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.