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.