Monday, October 25, 2010

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

Monday, October 18, 2010

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

Monday, October 11, 2010

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

Saturday, October 2, 2010

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