to the set-up and to get in the zone. It also allows me to greet and welcome the learners as they arrive. At the end of the day, I stay until the last participant has left, so I can answer any remaining questions and so it’s not perceived that I’m only there for the paycheck. The training day is about the learners, so I remain available until the day truly concludes. I share my extended hours during "housekeeping" at the beginning of the workshop. Be complimentary. Whenever I see or hear something I like, I call it out! Maybe the participant has a great pair of shoes, eye-catching jewelry, or a cool techie gadget. Maybe they simply say something brilliant. I just make sure it’s genuine; people can spot a fake a mile away! Use people’s names. This one is a no-brainer (and a proven stroke to the ego). I do my best to learn people’s names (use name tents or badges) and use them in one-on-one conversations as well as large group discussions. If there is a point that I think would be especially relevant for a learner, I say, "John, based on your situation, this might be a good process for you." It also shows that I’m listening and attentive to their needs, examples, and questions. Be social. I give out my business card at the end of each workshop and collect those of my participants. I also ask to connect with them through our Langevin Alumni Group on LinkedIn. It’s always great to be able to continue the conversation after the training, and social media makes it easy to do. Finally, I try to have lunch with my participants at least once during a multi-day workshop. This gives us a chance to get to know each other (beyond all things training) and I find I enjoy it as much as they do! In my experience, the techniques described above send a message to my participants that says, "I recognize you as an individual and am reaching out to connect." What other instructional techniques do you use to connect with your participants in an instructor-led classroom setting? Our readers want to know! Melissa

Each New Year we are always excited about starting anew. Perhaps we resolve to eat healthier, spend more quality time with loved ones, or stop procrastinating; however, as time marches on, it’s likely that temptation gets in the way, other things take priority, or we simply don’t accomplish certain tasks. We eat that extra slice of pizza. We opt out of family movie night in order to finish a work-related project. Or, we simply just don’t get around to cleaning out the garage. In other words, we relapse. Just as relapse can happen with breaking a new year’s resolution, it can also happen with regard to learning. It’s probable your participants will learn valuable skill and knowledge during a training course; however, shortly after the course, they can relapse. They may revert back to old habits, allow themselves to be influenced by negative factors, or simply not use the skill and knowledge they were taught in training. The potential for relapse is real and must be addressed. We can hope it doesn’t occur, but I feel it’s best to be candid about the fact that relapse can, and does, happen. My recommendation is to have a brief discussion about relapse prevention strategies toward the end of each course. By discussing relapse, and more importantly, its prevention, we’re encouraging our learners to develop their very own relapse prevention plan. I suggest addressing three factors during this relapse prevention discussion. Identify environmental barriers/obstacles Part of relapse prevention planning requires your learners to think critically about their work environment. You might encourage them to ponder these questions:  "Will I return to a work environment where I’ll be supported by my manager and colleagues?"  "Once back at the job, will I have ample opportunity to practice and refine what I learned in training?"  "Will I face distractions that will prevent me from using my newly acquired skill and knowledge?" Thinking about these questions prepares your learners to better navigate the work-related barriers and obstacles when they eventually present themselves back at the job. Recognize signs of relapse Another part of relapse prevention planning is getting your learners to recognize when they’ve actually relapsed. Perhaps they could brainstorm a list of possible warning signs to be aware of. Some warning signs of relapse might include: Not accomplishing action plan items Never referring to job aids or other training take-a-ways Forgetting major portions of the course content Reverting to the "old" or former way of doing tasks Once your learners know the warning signs of relapse, they must proactively do something about it. Determine strategies to overcome barriers/obstacles Lastly, the most important part of relapse prevention planning involves determining how to overcome or work around possible barriers and obstacles. It’s highly likely that your learners will face various issues, but what are they going to do to work around them? You might encourage them to consider the resources and individuals that are available to assist them. Hopefully, the learners will return to a working environment that is equipped with useful tools and self-help resources, a knowledgeable management team, and supportive colleagues that are ready to assist when needed; however, if those factors are lacking, it’s important to let the learners know that the training staff is always available. As a training staff, our responsibility doesn’t necessarily end when the course ends. We should be available to assist with determining ways to combat learner relapse, among many other ongoing developmental opportunities. If the learners know what resources and support are available, they’re more likely to utilize them if they begin to fall into the "relapse trap." Relapse. From my experience, it’s not a matter of will it occur, but realistically, when will it occur. If we encourage learners to be proactive by creating a relapse prevention plan, it’s possible that relapse won’t be such a challenging issue.  They’ll be prepared to face their relapse barriers and obstacles head-on and get back to the business of implementing their newly acquired knowledge and skill. What other tips do you have for preventing learner relapse? Jeff

Building climate and rapport with our participants is an important skill as an instructor. Courses are often designed to be instructor-focused and not learner-focused. This means that the emphasis is primarily on the instructor delivering the content without much thought given to climate and rapport-building. Studies have shown that learners retain more when they are having an enjoyable experience in the classroom through some positive connection with the instructor and other learners. The following are formal and informal ways to build climate and rapport during the course. Greet participants with a smile. Arrive early and have everything prepared so you can be mentally and physically prepared to welcome learners. Learn their names early on. There is so much power in a name. All of us feel acknowledged when our names are used and remembered. Strike up conversation with your learners early on to make that connection. Use name tents to reinforce retention. Serve refreshments. Food has always been a great connector so be sure to have light snacks and beverages on hand for your learners. Play music. Having some nice music playing softly in the background creates an atmosphere that is warm and inviting. I’ve had some wonderful conversations with learners early on that often relate to the music that is being played. Use Brainteasers. Beginning the class with a brainteaser allows the learners to interact with their table mates early on. Continue to use them throughout the day (i.e. after breaks and after lunch) and make sure they’re short and simple. Use Icebreakers. Engage the learners with icebreakers that highlight shared experiences. This also deepens the comfort level in the class. Again, use them throughout the course and keep them short and simple. Ask more and tell less. It is important when working with adult learners to allow opportunities for them to share their experiences and ideas as often as possible. This fosters a feeling that their voice matters and is valued. Implementing the tips described above has never failed me during my career as an instructor. I’ve had trainers share that once they have introduced themselves, they dive right into the content without any climate-setting being done. Often times it is due to tight time constraints; however in the same breath, they complain that the courses delivered this way are often unsuccessful and that they are constantly dealing with difficult participants/situations. By using the tips above, I have experienced "prisoners" transitioning into explorers because they discovered something that they have in common with the instructor and/ or the participants. I’ve also found that I save time up front so that I’m not spending time modifying poor behaviors. It’s so rewarding to witness a class that may start off cold eventually feel like family. I wish you all happy climate-setting using these seven tips. What other techniques have you used in the classroom to build climate and rapport? Linda

Have you ever purchased a product that said, "Some assembly required" only to find that it should have said, "Some instructions included"? All too often we, as consumers, are given poorly constructed job aids because the creator of the job aid forgot one important detail—the audience. To set your trainees up for success, I’d like to offer five tips on creating user-friendly job aids. Use simple language. This technique involves using clear wording so the reader doesn’t struggle with meaning. Instead of using lots of technical terms or industry jargon, keep your descriptions short and to the point. Employ action steps. Limit each step to only one action. That will keep the process very clear in the mind of the reader. Consider numbering your steps for even greater clarity. The only time multiple actions should be taken in the same step is when two things need to happen at the same time. Include pictures. Having a verbal description and a matching picture will help to make each action even clearer. The picture can be an actual picture or a realistic illustration. While black and white is more cost effective, consider using color to really clarify objects and actions. Speaking of actions, it’s also a good idea to use arrows, highlights, or close-ups to "illustrate" your point. Provide contact information. While the intent of a job aid is to provide stand-alone assistance in performing a task, there will be times when further assistance is required. To allow for such assistance, include a contact phone number or email address. I’ve even seen some job aids that list a web site where the user can watch videos that show how to perform the specific task they are working on. Limit it to one sheet. Each job aid should fit on one sheet of paper. It may be front and back, but it’s still one sheet. If there are so many details that the job aid would be multiple sheets, consider multiple job aids. The one exception to this is in the case of a detailed checklist. I know of many industries where some of the basic checklists are three or four pages. In these cases, segmenting specific parts of the checklist to specific pages is a solid technique. When creating a job aid, remember to focus on who will use it. As a result, your participants will enjoy training packaged with "useful job aids included". What are your tips for creating user-friendly job aids? Jim

I cannot stand poor customer service. How about you? You don’t have to think very long to come up with examples of poor customer service from your everyday life. For example, I had a doctor’s appointment about four months ago and I received a bill for a charge that was incorrect. So I called my health plan and requested some assistance. After five telephone calls to both my health plan and my doctor’s office, and four months of waiting, I finally received a resolution. Everyone involved made mistakes and no one kept me in the loop. Needless to say I have less respect for the people who were involved in this situation. In the future, I will deal with both parties with skepticism. As professional instructors, we can put our credibility in danger like this as well. We need to be aware of our reputation with our learners and enhance it whenever possible both inside and outside of the classroom. Why you ask? Well, in short, if our learners do not trust us, they will not be open to learning from us. So, what can we do to boost our credibility? There’s certainly more ways than five but here are some of my favorites techniques for boosting credibility: 1.    If you put someone’s question on a "parking lot" during class and promise to get back to them, do it as quickly as possible and be sure the information you give them is accurate. 2.    If you need to communicate to a learner that their tardiness to class is problematic, do it in such a way that you maintain their self-esteem while still addressing the behavior.  Do not embarrass them in front of their peers. 3.    If you have the time, let learners know that you can spend time with them before or after class if they need extra help. 4.    If you are teaching a new group of learners who do not know you very well, greet them at the door with a smile and a handshake to make them feel welcome. 5.    If someone gives an incorrect answer to a question, instead of saying, "You’re wrong!" say something like, "That’s an interesting response; can you explain why you think that?" If you apply these five tips regularly when you train, you will boost your credibility. Remember, credibility must be earned and then maintained both inside and outside of the classroom. Oh, and don’t forget to keep your reputation in mind at all company parties! What do you do to enhance your credibility with your employees? Lynne

In a recent blog post, I explained that there are training lessons to be gleaned from playing solitaire on our computers. In the last blog, I pointed out that: Learning can and should be fun. You can "undo" something that didn’t go according to plan by altering your approach the next time you train. Overcoming the learning curve makes training easier. Here are three more lessons trainers can take away from this beloved game: You don’t have to take the cards you’re dealt. In solitaire, you can always reshuffle the cards (F2). You can’t request a new draw of learners in your classroom, but you do have other choices. If you anticipate a resistant learner group, you can structure an icebreaker that may manage that resistance. One of the icebreakers I like to use asks the participants, in their table groups, to list all the reasons why they shouldn’t be there in training. Once done, I ask them which items on their list they can directly control. I then offer to make the best of the training time by dealing with what they can control—a good learning opportunity. While you can’t request a new draw of learners in your class, you can actually reshuffle the learner deck; do this by simply orchestrating a table change to adjust the dynamics in the classroom. Put the strong personalities together; break up the cliques; separate the side-bar talkers. In short, reshuffle the deck. A good start makes for a winning game. In solitaire, the first ten cards showing hint how the game will go. If you can see that you’ve got some good moves from the cards showing, you’ve got a good chance of winning. In the training room, building in activities to ensure a good start makes you, and the learners, more comfortable with the day. If the first thirty minutes go well, the day may continue well. Doing things during those first 30 minutes, like greeting the learners as they arrive, using a brainteaser, conducting an active icebreaker and introductions, delivering an instructor credibility statement, covering housekeeping, presenting a course overview, and surveying learners for interests and priorities, is a great way to start. Statistics count. In solitaire you don’t win every game. One thing playing the game on a computer does for you is that it will give you game statistics including percentage of games won. Even the best trainers don’t "win" every time they walk into the classroom. Resistant learners, unfamiliar content, or an "off" day will result in a class that doesn’t go as well as we would like. Recognizing that most supervisors and organizations look at trends versus the isolated results of one class gives even a perfection-oriented trainer some breathing room. What do your numbers look like in the long haul? Your results over time tell the story. Statistics count. In our world, learning opportunities abound—even in a game of cards. What have been the sources of some of your most unlikely places to glean lessons learned in an effort to improve your own instructional techniques? I look forward to your comments! Paul

The CEO of Comcast states it so well: "With an overwhelming amount of content choices, we need to make them personalized, make them easy to interact with, make them simple, make them fun, and make them beautiful and easy." So, why are we constantly being romanced by all the bells and whistles of technology when, as designers, we know this does not always lead to learning? In an effort to remind us all how to get back to basics, here are ten instructional design tips for keeping your web courses simple, yet effective. Content Tips Remember that the goal of effective training is improved performance. Good content flows from the simple to the more complex, and follows the process of the job. Write sentences that are short and powerful by deleting unnecessary big words. Use bullet points where appropriate; concise key points can be very effective. Create real-life situations and scenarios that your learners can relate to; avoid creating complex and outrageous situations that might decrease your credibility. Create content that is clear, concise, and engaging. Visual/Audio Tips Use lots of white space. Use simple graphics, pictures, and shapes (even if "A picture is worth a thousand words"). Avoid using more than two different colors or font types.  The same concepts apply towards audio as well - keep it simple! Be cautious of the rate of speech, and avoid using jargon and slang. When creating e-learning, it is easy to get caught up in all the "awesome" things the tools can do. Whenever I encounter instructional designers who are faced with deciding whether to use these bells and whistles, I always ask them, "Will it help your learners perform better on the job?" Learners’ intrigue with all the bells and whistles lasts only seconds before boredom sets in so if you’re going to use these options, make sure they will reinforce learning and ultimately, impact performance back on the job. In a rapidly shrinking world, we need to design courses that will be easily understood by a world-wide audience. Whenever you get tempted to "romance" the technology too much, stop and ask yourself, "Who are you trying to impress, and who is going to benefit?" I think you’ll soon realize, keeping things simple is best! What are your tips for simplifying online learning? Ron