Written by: Lynne Like many of you I have a smartphone. Good thing, too, because sometimes I am not so smart! One of my favorite things about my phone is the many "apps" I can use to help me out. I have one to help me navigate my car, calculate a tip amount, indicate my calorie consumption, and decide where to eat on the road. I don’t have to think or do anything for myself anymore; I just let my phone do the work! It may be convenient for our phones to do the thinking for us in our everyday lives, but it may not always be a good thing in the classroom. Certainly, there are new ways to use social media and technology in training, but I think we have to be careful not to rely on technology to do all of the work. At Langevin Learning Services, we instructors have a saying, "Never do for the learners what they can do for themselves." Generally, this means that it is preferable to involve the learners in the learning process as much as possible. You want learners to retain and apply the new knowledge and skill they’ve acquired. For example, do you present power point slides of information to your learners all day? If you do, the learners are playing a passive role in the learning process, and chances are they will not remember anything that you’ve said to them. Instead, we want to use tried and true instructional techniques to get the learners busy, engaged, and active, so they will have fun and learn! Here are three techniques to do just that: 1.   Collaborative Lecture Method: This technique involves learners, along with the instructor, presenting content in the class. This technique is generally followed by group discussion. 2.   Reverse Questioning Technique: This is a great way to encourage learners to think on their feet! The next time a learner asks you a question, don’t answer it; instead, reverse it back to them by saying, "What do you think?" 3.   Example/Exception Technique: This technique is useful in making learners present content or apply knowledge previously learned. First teach them a concept, then ask them to list on a flip chart the many ways they can apply the material, or have them come up with an exception to the rule. Perhaps in the future, technology will do all of the classroom work for us. For now, learning is an active process that takes hard work. As trainers, we can use smartphones in the classroom as an aid to learning, but be sure that the learners work the hardest. After all, your employees will be the ones actually performing their jobs, not their smartphones! Have you incorporated any of the above instructional techniques into your training sessions? What was the result?

Written by: Paul Any trainer who has had newbie’s and expert attendees in the same classroom knows that sinking feeling. "Yikes! This is going to be a challenging day. The new people may be confused, but if I slow down for them, the more experienced learners may start reaching for their smart phones. What to do, what to do?" Here are a few suggestions for handling varying experience levels in the classroom (taken from Langevin’s Instructional Design for New Designers workshop): Offer multiple versions of the class: structure introductory, intermediate, and advanced versions of a course to narrow the gap between learners. Reinforce the level of content of the different classes with prerequisites and clearly advertised course content. Require pre- or post-course work: by requiring pre-course activities and establishing accountability for their completion, the proficiency level of the participants is levelled out somewhat. Post-course activities provide additional practice for novice learners. Branching within a course: give the experienced participants the option of more sophisticated content or more challenging exercises than the novices. In addition, you can select methods that involve learners with differing experience levels. All of the instructional techniques shown below provide an opportunity for novices to learn from the experienced participants. Experienced participants will feel engaged because they’ll be able to contribute and share their knowledge, and gain recognition for their experience. Brainstorming: promotes developing content from the sudden inspiration or experience of the participants. Abbreviated lecturette: involves the group listing what they know about the subject before the instructor covers what the learners have not identified. Discussion: gives the more experienced participants an opportunity to "teach" their colleagues. Peer tutoring: involves pairing up the more experienced with the less experienced. Peer review: reinforces content by reviewing it in small groups—again, capitalizing on the more experienced to "teach." Finally, when facilitating a class with varying experience levels: Acknowledge experience: an explicit statement in your housekeeping section along the lines of, "Some of you bring tremendous experience with you—please share it!" Encourage questions: questions can bring the less experienced up to speed more quickly if you set a safe environment for them to ask the questions. Also, if you use the "reflection" technique to answer their questions (e.g. "Good question! I have an opinion, but let’s hear from your colleague’s first."), it gives your pros a chance to shine. Ask many questions: questions tend to "level" the group, with the more experienced able to answer questions and have their expertise acknowledged by the instructor, while also "teaching" their colleagues. It’s always a challenge for an instructor to have a variety of experience levels in the classroom. Of course, no matter what you do, if you have more than one person in your class, you’ll always have some diversity of experience. These eleven ways of handling varying experience levels are also ways of taking advantage of them. What other tips or instructional techniques do you recommend for handling varying experience levels in the classroom?

Written by: Marsha In many of our workshops, we discuss the various skills, traits and competencies required of instructors. Of course, strong presentation skills, as well as facilitation skills, are a must! On top of that, they need to know the content and connect with their audience. But true facilitators focus on their participants more than anything else, and ask the following questions: Are they engaged? Are they getting the material? And most importantly, are they getting along? When new people are grouped together in a team, the group dynamics change over time. In our Advanced Instructional Techniques workshop, we review the "Stages of Group Development," which is a model derived by Bruce Tuckman. In the model, he explains that groups evolve through the following four stages: 1) Forming This is the polite exploration stage. People don’t know each other yet so they are polite, tentative, and a bit cautious. They are learning about each other and the task at hand. 2) Storming This is the conflict stage. People react to each other and find frustration in working together. They may argue about the structure of the group and struggle for status in the group. Some believe this is a necessary stage as it allows the group to evaluate ideas and avoid conformity. 3) Norming This is the accommodation stage. People learn to handle each other and work around the frustrations. They develop rules about how they will achieve their goal. 4) Performing This is the settling in stage. The group finds its comfort level and working pattern. Sometimes the pattern is positive and constructive. Sometimes it is tense and uncomfortable, but at least the group is able to perform its functions. Every week, I see groups experience these stages at different rates and different degrees. Of course, it’s my job as the instructor to get them to the performing level as quickly and efficiently as possible. Through monitoring and observation, I’m able to assess their progress through the stages. Obviously, a well-designed course, with appropriate time and activities to build rapport and set the right climate, will aid in getting the group to the performing stage. Interestingly enough, there is also a 5th stage called the Adjourning Stage. In this stage the tasks are complete and we disengage from the relationship. The project has come to an end and the group disbands. In a workshop setting, this is usually accompanied with long goodbyes, photographs, the exchange of business cards and maybe even a group hug! I’m always a bit sad when a workshop is done, and now I understand why. I observed and contributed to the group development only to see it come to a close in a short period of time. Yes, we are adjourned and no, we’re not meeting up again. Luckily, I can look forward to the next session and observe my folks, once again, as they experience the stages of group development. How do you guide your participants to the performing level? Do you enjoy this part of facilitation? And how do you feel when a group adjourns?

Written by: Alan As trainers it’s pretty much a given that we’ll start a classroom session with some kind of icebreaker. We’re trying to warm up our learners and get them ready to work together. But what do you do when people are already warmed up? What if your learners work together every single day? Here’s an icebreaker that’s worked well for me when training people who are already very familiar with each other: I ask people to draw a vehicle that represents their department. I may ask people to work individually or in small groups, depending on the class size. I ask them to build in features to their vehicle that represent the things that are going well in their department, and the things that aren’t going so well. I tell them they can choose anything from a skateboard to a spaceship. To fire up their imaginations, I also give them an example or two, such as: a race car with wagon wheels or an airplane with a helicopter propeller on top. Within four or five minutes, people are ready to share their work. While watching learners explain their drawings, I’ve noticed some very interesting things. Their body language shows deep involvement, and the discussion is very productive and engaging. The learners enjoy the creativity involved in analyzing their workplace, despite their focus on some of the more negative aspects. The benefit for me, the trainer, is that I can then relate the objectives of the training to specific issues they’ve explained. It’s like getting a crash course in what the learners are hoping to achieve and focus on during our time together. There is, however, one risk with this activity. If learners are deeply frustrated by an issue back at work, it can derail the icebreaker and devolve into a gripe session. But, using your facilitation skills, it’s fairly easy to keep the discussion constructive. If your learners are tired of the same old icebreakers, or if they already know each other really well, this method might be just what it takes to fire them up before you get into course content. For additional tips on using icebreakers in your training sessions, check out these blogs written by some of my fellow Langevin course leaders.

Written by: Steve I’m sure you have heard the phrase, "Build it and they will come." Well, it usually doesn’t apply to training. Just because the training department has designed a course doesn’t mean that employees will knock down the door to attend it. A marketing plan is needed to effectively promote your training within your own organization. Here are the five Ps of marketing your training within your own organization: 1. Product The training product must be clearly defined, and it must satisfy a unique need in your organization. A misconception is that the business of training is to produce workshops and seminars, when in fact our real product is to offer solutions to performance problems. 2. People The purpose of marketing your training is to get the internal customer to want what you have to offer. Know who your customers are, know what will satisfy them, and let them know how you are matching your training solutions to their needs. 3. Promotion Use a variety of promotional techniques to market your training internally. Leverage technology by using websites, blogs, and social media to promote your training product. Combine the use of personal promotional techniques (where individuals are contacted directly) and impersonal promotional techniques (where large numbers of people can be reached quickly). 4. Partnership Create an image and develop a reputation for your training department. Use image and reputation to help develop partnerships. Maintain customer relationships by continuously building rapport before, during, and after courses. This strategy, combined with effective communication, will help create effective partnerships with internal customers. 5. Planning It is critical to have a marketing plan. Ensure the plan contains the details of the previous four Ps. Indicate in the plan the type of training course, who will be targeted, which promotional techniques will be used, the frequency and the duration of the marketing campaign. By using the five Ps to market your training within your organization, you will increase the likelihood of getting the right people into the right course. By consistently meeting the needs of internal customers you will continue to build the reputation of the training department within your organization. To learn more on how to package training in the context of organizational needs, and promote the value of both your product and your department, Langevin’s Marketing Your Training Internally workshop is a great place to start!

Written by: Jeff Perhaps one of the more challenging aspects of facilitation is managing the group dynamics in a classroom setting. Because no two groups are ever alike, I’ve found that a "one size fits all" approach is usually not the best tactic. Most courses at Langevin Learning Services are facilitated by placing participants in small groups. Over the years, I’ve learned to expect the unexpected when it comes to the dynamics of a group. Some groups bond very well, others not so much. Some groups need more coaching and guidance, while others are more independent. Some are filled with dynamic personalities, while others are comprised of more introverted, reserved individuals. That being said, I try my best to manage each group on a case-by-case basis. One tactic that I’ve found helpful in managing group dynamics is to be mindful of the Tuckman Model. In the mid 1960’s, psychologist, Dr. Bruce Tuckman devoted a large part of his research to the study of group dynamics. He published a body of work entitled "Tuckman’s Stages," which focused on the nuances of group development. Dr. Tuckman suggests that groups experience various stages of development in their quest to work together and achieve their goals. Forming This is the polite exploration stage. If the group members don’t already know each other, this is usually the time when they are extremely polite, a bit tentative, and even cautious of one another. At this stage, most participants are not trying to become the star pupil. Most are usually thinking to themselves, "What’s expected of us?" or "What’s this person like?" As a facilitator, if I observe limited communication and interaction among the group members at this point, I don’t panic. The group members are really just getting to know each other.  Storming This is the conflict stage. By now, the group members have gotten to know each other and may feel comfortable with disagreeing with each other’s ideas and opinions. I’ve seen this stage get somewhat heated, so careful monitoring of the storming stage is required. Observation is also necessary to make sure that group members don’t get rooted in conflict and unable to move forward. If this is determined, you may have to facilitate some mediation tactics to move the group along. Tuckman suggests the storming stage is necessary for the growth of the group, as it can be an opportunity for the members to learn valuable lessons regarding tolerance and patience. Norming This is the accommodation stage. The group members learn how to handle each other and find tactics to work around their frustrations. In this stage, the members work toward the success of the group’s goals. They may "agree to disagree" or put issues to a vote, where majority rules. As a facilitator, I keep a watchful eye during the norming stage. I want to make sure the group’s accommodation efforts are all done with tact and diplomacy. I was once part of a group, where bullying occurred in this stage. What appeared to be accommodation was nothing more than an aggressive member exerting dominance, and submissive members succumbing to the pressure, simply to "keep the peace." Performing This is the ultimate stage. The performing stage is where goals are met and tasks are accomplished. Here, the group members are comfortable and knowledgeable enough to find patterns or tactics that contribute to the success of the group. Sometimes this stage is positive and constructive, at other times it’s tense and uncomfortable.  However, if discomfort does occur, the members have usually determined ways to either work through or around the distress. Although I’m elated when a group reaches the performing stage, I still have my "facilitator antenna" up. Not all groups reach the performing stage as quickly as others, and I want to observe and make sure that some groups don’t revert to an earlier stage, like storming or norming. Adjourning Although not part of the original Tuckman Model, the adjourning stage was added in 1977. This phase involves dismantling and breaking up the group once all the tasks and goals have been accomplished. The adjourning phase actually has a heavy post-training significance. As facilitators, we want to encourage the group members to network and keep in touch with each other once they return to their respective jobs. Often, group members can serve as resources and allies to each other once they get back to the workplace. Thanks to Dr. Tuckman and his model, managing of group dynamics might prove to be less of a challenge. Facilitators, best of luck when applying his research and theory to your groups of training participants. Also, keep us posted on how it has benefited you in the classroom!

Written by: Linda Presentation alone is not training, yet we are still hearing from clients that the majority of their training consists of 80% presentation. Langevin defines effective training as 1/3 presentation and 2/3 application and feedback. We want to spend more time in the application phase because "we learn by doing." Learners should be given the opportunity to practice what has been taught during training. Studies have shown that we retain 90% of what we say and do. This level of retention will increase the transfer of knowledge and skill back on the job, which sets everyone up for success. By incorporating these five techniques into your instructional design, your participants will receive the benefit of effective learner practice: 1.  Choose common application methods that are proven effective: • If your content is technical, design practice exercises. • If your content is interpersonal, design role plays. • If your content is conceptual, design case studies. I have only identified three of the most common application methods. However, in our instructional design courses we have a substantial glossary of 50 presentation and application methods to choose from. 2.  Design application that allows the learners to practice on their own. The instructor should monitor and provide coaching, but a true application is when the learners can do it without assistance. 3.  Ideally, the application should mirror the objective and be designed to be as "real world" as possible. If the objective is to sell the product, the participants should practice selling the product. 4.  It is important to provide clear step-by-step instructions. The instructor should have instructions to assist with his/her set up; whereas, the instructions for the participant should be visible on a slide, flip chart, manual, or handout. 5.  Identify "bear traps" for the instructor to watch for when monitoring learner practice.  It is also helpful to include coaching tips to guide learners through those anticipated challenges. Implementing these five techniques when designing your learner practice will surely set your participants up for success. Remember, we learn by doing; therefore, we need "more ‘do’ time than ‘talk’ time, because telling ain’t training."

Written by: Melissa I live in Los Angeles, where the term "producer" is used often and usually has something to do with film or TV. According to "howstuffworks.com," the responsibility of a movie producer is to make sure an appealing, high-quality movie is produced on time and within budget. The producer supervises and packages the project from conception to distribution—the bottom line: a producer wears many hats! In the training world, specifically, the virtual classroom (VC) training world, the term "producer" means something very different. You might even hear "producer" referred to as the "assistant instructor" or "assistant trainer." The VC producer’s role is to act as an extra pair of hands during the virtual classroom training session. This allows the facilitator to focus on the delivery of training. Believe it or not, the VC producer doesn’t even need to be in the same physical location as the VC facilitator! Let’s take a look at some of the typical tasks of the VC producer: Conduct a pre-event warm up. While participants are logging on, the producer can verify that the technology is working (audio levels, etc.), answer navigation questions, and facilitate warm-up exercises. When the VC facilitator starts speaking or typing, participants know class has begun. Handle technical questions and problems. A virtual classroom facilitator who tries to fix technical problems can lose valuable class time. Give participants the producer’s phone number so s/he can manage any technical support issues that arises. The producer can assess whether the participant can return to class or whether another level of technical support is required. Launch surveys, polls, and breakout rooms. The VC producer should ensure all practice exercises are setup, and can be easily launched when the VC facilitator requires them. This minimizes dead air and makes the session move quickly. The VC producer can also manage half of the breakout rooms by assisting the participants with the exercise. Respond to messages and manage chats. Unfortunately, many VC facilitators limit the use of the chat and message features because they find it impossible to respond while also facilitating a session. However, crucial interaction can occur in the chat and message areas. The VC producer can watch for all of these signals, answer questions, and alert the VC facilitator when s/he needs to become involved. Using this team approach means that participants get four eyes watching for feedback and two minds concentrating on the process. What could be better? What has been your experience with the role of the producer in the virtual classroom?

Written by: Jim When managing instructional design projects, the documentation can be overwhelming. In an effort to help you keep track of all you create, I have a few suggestions for naming your folders, files, and footers. Folders You will typically have two folder levels on your network or local computer, once you are in the file directory used to store your courses. The first level is the actual course name, for example, "New Hire Training." You will have one folder for each course created, and maintained by your department. The second level folder is the version of the course. Depending on how often you update your courses, it is possible to have one or two versions per year. Once inside the course folder, create a version folder that includes the course name and a version format that includes a "V" followed by a 4 digit year, a hyphen, and a 2 digit month. For example, if you created a new version of the "New Hire Training" course in July of 2013, you could name the folder "New Hire Training V2013-07." When creating a new version, start by adding a new version folder, then copy the contents of the most recent folder to the new folder. Once copied, you can rename and edit your new documents knowing you’re working from the most current version. Files In each version folder, you will store all of the specific documents needed for that course. Each file can be named using a course acronym, document type, and version information. The course acronym could be the first letter of each word in the course title. For example, "New Hire Training" would become "NHT." The document type would be an abbreviation indicating what type of document it is. Some examples include: PG = Participant Guide FG = Facilitator’s Guide PS = PowerPoint Slides JA = Job Aid The version information would match the name of the version folder, where the file is stored, to avoid confusion. Using the "New Hire Training" example, the participant guide would be named as follows: NHT PG V2013-07. Footers The footers in each document could contain key information. On the left side of the footer, include the version information. For example, the left footer would be "V2013-07." Some designers prefer to use the month followed by the year. For example, the left footer would be "July 2013." The right side of the footer is ideal for the page number. If your course has multiple sections, using a section-page format will help minimize the impact revisions have on your page numbers. Hard code the section number and let your software add the physical page number. If you select this format, it would add another layer when naming your files. Including the section or unit number and name will make accessing the right files even clearer. For example, the file name for the first section of the "New Hire Training" would look like this: NHT PG 01-Overview V2013-07. Your company may have its own naming standards for folders, files, and footers, and those need to be considered first. However, if you have the opportunity to structure your course storage standards, these tips will make managing your instructional design documentation much simpler.

Written by: Lynne Recently I had a family member spend some time in the hospital. During this time, I quickly realized that a hospital may be the worst place to recover from an illness or injury. Due to constant interruptions it can be almost impossible to get some much needed rest. First of all, you may have a roommate that is noisy and talkative, if you’re not lucky enough to have a private room. Then you have to contend with doctors, nurses, and housekeeping barging in on you at all times of the day. Finally, you may have family and friends who want to come visit you and drop off flowers and gifts. With this constant stream of people and disruption, it’s hard to fathom actually leaving the hospital feeling better than when you arrived! When it comes to learning, we, trainers, have to do everything we can to prevent interruptions to the learning process. We want to control the environment as best we can to prevent distractions. In our How Adults Learn workshop we talk about creating a positive learning environment. This statement means many things. It certainly means having comfortable seating arrangements, refreshments, and proper room temperature, but it means other things as well. Here are five tips to help you prevent distractions in your classroom: 1. Keep your training room door closed with a sign outside that reads, "Class in progress—Do Not Disturb." 2. Review course guidelines at the start of your class to ensure that cell phones are set to "off" or "vibrate." 3. Use a flip chart or tape a piece of paper on the wall, designating it as your "parking lot." This is where you can place off-topic questions,ensuring that your training is not pulled off course. 4. Set up and check all audio/visual equipment before class begins to avoid any technical surprises. 5. Request that management and employees do not interrupt learners during class time, unless it is an emergency. Learning takes effort and time in an environment free of distractions. Once we set a system in place that creates a "no distraction zone" in our classrooms, we are well on our way to creating that positive and successful learning environment. What do you do to prevent distractions in your classroom?

Written by: Martha Not long ago, I was watching a baseball game and was fascinated by the excitement around a pitcher having a perfect game. It wasn’t just the excitement of the announcer that enthralled me; it was also the excitement from the whole team, and how hard the pitcher’s teammates worked to help him achieve perfection. So what exactly is considered a perfect game? As defined by Wikipedia, "A perfect game is defined by Major League Baseball as a game in which a pitcher (or combination of pitchers) pitches a victory that lasts a minimum of nine innings and in which no opposing player reaches base. A perfect game is also a no-hitter and a shutout. Since the pitcher cannot control whether or not his teammates commit any errors, the pitcher must be backed up by solid fielding to pitch a perfect game." It’s this last part of the definition that reminded me of the training partnership needed in an organization for training to transfer back to the job. Training can be designed flawlessly and delivered beautifully, but without the support of "solid fielding," it could be all for nothing. Studies indicate that only 20% of what is taught in the learning environment transfers back to the job. In our Make Your Training Stick workshop, we talk about three key players: trainers, learners, and supervisors, each of whom is necessary if training is to transfer back to the job. In this blog, I’ve added the organization, as it, too, has a part to play in successful training transfer. The trainer (training department) is responsible for completing a training needs analysis and for designing the course. This will ensure the training is relevant to both the organization and the learners. Using sound instructional design practices will make the training dynamic, hands-on, and interactive, setting the learners up for success. Additionally, the trainer, by using effective instructional techniques, principles of adult learning, and facilitation skills, creates an environment that is conducive to learning. The learner is responsible to come to training with an open mind and a willingness to participate in the learning environment. This includes asking questions, taking notes, and creating an action plan for how the information will be applied on the job. Other responsibilities include networking and sharing with the other learners, and helping establish a safe, non-judgmental environment for everyone. Supervisors also hold a position in the training partnership. They can have a significant impact on whether training transfers or not. Supervisors should help the training department collect the information needed for both the training needs analysis and instructional design of the training. They can help their learners have a training mindset by conducting both a pre and post-training meeting. The pre-training meeting with the learner initiates the action plan, so both the learners and the supervisors have identified the learning expectations of the training. During the training, supervisors establish the importance of training by removing all distractions, allowing learners to focus on the training. This includes covering their absence, and allowing their learning to be uninterrupted. For post-training, the supervisor meets with the learner to ensure the action items from the training are initiated. The organization represents the playing field on which all partners must play. As such, the organization must be ready to support the plan agreed upon by the training partnership, with resources (time, money, equipment, etc.) and help to measure its success. In the beginning, I discussed the perfect baseball game and the need for everyone to do their part. Everyone in the training partnership—the trainer, the learner, the supervisor, and even the organization—has a specific role to fulfill. No matter how well each one functions, they all must fulfill their role for everyone to be successful. What steps do you take to ensure training is transferred successfully back on the job?

Written by: Paul Training should be highly interactive and engaging for the learner. However, if trainers are not clear in their set-up of activities, there’s the potential to lose credibility. No one wants their learners saying, "Wait! What??" Here are eight tips to help start an exercise with minimal confusion: 1. Include complete details in the exercise instructions. The instructions should include: o  Why it is important - rationale for the exercise o  How they are to do it - process to be followed (e.g. "Each table group will brainstorm and list on their flip charts…") o  What they should produce - specific end result or product of the activity (e.g. "A word or phrase to characterize…") o  How long it should take - time limits of the exercise (e.g. "The time for the exercise will be a maximum of 6 minutes.") o  How the exercise will be debriefed (e.g. "A table debrief will follow…") 2. Provide clear instructions in the lesson plan. The instructional designer knows the instructional purpose of the activity; therefore, s/he should provide clear, step-by-step instructions in the lesson plan, including the items shown above. 3. Present the exercise in writing. If the instructions are complex, written instructions will allow individual review or clarification. This instructional technique will appeal to those who have a visual learning style. 4. State the activity instructions verbally. A brief, verbal statement of the exercise instructions will help reinforce the instructions. This instructional technique will appeal to those who have an auditory learning style. 5. Chunk the instructions. With a complex exercise, provide the instructions in chunks or steps (e.g. "The first step of this team exercise is to pick a partner, so do that now. Now that everyone has a partner, the second step is…"). 6. Restate the instructions. Summarize the instructions, as some participants may not have understood them the first time through. It will also confirm for those who heard it the first time that they got it right. 7. Prime the pump. This expression means to "do something to start the action." In the case of exercise instructions with an output, give the learners a specific example of one of the outputs (e.g. "For example, one characteristic might be…"). 8. Monitor the activity. The trainer should quietly supervise each group, but not intervene unless there is confusion about the exercise, or the exercise objective is not being achieved. For simple activities it might not be necessary to use each of the tips or instructional techniques listed. However, this is one of those cases in training where more (explicit instructions) is definitely better (than a confused classroom). What instructional techniques do you employ to ensure your activity instructions are clear and your learners understand what’s expected of them?

Written by: Marsha We all strive to be dynamic instructors, and hope that our training captivates and engages our audience. But let’s get real. It’s tough to keep learners motivated in a classroom, and even tougher sometimes to hold their attention. I’m sure we’ve all seen some heads nod forward and the eyes start to shut. So, what’s a trainer to do? We build in fun activities to add excitement and keep it lively! Of course, at Langevin, we suggest many tips, tricks, and instructional techniques to keep our audience engaged. We recommend brief puzzles, games, physical exercise breaks, icebreakers, energizers, movie clips, and humorous quotes. Now, one of my favorite instructional techniques is using simple magic tricks—the key word being simple! Let’s face it, we’re not magicians and are not pretending to be. That’s why I love using this simple trick to wow my learners and give the impression of achieving the impossible. I can promise you one thing, they won’t be sleeping during this one! It’s called The Star, The Moon, and The Sun; here’s how it works: Supplies: Picture of a star Picture of the sun Picture of the moon Paper bag Envelope Piece of paper Pen Prep Work: On the piece of paper write, "I knew you would pick the SUN!" Place the piece of paper in the envelope, and on the front side of the envelope write, "I knew you would pick the MOON!" Place the envelope in the paper bag (with the writing face down,) and on one side of the bag write, "I knew you would pick the STAR!" Place the paper bag (with the writing face down) on a table or stool before you begin the trick. Trick: Tell the class that you’ll need a volunteer from the audience (he or she can stay seated) and that you will be able to read his/her mind (build this part up!). Let’s call the volunteer Carol. Tell Carol that you will show her three pictures and you will predict which one is her favorite. Point to the paper bag and tell the class that your prediction is pre-done. Before you start (again, build this part up!), ask Carol things like, "Did we meet before today?" or "Carol, have I asked you to be my partner in some kind of trick or scheme?" Also, remember to keep the banter going as you deliver the trick. Show Carol (and the entire class) the three different pictures, one at a time. Say to Carol, "So Carol, you have a favorite, don’t you? Tell the class which one is your favorite." She will either say the star, the moon, or the sun. As a joke, I sometimes say, "Can I have a new volunteer?" You can even ask, "Carol, why did you pick the ______?" Clearly, you have all three answers covered in the bag/envelope, and the trick is to remember where the answers are. If Carol picks the star, simply lift the paper bag and show the side that was face down with the words, "I knew you would pick the STAR!" If Carol picks the moon, go into the paper bag (be sure to keep the side with the writing face down) and take out the envelope revealing the writing, "I knew you would pick the MOON!" Lastly, if Carol picks the sun, go into the paper bag, take out the envelope (with the writing kept face down) and remove the piece of paper that reveals, "I knew you would pick the SUN!" Of course, the sun is the most dramatic choice because it’s fully concealed in both the bag and envelope. Over the years I’ve used this trick in many of my classes, and it never fails to get peoples’ attention! Be sure to practice at home first, wow your friends and family before trying it in the classroom. And as all magicians know, NEVER reveal the secret of the trick! Feel free to share any tricks you have up your sleeve to keep your participants motivated and attentive during training!

Written by: Alan The first training needs analysis I ever conducted didn’t turn out very well. Our training department had no pending requests, so we decided to add something new and useful to our list of offerings. We prepared a training needs survey for everyone in the organization. The top response was a need for a course on MS Excel. But the course we created didn’t get the turnout we thought it would, and the people who did attend the course often said, "I already know how to input formulas. I thought you were going to cover things like macros and templates." We had asked people to self-diagnose their own training needs. That’s like a doctor showing you a list of possible prescriptions and asking which would help address your chronic back pain. The trick is to focus in on specific areas of work and identify existing gaps with concrete detail. Here are three questions you can ask that will accomplish just that. Which job tasks seem to be an area of concern? This question allows you to focus on tangible parts of people’s jobs. A task is a complete, repeatable process that results in a product or service that has value. By focusing on tasks, you can avoid vague, amorphous topics like "MS Excel" or "Documentation." Instead you can get specific, actionable processes like "format spreadsheets" or "input formulas." How should each task be performed? This allows you to determine expected performance. The more specific this is, the easier it becomes to identify gaps in performance. The standards that apply can be expressed as time, quantity, quality, cost, safety, or accuracy. Many standards may apply to one task. For example, making a soft-boiled egg definitely has a time standard, but it also has a safety standard. How is each task actually being performed? This question allows you to actually quantify real performance gaps. You shouldn’t have to rely on people’s anecdotal evidence, or their "gut feeling." Identifying actual numbers that relate to the expected performance can help you find the gaps that really matter in the organization. There’s more to training needs analysis than these three questions. But starting here allows you to base your findings on real data about real work. Too many needs analyses end up being very fuzzy and abstract. One outcome is certain—when your needs analysis is vague and fuzzy, the results of your training will also be vague and fuzzy.

Written by: Ron Unless you are self-employed, and you’re the only employee on the payroll, working with other people is an expected part of doing business. Whether you are a project manager, a supervisor, or in some type of leadership position, you’ll likely be required to facilitate a meeting at some point, putting your facilitation skills to the test. Let’s get straight to the point. The most common mistake a meeting facilitator will make is to not understand what their role as a meeting facilitator is. In the following few paragraphs, I will provide some valuable tips on using facilitation skills effectively. According to Webster’s dictionary, to facilitate means to make "easier or less difficult." As a facilitator you need to understand that your role must be neutral. It’s important that you do not bias or persuade the group while they are brainstorming, narrowing down ideas, or making a consensus decision. "Why?" you may wonder. Well, because it’s your job to manage the meeting process so that participants can work together effectively to achieve the meeting objective(s). When facilitating a meeting you should also consider your tone of voice. While it’s great to show passion and enthusiasm, make sure it’s consistent and not focused on specific replies. For example, it’s best not to say, "That’s a great idea!" to one person, and to someone else say, "That’s ok." Even your body language and facial expressions must be neutral. This means no frowning, signs of disbelief, or shock by an answer. Hand gestures need to be casual and natural, so that you don’t come across as the "boss." It all sounds quite elementary, but I can assure you, once you start facilitating meetings, you may find yourself transitioning into your "boss" role. Mastering any skill, and facilitation skills are no exception, requires practice, practice, and more practice. Remember the slogan, "How do you get to Carnegie Hall? Practice, practice, practice!" We welcome you to join us in our Facilitation Skills for New Facilitators workshop, where you can practice the fine art of facilitation. I look forward to seeing you at one in the future!

Written by: Steve A big part of an instructional designer’s job is to make learner practice as realistic and job-like as possible. A simulation can be used to add extra challenge to a practice exercise by introducing real-life standards and conditions. This is especially important when learners are required to meet job standards immediately after training when they return to the job, and when the consequence of error on the job is serious. Before considering the addition of job-like conditions to a practice exercise, the learner must have had the opportunity to develop the skill first; otherwise, they will be set up for failure. Here are five ways to make practice sessions simulate real-life job conditions: 1) Time - if task-performance time is measured on the job, then apply the same time standards in the practice exercise during training. For example, if on the job the employee must process an order in 15 minutes, then the same time standard applies in training. 2) Output - if learners need to produce a required output on the job, then have the same standard in training. This means if a machine operator must produce 50 widgets in a shift, ensure that the skill can be performed proficiently in training to meet that standard. 3) Workload - if learners are required to perform multiple tasks and prioritize their workload on the job, introduce a similar exercise in training to assess decision-making skills, as well as task performance. 4) Interference - if there are obstacles or interference while performing the task on the job, then gradually increase the presence of obstacles in the practice sessions in training. This may include performing the task in a confined space, a difficult to access location, or with interference from other people. 5) Weather - if the task is performed outdoors in extreme heat, cold, or wet conditions, gradually have learners perform the task in training under these weather conditions with the appropriate tools and protective equipment. By adding these five conditions and standards to the instructional design of a practice session, the participant is set up for success. Remember, the basic skill must be mastered before adding these real world elements. If the learner acquires the knowledge and skills to perform the task under job-like conditions in training, then we greatly increase the likelihood they will be successful performing the task on the job. For additional ways to include learner practice in your training, check out this blog written by my colleague, Linda!

Written by: Melissa If you’ve attended a Langevin workshop, you know about instructor-led training (ILT). You know it occurs in a "classroom," with widely varying formats, ranging from interactive lectures to engaging small-group activities and discussion. All of Langevin’s instructor-led workshops are the perfect example of structured learning sessions guided by seasoned course leaders fluent in the principles of adult learning. What you may not know is, by adding a "v" to the ILT, you get a very similar experience - but online! That’s right; vILT (Virtual Instructor-Led Training) is ILT’s younger sibling. It’s been slow to gain traction, but is now coming into its own. While vILT has been around for at least fifteen years, today’s tight training budgets, need for speed, advances in technology, and improved learning design make vILT increasingly attractive. So, just what is vILT? A well-designed, delivered, and implemented vILT is a highly interactive learning experience with participants and instructors in separate locations connected via their own computers and occurring in real-time through a "virtual training platform." The goal of the virtual classroom is to offer an experience similar to that of the traditional classroom. It’s worth noting that vILT is not a webinar (a one-way communication with listeners in separate locations). Below are six tips for successful virtual classroom training: 1. Design courses that allow learners to interact at least every 3-4 minutes with the platform, with each other, or with the instructor (virtual trainer), thus reducing the participants’ temptation to multi-task. 2. Use compelling visuals (vs. text-heavy PowerPoint). Include storytelling and video or audio, rather than resorting to straight lecture. Use chat, whiteboards, breakout rooms, and polls to support continuous learner interactivity. 3. Keep virtual learners engaged (despite the distractions of their own work space), by giving them a break at least every 60-90 minutes. 4. Limit class size to about twelve learners (again, vILT is not a webinar that delivers one-way information to hundreds of listeners). Limiting group size promotes the level of interaction needed to master new skills. 5. Use a producer to help virtual trainers focus on guiding activities and keeping learners engaged. A producer makes sure the platform runs smoothly and troubleshoots technical issues for individual learners (e.g. online connectivity or unfamiliarity with a platform feature). 6. While a virtual classroom session may be shorter than an equivalent ILT session, overall training time may be equal when you include "before" and "after" activities. Choose vILT for its value in closing a performance gap, not purely to save time. If you keep the above tips in mind, vILT can become a true partner in preparing employees to achieve organizational goals. Be sure to watch for Langevin’s newest endeavor, "The Virtual Trainer." This new workshop will give you the skills and confidence required to expertly facilitate vILT. "The Virtual Trainer" is coming soon to a virtual classroom (far away) from you!

Written by: Jeff I once read that the most rewarding, yet most challenging, part of a manager’s job is managing people. Managers play a vital role in employee development. Most managers take great pride in helping their employees grow and develop into productive members of the team. However, no employee is perfect. Inevitably there will come a time when a manager has to address some type of performance problem. As a training manager, it’s likely that you’re managing multiple individuals in multiple roles ranging from instructional designers to facilitators. These individuals are usually managing multiple projects. Given these circumstances, a performance problem is bound to rear its ugly little head sooner or later. Research shows that most employee performance problems are usually related to either productivity (e.g. failure to meet deadlines), attendance (e.g. tardiness), and/or conduct (e.g. failure to meet behavioral standards). According to the book, The New Manager’s Tool Kit by Don and Sheryl Grimme, Performance Problem Coaching is typically used when: An employee’s quality or productivity does not meet expectations. An employee’s behavior interferes with his or her performance. An employee’s behavior interferes with the performance of others. An employee violates a policy or procedure. The purpose of performance problem coaching is to help the employee meet the organization’s standards and expectations. Here are four tips for training managers to provide coaching for performance problems: 1.      Address Problems Early Early intervention is crucial. It prevents a performance problem from becoming a pattern of behavior. Whether you observe the performance problem yourself or it’s brought to your attention, handling it in the early stages usually stops a small problem from becoming a big one. 2.      Be a Problem-Solving Ally It’s human nature; people move toward and with their allies, but fight or flee from their adversaries. Dictionary.com defines an ally as a supporter who associates or cooperates with another. When a manager uses words and exhibits actions that show support (as opposed to judgment or blame), the employee is more likely to listen, be open-minded, and commit to correcting the problem. 3.      Involve the Employee Involve the employee in the solution to the performance problem. After all, it’s the individual’s job or career that is on the line. Solicit their opinions and perspective on both the performance problem and the eventual actions of resolving it. When the employee is involved in the situation, it’s a great way to get his/her buy-in. I learned long ago that people don’t argue with their own ideas and data. 4.      Determine an Action Plan Agree on action steps to address the performance problem. The action steps should be measurable, achievable, and have target dates. A majority of the action steps should be based on the employee’s ideas you solicited from them earlier. Also, when discussing the action planning, pledge to offer encouragement and support. Your ongoing support further indicates your commitment to being an ally, not an adversary. What success stories can you share with our blog readers about the way you’ve used performance problem coaching to handle employee performance issues? For more resources for training managers, check out these blogs.

Written by: Linda Giving feedback to the learner during training is essential. Learners need to know how they are doing while practicing the content. I have heard several stories where trainers have left the room during learner practice, or feedback was withheld until the end of the class, the end of the course, or not offered at all. More often than not, this highlights serious instructional design issues. Feedback needs to be considered during the instructional design process. The designer needs to identify when the feedback should be provided, who should be providing it, what feedback methods to use, and how it should be delivered. The instructor, particularly a new instructor, should not have to guess what the instructional designer envisioned for the course. Therefore, it is important to incorporate the when, who, what, and how, when designing feedback in training. When: feedback should be offered during, or immediately following, learner practice. Who: feedback can be provided by the instructor or peer-to-peer. Learners can also do self-assessments using an answer key. What: There are a variety of feedback methods that can be used. If the instructor is providing feedback during the learner practice, positive reinforcement while monitoring should be offered. Peer-to-peer or partner feedback is a method that is commonly used. Debriefing an exercise is also a method of feedback. How: Feedback should always begin with the positives—what went well. Then it is safe to point out areas needing improvement. Finally, it is important to offer specific ways to improve. When it all comes down to it, and participants are given honest, gentle, and timely feedback, it can only set them up for success back on the job. Incorporating these guidelines will help you do that. Please join us in our instructional design and instructional techniques courses where we discuss feedback in much more detail.

Written by: Jim In a recent LinkedIn post regarding "Name Tents," one contributor suggested using a Fortune Cookie Introduction to learn participant names. I tried it recently and have actually combined it with a Fortune Cookie Review that I created as an end-of-course activity. It worked so well that I’d like to share the steps with you. 1.      Create a Fortune Name Tent Each participant is given a blank name tent and a fortune cookie. You can buy individually wrapped fortune cookies at a grocery store or at your favorite Chinese take-out restaurant. Ask each participant to do the following: Write his/her first name on each outside panel of the name tent. Open the fortune cookie. Write the fortune on one of the inside panels of the name tent. You may consider creating a sample in advance. This will allow you to show your participants what the finished name tent would look like. 2.      Conduct Introductions Ask for volunteers to introduce themselves. Have each participant: State his/her name. Describe his/her industry background and experience. Read the fortune written on the inside of the name tent. You may consider sharing your introduction first to model this process. 3.      Facilitate Fortune Review Near the end of the course, as a final review, ask each participant to do the following: Reread the fortune written inside the name tent. Consider how that fortune applies to something learned during the course. Write a sentence or two on the blank inside panel to describe that "something learned." Prepare to describe how what has been learned will help that fortune become reality. Invite each participant to share how his/her fortune will become reality. You may consider sharing yours when you provide the instructions; this way, participants are clear about your expectations. For a variation of this review method, and 24 other creative techniques, I encourage you to enroll in Langevin’s e-learning module entitled 25 Creative Ways to Add Excitement to Your Training. To learn more about facilitating reviews based on group size, check out one of my past blog posts!

Written by: Lynne If your company wants top performers but can’t afford to send them to formal structured training programs, how will they learn? In the February 2013 article in Chief Learning Officer, Tom Spencer offers his 3-step model for building informal learning habits in employees. He calls it the Plan-Connect-Reflect Model. In this model, employees take the initiative in identifying and learning from their own work experiences. If this model is something you might implement in your organization, here is how it works: 1.      Planning - The employees first create their initial plans that identify long-term learning goals (behaviors, skills to be improved, and workplace opportunities to accomplish these goals). Next, they create daily plans to link their learning goals with their work schedule. 2.      Connecting - Employees work through five ways to connect their goals with their daily activities. They intentionally practice skills, evaluate how their behavior impacts others, observe exemplars of skills they hope to master, actively listen to feedback on how they are performing during practice sessions, and set up opportunities for future learning. 3.      Reflecting - Employees take notes daily or journal their reflections on what they’ve learned and how it will impact their performance. They need to keep this practice quick and easy; otherwise, this learning model may fall apart. This informal learning approach in any organization requires management support with some involvement from the training department. We, as learning specialists, need to secure buy-in from top management. Once we have their support, we will probably be the ones to implement the model. We then need to train managers and/or SME’s to work with employees to help them through the model steps. Most importantly, we need to train them how and when to give employees immediate positive and constructive feedback on their performance. Organizations need to realize that time and money must be invested in employee development whether it happens formally or informally. If your company does not think that the informal learning approach described in this model is feasible, then they need to support more formally structured training programs. What learning approach does your company favor?

Written by: Martha Doggone it! It happened again. I read it, reread it, wrote it, rewrote it, and someone still found a mistake. Has this ever happened to you? They say the hardest part of writing is the re-writing. However, we should not feel too bad; movies and books have editors and they still make mistakes. So what can we do to minimize errors in our writing? Below are eight quick tips that can help reduce errors. Brainstorm! One of the biggest mistakes people make when writing is trying to get the content perfect the first time. (My big problem.) Try to get all your ideas out and don’t edit while you write. When you have finished, go back, reread what you have written and then start the editing process. Put your writing aside before you reread it. I know time is important, but setting it aside for at least an hour or two (longer if you can) will give you a fresh look at what you have written. This break will reduce the effect of writer’s blindness. Don’t look for all the errors at once. Focus on one area at a time. Your first pass may emphasize sentence structure, then grammar, then content, etc. Review it in a different format. Print a hard copy and then read it silently and slowly line by line. Then read it backwards. Next, read it out loud. (This reduces the likelihood of your brain filling in the missing words or skipping over errors.) Finally, check for verb and noun agreement, the correct use of verb tenses, punctuation, etc. Reduce the number of words (some say by 10%). Look for redundancies, clichés, buzz words, etc. and eliminate them. Don’t forget to ask for help. Just like you wouldn’t look for all the mistakes at once, don’t ask the other person to do the same. Have one person check the grammar, another check for content, and a third person check for flow. Each new set of eyes can help find items you have overlooked. Know your style and create a list of things you want to correct. Do you use a lot of clichés, big words (plethora - my favorite), or the passive voice? This becomes your checklist when you are reviewing your writing. Do not rely on spell check. Don’t hesitate to use the dictionary and/or thesaurus. If I used both re-read and reread in this blog, spell check would accept both spellings. The dictionary (not Wikipedia) has reread, so reread it is. Using these eight quick tips on editing/proofreading can help reduce writing errors and make our written messages clear and to the point. For tips on writing clear, concise, complete, and compliant content, check out one of my past blog posts. What tips would you add? Do you have a tried-and-true method for editing and proofreading your writing that you’d like to share?

Written by: Paul What do a bicycle tour guide and a trainer have in common? Solid facilitation skills and the keys to co-facilitation. It’s not a trick question or a lead into a joke… During my time off, I’m an occasional bicycle tour guide in the Napa Valley. Ride a little bit, taste a little bit—it’s a fun day. Occasionally, I’ve been a guide for large corporate tours. In that circumstance, a second guide is usually assigned to the tour because of the size of the group. I quickly found the value in spending a few minutes with my fellow guide to discuss the following details: How do we get the pre-tour logistics out of the way? Who will speak in the pre-tour briefing? When will they speak, what will be covered, and how long will we spend on the briefing and on the tour? Who will lead the tour? What are the other guide’s responsibilities and where will they be located? What to do in the case of an emergency? What to do in the post tour wrap-up? As a trainer, you can probably see where this is going. I have, as have some of you, occasionally worked with a co-facilitator. Some typical situations where you might have co-facilitated include: when you were breaking into a new job or when a co-facilitator was new. Some of you routinely work with a co-facilitator due to the length of your training sessions, or because you need to integrate a subject-matter expert into your training. But if coordination between co-facilitators doesn’t go well, the training doesn’t go well. The following questions apply not only to tour guides, but also to the coordination that should occur between co-facilitators. Their answers will help ensure a well-run and successful co-facilitated course. How do we get the pre-course logistics out of the way? For example, what time do we meet, what do we bring, what should we wear, and who will be setting up the room? These are the sorts of questions that should be addressed. What will be covered by whom, and what times are allocated for the segments? Ultimately, who is responsible for success of the training? You may not have a supervisory relationship with your co-facilitator, but somebody should be "driving the bus." This could be established a number of ways. For example, by seniority, management direction, who is currently presenting, or by position within the organization. How will you support each other when not on the podium? Will the other instructor be in the room? Are they available to answer difficult questions? Can they step in to clarify points? When should they not speak or interrupt? How do we handle challenging situations or participants? What will each of your responsibilities be after the training finishes (e.g. pass out surveys, tidy classroom, and reset computers)? In any case, a little coordination goes a long way whether on a bicycle tour or in the classroom! What are some tips that have made your co-facilitated sessions a successful experience? How have you enhanced your facilitation skills to ensure seamless transitions, etc. between you and your co-facilitator? For more information on handling challenging situations or participants, we have several blog posts that cover this very topic—check them out!

Written by: Marsha I hear it all the time…"Why can’t managers be more involved in training?" "How can we get their buy-in?" "How else will learners apply what they’ve learned back on the job?" It’s probably one of our biggest challenges. And let’s face it…if learners don’t use it, they lose it. Even worse, as trainers, we have accomplished nothing when this happens. It doesn’t matter how well the course has been designed or delivered. It’s about improving performance back on the job! Let’s start by looking at two fictional companies, Alpha Limited and Bravo Corporation. While reading, think about which one resonates with you. Alpha Limited does nothing to prepare their employees weeks or months before the training. Their employee, David, attends the training and returns to work. Immediately following the course, David attempts to implement his action plan. His manager is unaware of the new skills David has acquired, and expects no change in behavior. David is inundated with work from his absence. To catch-up, he shelves the action plan for a later date. Months after the course, David has forgotten most of what he learned during training. In contrast, we have the Bravo Corporation. Months before the course, the manager at Bravo Corporation meets with the employee, Joe, to discuss the course objectives and what he will get out of the training. Joe attends the training and updates his action plan. Immediately following the course, Joe meets with his manager to review his action plan. The manager schedules work that allows Joe to practice the knowledge and skills he has acquired. Joe implements his action plan items, applies techniques and skills from the course, and utilizes the job aids from the session. Months after the course, Joe meets with his manager for a performance review. So, here’s the question: which fictional company do you identify with? Perhaps you’re somewhere in-between? The good news is that you can achieve Bravo-like status—our workshop, Make Your Training Stick, will help get you there! The key is setting up a training partnership with select managers, learners and trainers, with new roles and responsibilities for each group. These new responsibilities take place before, during, and after the training. In the workshop, we help you facilitate these partnerships, showing you how to take on these new roles. Keep in mind, the emphasis of the workshop is to improve and do a better job when it comes to training. Let’s not lay fault on one group. Instead, as trainers, we must learn to work with all departments to ensure the transfer of training so our learners are successful after training has taken place. This can be a major change for some departments, and it could be met with resistance. I once had the privilege of delivering this course to an on-site client. Interestingly enough, my audience was mid-level managers; there wasn’t a training professional in sight. It was a senior management initiative, to get managers more involved in training. I explained the partnership idea and new responsibilities for the management group. One manager said, "Ok, Marsha, can you please explain to me where I will find the time to do this pre- and post-training stuff, in my busy day?" I started a reply, while looking at the senior vice president, to help me out. He stepped in and we all agreed that the managers would spend up to five minutes before training, briefing each employee. Afterwards, mangers would take ten minutes with each employee. It was a small change, but it had a huge impact on their behavior and the training department! I share this story to show you that change is possible, and so is getting management buy-in! What about you? Are you ready to take your training to a whole new level?