Tuesday, August 26, 2008

Tip #239: Impact of Room Arrangements: U Shape

Some trainers prefer the U shape room arrangement, where the top of the U is the front of the room.

Pros:

  • All participants can see each other easily.

  • All participants can see the trainer at the front of the room.

  • All participants have a writing surface.

  • It is easy for participants to come and go from this seating arrangement.

  • It is easy for the trainer to move into the group to interact or to dipstick during individual or small group activities.

Cons:

  • It is less conducive to small group interaction: because the participants are seated next to each other, it is difficult to see or hear those seated further away.

  • It can be difficult for participants to see those seated to either side of them.

  • It creates an uncomfortable sense of exposure for participants (at least for me).

I probably should explain this last comment. Many years ago, I was part of a consortium to draft a monograph in response to Dr. W. Edward Deming's 14th quality improvement point against the idea of performance evaluation. We were seated in a U shape. Although he had not been formally invited, Dr. Deming appeared and sat in the very front of the room. I was seated at the bottom of the U. When I made some statements in favor of employee-friendly performance evaluations, Dr. Deming stood up to his full 6+' height, extended his long arm to point his finger at me, and came toward me booming in his loud and deep voice: "NO, NO, NO!"To say the least, it was very intimidating! As a result, I have a negative transfer to that incident whenever I see a U shape!

The rest of that story, by the way, is that later we had a conversation where we both AGREED that there was value to employee-friendly performance evaluations that involved ongoing communication between the employee and the supervisor regarding performance standards that were reasonable, objective, measurable, job-related, and within the employee's control. Unfortunately, I can't prove that the dialogue with Dr. Deming ever occurred, because there were no witnesses to our conversation!!!

There are trainers who have told me that they prefer this room arrangement. If you happen to be one of them, please write in to explain your rationale. I would hate for my bias to stand uncontested!

Saturday, August 16, 2008

Tip #238: Impact of Room Arrangements: Classroom Style

There are many different room arrangements for training. A very well-known and familiar arrangement is classroom style, in which there are parallel rows of tables and chairs facing a lectern or desk in the front of the room. There is typically a screen for audiovisual projection in the front of the room, either in the middle or angled to the side.

Pros:

  • It is a familiar arrangement.

  • Every participant is facing forward.

Cons:

  • It immediately creates negative transfer because it reminds participants of school situations in which they were expected to sit quietly, listen and take notes.

  • It relegates participants to the role of listeners, so they are less likely to speak up.

  • If school is an unhappy memory, the participants may "act out"in a negative way, more like teenagers than mature adults.

  • Participants can only see the backs of other participants, not their faces.

  • It may be difficult for some participants to see the front of the room, the audiovisuals, or the instructor because of the people seated in front of them and their distance from the front of the room.

  • It is not conducive to large group discussion: because the participants are not facing each other, it is more difficult for them to hear each other or pick up on non verbal cues.

  • It is not conducive to small group interaction: because the participants are seated next to each other, it is difficult to see or hear those seated further away.

  • It is not conducive to learning activities that require movement because it is awkward and cumbersome to move out from behind the tables and chair.

  • It is not conducive for the instructor to move into the group to interact or to dipstick during individual or small group activities because there is insufficient space for the instructor to walk through or behind each row.

In summary, the classroom style room arrangement:

  • creates an unpleasant and uncomfortable physical and emotional learning environment;

  • hampers the ability to use the interactive learning activities necessary to meet the needs of different learning styles;

  • adversely impacts participants' ability to hear, see, move and speak to each other;

  • hinders effective group participation; and

  • limits the instructor's ability to interact with individual participants.

In short, there is nothing to commend the classroom style arrangement on any level!

Can you tell that I don't like classroom style? Any of my clients can tell you that I will spend hours moving furniture to avoid this arrangement!

However, if you feel there are some redeeming aspects to the classroom style room arrangement, please let us know and I'll be happy to add your testimony in the next Tip!

Last week's Tip concerning classroom style room arrangements generated some very positive feedback at Delaware Park. Julie Almont sent that Tip out to the various management groups to "address the curious seating arrangements you often find in my classroom... "

She received approximately 10 written responses stating "I definitely like the way you set the tables up for your classes. If classrooms in school would have had your table set up, and teachers like you, it would have been much more enjoyable. " More folks stopped her to talk about the "Tip". As Julie wrote to me: "Nice to know that my learners have an opinion about it!"

As always, thanks so much for writing, Julie!

This week, we continue a look at how different room arrangements impact the feel and effectiveness of a learning environment.

Thursday, August 14, 2008

Tip #237: Debunking Myths About A Comfortable Learning Environment #2

Last week’s Tip focused on how to create a physically comfortable learning environment, despite real constraints. This week’s Tip focuses on how to create an emotionally comfortable learning environment.

Let’s face it. Participants can feel incredibly vulnerable when they enter a training room, because they have no idea how they will be treated. If school was not a highlight of their lives, they may automatically revert to feelings of inadequacy. If the class is mandatory, they may feel resentful and resistant. None of these emotions create a very fertile ground for receptivity or learning.

However, if they are treated with respect, validated as individuals, and clearly set up for success, they can relax because they will feel that they are in a safe environment. Learning then becomes a real possibility.

So, how does a trainer make this happen? The following list just hits the highlights, but it should give a good idea of the approach to take:

  • Treat the participants as adults, not children: give them choices, draw on their expertise, and ask for their examples and perceptions.


  • Let them know at the very beginning of the training that you are committed to meeting their needs: create a learning contract, encourage them to tell you if their needs are not being met, and then either make the adjustments to the content or the activities as requested or explain the rationale for continuing with them.


  • Have the participants discover the value of the training: let them identify what will most benefit them rather than telling them.


  • Make learning a mutually shared experience: create activities that enable them to self discover what they need to learn, and ensure a continual give and take of information between trainer and participants.


  • Coach for success: take “no” out of your vocabulary, and if a participant volunteers an incorrect answer to a question, coach the individual to the correct answer.


  • Build their confidence in their own competence: move them through the stages in the learning process, help them experience small successes at each stage, and provide ample opportunities to apply what they have learned.


  • Incorporate a variety of learning activities to meet the needs of different learning styles: keep the training varied and interesting for the participants and for you.


  • Avoid teaching what they already know, wasting their time and adding insult to injury: ask questions and check to see if anyone knows the answers rather than assuming that no one knows.


  • Accept questions and critiques without becoming defensive: make it really true that there are no unwelcome questions or comments.


  • Enjoy the participants: get to know them as individuals, learn from their insights and perspectives, cheer them on, and exult in their successes.


  • View each training session as a new opportunity for you, the trainer, to learn and to grow, both in terms of the content as well as your ability to teach it.


In summary, we create an emotionally comfortable learning environment when it is clear that we sincerely care about the participants, respect them, and want to help them be successful.


Next week, we will look at how different room arrangements impact the feel and effectiveness of a learning environment.



Sunday, August 10, 2008

Tip #236: Debunking Myths About A Comfortable Learning Environment #1

There is a myth that it doesn't really matter what a training room is like or how participants are treated, because people will learn what they need to learn. I disagree. I believe that unless participants are treated with respect, which means that sincere efforts are made to address both their physical and emotional needs with courtesy and care, they are much less likely to learn or to retain anything they learned. The reason for this is very simple. If they don't feel that anyone cares about them, why should they care?

I think that a learning environment becomes "comfortable"when the trainer, through both word and deed, shows the participants that they are important.

This Tip focuses on how to create a physically comfortable learning environment, despite real constraints. Remember, the mind can only absorb as much as the butt can endure!

Next week's Tip will focus on how to create an emotionally comfortable learning environment.

It would be lovely if all training rooms had comfortable chairs, large tables with plenty of space for training materials, lots of windows, art work or nicely colored walls, good lighting, great ventilation, effective heating and air conditioning, unobstructed views of audiovisuals, and easy access to restrooms and water fountains. However, for many trainers this training room ideal is only a dream.

The reality is that many training rooms have less than comfortable chairs, tables that are either too small or too large and unwieldy, no windows, drab and/or colorless walls, poor lighting, little if any ventilation, ineffective heating and air conditioning, views obstructed by columns, and restrooms and water fountains only within jogging distance.

Although trainers may have little control over many aspects of the training environment, they have a great deal of control over the physical learning environment by the choices they make:

  • If the chairs are uncomfortable, the trainer can give frequent breaks and incorporate learning activities that enable the participants to get up and move around.

  • If the tables are too small, the trainer can put two or more tables together to give participants more space. If the tables are too large and unwieldy, the trainer can angle them toward the front of the room and ensure that chairs are placed in a manner that maximizes group interaction and audiovisual visibility.

  • If there are no windows, the trainer can place colorful kites or peripherals on the walls to add color and interest.

  • If the lighting is poor, the trainer can take care not to dim the lights for audiovisuals, or to turn them on immediately afterward.

  • If the ventilation, heating and/or air conditioning is less than adequate, the trainer can request fans or keep the doors open to increase air movement. If it gets too hot (or cold) in the room, the trainer can give additional breaks or move the group outside the training room to a cooler (or warmer) location for some activities.

  • If views are obstructed by columns, the trainer can place tables and chairs in front or or to the side of the obstruction in order to ensure adequate visibility. If this isn't possible, the trainer can make sure to place movable audiovisual equipment (such as flip charts) in more visible locations- and to stand where s/he has eye contact with each participant.

  • If restrooms and water fountains are a distance away, the trainer can give ample and adequate break times- and encourage participants to bring beverages into the training room if water pitchers and glasses are not provided in the room.

Through his or her courteous and caring responsiveness, the trainer makes it clear that the participants' physical comfort matters. These actions also let the participants know that they matter to the trainer.

Tip #237: Debunking Myths About A Comfortable Learning Environment #2

Last week's Tip focused on how to create a physically comfortable learning environment, despite real constraints. This week's Tip focuses on how to create an emotionally comfortable learning environment.

Let's face it. Participants can feel incredibly vulnerable when they enter a training room, because they have no idea how they will be treated. If school was not a highlight of their lives, they may automatically revert to feelings of inadequacy. If the class is mandatory, they may feel resentful and resistant. None of these emotions create a very fertile ground for receptivity or learning.

However, if they are treated with respect, validated as individuals, and clearly set up for success, they can relax because they will feel that they are in a safe environment. Learning then becomes a real possibility.

So, how does a trainer make this happen? The following list just hits the highlights, but it should give a good idea of the approach to take:

  • Treat the participants as adults, not children: give them choices, draw on their expertise, and ask for their examples and perceptions.

  • Let them know at the very beginning of the training that you are committed to meeting their needs: create a learning contract, encourage them to tell you if their needs are not being met, and then either make the adjustments to the content or the activities as requested or explain the rationale for continuing with them.

  • Have the participants discover the value of the training: let them identify what will most benefit them rather than telling them.

  • Make learning a mutually shared experience: create activities that enable them to self discover what they need to learn, and ensure a continual give and take of information between trainer and participants.

  • Coach for success: take "no"out of your vocabulary, and if a participant volunteers an incorrect answer to a question, coach the individual to the correct answer.

  • Build their confidence in their own competence: move them through the stages in the learning process, help them experience small successes at each stage, and provide ample opportunities to apply what they have learned.

  • Incorporate a variety of learning activities to meet the needs of different learning styles: keep the training varied and interesting for the participants and for you.

  • Avoid teaching what they already know, wasting their time and adding insult to injury: ask questions and check to see if anyone knows the answers rather than assuming that no one knows.

  • Accept questions and critiques without becoming defensive: make it really true that there are no unwelcome questions or comments.

  • Enjoy the participants: get to know them as individuals, learn from their insights and perspectives, cheer them on, and exult in their successes.

  • View each training session as a new opportunity for you, the trainer, to learn and to grow, both in terms of the content as well as your ability to teach it.

In summary, we create an emotionally comfortable learning environment when it is clear that we sincerely care about the participants, respect them, and want to help them be successful.

Monday, August 4, 2008

Tip #235: Debunking Myths About Clip Art in Power Point

t has been said that "a picture is worth a thousand words."That may be so, but it is unlikely that many would feel that this description applies to clip art. For the most part, clip art is used to add color, emphasis, humor and/or interest to Power Point slides. It rarely expands on or enhances the meaning of the text on the slides.

On the other hand, cartoons- whether one panel or several panels in a comic strip format- can serve to crystallize meaning or comment on a topic in a way that enables the learner to: see things from a different, deeper, and humorous perspective; interact with and analyze the idea presented; focus in and think on a higher level; and, as a result, better retain the concept.

"A cartoonist is a writer and artist, philosopher and punster, cynic and community conscience. He (She) seldom tells a joke, and often tells the truth, which is funnier. In addition, the cartoonist is more than a social critic who tries to amuse, infuriate, or educate. He (She) is also, unconsciously, a reporter and historian. Cartoons of the past leave records of their times that reveal how people lived, what they thought, how they dressed and acted, what their amusements and prejudices were, and what the issues of the day were." ( Ruff, Thomas P., and Jennifer T. Nelson. Classroom Ready Activities for Teaching History and Geography in Grades 7-12. Needham, MA: Allyn and Bacon, 1999.)

There are many cartoonists whose philosophical truths resonate with deeper insight and meaning. My favorite comic strip cartoonists include: Charles Schulz (Peanuts); Bill Watterson (Calvin & Hobbes); Scott Adams (Dilbert); Bill Amend (Foxtrot); and Cathy Guisewite (Cathy). My favorite one-panel cartoonist is Randy Glasbergen.

Yes, a great deal of clip art is free, while cartoons are generally not. However, individual cartoons and compilations of cartoons can often be purchased for very reasonable rates. The bottom line is that cartoons are a much more effective educational visual than clip art.