Written by: Alan Have you ever stopped reading a piece of technical writing because it became too frustrating to continue? People tend to be bad at giving instructions. Have you ever become lost following someone’s instructions on how to get to their house for the first time? Even pros mess up badly at times. If you create training materials, you are also a technical writer. Here are some tips that will help you create better training materials. 1.      Keep your sentences short Short sentences highlight the ideas that they express. Long sentences hide them. Aim for an average sentence length of 12 words. Go back over your writing and count the length of each sentence. Add up all your totals and divide by the number of sentences. If the average is above 12, you should shorten them. I analyzed a software license agreement. Its average sentence length was 37 words. That could be one of the main reasons people rarely read them. I also analyzed this blog. It has 344 words in 35 sentences. That’s about 10 words per sentence. 2.      Use simple, direct words In technical writing, clarity is more important than great vocabulary. Use words like "send" instead of "disseminate," or "help" instead of "facilitate," or "use" instead of "utilize." Every fancy word you use makes your writing a little bit harder to read. People’s focus should be on learning your instructions, not on marvelling at your vast vocabulary. 3.      Use bullet points When you use bullet points, you leave out extraneous detail. You tend to focus on the most crucial ideas. Here are some benefits of bullet points: They make training materials leaner. They are easier to read. People find them less intimidating than paragraphs. They are less prone to complex writing errors. They allow more white space on a page. Final Thoughts Technical writing is a huge discipline. It has thousands of rules. Most of those rules are about the mechanics of stringing words together to make sentences. The three rules in this blog will help you apply those rules more easily to create better written training material. The simpler your writing content is, the simpler it is to apply the rest of the rules of technical writing. To learn how to write clear, concise, performance-based training materials, attend our Writing Skills for Trainers workshop. It’s full of tips and techniques to help you!

Written by: Steve When the core learning solution is complete and learners return to the workplace, additional information and practice are often needed. Without specific performance support activities, the knowledge and skill acquired during the core learning solution may not transfer to the workplace. Here are five performance support activities that will reinforce learning after the core learning solution has been completed. 1.      Coaching Session A post-course coaching session is an effective way of providing a learner with the help and support of an expert who already has the knowledge and skill. Coaching sessions are particularly useful when a longer learning curve is expected. 2.      Follow-up Workgroup A follow-up workgroup reassembles learners after they have had a chance to start applying their new knowledge and skills. This performance support activity can be done face-to-face, by phone, or via the internet. 3.      Knowledge Database Orientation Assignment This post-course support activity is most effective when the core learning solution delivered software training. The database assignment allows learners to practice and reinforce content from the training by completing an assignment that requires them to reference specific items in the database. 4.      Assigned Reading This is a simple exercise that requires learners to read information that supplements the content covered in the core learning solution. The reading can be done traditionally with paper-based reading materials or via the internet. 5.      Scavenger Hunt This "search and learn" exercise familiarizes learners with the company’s internal and external websites, databases, and paper-based resources by sending them on a "hunt" to find specific information. This performance support activity can be done traditionally or via the internet. Supplementing a good core learning solution with one of these performance support activities (blended learning) will increase the likelihood that the knowledge and skill delivered in the core learning solution will transfer to the job.

Written by: Linda Trainers often complain about participants "not getting it," or they ask, "How can we make our training interesting?" When I ask what methods they are using to deliver their content, they often reply with, "PowerPoint and lots of it!" The bad news is, presentation alone is not training. Boring people with a slide show will not make the training interesting, nor will it help the participants retain the content. Remember, "The brain can only retain what the bum can sustain." The good news is, PowerPoint is a wonderful visual aid. It should aid in our training but not be our training. The mistake is many instructional designers and trainers are asked to put together a slide deck and call it training. As a result, trainers along with learners are craving for other ways to present and receive content. The following tips are basic principles that will assist you in your efforts in creating interesting training that will enhance retention. 1.  Focus on the need-to-know versus the nice-to-know. Courses are often top heavy with content because we want to put everything into the course. The question we want to ask is, "What content must my learners know to improve their job performance?" The answer to this question will provide the content that needs to be covered in the course. 2.  Provide access to nice-to-know information. Include information in the appendix of the participant manual or a website where nice-to-know information can be accessed. This creates an opportunity for adult learners to take responsibility for their own learning. 3.  Select a variety of presentation methods. We all know that lecture has been the most common way to deliver content. Now it’s lecture with PowerPoint. I once heard an instructor describe lecture as "the notes of the instructor transferred to the notes of the listener, without passing through the minds of either." Fortunately, there are other ways to deliver content. If you want to stay sharp as an instructional designer and/or trainer, and keep your participants stimulated, it is important to select methods that promote two-way communication as opposed to traditional lecture, which is often one way. We must also consider selecting methods that appeal to different learning styles. This leads me to tip number four. 4.  Use more than one visual aid. PowerPoint, when not overused, is a fantastic tool. However, it should not be considered training or the only visual aid. Other visual aids include flip charts and white boards. PowerPoint appeals to the visual learner, while the kinesthetic learner eagerly desires more hands on activities. Using flip charts and white boards allow for group exercises and often appeal to the kinesthetic learner who will most likely volunteer to be the scribe. I also appreciate that scripted work on flip charts can be posted around the training room, which supports retention in multiple-day courses. 5.  Demonstrate polished presentation skills. As trainers we must skillfully model strong verbal and non-verbal behaviors. Without solid presentation skills, everything else can fall flat. Following these five tips will surely set you and your learners up for a successful training experience. In addition to offering a glossary of 50 presentation and application methods, we emphasize these principles in much more detail in both our instructional design and instructional techniques courses. I hope to see you in those courses real soon!

Written by: Jim When conducting training, your participants want to be involved. You can give them the opportunity to share their experiences and demonstrate what they are learning by asking questions along the way. The direction of the question will assist in getting the participation you desire. Here are three types of questions you can use. Overhead Question When you want to review course content that has already been covered, or ask about experiences that your participants have had, try using an overhead question. This open-ended question is asked to the entire group. For example, "What positive customer service experiences have you had as a customer?" Once you ask, wait for someone to reply. If no one gives an answer after ten seconds, consider giving a hint or rephrasing the question. Relay Question Sometimes the learners want to get the perspective of others in the group rather than always getting the answer from the instructor. In situations where that can be achieved, consider using a relay question. Start with a question asked by a participant. Get the perspective of the group by directing it to them as an overhead question and give them the opportunity to answer. The participant’s question might be, "Jim, how would you handle a participant who is always late?" I would then turn to the group and say something like, "Group, how have you handled participants who are always late?" Reverse Question The opportunity for a reverse question comes about when a participant asks a question, and the details of that question lead you to believe what is being described: Has already happened Is currently happening May happen in the near future You simply say to the participant, "Well, what would you do in a situation like that?" Usually, the response is as follows: "It happened, and here’s what I did…" "It’s happening right now, and I’m currently…" "It may happen, and I’m thinking I could…" In rare situations, the participant may insist that you answer as they have asked you for information. If that happens, simply answer the question and offer to talk with that person more in depth on a break or after class. Using these question techniques will keep your participants involved while adding variety to your discussions. Typically, we answer questions for our participants, but also having them answer some questions themselves helps them think about and process the content in a different way.

Written by: Martha In business (and in your personal life) you may have the opportunity to use influencing skills to impact a decision that will help you accomplish a goal or objective. In these situations you need to influence the decision-maker and create an influencing strategy. Before you speak to the person you need to influence you may need to interact with several other people. Sometimes this process can seem like the "Who’s on First" routine by Abbot and Costello. Below are some items to consider when identifying who should come first in the influencing interactions. Know your culture, the people involved, your power base, the image you have, and the relationships that exist. This may seem like a lot to know, but if you want the influencing interaction to be successful, it is necessary to do your homework. If your culture has a hierarchy, then consider approaching the decision-maker last. This will give you time to get the support you need prior to influencing interaction. Some decision-makers may want to know if you have gone through the proper channels before speaking to them. Some decision-makers want you to come in with a plan. In this case you should start with the individuals or groups that will give you the cooperation and support needed. Did you speak to IT to find out where your goal/objective fits into their schedule? Do you have peer support? Is there an individual in the organization who can act as a mentor? Use them as a sounding board and let them share their experiences. If you don’t have a direct relationship with the decision-maker, build support from those that do. Start by asking yourself the following questions: Who does the decision-maker respect and how can you get them on your side? Who are your advocates and how can they help? Since the objective is to use your influencing skills successfully in your interactions, try to avoid involving individuals who may not be receptive to your goal. Their tepid reception may cause a delay in the pursuit of your goal. Even though you want to be inclusive when getting support, be wary of individuals who may be tempted to sabotage your efforts. You are in a business environment so be cautious of any confidentiality issues that could be impacted by those you choose to be a part of your influencing strategy. As I stated in the beginning "Who’s on First" may not be as easy as it seems. First know your culture and its politics, then create a plan, and then go for it!

Written by: Paul As a training manager, have you ever had an instructor who didn’t "cut the mustard?" Maybe the instructor’s evaluations were a bit lower than other instructors, or you heard a critical comment from some of the participants or from a manager? What to do, what to do? You want to be fair to your employee, and if s/he is also an instructor who has subject-matter expertise in some of the offerings in your syllabus, you know they will be hard to replace. Here are five tips for developing and keeping that "problem" instructor: Stay in touch with what’s happening in the classroom. By "spot checking" all your instructors, you set an expectation that it is normal for you to drop in to the back of the classroom for a short visit. This means that observing the problem instructor is a not viewed as an exceptional visit. Frequent, short visits to supervise what’s happening in the classroom allow you to identify the good as well as the opportunities for improved performance in all your staff. Don’t "garbage bag." Training managers should provide feedback to instructors after every classroom visit. Always identify the positive behaviors in the classroom before identifying those opportunities for improved performance. Close with a positive. This is referred to as the feedback sandwich. It is formulaic, but effective. The same technique should be used when reviewing participant evaluations of a given training. Frequent feedback sessions, with specific suggestions for improvement, are more valuable than saving comments for the annual performance review. Try co-facilitation. Working with a really effective instructor, or even just observing such an instructor, may be informative for a weaker instructor. In turn, this helps strengthen their delivery and facilitation skills. This can be especially valuable if you point out behaviors of the exemplar instructor that the weaker instructor should look for—then follow up afterward to see what they’ve learned. Try professional development. Are there classes offered that could address the instructors identified weak areas? Langevin Learning Service’s offers a number of courses that may be valuable. Just like any other employee, instructors need skill and knowledge in order to improve performance. Establish a performance improvement plan. In an extreme instance, a formal performance improvement plan should be put in place by the training manager to establish specific areas for improved performance and a timeline to be met in relation to those areas. It’s only fair to your instructor to provide a clearly defined path to acceptable performance. The bottom line is that you owe it to your employees, and those that come to your training, to fully develop the talents of all your staff. What other tips can you share that have helped improve an instructor’s performance?

Written by: Marsha Developing rapport with learners and establishing a good learning climate can make or break your sessions; these are key facilitation skills for instructors and facilitators. Learners need to feel welcome, safe, comfortable, and understood in our classes. We also strive to build cohesiveness amongst the group. All good facilitators know that learner relationships are just as important as course content. In our Advanced Instructional Techniques workshop, we discuss facilitation skills and many tips to build cohesiveness. Some of the suggestions are as follows: Create an identity for each small group (e.g. a name, location in the room, or nickname). Use an icebreaker that brings out shared experiences. Set-up mild competition between groups to encourage a sense of "team." Set-up exercises so that the team is successful. Promote social activities. So, the question becomes, as facilitators, how social do we need to be? Obviously, we can have informal conversations with the group and individual participants, before class and during breaks. But what about the lunch hour and after class? Is that also part of our job? I know some instructors like to spend lunchtime on their own, enjoying some quiet time before starting the afternoon session. Let’s face it; we’re "on" for most of the day. And after a long day, I understand why instructors would want to head home and regroup for the next day. One could also argue that we need to maintain a professional relationship with the group, and socializing after hours could impact that. I can only imagine the damage that could be done if we were to share too much or slide too far into the personal realm. And let’s not even discuss the possibility of having too many cocktails! Haven’t we all seen that co-worker who drank too much at the Christmas party and was never able to live it down? Having said all that, I must say, my preference is to socialize with the class. I like to have lunch with the group, and spend at least one day after class together. I find these informal times to be critical to the success of the workshop. It gives me more time to learn about the participants and connect with them. We can continue discussing some of their challenges, or I can answer any questions that we didn’t have time to address in class. I probably socialize more often when it’s a smaller group. I find I’m able to build those relationships and foster that cohesiveness with fewer people in the room. So, my fellow trainers, what’s your position on promoting social activities during training? Are you for or against it? Do you include "social activities" in your facilitation skills toolbox? Does it depend on the group size or location of the training? I’d love to hear your point of view!

Written by: Alan ADDIE is a simple and effective approach to instructional design. Each letter is a phase we go through to meet a training need. Here is a quick breakdown of each phase: Analysis: Determine the training need, and the skills and knowledge that will meet the need. Design: Select the training activities that will teach the above skills and knowledge. Development: Produce the materials that will be used during the training activities. Implementation: Deliver the training created above. Evaluation: Determine how well the training needs have been met. There are hundreds of ways to implement these phases of instructional design. They are all subject to one common and frustrating drawback — stakeholders don’t see the finished product until after the development phase, which is usually quite close to the delivery launch date. When they do see it, they want to make a lot of changes, improvements, and tweaks. This leads to a mad dash in the final days of the allotted design/development time. Here is one adaptation to the ADDIE model that can dramatically reduce the rework I just described. It’s called Iterative Design. In this approach, you don’t do all your analysis, design, and development work in one fell swoop. You chunk it up into mini-projects, which you repeat until the course is completely developed. Each mini-project, or iteration, is on one segment of your course content. Each iteration is reviewed by the stakeholders as it is completed. This means stakeholders see the finished product much earlier in the life of the project. It also means the changes requested by reviewers get smaller and fewer at each iteration. Some professionals who’ve used iterative design have estimated it saved them 30% of the time they needed compared to prior projects. And the best perk: no mad dash near the delivery launch date. How much of your course to put in each iteration is up to you. The smallest unit of instruction you can use is one lesson. You certainly can include a few lessons in an iteration, however, the trick is to find a balance between two factors. Make your iterations small enough that the review/revision process won’t be daunting, but not so small that clients get annoyed by the number of requests for review/revision. There’s a lot on the web about iterative design. Feel free to explore the different ways others have used it. Using it as your project structure, you can save time and better meet your clients’ expectations. May all your instructional design projects be great successes!.

Written by: Steve When running a facilitated session we would like to think that common sense and good manners would prevail. This is not always the case. Sometimes in facilitated sessions, particularly those sessions dealing with contentious issues, participants can let their emotions get the better of them. In these situations it is a good practice to develop ground rules. Ground rules are standards of behavior that are agreed upon by the facilitator and the group members at the beginning of a session. These standards are a list of the group’s expectations for acceptable behavior during the session. Here are five basic ground rules: Only one person speaks at a time. Stay on topic. No side conversations. Confidential issues will remain in the room. Respect others’ points of view. Notice that these ground rules are simple and direct, but are very meaningful. These are only five of many potential ground rules. It is best to limit the number of ground rules to five, as too many will slow the session down. If the participants are known to be disruptive, develop ground rules designed to prevent the disruptive behaviors seen in previous sessions. Here are six tips for developing ground rules: Start with some basic ground rules to minimize the time spent on developing new rules. Ask the group if they would like to add any ground rules once the basic ground rules are established. Avoid making new ground rules during a session if issues arise. Get buy-in from the group for the ground rules; ask the group to help enforce the ground rules during the session. Be realistic and flexible when developing ground rules. They are guidelines, not the law. Post the ground rules on a flip chart in a visible location during the session for easy reference. A set of reasonable ground rules will assist the facilitator in running an effective session. Even professionals might need some guidance with their conduct in a facilitated session. Ground rules are most effective when the participants are involved in their development and agree to the set of guidelines. It is better to have some simple guidelines in place to avoid issues, than to not have them when issues arise.

Written by: Jeff Whether virtually or face-to-face, those of us who deliver training usually find ourselves teaching, explaining, and/or demonstrating complex tasks. These tasks often have multiple steps that only increase the level of complexity. I’ve found that using the Whole-Part-Whole Learning Model ("model") is one of the most effective ways in which to teach a complex task. The model is an instructional technique in which content is sequenced. The entire task is shown to the learners first, then each specific part of the task is examined, and finally, the entire task is revisited. This model dates back to the 1970’s and is addressed in the book, The Adult Learner by Dr. Malcolm S. Knowles, Elwood F. Holton III, and Richard A. Swanson. This book is described as the definitive classic in adult education and human resource development. When incorporating the model, learners are first given a high level overview of the entire task from start to finish. This overview not only focuses on the task itself, but often includes the objective and benefits of learning the task. The majority of the instruction is spent on the second part of the model, focusing on the specific parts of the task. In a very pragmatic and methodical way, each part of the task is presented and explored. The learners have an opportunity to observe, as well as practice each part of the task in small, digestible chunks. Finally, the entire task is addressed once again. By now, the learners have typically acquired enough skill to complete the task from beginning to end. Revisiting the whole task allows the learners to "connect the dots." The whole-part-whole methodology is often used by athletic coaches when coaching and teaching sports. As a matter of fact, I routinely used this instructional technique when I was employed as a health and fitness instructor. In my cardio kickboxing class, for example, I’d first model the entire combination for my participants. The group would simply jog in place while watching me demonstrate multiple kicks, punches, jabs, and knee strikes. After modeling the moves, I would then begin to teach each part of the combination. This was usually done at a slower pace, giving the participants an opportunity to practice their technique and form. Often the moves were repeated several times until I felt comfortable they understood and properly executed each kick and punch. From there, I’d move to the next part of the combination until we reached the end. Once I determined the participants’ readiness, I instructed them to "take it from the top." At that point, they performed every move of the combination from beginning to end. The model can be effective when delivering all types of content, including conceptual, interpersonal, and technical. Any content that follows a step-by-step process provides a good canvas for using this instructional technique. When complex tasks are part of your training curriculum, consider using The Whole-Part-Whole Learning Model. It provides a systematic framework for instruction, and allows your learners to practice the complex tasks in smaller segments. This segmented approach often leads to increased comprehension and mastery of the tasks, improving performance which ultimately achieves the goal of training.

Written by: Linda Do you know the real power of your voice? Actors know it, broadcasters know it, singers know it, and trainers should know it, too! I came from a theater arts background before I entered the training profession and I quickly learned how necessary a powerful voice is. I was taught how to project my voice on stage so that even the person sitting in the very last row could hear me! My theater directors and coaches taught me to breathe deeply and throw my words out like I was throwing an object out at my audience. Over time, and with consistent practice, I was able to project almost effortlessly. As trainers, we are sometimes speaking to large groups of people and we must ensure we can project our voice so every participant can hear us. If they cannot hear us, they cannot learn from us. Not only do we need to project our voice and have adequate volume based on our classroom size, but we also need what’s called "vocal variety" to get, and keep, students engaged. The following five tips will assist you when practicing your speaking skills using voice projection and vocal variety. Volume Practice Tips Practice speaking in front of family, friends and colleagues. Change your volume often. Soft to loud and back again. Practice speaking in an environment full of noise and project your voice, without shouting, so your audience can hear you above the noise. Vocal Variety Tips Sing in the shower and in your car while listening to music! Read to children. Play with your voice and make it match the characters in the story.  Roar like the lion and squeak like the mouse! This adds animation and color to your tone. Practice reading excerpts from books to an audience and insert pauses, speed up, slow down, and add emphasis to match the story. If you do not think your voice can make a difference in the classroom, just remember all of the boring, monotonous voices of the professors you suffered through in college! And, of course, you don’t want to be one of them. We offer several workshops that can assist you with your development in these areas. We hope to see you in one (or more!) of those workshops soon!

Written by: Martha When delivering training, I joke about being a perfectionist. I want all my charts lined up on the wall when I teach. At home, I want everything to be organized. (I know this is not possible otherwise my children and husband would have left a long time ago!) I even organize boxes inside of boxes, containers inside of drawers - you get the picture. Because the stakes are so high in training (successful learners = successful organization), we may expect perfection from ourselves in the classroom. This, however, is an unrealistic expectation, just as it is in real life. If this is true for you, let’s look at some ways that we, as trainers, can put our perfectionism in perspective and reduce stress caused by our pursuit of the perfection myth. Three Perfection Myth Busters Perfectionism doesn’t lead to happiness because it is (almost) impossible to be perfect. Additionally, this creates self-criticism and low self-esteem. Perfectionism can be linked to procrastination. Working toward an unattainable goal makes it difficult to get started. It also keeps you from taking risks and embracing challenges. Perfectionism is more about making mistakes and being concerned about what other people think than it is about having high expectations. Because of this, people tend to hide their mistakes instead of seeking feedback on them. Here are seven tips for relieving stress from perfectionism:        1.  Practice forgiveness Give yourself permission to make mistakes and learn from them. For example, in the classroom, what can you do next time to make your instructions clearer? What word can you use instead of the one you couldn’t say? What would be a better way to answer the question, handle the situation, etc.?        2.  Set goals/establish priorities This tip can be related to the above. Once you have identified the lessons learned, put them into action. This is not a situation of all or nothing. You can start by identifying the most important areas you want to focus on. You can then create a plan and implement it.        3.  Set realistic expectations Even if you have done a good job of setting goals, you may still take on more than you can handle (perfectionists frequently do). Be open to restructuring the task into smaller bites. Realize that you are not going to please everyone every time. Even though we focus on the learner in the classroom, allow time for your personal style to be present, without concern that you are not perfect.         4.  Get to GO Perfectionism creates procrastination, so get started. Even if it’s simply writing the first draft or the first words, this will put your progress in an upward state rather than at a standstill. This is another opportunity to gather lessons learned and move forward.         5.  Celebrate Don’t wait for the big bang. Celebrate the mini milestones. Remember the quote, "Victory is won not in miles, but in inches," so celebrate the journey.         6.  Focus on the NOW You cannot change the past and the future is yet to come. Ask yourself, "What can I do to make a difference now? What can I do to enjoy the moment?"         7.  Learn how to laugh at yourself According to Bob Newhart, "Laughter gives us distance. It allows us to step back from an event, deal with it, and then move on." Remember I said I like all my charts to line up? A while ago in a training class, the group was very aware of my "tendencies." Returning from a break I came back into the room and EVERY chart was going in a different direction. Got to love it! We had a good laugh, I stifled my urge to straighten them up, and we had a good time. Yes, they were straight, (although not perfect) the next day. Being a perfectionist does not generate happiness. It creates fear and stress. I am working on finding balance by using these seven tips. So, dot those "i’s," cross those "t’s," and breathe.

Written by: Paul One phase in the instructional design process is learner analysis. This analysis determines the characteristics of your target audience and will affect your design. In training, we typically provide written documentation in the form of manuals, handouts, etc. One of the most important items to consider when creating the materials is the reading level of your target audience. This is typically expressed as a grade level. For example, I’ve written this blog at a 10th grade level. There are two important details to take into account when considering reading levels: 1.  What grade level do I target? Your human resources department may track statistics about the average reading level of your target audience. If not, they can usually tell you the average education level achieved by the group of employees who will be trained. If you believe the average grade level achieved doesn’t necessarily equal true reading level (as I do), a safe reading level to shoot for is three grade levels below the average education level achieved. For example, if your learners are high-school graduates (grade 12) you would write at a grade nine level. If you have no information to go on, grade six is usually a safe level in which to write. Of course, if by experience you know grade six is too high, or if English is your target audience’s second language, you may write to a different or lower level. 2.  How can I determine the grade level of the material I have written? Part of the readability statistics that Microsoft Word provides makes it easy. Different versions of Word have slightly different procedures. For example, with Word 2007, once you have enabled the spelling and grammar checker, each time you click the ABC button under the Review ribbon, any grammatical errors will be identified. Following that, a dialogue box will appear with the last item shown being the grade level. To enable the readability feature for the first time in Word 2007: Click the Microsoft Office button, and then click Word Options. Click Proofing. Make sure the Check grammar with spelling check box is selected. Make sure the Show readability statistics check box is selected. Once you’ve completed these steps, each time you press the ABC button, the grammar statistics, with grade level, will be the last item shown in the dialogue box. When in doubt, make it simpler. People are seldom put off by material that is too easy to understand. For even more detail on how to write training materials that are clear, concise, and performance based, check out our Writing Skills for Trainers workshop!

Written by: Marsha It finally happened. Yes, it’s true. After 18 years in the business, I am no longer a newbie. I can finally say I completed my first self-paced e-learning course. And here’s the best part, I loved it! Me, the person who fears technology and craves human interaction! Who would ever believe it? So, how did it happen? Well, the principles of adult learning were incorporated in the instructional design of the course. Meaning, it was interactive, fun, and interesting. It had clear expectations, relevant practice exercises, and encouraged the transfer of skills back on the job. How was it able to achieve all this, you ask? Great question! Simple answer: it was designed by the brilliant folks at Langevin Learning Services. You see, we don’t just preach; we practice what we preach! I just completed our 25 Creative Ways to Add Excitement to Your Training e-learning module. Here’s how it went. It started with clever scenarios that highlighted some of the concerns of adding fun and excitement to training. I was then greeted by the Langevin instructor, who introduced us to the session, gave an overview, and explained the flow of the session. The content was divided into six main modules. Each module had demonstrations, two scenario-based reviews, and action planning. With so much interaction, I was never bored and the time flew by. A final exercise became available only after the modules were completed. It consisted of review questions and an on-the-job assignment to be completed after the course. The entire session was built with easy-to-follow instructions throughout. So, how can you design effective e-learning? Here are eight instructional design tips from our Web-Based Training course to get you started: Always include the course objectives, schedule, and major activities that learners will be doing. Limit the amount of reading as much as possible. Start each lesson with something that captures the learners’ interest and creates curiosity. Create practice exercises that are realistic and distribute them throughout the course, not just at the end. Design self-guided feedback activities such as list comparisons and answer keys. Create step-by-step answer wizards to guide learner feedback. Build in specific time for reflection and review. After each exercise and activity, give learners a few minutes to think about, "How does this apply to my job?" Ask them to write their answers in an action plan. I’m just so excited about this course because it’s changed my whole opinion of e-learning. Yes, I’ve had my AHA moment! Come to our Web-Based Training course and you, too, will be a believer.

Written by: Alan It’s a popular term in the training world: "Death by PowerPoint." If you haven’t experienced such a session, you’ve most likely heard someone else complain about one. The slides just keep coming. They’re crammed with bullet points in a font too small to read easily. Not that it matters, because the trainer is simply narrating them to the audience anyway. Here are four principles that will improve your learners’ experience when it comes to slides. Use Less, It Really Is More Slides shouldn’t convey all your content. They should outline the highlights. You can use handouts, manuals, electronic files, or links to post-course resources for all the details. Generally, in training, you should strive to show fewer than ten slides per hour. This will also help you avoid "narrator-itis," which is famous for annoying your learners. Apply the 7×7 Rule This rule keeps your slides lean. You should include no more than seven lines of text on a slide. Each line should have no more than seven words. If you feel it is forcing you to drop content from your slides, GOOD! That’s the point. Following this rule also allows you to use a font size that is readable from anywhere in the training room. Complement Your Colors One of the most basic rules of graphic design is to use colors that go well together. Do a web search on the term "color wheel." Most of them will show you how to use complementary colors in your visual medium. Your work will be easier on the eyes and look more professional. Your slides should feel more like a well-done painting, rather than a bowl of Skittles! Go Easy on the Transitions There are dozens of different transitions available to use as one slide changes to the next. Although transitions can add interest to your presentation, they can also become distracting or even annoying to learners. Use a maximum of two: one for basic transitions between slides, and one for the transition from one lesson to the next. Now your transitions actually convey meaning relevant to your course structure. The best PowerPoint presentations are those that people don’t really notice. If they aren’t preoccupied with your slides’ layout, design, or volume, they will be more attentive to your course content. Good luck in your training work, and may your slides be lively rather than deadly!

Written by: Steve When participants first arrive at a course, they have doubts, concerns, and fears. Many don’t know what to expect or even why they are there. It is critical that instructors work hard to build climate and rapport to help participants feel connected and as comfortable as possible, as soon as possible. Here are five instructional techniques that I have always found helpful in building climate and rapport: 1)      Welcome participants Greet participants at the door as they arrive; welcome them as though they are visiting your home. Let participants know where they can sit, where they can get coffee, and the location of the restrooms. 2)      Make participants feel safe Let participants know the training room is a risk-free, non-threatening environment. It is a place to try new things and it is okay to make mistakes. 3)      Keep it fun Plan high levels of participation and involvement. Fun in training should be based on course content. Make sure fun activities are not perceived as silly and do not adversely affect the self-esteem of the participants. 4)      Build group cohesiveness Arrange participants in small groups seated at separate tables. Use icebreakers that bring out shared experiences to generate a feeling of belonging. Use small-group work as often as possible. 5)      Build learner confidence and self esteem Set learners up for success by ensuring course objectives are achievable. Design exercises that allow learners to show their work, find value in the other participants’ work, and recognize achievements. Climate and rapport do not happen on their own. Skilled instructors can often make it seem that way with the subtle application of course leadership skills. Climate and rapport will greatly increase by implementing these five tried-and-true instructional techniques. Give them a try and let me know your results!

Written by: Jeff Having facilitated train-the-trainer workshops for the past 13 years, I’ve experienced my fair share of debate and discussion around the terms "training" and "education." Are they the same thing? Are they different entities? The debate continues. At Langevin Learning Services, we define the two terms as follows: Training - provides learners with the skills and knowledge to perform the tasks on their current jobs. It is short term and immediate. Education - provides learners with the knowledge and skill to prepare them for a future job, typically their next one. Based on our definitions, we are of the belief that training and education are indeed different entities. Are there certain similarities and overlap between the two? Absolutely. However, we stand firm in the belief that training and education are not the same thing. Those attending a true training course spend an ample amount of time learning how to do something. The objectives are application or performance based. Examples might include: operate a forklift, conduct an interview, or enter data into a database. Lastly, (and perhaps most importantly), in training a significant amount of time is spent allowing the learner to practice and refine the skill that is being taught. Those attending a course that is more education-oriented may spend significant time learning about the subject-matter or content. The objectives are more knowledge or non-performance based. Examples might include: identify the importance of a diverse workplace, define the theory of evolution, and list the steps of how a bill becomes a law. Lastly, more time is spent learning the history, theory, and/or significant concepts. Just because training and education are different from each other, this in no way suggests one is better or more important than the other. As a matter of fact, they both accentuate each other very well. I came to this conclusion when I was employed as a flight attendant for a major U.S. airline. My former colleagues in the cockpit (pilots, first officers, flight engineers, etc.) received hundreds, if not thousands, of hours of training at our learning academy in Dallas/Ft. Worth, Texas. They were trained on skills such as performing safety checks, communicating with air traffic control, and monitoring radar equipment, just to name a few. In addition to their skill-based training, they also received a very thorough education. They studied and learned subject-matter such as physics, weather patterns, critical thinking, and decision making. Essentially, training gives the cockpit crew members the skills to perform their job—operate an aircraft. While education gives them the knowledge, especially in terms of safety, to perform that job better. When I put my life in their hands, from wheels up to wheels down, I was thankful for both their training and their education! In corporate training, your courses will likely have an element of both training and education. And much like my airline example, this is a good thing. If your learners need to be trained on how to do something, spend time teaching the skills and, more importantly, let them practice those skills. If your learners need to know why those skills are performed or what the consequences would be if not performed properly, spend time providing them information that will give them that needed knowledge.

Written by: Paul The use of the acronym SMART (specific, measurable, achievable, realistic, time-bound) is a good guideline for writing training objectives—a key step in the instructional design process. The SMART formula has been around for many years, yet some trainers still agonize over writing objective statements. Here are some tips on writing objective statements effectively and easily: 1. Ensure that training objectives align with organizational objectives. If there is a disconnect between training department objectives and the stated objectives of the organization, it will be difficult to gain management buy-in for a program, and for that matter, the training department in general. If, on the other hand, the training department and organizational objectives are aligned, top-down management support is guaranteed. An example of alignment might be: Organizational Objective: Decrease OSHA claims by 5%. Training Department Objective: Deliver workplace safety training. 2. The objective statement must address a clear need. If a training needs analysis identifies a clear need for training, and that need translates into an objective, you’ve got a strong case for management and participant buy-in. The need identified simply has to be addressed in clearly stated marketing material and benefit statements. 3. One task equals one objective. Tasks represent activities that offer value to the organization. For each task, create one objective statement. A simple objective for line management training might be "Give feedback." 4. Make sure the accomplishment of your training objectives reflect the performance objectives in the workplace. Assuming the need for proficiency is required upon leaving training, the standard of performance in the classroom would be the same standard required in the workplace. This makes the activities in the classroom relevant and, therefore, motivating to the learners. 5. The objective statement should be brief. Shorter objectives are more readable and more understandable for the learner. Typically, an action verb and a noun, and sometimes a modifier, are all that is necessary to get the message across to the learner. An example might be "change a flat tire." Don’t be bashful! Once you have a solid objective statement, use it! It will probably be part of your course marketing materials, displayed prominently in the participants’ manuals, shown on a PowerPoint slide, appear in the leader’s guide, and called out in the trainer’s opening statement. For more in depth content and practice of this important step in the instructional design process, check out our Instructional Design for New Designers workshop!

Written by: Marsha "It was the best of times; it was the worst of times…" Who knew that I’d be living the first line from Charles Dickens’ classic, A Tale of Two Cities? How could something so joyful be so stressful at the same time? Why do people fall apart instead of coming together? And how was I going to fix everything? So what’s my problem? I’m in the midst of planning the happiest day of my life, my wedding! Of course, I’m dealing with all the typical stuff - how many people to invite, what to serve, and where to seat my guests. But on top of that, I have two bridesmaids, who used to be best friends, who aren’t speaking. Yes, it feels like I’m back in junior high. Luckily, I was teaching Project Management for Trainers recently, and was reminded of our "5-Step Model to Resolve Conflicts." Stay tuned for the results! Step 1: Identify each party’s grievance. Meet individually with each person and listen calmly to the grievance. Empathize with the individual but don’t take sides. Step 2: Encourage each party to resolve the dispute through negotiation.  Emphasize the importance of resolving the conflict to keep the project on track. Explore options the individual would be willing to accept. Step 3: Identify common interests. Establish ground rules for the mediation and ensure each party has a chance to be heard. Control the discussion and defuse altercations before they develop. Ask each person to summarize the other party’s grievance and explain what is motivating him or her. Step 4: Negotiate an agreement based on common interests. Identify and build on common interests between both parties. Agree to disagree on differences. So what do we mean by common interests? Last year, I had an opportunity to negotiate an agreement for my niece, Hillary, when she started her first year of university. Early on, Hillary complained about her roommate, Jennifer. You see, Hillary wanted the lights on at night and Jennifer wanted them off. Those were their positions. If we changed our focus to interests, Hillary wanted to read at night while Jennifer wanted to sleep. How could we negotiate an agreement? Get Hillary a night light and Jennifer a sleep mask. Problem solved! Step 5: Monitor compliance to the negotiated agreement. Ensure both parties clearly state they will follow the agreed upon actions as negotiated in the agreement. Back to the "Bridesmaids" - my life, not the movie! I met with each of them separately and listened to their complaints. I encouraged them to resolve the issue (yes, I pulled the bride card) and brought them together. At first it was awkward, but after setting the ground rules, they began speaking AND really listening to one another. By the end, they were laughing, talking, and joking as if no time had passed. All was calm in my world again. Of course, I will be monitoring their compliance up until the big day. But for now, it’s just the best of times!

Written by: Alan No one’s perfect. That doesn’t mean we should stop striving to improve. Even the most seasoned, confident trainer can make mistakes in the classroom. After coaching thousands of trainers, I have found there are five common mistakes that instructors make. Here they are, with tips on using a variety of instructional techniques to avoid them: 1.  Starting Late The most common reason a trainer would start late is to wait for stragglers. But then everyone who made the effort to arrive on time realizes it wasn’t worth the trouble. No one has ever entered a training session late and said, "Why didn’t you wait for me?" How to avoid it: Start with an activity that involves people but doesn’t lose the stragglers. Examples include puzzles, icebreakers, or reviews of prior content. 2.  Talking Too Much It’s so easy to include more than was originally planned in a training session. But those extra examples and experiences you share take up time. You don’t just lose time when you add the extra talking, you lose learner focus. How to avoid it: At the start of every exercise or activity, ask yourself, "How did I do in that presentation segment? Did I convey the right content? Was the focus where it should have been?" Asking yourself these questions regularly will keep your talking time to a minimum. 3.  Getting Off Track As learners ask questions or share experiences, there’s a risk of straying from the objectives of the training. Those tangents can eat up precious time and put you way behind in your lesson plan. How to avoid it: Put your agenda on a whiteboard or a flipchart page on the wall. Look at it often. When people start to veer off course, point to the agenda to get things back on track. This simple instructional technique can come in quite handy! 4.  Answering Every Question This mistake has a double impact. It reduces interaction because learners have fewer opportunities to share their own experiences. It also puts more stress on you, the trainer, contributing to your nervousness and anxiety. How to avoid it: Redirect questions to the audience once in a while. Ask if anyone has any thoughts before you share your own. You’ll get more thorough answers overall, and feel less stressed about handling questions in your training. 5.  Avoiding Corrective Feedback This is a very common mistake. Trainers are often hesitant to point out where learners went wrong. We’re afraid of shutting people down or making them uncomfortable. How to avoid it: Start your feedback with positive comments and then make a diplomatic transition to corrections. Some of my favorites are, "If there was anything I would suggest…" or "The only thing that would make it even better is…" Even after 17 years of training people, I have to be vigilant about these five mistakes. I hope this list helps you fine-tune your own training style. Are there any instructional techniques you use to help avoid these common trainer mistakes? I’d love to hear them…happy training!

Written by: Steve I’ve seen a lot of changes in the training industry over the last 20 years, from the days of the overhead projector and acetate slides to smart boards, iPads, and e-learning. We were just starting to get our heads around rapid e-learning and along comes social media for trainers. The biggest challenge I have faced in my training career is to accept, and even embrace, the new technologies and their role in training. I’ve worked hard to develop an online mindset by realizing this new technology is not going away. Regardless of your role in training, the impact of technology is, and will continue to be, huge! Training managers are encouraged to convert traditional instructor-led courses to the web. They need to hire instructors and instructional designers with the skill set to design and deliver e-learning and virtual classroom sessions. They also need to partner and speak the language of IT professionals on these projects. Performance consultants are told by clients that, by default, the training solution is an e-learning one. Consultants are being asked to provide suggestions to deliver the content quickly using the technology that is available. Instructional designers must develop a skill set to use rapid e-learning tools and incorporate various types of media. They are required to design training that meets the needs of a young workforce where technology is a major part of work and personal life. Classroom instructors need to develop a set of instructional techniques that will allow them to be successful in a virtual classroom environment. Live, synchronous training really challenges the classroom management skills of instructors. Even simple Q & A, giving feedback, and managing a difficult participant require a new set of skills. As for me, the world of blogging, Twitter, and LinkedIn is a relatively new one and has brought about an adjustment in how I perform my current role and manage my workday. When not instructing in the classroom, I am conditioning myself to delve into social media as part of my regular work day. Blogging and participating in online discussions are activities I need to do to stay tuned into the training world. I will continue to work at it so it becomes second nature because I don’t want to get left behind. How about you? What are you doing to stay current?

Written by: Melissa Let’s face it, live, synchronous, virtual learning is not just a trend, it’s a training delivery strategy that’s here to stay! It’s extremely effective, economical, and geographically desirable! If you’ve never attended a virtual classroom training session, you might think it a bit scary. I must admit, I was a little nervous when attending my first virtual classroom session. I’ve found the best way to eliminate those pre-class jitters is to know what you’re getting yourself into and be prepared. To get the most out of your virtual classroom experience, expect to interact with your instructor, producer, and fellow learners. In addition, the following seven tips will help make your virtual classroom training experience a successful (and oh, so enjoyable) one: 1.   Prepare your equipment at least one day ahead. There’s nothing worse than logging in to your online training two minutes before it starts only to find out your corporate firewall won’t let you in. Also, complete a virtual classroom software connection test on the computer you’ll be using to access the course. Finally, ensure all software, including Adobe Flash, is up to date. 2.   Use a hands-free headset. Free up your hands and improve your audio quality at the same time! Beg, borrow, or steal a headset, or just cough up the dough to buy your own (they’re relatively inexpensive). 3.   Turn off email, phones, and devices and clear all distractions from your work area. This is important because it’s easy to answer the phone or pick up some work and lose track of what’s going on in the class. The trainer will not know that you have "checked out" so he or she won’t be able to re-engage you successfully. 4.   Log in 10-15 minutes early. Logging in early gives you time to test your audio, get familiar with your surroundings, and meet your fellow learners. 5.   Participate and prepare to be called on by name. As I mentioned above, the virtual classroom lends itself to interaction. Participation will keep you engaged and move the class along. 6.   Raise your hand if you have an immediate question or comment. When you click the "raise hand" button on your screen, an icon appears next to your name. This is important because the trainer cannot tell by looking at you (like in a traditional classroom) if you are confused on a particular point or have something to add. 7.   Send a private chat message to the trainer or producer, or use the status icons to indicate you’ve stepped away if you leave the virtual  classroom. This is important because the trainer must know whether he or she can call on you - and that you are not having technical difficulties. Follow these guidelines and I can just about guarantee you’ll get the most from your synchronous virtual classroom experience. And, speaking of experiences, Learning in the Virtual Classroom and The Virtual Trainer are now available from your favorite train-the-trainer company, Langevin Learning Services. Check out the details on our website!

Written by: Jeff Let’s face it, not all participants come to training motivated to learn. Whether they are "prisoners" forced to attend a course or simply just not interested in the subject-matter, it’s likely that you’ll encounter an unmotivated participant a time or two in your training career. So, how do you get them motivated? Luckily, there are a variety of instructional techniques to increase motivation among your participants. I’ll share three tips that have worked for me in the past. According to a recent online article in Psychology Today, humans are motivated by three basic factors: Stimulation, Identity, and Security. As trainers, if we can find a way to tap into the psychological aspect of motivation, we might just convert a "prisoner" to an "explorer" and encourage the disinterested to become interested. 1.      Stimulation Humans desire to be challenged and stimulated. Most of us welcome opportunities to be engaged and interested. Having attended a few courses in my day, nothing bored me more than sitting through a 200-slide presentation. When I realized that my training experience meant sitting silently among my fellow participants, while listening to the instructor read each slide aloud, I immediately shut down. To tap into the stimulation factor, I’d suggest we rethink the "Death by PowerPoint" scenario. Instead, include numerous opportunities in our training courses for our participants to express themselves, work together, and be active. When participants have an opportunity to speak and contribute, work together with their colleagues, and complete various tasks, motivation returns to the classroom. Training that is full of activities and exercises goes a long way to promote and restore motivation. 2.      Identity Humans are driven by the need to identify with things they care about. Tapping into the identity factor brings me to the famous acronym of WIIFM (What’s In It For Me?). Participants in training may ask themselves, "How is this going to personally benefit me?" I’ve found that if I point out why or how the training is important to them, they always seem to be more motivated. I try to home in on real-world, personal benefits my participants will find important or useful. At a former job, I conducted many sales courses for our sales staff. Sales people are often motivated by money. To get their motivation and buy-in, I’d usually ask a rhetorical question like "How many of you want to make larger commission dollars on your next pay check?" From that point on they were all ears. I realize that not everyone is motivated by money. As trainers, it’s our job to find out what motivates our participants. For some people motivation might be reward and recognition, for others it could be certification or career advancement. Once you know what that motivational factor is, I’d suggest you capitalize on it, in an effort to answer the age old question of "What’s in it for me?" 3.      Security Whether it’s at home or in the workplace, humans want to feel safe and secure in their surroundings. The training environment is no different. Most people need to feel safe, secure, and comfortable before they can give their full attention to learning. I suggest doing some adequate climate building as part of the overall training process. This can be done by conducting an icebreaker, so your participants can begin to establish rapport with their fellow learners. Secure climate building can also be done by describing your role as a leader. I always introduce myself by sharing my background and credentials as it relates to the subject. In addition, I take my introduction a step further by suggesting that my role is that of a facilitator. I stress to my participants that I’m there to whole-heartedly assist them in their learning process. Psychology plays a significant part in the learning process, especially as it relates to motivation. Hopefully you’ll consider the factors of stimulation, identity, and security, and incorporate my personal tips and instructional techniques when attempting to motivate your participants. What are some of your best motivational tips and techniques?

Written by: Linda As a trainer, I have had the honor of frequently witnessing groups come together as strangers and evolve to become a support group for one another well after the training has been completed. My heart smiles when I open my email a week or two following a training program and discover that participants are chatting with one another regarding their key learnings from the course but, more importantly, how they are applying the skills in their workplace. Unfortunately, we sometimes hear the opposite. Participants attend a training program, return to work, put out fires, and resort to old habits with very little motivation, reinforcement, or accountability. This is why it is always a breath of fresh air to witness learners who are excited about learning new skills, and are motivating and supporting one another to implement the tools back on the job. In one of my recent programs, a participant was quite surprised at how quickly everyone gelled in a three-day course. I recall hearing him say how he felt as though he had known the other participants for years. He also stated, "This clearly doesn’t happen in all of your classes." I responded honestly, "Of course not, however, it happens more often than not." There is so much that goes into making a successful training experience, but it does not happen on its own. There are some things that we simply don’t have control over. However, when we add the following five key ingredients (or instructional techniques), which are the foundation for all Langevin training programs, it makes for a successful training experience. Create a safe climate that is conducive to learning. Create opportunities for learners to network and get to know each other on a professional and personal level. Present content that is relevant! Provide frequent opportunities for hands-on practice and immediate feedback. Make learning fun (without going too far). Hopefully we will see you in one of our instructional techniques workshops soon - you’ll definitely experience the rewards of a successful training experience!