Written by: Marsha To train or not to train…that’s the question. Every year, we spend billions of dollars on training in corporate North America, with no change in performance back on the job. So why are we training people? Sometimes management asks for it. Or maybe it’s the new flavor of the month and everyone is doing it. Or possibly we have to spend our budget dollars or we’ll lose them next year. Although we hate to admit it, I’m sure we’ve all been guilty of conducting training for some of these WRONG reasons. Of course, the goal is to identify performance gaps, offer training if necessary, and show the organization that the benefits of the training far outweighed the costs. Everyone talks about ROI (return on investment), but few are actually conducting it. Some argue they can’t get their hands on the data or the training doesn’t tie to a measurable benefit. Clients also complain it can be difficult to identify the monetary benefits of training, and therefore, impossible to project the return on investment. So, how do we justify a program when we can’t calculate the monetary benefits? How do we justify the training? Great news! We have a technique that addresses performance gaps AND justifies the cost of the session, without ROI. In our Training Needs Analysis workshop, we discuss the Potential for Improving Performance (also known as P.I.P.). P.I.P. is a calculation that allows you to determine whether you will be able to improve job performance enough to justify the cost of a training program. Here’s how it works: we compare the performance of our star performer to that of the average. If we find a significant difference between our star and the average, training is advisable. Specifically, we collect data on the task being performed by the group. Let’s say it is the number of calls being answered by operators. We identify the star performer, Alex, who takes 200 calls. Next we determine the average for the entire group is 123 calls. We then divide the star (200) by the average (123). If the final number is 1.5 or greater, training is recommended. The final number shows if everyone was performing at the star’s level, the organization would realize a performance improvement of one and a half times the current level. Although it seems obvious, many managers don’t do this. They tend to assume the average is the standard and the star performer is the exception. Most believe the star has some unique talent, when it may not be the case. I’ve heard that good coaches use this technique all the time. They don’t spend time with their superstars—they work with the average players to bring them closer to the star! P.I.P. is fast and simple. What do you think? Are you willing to give it a try? Come to our Training Needs Analysis workshop and learn other techniques to identify performance gaps, improve performance, and prove your value!

Written by: Steve My wife and I recently gave up city living and bought a farm. Fourteen acres of grapes, a big farm house and a huge barn, all in a beautiful country setting. We knew it was going to be an adjustment in our life style, but we really had no idea how much. The grape vines need a bit of work after some years of harsh winter weather and unfriendly bugs. We had to make some decisions about some of our varieties; do we prune, tie, fertilize, and nurture these plants back to health or do we pull them up and replant? These decisions are actually quite similar to decisions made in training departments. Training managers often struggle with the decision of whether to revamp an ineffective course or to scrap it and start again. Here are five questions to consider when deciding whether a course can be fixed or if it just needs to be scrapped: 1)     Is the course still relevant? Sometimes a course is delivered over time just because it’s there. A decision needs to be made to determine if the program is still needed by the employees who are going through it. If the course is not needed, stop running it! 2)     Is the content up to date? Sometimes updating content is an easy fix; however, if a course’s content is completely out of date then a complete revamp is needed. 3)     Is the content valid? The extent to which course content is not accurate or is incomplete can greatly affect the decision to fix it or start over. Again, there is a fine line between correcting inaccurate information and filling in some missing points versus redoing the whole thing. 4)     Are the instructional methods sound? Ask the question, "Are we teaching the right content, and, are we teaching it the right way?" A change in instructional methods can be a way to save good content without starting over completely. 5)     Is the delivery strategy appropriate? If the conditions are appropriate, continue the instructor-led training (ILT). If there are high numbers of learners who are geographically dispersed and the technical infrastructure is in place, then converting the existing content to an e-learning solution might be appropriate. When determining if a course can be fixed or needs to be scrapped, there is no magic formula. A close look at the impact of all the factors needs to be considered. So either fix it or scrap it. In the end, training departments need to deliver quality products, not ineffective courses. Training managers, check out The Successful Training Manager workshop where you’ll learn how to align training with organizational needs to deliver cost-effective, first-class training.

Written by: Jeff "Changing the world one flipchart at a time!" That’s the motto of a dear friend of mine who has been a trainer for many years. Just like my friend, I’m partial to using flipcharts as a visual aid during my training sessions. They are low-tech, easy to create, and can be produced and customized right on the spot. Conversely, I’ve encountered many trainers and other professional speakers who feel they can’t deliver an effective presentation unless it’s accompanied by a glitzy visual aid. Thanks to all the glitz and glamour, I’ve seen many presentations unnecessarily upstaged by an endless stream of sophisticated animation, sound, and special effects. I believe a visual aid is meant to aid the presentation, not be the presentation. Thanks to its simplicity and versatility, I usually opt for the flipchart as my preferred visual aid medium. There are a few tips I’d recommend to use your flipchart effectively. 1.    Use Appropriate Colors I suggest using dark, bold colors that contrast well with the white paper of the flipchart pads. I prefer black and blue markers to print the wording on my flipcharts, however, I will also use purple and green. The reason for using dark, bold colors is visibility. Dark colors seem to "pop" off the page and can be seen from a distance. Light colors (red, orange, yellow, etc.) are a bit more difficult to see from a distance. Light colors can be used for highlighting your flipchart content, for example, circling, underlining, or creating bullet points. 2.    Incorporate Artwork Never underestimate the power of a graphic. I’m a big fan of incorporating graphics or other types of art on my flipchart. I find graphics allow you to communicate your message more effectively. As the old saying goes, "a picture is worth a thousand words." The use of graphics may also help with retention and understanding of your training content, as well as spicing up dry, boring material. I like to draw pictures of people or things on my flipchart paper, although I’ll be the first to admit that I’m no Michelangelo! My version of artwork usually consists of stick people. Or, I’ll draw something as simple as a pair of eyes which are positioned toward the heading of my flipchart page to convey a message of significance or importance. When I want to make my flipchart artwork a bit more sophisticated, I will trace pictures onto the page. This is an easy process. Simply find an appropriate picture that conveys your message and is large enough to be seen from a distance. Next, tape it behind the page in which you plan to draw on. Taping the picture allows you to anchor it and keep it straight. Then, trace the picture onto the page you plan to show your audience. Voila! You now have instant artwork and you didn’t have to draw a thing. Lastly, I’ve even cut out pictures from magazines, catalogues, or coloring books to use as artwork on my flipchart. I usually apply some sort of adhesive on the back of these pictures to affix them to the flipchart pages. I joke that I’m dangerous with a pair of scissors and a glue stick! 3.    Write Notes to Yourself When delivering a presentation for the first few times, I often need help remembering what I’m going to say. Granted, I usually have my instructor manual or an outline from my lesson plan. However, once I step to the flipchart, I’ve left the safety and comfort of those instructional job aids. In the past, I’ve nervously found myself standing next to a flipchart with a page full of key points that I couldn’t remember exactly how to explain. As a way to jog my memory, I write myself a few notes next to each key point or bulleted item. These notes are short (usually 3-5 words) and are always lightly written in pencil. The notes become a secret tool in my toolkit to help me formulate my thoughts and ideas. Because the notes are written in pencil, most people can’t even see them, and I, in turn, never miss a beat as it relates to the flow and continuity of my presentation. 4.    Practice the Touch-Turn-Talk Format The Touch-Turn-Talk (TTT) Format is an easy three-step process to help you present your content in a more polished and professional manner while standing near your flipchart. The first step of the TTT Format is "touch." Touch the written item(s) on your flipchart to draw attention to that information. The next step is to "turn." Always turn toward your learners, as you want to vocally project in the direction of your audience. The last step of the TTT Format is "talk." Based on what you are explaining or clarifying, talk about the information in a concise and conversational manner. The next time you want to elevate your training sessions, consider using a visual aid (and attending our Instructional Techniques for New Instructors workshop!). More specifically, consider using the tried-and-true workhorse of any visual aid, the flipchart. You’ll find it is a cost-effective and easily-executed way to convey your ideas and information. For those of you currently using flipcharts, what tips or best practices can you share?

Written by: Linda I’ve often heard trainers complain that their courses are dry and they want to make them more interesting and fun. Bring on the creative instructional techniques! They want their courses to be livelier, however, in the same breath, they share their reluctance to take risks and try something new and creative. I recently read an interesting article in the Harvard Business Review, titled "Reclaim Your Creative Confidence," written by Tom and David Kelley. Although the article was not related to training, I was struck by the core message, "Most people are born creative. As children, we revel in imaginary play, ask outlandish questions, but over time, because of socialization and formal education, a lot of us start to stifle those impulses." This statement resonated with me because of my experience working with young people from pre-school to high school. I recall the younger children being vibrant and eager to play and participate, while the older children became more self-conscious and reserved. As adults we don’t want to look bad and thus, become more inhibited. In the process, we lose some of that creative confidence. So, how do we reclaim that creativity? The article identifies four fears that interfere with our creativity. Let’s look at each one: Fear of the messy unknown - There are a plethora of ideas and instructional techniques to implement creativity and fun in the classroom and yet many times our creative ideas sit on the shelf and never get implemented because we don’t know for sure if they will work. Forget the messy unknowns and do it anyway. Fear of being judged - As trainers we don’t want to look bad, particularly if the risk we take to be creative doesn’t go well. We may then risk appearing incompetent. Again we don’t know until we try…and if it goes bad, what an opportunity to be human and laugh at our flaws, learn from the experience, make adjustments, and do it better the next time. Fear of the first step - I’ve heard so many reasons for not taking action. The big one is time. Not enough time for a brainteaser or an icebreaker. There are loads of brainteasers and icebreakers that can take a minimum of five minutes or less. We just have to dip into our instructional techniques tool box, take the first step, and use them. They pay huge dividends in the end. Fear of losing control - I believe the previous three fears can all be rolled into this one. There is a need to be in control. We have to teach the content, manage time, the class, technology etc. There’s a lot at stake and yes, there are clear risks when being creative in training. However, I believe the benefits outweigh the risks and there is always the opportunity to learn and grow from the experience for both the trainer and the learner. These are common fears we all face as trainers, particularly when we are challenged to try something new and different. I often hear people say, "I’m not creative." Well, I believe creativity is something you can practice and often times it just needs to be stimulated. I’ve observed this happening so many times in our Langevin courses. Learners are astounded when they reclaim their creativity and view training as a fun, exciting, and engaging experience. So, take a leap of faith, let go of the fears, and let the child within revel in playfulness as we reclaim our creativity with confidence. Just Do It!

Written by: Lynne The other day I was writing down some notes to prepare for a workshop and decided it would be wise to use a pencil. A pencil, now that’s an antique. Who uses pencils anymore?! The worst part about the moment was that the pencil needed sharpening and I did not have a sharpener! I did not have the right tool to do the job. That got me thinking about what tools I need for my job as a trainer and why they are so important. The following three tools are essential to my trainer toolkit. I can’t live without them in my job as a trainer. Lesson Plan - This is probably the most critical tool I use to succeed in my job. I no longer design instruction. Instead, I deliver it. My lesson plan is the top tool I use in every workshop. Without my lesson plan I’d have to go by memory, and at my age that may be a bit risky! This tool is so important to me that I never get on an airplane without it! If the airline loses my luggage, there is no problem because my lesson plan is packed safely with me. Table Toys - I know, you’re wondering why these are so important. Well, they help people learn! Kinesthetic learners often need something to do with their hands while learning. This helps them absorb and retain information. The table toys can also send the message to my groups that we’re going to learn and have fun doing it! Emergency and Supplies Kit - A few months ago I actually left this at home prior to going on a business trip and it really increased my stress level! I always carry the following items to help me do my job effectively: timer, sticky notes, playing cards, pair of dice, batteries, index cards, and course-specific laminated activity cards. These may seem like little things, but if you need them to teach and you don’t have them, it can throw you off your game and affect your performance! These are my essential tools of training. What are yours?

Written by: Paul Adult learners tend to be competitive. Fantasy football is a topic of water cooler and on-line conversations. March madness is popular for a reason. Reality shows like Hollywood Housewives or Survivor, where the personalities are constantly trying to "one up" each other, have wide followings. Regardless of gender, most adults seem to enjoy competition. While there are people who would prefer not to play games, most will enjoy a game as an occasional break and, generally, all will see the value of it if it is content related. In many job categories, learners tend to be highly competitive. How can you take advantage of this energy in training? One of the newer buzz words in the training industry is gamification. Gamification can be defined as adding game elements to the process of study to motivate students and drive their learning behaviors. While it is gaining popularity in the online world, it is an instructional technique we’ve been taking advantage of for years in instructor-led training. Here are six tips for using games in training: Compete by team, not individually. That way, there are no individual losers, only losing teams. By doing this, you protect individual self-esteem. Any possible embarrassment of losing is dispersed among the team members. Use during low periods of the day. Low or passive periods of the day can be observed first thing in the morning, right before/after lunch, and at the end of the day. As games add energy, they make these times of the day fly by. Make sure the rules are understood by all. Pick a game that most learners are somewhat familiar with, for example, tick-tack-toe or bingo. That way, you won’t have to start from scratch explaining how the game is played. Review the rules of the game as it will be played in your classroom. If necessary, play a practice round. Allow individual or team study time before the game is played. After all, the purpose of the game is to review or reinforce content. Allowing study time before the game is played will provide opportunity and motivation for the retention of your critical content. Make prizes trivial. If your prizes are significant, maybe something like a dinner for two at a top-rated local restaurant, competition will move from fierce to blood thirsty. Nit-picking and arguing will be at the maximum setting. Keep the prizes fun, but not significant. Things like first pick when the morning snacks arrive, or more candy than the other table, are examples of prizes that few people will be upset about not winning. The "thrill of victory" is still there without the "agony of defeat." Keep it short. You will seldom get push back from the group if the game doesn’t take a significant portion of the training day. Fifteen to twenty minutes during a one-day class would not be perceived as excessive. Rather, it would be seen as a reasonable use of time especially when the content reviewed by the game may be otherwise quite dry. Rules, regulations, policies, or references are good subjects to cover by games. Using games in training is one more instructional technique to keep training fun, engaging, effective, and marketable for our learners!

Written by: Marsha Today it’s very common to have four different generations working side-by-side in the workplace. Can you imagine when they’re all in the same classroom? What’s a trainer to do? How can we accommodate the different ages, learning styles, and preferences of these different generations? Let’s start by identifying the different generations, their preferences, and some generation-specific tips and instructional techniques: Traditionalists (1900 -1945) These are your older participants who, back in the day, learned the hard way. They tend to be polite, but don’t always volunteer. Tip: Try to get them involved as soon as possible. They aren’t as interested in playing games but still like the session to be interactive. Baby Boomers (1946 - 1964) This group views training as a perk and believes too much can be a bad thing. They care about how they will look in front of senior management. Tip: Reassure them that it’s okay to disagree, and encourage them to share their true feelings about a situation. Generation X (1965 - 1980) This generation places a high value on training and development. They were the first to play with video games and led the movement to get away from slides in the classroom. Tip: Include exercises, activities, interactions, games etc. in your training because Gen Xers respond well to them. Also, be sure to explain how the content fits in the bigger picture and ties back to their careers. Millennials (1981 - 1999) This is the generation of lifelong learners who believe continuous learning is a way of life. They are a multitasking and playful group. Tip: Speed up your training and include experiential training that allows them to come up with their own solutions. For additional tips on training this group, check out a post written by one of my colleagues, Melissa. Now, keep in mind, there are some generic principles that apply to all age groups. We review them in our Instructional Techniques for New Instructors workshop. Here are just four tips to consider: 1.      Set ground rules early - This will help your younger learners stay focused and your older learners will appreciate knowing the rules early on. Going over housekeeping puts everyone at ease. 2.      Make it interactive - All the generations like to speak and participate. Give them a chance to answer each other’s questions and comment on each other’s answers. Encourage everyone to share success stories and examples throughout the session. 3.      Take frequent breaks - Everyone loves breaks. Your older learners will appreciate the opportunity to stretch and your younger learners may get antsy without them. 4.      Be authentic - Don’t try to pretend to know what it’s like to be a Millennial or a Traditionalist. Be who you are and show your learners that you respect them for who they are. Let’s not judge each other and let’s be open to the different generations. Yes, it takes more effort to think about the different learning preferences of your learners but, in the end, it’s worth it. So, my fellow trainers, what do you do to accommodate the different generations?

Written by: José I can talk…a lot. If you get me started on a topic I am passionate about, I will not be at a loss for words. The challenge for me as a facilitator is to work hard at holding back and not stealing the thunder from my learners. In addition, I am highly animated which can be perceived as overpowering, especially if the group is small and intimate. There are many non-verbal actions, or instructional techniques, we can use, along with our verbal communication, to help improve group dynamics. Here are a few I have been using with great success: If you sit on a stool, lean forward while speaking, and sit all the way back when listening or observing. When introducing yourself, sit down to bring less attention to you. Keep your introduction light, simple, and positive. Ask former participants to explain "housekeeping items" to those who are new. Let them discuss how to handle cell phones, side conversations, breaks, being back on time, etc. This is very empowering and it also shows new learners the level of confidence you want everyone to display in the classroom. When leading a discussion, place your notes in front of you to command attention. When facilitating the discussion, place your notes down to the side of your body and bring them back in front of you when you want to regain the attention of the group. When someone answers a question correctly or provides a great example or story, smile, remain silent for a moment, and then invite others to offer their thoughts, remarks, and feedback before offering yours. Your silence often invites even the most passive learners to provide input. After mentioning any key information, once again use silence to add emphasis and give time for learners to formulate any questions or comments related to the information. 55% of the communication process is non-verbal (eye contact, gestures, attending behaviors, posture, and movement). We can use it wisely to motivate our learners to participate more, offer their opinions, and generate higher levels of classroom interaction. How do you use non-verbal communication to generate participation and involvement in your training? Please share your unique and favorite instructional techniques and strategies. I look forward to your ideas!

Written by: Jeff "Finis" is the Latin word for end or conclusion. When it comes to instructor-led training courses, they should end just as strongly as they begin. I came to this realization years ago after attending a vendor-provided customer service course. The course itself was relatively sound. It was comprised of relevant content, interactive exercises, and many user-friendly materials. However, the anticlimactic ending left something to be desired. About five minutes before the scheduled 4:30 p.m. ending, the instructor abruptly stated, "Folks, we’re about to wrap things up. Does anyone have any questions?" Really? Who has in-depth, last minute questions during the final five minutes of a day’s worth of training? From my experience, not many people do. At least none did in this particular class. Our lack of questions was probably due to the fact that we were all thinking about and dreading the horrendous commutes we all faced during that evening’s rush hour traffic. One could almost hear the clock tick during the lengthy and uncomfortable pause as the instructor waited anxiously for someone to ask a question. Eventually he ended by nervously saying, "Well, that’s all I have. Thanks for your participation." At that point a few participants applauded with hesitation, while the rest of us gathered our belongings and rushed toward the nearest exit. From that point, I made a vow that I would conclude my courses with a bit more pomp and circumstance than what I had just witnessed. In my humble opinion, the ending of a training course needs to have purpose. A purposeful ending brings a course full circle and officially concludes the training event. I’ll share a few instructional techniques I use for ending a course with purpose. 1.  Include Q&A Incorporating a question-and-answer session at the end of your course is an effective way to gauge the participant’s understanding before releasing them into the wilds of the workplace. However, don’t make the mistake of asking the closed-ended question "Does anyone have any questions?" The answer (spoken or unspoken) is typically a resounding "no." Instead, I usually ask an open-ended question (e.g. "What questions do you have about the 4-step process we just covered?) Or better yet, instead of asking if the participants have questions, simply ask them a few prepared questions to check their understanding. 2.  Incorporate a Review The questions you ask your participants could be done courtesy of a content-based review. Some review options might be to administer a quiz or facilitate a game modeled after such popular favorites as Family Feud or Jeopardy! I prefer the game option as it allows your participants to answer content-related questions in a fun, engaging way. You can check their understanding based on the amount of correctly answered questions. As an added bonus, the interaction of the game encourages the participants to stay focused and not get distracted by things like their upcoming rush-hour commute. 3.  Revisit the Objective Purposely revisiting the course objective indicates accomplishment. Ideally, each of your courses should be positioned at the beginning with a clear, performance-based objective (e.g. Prepare an Excel spreadsheet). A well-designed and well-facilitated course usually meets that objective. Revisiting the objective by either reading it or restating it suggests that your training mission was accomplished. 4.  Conduct Action Planning Action planning is a self-reflection technique that allows participants to think about and consider their key learning take-a-ways. The technique can be as simple as allowing the participants to record any ideas, tips, or concepts they learned and their plans to use them back on the job. While facilitating a leadership course, I once had my participants consider their goals as they related to the course content. I instructed each participant to fold a blank sheet of paper into thirds. Next I had them unfold the paper and label each column: short-term, mid-term, and long-term. Lastly, I gave the group of new supervisors five minutes to think about the information they just explored and commit to using at least one idea as a short-, mid-, and long-term goal. I found that having the participants actually document and record their thoughts made their information more tangible and concrete. 5.  Address Relapse Possibilities Just because your participants acquired valuable skill and knowledge in your course doesn’t mean they won’t relapse or revert to bad habits once they get back to their jobs. Relapse can and does happen! For that reason, a relapse prevention strategy may be necessary. Relapse prevention may be as modest as facilitating a brief closing discussion. During this discussion, I recommend focusing on barriers to implementing the participant’s newly acquired skill and knowledge (e.g. lack of time or support). In addition to the barriers, it’s also important to discuss the workarounds and ways to overcome those barriers. Lastly (if applicable), it might be helpful to offer the training department’s ongoing support as a way to assist with relapse prevention. Inform the participants of any additional learning resources such as online tools, advanced training, or one-on-one tutorials. This extension of the training department’s proverbial "olive branch" let’s your participants know they will be fully supported as it relates to their training and professional development. Simply put, instructor-led courses should end just as strongly as they begin. That’s always been my instructional policy. What instructional techniques do you use to end your training courses with purpose?

Written by: Lynne Why can’t everything be simple in life?! Take, for example, my bicycle computer. It is a nifty gadget. It records how far I ride, how fast I ride, how quickly I pedal, and how much time has passed. Another cool thing about the computer is that it is wireless. I have the control screen up by my handlebars and the sensor is attached to my rear tire. There are no wires anywhere! Yesterday I had to change my bike computer batteries. The directions were so complex, with so many steps; it took me 45 minutes to complete this task! In contrast, I also had to replace a broken shoe lace on my bicycle shoe. I ride a lot and I wear things out. I purchased some new laces, returned home, and re-laced both of my shoes in less than a minute. Nice and simple - no written directions required! Well, a trainer needs to keep things simple so participants can learn. Someone once told me that the essence of being an excellent instructor is having the ability to make complex things seem simple and easy to learn. I try to keep these words in mind every time I design and deliver instruction. I would like to share five instructional design tips with you that I use to help my training stay clear and simple: Use an agenda each day so learners can stay on track. Provide written directions on a flipchart or PowerPoint slide to help you explain complex activity instructions. Use the motto, "Give them just the stuff and not the fluff," to help you separate the need-to-know content from the nice-to-know information. This helps you reduce the amount of material you need to cover. Create small groups to maximize participation and save time. Use many different types of visual aids to help illustrate and explain difficult concepts or skills. In our instructional design and instructional techniques workshops we review these techniques, as well as many others too numerous to mention in this blog. To facilitate, not hinder, the learning process, simplicity and clarity must be built into our course design so the instructor can bring the design to life! How do you keep things simple in your training?

Written by: Paul A training needs analysis (TNA) is an often misunderstood and underused tool of a training department. Of course, you don’t always have to conduct a TNA. If something is brand new, mission critical and non-intuitive, the need for training is obvious. Additionally, if training is mandated by law or executive direction, the decision making has been done. However, too many trainers consider a survey of learners’ desires, or a discussion with management, an actual TNA. While both are valuable, neither are a TNA. Instead, provide a training requisition form that asks a series of questions to provide an initial indication of whether training is needed. The answers become a starting point for conducting a training needs analysis. If a performance deficiency exists, training is often seen as the solution. However, it may not be. Training is only needed if the performance deficiency exists because of lack of knowledge or skill. So, how is a TNA done? There are four phases: Collect the data on required performance and actual performance. Are the two significantly different? If so, go to the second phase. Conduct a performance analysis to determine the root cause of a performance deficiency. If it is a lack of knowledge or skill, then move to the third phase. Compare the cost of training with the potential benefit by conducting a cost-benefit analysis. If a dollar invested is rewarded with more than a dollar returned, a training intervention appears worthwhile and you should move to the final phase. Recommend a solution, along with reinforcement activities, necessary to successfully implement the solution. So, what does the training department get out of a training needs analysis? Line management support for the initiative. If line management is involved in the data collection phase of the TNA, there is buy-in based on their participation in the project. Learner motivation. If a learner (or his manager) is part of the TNA project team, he will see the relevance of the resultant training initiative. Relevance equals motivation. Executive support for the project. Management rightly focuses on the bottom line. The cost-benefit analysis is a potential return-on-investment which supports the bottom line. Conservation of resources. If a TNA is conducted, the organization does not spend money on training that offers no performance improvement. Training department credibility. If the training delivered is truly needed, it should result in a performance improvement in the workplace. This provides value to management as well as the learners. Training marketability. If a manager gives up the productivity of her employees while they are receiving training in a classroom, she wants to see performance improvement. If a manager sees your training department increases the productivity of her team, you’ve given her something of value for the loss of time from her employees. Langevin offers a one-day, instructor-led workshop, as well as an e-learning module on the TNA process. I strongly recommend familiarization with, and appropriate use of, the TNA process as a solid feature in any trainer’s toolbox.

Written by: Marsha Let’s face it, no one likes it AND it’s the hardest part of our job. We all have our own "war stories" that we love to share. So, what am I referring to? Of course, it’s how to deal with difficult participants. No fear, my fellow trainers. Here are six simple steps to deal with any difficult participant or behavior. I promise this model will set you up for success and keep your sessions running smoothly. You can learn about them and so much more in our Instructional Techniques for New Instructors workshop. Step 1: Identify The first step is to isolate and identify a specific behavior and not a personality trait. Typically, some participants aren’t shy about displaying a negative behavior. These could include texting, monopolizing, side-bar conversations, or being late to class. In any event, regardless of how annoying the participant is to you, let’s focus on the troubling behavior. Step 2: Does it matter? In step 2, we determine if we even need to intervene. If the only thing being hurt is your ego, then let it go. If it’s disrupting other’s learning, then you need to deal with it. Step 3: Self-Correct Sometimes the individual just stops the disruptive behavior. It could be a single occurrence and that’s the end of it. Consider yourself lucky and get back to teaching. Step 4: Group Correct If you’ve built rapport with the group, they may correct the behavior for you. This has happened to me many times over the years and I much prefer the group correct over having to deal with it myself. Step 5: Low-Level Intervention Here, we recommend using subtle and indirect techniques to deal with the issue. Let’s say two people are having a side-bar conversation while I’m speaking. I can take a silent pause, move closer to the individuals, use extended eye contact or, my favorite, use their names in a sentence. It’s amazing how they always hear their name, even when people are in conversation. Step 6: High-Level Intervention When all else fails, initiate a private one-on-one discussion with the difficult participant. Of course, it’s all about what you say and how you say it. I would never approach someone and begin with, "you’re disrupting the class."  That puts the person on the defensive and builds a wall between you. The trick is to use "I Statements" and inform the person how their behavior is affecting you. No put downs or attacks. I might say something like, "Joe, I appreciate having you in class and all of your contributions. It’s just when there are side-bar conversations, I lose my place. It would help me if we could limit them to break time. What are your thoughts?" Luckily I haven’t had to use this model too often (yes, at Langevin we have the BEST clients!) but when I do, it gets the job done. Have you used a similar model, and how has it worked for you?

Written by: Alan After reviewing many virtual classroom sessions, I’ve noticed that polls are one of the most underused features available. They’re mostly used as a kind of "check-in" feature, asking learners if objectives were met, or if the pace is okay. Here are four other ways you can use the polling feature to liven up your virtual classroom training. 1.       Evaluation Rather than link people to a web form with your survey questions, use the polling feature to administer them right at the end of the session. You’ll get a much higher completion rate since you still have a captive audience. You’ll also avoid "pencil swipes," when people just answer the same number to every scaled response question. 2.       Puzzles and Icebreakers You can start your virtual classroom session with a fun icebreaker, or include one part way through the course as an energizer. Using the poll feature, you can ask trivia-type questions that are quick, fun, and anonymous. You can ask people to keep track of their own scores and give a title to the winner, such as "Movie Master" or "Sports Authority." 3.       Scenario-Based Quizzes and Case Studies If your training is performance-based, you can use the polling feature to test learners. Create scenarios that are relevant to the course skills and include multiple ways to address it in the answers. Even complex skills can be tested this way, using a scenario that keeps evolving from question to question. This use of polls works best for conceptual skills, rather than interpersonal or technical skills. 4.       Group Consensus Not all training is perfectly cut and dried. Sometimes there are other ways to accomplish a work result. The polling tool can help learners explore issues and make clear-cut decisions regarding work that is less structured or definite. This still allows you to limit their choices and avoid options that truly go against the organization’s policies. As you can see, polls can accomplish a lot more than just asking, "How’s the course?" part way through. Since it’s already tough to make virtual classroom training as engaging as its older traditional form, we can use polls to create more interaction, fun, involvement, and even practice. Happy polling! For loads of tips on virtual classroom training, check out these blogs!

Written by: Steve Since moving to our farm a few months ago we certainly have learned a great deal. We’ve discovered a lot of "what to do" as well as "what not to do" when it comes to growing grapevines. Since all of this is very new to us, we’ve had to rely on some seasoned farm experts. Our main resource is our vineyard manager - Roger. He has 30 years of experience in the farming industry as well as endless resources and contacts. Roger coaches us on how to prune, tie, sucker, and tuck the vines. However, when we are unable to perform a task around the farm, even with his help, he finds someone who can. He truly is a subject-matter expert and a valuable resource. When it comes to the instructional design of training, I’m a big believer in using expert resources to help get the job done. Here are three tips to consider when working with subject-matter experts (SMEs) during the instructional design process: Communicate clearly: explain the purpose of the SME’s involvement in the development of the training. Avoid training jargon and make sure to use terms the SME will understand. Describe exactly what information you require. Strive to agree on "the" way: when working with more than one SME, endeavor to get agreement on the expected way to perform a task. Keep in mind that employee performance of a job task will only be as good as the instruction they receive. Acknowledge contributions: it is important to recognize the input of SMEs in the development of training. Thank them for their participation. This will increase the likelihood they will participate in the instructional design of future training projects. Using these three tips will contribute to your success in working with SMEs in the development of your training. Remember, communicate clearly, get agreement on "the" way, and treat your SMEs well!

Written by: José For me a larger size group makes it easier to encourage learners to participate. Let’s face it, in a larger group there are more chances that we’ll have an extrovert (or two!) who will engage with the instructor and other learners, and encourage the group to interact. Frequently I hear that our clients are conducting training for small groups of two to four learners. With few people in the classroom, introverts can become nervous and withdrawn especially if there is one highly expressive learner who monopolizes the session. If a learner is intimidated they will become less participative or even negative. In a small group we wish to promote a balanced blend of participation among all our learners. No matter how we slice it, at times training can be an environment in which people become nervous about sharing their opinions or speaking up. At times like this we want to use subtle instructional techniques to invite active participation. I enjoy using a technique I call, "Let’s Give Them Something to Think About!" In the training rooms I use, there is a flipchart located at each group table. I title each chart, "Something to Think About." In conversation bubbles, I write a probing question related to the course content. The question is different for each table group. For example, in our Training Needs Analysis workshop with two table groups, I might write the following questions: If training isn’t the issue, what might it be? Is this training really worth the cost and effort? The idea is to post questions we know the learners are going to ask themselves at some point during the training. By posting the questions ahead of time, they begin to formulate thoughts and responses, and are likely to begin thinking of additional questions. We can post new questions, quotes, or ideas after each break to encourage inner dialogue as much as possible. If flipcharts are not available, a tent card can be used on every table. Ask the participants to discuss the question whenever they have an opportunity. What instructional techniques do you use to promote participation in very small groups? Please share your unique ideas and strategies. I look forward to your participation!

Written by: Jeff Destiny’s Child; Crosby, Stills & Nash; TLC; and The Bee Gees are among the most famous and successful trios in music history. The opening act of any successful training course should also include a famous trio. This trio positions your training courses to begin effectively. The trio I’m referring to is the objective, benefits, and overview. They are the opening act of any effective training program. The opening of a training course is very critical. It sets the stage for virtually everything else that follows. Long before any content is ever presented or any hands-on activities are conducted, the infamous trio needs to be addressed. From my experience, just the mere mention of a clear objective, an attention-grabbing benefits statement, and a high-level overview does wonders for setting up your participants for learning success. Below, I’ll list several reasons why this trio is so vitally important. 1. Objective An objective specifies the purpose or intent of the training instruction. It clearly states what the participants should do during and after training. In essence, the objective provides a specific, measurable target. Objectives can be categorized in two ways: performance based or non-performance based. Performance based objectives focus on a task the participants must perform (e.g. create an Excel spreadsheet). If you are delivering true skill-based training, I recommend positioning your objectives as performance based. Non-performance based objectives focus on knowledge rather than tasks (e.g. list the steps in creating an Excel spreadsheet). I recommend using non-performance objectives only when you are faced with challenges or limitations as they relate to training a specific skill. Some of these challenges could include shortened classroom time, the absence of tools and equipment, or high participant enrollment. These circumstances often prohibit the participants from actually performing various tasks during training. If this is the case, non-performance objectives are sufficient. 2. Benefits In addition to telling your participants what they will learn (the objective), we must also tell them why it’s important to learn it; in other words, the benefit of the training. A well-crafted benefits statement catches the attention of the participants and creates buy-in and motivation. Once buy-in is established, it can lead to higher levels of participation in the course. I recommend addressing three aspects when crafting your benefits: The importance of the training task(s) to ensure success back at the job. The advantages of performing the task(s) well. The consequences of performing the task(s) poorly. I suggest getting creative in the way you express the benefits. Some creative ways might include telling a personal story, sharing a thought-provoking analogy or metaphor, stating an eye-opening statistic, or asking a rhetorical question. I favored the rhetorical question technique when delivering sales training at a prior job. I simply asked "How many of you would like to make more commission dollars on the first and the fifteenth of the month?" That simple question typically grabbed my participants’ attention and allowed me a small window of opportunity to express the importance of the sales concepts I was about to teach. 3. Overview Before presenting the specifics of your training, it’s important to give the participants context or the "big picture" of the topic. This is done by providing them with a high-level overview. When delivering an overview, I usually tell the participants how the information fits into their overall job structure, including where and when their training task(s) will be performed. I also highlight any pre-requisite tasks, any upcoming activities and exercises, or any post-training requirements needed in order to meet the objective. Lastly, I’ll give a preview of the training content by referring to a prepared agenda. This agenda can take on one of many different formats from a flipchart to a handout to a PowerPoint slide. Whatever format or medium used, the agenda gives your participants a "sneak peek" into the upcoming aspects of their training course. Similar to a concert, the opening act is usually tasked with warming up the crowd before the actual star takes to the stage. Consider using the trio of the objective, benefits, and overview as the opening act to prepare your participants before the real star - training - takes to the stage.

Written by: Jim Historically, participating in the virtual classroom has been a lot like watching TV. There was little or no interaction. You would just stare at the screen and hope something would sink in. However, as we bring more technology into the picture, we can’t even focus on staring at the screen because we’re distracted by work deadlines, social media, and so many other things. When that happens in the virtual classroom, learning even the most basic of tasks becomes quite a challenge. Today, the virtual classroom addresses the issue of distraction by becoming more interactive. I’d like to share three examples of how Langevin incorporates interaction into our virtual classroom sessions. Please vote now If you enjoy cooking, dancing, or singing, there’s a show for you. On these reality shows, the viewer gets a chance to vote for their favorite. A variety of methods are available when voting. You can call, text, or go online. One of the newest shows even has the viewing audience voting live from their living rooms…during the show. I think of all the interactive tools available in the virtual classroom. Feedback icons, polling, chat windows, and virtual whiteboards all offer lots of opportunities for your participants to get involved. For the highest level of engagement, ask your participants to do something every three to five minutes. That way, they don’t really have a chance to step away. Even though some VC platforms allow you to see when someone has "stepped away" or has toggled to another open application, I’d rather watch them be involved than watch them check out. We’ll be back after these messages There is a formula on TV regarding how long the audience will watch before they need a break. With DVR technology, the audience decides when to take a break as they can fast forward through the commercials. Streaming services allow viewers to watch entire shows without commercial interruption, but the viewers still choose when to take a break. In the virtual classroom, our participants need a break too. The VC formula is to provide a short five to ten-minute break every 60 to 90 minutes. While these breaks are much fewer than required when watching TV, they mirror the instructor-led training guidelines. This strategy will increase participation by refreshing your participants. For more information… From news stories to recipes, the viewing audience is being invited to go online and get more information, to download an app for the latest information, or to share their comments and photos on social media or a web page. TV is providing additional resources to viewers to keep them involved even after the show is over. In the virtual classroom you can have your participants download files, visit websites, join discussion groups, and so much more. Keeping your learners engaged after the training is a powerful tool to drive home the relevance of what they’ve learned. If they never reference it, talk about it, or use it again, what was the point of the training? I’ve heard that you can’t learn much from watching TV, but I disagree. If I were in a virtual classroom right now, I could use a feedback icon to display a big red X to show you that I disagree. We can learn a lot as trainers, about how to engage our participants in the virtual classroom, by taking some lessons from the TV. Do you know where else you can learn about the virtual classroom? By attending Langevin’s workshop, The Virtual Trainer! Master the virtual classroom in just five days!

Written by: Lynne Why is it that people take "selfies" everywhere, but when you want to take a video of them training in a class, they freak out?! I think I know why people shudder at the thought of being caught on video. They realize the camera doesn’t miss a thing. It doesn’t matter what you do, or how you do it, nothing will be missed. This is why video can be such a valuable tool to help us improve our training or presentation skills. We often use video to record our trainers delivering our workshops. It’s a great way to observe their performance, instructional techniques, etc. You should give it a try! If you’ve never watched yourself deliver a presentation or teach a course, you’re in for a treat! Don’t let the temporary discomfort get in the way of learning valuable lessons. Even Oscar-winning celebrities like Meryl Streep cringe when they watch themselves on film. When watching your practice video, keep these tips in mind: Observe your gestures. Do they happen naturally, or do they show up in repetitive and potentially annoying ways? Watch your movements. Do you pace nervously or move around the classroom smoothly? Listen to your voice. Does it sound monotonous or does the pitch vary? Pay attention to your use, or misuse, of proper grammar. Consider how engaging you are. If you disengage while watching yourself, you can bet your learners did too. If you are interested in seeing the benefits of recording a video of yourself delivering training or a presentation, consider taking our Instructional Techniques for New Instructors or Polish Your Presentation Skills workshops. In both of these programs you’ll receive valuable feedback from your fellow trainers and your instructor. Remember that practice, with feedback, makes perfect!

Written by: Paul "It’s obvious!" Well, no, it’s not. At least that’s what most of us in the training world have found. The old saying, "One man’s ‘Duh’ is another man’s ‘Huh?’" comes to mind when considering general housekeeping rules for classroom training. There are many different environments, constraints, and target audiences, but here’s a list of what I usually cover in my sessions: Hours Training session hours are normally stated in advance; however, if it is a multi-day course I will mention the start, break, and expected completion times at the beginning of each day. Dress Dress code for participants is often mentioned before the start of a course, but it’s a good idea to revisit this on the first day of training. I invite the learners to dress comfortably and to let me know if it is too hot or too cold in the training room. Restrooms The location of the restrooms should be identified at the beginning of the course. Emergency Exits The emergency exits are a need-to-know item and should be mentioned at the beginning of the course. Cell Phones The use of cell phones is a challenge for trainers; however, this is the perfect opportunity to set reasonable guidelines for the use of mobile devices in general. Group Dynamics Group dynamics are important to any facilitator. The value of individual participation and expertise can be stressed by asking the participants to address the group as they ask or answer questions. Supplies Supplies and materials aid in the participants learning. This is an opportunity to explain the course manual and other tools or resources available in the classroom. Lunch/Coffee The topic of lunch is always a question as participants may want to make plans. Cover where to eat, the time of the lunch break, and the length of the break during housekeeping, as well as the location of coffee and snacks. I invite my learners to refill their coffee cups as often as they like. Caffeine and sugar are my friends in the classroom! After Hours Availability after hours allows you to invite participants to discuss unique questions or areas that need clarification. It’s an open and sincere invitation to have one-on-one conversations about areas of interest. Questions Questions are definitely encouraged. I don’t want people to wait to ask them—it’s important to address questions as they arise. If you address housekeeping issues at the beginning of the course, it will make your learners more comfortable and allow them to concentrate on content. What’s in your top 10? I’d love to hear from you!

Written by: Marsha Ode to Donald Kirkpatrick - Father of the Four Levels of Evaluation I was very sad when I heard, quite some time ago, of the passing of Donald Kirkpatrick, the creator and founder of the four levels of evaluation. Even though I never met him, I feel connected to him in some way. You see, I have been teaching his principles for over 14 years now. Let me rephrase that, not just teaching, but rather inspiring and motivating others with his vision. I am so passionate about his evaluation model and the impact it has made on the world of training. Let’s also keep in mind that Dr. Kirkpatrick formulated this model over 50 years ago, and we’re still using it today. Talk about a legacy that will be passed on to every training professional for generations to come! So, what are the four levels? We discuss them in many Langevin workshops, but in the greatest detail in our three-day Evaluation of Training workshop. Level 1 is the Reaction Level. This level measures how learners reacted to the program. What did they think of the course? Did the training meet the objectives and learner expectations? This level includes questions regarding the delivery, materials, facility, and usefulness of the content. It’s usually measured by a survey at the end of class. Level 2 is the Learning Level. This level measures whether learners acquired new knowledge and skill during the session. It is measured using tests, assessments, and exercises. Level 3 is the Performance Level. This level measures whether learners are using the skills back on the job. This can be measured by observation, interviews, surveys, post-course tests, and focus groups. To learn more about gaining support from management for level 3 evaluation, check out this blog. Level 4 is the Results Level. This level measures the outcome achieved as a result of the training. How did the organization benefit? Has the improved job performance impacted the organization? This is typically measured with records or data. Most organizations do a great job measuring levels 1 and 2, but fall short for levels 3 and 4. Luckily, in our Evaluation of Training workshop, we break it down and make it simple and easy to implement. We cover how to plan the evaluation, design the instruments, implement the instruments, analyze the information, and communicate the results to senior management. I’ve always been excited to teach this course because evaluating training’s effectiveness is how we prove our value. I’m even more passionate these days, and thankfully, no longer sad. I’m actually feeling quite lucky and fortunate. I can continue to share Dr. Kirkpatrick’s model and influence others with his vision. Donald Kirkpatrick, you were a legend in the training field and will be greatly missed. Thanks for all you have done.

Written by: Jeff When I first took my job as a Corporate Trainer many years ago, I had no idea that my new career and its responsibilities would be so misunderstood by others. After all, people seemed to have a full understanding of my previously held jobs. I never had to clarify or explain my job when I worked as a Tour Guide to put myself through college. Right after college, I was hired as a Flight Attendant for a major U.S. airline. Other than explaining to people why flight attendants point to the emergency exits with two fingers instead of one, most people had a full understanding of what I did for a living. Eventually, I made my way into sales. When I told people that I was a Sales Representative, they immediately understood. Occasionally I’d get asked, "What do you sell?" and that was about it. Fast forward to my current position. There seems to be no shortage of confusion when I proudly tell people I’m a Corporate Trainer. This confusion about my career became very evident a few summers ago when I traveled to my hometown to attend my high school class reunion. With 80’s music playing in the background, about 50 or 60 of my former classmates and I mixed and mingled over poor-quality hors d’ oeuvres. Occasionally, I’d bump into someone that I actually remembered without the aid of their "Hi, my Name is…" tag. After the basic conversation about marital status, children, and the city in which we currently reside, someone would inevitably ask the question, "What do you do for a living?" My response: "I’m a corporate trainer." With those four words confusion reigned supreme! Based on the number of blank stares I received, most of my classmates had no clue as to what I do for a living. A few even responded with, "Oh, so that’s how you stay in such good shape!" Judging from that response, many of them confused my job as a corporate trainer with the job of a personal strength/fitness trainer. (Little did they know that my "good shape" was as a result of a strict gym regime and a low carb diet that I started three months prior to the class reunion. Hey, you can’t blame a guy for wanting to look good!) My former classmates are not the only ones who are misinformed about my noble profession. I recall having a lengthy conversation with a fellow passenger on a flight from Atlanta to Washington, DC. Flight time from wheels-up to wheels-down is about 1 hour and 45 minutes. It took that amount of time to explain to him what I do for a living. We’ve all been there. Having narrowly survived the madness of boarding your flight, you attempt to get settled into your seat. The passenger seated next to you strikes up a general, yet cordial conversation. Passenger: "Business trip?" Me: "Yeah. I just finished delivering a training workshop." Passenger: "Oh, so you’re a teacher?" Me: "Well, kind of." Passenger: Blank stare, silence, interested, yet confused look. I won’t bore you with a script of the exact conversation, but just imagine trying to explain the difference between training and education, teaching versus facilitation, and working with adults in a learning setting as opposed to children. Before I knew it, the flight attendants were welcoming us to the Nation’s Capital and reminding us to stay safely seated until the "fasten seat belt" sign had been turned off. The misunderstanding about my job is not limited to the general public either. I’ve also learned that some internal employees are somewhat unclear about what training professionals actually do. When I was employed as an in-house trainer, providing training for a large call center operation, I encountered several colleagues who didn’t understand the full scope of my job. They knew I provided training, as most of them had attended a few of my courses. However, that’s where their knowledge of my job seemed to cease. I heard on more than one occasion "Gee, I wish I had your job. You really don’t have to do anything when you’re not teaching a class." Is that so? Little did my colleagues know that a well-versed (and hardworking, I might add) corporate training professional does a lot more than just teach classes. Most of us collect extensive amounts of data while performing needs analysis and evaluating our training programs. Most of us design and develop courses and course materials. Most of us partner with others within the organization to conduct performance consulting. Most of us manage our LMS platforms. And the list could go on. As trainers, we do a lot more than just teach classes. However, classroom facilitation is probably the most visible aspect of our job, so I can’t blame them for being a bit misinformed. Being a Corporate Trainer has been the most rewarding job I’ve ever had. Despite having to periodically explain what I do for a living, I know I’m making an impact by providing people with valuable skills and knowledge. I’m honored to be among the ranks of thousands of others who do so every day. Please leave a comment if you can relate to my story.

Written by: Jim When setting up a room to teach a traditional instructor-led workshop, there are three areas on which to focus in order to create the best possible experience for your participants. I’ll explain each, and give an example of what might happen if that element is overlooked. Participation When arranging the seating, consider how your learners will be interacting with you and the other learners. If they’ll work in teams, set them up in table groups. If there is lots of hands-on computer work, have pairs of participants share work stations in rows. The classroom layout sends an immediate message to your learners about how you expect them to participate. What Might Happen if… I attended a session recently where we were set up in rows. Since there were not too many of us, we were scattered throughout the room. When we were asked to pair up, we lost valuable discussion time trying to navigate the room to find a partner. This problem could have been avoided with a little planning on the part of the facilitator. Comfort The learners will be less distracted if they are comfortable. When they feel too crowded or awkward, they lose the ability to focus on your training. A basic rule of thumb is to allow nine square feet of table space per participant. This may seem like a lot, but once you add books, supplies, handouts, and a little elbow room, it really isn’t that much space. Providing comfortable chairs with good back support, height adjustment, and arm rests, will also increase comfort. What Might Happen if… As I tried to find a seat at a recent event, the tables were set up in rows, the chairs were practically touching, and every second chair had a set of materials. I found a seat between two people but I couldn’t even take notes because we were literally elbow to elbow. Thankfully the session lasted less than one hour. Visibility Consider each learner’s ability to make eye contact with you and the other learners. Your goal is to position the chairs, so everyone has a direct line of sight to you, each other, the screen, and any charts in the room. When using table groups, participants may need to turn slightly to see different elements of focus. You can invite them to turn their chairs as necessary. What Might Happen if… In a workshop I attended we were in an L-shaped room. Being on the short end of the L, the screen was sideways to us because the facilitator decided to provide a clear view to the majority of the participants. Simply angling the screen on the corner of the L would have helped us all see the screen. Setting up your classroom with the learners’ participation, comfort, and visibility in mind will set you and your learners up for success. What experiences can you share where one or more of these elements were overlooked? How did it affect your training experience? For more amazing tips on how to set up your classroom to maximize success, enroll in our Instructional Techniques for New Instructors workshop!

Written by: Lynne I often ask my workshop participants, "What three groups of people must work together for training to be successful?" They always know the answer - managers, trainers, and employees. In this blog I will talk about how managers can either help training succeed or lead to its downfall. In future blogs I will look at how trainers and employees can contribute to training success in your organization. Let’s look at what managers might do to inhibit training’s success. Often managers will send their employees to training to "fix" performance problems that are best addressed by non-training solutions. Managers and companies who do this waste billions of dollars on unnecessary training. Many managers send their employees to training as a perk, whether they need the training or not. If training is not really needed, employees begin to see training as a vacation and not something to take seriously when they get there. Some managers will send groups of individuals to training when only one of their staff members is under-performing. It is kind of like giving everyone antibiotics if one person in the department is sick! Managers who do these things put training in a bad light. What should they be doing to ensure training success? Donald Kirkpatrick, in his book entitled, Evaluating Training Programs, gives us five different work climates that can either hinder or help training success: Preventing - Managers prevent employees from doing what they learned in training. Discouraging - Managers do not model the new desired behavior so the employees do not change their own behavior. Neutral - Managers conduct business as usual but do not object if changes are made. However, if negative results occur, the boss may create a discouraging environment. Encouraging - Managers encourage their employees to apply what they’ve learned in training and help them in any way they can. Requiring - Managers know what their employees have been taught and require change. If you believe that your work environment is like the first three climates in Kirkpatrick’s list then training programs will most likely fail in the long run. So, it is in everyone’s best interest to work together for climates four and five. What climate do you think you currently work in? In addition to the proper climate, training will be successful when you secure buy-in and support for training and performance from your entire organization. You need to create a training partnership between learners, trainers, and supervisors. Check out our workshop, Make Your Training Stick, which gives you a set of comprehensive tools and techniques to ensure this partnership takes place.

Written by: Paul If you have any spare time to allocate at a training conference, schedule a session that examines how the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model is now considered irrelevant. Oh, and that topic works well for books, magazine articles, and yes, even blogs. Michael W. Allen and Richard Sites have identified the following seven problems with the ADDIE model: Comprehensive analysis up front is unrealistic. We need to conduct a quicker analysis and continue to analyze throughout the process. Analysis often overlooks essential success factors such as hidden expectations and who is really in charge. Specs and even storyboards can miscommunicate. Creativity becomes a nuisance to the schedule. Downstream insights are faults that may become trouble. Performance outcomes are rarely measured, so success is based on schedule and cost minimization. Post-tests provide little useful information. I’d like to address each of these suggested weaknesses and offer an argument in support of ADDIE: Analysis really needs to be done up front to decide: In relation to a performance gap, what has been identified as improved performance? You can’t hit a target that hasn’t been identified. If the subject-matter is new, what is the required performance in the workplace? What characteristics of the target audience will affect the design of training (e.g. reading level, motivation, existing job knowledge)? What does accurate performance of the task(s) look like? In other words, how do you perform the task(s) identified in the analysis phase to standard on the job? Identification of stakeholders and a sponsor and their expectations should be part of the analysis process. A series of checkpoints should be built into the ADDIE process. In fact, the acronym itself almost suggests where the milestones should be. One common technique used in many organizations is sponsor approval of some high-level design plan before the detailed work is done. Such a plan minimizes not only ineffective communication but also rework. Creativity is part of the job both instructional designers and developers are paid to do. However, that creativity can only be consistent with the program constraints such as deadline and budget. The ADDIE process is a cycle that is in most organizations iterative. A training product is generally not static. It will be tweaked and modified, not only at the validation and evaluation steps, but throughout the entire process. If the value of training is to be clearly defined, performance outcomes must be measured. Intuitively, people see the value of training. But you can’t rely on intuitive evaluations. Unless you can document performance improvement and organizational results, you are asking people to simply trust that your training is beneficial. This is not something you want to wait to do when people are trying to justify every organizational dollar spent. If the post-test relates to the performance objective and mirrors the organizational standard of performance in the workplace, it becomes a very sensitive and accurate measure of the outcome—and value—of training. In my opinion, as long as you keep in mind that the ADDIE instructional design process isn’t set in concrete (e.g. all tasks are not necessarily sequential or even need to be accomplished on every project) and apply the process while gaining buy-in from stakeholders at key points, you’ve got an effective roadmap that works efficiently with the creativity and effectiveness of your training department. Bottom line, like me, the ADDIE process was born after World War II and is still alive today.