Written by: Steve A very important, but often overlooked, part of a facilitated session is the closing. In some cases, session time runs out causing the facilitator to abruptly close the session. When this happens participants can be unclear as to whether the session objectives have been met and are left wondering, "What’s next?" Here are eight tips to effectively close a facilitated session: 1.      Review the agenda Confirm with participants that all agenda items have been covered. Summarize the main points of the session and review key decisions that were made. 2.      Deal with parking lot items Ask the group if each parking lot item has been covered. If no, facilitate the discussion; if yes, move on to the next item. 3.      Restate the objective(s) Confirm the objectives of the session have been met. Participants need to leave the session knowing that the objectives have, or have not, been met. 4.      Review action items Confirm that participants who are responsible for action items are committed to complete the action item. Confirm the date by which each item will be completed. 5.      Confirm session documentation Determine who will provide the session documentation and how it will be provided. 6.      Evaluate the session Conduct a formal or informal evaluation of the session to determine the participants’ level of satisfaction with the process and the facilitator’s skills. 7.      Arrange the next meeting If necessary, determine the next meeting date for follow-up or to address action items. 8.      Thank group members for their participation Make a point of thanking participants for their time and input to the process. By following these eight simple tips you will be able to effectively close a facilitated session. The participants will leave with a clear understanding of the outcome of the session and your credibility as a skilled facilitator will be enhanced. If you’re looking to hone your facilitation skills for your next staff meeting, planning session, community-based meeting, brainstorming session, etc. be sure to check out our Facilitation Skills for New Facilitators workshop.

Written by: Melissa 8 Tips for Virtual Trainers In a recent Training 101 workshop, one of my clients asked for tips on conducting virtual classroom (synchronous on-line) training. While live instructor-led training is still the most widely used method of delivering training, studies indicate that training delivered in a virtual environment is rapidly gaining traction. Travel restrictions, budget cuts, and a technology-savvy workforce have led many companies to rethink how they continue to meet the training needs of their employees. There are oodles of books, online tutorials and blogs for trainers looking for tips to sharpen their virtual training skills. My best and favorite resource just happens to be my workshop attendees! So, here I’ve assembled eight easy tips I’ve picked up from the SME’s, a.k.a., my participants! I’m happy to share. 1.    Establish ground rules for participation. Ask for agreement from your participants - they might not know what’s expected. A few good ground rules to include are: please resist distractions, close your office door, don’t check email, contribute to discussions by typing in the "Chat" box, and respond to polls. Ask your group, "Does everyone agree to engage and fully participate during the next hour?" 2.    Master the software. Know all the tips and tricks of your preferred virtual classroom software. Some of the more common features include: document sharing (display PowerPoint slides), chat, polling, annotation, virtual white boards, raise hand/change status, breakout groups, and application sharing. 3.    Plan for contingencies. Things can and will go wrong. Consider having a producer or co-pilot on the session who can assist with all technical details and/or help solve the problem. Have a second computer at your desk to glance at periodically. You can see what the participants are viewing at any given time - like a side view mirror when driving. Good virtual training facilitators don’t magically avoid all problems, but they recover from them well. Always have a Plan B. 4.    Pare down text. Don’t include your entire script on your slides. Stay focused on key tasks or ideas (one idea per slide). Create a downloadable handout or post-course job aid for additional or "nice to know" information. 5.    Prompt for participation. Participants need to be encouraged and reminded to participate, especially in a virtual environment. Tell your participants that everyone will be expected to participate right up front! The general rule of thumb for a synchronous virtual training class is to engage participants at least every three to five minutes. 6.    Ask questions, wait for the responses. Questions should be specific with an emphasis on how participants should respond ("Let’s have everyone respond to this next question in the chat window."). Use your participants’ names when only one person should respond ("Joe, could you elaborate on your comment in the chat window?"). 7.    Harness your voice. Voice is a key component of your virtual training delivery. Pay attention to your volume, rate, tone, and overall sound. Speak fast enough so the participants don’t get bored, yet slow enough that they understand (150 words per minute is a good guideline). Ultimately, your voice communicates who you are as a virtual trainer. 8.    Use feedback to improve. Becoming an effective online trainer is an evolutionary process. Own your mistakes and learn from them. Solicit feedback (via a reaction survey) on the following elements of your delivery: voice, word choices, rate of speech, and clear activity instructions. Take part in virtual trainings whenever possible; it’s a great way to find out what works and what doesn’t. As Albert Einstein once said, "If you keep on doing what you’re doing, you’ll keep on getting what you’re getting." One of my favorite quotations, from American football coach Vince Lombardi goes, "Practice does not make perfect. Only perfect practice makes perfect." What are you doing to perfect your virtual training skills?

Written by: Jeff One challenge that instructors often face when facilitating an instructor-led training course is appropriately handling the diverse experience levels of their participants. Instructors, have you ever found yourself teaching a group of learners that is a mix of both seasoned, veteran employees and those who are virtually new to the organization? The most ideal solution to that scenario would be to offer both beginner and advanced level courses with the hope that the appropriate level participants register for the appropriate level course. However, the more likely scenario is simply having one course available that everyone attends, regardless of their experience level as it relates to the course content. If you find yourself dealing with the latter scenario, one possible solution is to incorporate the technique of Peer Tutoring. At Langevin, we define Peer Tutoring as "participants helping each other to learn under the guidance of a group leader." Peer tutoring can also be used to give advanced participants an opportunity to help their less experienced peers. I have used peer tutoring (or peer-assisted learning, as I sometimes call it) with a significant amount of success. However, like any other instructional technique, it has to be done in an appropriate manner to ensure maximum results. Below are three tips to effectively incorporate peer tutoring in an instructor-led training environment. 1.      Seek Permission Before simply assigning an advanced participant(s) the task of being the coach/mentor of a less experienced participant(s), you need to get their permission. I once made the mistake of not doing this. I recall having a class of mostly less experienced participants with a handful of experienced participants. To utilize the concept of peer tutoring, I purposely arranged the seating so there was one veteran sitting among each group of new associates. I then assigned the veteran the task of being the "Coach" to each table group. I never asked the veterans’ permission, I simply assigned them the task. Reluctantly, the experienced participants did what I asked of them, but I received several complaints from them on the end-of-course evaluation. I specifically remember one person writing "I didn’t feel comfortable babysitting the new kids all day." I also got feedback from the less experienced participants about the poor quality of the coaching they received from the seasoned participants. I eventually realized that without participant buy-in, the veterans were not willing to be a coach/mentor and the quality of the coaching and mentoring suffered. 2.      Choose Selectively Not every seasoned veteran is qualified to be a coach or mentor. I recall one new associate privately telling me, "My coach is confusing me by showing me too many shortcuts." At that point, I realized that the mentors were not necessarily trainers. They were simply subject-matter experts (SMEs) who were perhaps a bit over-zealous about their content knowledge. Due to their higher level of knowledge and expertise, they shared way too much information with the beginning learners. While the coaches thought they were being helpful in showing shortcuts and alternatives, the new learners were struggling to simply learn the standardized procedure. After that experience, I learned that careful selection of the peer tutor is necessary. With future attempts at peer tutoring, I also found it beneficial to have a brief conversation with the specially selected veteran. I discussed "do’s and don’ts" of their coaching, as well as providing them with a checklist of specific information to cover. 3.      Position Appropriately Proper positioning of the peer tutoring experience needs to be considered to ensure the most effective results. I once made the mistake of not properly positioning the peer tutoring activity when I facilitated a customer service course years ago. Having an even number of participants, I paired the veteran employees with the newer associates. The feedback on the evaluations suggested that the less experienced participants felt inferior to their more seasoned colleagues. Instead of viewing the pairing as an opportunity to learn from their seasoned peers, the less experienced associates viewed the experience as somewhat of a punishment or belittling. Moving forward, I learned to re-position the experience as a "beneficial opportunity to observe and ask questions of your experienced colleagues who have a wealth of real-world experience. So take full advantage of this opportunity!" With a few modifications and adjustments, I eventually found success in incorporating peer tutoring in my instructor-led courses. If you find yourself challenged with handling the diverse experience levels of your learners, I hope you’ll consider using this instructional technique as well. I’m confident these tips will set you up for success in facilitating a peer tutoring experience.

Written by: Linda I recently had a boisterous discussion on LinkedIn regarding how to spice up "dry material" during training. This discussion struck such a chord of interest that I was compelled to share some of the ideas in this blog. Here are five tips that I walked away with from this discussion: 1.    Highlight the benefits. Stating the benefits early on addresses the WIIFM (What’s In It For Me). When learners can identify the relevance of the content and how it will help them, it allows them to change their perception of the material being "dry" because it matters to them personally. 2.    Use a variety of methods and avoid "Death by PowerPoint!" We all know that we learn by doing and not by someone giving us a chalk and talk. We must be creative and incorporate methods that allow interaction and participation. Popular methods are interactive lecture methods, teach backs, games, role plays, and case studies, just to name a few. We have a glossary of 50 presentation and application methods that are addressed in many of our Langevin courses. Using a variety of methods will surely add spice to dry material. 3.    Incorporate stories and analogies. In a recent blog, I talked about the power of using stories in training. Stories and analogies allow the learners to engage with the content on a visceral level. When this occurs, it deepens the retention and the learning. I once heard that a two-minute analogy can be worth sixty minutes of lecture. Often it is the story that the learners remember when applying the content, not just the facts. 4.    Never tell the participants that the material is "Dry!" Ok, maybe it is dry! This is where we, as trainers, must deliver the content by identifying the juice in the material and making it live! It is important that we set the tone and deliver the content with enthusiasm, energy, and excitement. Doing this will surely engage the learners. 5.    Use Humor and Have Fun! Incorporating appropriate humor adds levity to material that may be dry and allows the participants to have fun while learning. Incorporating these five instructional techniques will surely add some spice to any training that was once perceived as "dry." What have you used in your training to spice things up?

Written by: Jim In a recent 25 Creative Ways to Add Excitement to Your Training workshop, I enjoyed a very energetic conversation with the participants about motivational openings - cartoons, stories, facts, analogies, and even quotations - and how they can aid the learning process. For now, I’d like to focus on some key quotation sources. Whose quotations can I use anyway? I have a few ideas I’d like to share with you. 1.  Famous People You can quote presidents, entertainment celebrities, sports stars, historical figures, and even business leaders. Your participants will be drawn to what was said, and as a result, they’ll be involved with your content. The use of a relevant quotation is a powerful instructional technique. Of course, the quotation doesn’t need to be serious or intense. It can be funny or ironic, and that may actually grab the attention of your learners even more quickly. One quotation I use when teaching presentation skills comes from old time radio comedian, Gracie Allen. She said, "When I was born, I was so scared, I couldn’t talk for a year and a half." Everybody has a good laugh, and we begin our delivery skills discussion. 2.  Songs You can quote rock bands, country bands, and even Broadway show tunes to get your point across. Your participants might have the song you quote on their MP3 player and some participants may even start singing. Use of a relevant lyric is a great memory tool. The quotation can be serious or funny, but use the "radio edit" version in class. One lyric I like to use when talking about cost-benefit analysis comes from Kevin Cronin, lead singer of REO Speedwagon. When discussing ROI, I use the line from the song where he sings, "If you want to talk to someone, you’ve got to learn to speak to them in their own language." This is very appropriate when talking about the impact of training on an organization. What does management look at to gauge success? Find out, and use those same reports to show the positive impact training has had. 3.  Your Participants Whenever I teach, I really listen to what is said in class. Some of those key moments are when participants say something so clearly or profoundly that you just want to repeat it…later. One quotation I’ve used for years came from an instructional design participant who came to the realization that, "Training is not an event, it’s a process." I use this quotation in so many workshops that when I saw it as the tag line for a former participant’s email, I was pleased to see just how powerful a quotation can be. I’ve given you a glimpse into the use of quotations in the classroom. Feel free to explore the various quotation sites online to uncover some relevant gems for your content. Oh, did I mention that you can also quote yourself? When considering whether a quotation is appropriate, I always say, "Hey, it’s a family show. Let’s keep it that way."

Written by: Lynne "Order in the court! Order in the court!" Perhaps you’ve heard that phrase before. There’s an order to just about everything. Order in a courtroom as well as order in a training course. Here are just some of the many decisions we have to make during the instructional design process. We have to decide how to: •   start a course •   deliver the course content •   have the learners practice applying the content •   apply the appropriate reviews and summaries With all these decisions we have to make, it is easy to overlook another decision that is equally as important. We have to decide how to order our lessons within our courses. In our Instructional Design for New Designers workshop we discuss the following three options and the benefits of each. 1.   Order your lessons in the same order employees perform their tasks back on the job. A benefit to using this technique is that learners get a chance to practice their job tasks the same way they will do them back on the job, making it easier to transition from training to real life. 2.   Order your lessons from the easiest to the hardest tasks. A benefit to using this technique is that learners gain confidence early in the course, before they delve deeper into the more difficult material. 3.   Order your lessons using the "whole-part-whole" technique. A benefit to using this technique is that learners get motivated early and stay engaged in your course. You start by showing them where they are going to end up at the end of the course and then proceed to teach them bit-by-bit how to put all the pieces together. With these options available, you can pick the best technique or combination of techniques that will make your courses successful. Most times your choice will depend on your course content and your audience. How do you ensure order in your courses?

Written by: Martha When teaching the Writing Skills for Trainers workshop someone asked, "How do the rules of writing apply to taking minutes for a meeting?" The answer is that meeting minutes still need to follow the 4 Cs of writing. They need to be clear, concise, complete, and compliant. Let’s talk about what this means. Clear Minutes need to address the 5 Ws: who, what, when, where, and why. To cover these you would want to include: who attended and who was absent, when the meeting occurred (date, time, and place), what was discussed, what action needs to be taken, who should take the action, when the action should be completed, to whom should they report the completion of the action, and why the meeting was scheduled (annual directors meeting, bi-weekly sales meeting, etc.). Concise When taking minutes, write in a direct manner focusing on the need-to-know information (key items discussed and/or actions to be taken). Avoid presenting any subjective opinions. The purpose of the minutes is to present an objective account of the business meeting, not to share personal opinion or to share who did what to whom. Use as few words as necessary and reduce the number of adjectives. Plain simple language is best. Complete You’ll have a good start at making the minutes complete if you have covered off all 5 Ws. Here you should focus on providing all the information the reader needs to determine what happened, who is to do what, and what the next steps are. In addition, use the same style throughout your writing (conversational, casual, formal, etc.). Compliant Minutes need to follow the rules of grammar and punctuation. Don’t just use spell check; have someone read the minutes to ensure clarity. As another option, you could have the person who ran the meeting review the minutes prior to distributing them to the necessary parties. Remember less is more. After reading the minutes, the reader should know all the important information about the meeting and what their responsibilities are. This can help reduce the feeling that a meeting was a waste of time. The 4 Cs of writing apply to any writing you need to create. Implementing the 4 Cs of writing is an awesome way to help keep your writing on track.

Written by: Paul You’re a successful classroom trainer, but you’ve just been directed to teach a virtual classroom session. What to do? Well, there’s good news and bad news. First the good, and there’s lots of it. All those years you spent perfecting your delivery and facilitation skills were not wasted. Some of the skills that transfer directly to the world of virtual classroom are: Voice - the use of your voice for engagement of learners is perhaps even more critical for the virtual classroom trainer than it is for face-to-face training. In virtual classroom, the trainer’s voice, not their body language, carries the message. Multi-tasking - a classroom trainer learns to think ahead while covering content or flipcharting while also facilitating a brainstorm session. Those same multi-tasking skills are valuable for a virtual trainer who monitors a chat discussion while posing questions for participants and sequencing the next slide they will see on their computers. Questioning - a well-phrased and well-delivered question can engage participants, create a degree of accountability, and provide a quick assessment for the trainer as to how "tuned in" the participants are. Clarity - in the world of training, using the right words and actions to bring the message across to the learners is a practiced skill, especially with things like exercise set-up instructions. Exactly what to do, how to do it, and how long to take, enhances learning and the credibility of the instructor. In a virtual environment, without the body language and eyes on the learner, that type of clarity is a great skill. Early Arrival - as an experienced trainer, I like to be in the classroom 30 to 60 minutes before my class arrives. In a virtual classroom, one author suggests logging in to the virtual classroom with about that much lead time as well. The intent of being early in either case is to make sure the technology works as intended and to be able to greet the participants as they arrive. Composure - any classroom trainer has met Mr. Murphy, you know, the imaginary man who personifies, "If it can go wrong, it will." Easel stands sliding closed when they shouldn’t, slides out of sequence, pens out of ink, software crashing - we’ve all been there. Of course, by adding the greater dependence on technology of the virtual classroom, you can be sure things will not always go the way they are supposed to. Given that, the ability to maintain composure when things go off script is another transportable skill for the trainer. Preparation - any experienced trainer knows the three most import parts of classroom success - prepare, prepare, prepare. In the world of virtual classroom, it is even more critical. Frustration with technology that "doesn’t work" is a quick way to lose a learner. All of this leads to the other news: "The Bad" Really, there is no bad. However, for most of us, learning every aspect of the technology the organization uses for virtual classroom (something like Adobe Connect or Cisco WebEx Training, etc.) is the biggest hurdle. Virtual classroom software emulates a "brick and mortar" classroom which may include features such as chat, whiteboard, screen sharing, breakout rooms, hand raising, and polling. It is incumbent on the trainer to be thoroughly familiar with the tool, including what every menu and sub-menu choice allows. Bottom line? Becoming a virtual classroom instructor does take learning how to use some hardware and software; however, many of the delivery and facilitation skills you’ve mastered in a face-to-face environment transfer directly to the virtual classroom solution. For more information on virtual classroom, check out my four-part blog!

Written by: Alan Many training manuals end up crammed full of so much stuff that learners rarely use them after training. The temptation to include more and more content seems irresistible for instructional designers. The trick is to find the most valuable content and stick to that. Think of another document you often refer to when performing a specific task: a recipe. Almost all recipes are formatted the exact same way. They list the ingredients you’ll need, and they describe, step-by-step, how to prepare the dish in question. While reading a recipe, you might come across unfamiliar terms. If the recipe asks you to fold some whipped eggs into a mixture, you might need to look up "folding." Although it might be handy to explain the folding process in the recipe, it would also make the recipe much more difficult to follow. If this recipe had been the average instructional designer’s project, it might have ended up including the folding process, consequences of folding incorrectly, the origin of folding, other foldable ingredients, and alternatives to folding. These other pieces of information don’t need to be in the recipe. They might come to light during a training session on the procedure, but what learners want to take home with them is just the recipe. Here’s a tip to keep your training materials lean and usable after training: begin with only the step-by-step instructions for performing the job. Then look at your breakdown of instructional activities. Ask yourself this key question: if learners went through all these presentation methods and exercises, and had only this (step-by-step) material to guide them, could they succeed in performing that part of their jobs? If the answer is yes, then you’re job is complete. If the answer is no, you can decide what else to include, aside from the procedural content you’ve already worked out. I’m not trying to convince you that all training materials should be as lean as recipes. After all, they are not perfectly analogous to training. But I do believe, as training professionals, our materials could be improved if we moved farther away from a textbook-like writing style and closer to a recipe-like approach.

Icebreakers, brainteasers, and energizers do just what their names say: they help us break the ice, jump-start the brain and get the juices flowing. However, they also serve a much higher purpose in the learning environment. If you’ve been in any Langevin courses, you probably already know that one of our priorities in the classroom is connection. Being able to connect with each of the participants, and to provide a learning environment where learners connect with each other, is of paramount importance to us, and I’ve come to believe, many of you as well. Let’s explore and discuss why and when each of these instructional techniques comes in handy. 1.      Icebreakers: Let’s face it, training can be an intimidating environment. We are trying to take people from not knowing to knowing, or from non-performance to performance; either way it is about change. Some people who are sitting there may be wondering if they’re going to get it or if they should start looking for a new job. Others may be concerned about whether it is safe to participate. There are as many reasons to feel intimidated in the training environment as there are people taking the course. When we conduct icebreakers, we help learners break down the walls of separation between themselves and the other learners. A simple activity, asking a group to come up with four things they all have in common, often unveils endless similarities among the team members. Usually this leads to a higher sense of comfort for the learners who are still feeling a bit apprehensive or out on a limb on their own; this creates bonding within the group and steers them towards a smoother phase of ‘storming’ (which we discuss in our Advanced Instructional Techniques workshop). 2.      Brainteasers: Word games, puzzles, match-the-items games, and others are fun, but what’s their real benefit? FUN! Think about it. We all know that based on adult learning principles, learners need an environment where they can feel comfortable and can learn with and through each other’s experience. The moment we have them work as a group in solving these puzzles, we are honoring that aspect of their needs as learners. Each time I create a new group, both in the morning and upon returning from lunch, I make sure to engage the learners in a group brainteaser activity. An added bonus is that puzzles create a ‘response habit’ in the learners. When debriefing the puzzle, each time I ask, "What did you get for _______?" I get a response from the group. As I transition into content delivery, the learners respond when I ask a question. The habit of responding when I ask a question has been anchored. 3.      Energizers & Toys: Let me get right to the point on this one. When was the last time you were able to sit for a prolonged period of time without fidgeting or losing focus from time to time? Because we acquire information through our five senses, there are many benefits to using energizers and toys. For example, play-doh® provides a visual trigger because of its color, but have you seen what happens when a learner opens the can and smells it? They are automatically transported to a time when they played with it-it elicits a positive mental and emotional state in that learner. Koosh balls and other toys help to keep energy in check. The typical nervous activity that adults sometimes experience in training is often diminished (if not eliminated) when all that energy is transferred into a toy. People focus better and learn more. Competitive games that require movement are also excellent, as they shift any lingering stagnant dynamics. So while at first glance all these instructional techniques may seem just fun, playful and, at times, even corny…they work! They work because they have an impact on the way adult learner’s process information, their energy, and the dynamics of learning. When and how do you use icebreakers, brainteasers, energizers and toys? And how have you gotten organizational buy-in for their use in the classroom? I look forward to your responses!

Written by: Melissa In a recent Training Manager workshop, I was asked for tips on how to manage the younger generation, or Millennials, those born between 1977 and 1997. This was a really good question, and I was really stumped, because I teach quite a bit on how to train the Millennials and other generational types, but not how to manage them. There are currently four generations in the workplace, with the youngest being the Millennials. In 2014, Millennials will account for nearly half of the employees in the world, and vastly outnumber Gen-Xers. Unlike the Gen-Xers and the Baby Boomers, the Millennials have developed work characteristics and tendencies from doting parents, structured lives, and contact with diverse people. They also have starkly different attitudes and desires than employees from the past few decades. If you manage (or train!) these young workers, chances are you’ve experienced the constant texting and usage of cell phones, the sense of entitlement, and the constant need for praise. Don’t be fooled! Millennials have a "can-do" attitude about tasks at work and possess a positive, confident attitude. Millennials are ready to take on the world! If you are a manager charged with managing and coaching these young workers, read on for tips on how to successfully manage "Generation Me!" Stay Connected. Millennials are likely to be more successful with an ongoing support system at work, so connect with them daily by scheduling ten-minute meetings or quick email check-ins to outline expectations and answer questions. Also, provide ongoing mentoring and coaching opportunities to offer guidance and reinforce company culture and norms. Create Goals Together. Millennials want to know how their position will benefit them, what skills they will learn, and when they will be promoted. Work with them to integrate their goals with the organization’s through formal performance management plans and career development programs. Include Millennials in developing benchmarks and targets for particular projects to make them feel a part of the goal-setting process. Encourage Teamwork. Millennials are peer oriented. They like to support each other and to work in groups, even while having their own independent tasks to complete. Without a structured peer network to rely on, they are likely to feel isolated and disengaged from their work. Provide the necessary technology to connect remote workers to each other 24 hours a day. Train all employees on conflict resolution and project management skills to ensure productivity with a team environment. Finally, promote cross-functional teamwork and communication to complete assignments. Provide Flexibility. Skilled at multitasking and accustomed to media on demand, Millennials can consume 31 hours of media in a 24 hour period! (i.e., They are likely to get bored when tasked with a single project and need variety to stay engaged.) Assign two or more projects at a time, taking care to give explicit guidelines and due dates, and create flexible work schedules that leverage multitasking and focus on results. Recognize Success. Millennials are used to being, and expect to be, recognized as someone special. They have also had limited exposure to critical feedback. To stay motivated, Millennials need frequent encouragement and acknowledgment. Reward them for their work, especially when it is significant to the overall project. Offer small but frequent rewards, like movie tickets, or iTunes gift cards to recognize key milestones achieved. Don’t forget to communicate how important Millennials are to your company’s strategy and success. The Millennials value the relationship with their boss more than previous generations - so strive to improve the effectiveness of your changing workforce by utilizing some of the above tips! And, if you currently manage "Generation Me" employees, I’d love to hear from you!

Written by: Jeff One of the best ways to determine if a trainee understands course content and material is to ask them questions. Oral or written Q&A can be an important tool in a training facilitator’s tool kit. Educational psychologist, Dr. Benjamin Bloom, researched and coined what is known as Bloom’s Taxonomy. Dr. Bloom’s theory has been around since the mid 1950’s and includes three domains: Cognitive, Psychomotor, and Affective. In the cognitive domain, Bloom suggests using six levels of questioning to promote higher forms of thinking and learning. Since these levels can be incorporated in the instructional design process, and usefully applied in a training environment, I’ll provide you with an overview and an example of each level of questioning. Knowledge The first level of questioning from Bloom’s cognitive domain is the knowledge question. A knowledge question allows you to check the trainee’s basic understanding of information. It may require the trainee to recall a wide range of information such as specific facts, dates, or events. Some helpful verbs used to frame a knowledge question might include "list," "state," "identify," or "name." For example: Can you name the 13 provinces and territories of Canada? Comprehension A comprehension question allows you to determine if the trainee fully understands or comprehends basic information. It goes beyond simply recalling or remembering the material. In a comprehension question, the trainee may have to interpret information, predict outcomes, or explain information using his or her own words. The use of the verbs "interpret," "translate," or "explain" may be appropriate to frame a comprehension question. For example: In your own words, explain what you feel are the main differences between training and education? Application The next level of questioning in Bloom’s cognitive domain is the application question. The way a trainee responds to an application question suggests that he or she can apply the information to the real world. Application questions might be framed with the phrases "How is this an example of…?" or "Why might this be significant?" I’ve used application questions to determine if a trainee could apply a policy, concept, or procedure to a real-life scenario. For example: Based on the organization’s attendance policy, how would you apply it to an associate who fails to report to work? Analysis When responding to an analysis question, the trainee is encouraged to dissect, analyze, or break down the material into parts. Analysis questions indicate if the trainee understands both the content and the structural form of the material. Analysis questions can be framed with phrases such as "What are the features of…?" or "How would you classify…?" Verbs such as "differentiate,"  "compare," or "distinguish" can also be used to position an analysis question. For example: Can you compare the differences in the instructional design of an instructor-led course versus an e-learning course? Synthesis The purpose of a synthesis question is to see if the trainee can extrapolate from known information to create a new course of action. A response to a synthesis question determines if the trainee can put parts of the content together to form a new whole. Framing a synthesis question might include using the verbs "construct," "develop," or "create." Phrases that are useful in positioning a synthesis question might include "What ideas could you add?" or "What could you substitute?" For example: Besides lecture, what alternatives might exist when considering ways to present course content? Evaluation The last level of questioning in Bloom’s cognitive domain is the evaluation question. The purpose of this type of question is to determine if the trainee can judge the outcome and decide on a course of action from the information. "Evaluate," "justify," and "judge" are all common verbs used to frame an evaluation question. This type of question could also be positioned with phrases such as "How would you decide?" or "What criteria would you use?" For example: How would you evaluate your training program to determine if it’s more knowledge-based or more skill-based? Dr. Bloom provided us with a very valuable process to encourage deeper learning in our trainees. It’s up to us as facilitators to incorporate his six levels of questioning. If we do, we may find that our trainees have a greater understanding of the material, higher retention rates, and eventual performance improvement. For more details on how to apply Bloom’s Taxonomy to the "design tests" step in the instructional design process, check out this past blog.

Written by: Jim Do you already have an e-learning authoring tool? If not, then you’ve come to the right place. With a rapidly expanding market for this course creation software, the choices are more overwhelming than ever. While each product offers something a little different, there are some features and functions that you’ll want on your "Must Have" list. LMS Compatible You can find the best software on the planet, but if it doesn’t communicate with your Learning Management System (LMS), it is not the right choice. Your LMS can help you register participants, track their progress, retain their assessment scores, and track their certifications. An e-learning environment that forces you to manually enter this information will slow your ability to move toward a stronger e-learning environment. For these reasons, you want an authoring tool that will communicate with your LMS. Usable File Formats Without getting all technical, you probably have some idea about the types of files you want to use in your projects. If you want to convert PowerPoint, import pictures, include specific types of audio and video files, or add screen shots, the authoring tool you choose will make a difference. Another thing to consider is the computer your participants use to take the course. One of my strongest recommendations is that you talk with your IT department about the types of files currently being used within your company. They can also offer other important system information that you can use to make your decision. Strategy Selection With e-learning, you can select a number of deployment strategies. How your participants will access the course will impact the authoring tool you choose. Some tools allow for on-line access through your company website. Some provide zip files with executable software that can be used on most computers, regardless of location; others can be launched from within your LMS. If possible, make these kinds of deployment decisions before purchasing an authoring tool. I’ve only touched on three key factors when deciding on an authoring tool. There is one more consideration I’d like to add. Can you get a FREE trial first? If you can, you will have the opportunity to test out the features, and ease any concerns before actually making the purchase.  Remember, be patient during this exploration process. Learning should be fun, so enjoy learning about what these authoring tools have to offer. For a step-by-step process for developing a comprehensive and cost-effective e-learning strategy that meets organizational goals, our How to Create an e-Learning Strategy self-study kit will guide you through the process. Check it out!

Written by: Linda In a previous blog, I emphasized that effective trainers use stories as an instructional technique to engage their learners. In this blog I will highlight five tips to help you be effective when sharing stories in training. I have incorporated the following steps into my process for many years and have witnessed much success. 1. Know Your Purpose.  It is important to know why you are telling the story. What is your intention? Do you want to engage, hook, humanize, or demystify? What thoughts do you want to provoke and what responses are anticipated? You must be clear about the message you want to convey. 2. Be Brief.  As trainers we are always dealing with time constraints. We must choose stories that we can own so that we can get to the point quickly without appearing rushed and losing the essence of the story. To avoid rambling, make sure you have a strong beginning, middle, and ending. Don’t include details that you don’t need. Remember KISS: Keep It Short and Simple! 3. Create a Story File.  Collect stories that are relevant to your content. As I mentioned in my previous blog, I have stories for each course. Some of those stories are from my personal experience, but often they come from the participants’ experiences. To mix things up, there are loads of material from current events that can be relevant to the content. The important thing is to keep it fresh! 4. Rehearse the Delivery!  When we tell stories we are painting a picture for our listeners, and if we do it well, we will connect with them on an emotional level. This is where our presentation skills training will come into play. We must practice pausing, varying our tone, and placing emphasis where it is most needed. In addition to our verbal delivery we want to be aware of our non-verbal communication as well. 5. Be Your Authentic Self.  Don’t be afraid to show vulnerability. When we share experiences that highlight our own challenges, it humanizes us and deepens the connection with the participants without jeopardizing the credibility factor. We don’t always have to be the hero in our stories. Be honest about your weaknesses and learn to laugh at yourself.  The learners appreciate this type of humility and humor. Most importantly, own your story. The more you can speak from your heart, the more authentic you will feel and you will experience a deeper rapport with your participants. Remember effective training is not just about delivering facts; it’s also about connecting with our learners on a deeper level. The use of stories is a powerful instructional technique that enhances learner engagement and retention. So let’s tell our stories because we all have a story to tell!

Written by: Lynne I’ll never forget taking one particular course during my master’s degree program in Education. It was called the Psychology of Excellence. I was attracted to it because I am always trying to reach a higher level of performance in everything I do. The course centered on the work of Psychologist, Mihaly Csikszentmihalyi. He coined the term FLOW which he defined as the mental state of operation in which a person performing an activity is fully immersed in a feeling of energized focus, full involvement, and enjoyment in the process of an activity. The feeling of being in the FLOW happens in many areas of our lives, both at work and at play. Athletes sometimes refer to being in the zone when they perform at their peak, which is the same as being in the FLOW. I find that there are times when I’m instructing, when all of the stars align, and I’m at the top of my game, I get into the FLOW. Boy does it feel great! Have you ever experienced this feeling when you deliver training? You know what I mean? Everyone is having fun, participating, laughing at your jokes, asking questions, and enjoying the learning process. You are delivering your content with ease, asking thought-provoking questions, managing your audio-visual aids swiftly, keeping a perfect pace, and making adjustments that work perfectly on the fly. How do we get into this desired state of being? Here are five tips: 1.   Practice your content until you are sick of hearing it yourself. Even if you get nervous when instructing, your preparation will take over and you will be fine. 2.   Smile often and make consistent eye contact with your learners. This will help relax you. Being relaxed will allow you to pick up on the groups’ positive energy - it will energize you! 3.   Teach because you genuinely love to help people. Your learners will respond very positively to your sincerity. 4.   Be enthusiastic and passionate about your content because if you are not, why should your participants bother to learn it! 5.   Always try to improve your presentation skills (and facilitation skills!) no matter how good you get. Never be satisfied with your performance, but take pride in it! We don’t often get sufficient time to improve ourselves at work so I would encourage you to look into our many workshops and products for trainers to help you learn and practice your craft so you, too, can get into the FLOW of training!

Written by: Paul I was chatting with a group of trainers last week and the subject came up regarding how to let the learners know what was in store for them during the training. An agenda or road map is the obvious answer. Adult learners don’t like uncertainty. There are many ways to let the learners know what the training session holds. Some believed a PowerPoint slide laying out the day’s activity would do the job. Others liked a white board for the agenda, but of course, the board would have to be cleared for other things. Some thought clear objective statements early in the training let the learners know where they were going during the session. I suppose all of these ideas, and others, get the job done. My usual practice is an agenda on a flipchart sheet listing major activities for the training session. I post it near the door where I, as well as the learners, can see it throughout the training. I think it’s a three-way win; that is, a win for me, the learners, and time management. Here are six reasons why: 1.   Road map. The agenda lets the participants know where they are at a glance. There is an adult learning principle called "Self Direction"—learners are used to making moment-to-moment decisions in the workplace, so they like to be in control of their time in the classroom as well. Since they can’t completely be in charge of their time while in class, the agenda lets them at least see where they are and where they’re going. This adds to the comfort level for most learners. It also keeps them aware of their progress. 2.   Negotiation point. If the trainer has delivery flexibility, the agenda represents a discussion piece. Do the learners want some of the course content curtailed or deleted? Is there anything they want added? All of these factors can modify the existing agenda. 3.   Reinforce the learning. Assuming the agenda reflects the training objectives, having them continually displayed in front of the learner reinforces the importance of those objectives. 4.   Instructor job aid. The posted agenda represents a visual guide when I am managing my time in the classroom. That way I don’t have to look at my notes to see how much I have left to cover in the time remaining. 5.   Handling tangents. The posted chart represents a time management tool. I can use it to keep the group on track when tangential questions arise, for example, "Good question, but if you’ll glance at the agenda, we still have a lot to cover. Could we add that to the parking lot?" 6.   Review and transition. The agenda represents a way to review where we are after a break and re-focus learners on where we are going. This is especially important if the content of the day contains dissimilar tasks or topics. The previous day’s agenda can also be a vehicle to use for the next day’s review. A posted agenda may not be for everyone. For me it is a great tool to keep me, and the class, organized and on track.

Written by: Alan Working with subject-matter experts (SMEs) can be daunting. When we rely on others to provide us with course content, we often get huge PowerPoint decks full of so much material it practically becomes unusable. This is one of the origins of the dreaded "death-by-PowerPoint" we see in training. Here are a few tips that might help manage the contributions SMEs make to training: Explain the training process Many SMEs are simply asked to produce course content, without knowing the instructional design process. When SMEs don’t have a clear understanding of how training works, they produce content, activities, and materials in one fell swoop. To avoid this problem, explain to your SME how training is created. The ADDIE model is very useful here. By explaining the type of work done in Analysis, Design, Development, Implementation, and Evaluation, SMEs will see that there’s more to instructional design than creating slides. Explain the role of SMEs The SMEs’ biggest contribution is in the analysis phase. SMEs need to document how they perform the job tasks being taught in training. I find it helps to remind the SMEs that management has identified them as exemplary performers for the job tasks involved. A little flattery goes a long way. Then I follow-up by explaining that we need them to document the way they perform those tasks. Work collaboratively with your SMEs The trick is to work with the SMEs during the analysis phase. I like to show them examples of good task analyses. I ask them what instructions they would like to have seen when they first started in that part of the job. Their role is to explain the process, while my role is to document it step-by-step. If I don’t understand something I’ll ask the SMEs to clarify, re-explain, and break things down further. If I don’t understand the process, the learners probably won’t either. Give credit where it’s due When the tasks have been fully analyzed, we now have lean, performance-based course content. If the need being filled is truly a serious one, the content should impress the stakeholders. I’ve seen people point to specific steps in a task analysis and exclaim, "Wow! This is exactly what we’ve been trying to fix around here! This is fantastic!" At this point, I make sure to point out how this content came from the SMEs. I explain how the expertise of the SME made this content possible. Subject-matter experts can be invaluable to an instructional design project. Their biggest contribution is determining the best practices employees must learn in the training. However, the design of course activities and development of course materials is not what we should expect from them. That’s the instructional designer’s job. Hopefully, these four tips will help you manage the contributions from the SMEs and produce the best training possible. Happy designing!

Written by: Ron Are you interested in getting a refresher on some leadership skills that most of us already possess but often overlook? Then you have come to the right place! I want to discuss three leadership skills that can have a tremendous impact on both your department and organization’s bottom-line. Besides, who can’t benefit from a little review? We have all heard the infamous phrase that employees do not leave a company, but they leave their boss. Creating an engaging work environment falls, to a great extent, on the shoulders of management. And that includes training managers! So, let’s talk about the following three leadership skills that can lead to increased staff productivity and retention. Communicate. Maintaining constant open and honest communication with your staff keeps them informed about corporate goals, department missions and values, and how their performance matches up. Keeping the channels of communication open will also create a safer environment that will challenge them to remain accountable. When people are aware of their occasional poor decisions and actions, are not wasting their energy covering it up, or blaming others, then real growth occurs. Accountability leads to growth, resulting in increased productivity. Listen. Make a conscious effort to practice active listening. Listening to your staff’s issues, concerns, and frustrations creates a safer environment where solutions can be examined. Creating such an accountable environment leads to increased productivity. Coach/mentor. Here comes the best part! Once you have created a safe and engaged work environment, coaching/mentoring becomes a natural transition. Holding people accountable for corporate results requires a leader who is a great communicator and listener. With an engaging environment, your staff will be more willing to take a risk to change their actions. Increased productivity requires training managers, or any manager for that matter, to communicate, listen, and coach consistently and effectively, all of which lead to a more engaged and accountable organization. There’s another leadership quality that a good manager/supervisor must possess, and that’s confidence. You can read more on this topic in our blog titled, How to Be a Leader People Can Follow.

Written by: Steve Frequently, at the end of a meeting or facilitated session, a decision on a course of action must be reached, now that analysis, discussion, and ideas have been generated. Having a group come to a decision in such a session can be a difficult task even for a skilled facilitator. I always try to avoid formal majority voting, as there will be winners and losers—someone is going to be unhappy. My preference is to try to have the group reach consensus, usually using the "five finger" technique, where I will ask the participants to show their level of support to an idea by showing a number of fingers (e.g. five fingers means strong support, one finger means no support). The idea under discussion is amended until all participants can support the idea. In situations where a vote is needed to reach a decision, the voting technique needs to be clearly outlined and fair. Here are three voting techniques used to reach a decision in a facilitated session: 1.      Weighted Voting This technique involves all participants and makes it easier to bring opposing views to the surface. The facilitator draws a grid, listing participant names vertically and the options horizontally. Each person gets as many votes as there are options. Participants distribute their votes among the preferred option(s). The votes are added and a decision is made. 2.      Plus/Minus Matrix This technique involves all participants and brings objectivity to the decision-making process. The facilitator draws a grid; the criteria for decision making are listed horizontally and options under discussion are listed vertically. S/he starts with the first option and discusses if it meets each criterion. S/he then assigns a plus (+) to the criteria that are met and a minus (-) to the criteria that are not met. Lastly, the facilitator totals the number of pluses for all options, and the option with the most number of pluses is chosen. 3.      Final Ballot This technique involves everyone and allows them to remain anonymous. The facilitator states that there will be no more discussion. The idea, issue, or solutions to be decided upon are listed on the flip chart. Participants are asked to write their choice on an index card or slip of paper. The papers are collected, the votes counted, and the final choice is announced. The decision-making process in a facilitated session or meeting can be very challenging, especially when the decision being made has consequences. A skilled meeting facilitator needs to have a variety of decision-making tools in their repertoire and the ability and confidence to use them. For a more extensive list of decision-making tools, along with idea-generating facilitation tools, tips for dealing with conflict and managing group dynamics, and much more, check out Langevin’s Facilitation Skills for New Facilitators workshop.

Written by: Jose It happens plenty of times. You have a roster that shows a certain number of participants and, for one reason or another, only a few show up. Yet the "show" must go on! As facilitators, we take multiple measures to prepare the learning environment both logistically and atmospherically. By design, some of the activities may be structured for team efforts, or at times, to compel a bit of competitive energy. But then you’re faced with fewer participants than expected… How do you tweak the group activities and make them applicable and fun for a team of one? How do you make sure the participants still walk away with a powerful learning experience, and are enthusiastic about the training session? And how do you avoid over-lecturing because of an unexpected change in the group dynamics? This is a reality that we all deal with at times. As trainers, when we respond to the situation with a can do demeanor and conviction, our participants will still have a phenomenal learning experience. Here are four facilitation tips I find helpful when faced with a small class size: 1.   Relax: Release the stress. There is nothing that I can do about a learner who is unable to attend the training. When I focus on what can’t be accomplished with a smaller class size, I worry, stress, and tense up; consequently, I project a very unapproachable energy. Instead, I get the participants busy with brainteasers or to peruse through their materials to become familiar with what’s coming up. If I project nervousness or stress, the participants will pick up on it and absorb some of it. However, if I project a relaxed demeanor, they, too, will be relaxed and feel safe and comfortable. 2.   Sit & Partake: Instead of standing upfront or sitting on a tall stool, I pull up a chair and sit at the table with the participants. This makes the atmosphere more comfortable and less intimidating for them. During activities I may make myself available as a third or fourth perspective for discussion and consideration, as long as I refrain from being the center of attention, become a key contributor, or lead the activity. This also creates the perfect atmosphere for me to coach versus teach and lecture during other activities. 3.   Take Your Time: There is no need to rush. The agenda of the course was probably designed to accommodate a class size of 12 or more. This means that you have a certain amount of flexibility with the extra time that will be accumulating throughout the day. It takes me more time to debrief three tables than it does three people, buying me some extra time to entertain additional examples and perspectives during discussions. Also, I find that with a smaller class group, I can explore most topics from a wider variety of angles than I would risk exploring with a larger group. 4.   Maximize One-on-One Time: Larger groups usually demand a more universal approach to explaining or expanding on topics, in order to accommodate a more versatile and varied crowd. However, smaller groups give me the opportunity to build more one-on-one time with each participant. I am able to give more attention to each individuals training needs, focusing on their strengths and areas needing improvement. In the process, I’m also building a strong rapport with each learner. What tips and best practices can you share with our readers that may help them when faced with facilitating small learning groups? For more detailed information on using small-group activities effectively, our Instructional Techniques for New Instructors workshop is the place to start!

Written by: Melissa Chances are, if you’re a training professional, you’ve probably heard the name, Malcolm Knowles. Born in 1913, Knowles was an American educator well known for the use of the term "andragogy." While "andragogy" might sound like a scary medical term, it is actually the art and science of how adults learn. Nearly 30 years ago, Knowles developed a set of core adult learning principles that serve as a foundation for the instructional design and delivery of training. Your goal, as a trainer, is to create a learning environment that implements all of these principles—so that you reach all of your learners! The principles of adult learning should be built into the instructional design of your course to make sure the training is motivational, interactive, and relevant—making your job as the facilitator easier! Below is a brief explanation of each principle, with some tips on how to apply it in the classroom. As you read through them, reflect on some of the courses you’re currently delivering and see which of these principles are already in use. Self-Direction Adults are accustomed to being autonomous and self-directed. They have expectations and wants that need to be met. Classroom application: Allow your participants to create their own ground rules at the beginning of the training course. Let them roll dice or choose a playing card to determine break times, rather than you dictating the amount of time. Finally, since adult learners are self-directed, allow them to discover things on their own and even make mistakes. Experience Adults bring considerable experience with them. They like to speak, participate, and contribute to the proceedings. They dislike long lectures. Classroom Application: Harness the experience of your adult learners. Incorporate peer-mentoring by pairing up those with more experience with the newer, less knowledgeable trainees. Use icebreakers that will reveal shared experiences (e.g. give learners five minutes to list things that they all have in common). Time Orientation Adults have a here-and-now viewpoint. They wish to focus on current issues, rather than material that may be useful in the distant future. Classroom Application: Only teach tasks that the attendees will use in their current role. Ensure your trainees use the skills within 30 days of the training by following up with their manager or supervisor. Studies show that when learning a new skill, if it’s not used within 30 days, ninety percent of it will be lost. Relevance Adults want courses that focus on real-life problems and tasks rather than academic material. A strong how-to focus is desired. They become restless if their time is being wasted. Classroom Application: Teach tasks rather than topics. Maintain a brisk pace and schedule, omitting nice-to-know information—focus on what the learners need to know! Benefit Adults see learning as a means to an end, rather than an end in itself. They must know what there is to gain, and they must see progress being made. Classroom Application: Point out why it’s important for the trainees to learn the content. Focus on how they’ll benefit personally, and what will happen back on the job if they, or their peers, don’t learn how to do the job properly. Self-Esteem Adults have something to lose. They have a strong need to maintain their self-esteem, and need to feel heard. Classroom Application: Make sure that adequate climate building is done before working on the course content (e.g. icebreakers, energizers, and brainteasers). Most people need to feel safe, secure, and comfortable before they can give their full attention to learning. Create early practice sessions that are easier and more prompted than later sessions. As learners gain proficiency, more complexities can be added to the practice session. Participation Adults are accustomed to being active. They should be given an opportunity for active participation whenever possible. Classroom Application: Build practice sessions throughout the course rather than just at the end, and use frequent small-group sessions. Include opportunities for learners to express themselves, work together, and be active. How many of the seven principles are you currently implementing? What additional tips do you have for incorporating them? How are you building the above principles into your virtual classroom trainings? I look forward to hearing from you!

Written by: Jeff The art of storytelling has been practiced by virtually every culture around the world as a way to educate, inform, and entertain. Medieval Troubadours, West African Griots, and Native American tribal leaders have all shared stories as a way to preserve history, explain events, and teach moral lessons. Stories have often been handed down from generation to generation, and many historians suggest that oral storytelling has been around as long as human language. On a recent trip to Australia, I took a half-day rainforest tour. I was fascinated to hear the many stories of my Aboriginal tour guide, Barwon. He began by telling our group the story of how he got his name, which means wide river. He went on to captivate us with other stories of Aboriginal culture and the indigenous plant and animal life in the area. Every story he shared with us was first told to him by his grandparents and other tribal elders. Just as storytelling has had a powerful impact on people from all over the world, it can also be used as an effective instructional technique in the modern day training classroom. According to Margaret Parkin, author of the book "Tales for Trainers: Using Stories and Metaphors to Facilitate Learning," stories can "encourage growth, learning, and personal development. Anyone who is responsible for passing along information to others, while encouraging learning and development, can be termed a storyteller." I’ve been telling stories in my training courses for many years; I started doing it somewhat naturally. However, I never really knew I was practicing a formal instructional technique. In my mind, I was simply sharing my life’s experiences. Over the years, I realized there are several benefits to telling stories and sharing my life experiences with trainees. Increased Learner Engagement  When done well, a good story captures your learner’s attention, right from the start. Somehow, they get drawn into the character(s), plot, conflict, and eventual resolution of the story. Effective storytellers often elevate their stories to another level by using vocal inflection, gestures, and movement—tools used to further engage the learner. Engagement is also increased when the storyteller makes an emotional connection with the learner. An effective story often stirs ones emotions. It stimulates the learner’s imagination and creative thinking process. As the story plays out in their mind, it makes them think about and reflect upon their own situation and experiences. Increased Instructor Credibility  I find that when I share a personal story, my learners get a glimpse into my life and past experiences. No longer am I simply a trainer delivering content and information. Instead, I’m personally sharing one of my success or horror stories as it relates to the content. The story sends the message that "I’ve been there," thus increasing my credibility. I found great success in sharing one particular story each time I delivered a sales course to new hire employees. I would share the story of how I began my sales career as a new and somewhat intimidated sales representative within the organization. After working hard and applying myself, I was eventually awarded the prestigious SPOTY Award (Salesperson of the Year.) Moral of the story: if I can do it, so can you! Simplifying of Complex Information According to Parkin, hearing a story allows a learner to concretize information. Through links with tangible examples, a story has the potential to help the listener make sense of abstract or complex information. For example, when teaching a concept like prioritization, the story of a busy working mom could be told. Hearing how the busy mother successfully balances career and family, the learner may easily relate the story to his/her own personal life. They relate their own concrete experiences to the actual concept being taught. Most mothers in the audience could probably relate to waking at dawn, getting her children dressed and fed, taking them to day care, and miraculously arriving to work on time—all thanks to careful prioritization. Additional Instructional Variety  Storytelling is simply one more tool in your trainer’s tool kit. Telling a meaningful and effective story can be yet another way to deliver course content. It may not replace something like a traditional lecture, but it can certainly be one of the most powerful instructional techniques. When lecturing, I find it helpful to address the key content portions of the lecture first. Then, to bring it home, I share a personal story or narrative about how I’ve applied what I just talked about. An effective story can break the monotony of a traditional lecture and add variety to your delivery. So the next time you’re looking for ways to engage your learners, increase your credibility, simplify complex information, and add instructional variety, consider telling a story. It could be the perfect tool to turn a good training presentation into a great one.

Written by: Jim There is so much information about e-learning products and software, but where can you go to get it? I have three sources that will give you the perspective you need to be well informed about your e-learning options. eLearningguild.com This easy-to-navigate site provides you with a variety of resources specific to e-learning. However, the access you will have to the resources is based on your membership level. While the guild offers three higher level memberships for a fee, the most basic membership, "The Associate," is FREE. Under the "Content" tab, you will be able to view the Learning Solutions Magazine. Articles older than 90 days are available to everyone, but for more current articles, membership is required. Guild research, publications, an events archive, and a conference archive are also available; access varies by membership level. Getapp.com/compare/online-learning-software I’ve included this specific link because it’s primarily an app information site for a variety of industry segments. However, this site provides a tool with many options to compare different software. You are given the opportunity to select which specific comparison you’d like to see. Once you make your selection, an easy-to-read navigation chart appears with a column for each software you selected. The chart provides comparison information in ten different areas including "Overview," "Screen Shots," "Features," and "Pricing," to name just a few. MyLangevin.com If you’ve taken a Langevin workshop, you have access to this site. The "Resources" tab contains lots of great information including an "e-Learning Links" section. Within "e-Learning Links," you’ll find ten different sections containing current industry information. Just a few include "Authoring Tools/Web Development," "Rapid e-Learning Development Tools," and "Web Conferencing Tools/Services." The "Learning Management Systems" section even contains a product comparison tool. There are so many places on the internet to get e-learning information. The three I’ve highlighted will provide you lots of great information and perspective as you navigate the world of e-learning.

Written by: Linda I have discovered that trainers consistently introduce their sessions with an objective and overview/agenda. However, they often miss the mark when highlighting the benefits, also known as WIIFM (What’s In It For Me)! It is critical that we communicate the benefits when we introduce the session. Adult learners are always asking the question, "Why do I need this and how will this help me?" As trainers, we must be prepared to address these questions as soon as possible. Addressing the benefits during the introduction of the session becomes your hook. It can potentially increase buy-in from "vacationers and prisoners," and reinforce the relevance for "explorers," while minimizing difficult situations. All learning contains the seeds of opportunity. However, this needs to be communicated. We can communicate the benefits by simply stating them, or we can use any of the following four instructional techniques: 1.      Personal Stories - Sharing personal experiences can influence the WIIFM factor with your learners. Using stories helps create an emotional connection with your learners. 2.      Analogies - Analogies can truly breathe life into the WIFFM factor, by hooking the learners and drawing them in. I once heard that a five-minute analogy can equal sixty minutes of lecture. 3.      Facts and Statistics - In our world of digital information, many learners want instant proof of effectiveness. Being armed with facts and statistics can surely substantiate your credibility and the relevance of the material. However, it is important to be clear about your source. 4.      Questions - Simply asking a question can be powerful. Asking the learners to tell you how the content will benefit them, allows them to critically think and personalize their responses. It aids in reinforcing buy-in when they can articulate the benefits for themselves. It also aligns with the message, "Never tell the learners what they can tell you," encouraging learners to take responsibility for their own learning. As trainers, the above techniques are not new; we use them all the time. However, it’s important to know that we can also use them in this context as a "hook" to address the benefits when the course is being introduced.  It is also wise to thread these techniques throughout your course content for continuous reinforcement. I’ve listed my four favorite instructional techniques. What techniques do you use to hook your learners?