Wednesday, July 30, 2008

Tip #234: Debunking Myths About Interactivity in an Auditorium

Certainly, there are activities that do not lend themselves to an auditorium setting. These include flip chart activities (brainstorming and gallery walks), relay races, scavenger hunts- and any other exercise that requires participants to move from place to place.

However, while an auditorium is certainly NOT an ideal learning environment, it is still possible to successfully facilitate interactive training activities in an auditorium setting.

Participants can pair up with the person next to them, or create a small group with the folks seated directly in front or in back of them.

Participants can signal their responses to a questionnaire (thumbs up if they agree, thumbs down if they disagree). They can pop up out of their chair with an answer.

Participants can be led through a visualization that will engage many of their senses, yet will not require them to move or say anything!

Participants can throw a Koosh ball to the person they want to answer a question.

Participants seated in different sections of the auditorium can compete against each other in completing a questionnaire, creating a written work product, proposing solutions to a case study problem, or playing Jeopardy.

Participants can also be given interactive training assignments, after which volunteers can report their results. These assignments might include: drawing themselves as either a food, a vehicle, or an animal- and describing the specific qualities and characteristics in their drawing; completing an individual assessment, then discussing their responses with the person next to them; brainstorming ideas and popping up with an answer; filling out a worksheet or a crossword puzzle; participating in a question and answer session; etc.

There are innumerable interactive training activities that can be facilitated in an auditorium setting. The key point about learning settings is that it doesn't really matter WHERE you are, it's WHAT you have the participants DO!!!

Wednesday, July 23, 2008

Tip #233: Debunking Myths About the Cost of Experiential Activities

Let's first define what we mean. Interactive learning strategies engage learners by allowing them to actively participate and verbally respond within the learning environment. Group discussion, case studies, questionnaires, and crossword puzzles easily fall within this category, which is characterized by mental stimulation and verbal expression.

Experiential training methods engage learners physically, mentally and emotionally in a multisensory experience. Simulation, visualization, dramatization, role plays and physical movement easily fall within this category, which is characterized by emotional stimulation and physical expression.

There certainly are lots of lovely games and activities that can be purchased, sometimes at a high cost. However, let's consider the variety of experiential and interactive training activities that are based on a simple piece of paper:

Flip chart: Large group brainstorming answers to a question or problem situation; gallery walk; relay race; process map; competitive group lists; etc.

8 1/2 x 11"paper: Worksheets; questionnaires; fill in the blanks; case study problem situations with questions; role play scenarios with roles and procedures to follow; crossword puzzles and word search puzzles [using free web resources]; mind mapping; scavenger hunts; mark ups; bingo ice breaker; art projects; picture and description of self as an animal, a vehicle or a food group; etc.

3 x 5 " index card: role play information; individual or group brainstorming; self-directed group quiz; ice breaker to guess the name of a famous person taped on your back; etc.

The following activities do not even cost a thing: pop ups; shout outs; verbal relay; Jeopardy on PowerPoint (from free web resources); pair shares; paired groups; visualization; small groups; walk abouts; large group discussion; question and answer sessions; stump the trainer; triads; skits; etc.

Thiagi is a master of activities based on a deck of cards- see . Dave Meier facilitated an entire training in a vacant room with just duct tape! .

There are innumerable low-cost activities that involve the mental and/or emotional stimulation of learners and give them an opportunity for verbal and/or physical expression. The key point about experiential and interactive training activities is that it doesn't really matter WHAT you use, it's HOW you use it!!!

Friday, July 18, 2008

Tip #232: Debunking Myths That Experiential Training is Costly

Two weeks ago, we debunked the myth that administrative and housekeeping matters should always be covered at the very beginning of a training session. I asked folks to send in the creative ways they handle administrative and housekeeping details, so they do not get addressed at the beginning of the session or they take very little time. Lois Walton of Hazelden Springbrook sent in this wonderful suggestion:

The most effective and creative handling of such details I've seen was at a Bob Pike Boot Camp. The details were printed on a flip chart page, then
taped to the floor where everyone entered the meeting. All participants noticed and read the sheet since they had to cross it to get into the room. It created much discussion. It also enabled us to take care of those details (like turning off cell phones) before the meeting actually started.

Our thanks to Lois for bringing this technique to our attention and to Bob Pike and his staff for the idea itself!

Last week, we debunked the myth that participant introductions at the beginning of a training session are unnecessary. Beth Tomlinson of WPSIC had this to say:

Occasionally, I have had trainees or workshop participants tell me they are terrified of the introduction process because they are afraid they will have to sing their favorite childhood song or imitate their favorite zoo animal. (I've had to do both) Generally, these are the veterans of the workshop circuit. They have already been the victims of
the-wackier-the-better one-upmanship many facilitators practice when it comes to introducing themselves and the group. What is supposedly designed to get folks to relax and break down barriers may actually do just the opposite for a majority of the group. How can I concentrate on that other person talking when I know my turn is coming up and I can't remember the line that comes after "Jeremiah was a bullfrog... was a good friend of mine"?

Anyway, enough about that. I guess I just wanted to share that little tidbit. The REAL reason I am writing is to tell you of an introduction strategy I use for groups of 5-25 people that helps provide some insight into each person and allows participants to ease out of the "my turn" panic mode so they can concentrate on what is being said by others. Rather than give them a list of things to recite, I conduct mini-interviews, asking each person essentially the same questions and following up on the answers. Of course, I ask each person the usual questions such as their name and what brought them to this training, but then I throw in one other question, per person, meant to give the whole thing a more conversational tone. A list of example questions:

What kind of vehicle do you drive? I follow up with, "Why did you buy that vehicle?" (It was cool; I need a van for the kids; I liked the color; It was in my price range, etc.)
What is your favorite season of the year? I follow up with, "What makes that time so special?" (Spring meant school was almost out; I love the fall colors, etc.)
You are given an impromptu day off (a snow day); what are you going to do with it? (Clean my house; sleep all day; Rent videos and veg out; Go shopping, etc.)
Snowstorm or Thunderstorm, which is your favorite? (Thunderstorm because it is exciting and I don't have to shovel; Snowstorm because I can go skiing, etc.)

Each answer to these questions gives me some insight into the folks I am working with and allows everyone to relax and possibly identify similarities within the group.

Beth, thank you for the suggestions about what to AVOID in introductions as well as quick and creative ways to introduce folks to each other!

This week, we debunk the myth that experiential and interactive training activities are costly.

Thursday, July 17, 2008

Tip #231: Debunking Myths About Participant Introductions

Why should participants introduce themselves at the beginning of a training session? Let me count the reasons:

  1. They can relax and feel comfortable because they know who else is in the room.

  2. They can feel valued as individuals.

  3. They can begin to feel part of a learning community.

  4. They can identify other participants with whom they share interests or backgrounds.

  5. The introductory activity primes them to participate during the program.

  6. The facilitator can learn something about the participants that may make it easier to tailor the content to meet their needs.

  7. It is a common courtesy that is expected in social settings.

  8. It does not have to take much time.

  9. It can get participants out of their seats.

  10. It can be a fun way to start a training session.

With smaller groups of 15-25, a quick Koosh ball toss in which the participants state their name, work title, company, and years in their profession can be completed in approximately 10 minutes or less. The fun comes in having them stand up until they've had a chance to introduce themselves- and in giving them the direction to throw the Koosh to someone who is looking at them, with the caution not to whap anyone on the back side of the head or dunk the Koosh in any open drink!

The issue, of course, has to do with larger groups of 35, 50, or 100+. Sometimes, the best we can do is a two part approach. First, ask a few common ground questions to identify necessary basic information relevant to the group and to the program content: "How many of you work in x industry?" or "How many of you have experience with this software?"As we've mentioned before in regard to common ground questions, you keep asking questions until everyone has had a chance to raise their hand.

Second, have the participants briefly introduce themselves, either to the folks at their table or those seated in their immediate vicinity if the room is an auditorium.

Does anyone have some quick, easy, and interesting ways to handle participant introductions with larger groups? Please send them in and we'll print them in the next Tip. Thanks!

Two weeks ago, we debunked the myth that administrative and housekeeping matters should always be covered at the very beginning of a training session. I asked folks to send in the creative ways they handle administrative and housekeeping details, so they do not get addressed at the beginning of the session or they take very little time. Lois Walton of Hazelden Springbrook sent in this wonderful suggestion:

The most effective and creative handling of such details I've seen was at a Bob Pike Boot Camp. The details were printed on a flip chart page, then taped to the floor where everyone entered the meeting. All participants noticed and read the sheet since they had to cross it to get into the room. It created much discussion. It also enabled us to take care of those details (like turning off cell phones) before the meeting actually started.

Our thanks to Lois for bringing this technique to our attention and to Bob Pike and his staff for the idea itself!

Last week, we debunked the myth that participant introductions at the beginning of a training session are unnecessary. Beth Tomlinson of WPSIC had this to say:

Occasionally, I have had trainees or workshop participants tell me they are terrified of the introduction process because they are afraid they will have to sing their favorite childhood song or imitate their favorite zoo animal. (I've had to do both) Generally, these are the veterans of the workshop circuit. They have already been the victims of the-wackier-the-better one-upmanship many facilitators practice when it comes to introducing themselves and the group. What is supposedly designed to get folks to relax and break down barriers may actually do just the opposite for a majority of the group. How can I concentrate on that other person talking when I know my turn is coming up and I can't remember the line that comes after "Jeremiah was a bullfrog... was a good friend of mine"?

Anyway, enough about that. I guess I just wanted to share that little tidbit. The REAL reason I am writing is to tell you of an introduction strategy I use for groups of 5-25 people that helps provide some insight into each person and allows participants to ease out of the "my turn" panic mode so they can concentrate on what is being said by others. Rather than give them a list of things to recite, I conduct mini-interviews, asking each person essentially the same questions and following up on the answers. Of course, I ask each person the usual questions such as their name and what brought them to this training, but then I throw in one other question, per person, meant to give the whole thing a more conversational tone. A list of example questions:

What kind of vehicle do you drive? I follow up with, "Why did you buy that vehicle?" (It was cool; I need a van for the kids; I liked the color; It was in my price range, etc.)
What is your favorite season of the year? I follow up with, "What makes that time so special?" (Spring meant school was almost out; I love the fall colors, etc.)
You are given an impromptu day off (a snow day); what are you going to do with it? (Clean my house; sleep all day; Rent videos and veg out; Go shopping, etc.)
Snowstorm or Thunderstorm, which is your favorite? (Thunderstorm because it is exciting and I don't have to shovel; Snowstorm because I can go skiing, etc.)

Each answer to these questions gives me some insight into the folks I am working with and allows everyone to relax and possibly identify similarities within the group.

Beth, thank you for the suggestions about what to AVOID in introductions as well as quick and creative ways to introduce folks to each other!

This week, we debunk the myth that experiential and interactive training activities are costly.

Friday, July 11, 2008

Tip #230: Debunking Myths About Administrative Details

Most training programs have traditionally begun with a welcome to the training program, an introduction of the trainer, and then 10-30 minutes (or more!) focus on a long list of administrative and housekeeping details: taking attendance, handing out forms to complete, and discussing how long the training is, where the restrooms are, how to get credit for the program, other training that is related, etc., etc.

Brain studies have found that the beginning and ending of any training segment is when learners are most likely to learn. According to David A. Sousa in How the Brain Learns, "During a learning episode, we remember best that which comes first [primacy], second best that which comes last [recency], and least that which comes just past the middle [down-time]."So to spend the very beginning of a training program on administrivia is not only a terrible waste of good learning time, it means that key learning content will occur during down-time, when it is most difficult for retention to occur.

In addition, if we want to create excitement and enthusiasm about the training program, discussing administrative and housekeeping details in length at the beginning is definitely NOT the way to accomplish it.

Instead, get the participants engaged in learning new content-related information immediately- and save the administrative items for the down-time between the beginning and the ending of the initial training segment.

Does anyone have creative ways they handle administrative and housekeeping details, so they do not get addressed at the beginning of the session or they take very little time? Please send them in and we'll print them in the next Tip! Thanks!

Last week, we debunked the myth that administrative and housekeeping matters should always be covered at the very beginning of a training session. I asked folks to send in the creative ways they handle administrative and housekeeping details, so they do not get addressed at the beginning of the session or they take very little time- and Nancy Anderson of Hennepin County, Minnesota responded immediately!

Dear Deborah,

How interesting that you have this topic this week. Just last week I facilitated a 'Leading Change' workshop designed and developed by DDI. I was surprised at how the beginning of the course was designed: it began with a quick table discussion of changes that participants are experiencing in their work place, then we immediately went into a game/simulation about change, followed by more discussion and presentation of the course theme and materials. Then, a full 30 minutes into the class, we covered "housekeeping" items. They were actually listed in the Facilitator Guide as "optional"--I, of course felt the need to cover them, but it was very quick--less than 5 minutes.

So. . . there is an example. I can't take credit for it, but I can attest to its effectiveness! Feel free to share.

Terri Vetter of the American Cancer Society- Ohio Division, Inc. also offered these two wonderful techniques: Hi Deb,

One way I've managed the important administrative details that are part of a training is to post flip charts before the session titled "Ground Rules" and "Roles."

I encourage people to add ideas to the ground rules flip chart as they arrive -- since most folks are pretty savvy about training room expectations they know what to write & this becomes an easy "pre" session icebreaker.

The "Roles" flip chart lists roles for the day (e.g. Time Keeper, Note Taker, and Break Caller) along with a blank line for people to sign up. This also provides a visual reference of who's responsible for what . . . and if someone forgets to follow thru with their role, then the group can apply peer pressure instead of me becoming the "heavy." :-)

Nancy and Terri, thank you so much for your examples and techniques!

This week, we debunk the myth that participant introductions at the beginning of a training session are unnecessary.

Thursday, July 3, 2008

Tip #229: Debunking Myths About Learning = Retention

"Learning"is defined as "the acquisition of knowledge or skill." "Retention"is defined as "the preservation of a learning in such a way that it can be identified and recalled quickly and accurately."Just because we "learn"something does not automatically mean that we will retain it.

We can learn something for just a few minutes and then lose it forever. As anyone who has ever crammed for a test knows, it is possible to acquire knowledge and (hopefully) retain it just long enough to take the test. However, unless we have a reason to continue to access that knowledge or we can associate it with something very meaningful to us, we will forget what we learned almost immediately.

According to David Sousa in How the Brain Learns, learning and retention are different:

  • "Learning involves the brain, the nervous system, and the environment, and the process by which their interplay acquires information and skills."

  • "Retention, however, requires that the learner not only give conscious attention but also build conceptual frameworks that have sense and meaning for eventual consolidation into the long-term storage networks (of the brain)."

There are many training design and facilitation techniques that can increase the probability that learning will be retained. The more understanding and meaning the learner can attach to new learning, the more likely it is that the learner will be able to retain the new learning and retrieve it when needed.

We have discussed some of these retention-enhancing techniques, such as the implications of Edgar Dale's Cone of Experience and Learning, in past Tips.

The key point to remember now is that learning, or the acquisition of knowledge or skill, does not automatically equate to retention of that knowledge or skill.

Tuesday, July 1, 2008

Tip #228: Debunking Myths About Lesson Plans

Some trainers feel that if they create a lesson plan, they will lose the option to be flexible and spontaneous. However, this is entirely untrue. As any trainer who has ever used a lesson plan can tell you, we rarely, if ever, deliver the training exactly as we planned it out. Each training group has different needs, learning styles and paces, issues, and questions- and a good trainer/facilitator alters the training experience (and sometimes even the training content) to meet those needs.

The major benefit in using a lesson plan is that it ensures that key content will be covered. The sequence may be changed and additional content and/or learning activities may be added, but that is done still keeping in mind the major information and activities that need to be retained.

A well written lesson plan not only identifies the content and learning activities for each module, but also the duration of each activity. This enables a trainer to make informed decisions quickly and effectively in order to adjust to the learners' interests and needs.

For example, an important issue may be raised by a participant that needs to be addressed. Let's say that this new content requires thirty minutes to handle that was not originally anticipated in the lesson plan. If the next learning activity is a questionnaire that is allocated 50 minutes, with small group discussions and report outs- the trainer will need to revise how the questionnaire is facilitated.

Since there is not enough time for the small group discussions and report outs, the trainer will have to quickly select a different way to facilitate the activity in the 20 minutes that remain. The trainer may read each question and have participants indicate whether they agree or disagree by a thumbs up or thumbs down gesture. The trainer can then call on volunteers who voted differently to provide their rationale. The content will still be covered and the original learning activity will still be facilitated, just in a different fashion and for a shorter period of time.

Without a lesson plan, there is no guarantee of consistency or quality control on either the content or the learning activities. The learning experience becomes a hit or miss proposition, depending on the mood of the trainer and the interests of the learners.

With a lesson plan, the trainer is better able to adjust to the learners while still ensuring that key content is covered and the desired levels of learning are achieved through planned learning activities.

July 28, 2008

Last week, we debunked the myth that lesson plans take the flexibility and spontaneity out of training.

Ross Thomas had this to say:

"I got this latest learning tip, and I can't agree with you more!

My training class typically runs for about 12 days. Each day I have a lesson plan with the high level content summary along with the activities that I plan to do. I also have things on the plan that I have listed that can be moved to the next day if necessary. I can't imagine trying to conduct this training without the lesson plan that I have developed. It is such an invaluable tool and gives me the confidence and knowledge that I am covering all the topics that I need to cover."

Thanks so much, Ross. I feel the very same way!

This week, we debunk the myth that learning = retention.