Tip #355: Light Candles

A great attitude does much more than turn on the lights in our worlds; it seems to magically connect us to all sorts of serendipitous opportunities that were somehow absent before the change. Earl Nightingale

There is too much pain and misery in the world today. May you always have the strength of will, generosity of spirit and physical health to use your gifts to make a positive difference in the lives of those you touch.

I will light candles this Christmas

Candles of joy, despite all sadness,

Candles of hope where despair keeps watch.

Candles of courage where fear is every present,

Candles of peace for tempest-tossed days,

Candles of grace to ease heavy burdens.

Candles of love to inspire all my living,

Candles that will burn all the year long.

Howard Thurman

We’ll see you in 2011.

May your learning be sweet.

Deborah


Without music, life would be a mistake. Friedrich Nietzsche

For my father, Seymour Solon Levine, 1922-2010

Tip #354: Avoid the Mistake of Thinking Participatory Learning Activities are a Gimmick

The better a man is the more mistakes he will make for the more things he will try.
Peter Drucker

One reason that participatory learning activities get a bad reputation is the fact that some trainers incorporate them solely to add an element of fun and excitement. For participants who are stretched thin at work and feel that every minute of training should be of practical use, having to participate in extended fun and games that have no relevance to the training content is a waste of their time.

Please avoid these three mistakes when thinking about participatory learning activities:

Mistake #1: Believing participatory learning activities are pure entertainment rather than a training necessity.

There are four reasons for using participatory learning activities, and none of these are merely the result of the curriculum designer's whim:

1. Participants have to be actively involved to demonstrate their comprehension and ability to use their learned skills to apply, analyze, evaluate and create. If the desired learning level is higher than knowledge, the only way to achieve this is through participatory learning activities.

2. Brain studies have determined that the memory is based on emotions. The more senses involved, the more effective the learning and the greater probability of retention. That is why the "whole body" learning experience of participatory learning activities is so important.

3. Only participatory learning activities will satisfy the needs of different learning styles to do more than simply sit, listen and read the PowerPoint slides accompanying a lecture. They also enable participants to verbalize, have a hands on experience, and move.

4. Participatory learning activities are the best way for a trainer to determine if the participants are learning what they need to learn during the course of the training. At the very least, lecturers can check participant comprehension using questionnaires, pop ups, shout outs, or case studies.

Mistake #2: Thinking participatory learning does not belong in technical training.

Training based on an expert lecturer has been the paradigm for technical training. However, it is a mistake to think that the delivery of technical training needs to be driven by a subject matter expert rather than by the participants.

The subject matter expert is most significant during the design of the training program. Why? Design decisions regarding the training content, the desired level of learning, and the best way for participants to demonstrate their learning are all based on the subject matter expert's knowledge and experience.

The other problem with this paradigm is that lecture can only achieve the learning level of knowledge. All higher levels of learning (comprehension, application, analysis, evaluation and creation) require participatory learning activities. In fact, programs that are intended to build technical skills have the greatest need for participants to demonstrate their new degree of competency in the classroom.

Mistake #3: Overlooking the recuperative power of energizers.

Learning is hard work. An energizer is a fast and simple way to reinvigorate participants when their energy starts to lag. This includes any brief participatory activity that physically engages the participants. The brain needs a lot of oxygen to function at peak efficiency. Getting participants up and moving around will cause them to breathe more deeply, resulting in more oxygen in their brains.

Have them stand up and throw balls to each other for the duration of a short upbeat song. Have them line up by the month and day of their birth and then count off to create new table groups. Plug in a relay race, where teams of participants need to identify key content that begins with each letter of the topic. All of these activities take only a few minutes and generate a lot of new energy in the group.

The decision to incorporate participatory learning activities is not based on a whim. The desired level of learning for the key training content determines the nature of the learning activities. Participatory learning activities are essential for successful learning in any training program. They are not intended, and should never be used, simply as gimmicks irrelevant to the learning objectives and the learning process.

May your learning be sweet.

Deborah

Tip #353: Avoid Mistakes When Using Audiovisuals in Training: Make It Easier on Yourself

“Experience is the name we give to our mistakes.” Oscar Wilde

There are very simple steps that a trainer can take to save time and energy when designing, delivering and duplicating content on audiovisuals. Just avoid these four mistakes:

Mistake #1: Not having a pointer

There are inexpensive laser pointers, there are laser pointers incorporated into remotes for computer and LCD, there are even wooden and metal extendable pointers. Get one and use it, because pointing your finger at a projected image or text is absolutely useless to the participants. Even if you are standing right next to the screen, it is unlikely that your finger will reach whatever it is that you are pointing out.

Mistake #2: Not considering movies or animations

PowerPoint is not the only game in town. Don’t forget the possibility of using movie clips, animations or YouTube videos as your audiovisuals. They can serve as case studies, provide examples, model desired skills, and/or prompt analysis and discussion.

Just make sure that whatever you choose to use is short, relevant, and supplemented with a participant assignment to be completed during or after they are shown. Either don’t dim the lights- or plan to serve popcorn and hand out pillows!

Mistake #3: Not taking digital photos of completed flip charts

Whether you or the participants created the content on flip charts, you can save everyone a lot of time and energy if you take digital photos and email them to the participants after the workshop. This will validate the importance of their work products during the session. It will also lessen any stress they may feel about copying down what is on the flip charts during the session. If you have ever promised to send the information on the flip charts to participants in the past and have spent hours transcribing the information, you will particularly appreciate the ease of using a camera instead.

Mistake #4: Not having a backup plan

Be prepared. Have your PowerPoint slides on a USB flash drive. In the event that equipment fails or is incompatible, you can easily plug into a different computer. Bring a printout of any slides. In a pinch, you can write the text on flip chart pages. Whatever you do, don’t panic. A training program can still engage the participants and be an entertaining and effective learning experience without any audiovisual aids.

Trainers who avoid these four mistakes will have a much easier time designing, delivering and duplicating the content on their audiovisuals.

May your learning be sweet.

Deborah

Tip #352: Avoid Mistakes When Using Audiovisuals in Training: It’s All in the Preparation

“It isn't making mistakes that's critical; it's correcting them and getting on with the principal task.” Donald Rumsfeld

Being prepared should be part of the trainer’s code when it comes to audiovisuals. If you don’t avoid these four mistakes, you are likely to have a lot of trouble and frustration when you try to use your audiovisuals.

Mistake #1: Not checking and preparing equipment

All trainers have stories about audiovisual equipment that didn’t work. Get to the training room early enough to make sure that everything works properly and has the correct connectors, wires and remotes. To be safe, bring your own remote with extra batteries and, when possible, your own extension cord with the number of plug-ins you will need. Practice using the remote. Check any extension cords to make sure that they are flat on the floor and not a tripping hazard for you or the participants. Bring wide masking tape so that you can tape the cords to the floor if the training facility does not provide plastic mats that cover the cords.

Mistake #2: Not checking sight lines

There is no point in using audiovisual aids if all of the participants cannot see them. Once the training room is set up with tables, chairs, flip charts, screen, LCD stand, or whatever furnishings and equipment you use, make sure to check sight lines from each chair. In larger rooms, you may need to project higher on a wall so that participants in the back of the room can see the entire slide. You may need to write only on the top half of flip charts for the very same reason, because participants in the back may not be able to see the bottom half of the chart.

Mistake #3: Not preparing markers

It is an unhappy reality that flip chart markers easily dry out. If the participants or you forget to securely close the cap on the markers, they dry out even faster. As a result, it is wise to check your markers to see if the ink still flows freely before each training session. It is also wise to have a backup set of markers. This way, you will be prepared if a marker dries out during the session.

Mistake #4: Not having the right adhesives

Every trainer who travels should have a kit with painter’s masking tape, poster putty, stick pins and straight pins. Many hotel and conference rooms use dividing walls with nubby fabric on them. Even if the flip chart pages are self-sticking, certain smooth wall surfaces will still require that you use masking tape to make sure the pages stay up on the walls. Your kit will ensure that you will be prepared for any wall surface.

It just takes a little pre-planning to avoid these four mistakes so that you are able to use your audiovisuals easily and effectively. In next week’s Tip, we will look at four more mistakes to avoid when using audiovisuals.

May your learning be sweet.

Deborah

Tip #351: Avoid Mistakes When Using Audiovisuals in Training: It’s All in the Presentation

“When you make a mistake, there are only three things you should ever do about it admit it, learn from it, and don’t repeat it.” Paul “Bear” Bryant

The misuse of audiovisuals can seriously detract from an effective training. Avoid these four mistakes:

Mistake #1: Not removing or turning off AV

We consciously use audiovisuals to focus the participants on a key point or picture. However, we forget that, unless we remove the flip chart or turn off the PowerPoint, that is where their focus will remain. When the audiovisual has served its purpose, remove it or turn it off. Flip the page on the flip chart easel or use a computer key or remote to blacken the screen until you need the next slide.

Mistake #2: Staying anchored to the projected AV

In this day and age, there is absolutely no reason why a trainer needs to continually stand close to the projector or computer. There are lots of inexpensive remote controls on the market. A trainer who is tied to the audiovisual equipment is just as static and uninteresting to watch as a trainer who is tied to a lectern. Besides, it is pretty difficult to physically engage with participants when you can’t move.

Mistake #3: Placing all content on the AV

If all of the training content is really on the PowerPoint, then there are two basic conclusions to make. First, either there are a lot of slides or the font size is too small to read and the slide is too filled with text. Second, there is no real need for a trip to a training room. Save travel costs, cancel the training and simply mail the PowerPoint out to the participants.

Mistake #4: Keeping the room lights dim

Yes, we want the participants to be able to see any projected audiovisuals. Yes, dimming the lights can make those projections easier to see on the screen. But there are three problems if you keep the room dim. First, if the participants are only expected to sit and watch the screen without taking notes, they will easily fall into a relaxed mode and possibly nod off. Second, the energy in the room will dissipate quickly. Third, if the participants are expected to take notes, they won’t be able to see. So find a happy medium. If possible, just dim the row of lights directly in front of the screen. If that is not possible, make sure that the projected audiovisual can be clearly seen in full light.

Avoiding these four mistakes and improving how the audiovisuals are presented should improve the participant’s learning experience. In next week’s Tip, we will look at four more mistakes to avoid when using audiovisuals.

May your learning be sweet.

Deborah

Tip #350: Avoid Mistakes When Using Audiovisuals in Training: Don't Misuse Them

“Experience is the name we give to our mistakes.” Oscar Wilde

Trainers have a plethora of audiovisual options from which to choose. Some trainers don’t realize that there is more to life than PowerPoint. They also overuse or misuse audiovisuals. Here are four mistakes that trainers should avoid.

Mistake #1: Consistently using AV to entertain rather than educate

Trainers who flash through a large number of funny but irrelevant slides are wasting precious training time in the same manner that a trainer who begins a session by telling lots of jokes that have nothing to do with the training itself.

If you are a trainer, your mission is to educate. It is just fine to make your training program entertaining, but make sure that the audiovisuals you use relate to and do not detract from the training content. For example, if you use accelerated learning techniques, you might have a slide or cartoon that relates to the metaphor for the training, such as a photo of people white water rafting for a stress management class. You may use entertaining photos, animations or cartoons that reinforce a key point.

But please don’t use so many bells and whistles with your PowerPoint slides that the participants are focused more on the movement of the text than the content of the text.

Mistake #2: Reading the AV with your back to group

There are four things wrong with this picture. First, it is never a good idea to have your back to the participants. It is typically not our most appealing side. Second, when you face away from the group, it breaks contact with the participants. Third, it makes it hard to hear your voice. Fourth, there should only be a few key points up on the screen. So if you have to read the slide, there is probably too much content on it.

Mistake #3: Not using audiovisuals to supplement a lecture

If you are giving a lecture (or better yet, a lecturette), then the reason should be that you have information none of the participants possess. That being the case, you will be providing new learning that needs to accommodate different learning styles. The aural learners will be very happy with the lecture. However, without text, color and/or pictures to view, the visual learners will be left wanting. So make sure to use audiovisuals to supplement your lectures.

Mistake #4: Not using flip charts effectively

Flip charts are wonderful audiovisual aids when they are used properly. Write large, using colors easy to see, such as blue, purple, black, or dark green. Make sure that each page has a title, because we typically use flip charts when we want to retain and post key information.

Use a page for only one topic. Do not save paper by writing different topic points on the same page, even if there is plenty of extra room on the page. It will confuse the participants. Consider jazzing up the flip chart by using colorful markers to create a frame. Try holding two different colored markers in one hand as you frame the page.

Avoiding these four mistakes and using audiovisuals properly should improve your training delivery and presentation. In next week’s Tip, we will add four more mistakes to avoid when using audiovisuals.

May your learning be sweet.

Deborah

Tip #349: Avoid Mistakes When Timing Learning Activities, Part Two

"Every great mistake has a halfway moment, a split second when it can be recalled and perhaps remedied." Pearl Buck

There are ten mistakes that trainers frequently make when they plan and schedule time for learning activities. We considered the first five mistakes in last week’s Tip. This Tip discusses the remaining five mistakes.

Mistake #6: Not Building In Extra Time

Learning activities will rarely take the same amount of time with every group. It is important to build in some extra time so that you will be able to handle unanticipated questions or issues and still accomplish the scheduled activity. It is wise to budget for an extra 15-30 minutes for each activity. It is better to have the time available than to come up short. If the extra time is not needed for the activity, you can always fill it with additional discussion or (the ever popular) end early.

Mistake #7: Not Adapting an Activity to the Time Available

What do you do if you need 50 minutes for an activity, but something [an extended group discussion or a classroom management issue] ends up reducing the time available to 15 minutes? Clearly, the lesson design process determined that this activity was necessary and appropriate. It is better to adapt the planned activity to the shorter timeframe than to throw out the activity. For example, instead of having small groups discuss and report out their conclusions, you can conduct a large group discussion. Instead of small groups discussing a questionnaire, you can read the questions and have the participants signal whether they agree or disagree with the statements. You can then ask representative participants to explain the reason behind their signaled answers.

Mistake #8: Not Building in Time for Breaks

Brain studies have shown that people need breaks approximately every 50 minutes. Otherwise, their brains get saturated and the individuals get exhausted. It is very convenient if the content and learning activities fit neatly into 50- minute modules. But if they don’t, figure out how to split the content and activities in a reasonable place so the participants can take their breaks. For example, explain an activity, assign it and have the participants complete it. Then give a break. After the break, the participants can discuss or debrief the activity.

Mistake #9: Thinking That Participatory Activities Take Too Much Time

First of all, participatory activities are necessary to achieve any learning level higher than knowledge. It is true that some activities require more time than others. However, there are many different brief activities that can accomplish the same learning level. For example, if you want to check participant comprehension, you can use one-minute pop ups or shout outs, five-minute competitive brainstorming or signaled answers to a questionnaire, or ten-minute relay races.

Mistake #10: Not Leaving Enough Time for Closing Activities

There are at least three closing activities that should occur before the end of a workshop. First, there should be some activity that checks for participant comprehension of key content [such as a fill-in-the-blanks worksheet or a quiz game].

Second, there should be sufficient time for the participants to complete a [hopefully simple] workshop evaluation. Third, there should be some general summary [such as individual report-outs of their key take-aways or concluding comments from the instructor].

Avoiding these five mistakes should reduce stress for both the trainer and the participants!

Special Announcement: Our four-day Train the Trainer: Designing and Delivering Dynamic Learning is now scheduled for January 11-14, 2011 in Madison, Wisconsin. There are discounted rates for early bird registration and ASTD members. The brochure with registration form is posted on our website: http://www.laurelandassociates.com. If you have any questions, please do not hesitate to contact me at (608) 255-2010.

May your learning be sweet.

Deborah

Tip #348: Avoid Mistakes When Timing Learning Activities, Part One

"If you have made a mistake, cut your losses as quickly as possible." Bernard Baruch

There are ten mistakes that trainers frequently make when they plan and schedule time for learning activities. We will consider the first five mistakes in this Tip and cover the remaining five mistakes in next week’s Tip.

Mistake #1: Not Telling Participants How Much Time They Have

The best way to keep an activity on schedule is to tell the participants how much time they will have to complete it. Then project a countdown clock on the screen, so they can track their own progress. [Basic countdown clocks are available for free on the Internet]. Since the time you give them is simply an educated guess on your part, you can always increase or decrease the amount of time if necessary and tell the participants the adjusted time frame.

Mistake #2: Allowing Too Much Time for Simple Small Group Discussion

Experience has shown that small groups who have more than eight minutes to complete simple discussion activities, such as a brief questionnaire or a brainstorming activity, will do one of two things. Either they will take an extra break or they will start personal conversations that have nothing to do with the training content. A basic rule of thumb is 8 minutes. If you unobtrusively monitor their activity and listen to their discussions, you will know if they really need more time.

Mistake #3: Allowing Too Little Time for Active Application Activities

The timeframe for active application activities, such as case studies, role-plays or simulation activities, typically needs to incorporate enough time for at least five different elements. First, time to introduce the activity and prepare the participants, such as moving them into different or smaller groups, providing special handouts, or briefing participants who will play certain roles during the activity. Second, time for the participants to read the relevant materials and gather their thoughts. Third, time for the actual activity. Four, time for group report-outs. Five, time to discuss the groups’ general conclusions and summarize their key learning. [Keep in mind that elements four and five may be reversed if the members of the small groups debrief among themselves before they report out to the larger group.]

Mistake #4: Not Giving Time to Reflect Before Brainstorming Activities

Some learners will jump right into a brainstorming activity. Others need time to reflect before they are ready to participate. Make sure to give some time for the participants to collect their thoughts before beginning the brainstorming. If you don’t, some individuals will always participate verbally and others will be silent.

Mistake #5: Omitting Debriefing Time After Activities

After participants work through an activity, they need time to reflect and create their own theories and then articulate them. It is not enough to assign an activity, such as a role-play, and assume the participants learned what they needed to learn through the practice. Debriefing not only gives the participants an opportunity to hear their own thoughts about the practice, but also to learn from others’ experiences.

When planning how much time to allot to a learning activity, it helps to keep David Kolb’s learning cycle in mind: Experiencing, Reflecting, Theorizing, Experimenting. It also helps to remember that different learners are more comfortable at one stage than at another.

Special Announcement: Our four-day Train the Trainer: Designing and Delivering Dynamic Learning is now scheduled for January 11-14, 2011 in Madison, Wisconsin. There are discounted rates for early bird registration and ASTD members. The brochure with registration form is posted on our website: http://www.laurelandassociates.com. If you have any questions, please do not hesitate to contact me at (608) 255-2010.

May your learning be sweet.

Deborah

Tip #347: Avoid Seven Mistakes When Organizing Participant Materials

“A common mistake that people make when trying to design something completely foolproof is to underestimate the ingenuity of complete fools.” Douglas Adams

How the participants’ materials are organized will have a direct impact on the ease in which they are able to locate desired documents both during and after the training program.

Mistake #1: Omitting a Table of Contents.

Trainers hope that their training content is relevant and useful to the participants. Facilitating the participants’ ability to locate specific pages or information would be in everyone’s best interests. The easiest way to do this is with a Table of Contents that identifies the page number for each titled page.

Mistake #2: Not Binding the Materials.

There is nothing so frustrating and time consuming (for both trainer and participants) as participants having to shuffle through paper trying to locate a specific page. It really doesn’t matter if it is stapled, paper clipped, or three-hole punched and in a binder. Just make sure the pages are in order (and all of the pages are there).

Mistake #3: Overlooking Space for Note Taking.

Some participants prefer to take notes. That is how they learn. So meet their need by providing space. There are many ways to accomplish this: leave space intended for note taking and answers on worksheets; leave the back of the previous page blank; use extra large margins or double spacing so there is room for notes; or simply provide blank pages that the participants can insert into their materials.

Mistake #4: Not Separating Key Chapters.

The best way to help participants navigate their training materials when the training is more than one day is to separate the key chapters or content. This can be done with tabs in a binder and/or different colored pages.

Mistake #5: Using Binders Without Pockets.

In lieu of the need to keep a three-hole punch available at all times, it is wise to plan ahead and make sure that, when using a binder, it has pockets in the front and/or in the back. These pockets are easy catch-alls for additional handouts and note pages.

Mistake #6: Not Placing the Title on the Spine of the Binder.

A binder is of little use if it is not easily found in a bookcase. The best way to accomplish this is to make sure that the binder has a slipcase on the front (to slip in a copy of the title page for the training) and on the spine (to slip in basic information, such as the training title and date).

Mistake #7: Not Printing Extra Copies.

It doesn’t matter what quality control for printing is in place, make sure to print extra copies of participant materials. Invariably, someone will be missing a page or a section. If you have extras, you can easily remedy that situation.

Avoiding these seven mistakes will help to ensure that the participants have a ready reference to guide them as they apply their new skills both inside and outside of the classroom.

May your learning be sweet.

Deborah

Tip #346: Avoid Eight Mistakes When Creating Participant Materials

“I don't want to make the wrong mistake.” Yogi Berra

When you really think about it, what is most useful for a participant to take from a training program? A good job aid certainly comes to mind. What about a recipe for success? In other words, how about a workbook or handbook that provides examples and worksheets that walk the participant through the process or procedure under discussion?

It has been said that a picture is worth a thousand words. This might be true, but I doubt it pertains to Power Point slides unless those pictures are labeled for future reference.

Let me be clear. My bias is that participants need to be actively engaged in learning and applying new skills. Therefore, it follows that their materials should be organized and formatted to support their current involvement and future review.

There are eight common and easily avoidable mistakes that training designers make when developing participant materials.

Mistake #1: Copying PowerPoint Slides

PowerPoint slides can be very helpful when used to emphasize a key point through a bullet, picture or comic strip. However, training that is predicated on having the participants take notes on copies of the PowerPoint slides is doomed to be ineffective.

First, if the real meat of the training is actually written on the slides, then the slides are too information-heavy to read and to follow. The participants need written reference pages to which they can refer in the future.

Second, relying on participants to take notes is a catch as catch can proposition. Unless they have their own shorthand, they are likely to miss key information. Again, this problem is eliminated if the participants have reference materials to follow or informational worksheets to fill in the blanks.

Third, information that is printed on PowerPoint slides can, at most, provide knowledge and pose questions to check for participant comprehension. If the object of the training program is to develop observable skills, the participants need to be able to apply what they have learned in a practice session during the training. For this, they need written instructions, guidelines and job aids, and then time to reflect on what they have learned, ideally by writing down and discussing their conclusions.

Mistake #2: Not Numbering Pages.

It may seem obvious, but numbering the pages in a participant manual or handout is the only way to ensure that everyone can quickly and easily locate the desired page.

Mistake #3: Not Titling Pages

Placing titles on pages helps direct the participants’ attention to the topic at hand. The title should serve as a label for the content included on the page.

Mistake #4: Placing Too Much Information on a Page.

There are four problems with this. First, if participants are reading, they are not listening to the trainer. Second, if there is too much information, it is difficult for participants to isolate the key information. Third, the eye can get easily tired after reading a lot of text. Fourth, if it is too much work to read all of the information, participants may tune out in frustration.

Mistake #5: Not Enough White Space.

Each page in the participant manual should be easy to scan. A wider margin (at least 1 inch on either side of the page) assists with this. So does space between paragraphs or items in a list.

Mistake #6: Not Emphasizing Key Information.

Participants need something to focus their attention. It is very helpful when key words or phrases are bold or italicized or underlined. Just don’t get carried away and emphasize everything.

Mistake #7: Using Small Type Sizes.

The only reason to use a small type size is to fit more information on a page, which we already know if not wise. Our mantra should be less rather than more when it comes to information. But in deference to tired, aging, and poorly sighted eyes, make sure to use a type size that is easy to read. That means at least 12 point, although 14 point is a personal preference.

Mistake #8: Using a Serif Font.

It may be a personal preference, but it seems that sans serif fonts (such as Ariel or Calibri) are much easier to read than the serif fonts (Courier or New York). This is primarily due to the fact that the letters in sans serif fonts seem more distinct and clear.

Quite simply, the pages in participant materials need to be written and formatted in such as way as to make key information easy to access and easy to read.

May your learning be sweet.

Deborah

Tip #345: Avoid Six Mistakes in Handling Unhappy Participants

“It has been said that man is a rational animal. All my life I have been searching for evidence which could support this.” Bertrand Russell

There are many reasons why participants in a training program may be unhappy and voice or act out their displeasure during the training session. They may not like the topic, the learning activities, the trainer, the timing or location of the training, the other participants, or the very fact that they are in the training. In addition, they may just be having a bad day, drawing issues into the training room that have more to do with their lives or their work rather than with the training itself.

There are six mistakes that a trainer should avoid when faced with participants who are unhappy.

Mistake #1: Ignoring the situation.

It is miraculous thinking to believe that ignoring a bad situation will make it go away. In fact, whether their issues are real or imagined, participants want to be treated with respect. The only way to handle the situation is to listen carefully to their concerns and then give an honest response. If it is an issue that you can do something about, you can offer to consider it and make adjustments where possible. If it is an issue over which you have no control, you can either sympathize or provide a constructive outlet.

For example, a limited time to vent, problem solve, or make recommendations to resolve the issue can help to dissipate the energy fueling the participants’ concerns. In the latter case, it can also give the participants a needed sense that they have some control over the situation.

Mistake #2: Minimizing participant concerns.

Few people appreciate being told that their concerns are trivial or imagined. When participants voice a concern, whether it is rational or not, it is still their reality. Acknowledge the concern. To the extent possible, distance yourself from the cause or the decision makers responsible for the issue. Create a sense of partnership to support the idea that you are sensitive to their concern and will attempt to provide them with skills or resources to address it.

For example, if participants complain that they will not be allowed to apply their new skills back on the job, a trainer can help them strategize how to persuade their management to give them that opportunity.

Mistake #3: Caving in.

Do not make the mistake of becoming so disheartened by the participants’ unhappiness that you minimize the value of the training you are there to deliver- or worse, gloss over large portions of the training to end the session as quickly as possible. A needs assessment presumably identified their need for this training topic and the choice of learning activities. This is the time for the trainer to work at obtaining participant buy-in to the importance of the training, or at the very least, a willingness to participate.

For example, help them identify the benefits of the training or the consequences of not receiving the training. As a last resort, invite unhappy participants to leave the training (with the understanding that you will need to alert their management).

Mistake #4: Taking it to heart.

As mentioned earlier, there can be a plethora of reasons why participants are unhappy that have nothing to do with the trainer. This may not be readily apparent. Apply a proven negotiation technique and reframe a perceived attack on the trainer into an attack on the problem. If the trainer is willing to take conversations off line to explore the root of the participants’ problems, it can help to put a light on the real cause of their unhappiness. It actually might be useful for the trainer to think of this situation as a positive one, in that the participants feel comfortable enough to voice their issues and complaints.

For example, this may be the first time all of the participants have come together and have the opportunity to discuss their complaints. In this case, the trainer can consider providing time during the training or giving a longer break to encourage conversation.

Mistake #5: Assuming responsibility to resolve organizational issues.

Sometimes trainers, in a sincere effort to be supportive and responsive to participants, will promise more than they can deliver. Be frank about your role, your responsibility and the intended scope of the training. Stay very clear about your ability (or inability) to have a positive impact on significant organizational issues. If you are there to conduct a training program, you really have no authority to get involved or interfere.

For example, this is not the time to become a crusader rabbit to ingratiate yourself with the participants. To do so can be the kiss of death for a trainer. You will only irritate or anger the management that hired you and disappoint those for whom you advocate.

Mistake #6: Denying reality.

There may be (hopefully infrequent) times when the scheduled training is simply not going to meet the needs of the participants. If there are outside issues that affect the participants’ focus and attention, it may be necessary to adjust the training content. In some cases, the only practical solution is to end the session and reschedule it for a future time. It would be unrealistic to attempt to continue with the training as planned.

For example, when the participants’ unhappiness is due to an extreme event, such as a death or a disaster in progress that directly affects the participants, converting the session to a mutual support and problem-solving discussion may be the only constructive response.

In summary, the reasons why participants express unhappiness during a training program frequently have little to do with the training. However, it would be unwise for a trainer to ignore the situation, minimize participant concerns, cave in, take it to heart, assume responsibility to resolve organizational issues, or deny reality.

May your learning be sweet.

Deborah

Tip #344: Avoid Three Mistakes In Responding to Participant Evaluations

“Mistakes are a fact of life. It is the response to error that counts.“ Nikki Giovanni

Trainers generally get feedback from their program participants at the end of a session when the participants are asked to complete a written evaluation sheet. No one really enjoys being criticized, especially when great effort has been made to do something as effectively as possible. It is also unpleasant to be blindsided by negative comments when the trainer has believed the training went well. Avoiding these three mistakes should make the evaluation process more manageable and less upsetting.

Mistake #1: Not creating a learning contract with the participants.

A learning contract is a verbal commitment to let the trainer know (privately) as soon as possible if the training content, learning activities, group facilitation or learning environment is not meeting the participants’ needs. There is no guarantee that all of the participants will honor this commitment. However, it can increase the probability that the trainer will learn about problems when there is still time to address them, rather than waiting to the end of the session.

Mistake #2: Taking negative written comments personally.

Training programs occur in the midst of participants’ lives and issues. As a result, there are many variables that can affect their attitudes and degrees of receptivity to a trainer and a training program. For example, if participants are ordered to attend a mandatory training and do not feel free to criticize management, it is highly likely that the trainer will serve as a ready target. So it is important that a trainer give a program more than once to see if there is a continuing pattern of concerns voiced by the participants. If the concerns continue, then they are worth serious consideration.

Mistake #3: Changing what should not be changed.

Participants have different expectations and learning needs. Some are more comfortable with certain learning activities and training formats, while others take issue with them. The key in responding to participant evaluations is to stay true to the goals and learning objectives for the training program. For example, if there is a pattern of some participants voicing displeasure with an application activity. However, the trainer should first consider another way to introduce the activity that may make participants more comfortable with it. Only then, if there is an alternative that will accomplish the same level of learning, should the trainer make a change.

If there is really no other viable option, then Abraham Lincoln’s observation can be adapted as a useful and practical philosophy for evaluation: “You can please some of the people all of the time, and all of the people some of the time, but you can’t please all of the people all the time!”

May your learning be sweet.

Deborah

Tip #343: Avoid Three Mistakes In Timing Participant Evaluations

“Experience is that marvelous thing that enables you to recognize a mistake when you make it again.” Franklin P. Jones

Trainers make three common mistakes when they choose the best time to have their participants complete written evaluations.

Mistake #1: Waiting until the very end of a multi-day training program to hand out the evaluation sheets.

There are two major problems with this approach. First, the trainer misses getting immediate feedback on the first day of training that could be used to improve the remaining days.

Second, the recency effect means that the participants will be much more likely to give the trainer feedback about their most recent training experience. As a matter of fact, by the afternoon, participants frequently even have difficulty remembering what they did in the morning!

Remedy: Make sure to have participants complete a written evaluation for each day of the training program.

It is also a good idea to check participant satisfaction with the morning session just prior to breaking for lunch. This can be done quickly and easily by simply having the participants vote with the fingers of one hand. Five fingers mean that the participants are completely satisfied and one finger (caution participants to be careful which digit they choose) means there is a real problem that had better be addressed before the afternoon session. The trainer can request that participants who raised less than three fingers meet briefly with the trainer to discuss their concerns.

Mistake #2: Handing out evaluation sheets at the very end of a training session.

There are also two problems with this strategy. First, participants are ready to pack up and get going at the end of a training program. As a result, they often give short shrift to the evaluation, providing minimal feedback.

Second, the energy of the room diminishes significantly when the participants stop to write their evaluations. It doesn’t make sense to have the training end on a low note.

Remedy: Have participants complete their written evaluations before a closing activity that is more upbeat and celebratory.

Mistake #3: Emailing a link to an online evaluation sheet days after the training session.

If participants cannot remember the morning session by the end of the afternoon, imagine how useful their feedback will be after several days have passed.

Remedy: Email links to online evaluation sheets so that participants have them as soon as they return from the training program.

Participant feedback can be very useful to a trainer, as long as the feedback accurately reflects the participants’ training experience. The mantra for participant evaluations should be: the sooner the better. Also, don’t let the energy of the training session fade at the end of the day. Get the evaluations done before a closing activity that helps the program end on a high note.


May your learning be sweet.

Deborah

Tip #342: Avoid Seven Mistakes that Affect Trainer Credibility and Respect

“When you make a mistake, there are only three things you should ever do about it: admit it, learn from it, and don’t repeat it.” Paul “Bear” Bryant

Trainers make seven mistakes that adversely affect their credibility and effectiveness. If you want participants to respect and trust you, follow these suggestions.

Mistake #1. Assuming you are supposed to have all the answers. Just because you are standing in front of the group does not mean that you need to be an expert on the subject. Even if you are an expert, you can still be stumped by a question. If a participant asks a question that you can’t answer, first ask the rest of the group if some has an answer. If no one does, be honest, admit that you don’t know the answer, and promise to find out and get back to them. They say that knowledge is knowing where to find the answers. As long as you follow through on your promise, you will retain your credibility.

Mistake #2. Being afraid to admit that you made a mistake. Trust is an essential element in any learning environment. The participants will be more likely to trust and like you if you are willing to admit when you are wrong. If you do it with humor rather than getting upset about it, the participants will laugh with you, not at you. Your credibility with them will actually increase.

Mistake #3. Not staying aware of what is happening during small group activities. There is the tendency to assume that groups have understood the assigned task and are working well together. Unless you move around the room to listen in on the conversations, you really won’t know if they need assistance, if the assignment needs additional clarification, or if one participant is dominating the discussion. Just be unobtrusive so the participants don’t know that they are being watched.

Mistake #4. Not waiting long enough for participants to answer a question. We are often uncomfortable with silence, so we tend to jump in to rephrase or answer a question much too soon. Participants need time to consider the question and frame their answers. Silently count to ten, or higher if your group is particularly thoughtful. Otherwise, participants will get the impression that you don’t really expect them to answer and are merely asking rhetorical questions. If that happens, you will leave your training session wondering why your participants stopped participating.

Mistake #5. Being afraid to correct incorrect answers to questions. It is a given that participants will sometimes provide the wrong information in response to a question that you ask. Don’t tell them “No, you’re wrong,“ because that will embarrass them and they will not volunteer to answer any more questions. Instead, take responsibility for possibly being unclear when you originally posed the question. Clarify and rephrase the question to coach the participant for a correct response. Bottom line: Don’t ignore or gloss over an incorrect answer, because that will confuse everyone. Calmly and diplomatically get the information back on the right track.

Mistake #6. Not handling disruptive participants. You absolutely need to manage disruptive participants. You create even more problems for yourself if you don’t. Clearly, the learning experience for everyone else will be ruined. Equally important, the other participants will cease to respect you, become uncomfortable, and even feel unsafe because you have not established and maintained control over the classroom.


Mistake #7. Not handling disruptive participants with respect. It doesn’t matter how disruptive a participant may be. The minute you treat that person disrespectfully in front of the group, the entire group will turn against you. Why? They will suddenly feel very vulnerable. Instead, use humor, agree to disagree, ask the group if they agree with the individual, and/or refer to the training room rules of conduct. If none of these approaches are effective, assign a task to the group and ask the disruptive individual to meet with you outside of the classroom.

How you present and handle yourself, the learning process and the participants can positively or negatively impact your credibility and respect as a trainer.

May your learning be sweet.

Deborah

Tip #341: Five Facilitation Mistakes that Trainers Make- And How to Avoid Them

"Strong people make as many and as ghastly mistakes as weak people. The difference is that strong people admit them, laugh at them, and learn from them. That is how they become strong." Richard J. Needham

A good training plan, good content and good learning activities do not automatically ensure a good training experience. The trainer is ultimately responsible for establishing and maintaining an effective learning environment. This begins with training room and training process logistics.

Mistake #1. Not preparing the room. Check all audiovisual equipment and hook ups before the session, to make sure everything is in operating order. Cover or tape down extension cords so that no one trips over them. Have a backup plan in case there is a problem with equipment or software.

Mistake #2. Not checking to see if everyone can hear and see during the session. Always circle the room before a session begins to make sure that all participants will be seated where they can see you and any audiovisuals without obstruction. Move tables and chairs to make adjustments. Then, at the beginning of the session, ask participants to let you know if they can’t hear you or other participants. Also ask them if their seat gives them a clear view and, if not, have them move.

Mistake #3. Not giving breaks. Brain studies have found that people’s brains become overloaded after 50 minutes. If you give the participants ten minute breaks every fifty minutes, you will reap two major benefits. First, they will stay more alert and focused. Second, there will be more beginning and endings to the lesson, which is when participants are most ripe for learning.

Mistake #4. Moving closer to participants who speak too softly. Although it is counterintuitive, you need to move away from soft-spoken people. This will encourage them to speak more loudly so that you (and the rest of the group) can hear them. If you move closer, you will be the only person able to hear what the participant says. In that event, you will continually need to repeat what was said so the group can hear it. This is a great way to lose your voice.

Mistake #5. Talking too much. Limit your lecture to ten minutes, which will keep it a “lecturette.” Then check for participant comprehension by asking or opening up for questions, showing relevant pictures, or assigning a learning activity where the participants have to apply what they have learned so far.

Avoiding these five mistakes will help to ensure that everything possible has been done to set up an effective learning experience and maintain a comfortable learning environment.

May your learning be sweet.

Deborah

Tip #340: Seven Mistakes That Trainers Make When Choosing Learning Activities- And How to Avoid Them

“You must learn from the mistakes of others. You can’t possibly live long enough to make them all yourself.” Sam Levenson

A great part of the fun in designing and facilitating training programs is selecting which learning activities to incorporate. There is such a wide range and variety of activities from which to choose. However, new and seasoned trainers make seven common mistakes that you should avoid.

Mistake #1. Assuming you know more than the participants. You don’t want to waste time or bore them silly teaching them what they already know. So ask a question first. If a participant can answer it, you can move on to the next topic area. Remember this mantra: Ask participants first. Tell them the information only if no one else can answer you. It is important to recognize and honor the collective expertise in the room.


Mistake #2. Not meeting the needs of different learning styles. We tend to train people either the way we like to learn or the way that was modeled for us in school. Using just one training approach will limit your effectiveness and the ability of all participants to learn. It doesn’t matter what learning style model you prefer. Just keep in mind that people learn differently and enrich the learning activities to meet a wide range of learning needs. At the very least, enhance the activities so that the oral, visual and kinesthetic learners are set up for success.

Mistake #3. Scheduling lots of activities that have no real bearing on the training content. In order to lighten up training and make it enjoyable, it can be very appealing to add icebreakers and activities simply for fun. That is a fine approach if you are hired to entertain, not build skills. However, if the participants need to gain new information or practice new skills, there are lots of interactive and enjoyable learning activities that will get the job done.

Mistake #4. Assuming that dry or technical information needs to be taught in a dry or technical manner. There are a number of participant-centered learning activities that will ensure that the necessary learning occurs. Take the key points and place them into a questionnaire for group discussion. Pair up participants to complete an information sheet by finding key points in rules or regulations. Provide a case study to analyze. Choose activities that put the focus and responsibility for learning on the participants. That will bring the content alive and make both the content and the learning process engaging and interesting.

Mistake #5. Not modeling what you want the participants to do. When you give an assignment, make sure that you not only give clear and complete instructions, but you also walk the participants through a brief example of what you want them to do. If you don’t model the assignment, neither an effective learning experience nor a successful outcome will be guaranteed. Instead, you are likely to be unhappy with some of the participants’ results, and that will further frustrate the participants.

Mistake #6. Not debriefing learning activities. Group activities take time, so it is understandable if a trainer wants to skip debriefing in order to move the lesson along. However, often the best learning occurs during the debriefing. Debriefing requires participants to consciously reflect on their experience, develop their own theories, and articulate what they have learned. As each group reports on their activity, the other groups benefit from their ideas and outcomes. The trainer also has an opportunity to refocus the participants when necessary, add additional information, and provide a final summation.

Mistake #7. Giving a lecture after lunch. It probably goes without saying that post-lunch activities need to be highly interactive to keep the participants awake and focused. Despite this truism, many trainers still proceed to lecture anyway because that is where they are in their lesson plan. Don’t be afraid to be flexible. Before the lecture, add in a quick activity that will check for comprehension of the morning’s content. Ideally, this activity should also get the participants up and moving. There are lots of effective kinesthetic learning activities that are quick and easy to set up, such as: a relay race, pop ups, a scavenger hunt, or a gallery walk.

Don’t make these common mistakes. Choose to use relevant and participative learning activities that engage the participants and ensure a vibrant and validating learning experience.

May your learning be sweet.

Deborah

Tip #339: Five Content Mistakes That Trainers Make - And How to Avoid Them

“An expert is someone who knows some of the worst mistakes that can be made in his subject and how to avoid them.“ Werner Karl Heisenberg

Whether you are a new or seasoned trainer, there are five mistakes you should avoid when you design your training programs.

Mistake #1. Not conducting a training needs assessment. Make sure that you know who your participants will be, why they will be attending, and what they are supposed to know or be able to do when they leave the training. Otherwise, you may end up providing the wrong training to the wrong people, wasting everyone’s time.

Mistake #2. Not identifying the desired level of learning. The fallback instructional method for trainers tends to be lecture, which can only provide knowledge. You need to know what the participants should be able to do when they leave the training. Based on that information, you can decide if the desired level of learning is comprehension, application, analysis, evaluation or creation- and select the appropriate learning activities to achieve that level.

Mistake #3. Cramming too much information into one training session. First, there is only so much information that learners can absorb at one time. Otherwise, they have cognitive overload. Second, the need to deliver lots of information tends to result in a long lecture, which will probably not accomplish the desired level of learning or meet the needs of other learning styles. Third, you need to manage your clients’ expectations and give them just-in-time training in effective adult learning principles. Focus on the critical information and provide reference materials to support the remaining information. This way you can take the time necessary to check for participant comprehension and give them an opportunity to apply what they have learned.

Mistake #4. Putting times on agendas. You need the flexibility to take more or less time when you need it, depending on the group. If you write times next to agenda items, some participants will start to worry if the session is not where the agenda says it should be. Save the participants from needless concern and yourself from unnecessary aggravation. Put the times on your agenda, not theirs.

Mistake #5. Placing all training information on Power Point slides. Training information belongs in the participants’ manuals or handouts. Power Point should only be used to augment the training, not deliver the training. It is an audiovisual on which there should just be a few points or pictures per slide that emphasize or summarize important content.

Following these suggestions will help to ensure that you train the right people at the right learning level with the right amount of information and the right learning activities.

May your learning be sweet.

Deborah

Tip #338: If You Want Employees to be Productive: Tell Them What They Need To Know

"I'm slowly becoming a convert to the principle that you can't motivate people to do things, you can only demotivate them. The primary job of the manager is not to empower but to remove obstacles." Scott Adams

If a business wants to be effective in this (or any other) economy, the key is to make sure employees can be as productive as possible. This can be accomplished by using effective performance management and making sure that employees are able to make informed decisions.

What role does performance management play?

It is impossible to hit a target that is not identified. Employees need to know what they are expected to do, how well they are expected to do it, and how their performance will be measured.

For example: A newly hired trainer in a consulting firm was told that he was expected to meet with clients, identify their training needs, design a training program and deliver it to the satisfaction of the clients and the supervisor. The supervisor would wait until the trainer had delivered a new program twice (to work out some of the bugs) before sitting in to observe the training.

When the first session of the training went terribly, the new trainer did not wait for the supervisor to come to observe the third session. He went to the supervisor immediately to discuss the problem and identify some solutions.
The employee took responsibility for his performance, which is what a supervisor wants.

Why do employees need to understand the back story?

Performance management will tell employees what they should do, when they should do it, and how well they should do it. It does not necessarily tell them the reason behind the task or assignment. Without knowing this, it is very difficult for the employee to make effective decisions.

For example: The owner of a printing company complained that delegation did not work with his employees. When pressed for an example, he explained that he had recently needed to leave the plant. He called one of his employees into his office and explained that a customer would be calling about a printing order. The owner told the employee what he should say to the customer when the customer called.

Obviously, the owner did not tell the customer what her side of the script should be. When the customer called, the customer asked a question that the employee was unprepared to answer. The employee was afraid to make the wrong decision, so he made no decision.

The owner pointed to this situation as an example of the failure of delegation. It was actually a failure of communication on his part. This wasn’t intentional. The owner had had many previous conversations with the customer. He just forgot that the employee did not have the benefit of that information. If he wanted the employee to really be able to serve the customer effectively, the owner needed to explain the background and context of the customer situation. Just providing a script of what to say was insufficient.

If we want employees to be productive, we need to give them what they need to know so that they can take responsibility to monitor and improve their own performance and make decisions to fulfill delegated duties.


May your learning be sweet.

Deborah

Tip #337: If You Want Employees to be Productive: Help Them Feel Important

“Three people were at work on a construction site. All were doing the same job, but when each was asked what the job was, the answers varied. Breaking rocks, the first replied. Earning my living, the second said. Helping to build a cathedral, said the third.” Peter Schultz

If a business wants to be effective in this (or any other) economy, the key is to make sure employees can be as productive as possible. This can be accomplished by helping employees feel valued and important, as well as helping them see the big picture.


Why should businesses help employees feel important?

An employee who feels valued and important is much more likely to come to the job with pride and do the work as well as humanly possible.

For example: A group of managers were taking a tour of an assembly line for a pen manufacturer. They asked each person along the line to explain their responsibilities. Then they came to a woman who had the very obvious task of buffing the clips and placing them on the pens. Since they knew that she had seen them talk with everyone else, they asked her what she did. They fully expected her to simply tell them that she put the clips on the pens.

However, what she said was this: “I am responsible for the image of our company. If the clip isn’t buffed so it shines and if it isn’t perfectly aligned on the pen, then the person who purchases our pen will have a rumpled lapel pocket- and that is not the image we want for our company.”

Someone in the company had taken the time to imbue this woman’s work with great dignity and importance. The additional benefit is that, if they need her to temporary assist with packaging the pens, she is going to be equally committed to doing a good job. Why? Because she doesn’t want her perfectly buffed and aligned clips to be scratched or jostled in transit.

Why is seeing the big picture essential to employee performance?

It has a huge positive impact on productivity and quality when employees understand the consequences of their performance.

For example: During a lead worker training program for an assembly plant that made anti-lock brakes for cars, the trainer determined that the participants never walked new hires down the entire line so that they could see the final product. They simply showed them what to do at their point in the assembly process.

When asked if they thought it might be a good idea to show new hires the final product, one woman strongly agreed. Her daughter and granddaughter had recently been in a car accident and the anti-lock brake saved their lives. The woman was awestruck that she might have helped to manufacture that anti-lock brake. She finally realized that what she did on the job could have life or death consequences. Clearly, this insight would give even the most mundane assembly job a sense of importance and purpose.

If we want employees to be productive, we need to dignify their jobs and help them see that their performance has a significant impact on the success of the organization.


May your learning be sweet.

Deborah

Tip #336: If You Want Employees to Be Productive: Give Them What They Need

“Give us the tools, and we will finish the job.” Winston Churchill

If a business wants to be effective in this (or any other) economy, the key is to make sure employees can be as productive as possible. This can be accomplished by: giving them what they need to be successful, and removing system barriers to employee performance.

What do employees need to be productive?

The quality management guru W. Edwards Deming said: “Eighty-five percent of an employee’s ability to perform successfully on the job depends upon the system.” By the system, he meant the policies and procedures, management style and resources of the organization.

For effective performance, employees need: clear direction, reasonable expectations, timely training, constructive feedback, good work relationships, a fair wage, ongoing communication, necessary tools, possible accommodations, etc. All of these items originate with the organization.

For example: Customer service representatives were placed in a no-win situation. The organization set a performance standard of serving a specific number of customers per hour. Yet the organization also insisted that the customer service representatives handle calls to the customers’ satisfaction. It simply was not possible to meet these conflicting expectations.

What gets in the way of effective job performance?

Assuming that employees want to do a good job, are capable of performing the work, and have been effectively trained, then the key deterrent to employee performance tends to be system barriers.

System barriers can include: the lack of a specific tool, inconsistent policies, redundant procedures, unrealistic performance expectations, malfunctioning equipment, plugged communication networks, etc.

For example: A long term metro bus employee was responsible for handling questions about bus policies and routes for elderly and incapacitated individuals. However, the employee was screaming at callers, cursing them out and slamming the phone down. This behavior had been going on for six months (which is five months and 30 days longer than it should have been tolerated!).

After much questioning, the supervisors were able to pinpoint what had happened six months prior to cause the employee to act out in this way. They had moved the employee from the bus barn, where she had access to the bus drivers, could get information about the bus routes, and have backup when she needed to have a break. She was now alone in a small building across the street with only one incoming phone line. She had been inadvertently set up to fail.

She had tried unsuccessfully to bring the problem to her manager, but her concerns had not been addressed. Her behavior toward bus riders was inappropriate and unacceptable, but her frustration was certainly understandable.

Once the metro bus supervisors understood that this was a failure of the system rather than the employee, they identified a variety of system adjustments (including another phone line, back up, and anger management training) that would enable the employee to perform her job.

If we want employees to be productive, we have to set them up to succeed by giving them what they need to do their jobs and making sure that organizational policies, procedures, and systems support them.


May your learning be sweet.

Deborah

Tip #335: Six Steps That Organizations Often Overlook During a Major Change Initiative

“Any change, even a change for the better, is always accompanied by drawbacks and discomforts." Arnold Bennett

When organizations are in the throes of major change, managers are often so focused on the logistics of maintaining production levels during the change process that they overlook the emotional needs of their employees.

Employees have hopes and expectations of their role in the organization, worries and fears about how the changes will affect them, and a finite amount of emotional energy and physical stamina to cope with the uncertainty that accompanies change.

If you want your employees to be more receptive to changes and more willing to implement them, there are six key action steps you can take during the change process that will help to ensure their emotional well being.

1. Hold frequent staff meetings, even if you don’t know anything new. Your staff needs to trust that the lines of communication are open and that they are being kept up to date. It is perfectly all right to tell them that there is nothing new to report, but you promise to them know as soon as you hear something.

If you don’t, staff will imagine worst-case scenarios, and staff morale and performance will both plummet.

2. Validate staff performance and accomplishments. Your staff needs to know that you appreciate what they have done in the past and that you are proud of their continuing performance even in the face of uncertainty. They need reassurance that upcoming changes do not mean that their previous work is incorrect or ineffective.

If you don’t, staff will feel very threatened and become very resistant to the changes.

3. Keep staff concerns at a low level. When radical or even minor changes occur in job responsibilities, performance expectations, reporting relationships, or work environments, your staff needs to believe that you will give them the time, training, resources and support they need to continue to be productive.

If you don’t, staff anxiety and stress will adversely affect their physical health and their professional commitment.

4. Make sure that staff know WHY the change is necessary. Your staff needs to understand the origin of the change, the intended goals of the change, as well as the expected consequences if the change is not implemented.

If you don’t, staff will be unable to assess what additional actions or adjustments might be necessary to ensure that the change achieves the intended goals.

5. Get staff involved in planning the changes. Your staff needs to feel that they have some control over the changes that will affect them. If they cannot provide input on the change itself, at least make sure that they have input in how the change is implemented.

If you don’t, staff will not feel committed to the change because they lack any sense of ownership or control.

6. Celebrate with staff as each stage of the change is completed. Staff need to feel that you recognize and appreciate the time, energy, and commitment involved in accomplishing the changes. Change is exhausting, so it helps to celebrate the achievement of each milestone.

If you don’t, staff will feel that they are seen as mere cogs in the wheel of change rather than as valued contributors, and their energy and commitment to implementation will decrease exponentially.

If you want your major change initiatives to be successful, you have to take the necessary steps to satisfy the emotional needs of your staff. If you overlook the potential emotional fallout as a result of the change process, it is almost a certainty that your staff will be less receptive to the change and less willing to implement it.

Tip #334: The Three Questions You Need to Answer If You Want an Effective Training Program

“Asking the right questions takes as much skill as giving the right answers.” Robert Half

When supervisors and program managers send out requests for training programs, they often describe the training they seek in very general terms. They will tell a training provider that they would like a program on customer service, stress management, meeting management, conflict management, or team building, etc.

They can be initially satisfied when a training provider offers a pre-designed “off-the-shelf” program. The two greatest benefits of pre-packaged programs are the facts that they save clients both time and effort. These training programs are easy to find, easy to schedule, and easy to deliver. There is no fuss, no muss, and no deep thinking required on the part of either party.

“Off-the-shelf” training programs frequently have good content and relevant learning activities. However, they have to take a very general approach in order to appeal to the largest possible audience. As a result, they are designed to cover typical topical content and concerns.

For this reason, it is difficult for these programs to ultimately be effective. This is because the organization will always have very specific needs that are not anticipated or incorporated into the program.

If you have the responsibility to find a training program for your organization, you really want to speak with a training provider who will ask you three key questions:

First: Who is the target audience?

Training has to be designed with the target audience in mind. Discussion around this question will generate vital information, such as:

a. What the demographics of the participants are;
b. How many participants will be involved;
c. How receptive the participants will be to the content;
d. What level of skill or knowledge they already have (or think they have) in this
content area; and
e. Why the learning is important to the participants from their perspective.

Second: Why do you feel that there is a need for this specific training?

The obvious problem is rarely the problem, and training may not be the solution, so this is a critical question. Discussion around this question will clarify:

a. What problems the training is intended to solve;
b. Whether these problems would be better addressed through system changes or
performance management actions, rather than through a training program;
c. What knowledge or skills need to be developed or strengthened;
d. Whether the requested training content will actually address the problem or a
different focus is necessary; and
e. Whether the people who really need the training have been identified as the
target group.

Third: What do you want the participants to know or do differently when they leave the training?

A training provider needs to both specify and manage a client's expectations. The answer to this question will:

a. Clarify the training requestor’s specific expectations;
b. Determine the learning objectives and content for the training program;
c. Create an objective basis for measuring the effectiveness of the program;
d. Provide an opportunity to negotiate the logistics necessary to achieve these
expectations, such as the length of time, location, and schedule for the training
program; and
e. Open discussion about what training can realistically accomplish and what the
organization will need to do to reinforce the training.

Training requestors will frequently need to go back to their organizations and discuss the answers to these questions before they can have a well-informed discussion with a training provider.

Yes, this will require a greater time and effort on the part of the organization than simply using a pre-designed program. However, the organization that invests in answering these three questions will ultimately save both time and money, and set their participants up for success:

a. The right solution to the problem will be identified (which will avoid unnecessary
training);
b. The right people will be in the right training program; and
c. The right knowledge and skills will be developed.


May your learning be sweet.

Deborah

Tip #333: It Helps to Lighten Up: How Humor Can Enrich Any Learning Situation

"The human race has only one effective weapon and that is laughter. The moment it arises, all your irritations go away, and a sunny spirit takes their place." Mark Twain

It might surprise you to learn that there is an actual Association for Applied and Therapeutic Humor. It certainly surprised me! According to their website, therapeutic humor is: "Any intervention that promotes health and wellness by stimulating a playful discovery, expression or appreciation of the absurdity or incongruity of life's situations."

I have found that humor is a vital training tool.

Humor can help individuals feel more comfortable participating in different learning activities. For example, when the assignment is to answer a questionnaire, I offer the participants a choice. They can either work alone or in a group. I warn them, however, that I will be calling on individuals to give an answer. If the person worked alone and gives an incorrect answer, there is no one else to blame. However, if the person worked with a group, it is possible to blame the group for an incorrect answer. In that event I will offer (tongue in cheek) to move the person to a smarter table. This adds humor and provides a safe way for individuals to save face if they do not have the correct answer.

I also try to include at least one humorous statement on the questionnaire, to further relax the participants so that they will respond to the statements in a more complete and honest manner. For example, a questionnaire about different aspects of conducting performance evaluations may include the statement: "Performance evaluation is a royal waste of time!" I always know when I hear their laughter that they have reached that part of the questionnaire. it also gives them the freedom to voice their real concerns in a lighter context.

I use humor to prompt participant responses when no one volunteers to answer a question that I've posed. Sometimes, they really don't realize that I would like them to respond. I'll say:"I'm sorry, perhaps you thought that was a rhetorical question. Let me explain our process- I ask a question and then you answer it!" We all can laugh about that and then they will start answering my questions.

When I want to get participants in a more creative frame of mind for a brainstorming activity, I will start them off by posing a humorous question. For example, "How is coaching like a water sprinkler?" Because it is unexpected and unusual, the question generally elicits both funny and wise responses. This experience primes them to brainstorm more effectively about a more serious question.

The idea of a role-playing activity always tends to worry and even frighten some participants. If they voice an objection to role-playing an issue of concern to themselves, I merely ask them to help other participants with their issue by assuming the role of the other individual in the role-play. In this case, I give them instructions to be as extreme as possible in their responses, in order to give the person who is working through the issue sufficient opportunity to practice their new skills. They usually have so much fun playing the extreme role that they relax and volunteer to work through their own issue.

When you are giving a lecturette or providing instructions for an activity, it helps to have a sense of humor when you forget what you were about to say. At one time or another, trainers will get distracted and lose their train of thought. We have a choice- to get upset, which will further disrupt our thought process- or to laugh at ourselves. I prefer to laugh at myself, because it gives the participants permission to relax and laugh along with me. I will ask if anyone was listening to me, because I wasn't- or say that I'm going to go out of the room and then start again when I come back in.

All of this does not mean that you should run out and buy a joke book or schedule an operation to graft on a funny bone. Just keep in mind that humor can be a very effective approach to training- and lighten up!

How do you use humor to enrich learning in your training programs? Please write in with your own methods of using humor and I'll print them in the next Tip.

May your learning be sweet.

Deborah