Tuesday, November 15, 2005

Tip #97: Tailoring Training

Purchasing an existing training program can be very time and cost effective, particularly if you don't have the time or expertise to design it yourself. You may still need to tailor the program to best meet the needs and culture of your organization, if the program was not originally designed with your organization in mind.

Sometimes, all it takes is revising the title page and replacing existing case studies with more organization- or industry-specific cases. That is a very easy fix and then you're good to go!

A greater difficulty arises when the internal logic of the program, the order in which the content is introduced, does not align with your understanding or comfort.

Some programs allow you to reorganize modules into an order that is more appropriate from your perspective. Then, all you need to do is make sure that the Table of Contents of the program reflects the revised pagination and any accompanying Power Point presentation is revised to reflect the new content sequence.

If you cannot repaginate the participant materials, the next best thing might be to create a flow chart on a flip chart (as well as in the participant materials) that indicates the order in which the modules will be covered. Although you cover content out of pagination order, which can be awkward, the participants and you will have a clear signpost. If you explain at the beginning of the session that you have reorganized the sequence to make it easier to learn the material, the participants will be more open to the idea.

However, what can you do if the program allows no flexibility for tailoring- and you still find that the content sequence is awkward for you? A process map or wall agenda can help you and your participants stay on track, because it provides a constant visual of the content sequence. You can refer to the process map at any time, using your laser pointer to identify what content has been covered and what content is next on the program. I have found this to be invaluable, since I have very little experience training using other people's materials.



Thursday, November 10, 2005

Tip #96: Conducting a Webinar

The key difference between conducting a webinar and conducting a classroom session is the lack of face-to-face interaction. A webinar presenter seems more like a meeting facilitator than an instructor, based on my admittedly minimal experience. It requires patience and good humor to tolerate and manage the time delays around telephone and online discussion. The synergy of group interaction is difficult to develop, because of the need for the participants to take turns speaking. Because this is still a new technology to many people, they tend to be understanding and willing to wait their turn.

You need to be very proactive and directive in asking for what you need from the participants and giving them the opportunity and time to respond. Make sure you articulate each transition from topic to slide to activity. You also need to be very clear in giving directions so that the participants know what is expected of them. Remember, they can't watch other participants or you to figure out what to do next, as they could in a classroom setting.

It helps to acknowledge participants by name and to call on those who are not speaking up or chatting on line to make sure they have an opportunity for input.

It may be necessary at various times throughout the session to remind participants to mute their phones or follow some of the other guidelines established at the beginning of the session.

The design and conduct of the webinar need to incorporate interactive content and exercises that will bridge these delays and maintain participant interest.

In my research about webinars, I happened upon www.communiqueconferencing.com, which had a lot of very useful information and pointers. The writer suggests that we should start and end the event on time:

"Unlike a live face-to-face audience, where you physically scan the room for familiar faces, search for a seat and greet your neighbor, Web audience members are generally sitting quietly in their offices reading e-mail and checking the clock for the event to begin. A slight delay in a face-to-face event generally goes unnoticed, but at a Web event, a few minutes can seem like a lifetime."

It sounds like excellent advice. Yet, as we discussed in previous Tips, time management is very tricky with webinars. You can certainly begin on time with those who are already logged on, and then just pace yourself so late comers can join in without a lot of catch up. Remember, the late comer can't simply ask the person sitting nearby the way someone late to a classroom can. As the presenter or moderator, it is your job to welcome the person and make it easy for the person to join in.

Another distraction more likely with a webinar is interruptions on the job which pull the participant away from the event. We know how difficult it can be to hold a classroom session onsite because it is so easy to lose participants at breaks when they go back to their offices. During a webinar, the participant is either in his or her office or traveling. In both situations, the participant's attention and participation can be easily breached.

So, you probably cannot cover as much content as you might in a classroom environment and you need to anticipate time delays in participation and the loss of some participants over the course of the session. You need to be very directive and clear in your instructions, and you have to make sure that all participants feel welcome to participate.

The good side? You are able to conduct the entire webinar from the comfort of your own home or office, at your convenience, without having to travel or tote supplies or set up a room or worry about the logistics of the location. You can have fun with the annotation tools. You can even record and archive the event for playback. Just relax and play with it. If classroom training is out of the question, a webinar has a lot to offer.

Monday, November 7, 2005

Tip #95: Preparing to give a Webinar

Last week, we determined that there are good reasons to consider the use of a webinar and that there are logistical issues that need to be anticipated and factored into the experience for it to run smoothly. Let’s turn our attention to the preparation for a webinar.

First, you need to know the capabilities of the web conferencing provider that you are using.

If you would imagine the computer screen for a moment, your PowerPoint slide is on the left side of the screen and there is a long vertical window on the right side of the screen.

As participants join the session, their name appears on the upper portion of that vertical window. At the bottom of the vertical window is a place for the participants to write in their answers or comments. Once they do that, their online text “Chat” appears in the middle space of the vertical window.

You can also use online interactive polling, as well as questions and answers, wherein the participants can raise an online hand if they agree with a statement or have a question. Polling is an easy way to increase interaction with the participants. Once they have responded to a polling question, the results can be shared with the entire group for further interaction.

The Presenter also has annotation tools, such as arrows or highlighters, to write on top of the Power Point slide in order to emphasize main points or focus the participants’ attention on key content. Clearly, you are going to want to practice using the annotation tools so that you are comfortable with them. [Just a side note: As a Mac user, I found that many of the annotation tools were not available to me when using WebEx.]

Second, you need to develop your Power Point presentation.

A colleague with more experience mentored me in the development of my slides. She told me to begin with a Welcome to [Enter your session name here]! On this first slide, she suggested that I include a brain teaser or something that would keep folks occupied while we waited for others to join the session. “While you wait for other participants to join the session, send me your answer to the brain teaser via (online text ) Chat.”

The second slide should be a “Let’s talk about me” slide. Insert your picture on the left and text about yourself here. This helps to give the participants a better sense and a visual of who is leading the presentation.

The third slide is “Let’s Get Started! Please say your name and where you’re located.” You can instruct them to use the participant list on the right as a guide to who goes 1st, 2nd, etc.

The fourth slide offers “Guidelines to make this a great session!” For example:

  • Use the phone and Chat to ask questions

  • Avoid shuffling papers or side conversations

  • When you ask a question via phone, introduce yourself first

  • Mute your phone when not interacting

  • If you need to leave for a moment, do not put your phone on “hold” if your company plays music!!!

  • Be prepared to participate!

  • Tell us if you have concerns or questions.


The remaining content slides should include participant opportunities for telephone or online chat discussions, Q & A, and polling, to keep the interaction going and increase the probability of learning.

Third, you need to troubleshoot (or have someone knowledgeable available who can do it for you!)

Prior to the webinar, it is especially important to:

  • proofread and test everything twice


  • double check the “log on link,” because if that doesn’t work, you won’t have a program!


  • avoid one of the most common and avoidable mistakes: providing incorrect information about the date or the time of the event on the confirmation message.


During the webinar:

It is important for you (or someone with you!) to know what to do in the case of possible catastrophes. You want to remain calm and composed even if the presenter loses his/her connection, or the participants can’t hear the presenter’s voice, or a participant can’t sign in or use the online tools. It really helps to have a moderator who is familiar with the process and can troubleshoot the technology for you if you are a novice.


So, now you know and have tested the capabilities of the web conferencing technology, you’ve developed your Power Point slide presentation, and you’ve completed the necessary troubleshooting. Next week, we will discuss the actual conduct of the webinar. Again, those of you who are more familiar with this technology are strongly encouraged to offer your own stories or tips!

Tuesday, November 1, 2005

Tip #94: Using Webinars

We should begin by defining "webinar." According to Wikipedia, the free on-line encyclopedia: "A webinar is a seminar which is conducted over the World Wide Web. It is a type of web conferencing. In contrast to a webcast, which is transmission of information in one direction only, a webinar is designed to be interactive between the presenter and audience. A webinar is 'live' in the sense that information is conveyed according to an agenda, with a starting and ending time. In most cases, the presenter may speak over a standard telephone line, pointing out information being presented on screen, and the audience can respond over their own telephones, preferably a speakerphone."

A webinar is similar to a teleconference, where folks call in from their locations to a central phone number, give a pass code, and are allowed to join the session. It is different from a teleconference because of the visual online features, which include the capability to view a PowerPoint presentation and have interaction online (chats, polling, voting, etc.)

The advantage of a speakerphone or a headset is that it allows the participants to keep their hands free to hold handout materials and type in their responses online. Those who don't have these advantages have to juggle phone, materials, and keyboard.

My first and only experience conducting a webinar involved what was scheduled as a two hour train the trainer session. We used WebEx, because my client had an account with them. Therefore, I will be sharing from my extremely limited perspective.

The reason for the webinar was that the participants were located throughout the country and some of them were traveling. Theoretically, the idea of the webinar made sense and offered some very nice conveniences. As the trainer, I didn't need to travel or even get dressed up, because I could conduct the webinar from my own computer. Of course, that also meant I couldn't hand out kooshes or candy or use any of the other tricks of the trade I usually employ to create a comfortable learning environment. And I also had to get over the fact that I would not have face-to-face contact with the participants, which is my preference, of course! But I did still have to create the training materials and handouts and get them to the participants prior to the session.

However, it became apparent very quickly that there were several challenges to the effectiveness of this particular session.

Both WebEx and RainDance, who are two major web conferencing providers, offer guided tours on their websites to familiarize newcomers with the process. Unfortunately, when a webinar is used to accommodate the busy schedules of participants, it may be unrealistic to expect that they will take the time prior to the session to visit the site, register, and take the tour- even if the message scheduling the training session requests that they do this. In this instance, the lack of familiarization with the process created real issues.

First, time management was difficult.

  • To use WebEx, you have to do some prework online to register. If participants wait until the time of the session, they will need to complete this registration process before they are allowed into the session. This can create some delays.

  • As with any training program, people have different ideas of what it means to be on time.

Second, access was a problem.

  • Some of the participants were traveling and had to stop where they were, locate a telephone line and make sure they could get online with a computer- all before they called into the central number.

  • Some folks had difficulty getting through to the central phone number. It took over a half an hour for two or three of them to finally get past a busy signal, which was frustrating to them as well as to us. There went a quarter of our scheduled time!

A colleague had alerted me to the fact that it might take some time for everyone to get on line and suggested that I begin with a puzzle or quiz on screen to keep folks occupied until everyone was ready. I did that, but it certainly did not take 30 minutes for them to figure it out! So we chatted, introduced ourselves, and discussed our various troubles getting on line...

Third, not everyone had the training handouts.

Although the handouts had been emailed to all of the participants, some either did not receive them, had not printed them out, or did not have them with them.. It took additional time to ensure everyone was all set with the materials they needed.

Fourth, participation in a webinar was a new experience for many folks. Therefore, it takes more time to:

  • explain the process and the format, and

  • tutor the participants in how to find and use the tools available for raising a hand or voting or having online chats, etc.

These administrative matters took more time away from the actual training content and created more frustration for some of the participants.

So, there are good reasons to consider the use of a webinar and there are logistical issues that need to be anticipated and factored into the experience for it to run smoothly. Next week, we'll continue our discussion by looking at what is involved in actually conducting a webinar.

Tuesday, October 25, 2005

Tip #93: After a Conference Presentation

Immediately after the workshop has ended:
    1. Gather your materials over to a side table so that the next presenter can set up.

    2. Pack up quickly.

    3. Have your business cards available.

    4. Be prepared to spend time in discussion with participants.

    5. Be conscious of the next presenter's needs.

    6. Move the discussion to a new location.

    7. Bring unused handout materials to a public table for distribution.

  1. Postscript:

    1. If you collected participants' cards for an end of the workshop drawing or give-away, send a follow up thank you or promised materials to the participants.

    2. If the participants generated work products on flip charts, take pictures of the flip charts, post them on Kodak Gallery or a similar website and send the link out to the participants as a visual reminder of their work during the session.

    3. Be prepared for a lot of excitement and affirmation for your topic, your workshop, and you!

    4. Recognize that people's best intentions- for example, to invite you to present a workshop at their location or conference- may be realized.

    5. Enjoy the attention you receive at the time.

    6. Do not be disappointed if nothing happens later as a result of your workshop. Sometimes it will take a few years until someone calls you!

    7. Ask to see the workshop evaluations.

    8. Realize that a list of your conference presentations is a good addition to your marketing literature.

Monday, October 17, 2005

Tip #92: Making a Conference Presentation

During The Presentation:

  1. Be conscious of starting and ending times.

      a. The participants have somewhere else to go after your workshop. b. Recognize that the next workshop presenter needs time to set up.

  2. Avoid a long introduction
    - people are generally there to learn about the subject, not about you.

  3. Be conscious of the fact that your audience has varying degrees of knowledge and experience in your topic.

    1. If time or workshop size does not permit individual introductions, it helps to get a show of hands on questions relating to knowledge and experience.

    2. Prepare to involve the more experienced participants as facilitators or to draw on them for practical examples.

    3. Make no assumptions about people's level of understanding.

    4. Explain everything, even if briefly, to ensure a common point of reference.

  4. Build in time for participant interaction and application.

  5. Build in time for questions.

  6. Explain the agenda, format and objectives of the workshop before you begin.

    1. It will help people to focus better on the topic if they know what to expect.

    2. Make sure you deliver on promised content.

  7. Come prepared to provide additional information or application exercises in case you misjudge your timing.

  8. Focus on your topic, not your personal accomplishments.

    1. People like personal examples, as long as they are not self-serving.

    2. Active marketing of your services or product is considered unethical.

  9. Make sure that you are sincerely interested in your topic.

  10. Be prepared to present a complete and stimulating workshop, whether the audience consists of five or fifty participants.

    1. Do not take low attendance numbers personally. There are many workshops and activities that will be competing with yours for their attention.

    2. Do not make any assumptions that one time is better or worse than another.

    3. Make whatever number of participants appear feel welcome.

    4. Do not make disparaging remarks about the size of the group.

    5. Be aware that participants may come and go throughout your workshop.

  11. Make sure that your content fits well within the given time frame.

  12. Follow proven adult learning principles.

  13. Some workshop presenters have endeared themselves to participants by handing out gifts or candy for participation.

  14. Make sure you have your business cards with you.

  15. At the close of your workshop:

    1. Thank the participants for attending.

    2. Ensure sufficient time for evaluations to be handed out and/or completed.

    3. Invite participants to meet with you after the workshop.

Saturday, October 15, 2005

Tip #91: Preparing for a Conference Presentation

Before The Presentation:

  1. Recognize that everything that can go wrong will go wrong.

  2. Call a week before the conference:

    1. Find out the number of workshop participants, if available.

    2. Confirm the building, room and time of your workshop.

    3. Confirm the audiovisual equipment you will need.

    4. Find out important names and both work and cell phone numbers of people who are responsible for audiovisual equipment and room scheduling.

  3. Bring more than enough handouts, but also bring the masters in case you need to make more. If you have sent your training masters ahead to be duplicated, bring additional masters in case there is a slip up in printing.

    1. Ensure that your handouts are professional in quality.

    2. Remember that your handouts will serve as a marketing piece. Have your contact information (name, phone number, and website) on them.

  4. It may make your life easier if you bring an LCD projector and extension cord with you.

  5. Always bring extra pads of paper, pens, name cards (if you use them), magic markers, masking tape, and other tools of your trade.

  6. Check out the room and layout well in advance of your workshop. You can often call the host hotel to get this information.

    1. Be prepared to move tables and chairs.

    2. Be prepared to track down audiovisual equipment.

    3. Check out electrical outlets.

  7. Be aware that you may have little time to set up for your workshop.

  8. If there has been a room change for your workshop, be prepared for confusion.

    1. Clearly identify the title and topic of your workshop in writing on the door and in the room. b. Reconfirm the title and topic of your workshop before you begin, in case some participants have confused the room. c. Recognize that some participants may hold you responsible for the inconvenience created by the room change.

  9. Bring a extra introductory paragraph so that the person who introduces you has accurate information.

    1. Give thought to what you would like the participants to know about you.

    2. Ask the person what s/he will say.

    3. Make sure the person knows the correct pronunciation of your name and your correct title.

    4. Find out the extent of that person's duties; for example, will s/he be handing out and collecting evaluation forms at the end of the workshop?

    5. Negotiate how much time the person will need at the beginning and end of your workshop.

Wednesday, October 5, 2005

Tip #90: Handling Anxiety in Front of Large Audiences

How do you get the audience on your side?

It helps to have a sense of humor about yourself and the situation. I prefer to avoid posing as the expert, because then I feel that everyone will think I'm a ready target! Instead, I prefer to partner with my audience. It never hurts to acknowledge that "the collective expertise in the room far exceeds my own" and then ask for examples or information from the seasoned members of the audience. This will validate them and diplomatically move them into co-facilitator roles.

Ask for and use participant's names when acknowledging comments or questions or when setting up simulated role playing in which the participants simply loan you their names for the story of the role play and do nothing more.

Speak in language that is accessible for the audience and shows that you are familiar with their buzz words and concerns.

Share information about yourself that is relevant to the topic and to the audience, so that they can feel that you understand or have experienced issues similar to their situations.

Don't be afraid to smile and to be yourself.

If the audience believes that you are sincere and honest; if you present your information clearly and concisely, using language appropriate for the audience; if you reference their issues; and if you are respectful of their expertise and experience, the audience is much more likely to accept you and be open to your presentation.

That's how you can get an audience on your side!

Friday, September 30, 2005

Tip #89: Handling Anxiety in Front of Large Audiences

There is a persistent mistaken belief that lecture is the only training method appropriate for a large audience. This can place a huge constraint on a trainer and generate a lot of anxiety. As we have discussed in previous Tips, it is important to use the most appropriate training method for the desired level of learning- regardless of the audience size.

If you are the recognized expert on a topic and the desired learning level is knowledge, then a lecture may well be appropriate. However, if the desired learning level is comprehension or even application, you can still be interactive with large groups. Begin with common ground questions related to the topic, to which they are instructed to raise their hands: "How many of you have been in the industry for 5...10...20.. Do I hear 30 years???" The idea is to ask enough questions so that everyone has ultimately raised a hand- which subtly primes them to participate verbally.

Even if the audience is seated in a tiered lecture hall, it is still possible to create small groups for interactive exercises. Have them turn to their neighbor and pair up- or create a small group with the folks seated around them or immediately in front or behind them.

A simple "Thumbs up if you agree and thumbs down if you disagree" will give you a quick and easy read on the comprehension level in the audience.

One concession you will have to make with a large group is that you will not be able to have every pair or group report out their answers or conclusions. Instead, you will need to draw volunteers from various parts of the room.

Also, there is a greater need to repeat questions, responses, and other comments from participants so that all can hear.

If you need a microphone, use a lavaliere so that you can move around. Also use a remote for your PowerPoint. Make sure you are not tethered to one place- simply being able to move will dissipate some of your nervous energy.

Tuesday, September 27, 2005

Tip #88: Handling the Anxiety of Presenting to Large Audiences

Some people are very comfortable making presentations to small audiences. However, they may become anxious when they face the prospect of presenting to a very large audience. It's the same presentation, isn't it?- and the audience is only people, just more of them.. So, why the anxiety?

Let's look at the obvious difference: the size of the audience. A smaller audience can seem more intimate, more accessible, and more manageable. It is also probable that you actually know or have some relationship with the members of a small audience. It may be a more informal session, with participants from your own organization. Plus, if you fall on your face, there are only a limited number of witnesses to your misery.

When we think about very large audiences, they are often filled with participants who we do not know, who are from outside our organization, and who we are most concerned about impressing. We are not just a presenter, then, but also an emissary and representative of our company. As a result, any failure as a presenter has larger ramifications, because it is no longer just a personal professional matter. In short, the consequence of error is much greater, reflecting on our company, its image and its prospects.

Given all this, why on earth would anyone want to stand up in front of a large audience? If it is a regular or occasional part of our job, it is not always a matter of our personal preference and comfort.

So, what can you do to tame your anxiety about audience size? Create a more comfortable and familiar rapport with individual members of that audience. How?

Meet as many people as possible as they enter the room. Introduce yourself, shake their hands, and ask them who they are, why they are there, and what their issues or interests are. You might want to keep a small pad and pen handy, so that you can jot down names and relevant comments or issues after you meet each person. This random sampling will also hopefully give you confidence that your presentation is of interest and on target.

If you can't meet them as they enter the door, "work" the room so that you have established contact with folks seated in different places around the room. This way, you will have friendly faces in the audience and may even be able to weave their name or their issues or interests into your presentation.

In essence, you will have created your own small audience within the larger audience. Look at them and speak to them. Since they are seated in different locations around the room, you will have eye contact with the entire group.

If you have your own personal tricks of the trade for addressing this issue, please let us know and we'll add them!

Monday, September 19, 2005

Tip #87: Auditing Training: Looking at the Learning Facilitation Decisions

The third training decision category is what the trainer will do to facilitate the acquisition of learning. This includes group facilitation and stand up presentation activities.

The findings from an audit of the first three weeks of Motor Vehicle Services Specialist 2 classroom training will help to elaborate on the types of strengths and deficiencies I have observed in this category.

Learning Facilitation Strengths and Deficiencies:

Motivation, or the learner's intent to learn, is one of the most important factors in successful accomplishment. Dr. Hunter has identified six professional techniques which have high potential for increasing a learner's motivation or intent to learn: (1) Level of Concern; (2) Feeling Tone; (3) Success; (4) Interest; (5) Knowledge of Results; and (6) Intrinsic-Extrinsic Motivation. Both instructors use many of these techniques very effectively. This week, we will review the last two techniques.

5. Knowledge of Results Strengths

The amount, specificity and immediacy of the feedback that learners receive about their performance is their knowledge of results. When learners find out what 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.

The exams appeared to directly reflect the topics covered in class in the work examples, cases and information that was stressed in lecture. They also required that the trainees use judgment, analysis and knowledge of basic policy, all of which was emphasized in the class activities.

It was clear that the trainees buckled down to study after the second exam results gave them specific feedback about their level of knowledge. The class average score increased from 81 on the second exam to 90 on the third exam.

The instructor ensured that the class would do well on the third exam by deciding to give credit for each correct answer for questions which had more than one correct answer. If she had not scored in this fashion, the trainees who gave one wrong answer would have gotten the entire question wrong. This wise teaching decision helped to increase the trainees' level of confidence and helped them to focus on the areas in which they needed more information or concentration.

The other instructor provided knowledge of results by noting "See, they got all of that- very good" in response to work group answers. He did this again on the next day when he encouraged the class that "You need to know" about the transfer of license plates " but you all do." He reinforced this by asking the class to give him four examples of when an individual's automobile license plates can be used by someone else according to state policy.

Knowledge of Results Deficiencies:

  • The level of comprehension needs to be checked more thoroughly.

The instructor explained the difference between loan and lease, but he did not give examples to check whether the trainees understood the difference. When a trainee asked him to tell them, he referred her to the manual so she could find it herself. It would be more helpful if he held the trainees accountable for finding the answer by asking for it at that time or later during class.

  • A more participatory process would increase the probability of learning.

The instructor gave examples about credit and then answered his own questions rather than allowing the trainees to respond. He continued by giving situations involving credit, expanding on the situation, and then answering his own question for each new situation.

He changed his approach and allowed the participants to answer his questions in the afternoon. In response to the auditor's question, he explained that he chose not to give the trainees time to answer the questions when talking about title and registration law because he was covering exceptions that had not been covered earlier in the work problems.

The auditor agrees that the instructor should retain control over the initial presentation of new information, so that the trainees are not confused by wrong answers. However, when the information is later expanded upon and applied to new situations, it is then appropriate to have the trainees participate in identifying the correct answer.

  • It is possible to increase the class participation to check their comprehension.

First, it would be helpful if the instructor increased his use of trainee names in his work examples, rather than using his own so frequently. This would raise their level of interest and gain their attention.

Second, it would be helpful if he called on and used the names of the people in the last two rows and the non volunteers, to ensure that they understand and can apply the information.

Third, it would also be helpful if he called on those involved in side conversations, particularly in the back of the room, to be sure that they heard and understood the answer.

6. Intrinsic-Extrinsic Motivation

Intrinsic motivation exists when satisfaction from the activity is the learner's primary goal. When a learner is learning in order to achieve some result from having accomplished that learning, the learner is operating from a more extrinsic motivation.

The trainees were certainly motivated by extrinsic factors. They were concerned with getting good grades on the exams, completing the training, and becoming knowledgeable in the technical content of the training. However, they also clearly enjoyed the interactive and participative process of learning. As a result, the trainees' interest and motivation to learn remained strong throughout the full three and a half weeks of initial classroom training.

This is directly attributable to both instructors' professional use of the other five motivational factors during the training.

Thursday, September 15, 2005

Tip #86: Auditing Training: Looking at the Learning Facilitation Decisions

he third training decision category is what the trainer will do to facilitate the acquisition of learning. This includes group facilitation and stand up presentation activities.

The findings from an audit of the first three weeks of Motor Vehicle Services Specialist 2 classroom training will help to elaborate on the types of strengths and deficiencies I have observed in this category.

Learning Facilitation Strengths and Deficiencies:

Motivation, or the learner's intent to learn, is one of the most important factors in successful accomplishment. Dr. Hunter has identified six professional techniques which have high potential for increasing a learner's motivation or intent to learn: (1) Level of Concern; (2) Feeling Tone; (3) Success; (4) Interest; (5) Knowledge of Results; and (6) Intrinsic-Extrinsic Motivation. Both instructors use many of these techniques very effectively. This week, we will review the third and fourth techniques.

3. Success Strengths

In order to feel successful, one 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 teaching skills which will make the learners' learning more probable.

The training materials ensured that the level of difficulty of the learning task was not unreasonable. They were relevant, complete, well organized, easily accessible and well explained. The materials were organized in three groups according to priority of use and need. The training manuals included the actual registration forms, laws, rules and memoranda. Of particular use was the breakdown of the Application for Title/ Registration (MV 1) form, which had a clear and concise commentary that summarized the relevant information at the end of each section.

The computer information was also clear, well organized, and in a logical sequence to assist learning.

As previously mentioned, the use of small work groups and the pairing of weak with strong partners at the computer terminals increased the likelihood of success for the trainees. Because of the large amount of technical information and the number of steps involved (identify the issue or problem, find the right information, answer questions and enter the information into the computer), there was a certain built in level of difficulty. The use of real life situations in the work problems and the use of actual applications in the computer simulations also ensured a certain level of difficulty due to variation.

The instructor used a number of professional techniques which made the trainees' learning more probable.

On the first day, he gave good real life examples concerning sales and use tax which elaborated on information in the answers to the group work problems and expanded the application of that information.

As he helped the group with the analysis of the work problems, he added pertinent information regarding how this would typically come up in counter situations. He also explained the rationale behind answers that initially appeared ridiculous, so that the trainees would be able to explain the intent to customers.

On the second day, he called on a trainee who had done very poorly on the second exam and prompted her in the correct answer to the question about who can use her license plates. This followed a fifteen minute lecture and directed group discussion of the answer, so her success was guaranteed and her confidence increased. (Her next exam score was eleven points higher).

After lunch, the instructor asked the question about who can use the license plates again. Since the beginning of any class session is a prime learning time, this was an excellent technique to reinforce learning.

On that date, the group had a lot of trouble remembering the cost for duplicate plates. The instructor asked questions, drew choral responses, kept asking until he got the answer he wanted, and then went over it again from the top.

On the third day, he gave good clear calm explanations and examples to clear up confusion regarding the one stop entry of specific data.

Success Deficiencies:

Each work group was given a card with the work problem on it. The only time the other trainees saw the work problem was when the instructor showed it on an overhead.

First, it would be helpful to have someone read the work problem from the overhead before having the work group give the answer. The pace was too fast for many, including the auditor, to simultaneously read the problem, catch the answer, and take pertinent notes.

Second, it would be helpful to give out the problems and answers later, for the trainees' future reference. This would: (1) accommodate the learning needs of those trainees who need more time to review; (2) help minimize the level of concern about sufficient time to take notes; and (3) assist them in remembering the pertinent information. As one trainee noted to the auditor, her notes were useless without knowing the wording of the work problem.

4. Interest Strengths

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, by relating the material to be learned to the learners' life, use of the learner's name, and examples that refer to learners or experiences in the class.

Second, the material can be made more interesting by accentuating the novel or vivid: that which is different or unexpected. This can be done by a change in the instructor's voice or position in the room, changing from lecturing to questioning, from instructor decisions to learner decisions, from paper to overhead.

Both instructors used all aspects of this motivational technique superbly.

Next week, we will continue our look at the third training decision category and provide audit examples of strengths and deficiencies in the last two techniques to increase learner motivation: Knowledge of Results and Intrinsic-Extrinsic Motivation.

Sunday, September 11, 2005

Tip #85: Auditing Training: Looking at the Learning Facilitation Decisions

The third training decision category is what the trainer will do to facilitate the acquisition of learning. This includes group facilitation and stand up presentation activities.

The findings from an audit of the first three weeks of Motor Vehicle Services Specialist 2 classroom training will help to elaborate on the types of strengths and deficiencies I have observed in this category.

Learning Facilitation Strengths and Deficiencies:

Motivation, or the learner's intent to learn, is one of the most important factors in successful accomplishment. Dr. Hunter has identified six professional techniques which have high potential for increasing a learner's motivation or intent to learn: (1) Level of Concern; (2) Feeling Tone; (3) Success; (4) Interest; (5) Knowledge of Results; and (6) Intrinsic-Extrinsic Motivation. Both instructors use many of these techniques very effectively. This week, we will review the first two techniques.

1. Level of Concern Strengths

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. Both instructors consciously and deliberately raised or lowered the concern of the group when a change in the level of concern was needed to increase the learning effort.

They lowered the level of concern by telling the trainees: "It will get easier;" "You don't have to worry about prorating- the computer does it for you;" and "If you know how to register motor homes on a quarterly basis, you can do all the others- like tractors, etc." They raised the level of concern by telling them that "This will be on the exam." They also used graded exams and then explained the answers so that the trainees could check their own learning.

Level of Concern Deficiencies:

  • The level of concern should not be raised unnecessarily.

In the future, instead of telling the trainees that "It's going to be more difficult," the instructor could eliminate that forecast and organize the content in a building block approach that will facilitate the learning process.

2. Feeling Tone Strengths

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).

The instructors created a very positive feeling tone for the group with their use of humor, informality, and personal accessibility both during and after class time. Some trainees stated that one of the instructors initially set the tone with his patience, humor, open rapport, and accepting encouragement that making mistakes is part of learning.

The auditor noted that this instructor was in touch with the non-verbals and physical needs of the trainees. When the room was very hot in the afternoon, he gave more frequent breaks. He also responded to the trainees' interest in the computer terminals by ending the day with an opportunity for them to experiment with going on-line under the other instructor's direction.

Several trainees told the auditor that other instructor was low key, approachable, explained things slowly and clearly, watched peoples' faces to see if they were getting the information and stopped to work with them personally if she saw that they were not.

Feeling Tone Deficiencies:

  • There is a need for increased instructor control of activities in the classroom.

First, the instructor did not pick up on side conversations when he asked if everyone understood something. It would be helpful if he called on a trainee involved in such a side conversation and asked that person to tell the answer and apply the information to a specific question.

Second, the other instructor needs to assume more control and ensure that the class is listening to her. She used a soft voice to answer the question of one work group, only to be asked the same question of another work group somewhere else in the class room.

  • Trainees with a more visual learning style were frequently at a disadvantage.

First, when the instructor gives his wonderful real life examples to explain information, he should use the flip chart to note the relevant dates and figures involved in the example or question. The more visual learners are unable to calculate figures very quickly in their heads.

Second, when the other instructor is introducing the class to the computer screen, it would be helpful if she had a graphic on an overhead that shows what the computer screen shows. She could then walk the class through each section on the screen and label it. Many of the trainees got lost and confused when she had them go on- line for the first time. (Note: This first on- line experience was not originally scheduled for that day, so it is possible that she would have done this given more notice).

  • The instructor should get the full attention of the class.

It is important for the instructor to get everyone's attention when answering questions or making points. There was an incredible amount of side conversation during the on line simulation. This made it very difficult for the class to know when to pay attention to the instructor because they frequently could not hear her at all.

She covered two points relating to the transfer of plates. By the time she got to the third point, small groups had started talking. She stated "Remember, this is important" but 75% of the class did not hear her.

At the end of the day, she did not get the full attention of the class even when she was making summary statements.

(Note: In response to the auditor's question, the instructor explained that the trainees are adults and it is their responsibility to listen. )

Although the auditor agrees that the trainees should be held accountable for learning, it is also true that frequently the trainees who did not pay attention could not hear her and therefore had no way of knowing that they should listen to her at that time.

Thursday, September 1, 2005

Tip #84: Auditing Training: Looking at the Learner Activity Decisions

The second training decision category is what the learner will do to learn and to demonstrate learning has occurred

The findings from an audit of the first three weeks of Motor Vehicle Services Specialist 2 classroom training will help to elaborate on the types of strengths and deficiencies I have observed in this category.

Learner Activity Strengths:

With regard to what the students do in class, both instructors use three excellent training methods that are well suited to the technical content of the information and the needs of adult learners: (1) small group work problems; (2) computer simulation; and (3) dyads.

On the first audit day, the class broke into small work groups to answer problem questions that required them to interpret the statutes and regulations in their training manuals. This activity gave the trainees practical experience in identifying problems and issues, using the statutes and administrative policies, interpreting legal language, and making decisions. It made learning interactive, interesting and challenging, but minimized individual anxiety about accomplishment because of the group assistance. The small group process also ensured a greater probability of their success.

On the third audit day, the class worked at computer terminals to simulate the entry or revision of data from actual applications taken from the Madison office. This activity gave the trainees practical experience in the use of the computer and reinforced previous learning regarding how to handle various transactions. The use of actual forms simulated a real on-the-job experience in anticipation of the on- the-job training scheduled for the following weeks.

On this same date, the instructors paired weaker trainees with trainees who had stronger skills at using the computer to handle transactions. This provided more individual training instruction to those trainees who needed it. The results of the fourth exam proved the effectiveness of this approach. An individual had gotten the lowest score in the class on the third exam on registration/ title (she got a 76 when the class average was 90). After being paired on the computer with a person who had received a 95 on that same exam), she got a 90 on the fourth exam (four points higher than the class average of 86)!

Deficiencies and Recommendations

There is insufficient practice of the information to ensure that the trainees will be able to apply the information outside the classroom.

On the second audit day, the auditor reviewed the results of Exam #1, which concerned definitions, and Exam #2, which concerned sales/ use tax. The class average score was 95 on the first exam and 81 on the second, which included two failures.

The instructor attributed the poor performance on the second exam to the fact that they reviewed the material and gave the exam on the same day. The trainees did all right on the portion of the exam which involved cases similar to those covered in class. They did poorly on the "check mark" portion which had been covered that day. According to the instructor, they had gone through the entire law so the "check mark" portion "should have jumped out."

Rote memorization based on one read-through does not contribute to the retention of information or learning. It is important to provide an organizing principle, present the information in short meaningful amounts, and provide sufficient repetition or practice to ensure retention.

Dr. Hunter suggests that instructors should answer four questions in order to design effective practice:

Question #1: "How much material should be practiced at one time?"
Answer: A short meaningful amount.

Question #2: "How long in time should a practice period be?"
Answer: A short time so the student exerts intense effort and has an intent to learn.

Question #3: "How often should students practice?"
Answer: New learning, massed practice. Older learning, distributed practice.

Question #4: "How will students know how well they have done?"
Answer: Give specific knowledge of results.

The auditor suggests that the instructors should build each training day along the following format: (1) outline the major areas to be covered that day; (2) provide the basic information in small meaningful amounts; (3) give the trainees an opportunity to apply that information in short hands-on exercises (work problems, case studies, computer simulations, role playing exercises); and (4) give a short quiz at the end of the day.

The purpose of this quiz should be clearly identified to the trainees as a means for them to reinforce the learning that has occurred and determine those areas which require additional study. The quiz grades would be noted by the instructors to alert them to areas which require additional work, but the grades would not be counted in with the trainees' exam scores.

This approach would meet Dr. Hunter's criteria. The quiz would provide useful additional practice and also give the trainees immediate feedback regarding how well they have done. It would also do three additional things that appear important for the trainees: (1) it would show they are held accountable for learning, so they should ask questions and seek clarification if they do not understand information; (2) it would alert them to the need to study, which apparently did not occur to many of them until after the uncomfortable second exam experience; and (3) it would build their confidence in what they have learned, so they would not be so stressed in their anticipation of the exams and they would not be so devastated or surprised by the results of the exams.

There is one major deficiency in the methods used to determine whether learning has occurred: an over reliance on the use of choral responses.

Specifically, the instructors generally present information, ask a question of the entire group, and wait for the group to reply in chorus. This is one technique for checking trainees' understanding. The strength as well as the correctness of the response can give valuable clues as to whether the trainees know the answer.

However, it has two problems. First, some trainees do not answer. Second, some of the trainees who do respond may be "coat tailing" (making their mouths move even though they really do not know the answer).

The auditor recommends that the instructors increase their use of other techniques, some of which they already use with less frequency:

(1) Signaled Answers: Pose a question or statement and then have every trainee signal the answer (thumbs up or down; show the number of fingers which relates to the number of the correct answer; make a plus or minus sign with their fingers to show if they agree or disagree);

(2) Sample Individual Response: Ask a question of the whole class and then call on individual trainees for a response;

(3) Tests or Observations of Performance: Use daily quizzes. Continue to use work problems and case studies, and increase the use of the computer simulation.

Monday, August 29, 2005

Tip #83: Auditing Training: Looking at the Content Decisions

The first training decision category is what content to teach next.

The findings from an audit of an asbestos abatement project design refresher class will help to elaborate on the types of strengths and deficiencies I have observed in this category.

Content Strengths:

The general purpose of a refresher class is to review, share ideas, and update the trainees on the new developments in the industry.

First, the training program as it is currently organized includes the review and update on many new industry developments.
The topic
of the problems with asbestos and real estate was a good choice.

The section on health effects, respirators, negative air machines and containments was very complete. The group discussion on negative air machines and the problems in maintaining negative pressure in containment covered a number of important issues, including the suggestion that they should test the negative air machines before using them to see that they were still efficient in taking asbestos fibers out of the air.

The safety procedures section was very thorough, particularly the discussion on emergency cases. Other safety suggestions that the instructor made were also very important, including checking for signs on more than just the first day and making sure to use the right respirators for hazards other than asbestos.

The section on legal updates for federal, state, and local regulations was also very well done.

Second, some excellent examples were given that related to the trainees' experience to help them comprehend the information.
It is clear that the instructors are competent and have practical knowledge and experience in their field. In discussing how asbestos impacts the industry, five realistic examples were given to identify the interests and concerns of all the parties who can be concerned by the presence of asbestos in a building, including tenants and mortgage lenders.

The section on electrical safety was done particularly well. Every trainee could relate to the example of the lighting system in the training room. Asking them what troubles they could get into if they were not careful about turning off the electricity got everyone involved and helped them to understand what they did and did not know about the subject. Since liability and safety are major concerns, the instructor had their undivided attention.

Third, the discussion of the role and responsibility of the project designer was very complete and effective. There were good discussion and examples given relating to what the project designer's role is, when to accept a client, and what to tell the client. The trainees were given a good set of questions to ask and problems to be aware of relating to the skills, knowledge, ability, and ethics of a project designer.

For example, the instructor established a credible and effective ethical position when he said that it is the project designer's responsibility to see that the job is done right. "If you want to get out of the responsibility, get out of the business."

Deficiencies and Recommendations

There were six major concerns regarding the content, focus, and organization of the program.

First, there is no organizing principle. The program presentation and emphasis should be placed on what the project designer needs to know to do his or her job well. However, there was no cohesion or continuity to the structure of the course.

Second, the content is incomplete. Although the subjects presented were important and necessary, there were several content areas that were overlooked.

For example, the following subjects were either not covered at all or insufficiently covered: (1) potential exposure situations, (2) recommended and prohibited work practices, (3) scaffold and ladder hazards, (4) preparing abatement drawings and particular problems with abatement drawings, (5) when to consult with an architect or engineer, and (6) when it is necessary to get an architect's signature on structural changes.

In the future, it would be helpful if the instructors conduct a task analysis of the material to identify the necessary information that should be included in the program content.

Third, the content emphasis is misdirected. The program seemed organized around the new equipment that is available to help the project designer do the job rather than what the project designer needs to know to do the job well.

For example, the instructor mentioned that a certain piece of equipment will help the trainees with their documentation. However, the instructor did not detail the kinds of documentation that the project designer will need to be in compliance or to limit liability.

In the future, the instructor may want to ask questions such as "What documentation is needed for air monitoring?" or have the trainees discuss sample problems keying on documentation or the other concerns that need to be reviewed. Then the instructor could present the slides of the equipment and say "As we discussed earlier, it is necessary that proper documentation of personal air monitoring be done and this piece of equipment will help you with that."

Fourth, the information is presented in a way that lacks clear organization. The auditor recommends that, in the future, the instructors should give the trainees an overview of the format and content of the session.

For example, the beginning of the class should be devoted to letting the trainees know what to expect during the day and what the instructors expect from the trainees. In other words, the class should get a brief overview of the day's events.

The trainees should also be given an agenda which identifies the various subjects that the instructor will be covering. This will help the trainees have a better understanding of the format and content of the session. It is not necessary to identify specific times for these subjects or for the scheduled break times on the agenda.

The learning objectives should be identified at the beginning of the session. Once a learning objective has been covered, it is useful to get closure and then provide transitional statements so that the trainees understand the relationship between the subjects that are covered.

For example, when the instructor summarizes health effects, he could ask the class to list the three major health problems associated with asbestos. After someone has answered this question, an example of a transitional statement is "Because we all know of the health problems, the next topic is set up to review and hopefully give us a better understanding of what we as project designers need to do to help limit exposure to asbestos fibers."

Fifth, the course did not sufficiently take into consideration the specific content needs and concerns of the trainees. It would have been useful in determining the coverage and emphasis of specific subject areas if, at the beginning of the session, the trainees were asked to identify any specific information they wanted to get out of the training. Waiting for questions only ensures that the trainees will get clarification on what is presented. It does not ensure that what they feel they need to learn is presented.

Sixth, too much information is presented at one time. Despite the fact that this was a refresher overview, there was still too much information covered for the trainees to absorb and remember. Real learning is more likely to occur if a short meaningful amount of information is presented and then the trainees are given time to practice using that information.

Tuesday, August 23, 2005

Tip #82: Auditing Training: Looking at the Training Decisions

I firmly believe that the effectiveness of a training program depends upon the decisions that the instructors make about what will be taught and how it will be taught. I have found that it is possible to determine the probability of learning in the classroom by evaluating these decisions, without technical knowledge of the subject matter.

This philosophy is based upon the Mastery Teaching Model developed by Dr. Madeline Hunter, of the University of California at Los Angeles, to increase instructional effectiveness. Dr. Hunter defines "training" as "a constant stream of professional decisions made before, during and after interaction with the learner; decisions which, when implemented, increase the probability of learning."

According to Dr. Hunter, regardless of who or what is being taught, all training decisions fall into three categories: (1) what content to teach next, (2) what the learner will do to learn and to demonstrate learning has occurred, and (3) what the trainer will do to facilitate the acquisition of that learning.

Tuesday, August 9, 2005

Tip #81: Auditing Training: The Audit Process

There may be times when you are called on to audit the training program provided by outside vendors, internal trainers, and trainers seeking certification. It is actually possible to determine the degree of effective learning in a classroom, even if you are unfamiliar with the technical content or even the language in which the training is presented. In a later Tip, I will share my experience auditing masters degree courses at the University of Osijek in Croatia!

The audit process I use typically involves eight different methods to gather sufficient information to adequately evaluate a training program. I recommend that auditors:

  1. review all lesson plans and related materials prior to the audit;

  2. speak with the instructors, prior to the audit and during training breaks as time permits, regarding their objectives, teaching decisions, concerns and recommendations;

  3. observe the training process and methodology;

  4. observe the classroom activities;

  5. speak with the trainees, as time permits, regarding their perceptions of the content and process of training and their recommendations to retain or modify any portions of the training;

  6. review the handout materials and any examinations;

  7. review the examination results, if examinations are used; and

  8. check out concerns and discuss possible modifications with the instructors to get the benefit of their perceptions and recommendations.

It is important to keep in mind that the instructors are professionals who must be treated with respect. They need to feel that the audit process will be reasonable and fair, checking out all observations and assumptions and providing opportunities for the instructors to explain the rationale behind their instructional choices. It is best for all concerned if the auditor is positioned as a supportive peer coach rather than a stern judge.

This audit process is intended to encourage the instructors to: (1) become conscious of the instructional decisions that they make and (2) actively participate in a collaborative process with the auditor to improve the quality of those decisions.

For this reason, all audit recommendations and findings are discussed with the instructors prior to the issuance of the report. To the extent possible, the auditor should credit the instructors with authoring or proposing the recommendations. This enables them to retain their status as instructors concerned with providing optimal learning. In addition, their "co-author" attribution publicly and formally commits them to implementing the audit recommendations.

Tuesday, August 2, 2005

Tip #80: Handling a topic that scares some of the participants

The Challenge: The topic to be covered generates fear among some of the participants

Possible Approaches: Although it seems rather dramatic to say that a topic might scare or frighten participants, there are topics that tend to create anxiety for people. For example, childbirth, CPR, computer skills, test taking, statistics, giving stand up presentations, communicating assertively, or giving performance feedback, etc. You can feel free to add other topics that you have first hand experience dealing with participant terrors.

Recognize past transfer that might have a chilling effect on the participants. Try to disconnect the past negative transfer and use positive transfer experiences that are similar. For example, if teaching computer skills, ask if anyone has ever used a typewriter or a microwave. If so, they already have basic data entry and programming skills.

Avoid using jargon that can increase the participants' sense of unease with the unfamiliar. Use terms that are simple to understand and already within the participants' vocabulary.

Indicate that a building block approach will be used that ensures basic steps are learned before moving on. Explain the task analysis that identified the sequence of steps and the commitment to ensure each participant's successful learning. For example, you will have an opportunity to practice your presentation skills within your small group before we do anything in front of the entire class.

Offer the use of team/mentors, as well as opportunities for individual assistance during breaks and after class.

It may be necessary to promise the participants that they can "pass" on any exercise or activity with which they feel uncomfortable. Role playing is an activity, for example, that many participants approach with trepidation. However, you may be able to help them get their toes wet if you simply ask them to "help out" someone else in a role play. Once they find the experience is not quite so terrifying, they may be willing to do it on their own.

In all situations, however, it is important to dignify their concerns, show empathy and understanding, and do your best to design content and activities that allow the participants to build on small successes and develop confidence in addressing their fears.

Friday, July 29, 2005

Tip #79: Handling a question about a topic you are not ready to cover

The Challenge: Someone asks a question that you do not want to cover until you have provided some preliminary basic information.

Possible Approaches: Thank the person for asking the question and indicate it will be covered at a specific time later in the day; offer to answer the question at break; and, if the person absolutely cannot wait and continues to ask the question in different ways, provide a basic response that will not confuse the rest of the group.

It may minimize premature questions if you provide an overview of the agenda and then offer a "parking lot" (a labeled flip chart on which participants can place sticky notes with their questions). The "parking lot" flip chart can provide a designated space for questions related to each specific topic area. As long as you review the" parking lot" frequently and address the questions when they pertain, the participants will not mind waiting for their answers.

Another option is to simply provide sticky notes so that participants can jot down their questions as they arise. This may alleviate their need to ask them quickly, before they forget them..

If the participants know you will ask for questions after you present each new topic or concept, they may be more comfortable holding their questions until that time.

Sometimes a participant will ask a question simply to demonstrate that s/he is knowledgeable about the topic. In that event, acknowledge the participant's expertise and ask that s/he assist you by providing definitions or examples when you get to that point in the lesson.

Thursday, July 21, 2005

Tip #78: Having to define more than ten concepts right after lunch

The Challenge: You have to define more than ten concepts right after lunch and you do not want to lecture.

Possible Approaches: There are three concerns to be addressed. First, we need to consider what the participants might already know. We might want to begin with a questionnaire that allows the participants to work in small groups and educate each other. Then, after hearing their report outs, you can determine what you may need to actually teach them.

Second, ten concepts are too many, regardless of the time of day. Let's assume that you have considered what the participants might already know and you realize that you will need to teach most of the concepts. If so, teach a few at a time- 2-3 if the concepts are unfamiliar to the participants, or 4-5 if the concepts are familiar or can be made familiar through the use of metaphor.

Third, particularly after lunch we need to incorporate physical activity to engage the group and keep them awake!

You could alternate presenting a few concepts at a time and then check for comprehension by having the participants work with the concepts in case studies or problem solving exercises, or by having them create teams to play a board game or Jeopardy or complete a crossword puzzle -and reward the "winning groups" to add an element of competition to keep their adrenaline up!

or

You could assign small groups to research and define one of each of the concepts- and present a 2 minute skit to emphasize the key aspects of the concept.

Just make sure that you don't waste time teaching them what they already know, that you teach only a few things at a time, and that you use active, fun, and possibly competitive methods to check for participant comprehension.

Wednesday, July 13, 2005

Tip #77: Handling an authority figure who is distracting others in the group

The Challenge: There is an authority figure in one of the discussion groups who is chatting and distracting others, hiding the fact that s/he doesn't know the content by choosing not to participate.

Possible Approaches: Recognize that this individual may feel very insecure and concerned about his or her lack of knowledge of the topic, despite the group's expectations that someone in this position would be knowledgeable. Acknowledge the authority figure's status by having him or her facilitate the small group discussion and then post their answers on a flip chart; draw the person aside and ask him or her to assist you by encouraging others to speak. Never mention your awareness of the individual's insecurity or lack of knowledge- either to the authority figure or to anyone else in the group.

In essence, allow the authority figure to maintain status and save face by playing a facilitative role that does not require him or her to divulge a lack of knowledge on the topic. Hopefully, after participating in the session, the authority figure will gain the level of knowledge s/he needs about the topic.

Sunday, July 3, 2005

Tip #76: Presenting both sides of an issue

The Challenge: You want the group to be aware of strong arguments on both sides of an issue, but not feel that you are skirting the issue by avoiding a definitive "correct" answer.

Possible Approaches: Provide a pre-test to have the participants identify which answer they initially favor.

Then: Use a debate method, having the participants research and present the opposite side of the issue; or present a panel who can articulately represent both sides of the issue; or provide a case study for small group work that can be resolved in one of two ways, which the small groups will have to articulate and explain; or show a video with alternate endings that demonstrate the effect of the two different sides of the issue; or have the participants create a mock court and role play attorneys presenting both sides in front of other participants who serve as the jury. Any of these instructional methods will provide equal time to both sides of the issue and allow the participants to discover for themselves that there is no definitive "correct" answer.

End with a post-test to determine whether the participants have either changed their minds or recognized there is some validity to the other side of the issue.

Thursday, June 23, 2005

Tip #75: Building interaction into a 30 minute lecture

The Challenge: You have only thirty minutes to cover a lot of information, yet know you should use some discussion to break up the lecture.

Possible Approaches: The key focus in responding to this challenge is to avoid the myth that you need to use a lecture when you have a lot of information to cover in a short period of time. The first question you need to answer is: What do the participants already know? You do not want to waste precious time teaching them what they already know. The only reason to lecture is when you have information that no one else has. If others already know the information, lecture is inappropriate and should be replaced with a questionnaire or some other more interactive method that allows the participants to tell what they know.

  • Use a task analysis to determine which information is essential, then identify a focus question that will enable the participants to tell you what they already know. That way you can pare down what you need to add.

  • Have the participants work in pairs or small groups to discuss their responses to the focus question, then use directed large group discussion of their responses.

AND/OR

  • Format the information you want to convey in a questionnaire, which asks the participants to agree or disagree with each statement.

  • Give them five minutes to discuss their responses in pairs, then have them signal their responses (thumbs up means they agree with the statement, thumbs down means that they disagree with the statement, or thumbs to the side means they're unsure of the answer).

  • Ask representatives of each thumb direction to explain the rationale for their responses, indicating which is correct.

  • Then build on the information they already have provided, where necessary.

AND/OR

  • Use pop ups to have participants jump up and give you in one minute six key points covered or three examples of how they could use this information in their jobs. (Don't forget to reward each person who pops up with an answer with a Tootsie Roll Pop!)

The second question you need to answer is: What level of learning do I need to achieve?

If you simply want people to know that the information exists, but you are not worried about them understanding it, then by all means use a lecture. My guess is that you would at least like to achieve comprehension, so you need to add visuals and written material, and interrupt the lecture every 5-10 minutes or so with questions or brief "what if" case scenarios to the group to check their understanding.

If the desired level of learning is application: knowing the information, understanding it, AND being able to use it, then two things need to happen:

First, you need to reopen your conversation with the primary managerial sponsor, draw from that person how important it is that the participants reach a level of application for this content (it is much more effective if you ask questions that will enable the sponsor to come to the same conclusion on his or her own), and renegotiate the amount of time you've been given so that you can use a more appropriate method.

Second, if additional time is absolutely not available, then you need to be very creative to incorporate methods that will provide an opportunity for the participants to apply their new learning! It will be critical for you to conduct a task analysis to determine the essential information (you can provide written material for their later reference that covers both essential and non-essential information) and then decide how to convey that information to all learning styles as quickly as possible:

  • Perhaps a brief lecturette that explains the information (augmented by a written job aid and visuals) and a brief story that illustrates how the information is applied. Allow yourself no more than 10 minutes for this.

  • Check for comprehension with a few questions to the group for about 3 minutes.

  • Then give them an application exercise to do in pairs or in small groups. This should be a brief case study or a "what if?" question that they need to read, discuss out loud, and answer 2-3 questions (that require them to apply what they've learned to analyze the situation, identify potential responses, and select one). Allow them 8 minutes for this, giving them a warning when they only have 2 more minutes.

  • Draw the answers from different groups and make a very brief summary statement in the remaining 9 minutes

My point is that interactive participant-centered exercises can and probably should always be used in training, regardless of the time!

[Note: If you are new to Laurel Learning Tips and would like to know more about the use of stories or pop ups, or how to use focus questions, questionnaires, or case studies, all of this information can be found in previous Laurel Learning Tips, which are posted on my website.]