Tip #48: Quick Kinesthetic Experiential Training Methods: Skit

The kinesthetic learner is often the most difficult to satisfy in classroom training. However, there are some creative ways to add movement to classroom content review activities. These kinesthetic activities provide whole body learning, which increases retention. Today, we will discuss the Skit.

What: A Skit is a short humorous sketch in which the participants act out their understanding of content relevant to them.

When: It can be used at any time you would like to review what learners have learned.

Why: It is intended to provide physical activity to meet the needs of kinesthetic learners, as well as whole body learning. It also incorporates humor in a play-like activity to check comprehension.

How: It is best used after the participants have attained a clear understanding of the content.

First, use an instrument to have the participants conduct a self-assessment (of their personality type, learning style, managing style, conflict management style, etc.) to determine their personal style.

Debrief the assessment results and further clarify the results (through large group discussion, individual reading, and/or small group brainstorming).

Then (and only then) are the participants asked to group with others who have the same style and to develop a brief, humorous skit intended to demonstrate the strengths and challenges of their shared style.

Provide approximately 10 minutes for the groups to work on their skit, which should only be 2-3 minutes in length.

All of the participants in the group should be involved in designing the content and format of the skit. Encourage them to use props and audio- visuals.

However, leave it entirely up to the group to decide how they will present the skit. There are many options, which they can determine for themselves. They can actively involve all of the members, have one person act as a master of ceremonies, have different participants act out different aspects of the style or mini-skits, or have some members act standing and the others more passively react from their seats. This enables the groups to respect each participant's comfort level with this activity.

Each group then presents their skit, deepening both their comprehension and the comprehension of the rest of the group. When each group is done, their skit is applauded.

As with role plays or simulations, a skit is typically used toward the end of the training session, after the participants have established a sense of trust and comfort with each other.

Benefits: There are a number of benefits to the use of a Skit:

• It can build physical activity into content review.

• It can increase participant physical energy.

• It can link what they are learning to what they already know.

• It can give kinesthetic learners an opportunity to move their bodies in order to learn.

• It can test the participants' ability to literally think on their feet.

• It can make learning review fun.

• It can deepen learning and comprehension.

Level of Learning: Comprehension.

Learning Styles: Kinesthetic, interactive, aural, visual, and possibly, print.

Next week, which begins the new year, we will start an in-depth exploration of ways to engage each of the senses in order to meet different learning needs and increase learning and retention.

Tip #47: Quick Kinesthetic Experiential Training Methods: Gallery Walk

The kinesthetic learner is often the most difficult to satisfy in classroom training. However, there are some creative ways to add movement to classroom content review activities. These kinesthetic activities provide whole body learning, which increases retention. Today, we will discuss the Gallery Walk.

What: A Gallery Walk involves having the participants walk and add their thoughts to flip charts posted along the length of a wall.

When: It can be used at any time you would like to review what learners either know or have learned.

Why: It is intended to provide some physical activity, specifically to meet the needs of kinesthetic learners.

How: The trainer posts flipcharts with different headings related to the topic at hand. The participants are instructed to walk from flipchart to flipchart, posting their ideas with a colored marker. The participants may be organized in groups of five, or in pairs, or may work separately. This activity is timed so that each group or individual has an opportunity to post their answers on every flipchart.

An alternative is to ask the participants to write down techniques or ideas pertaining to a specific subject or challenge, one item per sticky note. Then they can stroll from flipchart to flipchart, posting their sticky notes where they are most appropriate.

In both cases, the trainer or a participant should then read out the posted content on each flipchart.

A second alternative is to have small groups post their responses to a question on a flipchart and then have each group tape their flipcharts on the wall. All participants are then instructed to walk past and read all of the postings, with the intent of identifying two or three items that are of greatest significance to them. They would note these two or three items down and then either return to their small group for additional discussion or simply retain their notes for future application back on the job.

Benefits: There are a number of benefits to the use of a Gallery Walk:

• It can build physical activity into content review.

• It can increase participant physical energy.

• It can link what they are learning to what they already know.

• It can give kinesthetic learners an opportunity to move their bodies in order to learn.

• It can test the participants' ability to literally think on their feet.

• It can make learning and learning review fun.

Level of Learning: Knowledge and comprehension.

Learning Styles: Kinesthetic, as well as aural, visual, print, and interactive.

Next week, we will discuss another kinesthetic experiential training method useful for checking comprehension: a skit.

Tip #46: Quick Kinesthetic Experiential Training Methods: Relay Race

The kinesthetic learner is often the most difficult to satisfy in classroom training. However, there are some creative ways to add movement to classroom content review activities. These kinesthetic activities provide whole body learning, which increases retention. Today, we will discuss the Relay Race, which I first saw used by Elaine Biech, who is well known for her creativity as a trainer. Elaine is the editor of the prestigious Pfeiffer Annuals and the author of such books as: TQM for Training, Marketing Your Consulting Services, The Business of Consulting, and the soon-to-be published Training for Dummies. You can learn more about Elaine Biech at her website: http://www.ebbweb.com.

What: A Relay Race is a timed competitive team activity.

When: It can be used at any time you would like to review what learners have learned.

Why: It is intended to provide some competitive and physical team activity, specifically to meet the needs of kinesthetic learners.

How: The trainer asks the participants to list three things they have learned about a specific topic. While they are doing this, the trainer sets 2-3 flip charts in corners of the room. Use masking tape to create a starting mark on the floor about 12 feet from the flipchart. Then put groups together to form 2 or 3 teams of 8-12 people.

You will need one prepared flipchart for each team.. On the flipchart, you can write the name of someone important to the content vertically on the left side of the flipchart, so that there is only one letter of the name on each line.

For example, Malcolm Knowles for adult learning, or perhaps the name of the CEO of your company for the mission of the organization. The teams will be racing to write down something that they have learned that starts with each of the letters in the name on the flip chart. So it is important that the name is long enough to give the participants sufficient challenge.

You may also want to incorporate seasonal fun and use Frosty The Snowman, or Summer Vacation, or something similar.

In the alternative, if you are teaching technical terms or product features, the flip chart could have several rows of categories for the participants to fill in.

The point of the relay race is to incorporate fun into a timed content review.

Once the teams are formed, assign each team to a flipchart and explain the rules. Note that you can establish any rules and point penalties that you like.
For example:

• Everyone must remain behind the starting line until it is their turn. If caught, it will cost the team 1 point.
• Only one marker may be used by each team. Using more than one marker will result in the loss of 1 point.
• Everyone on the team must have one turn to write on the flipchart before someone writes a second time. Not following this rule will cost the team 2 points.
• Each team has 7 minutes to write one thing someone on the team has learned about the specific content that starts with the letters of the name listed on the flipchart.
• Teams receive 1 point for each correct item, with only 1 point possible for each letter in the name.

Count down to start the race, then shout or use a bell or buzzer to end the game after 7 minutes, allowing the person who is writing time to finish.
Add up the points, one for each item learned, deducting any penalties. Provide a prize to the winning team. To be gracious, provide a prize to everyone.

As with any game, it is important to tie the information generated during the game back to the participant’s formal awareness. Have them write down how they will apply what they have learned and discuss their answers.

Benefits: There are a number of benefits to the use of a Relay Race:

• It can build physical activity into content review.
• It can increase participant physical energy.
• It can link what they are learning to what they already know.
• It can add a competitive feature to content review.
• It can give kinesthetic learners an opportunity to move their bodies in order to learn.
• It can test the participants’ ability to literally think on their feet.
• It can make learning review fun.

Level of Learning: Comprehension.

Learning Styles: Kinesthetic, as well as aural, visual, print, and interactive.

Next week, we will discuss another kinesthetic experiential training method useful for checking either knowledge or comprehension: a gallery walk.

Tip #45: Quick Kinesthetic Experiential Training Methods: 60 Second Pop-Ups

he kinesthetic learner is often the most difficult to satisfy in classroom training. However, there are some creative ways to add movement to classroom content review activities. These kinesthetic activities provide whole body learning, which increases retention.

Today, we will discuss 60-Second Pop-Ups, which Sharon Bowman introduces in her upcoming book: The Ten-Minute Trainer.

Sharon is an excellent kinesthetic trainer and a prolific author of such books as: Preventing Death by Lecture, Shake, Rattle & Roll: Using the Ordinary to Make Your Training Extraordinary, How to Give It so They Get It, and Presenting with Pizzazz. You can learn more about Sharon Bowman at her website: www.bowperson.com

What: A 60-Second Pop-Up involves having a few or all learners "pop up" out of their chairs to offer topic-related information in response to your statement, request or challenge.

When: It can be used at any time you would like to review what learners have learned or will do with what they have learned.

Why: It is intended to provide some physical activity in a 60-second review, specifically to meet the needs of kinesthetic learners.

How: The trainer posts a topic-related question, an assignment, a list of topic-related terms, or a challenge, etc., on a flip chart, overhead, or PowerPoint slide. Then the trainer indicates how many Pop-Ups are necessary within the minute.

For example, "A Pop-Up is when a person pops up of of his or her chair and states the most important thing that she or she has learned so far. In order to earn our break, we need to have 15 Pop-Ups from the group in the next 60 seconds. Time begins now."

Another example: "The last person to pop up out of his or her chair has to explain to the whole group how he or she plans to use what has been learned."

A third example: "Stand up, as the person standing next to you a question about the material we've covered. Sit back down when that person has finished answering the question to your satisfaction."

You can add competition into the mix by seeing how many Pop-Ups each group can do in 60 seconds. The group with the most Pop-Ups gets a prize.

Rather than competing against each other, the group can compete against their own record. Instead of setting a specific number of Pop-Ups for the group, have them see how many they can do in 60 seconds. Then, during a second round of Pop-Ups later, challenge them to beat their own whole group score.

Benefits: There are a number of benefits to the use of a 60-Second Pop-Up:

• It can build physical activity into a 60-second content review.

• It can increase participant physical energy.

• It can link what they are learning to what they already know.

• It can add a competitive feature to content review.

• It can give kinesthetic learners an opportunity to move their bodies in order to learn.

• It can test the participants' ability to literally think on their feet..

• It can make learning review fun.

Level of Learning: Comprehension.

Learning Styles: Kinesthetic, as well as aural, visual, print, and interactive, depending upon how the Pop-Up is communicated.

Next week, we will discuss another quick kinesthetic experiential training method useful for checking comprehension: a relay race.

Tip #44: Experiential Training Methods: Role Play

There are many different experiential training methods that ensure a rich learning experience. Today, we will discuss the Role Play.

What: A role play is a simulation of a real life situation.

When: It can be used at the beginning of a lesson to model an interactive skill that will be learned. It can also be used at the end of a lesson to evaluate the learners' ability to apply what has been learned. Because role plays are intimidating to many learners, it is best not to schedule a role play until the end of a workshop when trust and comfort levels have been established.

Why: It is intended to provide an opportunity for the learners to observe and/or practice new skills in a realistic situation.

How: There are numerous ways in which to use a role play. If the intent is to model how to use a certain skill, the participants can watch a videotape or a simulation between two trainers, between a trainer and a participant volunteer, or between two participant volunteers.

The key points or steps in the skill being learned need to be identified prior to viewing the simulation, and then labeled after viewing the simulation. It is helpful to have the participants note down key points as they watch, and then discuss their points afterwards.

If two participant volunteers are used, it is helpful to have the roles written down, with visual emphasis added to identify key points they should demonstrate in their role play.

If the intent is to have the participants practice a new interactive skill, it is best to give them time to analyze a situation (either a prepared situation or a personal situation they have chosen) and identify key points. They should also be given time to script out their role play, both in terms of language and behavior of both parties.

In writing a role play, sufficient background information needs to be provided regarding the situation, the personal characteristics, interests, and behaviors of the players, and the relationship between the players. Many times, a general background sheet is given to all players. They then receive individual briefing sheets in addition, to alert them to the specific part they will play in the role play interaction.

If the participants are requested to prepare and present a role play, the actual role play should be no more than 10 minutes. The actual role play can be conducted in groups of five, in which participants alternate role playing or providing observer feedback. This permits those participants who are uncomfortable with role playing to benefit from opportunities to observe others and provide feedback to them.

If triads are used, again the participants can alternate who role plays and who provides feedback.

It is important that the role play process be modeled by the trainer before the groups begin their work. Their instructions and worksheets should be clearly reviewed. Once the groups have had an opportunity to run through one role play, it is necessary for the trainer to bring the entire group back together to discuss what is going well and resolve any areas of confusion. The trainer should continually dip-stick in an unobtrusive manner, in order to be sure no group gets stuck.

The groups can then volunteer to present their role play in front of the entire group, or each participant may be required to present his or her role play in front of the group. The observers should have feedback sheets and be instructed to give "loving, nonjudgmental feedback" that still respects the individual's need to learn and grow within the protected training environment.

Once the role play has been presented, the trainer can ask the group for its feedback: strengths, and then areas for improvement. The individual observers can subsequently give their written feedback sheets to the primary role player, for his or her later review.

These role plays can also be videotaped, in order to provide the best and most complete feedback. If so, the participants may prefer to be given their videotape to review privately after the class.

It is best to limit role playing in front of the group to no more than ten role plays. Otherwise, it can exhaust the patience and energy of the group. It is helpful to have a sign up sheet for the role players to schedule their presentation, staggered every twenty minutes.

It is also necessary to summarize key learning from the role play exercise at its conclusion, through large group discussion.

Length: Depending upon the intent and the mode of the role play, this method can take from 15 minutes (to show a simple video or model a simple interaction) to several hours (if the participants need to develop their role play situation, script it out, practice it, and then present it to the larger group for feedback).

In the latter case, an approximate rule of thumb is 20 minutes to develop the situation, 20 minutes to script it out, and 20 minutes to practice it. Each role play should take 10 minutes to present and 10 minutes to receive verbal group feedback. In other words, it is wise to schedule an entire afternoon to ensure sufficient time for participant role plays.

Benefits: There are a number of benefits to the use of a role play:

• It can give the learners an opportunity to apply what they have learned to a real life situation.

• It can develop the learners' analytic skills.

• It can test the learners' ability to use what they have learned.

• It can make technical information come alive.

• It can increase the learner's ability and confidence to use the skill.

• It can increase the learners' probability of using the skill outside the classroom.

Level of Learning: Application, but also possibly Knowledge, Comprehension, and Analysis.

Learning Styles: Aural, visual, print, interactive, haptic, and kinesthetic (depending on the activity).

Next week, we will begin to explore a variety of quick kinesthetic experiential training methods useful for checking comprehension, including a gallery walk, a debate, a pop up, and a relay race.

Tip #43: Experiential Training Methods: Hands On Exercise

There are many different experiential training methods that ensure a rich learning experience. Today, we will discuss the Hands On Exercise.

What: A hands on exercise provides practice in a desired skill, technique, or procedure.

When: It can be used at the beginning of a lesson to test the learners' current skill and ability, or as a way to make a training point.

It is most frequently used at the end of a lesson to evaluate the learners' ability to apply what has been learned.

Why: It is intended to provide an opportunity for the learners to practice new skills in a safe and monitored environment.

How: Prior to the hands on practice, the trainer should break the procedure down into steps and model each step, explaining the how, why, when, and where for the step. The trainer should also describe the vital "knacks" or tricks involved in the task, as well as emphasizing the safety aspects.

The participants should also demonstrate their understanding of the steps prior to actually performing the hands on activity, to ensure they have been set up for success. This may include talking the trainer, or a volunteer learner, through the operation. A questionnaire, a case study, or a true/false quiz are also ways to make sure the learners really know what to do in the actual hands on exercise.

It is sometimes useful and appropriate to pair a novice with a more skilled learner, so that they can learn together.

The trainer(s) must continually monitor the activity, providing constructive coaching feedback to assist learners who are having a problem with the exercise. This involves asking the learners questions in order to help them discover what they need to do, rather than having the trainer tell them what to do.

If the trainer notices that a number of learners are having similar trouble with the activity, it is necessary to stop the hands on exercise and re-teach that segment to the entire group.

It is important to remember that the purpose of the hands on activity is threefold: (1) for the learner to practice and demonstrate his or her ability to perform the activity; (2) for the trainer to have observable proof of the actual learning that has taken place; and (3) for the learner to gain confidence in his or her ability to perform the activity.

It is helpful to debrief the activity at the end of the practice, to have the learners identify and communicate what they learned, the problems that came up, and how they resolved them.

Length: Depending upon the nature and complexity of the activity, the hands on exercise may take anywhere from 15 minutes to one or two hours.

If the purpose of the training is to teach specific skills, then sufficient time should be scheduled for the learners to practice that skill in a hands on exercise.

Benefits: A hands on exercise can:

• develop the learners' skills.

• test the learners' ability to use what they have learned.

• increase the learner's ability and confidence to use the skill.

• increase the learners' probability of using the skill outside the classroom.

• provide immediate feedback to the learner regarding what s/he knows or needs to know to perform the activity.

• give the trainer an opportunity to ensure consistent performance of the activity by all of the learners.

Level of Learning: Application

Learning Styles: Aural, visual, print, interactive, haptic, and kinesthetic (depending on the activity).

Next week, we will explore another experiential training method: the role play or simulation.

Tip #42: Experiential Training Methods: Case Study

There are many different experiential training methods that ensure a rich learning experience. Today, we will discuss the Case Study.

What: A case study is a "real life" problem statement or situation that provides sufficient background data so that the problem can be analyzed and solved.

When: It can be used at the beginning of a lesson to identify learner knowledge and understanding. It can also be used at the end of a lesson to evaluate the learners' ability to apply what has been learned to realistic situations.

Why: It is intended to provide an opportunity for the learners to get involved, problem solve, and learn-by-doing with a realistic problem or situation.

How: A good case study is written in the form of a story. It has characters who have names and use authentic dialogue. It is descriptive, with realistic details. The flow is easy to follow, with sufficient information for the learners to accomplish their task. It defines the task by asking questions relating to the case.

The learners read the case and then discuss their answers to the questions in small groups. The trainer then directs a large group discussion of the answers generated in the small groups.

It is best to limit this exercise to no more than three brief case studies, or one or two longer case studies. Otherwise, the repetitive sequence of group reports and discussion can become wearing.

The post-case discussion is probably the major factor in the learning effectiveness of the case study. Discussion needs to be planned in advance to isolate and highlight the crucial points to be learned from the case.

Length: Depending upon the complexity of a case, from ten to thirty minutes for small group discussions. Approximately ten minutes for each small group to report its conclusions to the larger group and engage in a large group discussion of the case.

Benefits: There are a number of benefits to the use of a case study.

• It can generate interest by presenting a problem to be solved.

• It can give the learners an opportunity to apply what they have learned to a real life situation.

• It can develop the learners' analytic skills.

• It can test the learners' ability to use what they have learned.

• It can make technical information come alive.

Level of Learning: Knowledge, Comprehension, Application, and Analysis

Learning Styles: Aural, visual, print, interactive, haptic, and even kinesthetic if the group posts its conclusions on a flip chart.

Next week, we will explore another experiential training method: the hands on exercise.

Tip #41: Experiential Training Methods: Questionnaire

Thank you to: Tia and Chris, who correctly identified the level (s) of learning (Comprehension and Application) and the learning style(s) satisfied by a Game: (actually,any and/or all of them, depending upon the game). Their one-minute technique has been mailed to them.

There are many different experiential training methods that ensure a rich learning experience. Today, we will discuss the Questionnaire.

What: A questionnaire asks questions that focus the learners on the specific content that they need to know.

When: It can be used at the beginning of a lesson as the organizing principle or to identify learner knowledge and understanding.
It can also be used at the end of a lesson to evaluate learning.

Why: It is intended to focus the learners on significant information and allow them to interact with the information.

How: A questionnaire can be used to introduce concepts or information, initiate group discussion, or test learning.

The questions need to be clearly stated, with yes/no, true/false, or agree/ disagree response options.

Individual participants can be asked to complete the questionnaire and/or discuss their answers in a small or large group. The trainer can read the questions and ask the participants to signal their responses (thumbs up, down, or to the side).

It can be used as a pre- or post-workshop assessment device.

It can also be used to introduce the workshop content, which is then organized in sequence with the questions. The response to each question can be the content of a separate training module. In this usage, it is important that the sequence of questions follow a building block approach to the content.

However it is used, the trainer must give definite answers and the rationale for the answers to provide appropriate closure.

Length: Approximately one to four minutes of group discussion for each question. The same approximate amount of time for small group reports to the larger group.

Benefits: A questionnaire can:

• present technical information in a more interactive fashion than a lecture provides.

• give the learners immediate feedback regarding what they know and what they do not know.

• give the trainer important diagnostic information about the knowledge or skills possessed by the learners.

• help the trainer avoid teaching content that the learners already possess.

• generate group discussion of real life examples that can increase learning retention.

Level of Learning: Knowledge, Comprehension

Learning Styles: Aural, visual, print, interactive, haptic, and even kinesthetic if a thumbs up or down response is used.

Next week, we will explore another experiential training method: the case study.

Tip #40: Experiential Training Methods: Game

Thank you to who correctly identified the level (s) of learning and the learning style(s) satisfied by a Focus Question.
Their one-minute technique has been mailed to them.

There are many different experiential training methods that ensure a rich learning experience. Today, we will discuss the Game.

What: A game is often a metaphor for a real life situation. It provides an opportunity to learn and play (intellectually and/or physically) at the same time.

When: It can be used at the beginning of a lesson to spark interest, or as a way to make a training point. It can also be used at the
beginning of a lesson to test the participants' knowledge and skills. A game can be used at any point in a lesson- as long as it is preceded with and followed by a discussion of key learning points that come into play during the game. It is frequently used at the end of a lesson to test for comprehension or to evaluate the learners' ability to apply what has been learned.

Why: It is intended to engage the learner in a stimulating and novel manner. A game may be a more comfortable way for the learners to learn and/or apply their learning. Games also tap into the right side of the brain, which is more playful and creative.

How: Prior to the game, there should be training in specific techniques or concepts that will be tested in the game. The game directions should be clearly communicated, both in writing and orally. The time frame, the expectations, and the guidelines or rules for the game should be clarified before the game begins. If there are observers in the game, they should be prepared separately for their role and expectations. The degree to which they are allowed to interact with the players during the game should be emphasized.

The trainer(s) must continually monitor the activity, providing constructive coaching feedback to assist learners who are having a problem with the exercise. This involves asking the learners questions in order to help them discover what they need to do, rather than having the trainer tell them what to do.

If the trainer notices that a number of learners are having similar trouble with the activity, it is necessary to stop the game temporarily and provide just-in-time training to the entire group.

It is important for the learners to enjoy this learning experience and to be able to distance themselves from roles played during
the game once the game is ended.

It is helpful to debrief the activity at the end of the practice, to have the learners identify and communicate what they learned,
the problems that came up, and how they resolved them.

Length: Depending upon the nature and complexity of the game, it may take anywhere from 15 minutes to one or two hours.

Benefits: A game can:

• stimulate creativity.
• teach dry topics in an engaging manner.
• add fun to the learning process.
• allow the learner to learn or test skills in a more relaxed, enjoyable context.
• provide immediate feedback to the learner regarding what s/he knows or needs to know to play the game.
• engage the limbic system to increase retention.

Now, it’s your turn! If you can correctly answer what level(s) of learning and learning style(s) can be satisfied by a game, we will send you a brand new one-minute technique guaranteed to keep your learners engaged! Please mail your responses to dlaurel@ameritech.net.

Level of Learning:

Learning Styles:

Next week, we will report the winning responses and then explore another experiential training method: the questionnaire.

Tip #39: Experiential Training Methods: Focus Question

There are many different experiential training methods that ensure a rich learning experience. Today, we will discuss the Focus Question.

What: A focus question asks a question that the learners have sufficient information and/or experience to answer.

When: It is usually asked at the beginning of a lesson.

Why: It is intended to facilitate the transfer of past learning to assist with the new learning.

How: The trainer asks the focus question of the entire group. Large or small group discussions are then conducted, and their responses documented on flip charts. If small groups are used, they report their conclusions to the larger group. The flip charts can then be taped on the wall as a reference point throughout the training session.

Length: Eight minutes is sufficient for group brainstorming in response to a focus question. Another eight minutes is necessary to have the small groups report out their responses to the larger group.

Benefits: A focus question can:

• help the learners focus on the lesson's content.
• hook into the learners' past knowledge and trigger a memory which can facilitate the current learning.
• give the trainer important diagnostic information about the learners' knowledge or skills.
• help the trainer avoid teaching content that the learners already possess.
• reduce re-entry time after a break if the learners are asked to consider the question during the break.

Now, it’s your turn! If you can correctly answer what level(s) of learning and learning style(s) are satisfied by a focus question, we will send you a brand new one-minute technique guaranteed to keep your learners engaged! Please mail your responses to dlaurel@ameritech.net.

Level of Learning:

Learning Styles:

Next week, we will report the winning responses and then explore another experiential training method: a game.

Tip #38: Stay on task and on time when co-training

The fourth and last category to consider when co-training is how to stay on task and on time.

Do:

1. Review the lesson plan, so that you know how much time is allotted to each section and all of the relevant content materials to be used;

2. Respect the importance of the need for breaks;

3. Follow the agenda and the lesson plan;

4. Synchronize your watches;

5. Watch the time and pace yourself; and

6. Agree on a signal to discreetly let each other know when it's time to bring a presentation to a close.

Don't:

1. Underestimate the amount of time group participation involves;

2. Ignore scheduled starting and ending times;

3. Go past your allotted time;

4. Assume that taking "a few more minutes" to finish your section is acceptable, if you are running into the other trainer's time slot;

5. Rudely interrupt the other trainer;

6. Shuffle your papers or wander to the front of the class in an effort to give the other person a "hint;" or

7. Use disapproving body language or noises to get the presenter's attention.

The four categories we have discussed over the past few weeks are just a few of the more typical areas of conflict for co-trainers.

Next week we will begin to look at different experiential training methods in depth.

Tip #37: Decide how to handle differences of opinion when co-training

The third category to consider when co-training is to decide how differences of opinion between the trainers will be handled.

Do:

Treat each other with professional respect. Possible options include any combination of the following:

1. Write down disagreements for later mutual discussion;

2. Wait until the end of the day, when you debrief the entire session together;

3. Defer to the other trainer;

4. Let the issue drop, if it's not very important;

5. Bring the matter to the other members if there is a core training group, for resolution and consistency in future presentations;

6. Agree to disagree; and/or

7. If the issue is significant, discuss it with the other trainer during a break to see if s/he agrees that one of you should make a clarifying statement after the break.

Don't:

1. Do anything to undermine the other trainer's presentation or credibility;

2. Argue during the presentation;

3. Argue during the break;

4. Bring it up during the break, if participants want to discuss other issues with either trainer;

5. Question the other trainer's expertise or credibility;

6. Correct the other trainer in front of the group;

7. Indicate your disagreement nonverbally; or

8. Mention your disagreement to the participants.

Next week we will explore the do's and don'ts relating to staying on time and on task when co-training.

Tip #36: Decide what the role of the non-presenter will be when co-training

The second category to consider when co-training is to decide what the role of the non-presenter will be while the other trainer is presenting a section.

Do:

Be clear about the expected role of the non-presenter. Possible options include any combination of the following:

1. Write group comments on the flip chart or overhead;

2. Work with one section of the group;

3. Note down questions or issues raised by the group that will need to be addressed;

4. Provide assistance as requested by the presenter;

5. Listen;

6. Observe the group interactions;

7. Help to provide crowd control;

8. Serve as a time keeper;

9. Facilitate small group discussions;

10. Check to see if any participants need extra assistance; and/or

11. Interact with the presenter in a pre-arranged manner- for example, playing a role.

Don't:

1. Make disapproving noises;

2. Indicate your displeasure or disagreement through body language;

3. Go make telephone calls;

4. Leave while the other trainer is speaking;

5. Stand in the back as if judging the other trainer;

6. Create distractions by joking with the participants while the other trainer is trying to teach;

7. Do other work while the other trainer is presenting; or

8. Prepare your materials for your next presentation.

Next week we will explore the do's and don'ts regarding how to handle differences of opinion with a co-trainer.

Tip #35: Decide who will present each training section when co-training

Since the do's and don'ts really come paired under key categories, we will look at them together. The first key category has to do with deciding who will present each training section.

Do:

Jointly determine who is responsible for each section.

It is entirely up to each teaching team to decide how to split the training responsibilities. It depends on your comfort level with the content, the methodology, and each other.

Possible options include any combination of the following:

1. Play to each other's strengths;

2. Alternate every other section;

3. Alternate every two sections;

4. Alternate sessions; and/or

5. Co-train all or certain sections

Don't:

1. Compete with each other;

2. Try to create a lead/assistant hierarchy;

3. Correct each other in front of the participants;

4. Intervene while the other person is presenting;

5. Remain in front of the classroom while the other person is training; or

6. Unilaterally change the presentation line up.

Next week we will explore the do's and don'ts regarding what the role of the non-presenter should be while the other trainer is presenting.

Tip #34: Prepare for co-training

A co-training experience can be very rewarding. We don't often get a chance to work closely with our peers and see how they approach training. It can be a wonderful source of energy and support- if you plan for it.

However, if you are used to presenting training by yourself, the assumption of "co-presenter" status can be very rocky. It is not easy to give up authority and control in the classroom to another trainer.

It helps to prepare yourself to assume this possibly new and unfamiliar training role if you:

1. anticipate what it will feel like to co-present;

2. identify possible areas of friction (in terms of philosophy, background, personality, or training style); and

3. agree to specific ground rules to minimize anticipated friction.

Next week we will discuss the DO's for training with one or more co-facilitators. The following week, we will discuss the DON'Ts!

Tip #33: Manage hostile questions

There are at least five reasons why questions may be "hostile"- the asker: (1) disagrees with your position on a topic; (2) doesn't like the subject matter; (4) doesn't want to be in the class; (4) doesn't like the client you represent; or (5) doesn't like YOU!

In all cases, be courteous. Maintain your credibility and control, no matter what happens. Any time you get angry or defensive, it casts doubt on your entire presentation and you lose control. As Dorothy Leeds and Kristen Mohn suggest in PowerSpeak, "If someone deliberately tries to embarrass you, being polite is especially effective. Audiences appreciate fair play and good manners. They will automatically reject the person who is making trouble and be on your side- if you continue to be polite and unruffled."

If the questioner speaks in a hostile manner, employ active listening to paraphrase the question, using more neutral words that allow you to stay calm. In some cases, you can attempt to lighten the disagreement with good humor, or simply agree to disagree.

If you are dealing with a tough subject and expect a hostile audience, asking people to state their names, companies, and so on, can reduce the amount of questions, because many people do not like to volunteer this kind of personal information. This tactic can work at large rallies or in groups where people are not already acquainted.

If the questioner is simply making personal attacks to get a rise out of you, it can help to reframe and deflect them with one or more of the five negotiation techniques listed below:

1. Ignore the question. Pretend you didn't hear it. If the questioner seeks that his or her abusive tactics do not work, s/he will often stop.

2. Reframe it as an attack on the problem. Ignore the personal criticism, acknowledge the point, and reinterpret it as an attack on the problem..

3. Reframe it as friendly. Intentionally misinterpret it as a show of concern and shift the focus back on the issue.

4. Reframe from past wrongs to future remedies. Change the focus from the past and who was wrong to the future and what can be done about the issue now.

5. Reframe from "you" and "me" to "we." Change the language from the blaming "you" to the cooperative "we." Be conscious of body language that separates you from the group, rather than creating a sense of partnership.

As Robert Frost wrote: "Education is the ability to listen to almost anything without losing your temper or your self confidence."

However, keep in mind that being polite doesn't mean that you have to be a patsy. If the questioner is out of hand, you can cut him or her off. If s/he is especially provocative, you might consider the kind of reply General Hugh Johnson used occasionally: "I'll answer any fair question, but I won't answer a loaded question like this one."

Tip #32: Manage untimely questions

There are three categories of untimely questions: (1) questions about content that will be covered in the next few minutes; (2) questions about content that has not yet been covered, but will be handled later in the lesson; and (3) questions about content that will not be covered during the lesson.

In all cases, you may want to defer answering the questions to another time. Especially when you have a group with varying degrees of expertise and experience, you may have participants who ask questions about content that has not yet been covered. You may want to hold off answering it until you get to that point in the lesson. If you answer the question before you have laid the learning groundwork for the other participants, you may unnecessarily confuse them.

If the content is not part of the lesson, you may defer the question to a time when you can discuss the answer privately with the participant (during a break or lunch, or after the workshop). You want to avoid spending workshop time on an issue that is not relevant to the larger group or the content of the lesson.

Most individuals will be happy to accept your acknowledgment that they have an advanced understanding of the topic and will agree to wait for an answer. If the participant needs an answer immediately, you may want to provide it without explanation and mention to the larger group that you will review it again later in the day.

You can frequently forestall untimely questions by giving participants scheduled options for getting them addressed. This will be particularly useful if you have folks who feel compelled to ask questions as soon as they occur to them, because they are afraid they will forget them.

Three simple techniques you can use:

1. Begin the session by asking for participant questions and concerns, then post them on a flipchart and indicate when they will be answered during the lesson.

   As the topic is covered and the answer is given or discovered by the group, you can refer back to the question and check it off to indicate it has been answered. Or you can wait until the end of the session and check to make sure all posted questions have been answered to the participants' satisfaction.

2. During the workshop introduction, you can designate a flip chart as a "parking lot" for their questions. The flip chart should have space blocked out and titled for each general topic.

   Provide large post-it notes at their tables, so that the participants can jot down their questions and place them in the appropriate spot on the flip chart. You can use the "parking lot" approach at the very beginning of the session for a faster way to get their questions posted than in suggestion #1.

   Make sure to check the "parking lot" and incorporate the questions into the lesson or exercises where they belong.

3. Schedule a Question and Answer (Q & A) time at the end of each module or at specific times during the day. Let the participants know about these Q & A sessions, and give them post-it notes or index cards to jot down their questions. Ask them to hold their questions until the Q & A.

Tip #31: Handle timely questions

1. Repeat the question, if other participants may not have heard it. Or request that the individuals speak more loudly and project more, so that others can hear what they are saying.

2. To ensure that everyone can hear, walk to the opposite side of the room from the participant who is speaking. This will reinforce the participants' need to project.

3. When possible and time permits, defer the question to the rest of the group, to see if they can answer it instead of you.

4. Remember to summarize and/or validate the correct answer after receiving the answer from another participant. If you don't, it may give the appearance that you are deferring the question because you don't know the answer- rather than because it is an excellent training technique.

5. Keep in mind that you do not have to answer a question completely, if at all. Rather than asking, "Have I answered your question?" or "Has your question been answered to your satisfaction?" say instead: "Was that responsive?"

Tip #30: Take "No" out of your training vocabulary

Always dignify the participant and the answer. Never say, "No."

Instead, say, "Yes, that is correct if the circumstances are x. However, I am asking about these (different) circumstances. In this event, what would the answer be?" In other words, coach the person to discover the correct answer.

We need to remember how vulnerable a participant can feel. As trainers, we want our participants to be willing to try new things, take learning risks, and ask questions. Mistakes and misunderstandings may happen. We have to make sure that our participants feel safe, that they can trust us when we say that there really are no "stupid" questions, and that we sincerely support their success in our classroom.

Tip #31: Handle timely questions

1. Repeat the question, if other participants may not have heard it. Or request that the individuals speak more loudly and project more, so that others can hear what they are saying.

2. To ensure that everyone can hear, walk to the opposite side of the room from the participant who is speaking. This will reinforce the participants' need to project.

3. When possible and time permits, defer the question to the rest of the group, to see if they can answer it instead of you.

4. Remember to summarize and/or validate the correct answer after receiving the answer from another participant. If you don't, it may give the appearance that you are deferring the question because you don't know the answer- rather than because it is an excellent training technique.

5. Keep in mind that you do not have to answer a question completely, if at all. Rather than asking, "Have I answered your question?" or "Has your question been answered to your satisfaction?" say instead: "Was that responsive?"

Tip #29: Debrief exercises

It is important to have individuals or group representatives report out their specific results or general conclusions when they have completed an exercise. Otherwise, they will not have any sense of closure.

Draw out the correct or more complete answers from the group, so that when you tell them the correct answer, it will simply validate what they have identified. Remember that we want to build their confidence in their own competence!

To ensure variety in report out methods, here are a few to draw from:

1. Thumbs up if you agree, thumbs down if you don't.

2. Can someone tell us the answer to question x? [call for a volunteer.] Then ask the participants who agree with that answer to raise their hands ø and after that, ask the participants who disagree to raise their hands. Call on a representative from each "side" for his or her response and underlying rationale. Ask the group to identify the correct response, or tell them yourself.

3. Have one table group report their answer. Ask if any other groups have something different or something to add.

4. If more than one table group worked on the same case study, alternate between them in answering the different questions relating to the case study.

5. Move from one table group to another to answer different questions.

Tip #28: Give an effective presentation

There are seven key aspects to giving an effective presentation. First, clearly state your purpose. Second, have a clear pattern of organization. Third, use clear transitions. Fourth, provide support for the information. Fifth, keep your voice clear, varied, and interesting. Sixth, make sure that your presentation will help solve the audience’s problems and meet its needs. Seventh, maintain the audience’s attention and get them involved.

Tip #27: Use good body language

Body language (how you look and move) can either enhance or undermine your message. Good body language will help you appear confident and knowledgeable. Poor body language will interfere with your message and your credibility.

For more effective body language communication, fight the urge to:

• lean into a stationary microphone (use a lavaliere microphone instead, and remember to turn it off during private moments...)

• stand poker straight or immobile, or the opposite- rock or sway in place, or pace (yes, Tom Peters paces- and it makes us dizzy!)

• use a single gesture repeatedly, or use obviously practiced gestures

• chew gum or suck on candy (we really do notice!)- unless you are using a lozenge to keep from coughing, in which case, explain that

• lean on or grip the lectern white-knuckled, as if holding on for dear life

• look at the floor, or close your eyes

• hide behind the audiovisual equipment, or turn your back to the audience

• take deep sighs

• play with your clothing, adjust body parts or undergarments, or lose your undergarments!

• shuffle your notes unnecessarily, or click your pen or laser pointer on and off

• crack your knuckles, examine or bite your fingernails, clean your ears, or perform any other body care activity!

• cross your arms in front of your chest

• twirl or pat your hair, or play with your jewelry (that includes you, too, guys!)

• jangle change or keys in your pockets

• whisper, whimper, mumble, or shout.

Tip #26: Check posture, presence, and projection

There are three elements that contribute to an effective presenter's platform, or stand-up training, effectiveness. The first is posture: how you physically carry yourself. Do you stand erect, with your shoulders comfortably back and head up- or do you hunch your shoulders and shrink into yourself? Your posture has a direct impact on how your audience will perceive you (presence) and how easily they will be able to hear and understand you (projection).

The second is presence: the impression of your personality. You can appear professional, self confident, calm, and approachable. Or you can appear uncertain, anxious, distant, and humorless. It depends on your posture, your tone of voice, your willingness to smile, your comfort standing in front of people, your general or "on-stage" personality, your sense of humor, your choice of words, and your joy and/or belief in what you are doing.

The third is projection: the range and clarity of your voice. Some presenters are easy to hear and understand. Their words are loud and clear enough to distinguish their meaning. Other presenters speak softly or too rapidly, slurring syllables and making it difficult to hear and understand what they are saying.

Your posture has a great bearing on your ability to project. If you hunch over and constrict your diaphragm, it is almost impossible to get a deep breath and expel it in strong and carrying tones. However, if you stand comfortably centered and erect, and speak from your diaphragm, you will be able to bounce your voice off a far wall!

After you have taken the trouble to research and design interesting and effective learning content and activities, why would you want to unwittingly sabotage it by appearing meek and uncertain, and swallowing your words so that no one can hear them? The simplest way to check your three P's is to have someone videotape a short presentation. Typically, people are pleasantly surprised when they play back their tape. And if there is a need to polish one of the P's, they have immediate and useful feedback.

Tip #25: Create a motivational environment: Feeling

The last motivational training technique that helps to convert extrinsic motivation into intrinsic motivation is feeling. If a participant has been set up to be successful, is aware of experiencing that success, expects to continue to be successful, is interested in the content, and is drawn to learn it, then the instructor has created a pleasant learning environment, where it feels good to be there!

7. Feeling:

The way a learner feels in a particular situation affects the amount of effort that learner is willing to put forth to achieve learning. Learners are most inclined to put forth effort to learn if they find the learning situation pleasant and if they anticipate they will be successful (a pleasant feeling).

Example: An instructor who gives frequent breaks, establishes an informal learning environment, or sets the learners up to be successful through all the techniques previously discussed, creates a positive or friendly feeling in the classroom. An instructor who continues through a lesson plan without stopping to address the confusion of the learners, or is disinterested in answering learner questions, establishes a negative atmosphere.

The seven techniques have been presented in a sequence that shows their interrelationships. However, each of them has the potential to create a pleasant learning situation. What can you do to help your participants gain a positive feeling about the training?

Tip #24: Create a motivational environment: Concern

The sixth motivational training technique is Concern. The learner may have a clear intent to learn, because of a concern about the consequences of that learning- for example, certification. However, sometimes the learner's concern can become overwhelming and make learning difficult.

6. Concern:

The learner's level of concern relates to how much the learner cares about learning. A moderate level of concern is necessary to increase the learner's effort to learn. The level of concern can be raised or lowered as needed to increase the learning effort.

Example: An instructor raises the learner's level of concern by mentioning that a certain piece of information is important or will be tested. Level of concern can be lowered by assuring learners that their learning style and pace will be accommodated, or that the training has been set up in small segments with lots of practice time to ensure that they are successful.

Few people learn well when they are highly anxious. There are many steps we can take to lower our participants' level of concern, so that they feel comfortable and relaxed enough to be open to learning. It may be a simple matter of making sure that everyone introduces themselves before the training begins, so that everyone knows who is in the room. It may involve recognizing that participants' status and ego are at stake and taking care to set each participant up for success. It may require using familiar metaphors to make a complex and seemingly difficult topic more accessible.

Tip #23: Create a motivational environment: Interest

The fifth motivational training technique is Interest. We tend to want to learn what interests us, so it is up to the instructor to select content, learning exercises, and learning environments that capture the learners' interest.

5. Interest:

Interest in the learning task has been demonstrated to affect a learner's intention to learn. The instructor can promote interest in two ways. First, the instructor can use the learners' interest in themselves. Second, the material can be made more interesting by accentuating the novel or vivid; that which is different or unexpected.

Example: Relate the material to be learned to the learners' lives. Use learners' names and examples that refer to the learners' experiences. Change the instructor's voice or position in the room, change training methods, move from instructor decisions to learner decisions, from hand-out to overhead.

Tip #22: Create a motivational environment: Confidence

The fourth motivational training technique is Confidence. Once learners have had a successful learning experience and, based on feedback, received validation that they have been successful, they will have increased confidence in their ability to learn.

4. Confidence:

If learners are to succeed, they must believe that when they expend effort- something they completely control- they will experience success. If, however, learners believe that success or failure is the result of ability, task difficulty, or luck- factors over which they have limited control- then there is no point in putting forth a lot of effort.

Example: An instructor can instill confidence in learners by breaking a new task down and teaching each step separately, making sure that each learner has learned the first step before moving on to the next step. They also need to be given sufficient practice so that they can see that their ability and competence with the new skill or task increases.

What can you do to help your participants increase their confidence?

Tip #21: Create a motivational environment: Feedback

The third motivational training technique is Feedback. There are two ways that learners can determine if they are successful: specific constructive feedback from the instructor or their peers, as well as a personal sense of accomplishment when they are clearly able to apply newly learned skills during in-class simulations or comprehension-checking activities.

3. Feedback:

The amount, specificity and immediacy of the feedback that learners receive directly affects their performance of a newly learned skill or technique. When learners find out they are doing well, what needs to be improved, what to do to improve it, and then feel that there is a reasonable probability that they can improve it- they are motivated to try to accomplish that improvement.

Example: There are many interactive training methods that provide timely feedback to learners about how well they understand and can use new learning. For example, the instructor can give a brief lecture and then ask questions to see if the information has been understood. Individual learners can be asked to complete a questionnaire to test their learning, or to work in small groups on case studies or simulations to give them an opportunity to use their learning and then receive constructive feedback.

What can you do to ensure that your participants receive the necessary feedback? Tip #22: Create a motivational environment: Confidence

The fourth motivational training technique is Confidence. Once learners have had a successful learning experience and, based on feedback, received validation that they have been successful, they will have increased confidence in their ability to learn.

4. Confidence:

If learners are to succeed, they must believe that when they expend effort- something they completely control- they will experience success. If, however, learners believe that success or failure is the result of ability, task difficulty, or luck- factors over which they have limited control- then there is no point in putting forth a lot of effort.

Example: An instructor can instill confidence in learners by breaking a new task down and teaching each step separately, making sure that each learner has learned the first step before moving on to the next step. They also need to be given sufficient practice so that they can see that their ability and competence with the new skill or task increases.

What can you do to help your participants increase their confidence?

Tip #20: Create a motivational environment: Success

The second motivational training technique is Success. Since we tend to prefer activities in which we are successful, setting learners up for success can be a good way to move them from extrinsic motivation to intrinsic motivation.

2. Success: In order to feel successful, a person must expend effort and have a certain degree of uncertainty about the outcome. Learner success is responsive to two factors which the instructor controls: (1) the level of difficulty of the learning task and (2) the training design and teaching skills which will make the learners' learning more probable.

Example: Teaching basic information before teaching more complex information, presenting just a few new concepts at a time, providing sufficient practice so that a new skill becomes comfortable and familiar, are all examples of techniques that contribute to successful learning.

What else can you do to help your participants experience success?

We will explore the other motivational training techniques that help to convert extrinsic motivation into intrinsic motivation in future Tips.

Tip #19: Create a motivational environment.

Motivation, or the learner's intent to learn, is one of the most important factors in successful accomplishment. Dr. Madeline Hunter of UCLA has identified seven training techniques which have high potential for increasing a learner's motivation or intent to learn: (1) Extrinsic-Intrinsic Motivation; (2) Success; (3) Feedback; (4) Confidence; (5) Interest; (6) Concern; and (7) Feeling.

1. Extrinsic-Intrinsic Motivation: When a learner approaches learning as a means to achieve some result (such as a grade or certification), the learner is operating from a more extrinsic (or external) motivation. Intrinsic (or internal) motivation exists when the learner's primary goal is the satisfaction of learning itself.

Example: Someone who is ordered to attend a class has an extrinsic reason for being there. However, someone who loves learning and takes the class voluntarily has an intrinsic motivation. It is possible to create a stimulating and successful learning situation so that someone who is initially forced to attend feels good about the learning experience and voluntarily seeks it out in the future.

We will explore the other motivational training techniques that help to convert extrinsic motivation into intrinsic motivation in future Tips.