Written by: Marsha So, you need a favor from me. What’s the best way to ask for it? Do you present me with facts and numbers? Do you use the model, "I’ll scratch your back if you scratch mine?" How about trying to charm me into saying, "yes?" Or do you get me excited about the idea? What if you have no authority or power? With so many options, what’s the best answer? In our How to Influence People and Events workshop, we talk about how you can prepare yourself before approaching an individual. One tip is to select the most suitable influencing strategy (or combination) the person will best respond to. Here are the five influencing strategies: Logic: Use compelling, logical arguments supported by facts and data. Be prepared with answers to my concerns or objections. Vision: Use arguments that appeal to my emotions and values. Get me excited about the future and my career aspirations. Alliance: Tell me you have the support of people I respect and that by being on board I will be able to expand my personal and professional network. Bartering: Negotiate the exchange of favors with me. For example, bargaining for resources, personnel, time, and money. Power: Use your earned power, not the power given to you, in your position. Perhaps you have information that I need or personal attributes that urge me to follow you. So, how do you know which one(s) will work with me? Hopefully, you’ve interacted with me and we’ve built some type of relationship. Maybe you have colleagues who have worked with me in the past. Talk to them before you approach me. In our How to Influence People and Events workshop, we also discuss how to Manage Your Sphere of Influence, Develop Your Strategy, Build Your Case, and Present Your Case to achieve a win/win outcome. I absolutely love facilitating this course. Each time, we have so many meaningful discussions about relationships, image, power base, and politics. Maybe you can join me in an upcoming workshop where I’d be happy to share my knowledge with you! Now, back to the favor. I will tell you that I do respond to logic, vision, and interpersonal power. Keep that in mind, the next time you’re in my class! So, what’s your influencing strategy? You never know when you might need something.

Written by: Melissa If you’ve ever attended one of Langevin’s virtual classroom workshops, Learning in the Virtual Classroom, and/or The Virtual Trainer, you’ve been exposed to a virtual whiteboard (a.k.a. a PowerPoint slide you can annotate). Most synchronous software programs have them. They function in the same way a flipchart does in a traditional classroom setting, allowing everyone to contribute. The most common use of a virtual whiteboard is to record ideas during a discussion, but the possibilities don’t end there! Consider these five additional uses of whiteboards and annotation tools for your next virtual training: After a brief lecture, include a diagram, chart, picture, or blueprint (related to your content, of course), and have your learners annotate or label the various elements to reinforce what they heard. Use the same picture and list five to ten labels down the left side of the PowerPoint slide. Ask your participants to draw a line from each label to the correct element on the slide. For teambuilding in a virtual environment, ask a team to draw an elephant on a whiteboard. Give them three minutes to discuss/plan their process (this could be done verbally in breakout rooms). Then have the team remain silent while they execute their plan. Have the rest of your learners observe the creative teamwork that ensues. Create a grid on a slide with photos of your learners. As they arrive in the virtual classroom, ask people to "sign in" next to their photos, adding their names and favorite hobbies. You’ll build a collaborative learning community as people get a sense of their fellow classmates. For an end-of-session review, have the group discuss their key learning experiences aloud or enter them in the chat pod. While they make suggestions, have a volunteer (or two) draw pictures and type the various key points on the whiteboard. It’s fun and engaging to watch the images and words appear (no artistic talent necessary!). In the virtual classroom, we have the ability to turn almost anything in the share pod into a virtual whiteboard. Whiteboards allow everyone to participate at the same time, keep kinesthetic/tactile learners occupied, and reinforce learning for visual learners. So, how will you have fun with the whiteboard in your next virtual training? I’d love to hear your ideas! For even more virtual trainer and virtual classroom tips and best practices, check out these blogs!

Written by: Paul I often train in a hotel banquet room where the staff is professional and does a great job with room set-up, but as a trainer, I love to tweak. Fortunately, banquet staff graciously put up with my idiosyncrasies! Here are a few things I’ve learned to do the evening before training to stage a professional, yet comfortable, room for my class: Ensure I have all my materials for the next day. The facility staff usually leaves my shipped materials (participant manuals and other class items) in the training room. I locate and open these boxes the night before, rather than waiting for the morning. Rearrange tables for maximum visibility and comfort. I seldom do major shifting of tables, but I do move them just a little bit one way or another to encourage comfort, visibility, and participation. This also gives me a little psychological "ownership" of the room. If basic classroom set-up is new to you, check out the New Trainer’s Survival Kit or attend the Instructional Techniques for New Instructors workshop - Langevin’s got you covered! Check multimedia projector and laptop. Murphy’s Law (if it can go wrong, it will) has been one of the constants in my life. I like to get everything set for the next day and make sure it all works. I also check to make sure the audio-visuals are clearly observable from all the seats in the room. This is a great time to stow all excess cordage so things look tidy and tripping hazards are minimized. Set chairs in an arc. Usually there are round tables in the room which encourages small-group participation and conversation. However, banquet staff is used to putting chairs evenly spaced around the table. This means half the people in the room will sit with their backs to the front of the room. This is not comfortable for me or the participants. I arrange the chairs so they are in an arc facing forward. The participants generally move their chairs around the tables where they want anyway, but at least this gets us started off well. Position participant materials. I know this is the mildly neurotic side of me coming out, but I like to have everything symmetrically arranged. Participant materials equally spaced and positioned at their seats. Pens facing the same direction. A marker near each tent card. Hand sanitizer on the same side of each table and facing the same direction. Table toys are similarly arranged with the proper colors of Play-Doh at each table. My business card is tucked under the transparent cover of the student packet, of course on the same side of each packet. You only have one chance to make a first impression and I like mine to be a professional one. Arrange instructor materials. I arrange my handouts and leader’s guide so they are accessible when needed and present a neat appearance. I also make sure my tent card is filled out and neatly positioned. If I will be using flipcharts, I prepare as many as possible, including the two I always post - an agenda and a "parking lot." Is all this necessary? Probably not, and in some situations I’ve had to sacrifice some of these activities. However, when I do set up a room in just this way, it’s mine. The initial impact on the participants as they walk in the room is positive and, perhaps more importantly, I feel completely ready for the class.

Written by: Lynne In an earlier blog, I talked about three groups of people needed for training success in your organization. These groups are managers, trainers, and employees. In this blog I will look at how we, as trainers, can ensure training success where we work. This can be extremely challenging because not only do we need to learn and apply professional best practices ourselves, but we also must educate and influence those around us to allow us to implement those best practices! How do we learn and apply training best practices? Attend Langevin Learning Services’ workshops, of course! This will help you fill your own knowledge and skill gaps in the training profession. We have individual workshops, as well as certification programs, to meet all your training needs. Create an action plan with your manager to gain agreement that he/she will allow you to implement your new skills. When we write goals down with our managers and gain agreement, things are more likely to change. Be open to change yourself and do not be afraid to try new things to improve both the instructional design and the delivery of your training programs. It may be hard to dump the PowerPoint slides, but if we want to improve ourselves, we need to break out of our comfort zones. How do we educate and influence those around us for a better training climate? Encourage one very vocal and influential manager to allow you to apply best practices with a key training request as a "pilot" program. Then both of you show the results to other managers to spread the word! Create simple and quick tools, such as performance checklists, to encourage managers to ensure training transfer on the job. Find out how in our Make Your Training Stick workshop! Encourage managers to explore non-training solutions in addition to training solutions to solve business problems. Let them know that training is not a magic pill that will cure all performance problems. If you work on implementing some of these suggestions, you will be well on your way to a happier work climate for all!

Written by: Marsha Have you ever wondered what your training style is and where it came from? Do you like presenting most of the material in the course or do you prefer when participants direct their own learning? Do you like controlling discussions or prefer listening to what others have to say? Back in the day, if you were a trainer the focus was always on you: deliver the content and get through the material. You were like a "sage on the stage," standing on your platform, all-knowing and presenting the content. Over the years, training evolved with a new focus on the learners and the process. An alternative phrase emerged, "Be the guide on the side," meaning, you’re not the star of the show—the learners are! Your role is to use facilitation skills to monitor and coach them to desired performance. In our Advanced Instructional Techniques workshop, we analyze training styles, using a Learning Style Inventory. The inventory scores you on a continuum from Dependent, to Collaborative, to Independent. So, if your score is high on the Dependent side, you feel that learning is dependent on you, the instructor, and the participants need you for learning to occur. At the other extreme, if you score high on the Independent side, you feel that learning can happen independently of you. A high Collaborative score would mean that learning happens when instructors and learners work together. If you’ve been to any of my classes, you’d know that my preference is to assume the Independent role all day long. I enjoy experiential learning, where the learners discover the content on their own and learn by doing. Unfortunately, I can’t take on this style for an entire session. Let’s face it, there are times when I need to turn on the D (Dependent Style), become more assertive, and be the expert in the room. Or I may need to get people back from breaks, stop side-bar discussions, or manage time. So, what’s the best approach? Well, a true facilitator is always moving along this continuum, depending on the content, the learners’ job experience, and the training time available, just to name a few. Kind of like the Kenny Rogers’ song, "The Gambler," where "you’ve got to know when to hold ‘em, know when to fold ‘em, know when to walk away, and know when to run." Well, hopefully, we’re not going to walk away or run! If I want to be more Dependent, I can do any of the following: stand, set up the room in rows, lecture, assign seating, answer all questions by myself, pre-plan all course activities, ask learners to hold their questions to the end, speak with a loud voice, always start on time, and direct questions to specific learners. If I want to be more Independent, I can choose from these options: sit, ask questions, set up the room in circles, use group exercises, poll for group opinions, have optional activities, use puzzles and cartoons, let learners choose their seats, use group discussions, be quiet at times, invite rebuttal, and find out what the learners already know. So, what’s your training style? Do you use facilitation skills or focus more on lecture? Are you comfortable at either extreme? Want to explore further? Consider taking our Advanced Instructional Techniques workshop!

Written by: Melissa How to cope with challenging participants is certainly not a new topic. In fact, you’ll find numerous blog articles written by my colleagues (and myself, for that matter) on handling challenging situations in a traditional classroom setting. But what about dealing with difficult learners in a live, online, synchronous environment or virtual classroom? How you respond to a challenging behavior can make the difference between a healthy, collaborative learning experience and an awkward, uncomfortable session everyone wants to escape. While many of the coping strategies are the same for instructor-led training and virtual classroom training, there are some subtle differences. Based on my own experience in the virtual classroom, I’ve put together a few tips to help you manage challenging situations: Separate the "what" from the "why." Instead of focusing on what the learner is doing, ask yourself why he/she is doing it. Does he want to be recognized as an expert? Does she seem frustrated because she can’t use the technology? Does he wish he were back at his desk finishing a project by its deadline? Once you’ve done this separation, acknowledge the underlying need with a positive comment. For example, "You obviously have a lot of experience in this arena," or "For someone new to the virtual environment, you’re getting a handle on this pretty quickly," or "I know you have a lot on your plate, so let’s make sure this session is productive." Because you lose eye contact in the virtual world, it’s even more important to be mindful of your tone of voice. You don’t want to come off sounding aggressive or threatening. Thank a challenging participant for their insights, questions, and challenging observations with comments like, "That’s a great question," or "I’ve never thought of it that way before," or "That’s a good point. Let me capture your thoughts on the parking lot, and we’ll come back to it at the end of our session today." Provide numerous opportunities for active participation. Allocate time for learners to express themselves and be actively engaged (every three to five minutes) in the virtual classroom. This will help manage the "chatty" learner (e.g. side conversations in the chat pod). Keep your sense of humor intact. An easy laugh and a willingness to playfully handle a difficult participant’s challenging comment can relax a stressful situation. Despite their contrary behavior, challenging participants usually want to be included in a collaborative, productive learning community. By drawing them in, instead of shutting them down or pushing them away, you can enrich the learning environment for everyone. If these simple, effective strategies don’t work, you can always speak to him/her one-on-one after the session or turn it over to your Producer to explore via private chat. What tips and tricks do you have for managing challenging behaviors in the virtual classroom? Please share your ideas with us.  

Written by: Jeff A corporate training course is one of the ways to provide employees with the skills and knowledge to improve performance on their current jobs. While skill, knowledge, and performance improvement are at the forefront of most training initiatives, courses also provide great opportunities to show support and appreciation for employees. Our participants should be considered internal customers and deserve the same excellent customer service we would offer our external clients. Here are five simple gestures of kindness and gratitude that can be extended to the hard-working individuals who attend your training sessions. Use participants’ names. Make every effort to remember, and use, your participants’ names. It may seem like a small gesture, but it makes a big and lasting impression. (Hint: The use of name tags or name tents might assist you in recalling a learner’s name, especially if you are training a large group.) Provide personal praise. Nothing goes further than sincere, face-to-face praise for a job well done. Take the time to publicly or privately acknowledge the participant who makes a significant contribution to a discussion, or the learner who willingly volunteers for a role play. Positive feedback encourages a learner to fully engage and participate in training. Give an unexpected gift. Who doesn’t love a gift, especially when it’s unexpected? Most learners expect a certificate of completion when they finish a course. But why not surprise them by randomly providing afternoon refreshments or giving them a supplemental book related to the course content or subject-matter. If these ideas are not within your personal or departmental budget, consider low- to no-cost gifts that could either be purchased from a discount store or secured from your company’s marketing department. Pens, mugs, and stationery with (or without) your company’s logo all make great surprise gifts! Invite feedback. Show your learners you care about what they think. And don’t wait until the end-of-course, level 1 evaluation, to do it. Periodically take "temperature checks" to ask your participants what could be done differently or better. Send a handwritten thank-you note. Emphasis here is on the word "handwritten." Handwritten notes are more memorable in this world of email and instant messaging. Perhaps it’s quicker and easier to send an email, but a handwritten thank-you or congratulatory note to your participants indicates you went that extra mile. In addition to these ideas, I’d encourage you to get creative by thinking of other ways to show kindness and appreciation to your participants. You’ll find most expressions of gratitude don’t take much time, nor do they have to cost a fortune. Remember, sometimes the smallest things often make the biggest impact! Your learners will come to your courses seeking skill and knowledge. However, thanks to your kindness, they may very well leave with a greater sense of acknowledgement and appreciation. And that’s a win-win for everyone involved!

Written by: Jim During my career as a trainer, I’ve worked with groups as large as 75 and as small as 2 participants. When working with large groups, one of my favorite instructional techniques is to put the learners in small groups for activities. However, when the class size is so small that you don’t even have a traditional 4-6 person group, how do you adjust your facilitation? With some of Langevin’s more advanced workshops, I have found myself in this exact situation. With a few modifications to my style, and some tried-and-true instructional techniques, I can easily facilitate groups with only a couple of participants. Put away the PowerPoint It may feel awkward standing in front of just a couple of participants while pointing at a diagram on a PowerPoint slide. Instead, shut off the projector, grab a chair, and sit with your participants. This will help you convert your presentation into a conversation. You’ll find your participants are more willing to talk and contribute because you’ve changed the focus in the room. If you know in advance that you’ll only have a couple of participants, feel free to leave the "Welcome" slide displayed until you begin the session. Eliminate the whole group debrief When the presentation method calls for groups to conduct a brainstorm activity or discuss content they are reviewing, consider having them share as they would in a typical group. However, if you silently sit with them as an observer, there will be no need to debrief the activity with the whole group, as there are no other groups with whom to share the information. This technique is also useful when a performance-based activity calls for the completion of a document or worksheet. Walk away as they work If you use in-depth case studies, consider giving your small group some space to discuss their ideas. If you are standing or sitting with them, they may feel uncomfortable expressing what they think, or they may turn to you for guidance. In these situations, you can actually leave the room and tell the group that they can find you right outside the door if they have any questions or concerns. This instructional technique also offers an opportunity for a meaningful debrief as the learners will have to verbalize to you their rationale for the decisions they made. While many trainers consider small class size a disadvantage, I have found ways to connect more strongly and specifically with each of those participants than I ever could with a group of 75. Yes, the large group brings energy, but the small group brings the ILT experience to a very personal level where attention, engagement, and passion are relevant for both the participants and the facilitator. For more tips and best practices relating to small group facilitation, our Instructional Techniques for New Instructors workshop is the best place to start! Check it out!

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Written by: Lynne While waiting in the security line at the airport last week, I saw a special line for TSA pre-check passengers and a different line for regular passengers. I proceeded to my gate and saw two more options: a line for first-class, frequent flyers and another line for general boarding passengers. I boarded my aircraft and thought about the many seating options I could have selected. My choices included first-class seats, preferred seating seats, extra-room seats, and economy seats. Gee, so many labels for so many options! We are a society of labels. We label people, places, and things. Labeling may be good for sales or marketing purposes, or to help when buying airline seats, but it isn’t always a good idea for instructors to label students in the classroom. What kind of labels do we use? Maybe some of these sound familiar: fast learner, slow learner, beginner learner, intermediate learner, advanced learner, difficult learner. I could go on and on. It’s part of human nature to do this, and I am no exception. However, there are times when it may not be a good idea to label a learner, especially the ones we label as "difficult." Let me give you an example. A long time ago a colleague told me about a "difficult learner" who was disrupting her class. She called a break, and rather than labeling him a "difficult" learner and telling him to stop disrupting the class, she asked him how he was doing. He opened up to her and told her about some extremely tragic things that were going on in his personal life. On top of that, he told her that his boss was sending him to training to fix his performance or his employment would be terminated! No wonder the man was acting up in class! I learned a very important lesson from my colleague that day. This experience matched a quote I once read: "Find out the pain they are in before you tell them about the pain they are causing." Since my colleague found out was going on with the learner, she was in a better position to act from a place of knowledge and compassion. She offered to provide personal assistance after the training was over to ensure he applied what he learned. She also showed compassion for his personal situation. After their discussion they both returned to the training session and his disruptive behavior vanished. So, whenever I teach people in my workshops about how to deal with difficult people, I caution them to ask first, try not to judge, and then act accordingly. The end result will always be better! Do you have a similar story to tell? Want to learn more? Check out these 25+ blog posts! Or, why not purchase Langevin’s How to Deal with Difficult Participants eBook that’s filled with simple, yet very powerful, techniques to nip just about any negative behavior in the bud.

Written by: Paul Picture yourself running into a participant who says, "Thanks so much for that last workshop. We adopted the process you covered in our department and it works like a charm." The only problem with this scenario is that it doesn’t happen often enough. When an organization pays for training, what they’re really paying for is improved performance. If what happens in the training doesn’t transfer back to the workplace, people are not getting what they’ve paid for. Here are seven tips to make sure that what happens in training transfers to the workplace: Bring the right content into the classroom. Ensure the content in the training is relevant to the success of the participant back on the job, and is not something they already know how to do, or don’t need to do. Once the relevance of the content is clarified by the instructor, the result should be a motivated participant. Structure relevant activities. Make sure what is done in the classroom relates closely to what must be done back on the job. The participant can easily see the relevance of job-realistic activities. If they are successful in completing these activities in the classroom they will be more comfortable trying them back on the job. Have clear, work-related objectives. Although there are many types of objective statements (e.g. learning objectives, enabling objectives, etc.), a performance-oriented objective, briefly written (task, condition, and standard), lets the participant know what they’re expected to do, what they need in place to do it, and how well to do it when they are back on the job. Use action plans. An action plan activity allows the individual participant to reflect on what has happened in training and how it can be used on the job. Identifying action items and writing them down implies a degree of commitment to implement them back on the job. Action plans can be updated periodically throughout the day. Build in peer reviews. A review done by the participants instead of the instructor reinforces the learning through discussion and reflection. Have the participants identify key takeaways. A brief discussion at the end of training by the participants sharing what they consider to be the key takeaways from the session may reinforce some of the decisions already made, or suggest to other participants things of value that had not occurred to them. Conduct a relapse prevention session. Once the participants have identified the key takeaways have them: 1) individually, identify the top three takeaways that can most readily be implemented, 2) individually, take a few minutes to identify likely obstacles to implementation, and strategies to overcome the obstacles, and 3) in small groups, share their findings for review and suggestions. None of these ideas are "magic bullets," but each should result in more benefit for the training dollars spent. As a bonus, I’ve included the How to Maximize Your Learning Checklist to help you establish an employee’s responsibility for learning before, during, and after a course. Help maximize training transfer!

Written by: Marsha You may not know this about me but I’m obsessed with starting and finishing a class with a bang. Yes, I’ve written about it before but I’m always looking for new ways to wow our learners. Let’s face it, there are people who resent training. I like to get their attention early on. I also want them leaving the session feeling like it was a good use of their time. Now, why the standing ovation, you ask? I’m sure that’s not why you took the job, but it would be kind of fun to get, don’t you think? Come on, maybe a small part of you would love it if your learners rose to their feet to show their appreciation for a job well done. I mean, you work hard when you deliver a workshop. The day may start early and end late and, of course, you’re always on. Even on breaks, you’re chatting, answering questions, and learning more about your participants. You’ve never really checked out. So, wouldn’t it be nice if they showed a little praise for your efforts? I like to use my first instructional technique at the beginning of a session. After we review the brainteaser (at Langevin, we love our brainteasers!), I ask the participants to stand and give themselves adequate space around them. Then I set it up as follows: "OK, let’s make sure we’re awake this morning and let’s get the blood flowing. We’ll be working today and doing some writing so let’s stimulate the nerve endings in your hands. You’ll stand with your arms outstretched, and when I say go, you’ll bring your arms (and hands) together as quickly as you can, 5 times. On your mark, get set, go." Once they’re done, I’ll say, "Thanks everyone. I’m not sure how you feel, but I feel great! That’s the first time I’ve ever been greeted with a standing ovation." It’s definitely good for a laugh and does help to break the ice. I like to use my second instructional technique at the very end to close the session. Before I get them standing, I usually say the following: "I’m going to ask you some questions and if the answer is yes, I want you to give me a "Yes, Marsha!" Did you meet nice people this week? (Yes, Marsha!) Did you enjoy yourselves? (Yes, Marsha!) Did you learn something new? (Yes, Marsha!) Lastly, did you work harder than me? (Yes, Marsha!) Well that tells me this was a good use of your time! I follow it up with this: "I’d like everyone to please stand (pause), close your eyes (pause), open your eyes (pause), raise your right hand (pause), touch your chest (pause), and spin yourselves around." I debrief as follows, "Well, look at that. I brought you to your feet, opened your eyes, touched your heart and totally turned you around!" Again, it’s usually greeted with smiles, laughs, and good feelings about the training as participants leave the session. So, what do you think? Are you ready for your standing "O" and will you try these two instructional techniques?

Written by: Steve Training managers, a heavy training schedule with several weeks of classroom instruction in a row can take a toll on an instructor. Combine this with travel and administrative duties and an instructor can be at risk of burning out. Here are 10 "tell-tale" signs to watch for: Lacking enthusiasm and energy where the instructor seems to be just "going through the motions." Feeling exhausted at the end of an instructional day. Failing to check equipment and materials and not paying attention to the small details. Showing a decreased passion for learning that is noticeable to the learners and might even transfer to them. Arriving at the classroom at the last minute and leaving as soon as possible, spending the least amount of time in the classroom as possible. Feeling bored with course content and a lack of commitment in delivering it to the learners. Having difficulty focusing on learners’ questions and actually tuning out their comments. Not being able to remember learners’ names and information about their needs and concerns. Failing to smile or use humor when teaching. Dreading getting out of bed in the morning. Any one of these signs can indicate that an instructor is burning out. As a training manager, the key is to recognize them and manage the instructor’s teaching days accordingly. If the teaching days are heavy and there is a decline in performance indicated on evaluation forms, there is cause to investigate further. If an instructor is experiencing some of these signs it could be time to re-assess instructor workload and related duties. Training managers need to know the most common instructor problems and how to correct them. Our Successful Training Manager workshop focuses on how to assess potential instructor burnout, as well as all other aspects of managing the training function. Take a look! To find out how to prevent instructor burnout, check out our Advanced Instructional Techniques workshop!

Written by: Melissa "To be or not to be, that is the question." You probably recognize this quote from the Shakespearean play, "Hamlet." But in this case, I’m not writing about Shakespeare, Hamlet, or plays in general. I’m referring to the question I’m asked frequently by my clients on whether they should get certified, or not. Gaining a professional certification is a step that sets you apart - it benchmarks your knowledge and skills in a recognized way, and Langevin offers the most recognized and widely attended certification program in the training industry. To date, over 20,000 training professionals have been certified with us. So, is it worth putting in the time and effort? Consider these benefits of earning professional trainer certification, and make the decision for yourself. Certification with Langevin: Endorses you as an informed and capable training professional, giving you credibility with management and your peers. Increases your earning potential and/or possibility of a promotion. What better way to say to your boss and company that you’re invested and want to advance within the organization. Enables you to gain skills. You’ll get comprehensive coverage of the competency areas you need. You can choose from several different areas of focus, including: Design, Facilitation, Management, Performance Consulting, and eLearning. Allows you to tap into the knowledge of your peers. We can’t all be experts in all topics. With Langevin’s professional trainer certification programs, you’ll have access to peers (and your Instructor, of course) with expertise to gain new-found knowledge, discuss ideas, and ask questions. Allows you to become indispensable to your organization. Need I say more? While it’s often said that "experience is the greatest teacher," a professional certification "rounds you out." It gives you exposure to ideas and approaches outside your comfort zone, either learned from the Instructor, the course content, or from your peers. In addition—and this point should not be taken lightly—being able to think outside your experience is the mark of a true leader. So what are you waiting for?

Written by: Jeff Technophobia is defined as the fear or dislike of advanced technology or complex devices, especially computers. Although self-diagnosed, I’m convinced I suffer from technophobia. While I have the ability to learn how to use technological devices, I become anxious at the mere thought of using hi-tech equipment. In my personal life I can usually either avoid or delay the use of advanced technological equipment. Believe it or not, the laptop on which I composed this very blog was purchased way back in 2006 - ancient history as it relates to technology. Let’s just say I’m comfortable using my "Old Faithful." Recently, however, I went out on a limb and purchased a Smartphone and a Smart TV. While I’m proud of my efforts in stepping out of my comfort zone, I still haven’t gotten around to using all the "bells and whistles" provided with these devices. When it comes to my professional life, it’s usually not possible to avoid or delay the use of advanced technological equipment. In any given corporate training class, instructors are now using LCD projectors, netbooks, Smart Boards, and the list goes on. I’ve come to realize that technology is here to stay and it is imperative that we use it correctly. Here are three "Technology 101" best practices I have found helpful: Just try it. Don’t be afraid to play around with your equipment to see what it does (when there are no participants present). Thoroughly explore the programs on your netbook or other computer devices. If something goes awry, most tech support personnel can usually either fix the device or return it to its original state. I’m constantly forcing myself to get over my fear and intimidation of technology by performing small tasks like creating a file or changing a desktop picture. Accomplishing these small steps encourages me to take on more significant tasks. Seek help. If you’re lucky enough to work for an organization that has a dedicated technical support staff, reach out to those individuals. They are trained and paid to assist you with the difficulties that may be encountered with technology. I keep these folks on speed dial! And don’t be embarrassed about your troubling situation. Trust me, they’ve heard it all. If tech support is not available, most equipment usually has some sort of a help feature. I’ve found that by right-clicking on a computer keyboard, you’ll find a treasure trove of help options. Explore those features and you might just find the answer(s) to your problem. Save your user manuals. Most are user-friendly and come with information from troubleshooting tips to the basic operational features of your equipment. Recently, my organization invested in new digital cameras for use in our presentation skills courses. I plan to have my user manual readily available the first few times I use the camera. Get some training. When someone within your organization lacks skill and knowledge to perform a particular job function, where do they turn for assistance? You guessed it—training. Well now it might be time to reverse the roles. If you lack the skill and knowledge to use your technology properly, get some training. Another learning option might be to find a technology mentor. There are many people in this world (perhaps within your own organization) who are passionate about technology and wouldn’t mind taking you under their wing to show you what they know. Find that person and seek their expertise. Let’s face it, technophobia is real. And when the use of technology is an essential part of one’s job, that fear can be heightened. But just know that, as with any other fear, it can be conquered. Take it from personal experience; conquering that technological fear may not happen overnight. However, with a bit of effort, persistence, resources, and support, you can get there. I wish you the very best of luck with using and implementing the latest technology in all of your upcoming training courses. Whether or not you experience technophobia, the tips included in my colleague’s blog post will help you avoid technology problems in your training.

Written by: Linda As trainers, it is important to communicate the expected behaviors we would like to see from our learners during the training program. The real question is, "Should we call them ground rules?" History has shown that people tend to want to break, bend, or challenge the rules. Rules are a natural part of our daily lives and yet there is often a negative connotation and reaction to the word. Therefore, in a training environment with adults, where it is important to create a climate that is conducive to learning, using the term "ground rules" could generate some resistance. So how do we communicate the expected behaviors we want to see? In a recent workshop, while discussing the topic of "ground rules," a participant asked, "When were ground rules discussed in this course?" Another participant responded, "They were discussed during housekeeping." Most of us are familiar with the term "housekeeping." Housekeeping seems to be a softer term that allows you to communicate the standards of acceptable behavior without using the word "rules." They are simply guidelines that reflect common sense and good manners. It is important to introduce housekeeping within the first half hour of the program to minimize confusion and disruption during the session. Sometimes these guidelines may need restating or a gentle reminder at various times throughout the course. If a phone rings in the middle of a session, it is usually because the participant has forgotten to turn their device off after a break. Most times the participant will be very apologetic. Another strategy I have found effective is to simply invite agreement and input from the learners during the discussion of housekeeping at the very beginning of the course. This allows the learners to take ownership and responsibility for their actions. The bottom line is, if you want a smooth sailing training day, say "Yes" to ground rules, but don’t call them that. Instead say "Yes" to "Housekeeping."