tag:blogger.com,1999:blog-66673424728924451492024-02-20T06:35:14.105-08:00Laurel and Associates, LtdLaurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.comBlogger389125tag:blogger.com,1999:blog-6667342472892445149.post-5299960644665933232011-08-22T17:58:00.000-07:002011-08-22T18:02:48.804-07:00My blog has moved!<span style="font-size:85%;"><span style="font-family: verdana;">Hello!
<br />
<br />Thank you for following my Laurel Learning Tips blog. We have moved it to <http: com="" blog="">. You will find the most recent posts at that site.
<br />
<br />Thank you.
<br />
<br />May your learning be sweet!
<br />
<br />Deborah
<br /></http:></span></span>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-14125327947814476162011-08-22T05:00:00.000-07:002011-08-22T05:00:10.014-07:00Tip #388: In Praise of Participants Who Continually Think and Question <style> <!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:-536859905 -1073711037 9 0 511 0;} @font-face {font-family:Times; panose-1:2 0 5 0 0 0 0 0 0 0; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:"MS 明朝"; panose-1:0 0 0 0 0 0 0 0 0 0; mso-font-charset:128; mso-generic-font-family:roman; mso-font-format:other; mso-font-pitch:fixed; mso-font-signature:1 134676480 16 0 131072 0;} @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; 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mso-ascii-font-family:Calibri; mso-ascii-theme-font:major-latin; mso-fareast-font-family:"MS 明朝"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:major-latin; mso-fareast-language:JA;} @page WordSection1 {size:8.5in 11.0in; margin:1.0in 1.0in 1.0in 1.0in; mso-header-margin:.5in; mso-footer-margin:.6in; mso-paper-source:0;} div.WordSection1 {page:WordSection1;} --> </style> </p><p class="MsoNormal"><b style="mso-bidi-font-weight:normal"><span style="font-family:Verdana;font-size:10.0pt;"> </span></b><span style="font-size:85%;"><b style="font-family: verdana;"><span style="font-family:Verdana; mso-fareast-Times New Roman"">"</span></b><i style="font-family: verdana;"><span style="font-family: Verdana;mso-fareast-Times New Roman";mso-bidi-font-weight:bold">Who questions much, shall learn much, and retain much."</span></i><i style="font-family: verdana;"><span style="font-family: Verdana;mso-fareast-Times New Roman""> </span></i></span><span style="font-family: verdana;font-family:";font-size:85%;" >Francis Bacon</span> </p><p style="font-family: verdana;" class="MsoNormal"><span style="font-family:Verdana; mso-bidi-font-size:85%;" > </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-family:Verdana; mso-bidi-font-size:85%;" >Every now and then, there is a participant in a training session who asks thoughtful question after question. In those instances, it can be a real challenge for a trainer to stay focused on the lesson and not get frustrated or impatient. However,</span><span style=" font-family:Verdana;mso-fareast-MS 明朝";mso-fareast-theme-font: minor-fareast;mso-fareast-language:JAfont-size:85%;" > participant questions that are asked out of a sincere desire to learn and understand can benefit the participant, the trainer and the rest of the learners in several ways.</span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-family:Verdana; mso-bidi-font-size:85%;" > </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-family:Verdana; mso-bidi-font-size:85%;" >Participants who continually think and question force the trainer to give better explanations, provide greater clarity and consider alternative perspectives.</span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-family:Verdana; mso-fareast-MS 明朝";mso-fareast-theme-font:minor-fareast; mso-fareast-language:JAfont-size:85%;" > </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"><b style="mso-bidi-font-weight:normal"><span style="font-family:Verdana;mso-fareast-MS 明朝"; mso-fareast-theme-font:minor-fareast;mso-fareast-language:JA">1.<span style="mso-spacerun:yes"> </span>Better Explanations</span></b></span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-family:Verdana; mso-fareast-MS 明朝";mso-fareast-theme-font:minor-fareast; mso-fareast-language:JAfont-size:85%;" > </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-family:Verdana; mso-fareast-MS 明朝";mso-fareast-theme-font:minor-fareast; mso-fareast-language:JAfont-size:85%;" >Participant questions can be a useful indication that the trainer is operating on an unconsciously competent level. This happens when trainers know a topic so well that they make connections and follow steps automatically, without any thought to what they are doing. As a result, they neglect to mention certain pieces of information because that information is already hot-wired into their brains. </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-family:Verdana; mso-fareast-MS 明朝";mso-fareast-theme-font:minor-fareast; mso-fareast-language:JAfont-size:85%;" > </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-family:Verdana; mso-fareast-MS 明朝";mso-fareast-theme-font:minor-fareast; mso-fareast-language:JAfont-size:85%;" >Technical experts are particularly likely to have this tendency, although any trainer who has performed or taught a procedure or the same information over and over again can also fall prey to this error of omission.</span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-family:Verdana; mso-fareast-MS 明朝";mso-fareast-theme-font:minor-fareast; mso-fareast-language:JAfont-size:85%;" > </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-family:Verdana; mso-fareast-MS 明朝";mso-fareast-theme-font:minor-fareast; mso-fareast-language:JAfont-size:85%;" >Thoughtful participant questions should cause trainers to slow down, rewind, and reteach more carefully, paying conscious and deliberate attention so that they provide all of the information that the learners require.</span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"><b style="mso-bidi-font-weight:normal"><span style="font-family:Verdana;mso-fareast-MS 明朝"; mso-fareast-theme-font:minor-fareast;mso-fareast-language:JA"> </span></b></span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"><b style="mso-bidi-font-weight:normal"><span style="font-family:Verdana;mso-fareast-MS 明朝"; mso-fareast-theme-font:minor-fareast;mso-fareast-language:JA">2.<span style="mso-spacerun:yes"> </span>Greater Clarity</span></b></span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-family:Verdana; mso-fareast-MS 明朝";mso-fareast-theme-font:minor-fareast; mso-fareast-language:JAfont-size:85%;" > </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-family:Verdana; mso-fareast-MS 明朝";mso-fareast-theme-font:minor-fareast; mso-fareast-language:JAfont-size:85%;" >Sometimes, the examples or explanations that a trainer chooses to use are somewhat vague or confusing. In such cases, participant questions indicate a real need for trainers to give careful consideration to coming up with better and clearer explanations. </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-family:Verdana; mso-fareast-MS 明朝";mso-fareast-theme-font:minor-fareast; mso-fareast-language:JAfont-size:85%;" > </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-family:Verdana; mso-fareast-MS 明朝";mso-fareast-theme-font:minor-fareast; mso-fareast-language:JAfont-size:85%;" >The best examples and explanations highlight the critical attributes of the new learning. These critical attributes are what distinguish what is being learned from everything else. When trainers take the time to recognize and articulate critical attributes, they are less likely to gloss over key information.</span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-family:Verdana; mso-fareast-MS 明朝";mso-fareast-theme-font:minor-fareast; mso-fareast-language:JAfont-size:85%;" > </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"><b style="mso-bidi-font-weight:normal"><span style="font-family:Verdana;mso-fareast-MS 明朝"; mso-fareast-theme-font:minor-fareast;mso-fareast-language:JA">3.<span style="mso-spacerun:yes"> </span>Alternative Perspectives</span></b></span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"><b style="mso-bidi-font-weight:normal"><span style="font-family:Verdana;mso-fareast-MS 明朝"; mso-fareast-theme-font:minor-fareast;mso-fareast-language:JA"> </span></b></span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-family:Verdana; mso-fareast-MS 明朝";mso-fareast-theme-font:minor-fareast; mso-fareast-language:JAfont-size:85%;" >Participant questions can reframe how the trainer and the other learners perceive the content under discussion. Because the learners are viewing the information with new eyes, they may see things differently than the trainer does. Participant insights can shed new light on a topic, open up a previously unexplored variation on a theme, or generate an entirely new approach to a situation.</span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-family:Verdana; mso-fareast-MS 明朝";mso-fareast-theme-font:minor-fareast; mso-fareast-language:JAfont-size:85%;" > </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-family:Verdana; mso-fareast-MS 明朝";mso-fareast-theme-font:minor-fareast; mso-fareast-language:JAfont-size:85%;" >This is one of the real gifts of participant-centered training programs: when participants are free to ask questions, the trainer also gets to learn and grow. </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-family:Verdana; mso-fareast-MS 明朝";mso-fareast-theme-font:minor-fareast; mso-fareast-language:JAfont-size:85%;" > </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style=" ;font-size:85%;" >Thank goodness for those participants who continually ask questions. Their desire to understand and explore a topic from a variety of perspectives reflects their strong commitment to learning. Their questions, and the answers and discussion that they generate, can result in better and deeper learning for everyone involved.</span></p><p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">
<br /></span></p><p style="font-family: verdana;" class="MsoNormal"><span style=" ;font-size:85%;" >May your learning be sweet.</span></p><p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">
<br /></span></p><p class="MsoNormal"><span style="font-family:Verdana; mso-fareast-MS 明朝";mso-fareast-theme-font:minor-fareast; mso-fareast-language:JAfont-family:";font-size:10.0pt;" ><span style="font-size:85%;"><span style="font-family: verdana;">Deborah</span></span>
<br /></span></p> <p class="MsoNormal"><span style="font-family:Verdana; mso-fareast-MS 明朝";mso-fareast-theme-font:minor-fareast; mso-fareast-language:JAfont-family:";font-size:10.0pt;" > </span></p> <p></p><p class="MsoNormal"><span style="font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-MS 明朝";mso-fareast-theme-font: minor-fareast;mso-hansi-theme-font:major-latin;mso-fareast-language:JAfont-family:";font-size:14.0pt;" > </span></p> Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-26028129138104381522011-08-15T05:00:00.000-07:002011-08-15T05:00:15.667-07:00Tip #387: Don’t be Afraid to Use Participatory Learning Activities<style> <!-- /* Font Definitions */ @font-face {font-family:"MS 明朝"; mso-font-charset:78; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:1 134676480 16 0 131072 0;} @font-face {font-family:Verdana; panose-1:2 11 6 4 3 5 4 4 2 4; 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mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;} @font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:-520092929 1073786111 9 0 415 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:14.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:major-latin; mso-fareast-font-family:"MS 明朝"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:major-latin; mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA;} .MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-size:14.0pt; mso-ansi-font-size:14.0pt; mso-bidi-font-size:14.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:major-latin; mso-fareast-font-family:"MS 明朝"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:major-latin; mso-fareast-language:JA;} @page WordSection1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.WordSection1 {page:WordSection1;} --> </style> <p class="MsoNormal"><span style="font-size:85%;"><b style="mso-bidi-font-weight:normal"><span style="font-family:Verdana;"><br /></span></b></span></p><span style="font-size:85%;"><i style="mso-bidi-font-style:normal"><span style="font-family:Verdana;">“Knowledge is the antidote to fear.”</span></i></span><span style="font-family:Verdana;font-size:85%;"> Ralph Waldo Emerson<br /><br /></span><p class="MsoNormal"> </p><p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">The idea of using participatory learning activities is alarming to many trainers for three basic reasons. First, they operate under the mistaken assumption that participatory activities require a great deal of time and money to create and deliver. Second, they fear that they will lose credibility if they move away from expert lectures. Third, they are concerned about losing control over the content and the learners.</span></p><p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"><br /></span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">It is true that there are costly participatory learning activities on the market that offer lots of bells and whistles. It is also true that are many participant-centered activities that are easy to create, take little time to deliver, and cost next to nothing.<br /></span></p><p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"><br /></span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">As for losing credibility as the expert who delivers the training, there is nothing farther from the truth. Regardless of the learning activity, it is ultimately the trainer who has the final word. </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"><br /></span></p><p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">Although facilitative skill in classroom management is necessary, there is also no reason for trainers to lose control over the content or the learners.</span></p><p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"><br /></span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-size:85%;"><b style=""><span style="font-family:Verdana;">1.<span style="mso-spacerun:yes"> </span>Participatory activities can be quick and inexpensive to create and deliver.</span></b></span></p><p class="MsoNormal"><span style="font-size:85%;"><b style="mso-bidi-font-weight:normal"><span style="font-family:Verdana;"><br /></span></b></span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">Simple participatory learning activities can be very effective. The point of engaging learners is to give them an opportunity to either check their comprehension or practice using what they have learned. </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"><br /></span></p><p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">Simple inexpensive activities that check for comprehension and are quick and easy to create and administer include:<span style="mso-spacerun:yes"> </span>paper and pencil questionnaires, crossword puzzles, small group brainstorming, a relay race to complete words or phrases on a flip chart, pop ups that involve participants standing to volunteer answers, small group discussion to solve a problem situation, and responding to questions about a visual on the screen. </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"><br /></span></p><p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">Simple inexpensive hands on activities that are quick and easy to create and give learners practice using what they have learned include having them: make computations, operate equipment, simulate interpersonal communication situations, and/or demonstrate procedures.</span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-size:85%;"><b style=""><span style="font-family:Verdana;"><br /></span></b></span></p><p class="MsoNormal"><span style="font-size:85%;"><b style=""><span style="font-family:Verdana;">2.<span style="mso-spacerun:yes"> </span>The trainer is always the expert, regardless of the learning activity.</span></b></span></p><p class="MsoNormal"><span style="font-size:85%;"><b style="mso-bidi-font-weight:normal"><span style="font-family:Verdana;"><br /></span></b></span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">The reason that the trainer is in the front of the room is that the trainer has respected expertise in the subject area. The question is when the focus of the training belongs on the trainer and when it belongs on the learners.<br /></span></p><p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"><br /></span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">If the training content is completely new to the learners, the focus must first be on the expert trainer who can present, explain and demonstrate the content.</span><span style="font-family:Verdana;font-size:85%;"> Then the focus needs to move to the learners as they practice the new content and develop a level of mastery.</span></p><p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"><br /></span> </p><p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">However, during learner practice, the trainer remains responsible for coaching, guiding and re-teaching where necessary. At the conclusion of the learner practice, the trainer is also responsible for confirming or correcting the learners’ answers and results. After all, the trainer is the recognized expert.</span></p><p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"><br /></span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-size:85%;"><b style=""><span style="font-family:Verdana;">3.<span style="mso-spacerun:yes"> </span>The trainer can maintain control over the content and the learners during participatory activities.</span></b></span></p><p class="MsoNormal"><span style="font-size:85%;"><b style="mso-bidi-font-weight:normal"><span style="font-family:Verdana;"><br /></span></b></span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">Basic facilitation skills in classroom management that enable the trainer to maintain control include:<br /></span></p><p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"><br /></span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">a.<span style="mso-tab-count:1"> </span>modeling the desired behavior in an example before the learners work on their own;</span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">b.<span style="mso-tab-count:1"> </span>providing detailed instructions;</span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">c.<span style="mso-tab-count:1"> </span>clarifying the desired end result of the activity;</span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">d.<span style="mso-tab-count:1"> </span>allocating a specific time period for the activity;</span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">e.<span style="mso-tab-count:1"> </span>monitoring the activity;</span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">f.<span style="mso-tab-count:1"> </span>intervening where necessary to clarify instructions or better focus a small group on the desired activity;</span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">g.<span style="mso-tab-count:1"> </span>keeping learners apprised of the amount of time they have remaining to complete the activity;</span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">h.<span style="mso-tab-count:1"> </span>closing down the activity;</span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">i.<span style="mso-tab-count:1"> </span>debriefing the activity by drawing answers or results from one or more work groups; and</span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">j.<span style="mso-tab-count:1"> </span>confirming or correcting group<span style="mso-spacerun:yes"> </span>answers or results.</span></p><p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"><br /></span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">The trainer is actually in control of the activity at all times. The trainer has designed the activity, can guide the learners in the direction they need to go, can stop the activity to clarify and refocus where necessary, and will have the final say regarding the time the activity takes and the learning that occurs.<br /></span></p><p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"><br /></span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">Participatory learning activities can be inexpensive, quick and easy to design, and result in effective learning that builds learner mastery. When trainers embrace participatory learning activities in lieu of lecture, they still retain expert credibility and content control. The only real difference is that now the learners are doing the work rather than the trainer! Isn’t that the way it should be?</span></p><p class="MsoNormal"><br /></p><p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">May your learning be sweet.</span></p><p class="MsoNormal"><br /></p><p class="MsoNormal"><span style="font-family:Verdana;font-size:85%;">Deborah<br /></span></p>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-44648643988253743252011-08-08T05:00:00.000-07:002011-08-08T05:00:09.144-07:00Tip #386: The Value of Being Willing to Admit: “I Don’t Understand”<style> <!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:-536859905 -1073711037 9 0 511 0;} @font-face {font-family:Times; panose-1:2 0 5 0 0 0 0 0 0 0; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:"Cambria Math"; 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mso-hansi-theme-font:major-latin; mso-fareast-language:JA;} @page WordSection1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.WordSection1 {page:WordSection1;} --></style> <p class="MsoNormal"><u><span style="font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:14.0pt;" ><span style="text-decoration:none"></span></span></u> <style> <!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:-536859905 -1073711037 9 0 511 0;} @font-face {font-family:Times; panose-1:2 0 5 0 0 0 0 0 0 0; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;} @font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:-520092929 1073786111 9 0 415 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; mso-bidi-font-size:10.0pt; font-family:Arial; mso-fareast-font-family:Times; mso-bidi-font-family:"Times New Roman";} .MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-size:14.0pt; mso-ansi-font-size:14.0pt; mso-bidi-font-size:14.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:major-latin; mso-fareast-font-family:"MS 明朝"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:major-latin; mso-fareast-language:JA;} @page WordSection1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.WordSection1 {page:WordSection1;} --> </style> </p><p class="MsoNormal"><span style="font-size:85%;"><i style=""><span style="font-family:Calibri;">“You don’t understand anything until you learn it more than one way.”<span style=""> </span></span></i></span><span style="font-family:Calibri;font-size:85%;"><span style="">Marvin Minsky</span></span></p><p class="MsoNormal"><span style="font-family:Calibri;font-size:85%;"><span style=""><br /></span></span><span style="font-size:85%;"><i style="mso-bidi-font-style:normal"><span style="mso-bidi-font-family:Calibri;mso-ascii-theme-font:major-latin; mso-fareast-font-family:"Times New Roman";mso-hansi-theme-font:major-latin; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" ><span style="mso-spacerun:yes"> </span></span></i></span></p><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" ></span><p class="MsoNormal"> </p><p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" > </span></p> <p class="MsoNormal"><span style=";font-family:Arial;font-size:85%;" >Trainers often say with great sincerity that “There are no stupid questions.” Despite this clear encouragement, some learners are still hesitant to ask a question that will let others know they are having difficulty. This is a shame, because a learner’s lack of understanding is rarely a personal failure. It can just as easily be attributed to the trainer, the training content and/or the training techniques.</span></p><p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" ><br /><span style="mso-spacerun:yes"> </span></span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" > </span></p> <p class="MsoNormal"><span style=";font-family:Arial;font-size:85%;" >Learning is not a race where the person who understands first wins. The primary focus of any training program is to help all learners ultimately be successful. If a learner doesn’t let the trainer know there is a problem, the trainer will never realize there is a need to reteach the content and the learner will remain frustrated.</span></p><p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" ><br /></span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" > </span></p> <p class="MsoNormal"><span style=";font-family:Arial;font-size:85%;" >When learners are willing to admit that they don’t understand a concept or technique, everyone benefits: the individual, the trainer and the other learners in the workshop. There are many reasons why asking for help is the best thing to do:</span></p><p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" ><br /></span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" > </span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" >1.<span style="mso-tab-count:1"> </span>It’s honest.</span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" > </span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" >2.<span style="mso-tab-count:1"> </span>It indicates the learner’s sense of ownership and commitment to learning.</span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" > </span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" >3.<span style="mso-tab-count:1"> </span>It shows that the learner wants to understand.</span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" > </span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.5in"><span style="mso-bidi-font-family:Calibri;mso-ascii-theme-font:major-latin; mso-fareast-font-family:"Times New Roman";mso-hansi-theme-font:major-latin; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;font-size:85%;" >4.<span style="mso-tab-count: 1"> </span>It means that the learners have seriously tried to work it through by themselves and come to a dead end.</span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" > </span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" >5.<span style="mso-tab-count:1"> </span>It reflects the learner’s degree of comfort with and trust in the trainer.</span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" > </span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" >6.<span style="mso-tab-count:1"> </span>It gives the trainer important feedback.</span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" > </span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" >7.<span style="mso-tab-count:1"> </span>It puts a spotlight on key learning stumbling blocks.</span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" > </span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.5in"><span style="mso-bidi-font-family:Calibri;mso-ascii-theme-font:major-latin; mso-fareast-font-family:"Times New Roman";mso-hansi-theme-font:major-latin; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;font-size:85%;" >8.<span style="mso-tab-count: 1"> </span>It challenges the trainer to focus on alternative ways to deliver the information.</span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" > </span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" >9.<span style="mso-tab-count:1"> </span>It forces the learning down to a real rather than a theoretical level.</span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" > </span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" >10.<span style="mso-tab-count:1"> </span>It requires the trainer to dig deeper to discover more useful examples.</span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" > </span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" >11.<span style="mso-tab-count:1"> </span>It frees the learner and trainer to try again.</span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" > </span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.5in"><span style="mso-bidi-font-family:Calibri;mso-ascii-theme-font:major-latin; mso-fareast-font-family:"Times New Roman";mso-hansi-theme-font:major-latin; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;font-size:85%;" >12.<span style="mso-tab-count:1"> </span>It benefits those who were similarly confused but uncomfortable asking for help.</span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.5in"><span style="mso-bidi-font-family:Calibri;mso-ascii-theme-font:major-latin; mso-fareast-font-family:"Times New Roman";mso-hansi-theme-font:major-latin; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;font-size:85%;" > </span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.5in"><span style="mso-bidi-font-family:Calibri;mso-ascii-theme-font:major-latin; mso-fareast-font-family:"Times New Roman";mso-hansi-theme-font:major-latin; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;font-size:85%;" >13.<span style="mso-tab-count:1"> </span>It encourages teamwork as co-learners try to help each other better understand.</span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.5in"><span style="mso-bidi-font-family:Calibri;mso-ascii-theme-font:major-latin; mso-fareast-font-family:"Times New Roman";mso-hansi-theme-font:major-latin; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;font-size:85%;" > </span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" >14.<span style="mso-tab-count:1"> </span>It increases the likelihood of successful learning outcomes.</span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" > </span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.5in"><span style="mso-bidi-font-family:Calibri;mso-ascii-theme-font:major-latin; mso-fareast-font-family:"Times New Roman";mso-hansi-theme-font:major-latin; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;font-size:85%;" >15.<span style="mso-tab-count:1"> </span>It paves the way for a real sense of accomplishment once understanding is achieved.</span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" > </span></p> <p class="MsoNormal"><span style=";font-family:Arial;font-size:85%;" >16.<span style="mso-tab-count:1"> </span>It enriches the learning process for everyone.</span></p><p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" ><br /></span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" > </span></p> <p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" >So, trainers, encourage your learners to let you know as soon as possible when they are having difficulty. And learners, recognize and admit when you need help.</span><span style=";font-family:Arial;font-size:85%;" > The trainer and your co-learners will appreciate and benefit from your honesty.</span></p><p class="MsoNormal"><br /></p><p class="MsoNormal"><span style=";font-family:Arial;font-size:85%;" >May your learning be sweet.</span></p><p class="MsoNormal"><br /></p><p class="MsoNormal"><span style="mso-bidi-font-family:Calibri; mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman"; mso-hansi-theme-font:major-latin;mso-bidi-mso-bidi-font-weight: boldfont-family:Arial;font-size:85%;" >Deborah<br /></span> </p><p class="MsoNormal"><b style="mso-bidi-font-weight:normal"><span style="mso-bidi-mso-ascii-theme-font:major-latin; mso-hansi-theme-font:major-latinfont-family:Calibri;font-size:12.0pt;" > </span></b></p> <p></p><p class="MsoNormal" style="font-family:arial;"><span style="font-size:85%;"><b style="mso-bidi-font-weight:normal"><span style="font-size:14pt;"> </span></b></span></p> <p class="MsoNormal" style="font-family:arial;"><span style="font-size:85%;"><b style="mso-bidi-font-weight:normal"><span style="font-size:14pt;"> </span></b></span></p> <p class="MsoNormal" style="font-family:arial;"><span style="font-size:85%;"><b style="mso-bidi-font-weight:normal"><span style="font-size:14pt;"> </span></b></span></p>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-56037096300969407932011-08-01T05:00:00.000-07:002011-08-01T05:00:18.088-07:00Tip #385: What is Magic About the Number Three in Designing Curriculum for Better and More Lasting Learning?<style> <!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:-536859905 -1073711037 9 0 511 0;} @font-face {font-family:Times; panose-1:2 0 5 0 0 0 0 0 0 0; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Verdana; panose-1:2 11 6 4 3 5 4 4 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; mso-bidi-font-size:10.0pt; font-family:Arial; mso-fareast-font-family:Times; mso-bidi-font-family:"Times New Roman";} .MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-size:14.0pt; mso-ansi-font-size:14.0pt; mso-bidi-font-size:14.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:major-latin; mso-fareast-font-family:"MS 明朝"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:major-latin; mso-fareast-language:JA;} @page WordSection1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.WordSection1 {page:WordSection1;} --> </style> <p class="MsoNormal"><span style="font-family:Verdana"></span><span style="font-size:85%;"><span style="font-family: verdana;">“<span style="font-style: italic;">Education is the methodical creation of the habit of thinking</span>.” Ernest Dimnet</span></span> </p><p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">If training is to effectively change learner behavior, then the curriculum must be designed with learning activities that encourage and require the learners both to feel strongly and to think deeply about their conclusions. These design models and principles come in sets of three:</span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">a.<span style="mso-spacerun:yes"> </span><span style="font-weight: bold;">Triune Brain Model</span></span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">The evolutionary Triune Brain Model (developed by Dr. Paul MacLean) identifies three major layers of the brain:</span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">1.<span style="mso-spacerun:yes"> </span>The <span style="font-weight: bold;">Reptilian System</span> operates relatively automatically and is concerned with safety and survival. Pre-reason and pre- language, it is over 500 million years old. This is the first brain to engage in any situation, which is why it is so important for trainers to create a comfortable learning environment.</span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">2.<span style="mso-spacerun:yes"> </span>The <span style="font-weight: bold;">Limbic System</span> is over 200 million years old and also pre-reason and without language.<span style="mso-spacerun:yes"> </span>It monitors emotion and plays a significant role in remembering new information and organizing events. The memory is lodged in the emotions. The more senses and sensations engaged, the more likely a memory will be created and retained. </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">3.<span style="mso-spacerun:yes"> </span>The <span style="font-weight: bold;">Neocortex</span> is only 50 million years old, but it constitutes 80% of the total human brain. This is the seat of reason and language, capable of creativity and complex analysis. It provides the ability to put feelings and thoughts into words.</span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">The fact that the memory is lodged in the emotions means that participant-centered learning activities that engage the learners’ senses will result in longer-lasting learning.</span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">b.<span style="mso-spacerun:yes"> </span><span style="font-weight: bold;">Multimodal Learning</span></span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">Research conducted for Cisco by the Metri Group has identified three design principles: <br /> <br /> </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">1. <span style="font-weight: bold;">Recognize and address learner’s prior knowledge, experience and preconception</span>s about the topic. Positive transfer means that this information will be useful as a base on which to build any new learning. Create learning activities that will draw these from long-term memory into working memory. </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">Negative transfer means that this information can easily get in the way of the new learning. A good learning designer makes sure to incorporate learning activities that enable the learners to identify and build on positive transfer- and disconnect negative transfer.<br /><br />2. <span style="font-weight: bold;"> Make learning meaningful</span> by relating it to the learners’ experience, goals, or interests and values. Create learning activities that help the learners’ discover why a topic is relevant and meaningful. </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">This will result in authentic learning that has three key components:</span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">(1)<span style="mso-spacerun:yes"> </span>depth of learning</span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">(2)<span style="mso-spacerun:yes"> </span>real life relevance</span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">(3)<span style="mso-spacerun:yes"> </span>learner application<br /><br />Learning designers need to incorporate learning activities that engage the learners both emotionally and intellectually and then give them a chance to apply what they have learned. These activities will, therefore, draw on working memory, sensory memory, and long-term memory.<br /><br />3. <span style="font-weight: bold;">Teach learners how to think about what they are thinking</span> (metacognition). Create problem-solving activities that require the learners to predict outcomes and learn from their failures. This learning strategy creates germane cognitive load in working memory when learners are encouraged to give their own explanations of work examples.</span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"><br />c.<span style="mso-spacerun:yes"> <span style="font-weight: bold;"> </span></span><span style="font-weight: bold;">Productive Self-Explanations</span></span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">Cognitive load researchers suggest three ways to promote productive self-explanations: </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">1.<span style="mso-spacerun:yes"> </span><span style="font-weight: bold;">Train learners how to give constructive explanations of their thought processes and rationale</span>;</span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">2.<span style="mso-spacerun:yes"> </span><span style="font-weight: bold;">Use faded worked examples</span> (where they have to complete portions of the example) and have the learners explain their rationale; and </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">3.<span style="mso-spacerun:yes"> </span><span style="font-weight: bold;">Use worked examples </span>(where learners have to complete the entire example) and ask questions that will stimulate self-explanations.</span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">This three-pronged approach gives learners the knowledge of how to explain their thinking and graduated practice giving explanations of the underlying rationale for their conclusions and decisions.</span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">d.<span style="mso-spacerun:yes"> </span><span style="font-weight: bold;">Influence Learner Behavior</span><br /> <br /> </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">The three concentric circles of the Golden Circle (developed by Simon Sinek) explain the phenomenon that training is more likely to influence learner behavior when it starts with <span style="font-style: italic;">Why</span>:</span></p><p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"><br /></span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">1. <span style="font-weight: bold;">The outermost circle is </span><span style="font-style: italic; font-weight: bold;">What</span><span style="font-weight: bold;">.</span> Here, rational decisions [made in the neocortex] are justified on the basis of facts and figures. Since facts alone can be skewed, decisions made at this level generate the least amount of confidence in terms of emotional commitment.<br /></span></p><p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"><br /></span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">2.<span style="mso-spacerun:yes"> </span><span style="font-weight: bold;">The middle circle is </span><span style="font-style: italic; font-weight: bold;">How</span>. <span style="mso-spacerun:yes"> </span>Here, gut decisions [made in the limbic system] are justified on the basis of a “gut feeling.” Decisions based on feelings generate somewhat more confidence in terms of emotional commitment than fact-based decisions.</span></p><p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"><br /></span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">3.<span style="mso-spacerun:yes"> </span><span style="font-weight: bold;">The center circle is </span><span style="font-style: italic;"><span style="font-weight: bold;">Why</span>. Why</span> decisions [also made in the limbic system] “feel right” and can be justified with facts and figures. Both factors generate great confidence in these types of decisions, resulting in the greatest amount of emotional commitment.</span></p><p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"><br /></span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">This is another reason why curriculum design should begin lessons with a learning activity that enables the learners to discover why the topic is important and, thereby, make it meaningful to them.</span></p><p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;"><br /></span></p> <p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">Engaging learners on both emotional and intellectual levels generates greater commitment to new learning, increasing the probability that the learners will remember and apply it once they leave the classroom.</span></p><p style="font-family: verdana;" class="MsoNormal"><br /></p><p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">May your learning be sweet.</span></p><p style="font-family: verdana;" class="MsoNormal"><br /></p><p style="font-family: verdana;" class="MsoNormal"><span style="font-size:85%;">Deborah<br /></span></p> <p class="MsoNormal"><span style="font-family:Verdana"> </span></p>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-69328938079358711722011-07-25T05:00:00.000-07:002011-07-25T05:00:18.547-07:00Tip #384: What is Magic About the Number Three in Brain Research- and What It Means for Training Design and Delivery<strong></strong><span style="font-size:85%;"><span style="font-family:verdana;">"</span><em style="font-family: verdana;">There are three principal means of acquiring knowledge . . . observation of nature, reflection, and experimentation. Observation collects facts; reflection combines them; experimentation verifies the result of that combination.</em><span style="font-family:verdana;">" Denis Diderot</span><br /><br /><span style="font-family:verdana;">Evidence-based research findings regarding how the brain works have serious implications for training design and delivery. Paying attention to these findings, which just happen to occur in sets of three, will increase the efficiency and effectiveness of the learning that occurs.</span><br /><br /><strong style="font-family: verdana;">a. Three Types of Memory</strong><br /><br /><span style="font-family:verdana;">Research shows that there are actually three types of memory:</span><br /><br /><span style="font-family:verdana;">1. </span><strong style="font-family: verdana;">Working memory</strong><span style="font-family:verdana;"> is where thinking gets done. It is dual coded with a buffer for storage of verbal/text elements and a second buffer for visual/spatial elements. Working memory is short-term and limited in terms of the amount of information that can be simultaneously stored.</span><br /><br /><span style="font-family:verdana;">2. </span><strong style="font-family: verdana;"> Sensory memory</strong><span style="font-family:verdana;"> occurs when we experience any aspect of the world through our senses. A sensory experience is involuntarily stored as episodic knowledge in long-term memory. We need to pay attention to sensory memory episodes for them to get introduced into working memory.</span><br /><br /><span style="font-family:verdana;">3. </span><strong style="font-family: verdana;">Long-term memory</strong><span style="font-family:verdana;"> in humans is estimated to store the equivalent of 50,000 times the text in the U.S. Library of Congress. Learning is accomplished when information is stored in long-term memory and learners use that information to solve problems.</span><br /><br /><span style="font-family:verdana;">There are also three types of long-term memory:</span><br /><br /><span style="font-family:verdana;">(1) </span><strong style="font-family: verdana;">Episodic memory</strong><span style="font-family:verdana;"> stores images of past events. It recalls both events and information related to those events.</span><br /><br /><span style="font-family:verdana;">(2) </span><strong style="font-family: verdana;"> Semantic memory</strong><span style="font-family:verdana;"> stores mental models of meaningful facts and generalized information. It contains verbal information, concepts, rules, principles, and problem-solving skills.</span><br /><br /><span style="font-family:verdana;">(3) </span><strong style="font-family: verdana;">Procedural memory</strong><span style="font-family:verdana;"> stores the series of steps necessary to perform different tasks. Remembering one step stimulates the response of remembering the next step.</span><br /><br /><strong style="font-family: verdana;">b. Cognitive Load</strong><br /><br /><span style="font-family:verdana;">Working memory has a limited capacity for the amount of information it can hold or process at one time.Cognitive load refers to the amount of work imposed on working memory.</span><br /><br /><span style="font-family:verdana;">There are three different types of cognitive load, and only two of them are helpful to the learning process:</span><br /><br /><span style="font-family:verdana;">1. </span><strong style="font-family: verdana;">Intrinsic load</strong><span style="font-family:verdana;"> is the mental work imposed by the complexity of the content to be learned and is primarily determined by the training goals.</span><br /><br /><span style="font-family:verdana;">2. </span><strong style="font-family: verdana;">Extraneous load</strong><span style="font-family:verdana;"> imposes mental work that is irrelevant to the training goal, such as unnecessary information, learning activities, and visuals.</span><br /><br /><span style="font-family:verdana;">3. </span><strong style="font-family: verdana;">Germane load</strong><span style="font-family:verdana;"> is relevant mental work imposed by learning activities that help to achieve the training goal.</span><br /><br /><span style="font-family:verdana;">The three types of cognitive load: intrinsic, extraneous and germane, are additive. The more there is of one, the less room there is for the others.</span><br /><br /><strong style="font-family: verdana;">c. Expand Working Memory Capacity</strong><br /><br /><span style="font-family:verdana;">There are three ways to expand the virtual capacity of working memory:</span><br /><br /><span style="font-family:verdana;">1. </span><strong style="font-family: verdana;"> Increase expertise</strong><span style="font-family:verdana;"> so the schemas, or mental models, in long-term memory grow and enable working memory to process larger content segments.</span><br /><br /><span style="font-family:verdana;">2. </span><strong style="font-family: verdana;"> Automate knowledge or skills</strong><span style="font-family:verdana;"> so they are coded into long-term memory and can be exercised with minimal or no resources from working memory.</span><br /><br /><span style="font-family:verdana;">3. </span><strong style="font-family: verdana;">Divide content between the auditory and visual components</strong><span style="font-family:verdana;"> of working memory so that neither processor is overtaxed.</span><br /><br /><strong style="font-family: verdana;">d. Information Processing</strong><br /><br /><span style="font-family:verdana;">Cognitive scientists have discovered three important features of the human information processing system that are particularly relevant for PowerPoint users:</span><br /><br /><span style="font-family:verdana;">1. </span><strong style="font-family: verdana;"> Dual-channels</strong><span style="font-family:verdana;">: People have separate information processing channels for visual material and verbal material. As a result, PowerPoint design should use both words and pictures to present material.</span><br /><br /><span style="font-family:verdana;">2. </span><strong style="font-family: verdana;"> Limited capacity</strong><span style="font-family:verdana;">: People can pay attention to only a few pieces of information in each channel at a time. As a result, PowerPoint should be designed without extraneous gimmicks that can increase the possibility of cognitive overload.</span><br /><br /><span style="font-family:verdana;">3. </span><strong style="font-family: verdana;"> Active processing</strong><span style="font-family:verdana;">: People understand new information when they know what to focus on and are able to organize the information and integrate it with their prior knowledge. As a result, PowerPoint design should use simple graphics to highlight key points, include some type of outline, and provide real life examples that are familiar to the learners.</span><br /><br /><span style="font-family:verdana;">Designers of training curriculum will increase the probability of successful learning if they follow the precepts of this evidence-based information from brain research.<br /><br />May your learning be sweet.<br /><br />Deborah<br /></span></span>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-38914628039404296572011-07-18T05:00:00.000-07:002011-07-18T05:00:26.575-07:00Tip #383: What is Magic About the Number Three in Curriculum Design?<span style="font-size:85%;"><strong style="font-family: verdana;"></strong><em style="font-family: verdana;">"No one can remember more than three points."</em><span style="font-family: verdana;"> Philip Crosby</span><br /><br /><span style="font-family: verdana;">It may seem surprising, but the number three plays a significant role in curriculum design in both theory and practice. Following the principles outlined in the eight triads below will significantly improve the likelihood that the training you design will effectively achieve the desired learning results.</span><br /><br /><strong style="font-family: verdana;">a. Needs Assessment</strong><br /><br /><span style="font-family: verdana;">Curriculum design begins with finding the answers to three key questions that will help determine whether training is the right solution to the identified problem:</span><br /><br /><span style="font-family: verdana;">1. Who is the target audience?</span><br /><br /><span style="font-family: verdana;">2. Why is there a need for this specific training?</span><br /><br /><span style="font-family: verdana;">3. What should the learners know or do differently when they leave the training?</span><br /><br /><span style="font-family: verdana;">Answers to these key curriculum design questions will ensure that the right:</span><br /><br /><span style="font-family: verdana;">1. People will be in the right training program;</span><br /><br /><span style="font-family: verdana;">2. Solution to the problem will be identified (which will avoid unnecessary training); and</span><br /><br /><span style="font-family: verdana;">3. Knowledge and skills will be developed.</span><br /><br /><strong style="font-family: verdana;">b. Trainer Decisions</strong><br /><br /><span style="font-family: verdana;">Trainers make three decisions before, during and after interaction with the</span><br /><span style="font-family: verdana;">learner that will increase the probability that learning will occur. The UCLA Mastery Teaching Model states that, regardless of who or what is being taught, all training decisions fall into three categories:</span><br /><br /><span style="font-family: verdana;">1. Content [what content to teach next];</span><br /><br /><span style="font-family: verdana;">2. Learner Activities [what the learner will do to learn and to demonstrate that learning has occurred]; and</span><br /><br /><span style="font-family: verdana;">3. Trainer Activities [what the trainer will do to facilitate learning, through group facilitation and stand up presentation techniques].</span><br /><br /><span style="font-family: verdana;">Curriculum design addresses the first two categories. Classroom management addresses the last category.</span><br /><br /><strong style="font-family: verdana;">c. Desired Level of Learning</strong><br /><br /><span style="font-family: verdana;">It is essential to clearly identify the desired level of learning and mastery the participants should attain. Although B</span><span style="text-decoration: underline; font-family: verdana;" _mce_style="text-decoration: underline;">loom's Taxonomy of Behavioral Objectives</span><span style="font-family: verdana;"> includes six progressive building blocks of knowledge, achieving the first three levels will convert a training session from trainer-focused to learner-focused:</span><br /><br /><span style="font-family: verdana;">1. Level 1 is knowledge, where the instructor imparts information to the learners.</span><br /><br /><span style="font-family: verdana;">2. Level 2 is comprehension, where the learners both know and demonstrate their understanding of what has been taught.</span><br /><br /><span style="font-family: verdana;">3. Level 3 is application, where the learners know, understand and practice using what they have learned.</span><br /><br /><span style="font-family: verdana;">If the training goal is to build or strengthen specific skills, application must be the minimum desired learning level.</span><br /><br /><strong style="font-family: verdana;">d. Learning Objectives</strong><br /><br /><span style="font-family: verdana;">Learning objectives explain in specific, observable and measurable terms what the learner will do to (a) learn specific skills and (b) demonstrate that they have learned them. When we streamline the task analysis process, we make it easier to create learning objectives. This process has three phases:</span><br /><br /><span style="font-family: verdana;">1. Identify the key content.</span><br /><br /><span style="font-family: verdana;">2. Determine the appropriate level of learning for each learner action in the key content template.</span><br /><br /><span style="font-family: verdana;">3. Add a learning-level appropriate verb to each learner action identified in the key content template.</span><br /><br /><strong style="font-family: verdana;">e. Learning Activity Selection</strong><br /><br /><span style="font-family: verdana;">The decision regarding which learning activities to incorporate into a training program must satisfy the need to:</span><br /><br /><span style="font-family: verdana;">1. Select an activity that can effectively achieve the desired learning level;</span><br /><br /><span style="font-family: verdana;">2. Fit the learning into the specific time available, given the fact that different activities require different amounts of time; and</span><br /><br /><span style="font-family: verdana;">3. Use a variety of participatory activities to meet the needs of different learning styles as well as to keep the learners engaged.</span><br /><br /><strong style="font-family: verdana;">f. Learning Styles</strong><br /><br /><span style="font-family: verdana;">The most basic learning style model is based on the senses:</span><br /><br /><span style="font-family: verdana;">1. Visual learners who rely on sight, so they learn best through the use of audiovisuals;</span><br /><br /><span style="font-family: verdana;">2. Auditory learners who rely on hearing, so they learn best by listening; and</span><br /><br /><span style="font-family: verdana;">3. Kinesthetic learners who require movement, so they learn best through hands on activities.</span><br /><br /><span style="font-family: verdana;">This simple learning style model explains why a training program that relies on only one training method or learning activity will be much less effective than if it incorporates a variety of learning activities.</span><br /><br /><strong style="font-family: verdana;">g. Learner Practice</strong><br /><br /><span style="font-family: verdana;">There are three closely related approaches that a trainer can take to ensure that the learners have the preparation and practice they need to build their confidence in their own competence:</span><br /><br /><span style="font-family: verdana;">1. Plan for the learners to demonstrate their learning in the classroom. When designing the curriculum, the learning objectives should identify what the learners will do both to learn and to validate their learning during the learning session.</span><br /><br /><span style="font-family: verdana;">2. Ensure that the learners are able to get immediate feedback regarding their mastery of the new learning. Participatory learning activities enable learners to practice and, at the same time, assess their ability to use new learning.</span><br /><br /><span style="font-family: verdana;">3. Provide practice opportunities for learners that require them to assume increasing responsibility for their learning. Brain studies have found that learners require three examples or iterations to learn new skills or concepts.</span><br /><br /><span style="font-family: verdana;">The three practice opportunities can include:</span><br /><br /><span style="font-family: verdana;">1. Directed practice, in which the trainer walks the entire group of learners through a new process or procedure;</span><br /><br /><span style="font-family: verdana;">2. Guided, monitored practice, during which the learners work in small groups so they can support each other; and</span><br /><br /><span style="font-family: verdana;">3. Independent practice, during which the learners either work singly or in pairs or triads. By the time of this third practice session, the learners should be sufficiently prepared to perform without the assistance of the trainer.</span><br /><br /><strong style="font-family: verdana;">h. Hands On Learning Activities</strong><br /><br /><span style="font-family: verdana;">Hands on learning activities accomplish three results:</span><br /><br /><span style="font-family: verdana;">1. Learners can practice and demonstrate their ability to apply what they have learned.</span><br /><br /><span style="font-family: verdana;">2. The trainer will have observable proof of the actual learning that has taken place.</span><br /><br /><span style="font-family: verdana;">3. Learners will gain confidence in their ability to apply what they have learned. As a result, they will be much more likely to use their new learning back on the job.</span><br /><br /><span style="font-family: verdana;">Curriculum design that follows the principles stated in these sets of three will result in a training program that will effectively achieve desired learning.<br /><br />May your learning be sweet.<br /><br />Deborah<br /></span></span>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-36914758134749702892011-07-11T05:00:00.000-07:002011-07-11T05:00:14.259-07:00Tip #382: How to Convert Naysayers into Facilitators<p style=" ;font-family:verdana;font-size:10pt;"><span style="font-size:85%;"> <i>“I've always believed that you can think positive just as well as you can think negative.</i><i>”</i> Sugar Ray Robinson</span> </p><span style="font-size:85%;"><span style="font-family:verdana;"></span></span> <p style="font-family:verdana;"><span style="font-size:85%;">The bane of a trainer’s experience in a classroom is the participant who comes in with a negative attitude and stays that way. It would be fine if the person simply stewed in peace. Unfortunately, misery actually does appear to love company, so the disgruntled individual is much more likely to make negative statements to all and sundry in the vicinity rather than sit quietly.</span></p><span style="font-size:85%;"><span style="font-family:verdana;"> </span></span> <p style="font-family:verdana;"><span style="font-size:85%;">There are techniques to handle behavior like this, such as using humor, agreeing to disagree, asking other participants how they feel, and, if all else fails, inviting the individual to leave.</span></p><span style="font-size:85%;"><span style="font-family:verdana;"> </span></span> <p style="font-family:verdana;"><span style="font-size:85%;">However, the greater challenge is to co-opt the individual into constructively contributing to the training. There are two techniques that can help to convert negative behavior into positive participation. They are predicated on treating the individual with respect and validating the individual’s participation in the class. Both of these techniques also give the individual an opportunity to rise to the challenge and problem solve.</span></p><span style="font-size:85%;"><span style="font-family:verdana;"> </span></span> <p style="font-family:verdana;"><span style="font-size:85%;"><b>1.<span> </span>If the concern is valid: assign responsibility for problem resolution.</b></span></p><span style="font-size:85%;"><span style="font-family:verdana;"> </span></span> <p style="font-family:verdana;"><span style="font-size:85%;">If the individual has a valid concern, ask if the individual is willing to assume responsibility for identifying possible solutions. If the individual is willing, have the individual facilitate a brainstorming session with other participants, write down their recommendations on a flip chart, and then give a report to the rest of the class.</span></p><span style="font-size:85%;"><span style="font-family:verdana;"> </span></span> <p style="font-family:verdana;"><span style="font-size:85%;">Sometimes, the person only wants to voice a concern but not expend any more energy. If the individual is not willing to be involved in identifying possible solutions, give the individual a graceful “out.”<span> </span>“That’s fine. You have accomplished your goal of bringing your concerns to our attention. We will be mindful of them as we move into the next section of the training. Thank you.”</span></p><span style="font-size:85%;"><span style="font-family:verdana;"> </span></span> <p style="font-family:verdana;"><span style="font-size:85%;"><b>2.<span> </span>If the concern is not valid: acknowledge, dissociate, and redirect.</b></span></p><span style="font-size:85%;"><span style="font-family:verdana;"> </span></span> <p style="font-family:verdana;"><span style="font-size:85%;">This is a three- step process. First, without arguing or getting defensive, acknowledge the participant’s concern and right to express that concern. “I appreciate that you feel that way.”</span></p><span style="font-size:85%;"><span style="font-family:verdana;"> </span></span> <p style="font-family:verdana;"><span style="font-size:85%;">Second, do what you can to dissociate the current training focus from the individual’s concern. “It sounds like that was a real problem last year. Now that a full year has passed, we have a new opportunity to get it right.” Or “Your concern about the new policy may be very valid. However, our focus today is on how to implement the policy now that it is in place.”</span></p><span style="font-size:85%;"><span style="font-family:verdana;"> </span></span> <p style="font-family:verdana;"><span style="font-size:85%;">Third, redirect the individual’s attention to providing constructive recommendations. “Given what you know, what would you suggest to help us make implementation of that policy as effective and seamless as possible?”</span></p><span style="font-size:85%;"><span style="font-family:verdana;"> </span></span> <p style=" ;font-family:verdana;font-size:10pt;"><span style="font-size:85%;"><span style="">Adults like to solve problems and everyone likes to feel appreciated. If you treat them with dignity and give them a positive role to play, there is a high probability that you will be able to convert naysayers into facilitators.</span></span></p><p style=" ;font-family:verdana;font-size:10pt;"><span style="font-size:85%;">May your learning be sweet.</span></p><p style=" ;font-family:Verdana,Geneva;font-size:10pt;"><span style="font-size:85%;"><span style="font-family:verdana;">Deborah</span></span><br /><span style=""></span></p>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-49729670611122492122011-06-27T05:00:00.000-07:002011-06-27T05:00:12.951-07:00Tip #381: Six Reasons Why Supervisors Need to be Involved in Training Design<p style="font-family: Verdana,Geneva; font-size: 10pt;"><span style=""></span></p><p style="font-family: Verdana,Geneva; font-size: 10pt;"><span style=""><i>“One of the most important tasks of a manager is to eliminate his people's excuses for failure.”</i></span><span style=""> Robert Townsend<br /></span></p> <p style="font-family: Verdana,Geneva; font-size: 10pt;"><span style="">Supervisors suffer loss of time and productivity when their employees are not properly trained. As a result, they have a vested interest in decisions about what training to give, when to give it, and who should receive it. <br /></span></p> <p style="font-family: Verdana,Geneva; font-size: 10pt;"><span style="">Supervisors need to be involved in training design because they are the only ones who can ensure that the training supports employee performance, the training content is accurate, the training schedule is convenient, the right employees attend the training, the employees come to the training primed to learn, and there is follow up reinforcement for what has been learned in the training.</span></p> <p style="font-family: Verdana,Geneva; font-size: 10pt;"><span style=""><b>1.<span> </span>The training supports employee performance.</b></span></p> <p style="font-family: Verdana,Geneva; font-size: 10pt;"><span style="">Performance needs should drive training decisions. Supervisors are in the best position to identify employee gaps in required knowledge and skills. They can also identify anticipated training needs due to program changes and new hires. Supervisors can help to prioritize the training needs so that the right training is given at the correct time to best support employee performance.</span></p> <p style="font-family: Verdana,Geneva; font-size: 10pt;"><span style=""><b>2.<span> </span>The training content is accurate.</b></span></p> <p style="font-family: Verdana,Geneva; font-size: 10pt;"><span style="">Supervisors can serve as subject matter experts to help identify the learning objectives and key content for the training program. If other technical staff perform the function of subject matter experts, the supervisors need to be able to review the content to make sure it will accurately provide the required and desired knowledge and skills. They alone know the level of competence that the employees should achieve during the training program.</span></p> <p style="font-family: Verdana,Geneva; font-size: 10pt;"><span style=""><b>3.<span> </span>The training schedule is convenient.</b></span></p> <p style="font-family: Verdana,Geneva; font-size: 10pt;"><span style="">Training schedules should take into consideration shift changes, employee workloads, production deadlines, and scheduled vacations. Supervisors need to be involved in planning how the training will be scheduled to minimize potential disruptions and maximize potential attendance. They can indicate the best length of time for a workshop, the best time of day or night, the frequency of the training and the desired duration between workshops. If the supervisors are not involved in training scheduling decisions, there is a strong likelihood that some employees who need the training will not be able to attend the scheduled workshops.</span></p> <p style="font-family: Verdana,Geneva; font-size: 10pt;"><span style=""><b>4.<span> </span>The right employees participate in the training.</b></span></p> <p style="font-family: Verdana,Geneva; font-size: 10pt;"><span style="">There are times when all employees may need to attend the training and other times when only specific employees should attend. If the supervisors have been involved in identifying the training priorities, validating the training content, and scheduling the training, they are much more likely to plan ahead so that their employees can attend the training. They will also be able to identify which employees will benefit the most from the training.</span></p> <p style="font-family: Verdana,Geneva; font-size: 10pt;"><span style=""><b>5.<span> </span>The employees come to the training primed to learn.</b></span></p> <p style="font-family: Verdana,Geneva; font-size: 10pt;"><span style="">The supervisors know what the training is designed to achieve. As a result, they can discuss the training with their employees and indicate what they want the employees to gain from attending the workshop. The employees will then come to the training with specific learning goals in mind. This will build their interest in the training and increase the probability that they will actively participate in the workshop, particularly if they are aware that the supervisors will be expecting changes in their behavior after the training.</span></p> <p style="font-family: Verdana,Geneva; font-size: 10pt;"><span style=""><b>6.<span> </span>There is follow up reinforcement for what has been learned in the training.</b></span></p> <p style="font-family: Verdana,Geneva; font-size: 10pt;"><span style="">The supervisors have been involved in the design of the training program and they have alerted their employees to the knowledge or skills they are expected to gain from the workshop. When the employees return to their work site, the supervisors will be able to reinforce what the employees learned by holding them accountable for demonstrating their new learning.</span></p> <p style="font-family: Verdana,Geneva; font-size: 10pt;"><span style="">Involving supervisors in training design will encourage them to actively support the training both before and after the workshop. This will ensure that the employees benefit from attending the workshop because the training provides relevant and accurate content that is reinforced by the supervisors back on the job. Supervisory participation in training design and reinforcement will also validate the role that training plays in supporting employee performance and, thereby, business success.</span></p><p style="font-family: Verdana,Geneva; font-size: 10pt;"><span style="">May your learning be sweet.</span></p><p style="font-family: Verdana,Geneva; font-size: 10pt;"><span style="">Deborah<br /></span></p>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-58462146306971344432011-06-20T05:00:00.000-07:002011-06-20T05:00:09.229-07:00Tip #380: Sustained Business Growth Depends on Trained Leaders and Supervisor<p style="font-family:verdana;"><span style="font-size:85%;"><span style=""><b></b></span></span></p><p style="font-family: verdana;font-family:verdana;" ><span style="font-size:85%;"><span style=""><i>"By failing to prepare, you are preparing to fail."</i></span><span style=""><span> </span>Benjamin Franklin</span></span></p> <p style="font-family: verdana;font-family:verdana;" ><span style="font-size:85%;"><span style=""></span>Often the very attributes necessary to spur and guide the successful growth of a business contain within them the seeds of its ultimate discontent. If a business wants to sustain its growth, it needs to make sure that its leaders and supervisors are well trained.</span></p><span style="font-family: verdana;font-size:85%;" ></span><p style="font-family: verdana;font-family:verdana;" ></p><p style="font-family: verdana;font-family:verdana;" ><span style="font-size:85%;">Many businesses begin as a craft organization around the founder's kitchen table. Everyone is equally invested in the activities, most of them perform similar functions, and they enjoy daily access and communication. When tasks need to be completed, whoever is available assumes responsibility. There is no need for supervisors at this stage.</span></p> <p style="font-family: verdana;font-family:verdana;" ><span style="font-size:85%;">People connect and check in with each other on a continual basis. The craft organization relies on specific members to play to their strengths and to build additional knowledge and skills when necessary through whatever means possible. If training occurs, it is very informal.</span></p> <p style="font-family: verdana;font-family:verdana;" ><span style="font-size:85%;">The founder or founders of the business are eager to instill their own level of interest and commitment in their new staff members. Decisions that need to be made are discussed with everyone involved in the business. To a great extent, the craft organization is a real team effort with direct and informal relationships and connections between all of its members.</span></p> <p style="font-family: verdana;font-family:verdana;" ><span style="font-size:85%;">If the business is going to grow, it moves into a promotional stage. Someone has to get the word out to prospective customers. As the figurehead of the company, the leader (and founder) starts to be very much involved in public relations and marketing activities. Decisions need to be made quickly to take advantage of market opportunities. This means that the leader may be gone for periods of time, and this creates a new challenge to internal business communications.</span></p> <p style="font-family: verdana;font-family:verdana;" ><span style="font-size:85%;">It is an exciting and intense time of considerable and fast moving growth. In order to support this growth, team members need to focus on their own levels of expertise instead of performing a range of tasks. There is no time for staff to learn new skills. To meet immediate needs, new staff may be hired to plug in essential gaps in the team’s capabilities. The addition of these team members creates a different dynamic, as what was once a close-knit family has to welcome individuals who lack the same history and involvement in the start up of the business.</span></p> <p style="font-family: verdana;font-family:verdana;" ><span style="font-size:85%;">These are not the only changes. The leader may start to communicate directly with only one or two other team members because of lack of time and the need to expedite decisions. This can cause the other original members of the team to become dissatisfied as their access to the leader and their involvement in decision-making becomes more limited.</span></p> <p style="font-family: verdana;font-family:verdana;" ><span style="font-size:85%;">They may also begin to feel less connected to other team members as their work responsibilities become more specialized in order to respond to specific market needs. Their lack of access to the leader, lack of time, increased workload, and increased fragmentation can begin to take their toll.</span></p> <p style="font-family: verdana;font-family:verdana;" ><span style="font-size:85%;">At this point, the leader requires the knowledge and skills to bridge this communication gap, coordinate the different parts of the business, manage the workload, and build staff morale- in short, to lead the growing business. A wise leader will recognize the importance of learning how to run a business and seek out the relevant training when the business is still at the craft stage, in anticipation of future growth. </span></p> <p style="font-family: verdana;font-family:verdana;" ><span style="font-size:85%;">As the business services and staff expand, and the attention of the leader is directed externally, there is a need for further internal departmentalization and the establishment of supervisory levels. A management hierarchy evolves.</span></p> <p style="font-family: verdana;font-family:verdana;" ><span style="font-size:85%;">This can be a very difficult transition, particularly if, as is very typical, the business fills the supervisory positions with the most experienced staff. These technically competent individuals frequently lack the necessary skills to effectively supervise other staff. They also may not understand that, as supervisors, they are expected to be leaders rather than hands on performers.</span></p> <p style="font-family: verdana;font-family:verdana;" ><span style="font-size:85%;">Coordination and communication become more complex and difficult as the workforce grows and compartmentalizes in specialty areas. There is too many staff to sit at one table as they used to do when the business was at the craft stage. By this time, the organization has grown into the administrative stage, where policies and procedures need to be written and formalized to ensure consistency throughout the business.</span></p> <p style="font-family: verdana;font-family:verdana;" ><span style="font-size:85%;">Many businesses start to falter and fail at this point, particularly if the leader and the supervisors are not sufficiently trained so that they can competently perform all of their duties.</span></p> <p style="font-family: verdana;font-family:verdana;" ><span style="font-size:85%;">Supervisors need the knowledge and skills to be able to: plan, create schedules, delegate work, communicate with different personalities, orient and train employees, manage and evaluate employee performance, provide constructive coaching feedback, maintain a motivated workforce, manage conflict, develop teams, handle discipline, and use good time management to meet project and production deadlines.</span></p> <p style="font-family: verdana;font-family:verdana;" ><span style="font-size:85%;">While a business is at the promotional stage, it needs to anticipate the next stage and provide training to the team members who will eventually become supervisors. Giving them training after they have assumed those supervisory roles is often too late. </span></p> <p style="font-family: verdana;" face="verdana"><span style="font-size:85%;">When supervisors are in over their heads and unsure what to do, they can make critical mistakes that affect production, service and staff. When leaders are in over their heads, they can make critical mistakes that affect the growth and even the very continuation of the business.</span></p><span style="font-family: verdana;"> </span><p style="font-family: verdana;"><span style="font-size:85%;">A business that plans on growing will increase its probability of sustained success if it makes sure that its leader and supervisors have the training that will enable them to fulfill their respective leadership and supervisory responsibilities. The sooner they receive this training, the better it will be for them, for the employees and for the business itself.</span></p><p style="font-family: verdana;"><span style="font-size:85%;">May your learning be sweet.</span></p><p style="font-family: verdana;"><span style="font-size:85%;">Deborah</span><br /></p><p style="font-family: verdana;"></p><p><span style=""> </span></p>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-72393042590596882182011-06-13T05:00:00.000-07:002011-06-13T05:00:05.476-07:00Tip #379: In Defense of Classroom Learning<style> <!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:-536859905 -1073711037 9 0 511 0;} @font-face {font-family:Times; panose-1:2 0 5 0 0 0 0 0 0 0; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;} @font-face {font-family:"Arial Narrow"; panose-1:2 11 5 6 2 2 2 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; mso-bidi-font-size:10.0pt; font-family:Arial; mso-fareast-font-family:Times; mso-bidi-font-family:"Times New Roman";} .MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-size:14.0pt; mso-ansi-font-size:14.0pt; mso-bidi-font-size:14.0pt; font-family:"Arial Narrow"; mso-ascii-font-family:"Arial Narrow"; mso-fareast-font-family:"MS 明朝"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:"Arial Narrow"; mso-fareast-language:JA;} @page WordSection1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.WordSection1 {page:WordSection1;} --> </style> <p class="MsoNormal" style="mso-outline-level:1"><b><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-font-family:Arial;" ></span></b><span style="font-size:85%;"><i style="mso-bidi-font-style:normal"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi- mso-bidi-font-weight:boldfont-family:Arial;" >"Technology is fine. . ., but that popular vision of the future, where you plug somebody in and leave them there and they don't get out and interact with actual flesh-and-blood humans -- you know the answer before I say it -- that's not good."</span></i><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:Arial;" ><span style="mso-spacerun:yes"> </span>Dennis Miller</span></span> </p><p class="MsoNormal"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman"; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman"; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >With all of the focus on using social media and e-learning for training, classroom training may seem less attractive and cost effective. However, there is certain learning that can only occur in a classroom, particularly skills that require face-to-face interaction. These include the variety of interpersonal communications, including interviewing, presenting, training and negotiating. </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman"; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman"; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >There are six reasons for this:<span style="mso-spacerun:yes"> </span></span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman"; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="mso-outline-level:1;tab-stops:27.0pt"><span style="font-size:85%;"><b><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:Arial;" >1.<span style="mso-spacerun:yes"> </span><span style="mso-tab-count:1"> </span>It creates a supportive learning environment.</span></b></span></p> <p class="MsoNormal"><span style="font-size:85%;"><b><span style="mso-fareast-font-family:"Times New Roman"; mso-bidi-font-family:Arial;" > </span></b></span></p> <p class="MsoNormal" style="mso-outline-level:1"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >The camaraderie, the opportunity to bounce ideas off of others and hear their ideas, the ability to ask questions and get immediate answers, the physical experience of connecting and working with other participants all combine to enrich the learning experience. There is a much greater likelihood that the learners will learn in a classroom. </span></span></p> <p class="MsoNormal" style="mso-outline-level:1"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="margin-left:27.0pt;text-indent:-27.0pt;mso-outline-level: 1;tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman"; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >a.<span style="mso-tab-count: 1"> </span>The physical fact that the participants are seated in a classroom helps to focus them on learning.</span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman"; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="margin-left:27.0pt;text-indent:-27.0pt;tab-stops: 27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >b.<span style="mso-tab-count:1"> </span>Having others around them learning about the same things reinforces participants’ motivation to learn.</span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="margin-left:27.0pt;text-indent:-27.0pt;tab-stops: 27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >c.<span style="mso-tab-count:1"> </span>Participants can encourage, support and assist each each other in the learning process.</span></span></p> <p class="MsoNormal" style="margin-left:27.0pt;text-indent:-27.0pt;tab-stops: 27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >d.<span style="mso-tab-count:1"> </span>Learning is augmented by the other participant’s comments and participation.</span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="mso-outline-level:1;tab-stops:27.0pt"><span style="font-size:85%;"><b><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:Arial;" > </span></b></span></p> <p class="MsoNormal" style="mso-outline-level:1;tab-stops:27.0pt"><span style="font-size:85%;"><b><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:Arial;" >2.<span style="mso-spacerun:yes"> </span><span style="mso-tab-count:1"> </span>The trainer can model the desired learning and behavior.</span></b></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >It is one thing to read a description, talk through a process, watch a taped demonstration or communicate through sound bytes. It is a very different learning experience when the participants can observe and ask questions as the trainer models the desired behavior.</span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="margin-left:27.0pt;text-indent:-27.0pt;tab-stops: 27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >a.<span style="mso-tab-count:1"> </span>The modeling occurs in real time, so participants have the immediate ability to ask questions and seek clarification.</span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >b.<span style="mso-tab-count:1"> </span>Because it occurs in real time, the trainer can adapt the skill or process to the </span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" ><span style="mso-tab-count:1"> </span>specific needs of the participants.</span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="margin-left:27.0pt;text-indent:-27.0pt;tab-stops: 27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >c.<span style="mso-tab-count:1"> </span>Verbal and nonverbal nuances, such as the tone of voice, facial expression and body language, are much more obvious in a live demonstration.</span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="margin-left:27.0pt;text-indent:-27.0pt;tab-stops: 27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >d.<span style="mso-tab-count:1"> </span>Learners can participate in all or part of the demonstration, which lets them discover what adjustments they need to make so that the process works effectively for them. </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><b><span style=""> </span></b></span></p><p class="MsoNormal" style="mso-outline-level:1;tab-stops:27.0pt"><span style="font-size:85%;"><b><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:Arial;" ><br /></span></b></span></p> <p class="MsoNormal" style="mso-outline-level:1;tab-stops:27.0pt"><span style="font-size:85%;"><b><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:Arial;" >3.<span style="mso-spacerun:yes"> </span><span style="mso-tab-count:1"> </span>It provides an opportunity for guided monitored practice.<span style="mso-spacerun:yes"> </span></span></b></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><b><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-font-family:Arial;" > </span></b></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >If participants are to retain what they have learned, they need to practice it several times. In a classroom, participants can first practice with the full involvement of the trainer. They can then practice working in small groups, where they are able to reinforce and assist each other. Finally, they can practice independently, with access to the trainer. </span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="margin-left:27.0pt;text-indent:-27.0pt;tab-stops: 27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >a.<span style="mso-tab-count:1"> </span>The trainer can listen to and observe the participants’ work, intervening where necessary.</span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >b.<span style="mso-tab-count:1"> </span>The trainer can coach the participants or jumpstart their thought processes.</span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="margin-left:27.0pt;text-indent:-27.0pt;tab-stops: 27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >c.<span style="mso-tab-count:1"> </span>The trainer can intervene when difficulties arise, to either reteach or interject new information that will assist the participants.</span></span></p> <p class="MsoNormal" style="margin-left:27.0pt;text-indent:-27.0pt;tab-stops: 27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="margin-left:27.0pt;text-indent:-27.0pt;tab-stops: 27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >d.<span style="mso-tab-count:1"> </span>Participants have access to the trainer for immediate guidance and feedback.</span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><b><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-font-family:Arial;" > </span></b></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><b><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-font-family:Arial;" > </span></b></span></p> <p class="MsoNormal" style="mso-outline-level:1;tab-stops:27.0pt"><span style="font-size:85%;"><b><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:Arial;" >4.<span style="mso-spacerun:yes"> </span><span style="mso-tab-count:1"> </span>It allows participants to practice face-to-face interactive skills.</span></b></span></p> <p class="MsoNormal" style="mso-outline-level:1;tab-stops:27.0pt"><span style="font-size:85%;"><b><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:Arial;" > </span></b></span></p> <p class="MsoNormal" style="mso-outline-level:1;tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi- mso-bidi-font-weight:boldfont-family:Arial;" >Interactive skills require whole body learning. In other words, just because a participant intellectually grasps the steps in a specific type of interaction does not mean that the participant is able to effectively handle the interaction in real life. The only way that learners will achieve confidence in their own competence is for them to practice their new skills in simulations that are as real to life as possible.</span></span></p> <p class="MsoNormal" style="mso-outline-level:1;tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi- mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="margin-left:27.0pt;text-indent:-27.0pt;mso-outline-level: 1;tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman"; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >a.<span style="mso-tab-count: 1"> </span>The participants can evaluate whether their verbal and nonverbal behaviors are consistent with each other, or whether they are giving inconsistent messages.</span></span></p> <p class="MsoNormal" style="margin-left:27.0pt;text-indent:-27.0pt;mso-outline-level: 1;tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman"; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="margin-left:27.0pt;text-indent:-27.0pt;mso-outline-level: 1;tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman"; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >b.<span style="mso-tab-count: 1"> </span>The participants get a chance to see how it feels to actually say what needs to be said to the other person.</span></span></p> <p class="MsoNormal" style="mso-outline-level:1;tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi- mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="margin-left:27.0pt;text-indent:-27.0pt;mso-outline-level: 1;tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman"; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >c.<span style="mso-tab-count: 1"> </span>The participant has to adjust to and handle unexpected responses of the other person.</span></span></p> <p class="MsoNormal" style="mso-outline-level:1;tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi- mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="mso-outline-level:1;tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi- mso-bidi-font-weight:boldfont-family:Arial;" >d.<span style="mso-tab-count:1"> </span>It gives participants the experience of having to think on their feet.</span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><b><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-font-family:Arial;" > </span></b></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><b><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-font-family:Arial;" > </span></b></span></p> <p class="MsoNormal" style="mso-outline-level:1;tab-stops:27.0pt"><span style="font-size:85%;"><b><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:Arial;" >5.<span style="mso-spacerun:yes"> </span><span style="mso-tab-count:1"> </span>It can provide scheduled kinesthetic activity.</span></b></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><b><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-font-family:Arial;" > </span></b></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >The needs of kinesthetic learners are frequently underserved because they need to move their bodies in order to learn. Classroom training can easily incorporate kinesthetic activities, particularly to check for comprehension. Rather than texting or sitting at a computer, participants can move into and out of small groups, stand up to make reports, raise their hands, and play physical games such as relays.</span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >a.<span style="mso-tab-count:1"> </span>Standing up increases the blood flow to the brain, keeping participants more alert </span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" ><span style="mso-tab-count:1"> </span>and able to learn.</span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >b.<span style="mso-tab-count:1"> </span>Movement increases the energy of the group.</span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="margin-left:27.0pt;text-indent:-27.0pt;tab-stops: 27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >c.<span style="mso-tab-count:1"> </span>Moving into different groups provides participants with new and different viewpoints. </span></span></p> <p class="MsoNormal" style="margin-left:27.0pt;text-indent:-27.0pt;tab-stops: 27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="margin-left:27.0pt;text-indent:-27.0pt;tab-stops: 27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >d.<span style="mso-tab-count:1"> </span>Movement engages both sides of the brain, thereby increasing the probability of both learning and retention.</span></span></p> <p class="MsoNormal" style="mso-outline-level:1;tab-stops:27.0pt"><span style="font-size:85%;"><b><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:Arial;" > </span></b></span></p> <p class="MsoNormal" style="mso-outline-level:1;tab-stops:27.0pt"><span style="font-size:85%;"><b><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:Arial;" > </span></b></span></p> <p class="MsoNormal" style="mso-outline-level:1;tab-stops:27.0pt"><span style="font-size:85%;"><b><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:Arial;" >6.<span style="mso-tab-count:1"> </span>It can be decorated to reinforce a topic or theme.</span></b></span></p> <p class="MsoNormal"><span style="font-size:85%;"><b><span style="mso-fareast-font-family:"Times New Roman"; mso-bidi-font-family:Arial;" > </span></b></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman"; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >A classroom can be transformed with pictures and colorful items on the walls and a variety of tabletop objects that emphasize key aspects of the topic at hand. The classroom can even replicate a real world setting with music, sounds, colors, audiovisuals and room arrangements. This increases the participants’ interest and attention, both of which will increase the likelihood of more effective learning.</span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman"; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="margin-left:27.0pt;text-indent:-27.0pt;tab-stops: 27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >a.<span style="mso-tab-count:1"> </span>A themed classroom can bring a topic or concept to life, simulating real life experience.</span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman"; mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >b.<span style="mso-tab-count:1"> </span>The more senses that are engaged, the greater the learning that occurs.</span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >c.<span style="mso-tab-count:1"> </span>Stimulated senses enhance participant interest and energy.</span></span></p> <p class="MsoNormal" style="tab-stops:27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style="margin-left:27.0pt;text-indent:-27.0pt;tab-stops: 27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >d.<span style="mso-tab-count:1"> </span>A pleasant and appealing classroom creates a relaxed learning environment, and participants are more creative when they are relaxed.</span></span></p> <p class="MsoNormal" style="margin-left:27.0pt;text-indent:-27.0pt;tab-stops: 27.0pt"><span style="font-size:85%;"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" > </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style=";font-family:Arial;" >Human beings are social animals. They are more likely to learn when they are together and they have a chance to articulate their thoughts, gain insights from others, and physically practice what they have learned. This is particularly true for learning the variety of interpersonal communication skills.</span></span></p><p class="MsoNormal" style=""><br /></p><p class="MsoNormal" style=""><span style="font-size:85%;"><span style=";font-family:Arial;" >May your learning be sweet.</span></span></p><p class="MsoNormal" style=""><br /></p><p class="MsoNormal" style="tab-stops:0in"><span style="font-size:85%;"><span style="mso-fareast-font-family: "Times New Roman";mso-bidi-mso-bidi-font-weight:boldfont-family:Arial;" >Deborah<br /></span></span></p>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-90636884777892369152011-06-06T05:00:00.000-07:002011-06-06T05:00:02.143-07:00Tip #378: The Manager’s Role in Building a Customer Service Culture<p><span style=""></span><span style=""></span><span style="font-size:85%;"><i style="font-family: verdana;">"Moments of truth" are the critical incidents in which customers come into contact with the organization and form their impressions of its quality and service.” </i><span style="font-family: verdana;"> Karl Albrecht and Ron Zemke</span> </span></p><span style="font-size:85%;"><span style="font-family: verdana;"> </span></span> <p style="font-family: verdana;"><span style="font-size:85%;">Do your employees simply <i>serve</i> customers or do they really <i>care</i> about helping customers solve their problems? Do they recognize that every interaction they have with their internal or external customers is a <i>moment of truth</i>?<span> </span>Do they know that their interaction will determine the customer’s perception of your organization as either helpful, caring and accessible, or cold, disinterested, and unwelcoming? </span></p><span style="font-size:85%;"><span style="font-family: verdana;"> </span></span><p style="font-family: verdana;"><span style="font-size:85%;">As a manager, there are three key steps that you can take to instill, support and maintain a customer service culture throughout your organization.</span></p><span style="font-size:85%;"><span style="font-family: verdana;"> </span><b style="font-family: verdana;">1. <span></span>Establish a customer service mission.<span> </span></b><span style="font-family: verdana;">This begins with identifying the significant impacts that your organization’s services have on both your internal and your external customers. Look beyond the obvious features of your product or service to find the benefits they provide to your customers. For example, a company that makes anti-lock brakes does more than manufacture a product. Their product will ultimately save lives.</span><br /><br /><span style="font-family: verdana;">Next, describe the image that your organization would like to project to your customers. For example, a call center's mission statement is: “To take ownership of each call, manage each request correctly, dispatch efficiently and communicate to ensure the customer's complete satisfaction." </span><br /><br /><span style="font-family: verdana;"><span style="color: black;"></span><span style="color: black;"></span>As another example, the mission statement of J.B. Hunt Transportation: is “Providing optimum service and solutions to maintain customer productivity and satisfaction."<br /><br />Finally, plan a strategy to make this image a reality. This will entail the next two steps: ensuring both customer-focused employees and organizational systems. </span><br /><br /><b style="font-family: verdana;">2. <span></span>Ensure that your employees have a customer service mentality and focus.<span> </span></b><span style="font-family: verdana;">Every employee needs to support the customer service mission in every interaction they have with customers. </span><br /><br /><span style="font-family: verdana;">Review the “moments of truth” when your customers interact with your organization</span><b style="font-family: verdana;">. </b><span style="font-family: verdana;">You want your employees to consistently make these moments positive and responsive. Keep in mind that customer service is every employee’s responsibility. It is not limited to the people who work at the reception or service desks. There is no way to predict when a customer will come into contact with your organization.</span><br /><br /><span style="font-family: verdana;">Highlight and emphasize the key customer service qualities and skills necessary to fulfill your organization’ s customer service mission. For example, the first person with whom potential customers typically have contact is a receptionist. This employee needs to be friendly, open, welcoming and helpful. The employee who is responsible for resolving customer complaints needs to have good listening, communication and problem solving skills. </span></span> <span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">When you recruit employees, publish your emphasis on customer service; and when you screen applicants, include behavioral interviews in which you ask the applicants how they would handle different customer service situations. </span><br /><br /><span style="font-family: verdana;">Once you have hired the employees, establish both qualitative and quantitative performance standards and means of measurement to ensure that the desired customer service skills are used during customer contacts. </span><br /><br /><b style="font-family: verdana;">3.<span> </span>Ensure that organizational systems, policies and procedures support the customer service mission.<span> </span></b><span style="font-family: verdana;">Do not put your employees into the uncomfortable position of having the desire and skills to provide excellent customer service without the necessary systems or procedures that enable them to follow through. </span><br /><br /><span style="font-family: verdana;">Empower employees who are closest to the customer situation to make the required decisions to resolve the issues. Identify and resolve inconsistent performance expectations. For example, make sure that employees are not placed into a Catch-22 situation where they are expected, on the one hand, to meet the customers’ satisfaction while, on the other hand, they are evaluated on the basis of the number of customers served in a given period of time. </span><br /><br /><span style="font-family: verdana;">Confirm that, when one department makes promises to customers, the other departments can deliver on those promises. Provide incentive programs for quality customer service. Conduct customer surveys and act on their responses when feasible. </span><br /><br /><span style="font-family: verdana;">Check to see that employees have the training and tools to provide the desired customer service. Keep them up-to-date on policy changes that affect customers. Provide the technology they need to effectively perform their work. Also review the forms and other paperwork required of customers to make sure they are as clear as possible, with samples of completed forms and detailed instructions to complete them.</span><br /><br /><span style="font-family: verdana;">If you and your employees continually ask yourselves, “How will what I’m doing or planning on doing impact my customers?” and then take constructive action on the basis of the answer to that question, you will know that you have successfully built a customer service culture.</span><br /><br /><span style="font-family: verdana;">May your learning be sweet.</span><br /><br /><span style="font-family: verdana;">Deborah</span></span>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-25983629046121260122011-05-30T05:00:00.000-07:002011-05-30T05:00:09.472-07:00Tip #377: Steps In Hiring That Will Lower Employee Turnover<style> <!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:-536859905 -1073711037 9 0 511 0;} @font-face {font-family:Times; panose-1:2 0 5 0 0 0 0 0 0 0; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Verdana; panose-1:2 11 6 4 3 5 4 4 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:-1593833729 1073750107 16 0 415 0;} @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; mso-bidi-font-size:10.0pt; font-family:Arial; mso-fareast-font-family:Times; mso-bidi-font-family:"Times New Roman";} .MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-size:14.0pt; mso-ansi-font-size:14.0pt; mso-bidi-font-size:14.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:major-latin; mso-fareast-font-family:"MS 明朝"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:major-latin; mso-fareast-language:JA;} @page WordSection1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.WordSection1 {page:WordSection1;} --> </style> <p class="MsoNormal" style="mso-pagination:none;tab-stops:28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; mso-layout-grid-align:none;text-autospace:none"><span style=" font-family:Verdana;mso-fareast-Times New Roman"font-family:";font-size:10.0pt;" >"<i style="mso-bidi-font-style:normal">We wanted a responsible man for this job," said the employer to the applicant.</i></span><i style="mso-bidi-font-style: normal"><span style="font-family:Verdana;mso-fareast-Times New Roman"font-family:";font-size:10.0pt;" > "Well, I guess I'm just your man," said the young fellow. "No matter where I worked,<span style="mso-spacerun:yes"> </span>whenever anything went wrong, they told me I was responsible."</span></i><span style="mso-spacerun:yes"> </span><span style="font-size:85%;">Bill Adler </span></p><span style="font-family:Verdana;mso-fareast-Times New Roman"font-family:";font-size:10.0pt;" ></span> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;"> </span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family:Verdana;font-size:10.0pt;">Employees leave their jobs for five primary reasons that can be addressed during the hiring process: (1) the job is not what they expected, (2) they lack the skills, knowledge or abilities to perform the job in the manner that the organization requires, (3) they are uncomfortable with the conditions of employment, (4) their values are incompatible with the organizational mission and culture, and/or (5) they or their families are unable to adapt to their new community. There are steps that can avoid these problems.</span></span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;"> </span></p> <p class="MsoNormal"><b style="mso-bidi-font-weight:normal"><span style="font-family:Verdana;font-size:10.0pt;">1.<span style="mso-spacerun:yes"> </span><span style="mso-tab-count:1"> </span>The job is not what they expected.</span></b></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;"> </span></p> <p class="MsoNormal"><u><span style="font-family:Verdana;font-size:10.0pt;">Steps in hiring that will avoid this problem</span></u><span style=" ;font-family:Verdana;font-size:10.0pt;" >: <b style="mso-bidi-font-weight:normal"><i style="mso-bidi-font-style:normal">Create and present an accurate and up-to-date description of the job.</i></b></span></p> <p class="MsoNormal" style="text-indent:-4.5pt"><span style=" ;font-family:Verdana;font-size:10.0pt;" ><span style="mso-spacerun:yes"> </span></span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;">a.<span style="mso-tab-count:1"> </span>Update the position description to accurately reflect the job responsibilities and reporting relationships, as well as the necessary knowledge, skills and abilities.</span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;">b.<span style="mso-tab-count:1"> </span>Make sure that the job announcement is accurate and contains all of the relevant information necessary for a potential applicant to make an informed decision: (1) title and pay range; (2)<span style="mso-tab-count:1"> </span>organization name,<span style="mso-spacerun:yes"> </span>background information, and location; (3) key responsibilities; (4) mandatory training and experience requirements; (5) required skills, knowledge, and abilities; and (6) special conditions of employment.</span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:.5in"><span style="font-family:Verdana;font-size:10.0pt;"> </span></p> <p class="MsoNormal"><b style="mso-bidi-font-weight:normal"><span style="font-family:Verdana;font-size:10.0pt;">2.<span style="mso-tab-count:1"> </span>They lack the knowledge, skills or abilities necessary to perform the job in the manner that the organization requires.</span></b></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.5in"><b style="mso-bidi-font-weight:normal"><span style="font-family:Verdana;font-size:10.0pt;"> </span></b></p> <p class="MsoNormal"><u><span style="font-family:Verdana;font-size:10.0pt;">Steps in hiring that will avoid this problem</span></u><span style=" ;font-family:Verdana;font-size:10.0pt;" >:<b style="mso-bidi-font-weight:normal"> <i style="mso-bidi-font-style:normal">Screen potential applicants for three areas that are essential to ensure the best fit for the job: (1) they are qualified for the job, based on past training and experience; (2) they will perform the job in a manner acceptable to the organization; and (3) they share the organization’s values. </i></b></span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;"> </span></p> <p class="MsoNormal" style="tab-stops:.5in"><span style=" ;font-family:Verdana;font-size:10.0pt;" >a.<span style="mso-tab-count:1"> </span>Pre-screen applicants to determine if they are qualified for the job, based on past training and experience. </span></p> <p class="MsoNormal" style="tab-stops:.5in"><span style=" ;font-family:Verdana;font-size:10.0pt;" ><span style="mso-tab-count:2"> </span></span></p> <p class="MsoNormal" style="tab-stops:.5in"><span style=" ;font-family:Verdana;font-size:10.0pt;" >Possible pre-screening devices include a resume, an achievement history questionnaire that requires applicants to respond to focused training and </span></p> <p class="MsoNormal" style="tab-stops:.5in"><span style=" ;font-family:Verdana;font-size:10.0pt;" >experience questions, and/or a web-based knowledge test.</span></p> <p class="MsoNormal" style="tab-stops:.5in"><span style=" ;font-family:Verdana;font-size:10.0pt;" > </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;">b.<span style="mso-tab-count:1"> </span>Develop job-related situational questions and benchmark answers.</span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;"> </span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.5in"><span style="font-family:Verdana;font-size:10.0pt;">c.<span style="mso-tab-count:1"> </span>Identify organizational fit questions and benchmark answers, if appropriate.</span></p> <p class="MsoNormal" style="tab-stops:.5in"><span style=" ;font-family:Verdana;font-size:10.0pt;" ><span style="mso-tab-count:2"> </span></span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;">d.<span style="mso-tab-count:1"> </span>Screen applicants using methods that will provide the most accurate and objective assessment of the potential applicants’ suitability for the job.</span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.5in"><span style="font-family:Verdana;font-size:10.0pt;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;">Possible screening devices include: (1) structured interview with panel;</span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;">(2) written essay; (3) in-basket; (4) performance simulation; and/or (5) oral presentation.</span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;"> </span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.5in"><b style="mso-bidi-font-weight:normal"><span style="font-family:Verdana;font-size:10.0pt;">3. <span style="mso-tab-count:1"> </span>They are uncomfortable with the work environment.</span></b></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;"> </span></p> <p class="MsoNormal"><u><span style="font-family:Verdana;font-size:10.0pt;">Steps in hiring that will avoid this problem</span></u><span style=" ;font-family:Verdana;font-size:10.0pt;" >:<b style="mso-bidi-font-weight:normal"> <i style="mso-bidi-font-style:normal">Give applicants an opportunity to determine whether the work environment would be a good fit.</i></b></span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;">a.<span style="mso-tab-count:1"> </span>Provide a tour of the facility, so the applicants can get a firsthand view of how it is organized, the work that is done on the premises, and their potential work location and working conditions.</span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;"> </span></p> <p class="MsoNormal"><b style="mso-bidi-font-weight:normal"><span style="font-family:Verdana;font-size:10.0pt;">4. <span style="mso-tab-count: 1"> </span>Their values are incompatible with the organizational mission and culture.<span style="mso-spacerun:yes"> </span></span></b></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.5in"><b style="mso-bidi-font-weight:normal"><span style="font-family:Verdana;font-size:10.0pt;"> </span></b></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.5in"><u><span style="font-family:Verdana;font-size:10.0pt;">Steps in hiring that will avoid this problem</span></u><span style="font-family:Verdana;font-size:10.0pt;">:<b style="mso-bidi-font-weight:normal"></b></span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.5in"><b style="mso-bidi-font-weight:normal"><span style="font-family:Verdana;font-size:10.0pt;"> </span></b></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;">Determine whether or not the applicants are comfortable with and will support the mission and the culture of the organization.</span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.5in"><span style="font-family:Verdana;font-size:10.0pt;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;">a.<span style="mso-tab-count:1"> </span>Ask open-ended value questions to determine if the applicants share the organization’s values. </span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:.5in"><span style="font-family:Verdana;font-size:10.0pt;"> </span></p> <p class="MsoNormal" style="tab-stops:.5in"><span style=" ;font-family:Verdana;font-size:10.0pt;" >b.<span style="mso-tab-count:1"> </span>Set up meetings with selected staff, so the applicants can become acquainted with their potential co-workers. This will also give the current staff an opportunity to determine how well the applicants are likely to fit into </span></p> <p class="MsoNormal" style="tab-stops:.5in"><span style=" ;font-family:Verdana;font-size:10.0pt;" >the work team.<span style="mso-spacerun:yes"> </span><span style="mso-tab-count:1"> </span></span></p> <p class="MsoNormal" style="text-align:center" align="center"><u><span style="font-family:Verdana;font-size:10.0pt;"><span style="text-decoration: none"> </span></span></u></p> <p class="MsoNormal"><b style="mso-bidi-font-weight:normal"><span style="font-family:Verdana;font-size:10.0pt;">(5) <span style="mso-tab-count: 1"> </span>They or their families are unable to adapt to their new community.<span style="mso-spacerun:yes"> </span></span></b></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;"> </span></p> <p class="MsoNormal"><u><span style="font-family:Verdana;font-size:10.0pt;">Steps in hiring that will avoid this problem</span></u><span style=" ;font-family:Verdana;font-size:10.0pt;" >:<b style="mso-bidi-font-weight:normal"> <i style="mso-bidi-font-style:normal">Provide information about the community to help successful applicants</i></b><i style="mso-bidi-font-style:normal"> <b style="mso-bidi-font-weight:normal">and their families determine if they will be happy relocating there.</b></i><b style="mso-bidi-font-weight:normal"></b></span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;">a.<span style="mso-tab-count:1"> </span>Discuss what the surrounding communities have to offer in terms of housing, schools, shopping, daycare, medical facilities, religious affiliations, local attractions and community events.</span></p> <p class="MsoNormal"><i style="mso-bidi-font-style:normal"><u><span style="font-family:Verdana;font-size:10.0pt;"><span style="text-decoration: none"> </span></span></u></i></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;">b.<span style="mso-tab-count:1"> </span>Introduce individuals and community organizations that can assist the family in making the transition and becoming situated in their new community.</span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.5in"><span style="font-family:Verdana;font-size:10.0pt;"> </span></p> <p class="MsoNormal"><span style="font-family:Verdana;font-size:10.0pt;">The likelihood of employee turnover can be minimized if the hiring process accurately describes the job, objectively assesses the applicants’ suitability for the job, and provides support to the successful applicants’ families. </span></p> <style> <!-- /* Font Definitions */ @font-face {font-family:Arial; 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mso-bidi-font-size:14.0pt; font-family:"Arial Narrow"; mso-ascii-font-family:"Arial Narrow"; mso-fareast-font-family:"MS 明朝"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:"Arial Narrow"; mso-fareast-language:JA;} @page WordSection1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.WordSection1 {page:WordSection1;} --> </style> <p class="MsoNormal"><b><span style="font-size:10.0pt;font-family:Verdana; mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:Arial"></span></b><b style="mso-bidi-font-weight: normal"><span style="font-size:10.0pt;font-family:Verdana"></span></b><b style="mso-bidi-font-weight:normal"><i style="mso-bidi-font-style: normal"><span style="font-size:10.0pt;font-family:Verdana"></span></i></b><i style="mso-bidi-font-style:normal"><span style="font-size:10.0pt;font-family:Verdana;mso-fareast-font-family:"Times New Roman"; mso-bidi-font-family:Arial;mso-bidi-font-weight:bold">“Criticism should be a casual conversation.</span></i><i style="mso-bidi-font-style:normal"><span style="font-size:10.0pt;font-family:Verdana;mso-fareast-font-family:"Times New Roman"; mso-bidi-font-family:Arial">“</span></i><span style="font-size:10.0pt; font-family:Verdana;mso-fareast-font-family:"Times New Roman";mso-bidi-font-family: Arial"> W. H. Auden</span> </p><p class="MsoNormal"><span style="font-size:10.0pt;font-family:Verdana"> </span></p> <p class="MsoNormal" style="tab-stops:.25in 67.0pt"><span style="font-size:10.0pt; font-family:Verdana">A win/win problem-solving model for providing constructive criticism can be used to effectively discuss and resolve disagreements in coaching, performance appraisal, conflict resolution, and general feedback sessions. This model is particularly effective for individuals who are uncomfortable expressing conflict, criticism, or anger. </span></p> <p class="MsoNormal" style="tab-stops:.25in 67.0pt"><span style="font-size:10.0pt; font-family:Verdana"> </span></p> <p class="MsoNormal" style="tab-stops:.25in 67.0pt"><span style="font-size:10.0pt; font-family:Verdana">There are three major reasons for the effectiveness of the following win/win problem-solving model. First, it begins with a supportive statement, which makes it easier to initiate the conversation. Second, it establishes a mutual problem- solving dialogue, which is a more comfortable form of communication. Third, it places the focus on the problem, which directs it away from the individuals involved.<span style="mso-spacerun:yes"> </span></span></p> <p class="MsoNormal" style="tab-stops:.25in 67.0pt"><span style="font-size:10.0pt; font-family:Verdana"> </span></p> <p class="MsoNormal" style="tab-stops:.25in 67.0pt"><span style="font-size:10.0pt; font-family:Verdana">1.<span style="mso-spacerun:yes"> </span><span style="mso-tab-count:1"></span><i style="mso-bidi-font-style:normal">Begin with a supportive or neutral statement that indicates some positive or respectful feeling you have about the person to whom you are speaking</i>. This is especially necessary if your communication will involve the expression of criticism or anger. However, you must be sincere when you speak. Sometimes, the most sincere thing you may be able to say may be, “I appreciate your taking the time to speak with me.” </span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><b style="mso-bidi-font-weight:normal"><span style="font-size:10.0pt;font-family: Verdana"> </span></b></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana">2.<span style="mso-spacerun:yes"> </span><i style="mso-bidi-font-style:normal">Identify the situation or problem as you see it</i><b style="mso-bidi-font-weight:normal">. </b>It is impossible for people to have an intelligent conversation if they do not know what they are talking about.<span style="mso-spacerun:yes"> </span></span></p> <p class="MsoNormal" style="margin-left:.5in;tab-stops:.5in 1.0in"><span style="font-size:10.0pt;font-family:Verdana"> </span></p> <p class="MsoBodyText" style="tab-stops:-4.5pt"><span style="font-size:10.0pt; font-family:Verdana">A powerful, non-defensive way to do this is through "I statements." Beginning with "I statements" says that we are taking responsibility for our communication. The statements often begin with the words "I feel."</span></p> <p class="MsoNormal" style="tab-stops:.5in 1.0in"><span style="font-size:10.0pt; font-family:Verdana"> </span></p> <p class="MsoBodyText"><span style="font-size:10.0pt;font-family:Verdana">Follow up "I feel" with words that describe our emotions, then a description of the cause of this emotional response, and finally its tangible or emotional impact.</span></p> <p class="MsoNormal" style="tab-stops:.5in 1.0in"><span style="font-size:10.0pt; font-family:Verdana"> </span></p> <p class="MsoNormal" style="tab-stops:.5in 1.0in"><span style="font-size:10.0pt; font-family:Verdana">An example is:<span style="mso-spacerun:yes"> </span>"I feel (<i style="mso-bidi-font-style:normal">I statement</i>) uncomfortable (<i style="mso-bidi-font-style:normal">emotion</i>) when someone raises their voice at me (<i style="mso-bidi-font-style:normal">causal event</i>). When that happens, it is very difficult for me to stay focused on my work (<i style="mso-bidi-font-style:normal">tangible impact</i>).</span></p> <p class="MsoNormal" style="tab-stops:.5in 1.0in"><span style="font-size:10.0pt; font-family:Verdana"> </span></p> <p class="MsoBodyText2" style="line-height:normal"><span style="font-size:10.0pt; font-family:Verdana">Non-blaming messages that describe tangible effects are more likely to result in the other person trying to resolve the problem.</span></p> <p class="MsoNormal" style="margin-top:0in;margin-right:-4.0pt;margin-bottom: 0in;margin-left:.5in;margin-bottom:.0001pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana"> </span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana">3.<span style="mso-tab-count:1"> </span><i style="mso-bidi-font-style:normal">Make sure that your non-verbal behavior is consistent with your real message. </i>For example, some people tend to smile when they are uncomfortable as well as when they are pleased. However, if you smile when you say angry words, the other person will be confused and may not be able to take your communication seriously. If you know that you are likely to give a mixed message, ask the other person to pay attention to your words rather than to your face.<i style="mso-bidi-font-style:normal"></i></span></p> <p class="MsoNormal" style="margin-top:0in;margin-right:-4.0pt;margin-bottom: 0in;margin-left:.5in;margin-bottom:.0001pt;text-indent:-.5in;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana"> </span></p> <p class="MsoBodyText2" style="line-height:normal;tab-stops:.5in"><span style="font-size:10.0pt;font-family:Verdana">4.<span style="mso-spacerun:yes"> </span><i style="mso-bidi-font-style:normal">Ask for and receive feedback.</i> A conversation will be ineffectual if the people involved do not take the time to make sure that the other person understands what is being said. Simply asking “Do you understand what I’m saying?” is insufficient because it is a closed question that requires a “yes” or “no” answer and it may not necessarily be true. Instead, ask an open question, such as “How do you feel about my assessment of the situation?” </span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana"> </span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana">5.<span style="mso-spacerun:yes"> </span><span style="mso-tab-count:1"> </span><i style="mso-bidi-font-style: normal">Establish the fact that you appreciate the other person's thoughts or feelings on the subject</i>. When the other person responds, paraphrase and repeat in your own words what you believe are the beliefs, points or concerns of the other person. Make sure that your paraphrase is stated in neutral terms, without imposing your own feelings. This will be particularly important if you do not agree with the other person’s position. Communication cannot be effective if both parties do not treat each other with respect. This is best indicated by careful listening. </span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana"> </span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana">6.<span style="mso-spacerun:yes"> </span><span style="mso-tab-count:1"> </span><i style="mso-bidi-font-style: normal">Express your feeling, thought or need</i>. A conversation that depends on one party never openly expressing what s/he wants, but, rather, hoping that the other party will "read between the lines," will never be effective. It cannot succeed because the initiator of the conversation will not be in control of the communication that takes place. So, state your concern or need in simple and straightforward terms.</span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><b style="mso-bidi-font-weight:normal"><span style="font-size:10.0pt;font-family: Verdana"> </span></b></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana">7. <i style="mso-bidi-font-style: normal"><span style="mso-spacerun:yes"> </span><span style="mso-tab-count:1"> </span>Ask for and receive feedback. </i>Since you have a right to your opinion on this matter, it is not necessary for the other person to agree with you. You can ask, “Can you appreciate how I feel?”</span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana"> </span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana">8.<span style="mso-spacerun:yes"> </span><i style="mso-bidi-font-style:normal">Indicate that you need help in finding a mutually satisfactory solution.</i><b style="mso-bidi-font-weight:normal"> </b>If the problem is phrased as a mutual one, rather than as a response to an act by a guilty party, it will be more likely to be resolved in an amicable manner. It will also give the benefit of the doubt to the "guilty" party in an angry or critical situation by not boxing them into a corner with accusations and finger pointing. </span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><b style="mso-bidi-font-weight:normal"><span style="font-size:10.0pt;font-family: Verdana"> </span></b></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana">9.<span style="mso-spacerun:yes"> </span><i style="mso-bidi-font-style:normal"><span style="mso-spacerun:yes"> </span> Ask for and receive feedback. </i>Now you are essentially asking, “Are you willing to work this out with me?” If the answer is “yes, “ you can move on to Step 12.</span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana"> </span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana">If the other person has not yet accepted mutual responsibility for resolving the situation, you will need to move to Steps 10 and 11. </span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana"> </span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana">10.<span style="mso-spacerun:yes"> </span><i style="mso-bidi-font-style:normal">Ask the other person to identify the real or potential consequences if the situation is not resolved in a mutually satisfactory manner. </i><span style="mso-spacerun:yes"> </span>Make sure that the response includes consequences of significance to each party, as well as to their relationship, and to affected third persons.</span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana"> </span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana">11.<span style="mso-spacerun:yes"> </span><i style="mso-bidi-font-style:normal">Ask if the other person is comfortable with those consequences.</i> Studies have found that people tend to be more concerned about potential loss than about potential gain. Hopefully, at this stage the other person is willing to cooperate in resolving the problem.</span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana"> </span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana">12.<span style="mso-spacerun:yes"> </span><i style="mso-bidi-font-style:normal">Suggest constructive alternatives</i>.<b style="mso-bidi-font-weight:normal"> </b>Communication between two people presupposes an objective goal.<span style="mso-spacerun:yes"> </span>Conversation will not be effective if you do not know what you want to have happen as a result of that conversation. You may not be entirely invested in your suggestions, but you need to be able to at least set clear limits about what would be acceptable and what would not be acceptable.</span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana"> </span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana">13.<span style="mso-spacerun:yes"> </span><i style="mso-bidi-font-style:normal">Ask for and receive feedback. </i>You are honestly looking for a mutually acceptable solution. Keep in mind that the other person is much more likely to be committed to the solution if he or she proposes it.</span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><i style="mso-bidi-font-style:normal"><span style="font-size:10.0pt;font-family: Verdana"><span style="mso-spacerun:yes"> </span></span></i><span style="font-size:10.0pt;font-family:Verdana"></span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana">14.<span style="mso-spacerun:yes"> </span><i style="mso-bidi-font-style:normal">Identify the decision or result of the communication.</i><b style="mso-bidi-font-weight: normal"><span style="mso-spacerun:yes"> </span></b>It is ultimately irrelevant who proposed the final acceptable solution.<span style="mso-spacerun:yes"> </span>However, it is very important to literally restate the solution, particularly if the conversation has considered a variety of solutions. Avoid the possibility of a misunderstanding by clarifying who will do what by when, and why this is important.</span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana"> </span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana">15.<i style="mso-bidi-font-style: normal"><span style="mso-tab-count:1"> </span>Ask for and receive feedback.</i><span style="mso-spacerun:yes"> </span>In this case, it is best to ask the other person to summarize, in his or her own words, the decision and expected follow through. This is really the only sure way to ascertain if both parties are on the same page.</span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana"> </span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana">16.<span style="mso-tab-count: 1"> </span><i style="mso-bidi-font-style:normal">Reaffirm your support statement</i>.<b style="mso-bidi-font-weight:normal"> </b>This is especially necessary in an angry or critical communication. It indicates respect for the other party, which will make the individual more comfortable with the preceding conversation. Again, if the most sincere support statement you can make is, “I appreciate your taking the time to talk this through, clear the air, and come up with an acceptable solution,” then say that. </span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana"> </span></p> <p class="MsoNormal" style="margin-right:-4.0pt;tab-stops:.5in 1.0in 6.5in 481.0pt 494.95pt"><span style="font-size:10.0pt;font-family:Verdana">17.<span style="mso-tab-count: 1"> </span><i style="mso-bidi-font-style:normal">Follow through and follow up<b style="mso-bidi-font-weight:normal">.</b></i><b style="mso-bidi-font-weight: normal"><span style="mso-spacerun:yes"> </span></b>Now that the "mutual" problem has been raised and, hopefully, resolved, you must act in accordance with the conversation and the decision.<span style="mso-spacerun:yes"> </span>If the other party is expected to take the action, make sure to follow up in a timely manner. If the other party does not take the promised action by the mutually established date, it will be necessary to reopen the conversation.</span></p> <p class="MsoNormal"><span style="font-size:10.0pt;font-family:Verdana"> </span></p> <p class="MsoNormal" style="tab-stops:.25in 67.0pt"><span style="font-size:10.0pt; font-family:Verdana">Constructive criticism is most effective and comfortable for both parties when it begins with a supportive statement, establishes a mutual problem-solving dialogue, and places the focus on the problem, which directs it away from the individuals involved.<span style="mso-spacerun:yes"> </span></span></p> <p class="MsoNormal"><span style="font-size:14.0pt;font-family:Calibri; mso-ascii-theme-font:major-latin;mso-hansi-theme-font:major-latin"> </span></p> <p class="MsoNormal"><b><span style="mso-fareast-font-family:"Times New Roman"; mso-bidi-font-family:Arial"> </span></b></p> <i style="mso-bidi-font-style:normal"><span style="font-size:12.0pt;mso-bidi-font-size: 10.0pt;font-family:Arial;mso-fareast-font-family:"Times New Roman";mso-ansi-language: EN-US;mso-fareast-language:EN-US;mso-bidi-language:AR-SA;mso-bidi-font-weight: bold"><br /> </span></i> <p class="MsoNormal"><i style="mso-bidi-font-style:normal"><span style="mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:Arial; mso-bidi-font-weight:bold"> </span></i></p>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-88457391757654388602011-05-16T05:00:00.000-07:002011-05-16T05:00:09.394-07:00Tip #375: How to Choose Verbs for Effective Learning Objectives<style>@font-face { font-family: "Arial"; }@font-face { font-family: "Times"; }@font-face { font-family: "Times"; }@font-face { font-family: "Calibri"; }@font-face { font-family: "Arial Narrow"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: Arial; }p.MsoListParagraph, li.MsoListParagraph, div.MsoListParagraph { margin: 0in 0in 0.0001pt 0.5in; font-size: 12pt; font-family: Arial; }p.MsoListParagraphCxSpFirst, li.MsoListParagraphCxSpFirst, div.MsoListParagraphCxSpFirst { margin: 0in 0in 0.0001pt 0.5in; font-size: 12pt; font-family: Arial; }p.MsoListParagraphCxSpMiddle, li.MsoListParagraphCxSpMiddle, div.MsoListParagraphCxSpMiddle { margin: 0in 0in 0.0001pt 0.5in; font-size: 12pt; font-family: Arial; }p.MsoListParagraphCxSpLast, li.MsoListParagraphCxSpLast, div.MsoListParagraphCxSpLast { margin: 0in 0in 0.0001pt 0.5in; font-size: 12pt; font-family: Arial; }.MsoChpDefault { font-size: 14pt; font-family: "Arial Narrow"; }div.WordSection1 { page: WordSection1; }ol { margin-bottom: 0in; }ul { margin-bottom: 0in; }</style> <p class="MsoNormal"><b style=""><span style=""></span></b><span style=""></span><span style="font-size:85%;"><i style="font-family: arial;"><span style="">“Begin with the end in mind.”</span></i><span style="font-family: arial;"> Stephen R. Covey</span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style=""> </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style="">Learning objectives should explain in specific, observable and measurable terms what the learners will do to (a) learn specific skills and (b) demonstrate that they have learned them. </span><span style="font-weight: bold;">This entails using active verbs that are </span><span style=""><span style="font-weight: bold;">sufficiently clear that they do not require additional verbs to explain what they mean</span>. </span><span style="">If the verbs are vague, the trainer will have no way to verify if the desired learning has occurred. </span><span style=""></span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style=""> </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style="">Unfortunately, it is very common to see lesson plans with learning objectives that use verbs that are vague and unclear, stating that the learners will: “know” or “understand” certain knowledge or skills. Without a second more active verb to clarify what the desired learning behavior is, it is not possible to measure or validate what has been learned.</span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style=""> </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style="">A trainer cannot tell by looking at a learner who is passively sitting if that learner actually “knows” or “understands” anything. The only way to determine if a learner “knows” or “understands” content is to have that learner <u>do</u> something with that content: for example,” explain” what it means or “demonstrate” how to use it.</span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style=""> </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style="">The verbs “explain” and “demonstrate” describe specific actions that the learner will take. Because they are actions, they can be observed. Because they are specific actions, they are also measurable. </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style=""> </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style="">When a learner “explains” what a word means or a procedure involves, the trainer can listen to that explanation. The trainer can also measure whether the learner’s description is accurate.</span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style=""> </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style="">When a learner “demonstrates” a skill, the trainer can observe the demonstration and measure how well the learner performs the skill.</span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style=""> </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style="">A learning objective needs to be specific, observable and measurable. A verb is too vague to be used in a learning objective if it requires another verb to explain what it really means. In addition to “know” and “understand,” there are a number of other verbs that fall into this category and should be avoided, such as:</span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style=""> </span></span></p> <p class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in; font-family: arial;"><span style="font-size:85%;"><span style=""><span style="">1.<span style="font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><span style=""><span style=""> </span>process</span></span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: arial;"><span style="font-size:85%;"><span style=""><span style="">2.<span style="font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><span style=""><span style=""> </span>care</span></span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: arial;"><span style="font-size:85%;"><span style=""><span style="">3.<span style="font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><span style=""><span style=""> </span>learn</span></span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: arial;"><span style="font-size:85%;"><span style=""><span style="">4.<span style="font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><span style=""><span style=""> </span>worry</span></span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: arial;"><span style="font-size:85%;"><span style=""><span style="">5.<span style="font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><span style=""><span style=""> </span>sense</span></span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: arial;"><span style="font-size:85%;"><span style=""><span style="">6.<span style="font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><span style=""><span style=""> </span>believe</span></span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: arial;"><span style="font-size:85%;"><span style=""><span style="">7.<span style="font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><span style=""><span style=""> </span>be aware</span></span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: arial;"><span style="font-size:85%;"><span style=""><span style="">8.<span style="font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><span style=""><span style=""> </span>empathize</span></span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: arial;"><span style="font-size:85%;"><span style=""><span style="">9.<span style="font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><span style=""><span style=""> </span>think </span></span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: arial;"><span style="font-size:85%;"><span style=""><span style="">10.<span style="font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><span style=""><span style=""> </span>remember</span></span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: arial;"><span style="font-size:85%;"><span style=""><span style="">11.<span style="font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><span style=""><span style=""> </span>feel</span></span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: arial;"><span style="font-size:85%;"><span style=""><span style="">12.<span style="font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><span style=""><span style=""> </span>perceive</span></span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: arial;"><span style="font-size:85%;"><span style=""><span style="">13.<span style="font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><span style=""><span style=""> </span>assume</span></span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: arial;"><span style="font-size:85%;"><span style=""><span style="">14.<span style="font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><span style=""><span style=""> </span>try</span></span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: arial;"><span style="font-size:85%;"><span style=""><span style="">15.<span style="font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><span style=""><span style=""> </span>see</span></span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: arial;"><span style="font-size:85%;"><span style=""><span style="">16.<span style="font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><span style=""><span style=""> </span>focus</span></span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: arial;"><span style="font-size:85%;"><span style=""><span style="">17.<span style="font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><span style=""><span style=""> </span>consider</span></span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: arial;"><span style="font-size:85%;"><span style=""><span style="">18.<span style="font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><span style=""><span style=""> </span>be familiar with</span></span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: arial;"><span style="font-size:85%;"><span style=""><span style="">19.<span style="font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><span style=""><span style=""> </span>appreciate</span></span></p> <p class="MsoListParagraphCxSpLast" style="text-indent: -0.25in; font-family: arial;"><span style="font-size:85%;"><span style=""><span style="">20.<span style="font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><span style=""><span style=""> </span>explore</span></span></p> <p class="MsoNormal" style="margin-left: 0.5in; line-height: 150%; font-family: arial;"><span style="font-size:85%;"><span style="font-size: 14pt; line-height: 150%;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: arial;">Ensure that learning objectives are specific, observable and measurable. Use active verbs that are sufficiently clear that they do not require additional verbs to explain what they mean.</span></span><span style="font-size: 14pt; font-family: Calibri;"></span></p>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-30010324897697760462011-05-09T05:00:00.000-07:002011-05-09T05:00:14.621-07:00Tip #374: Why a Training Needs Assessment is Important<style>@font-face { font-family: "Arial"; }@font-face { font-family: "Times"; }@font-face { font-family: "Cambria Math"; }@font-face { font-family: "Arial Narrow"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: Arial; }p.MsoHeader, li.MsoHeader, div.MsoHeader { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: Arial; }span.HeaderChar { font-family: Arial; }.MsoChpDefault { font-size: 14pt; font-family: "Arial Narrow"; }div.WordSection1 { page: WordSection1; }</style> <p class="MsoNormal"><b><span style=""></span></b><i style=""><span style="">“<span style="font-size:85%;">When solving problems, dig at the roots instead of just hacking at the leaves</span></span></i><span style="font-size:85%;"><b style="font-family: arial;"><span style="">.</span></b><span style="font-family: arial;">"<br />Anthony J. D’Angelo</span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style=""> </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style="">Training is not a panacea. Yet </span><span style="">training is frequently treated like the kitchen drawer that accumulates all of the miscellaneous items that no one wants to take the time to sort through and put away properly. There seems to be the notion that, when in doubt, schedule a training session. </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style=""> </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style="">However, there are many things wrong with this approach to training. It is important to take the time to investigate the reason for the training request. If we don’t, we run the risk of training the wrong people in the wrong content at the wrong time. This is not only a waste of time, energy and money for us and for others, it also guarantees that training in general and training professionals in specific will be considered irrelevant and unimportant.</span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style=""> </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><b style=""><span style="">A training needs assessment is the only way to verify and validate the need, focus, scope and target group for a training program.</span></b></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style=""> </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style="">Training needs assessments can be proactive or reactive. In both cases, the goal of the training needs assessment is to identify </span><span style="">performance issues that can be remedied through the introduction, practice, or reinforcement of specific and measurable knowledge and/or skill sets. </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style=""> </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><b style=""><span style="">Proactive training needs assessments initiate a strategic review of future organizational needs that will require new capabilities and competencies.</span></b><span style=""> These assessments tend to be more formal and systematized in order to determine the full spectrum of possible training needs throughout the organization. They may involve assessment strategies that are time consuming and require specialized expertise, such as on-line surveys, focus groups, and knowledge tests.</span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style=""> </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><b style=""><span style="">Reactive training needs assessments respond to requests to train pre-identified employees in specific content.</span></b><span style=""> These assessments tend to be more informal in order to get a better idea of the reason for the training request and what the training is intended to achieve. They typically involve assessment strategies that are relatively quick and require basic skills to conduct one-on-one interviews with supervisors and/or employees, or review performance data. </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style=""> </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style="">Regardless of whether or not the training needs assessment is proactive or reactive, it should determine that:</span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style=""> </span></span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"><b style=""><span style=""><span style=""> </span>1.<span style=""> </span>There is a verified performance issue that can be remedied through<span style=""> </span>training.<span style=""> </span></span></b></span></p> <p class="MsoNormal" style="margin-left: 0.5in; font-family: arial;"><span style="font-size:85%;"><span style=""> </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style="">Does the performance issue involve skills that can be taught? If so, then training is the answer. If the issue involves notification of new or changed policy, then a memo or a brief meeting may be the better recourse. If the issue is individual employee performance, then performance management will be the best approach.</span></span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"><span style=""> </span></span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"><b style=""><span style=""><span style=""> </span>2.<span style=""> </span>This issue is important enough that it needs to be addressed.</span></b></span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"><span style=""> </span></span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"><span style="">How critical will the consequences be to the organization if the training does not occur? The relative importance of addressing this performance issue needs to be considered. Most organizations will have many different training needs, so some prioritization has to occur </span></span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"><span style=""><span style=""> </span></span></span></p> <p class="MsoHeader" style="font-family: arial;"><span style="font-size:85%;"><b style=""><span style=""><span style=""> </span>3.<span style=""> </span>The appropriate target audience has been identified.</span></b></span></p> <p class="MsoHeader" style="font-family: arial;"><span style="font-size:85%;"><span style=""> </span></span></p> <p class="MsoHeader" style="font-family: arial;"><span style="font-size:85%;"><span style="">What is the root cause of the performance issue and who is ultimately responsible? <span style=""> </span>If employees are not performing satisfactorily, the typical assumption is that they lack certain knowledge or skills that can be taught. This may not be the case. Instead, their poor performance may actually be due to a lack of delegation, communication or planning skills of their supervisors or managers. In this event, the appropriate target audience would be the supervisors or managers, not the employees.</span></span></p> <p class="MsoHeader" style="font-family: arial;"><span style="font-size:85%;"><span style=""> </span></span></p> <p class="MsoHeader" style="font-family: arial;"><span style="font-size:85%;"><b style=""><span style=""><span style=""> </span><span style=""> </span>4.<span style=""> </span>The appropriate training content has been identified.</span></b></span></p> <p class="MsoHeader" style="font-family: arial;"><span style="font-size:85%;"><span style=""> </span></span></p> <p class="MsoHeader" style="font-family: arial;"><span style="font-size:85%;"><span style="">What knowledge, skills and/or behavior need to be learned? Once the root cause of the performance issue has been located and the correct target audience has been identified, the training content can then be specified. The content will be based on the knowledge and skills gap between current and desired performance.</span></span></p> <p class="MsoHeader" style="font-family: arial;"><span style="font-size:85%;"><b style=""><span style=""> </span></b></span></p> <p class="MsoHeader" style="font-family: arial;"><span style="font-size:85%;"><b style=""><span style=""><span style=""> </span>5.<span style=""> </span>The desired training results are realistic.</span></b></span></p> <p class="MsoHeader" style="font-family: arial;"><span style="font-size:85%;"><span style=""> </span></span></p> <p class="MsoHeader" style="font-family: arial;"><span style="font-size:85%;"><span style="">Can the desired learning be accomplished within the allotted time frame? Expectations regarding the outcome of a training program may need to be managed. Training can only build skills incrementally. If there is a major skills gap that needs to be addressed, then this may require more than one training session.</span></span></p> <p class="MsoHeader" style="font-family: arial;"><span style="font-size:85%;"><span style=""><span style=""> </span></span></span></p> <p class="MsoHeader" style="font-family: arial;"><span style="font-size:85%;"><b style=""><span style=""><span style=""> </span>6.<span style=""> </span>The training approach is cost-effective. </span></b></span></p> <p class="MsoHeader" style="font-family: arial;"><span style="font-size:85%;"><span style=""> </span></span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"><span style="">What is the most cost-effective way to build the necessary skills? It is reasonable and cost effective to schedule a training program if new skills need to be developed or existing skills need to be refreshed and updated for a number of employees. However, scheduling an entire training program to address isolated individual performance issues is neither appropriate nor cost-effective. It may make more sense to send the individual employee to a public workshop, provide on-the-job training and coaching, or use an e-learning solution.</span></span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"><span style=""> </span></span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"><b style=""><span style="">7.<span style=""> </span>The training schedule is compatible with work schedules.</span></b></span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"><b style=""><span style=""> </span></b></span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"><span style="">What are the limitations imposed by the target group’s work schedules? If the target group works different shifts, that will need to be considered when scheduling the training program. Also, there may be times of the week or the season when work responsibilities prohibit attendance at a training program.</span></span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"><span style=""> </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><span style="">Take the time to investigate training requests. Training needs assessments will help you avoid wasting yours and others’ time and money, impugning training as a viable performance support, and harming your credibility as a training professional.</span></span></p>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-44263730069178224662011-05-02T06:00:00.000-07:002011-05-02T06:00:01.025-07:00Tip #373: Three Management Issues That Cause Training To Fail<style>@font-face { font-family: "Arial"; }@font-face { font-family: "Times"; }@font-face { font-family: "MS 明朝"; }@font-face { font-family: "Cambria Math"; }@font-face { font-family: "Calibri"; }@font-face { font-family: "Arial Narrow"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: Arial; }.MsoChpDefault { font-size: 14pt; font-family: "Arial Narrow"; }div.WordSection1 { page: WordSection1; }</style> <p class="MsoNormal"><b><span style="font-size: 14pt; font-family: Calibri;"></span></b> <style>@font-face { font-family: "Arial"; }@font-face { font-family: "Times"; }@font-face { font-family: "MS 明朝"; }@font-face { font-family: "Cambria Math"; }@font-face { font-family: "Calibri"; }@font-face { font-family: "Arial Narrow"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: Arial; }.MsoChpDefault { font-size: 14pt; font-family: "Arial Narrow"; }div.WordSection1 { page: WordSection1; }</style> </p><p class="MsoNormal"><b><span style="font-family: Calibri;"></span></b><span style="font-family: arial;"><span style="font-style: italic;">"We must expect to fail... but fail in a learning posture, determined not to repeat the mistakes, and to maximize the benefits from what is learned in the process."</span> Ted W. Engstrom</span></p> <p class="MsoNormal" style="font-family: arial;"><br /></p><p class="MsoNormal" style="font-family: arial;">There are three management issues that cause training to fail: (1) training is used in lieu of effective performance management; (2) training is given to employees when the real problem is organizational policies, procedures or systems; and/or (3) managers do not reinforce the training: they see no value in the content, they do not know what their employees learned, and/or they do not know that they should reinforce the training. </p> <p class="MsoNormal" style="font-family: arial;"><b><br /></b></p><p class="MsoNormal" style="font-family: arial;"><b>1. Training is used in lieu of effective performance management.</b></p><p class="MsoNormal" style="font-family: arial;"><b><br /></b></p> <p class="MsoNormal" style="font-family: arial;">Too often, a training program is scheduled with the sole intent to address the performance deficiencies of one or only a few employees. Using training in this fashion rarely solves the problem it is intended to solve and actually creates additional long-term problems.</p> <p class="MsoNormal" style="font-family: arial;"><br /></p><p class="MsoNormal" style="font-family: arial;">First, training alone is unlikely to solve the performance problem. The employees' manager will still need to set clear performance expectations, monitor the performance, and provide timely and effective performance feedback (all of the performance management activities that the manager hoped to avoid by sending the employees to the training in the first place).</p> <p class="MsoNormal" style="font-family: arial;"><br /></p><p class="MsoNormal" style="font-family: arial;">Second, the employees who are already performing satisfactorily will be well aware of the reason for the training and feel resentful that they were forced to attend. This will:</p> <p class="MsoNormal" style="font-family: arial;"><br /></p><p class="MsoNormal" style="font-family: arial;">a. negatively impact their perception of the manager's credibility and effectiveness;</p> <p class="MsoNormal" style="font-family: arial;">b. have a detrimental impact on their morale; and</p> <p class="MsoNormal" style="font-family: arial;">c. contribute to a suspicion of any future training.</p> <p class="MsoNormal" style="font-family: arial;"><u><br /></u></p><p class="MsoNormal" style="font-family: arial;"><u>Avoid this misuse of training</u>:</p><p class="MsoNormal" style="font-family: arial;"><br /></p> <p class="MsoNormal" style="font-family: arial;">When performance is in question, keep in mind that training is only appropriate if there is a skills deficit. If the employee already has the necessary skills and organizational supports, but chooses not to perform satisfactorily, take the necessary coaching or disciplinary actions.</p> <p class="MsoNormal" style="font-family: arial;"><b><br /></b></p><p class="MsoNormal" style="font-family: arial;"><b>2. Skills training is given to employees when the real problem is organizational policies, procedures or systems.</b></p><p class="MsoNormal" style="font-family: arial;"><b><br /></b></p> <p class="MsoNormal" style="font-family: arial;">Training programs to build employee skills are often scheduled when the real culprit is the organizational policies, procedures or systems that are supposed to support the employees' performance. This is a case of the obvious problem not being the real problem. It is very easy to blame employees for unsatisfactory performance.</p><p class="MsoNormal" style="font-family: arial;"><br /></p> <p class="MsoNormal" style="font-family: arial;">This is much easier than asking the hard questions about what gets in the way of their performance. If the employees already have the appropriate skills but are unable to properly perform them, then something beyond their control is causing the problem:</p><p class="MsoNormal" style="font-family: arial;"><br /></p> <p class="MsoNormal" style="font-family: arial;">a. Is it due to a policy that is: unreasonable, outdated, inappropriate, or ambiguous?</p><p class="MsoNormal" style="font-family: arial;"><br /></p> <p class="MsoNormal" style="font-family: arial;">b. Is it due to a procedure that is: ineffective, convoluted, duplicative, or time consuming?</p><p class="MsoNormal" style="font-family: arial;"><br /></p> <p class="MsoNormal" style="font-family: arial;">c. Is it due to a system that is: difficult to use, prone to breakdowns, inefficient, or has outlived its usefulness?</p><p></p><p class="MsoNormal"><br /></p><p class="MsoNormal"> </p><p class="MsoNormal" style="font-family: arial;"><u>Avoid this misuse of training</u>:</p><p class="MsoNormal" style="font-family: arial;"><br /></p> <p class="MsoNormal" style="font-family: arial;">When employees have the skills but are still unable to meet performance standards, the underlying problem will typically be organizational. As Dr. W. Edwards Deming said, "Eighty-five percent of an employee's ability to perform successfully depends upon the system." Investigate the situation to find the real cause, which will either be a policy, a procedure, and/or a system.</p><p class="MsoNormal" style="font-family: arial;"><br /></p> <p class="MsoNormal" style="font-family: arial;"><b>3. Managers do not reinforce what is learned in the training program:<br /></b></p><p class="MsoNormal" style="font-family: arial;"><b><br /></b></p> <p class="MsoNormal" style="font-family: arial;">There are three major reasons why managers may not provide follow up support after training program:</p><p class="MsoNormal" style="font-family: arial;"><br /></p> <p class="MsoNormal" style="font-family: arial;"><b>a. They see no value in the content.</b></p><p class="MsoNormal" style="font-family: arial;"><b><br /></b></p> <p class="MsoNormal" style="font-family: arial;">If the training content is not directly related to the skill sets required for the employees' specific positions, they may question its relevance. This may be particularly true when their positions are highly technical in nature.</p><p class="MsoNormal" style="font-family: arial;"><br /></p> <p class="MsoNormal" style="font-family: arial;"><b>b. They do not know what their employees learned.</b></p><p class="MsoNormal" style="font-family: arial;"><b><br /></b></p> <p class="MsoNormal" style="font-family: arial;">The managers may not have been involved as subject matter experts in the design of the training, so they have a first-hand knowledge of the program. Possibly no one took the time to communicate the training goals, learning objectives and take-away job aids to the managers.</p><p class="MsoNormal" style="font-family: arial;"><br /></p> <p class="MsoNormal" style="font-family: arial;"><b>c. They do not know they should reinforce the training.<br /></b></p><p class="MsoNormal" style="font-family: arial;"><b><br /></b></p> <p class="MsoNormal" style="font-family: arial;">There is a misperception that training stands alone. Nothing can be farther from the truth. New skills need to be continually reinforced for them to be retained. Managers are the obvious and best choice to provide this reinforcement.</p><p class="MsoNormal" style="font-family: arial;"><br /></p> <p class="MsoNormal" style="font-family: arial;"><u>Avoid this lack of reinforcement</u>:</p><p class="MsoNormal" style="font-family: arial;"><br /></p> <p class="MsoNormal" style="font-family: arial;">a. Keep in mind that the purpose and value of all training programs need to be communicated to both the targeted employees as well as their managers.</p><p class="MsoNormal" style="font-family: arial;"><br /></p> <p class="MsoNormal" style="font-family: arial;">b. Make sure that managers have a good understanding of the training that their employees will receive. Whenever possible, involve them in the design of the program. This will increase their investment in the training outcome.</p><p class="MsoNormal" style="font-family: arial;"><br /></p> <p class="MsoNormal" style="font-family: arial;">c. Clarify that the training is intended to support employee performance and needs reinforcement to ensure that the new skills adequately transfer back to the job site. Once the employees are effectively applying their new skills, the manager should see clear benefits, such as increased productivity, quality, and service.</p><p class="MsoNormal" style="font-family: arial;"><br /></p> <p class="MsoNormal" style="font-family: arial;">Training cannot take the place of effective performance management. Training is not the solution if policies, procedures or systems are the cause of the problem. Managers need to reinforce skills learned in the training program. Do not let these three management issues cause training programs to fail.</p> <p></p>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-45308561467749211862011-04-25T06:00:00.000-07:002011-04-25T06:00:08.919-07:00Tip #372: How to Facilitate Large Group<style>@font-face { font-family: "Arial"; }@font-face { font-family: "Times"; }@font-face { font-family: "Cambria Math"; }@font-face { font-family: "Calibri"; }@font-face { font-family: "Arial Narrow"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: Arial; }.MsoChpDefault { font-size: 14pt; font-family: "Arial Narrow"; }div.WordSection1 { page: WordSection1; }</style> <p class="MsoNormal"><b><span style=";font-family:Calibri;font-size:14pt;" ></span></b> <style>@font-face { font-family: "Arial"; }@font-face { font-family: "Times"; }@font-face { font-family: "Cambria Math"; }@font-face { font-family: "Calibri"; }@font-face { font-family: "Arial Narrow"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: Arial; }.MsoChpDefault { font-size: 14pt; font-family: "Arial Narrow"; }div.WordSection1 { page: WordSection1; }</style> </p><p class="MsoNormal"><span style="font-size:100%;"><i style=""><span style="">“<span style="font-size:100%;">Every crowd has a silver lining.</span></span></i></span><span style="font-size:100%;"><span style="font-size:100%;"><span style=""> “ P. T. Barnum</span></span></span></p><p class="MsoNormal"><br /></p> <p class="MsoNormal"><span style="font-size:100%;"><span style="font-family:Calibri;"> </span></span></p> <p class="MsoNormal"><span style="font-size:100%;"><span style="font-family:Calibri;">Large groups can present a number of challenges for a trainer. Informed choices will need to be made about seating arrangements, learning activities, and amplification.<br /></span></span></p><p class="MsoNormal"><span style="font-size:100%;"><span style="font-family:Calibri;"><br /></span></span></p> <p class="MsoNormal"><span style="font-size:100%;"><span style="font-family:Calibri;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><b><span style="font-family:Calibri;">1.<span style=""> </span>What is the best way to seat them, assuming there is some flexibility in table or chair arrangements?<br /></span></b></span></p><p class="MsoNormal" style=""><span style="font-size:100%;"><b><span style="font-family:Calibri;"><br /><span style=""> </span></span></b></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;">Whenever possible it is better to avoid a classroom style arrangement with parallel rows of chairs facing the front of the room. There are two reasons for this: it is too reminiscent of elementary school and it means that people are facing the backs of other participants’ heads.<br /></span></span></p><p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;"><br /></span></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;">Ideally, it is best to use a large room that can accommodate tables and chairs so that the participants can face forward and also face their tablemates for small group activities.</span></span></p><p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;"><br /></span></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><b><span style="font-family:Calibri;">2.<span style=""> </span>What adjustments need to be made to planned interactive learning activities? </span></b></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;"><br /></span></span></p><p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;">Most interactive learning activities can be adapted to work with a large group. For example, small group activities can still occur as planned if the participants are seated at small tables. If the participants are seated in an auditorium and the seats can be moved, they can rearrange themselves into small groups comparable to the table groups. If the seats cannot be moved, the participants can form small groups with the people seated next to them and either directly in front or in back of them.</span></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;"><br /></span></span></p><p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;">The groups will need to be debriefed in a slightly different way than would occur with a smaller group. Rather than having each small group report out, the trainer will need to have just a few of the groups report out and have the rest indicate their agreement or disagreement with the group reports by a show of hands.</span></span></p><p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;"><br /></span></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;">Some learning activities depend upon the easy mobility of the participants. If they are seated at small tables or in rows with wide aisles, the participants should be able to move around as needed to create new groups, pop up at their chairs, or gather in small groups around a flip chart to brainstorm. However, if the participants are seated in an auditorium with little space between the rows of chairs, the trainer will need to consider alternative activities that do not depend upon the participants’ mobility. </span></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;"><br /></span></span></p><p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;">The adjustment to these activities may be as simple as having the participants continue to work with the group seated next to them, having participants volunteer answers by raising their hands instead of standing up, and having the trainer write down the participant answers during a large group discussion.</span></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><b><span style="font-family:Calibri;"><br /></span></b></span></p><p class="MsoNormal" style=""><span style="font-size:100%;"><b><span style="font-family:Calibri;">3.<span style=""> </span>How can the trainer ensure that everyone can hear what the trainer or other participants say?</span></b></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;"><br /></span></span></p><p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;">With a very large group, either the trainer has to be able to project a clear strong voice or use a microphone. If a microphone will be needed, it is always better if it is a battery-powered lavaliere that can be attached to a lapel rather than a battery-powered microphone that has to be held. It will free up the trainer’s hands. This will also enable the trainer to move around the room listening to the small group work and interacting with the participants. </span></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;"><br /></span></span></p><p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;">The larger issue is how to ensure that the entire group can hear participant comments and questions. One option is to have a second battery-powered hand held microphone that can be passed to the person who wants to speak. Another option is to have stationary microphones set up in various places throughout the room so that participants can access them. The third option is to simply have the trainer repeat what the participant has said and then respond to the statement or question.</span></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;"><br /></span></span></p><p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;">The fourth option is to have the trainer stand as far away as possible from the person who is speaking, so that the participant has to project and speak loud enough so the trainer (and the rest of the group) can hear what is being said.</span></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;"><br /></span></span></p><p class="MsoNormal" style=""><span style="font-size:100%;"><span style="font-family:Calibri;">Although large groups may present some definite challenges for room arrangement, participation and amplification, they are not insurmountable. They just require that the trainer plan ahead and make the necessary arrangements to accommodate the larger group.</span></span></p> <p></p>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-75036823217755553372011-04-18T06:00:00.000-07:002011-04-18T06:00:12.503-07:00Tip #371: How to Get Participants Back From Breaks on Time<p style="font-family: arial; font-size: 10pt;"><span style=""><i>“One good thing about punctuality is that it's a sure way to help you enjoy a few minutes of privacy.</i></span><span style=""><i>“</i></span><span style=""> Orlando A. Battista</span></p> <p style="font-family: arial; font-size: 10pt;"><span style="">Many trainers are concerned about giving breaks, because they fear that it will be difficult to get the participants back on time. However, there are many effective ways to increase the probability that all participants will be back in the classroom when the break time is over.</span></p> <p style="font-family: arial; font-size: 10pt;"><span><strong>1. Whenever possible, hold the training off-site</strong>. Otherwise, participants will go back to their desks to check their messages and get roped into responding or handling business issues that arise.</span><span style=""> </span></p> <p style="font-family: arial; font-size: 10pt;"><span style=""><strong>2. Create group expectations</strong> that specifically identify the importance of coming back from breaks on time and what the consequences for tardiness or the rewards for punctuality will be.</span></p> <p style="font-family: arial; font-size: 10pt;"><span style=""><strong>3. Always start on time.</strong> Regardless of how many participants are back in their seats, start immediately after the break. Otherwise, the participants will see no value in coming back on time.</span></p> <p style="font-family: arial; font-size: 10pt;"><strong></strong><span style=""><strong>4. Use signals.</strong> Use a bell or buzzer, or increase the volume on music played during the break, or play a specific tune (one trainer uses the theme from the Lone Ranger with great results).</span></p> <p style="font-family: arial; font-size: 10pt;"><span style=""><strong>5. Project a countdown timer onto the screen.</strong> This provides a clear visual cue and avoids the confusion of clocks with different times throughout the building.</span></p> <p style="font-family: arial; font-size: 10pt;"><span style=""><strong>6. Put someone with a watch in charge of getting everyone back to the room</strong>. Just make sure this person takes this responsibility seriously and pays good attention to the time.</span></p> <div style="text-align: left; font-family: arial;"> </div><p style="font-family: arial; font-size: 10pt; text-align: left;"><span style=""><strong>7. Have consequences for being late.</strong> Make tardy participants sing a short song, dance a short dance, do pushups, get<span> </span>hit with Koosh balls, or pay a dollar. Make the consequences just unpleasant enough that the participants will want to avoid them.</span></p> <p style="font-family: arial; font-size: 10pt;"><span style=""><strong>8. Have rewards for table groups that are always on time</strong>. This is a positive approach that increases the probability of success because the table members will make sure that their tablemates are back on time.</span></p> <p style="font-family: arial; font-size: 10pt;"><span style=""><strong>9. Keep the training interesting and engaging,</strong> so participants will not want to miss what happens next. Incorporating highly interactive and creative learning activities that have immediate practical value will provide great incentive for coming back from break. The participants may even come back earlier because they are excited to continue the training!</span></p> <p style="font-family: arial; font-size: 10pt;"><span style=""><strong>10. Give participants specific assignments that they will present immediately after the break.</strong> That will raise their anxiety just enough so that they are much more likely to pay attention to the time. They may even want to return early to be prepared for their presentation.</span></p> <p style="font-family: arial; font-size: 10pt;"><span style=""><strong>11. Give participants a one-minute warning that the break is about to end</strong>. This works well if the participants congregate in places that are easily located and accessible.</span></p> <p style="font-family: arial; font-size: 10pt;"><span style=""><strong>12. Close the door when the break is over.</strong> While closing the door, take that opportunity to tell the participants who are still in the hall that the break has ended.</span></p> <p style="font-family: arial; font-size: 10pt;"><span style=""><strong>13. Alert the participants that important content will be covered immediately after each break.</strong> The participants will not want to miss it.</span></p> <p style="font-family: arial; font-size: 10pt;"><span style=""></span><strong>14. Offer refreshments that are only available immediately after the break.</strong><span style=""> Never underestimate the power of free food and beverages, especially if the selections are tasty and appealing.</span></p> <p style="font-family: arial; font-size: 10pt;"><span style=""><strong>15. Have participants buddy up and be responsible for getting their partners back into the room on time after each break</strong>. Peer pressure can be very helpful.</span></p> <p style="font-family: arial; font-size: 10pt;"><span style=""><strong>16. Give longer (and possibly less) breaks if restroom facilities are located at a distance from the training room.</strong> There is absolutely no point in setting up the participants to be unavoidably late. Avoid guaranteed frustration for the participants and the trainer.</span></p> <p style="font-family: arial; font-size: 10pt;"><span style=""><strong>17. Promise that the training will end on time (or even earlier) as long as the participants return promptly from breaks.</strong> This is usually a terrific incentive. Just make sure to keep this promise if the participants hold up their end of the bargain.</span></p> <p style="font-family: arial; font-size: 10pt;"><strong></strong><span style=""><strong>18. Require participants to stay in the room for the break.</strong> A lot can be said for the benefits of a change of scenery at break times, so this is not an ideal option. However, participants frequently do choose to stay in the room for a number of reasons: because it is a comfortable place to chat, there is sufficient space to move around, refreshments are available, the table space gives them a surface on which to do other work, they want to read ahead in the participant workbook or review their notes, etc.</span></p> <p style="font-family: arial; font-size: 10pt;"><span style="">There is no guarantee that 100% of the participants always will come back from break on time. Some events and interruptions can occur that are beyond the control of either the participants or the trainer. Nonetheless, these options, either individually or in combination, can be very effective. </span></p> <p style="margin-top: 0px; margin-bottom: 0px; font-family: arial; font-size: 10pt;"><span style=""></span><span style="color: black;" _mce_style="color: black;">May your learning be sweet.</span><span style="color: black;" _mce_style="color: black;"> <br /></span></p><p style="margin-top: 0px; margin-bottom: 0px; font-family: arial; font-size: 10pt;"><span style="color: black;" _mce_style="color: black;"><br /></span></p><p style="margin-top: 0px; margin-bottom: 0px; font-family: Verdana,Geneva; font-size: 10pt;"><span style="color: black; font-family: arial;" _mce_style="color: black;">Deborah </span><span style="color: black;" _mce_style="color: black;"><b><br /></b></span></p>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-31034022783944658502011-04-11T05:00:00.000-07:002011-04-11T05:00:15.483-07:00Tip #370: Why Frequent Breaks are Important for Learning<style>@font-face { font-family: "Arial"; }@font-face { font-family: "Times"; }@font-face { font-family: "Verdana"; }@font-face { font-family: "Verdana"; }@font-face { font-family: "Arial Narrow"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: Arial; }.MsoChpDefault { font-size: 14pt; font-family: "Arial Narrow"; }div.WordSection1 { page: WordSection1; }</style> <p class="MsoNormal"><b><span style="font-family: Verdana;"></span></b><span style="font-family: Verdana;"> </span><i style=""><span style="">“<span style="font-size:85%;">Lucid intervals and happy pauses.”</span></span></i><span style="font-size:85%;"><i style="font-family: arial;"><span style=""> </span></i><span style="font-family: arial;">Francis Bacon</span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;">It may seem counterintuitive, but participants will learn more during a training program if there is less training time and more frequent break times. Ideally, ten-minute breaks should be given approximately every fifty minutes.</span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;">There are a number of reasons for giving frequent brief breaks during a training program:</span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;">1.<span style=""> </span><u>Resting the Brain</u>. Brain studies have found that the brain becomes saturated with information after about fifty minutes. It needs time to absorb and process the new learning in order to make room for new learning. To state this in more colloquial terms, “the mind can absorb only what the rear can endure.”</span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;">When people sit for long periods of time, their breathing tends to slow down, which decreases their intake of oxygen. That is why participants start to get drowsy, and when they are drowsy, it is difficult for them to learn.</span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;">2.<span style=""> </span><u>Increasing Oxygen in the Brain</u>. The more oxygen in the brain, the easier it is for the brain to function. When participants stand up and move, they start to breathe more deeply. As a result, more oxygen enters their blood stream and is pumped to the brain. </span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;">That is why energizers are so effective, because they typically involve physical activities that get the participants’ blood flowing. This brings more oxygen to the brain and builds their energy.</span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;">3.<span style=""> </span><u>Creating More Fertile Learning Opportunities</u>. The greatest amount of learning occurs at the very beginning and the very end of each training segment. (A “training segment” is whatever time is necessary for the participants to learn what is being taught). Each break in the training creates a natural ending and also creates a new beginning. The greater the number of breaks, the greater the number of endings and beginnings that offer ripe opportunities for learning.<span style=""> </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;">4.<span style=""> </span><u>Providing Time to Address Personal Needs</u>. When participants know that they will have breaks every fifty minutes or so, they can relax. They won’t have to worry about when they will be able to get to the rest room, grab something to drink, have a cigarette, or make a quick phone call to check in at home or at the office. No longer distracted by these concerns, they can pay better attention in the classroom.</span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;">5.<span style=""> </span><u>Meeting Learning Style Needs</u>. There are some (kinesthetic) learners who have great difficulty sitting for any period of time. For ideal learning, these kinesthetic learners need to be physically engaged. Since many training programs do not incorporate physical movement into the learning activities, the breaks may be the only time that these learners get a chance to stand up and move around.</span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;">6.<span style=""> </span><u>Accommodating Physical Needs</u>.<span style=""> </span>Other participants may have difficulty sitting for long periods of time for a number of reasons, such as the chairs are uncomfortable or their joints tend to stiffen up. In these cases, more frequent breaks are a courteous gesture that offers welcome relief.</span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;">Frequent breaks during a training program increase the participants’ likelihood of successful learning because they are more alert, more focused, and more comfortable. Frequent breaks also create more beginnings and endings, increasing training time when learning is most likely to occur.</span></p><p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><br /></span></p><p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;">May your learning be sweet.</span></p><p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><br /></span></p><p class="MsoNormal"><span style="font-family: Verdana;"><span style="font-size:85%;"><span style="font-family: arial;">Deborah</span></span><br /></span></p>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-33642386957575519582011-04-04T06:00:00.000-07:002011-04-04T06:00:14.980-07:00Tip #369: Why Audience Size Should Not Affect Training Methods<p style="font-family: arial;"><span style="font-family: Verdana;"></span><span style="font-size:85%;"><span><i>"First, have a definite, clear practical ideal; a goal, an objective. Second, have the necessary means to achieve your ends; wisdom, money, materials, and methods. Third, adjust all your means to that end."</i></span><span><span> </span>Aristotle</span></span></p> <p style="font-family: arial;"><span style="font-size:85%;"><span>There is a misperception that lecture is the only practical training method for training a large audience- particularly when the audience is seated in an auditorium or lecture hall. In fact, size has very little to do with the choice of a training method. The only impact that audience size should have is on the manner in which the selected training method is facilitated.</span></span></p> <p style="font-family: arial;"><span style="font-size:85%;"><span><strong>The selection of a training method should be based on the desired level of learning, not the number of people in the audience.</strong> It makes no difference whether there are 30 or 500 audience members. If comprehension is the desired level of learning, the trainer must use a training method that will give the audience an opportunity to demonstrate their comprehension.</span></span></p> <p style="font-family: arial;"><span style="font-size:85%;"><span><strong>However, the size of the audience will definitely affect how the trainer facilitates the selected training method.</strong> <span> </span></span></span></p> <p style="font-family: arial;"><span style="font-size:85%;"><span>For example, suppose that the trainer wants to use a questionnaire to assess the participants’ level of comprehension. In an auditorium or lecture hall setting, the trainer has at least three different facilitation options:</span></span></p> <p style="font-family: arial;"><span style="font-size:85%;"><span>1.<span> </span><span style="text-decoration: underline;">Directed large group discussion</span>:<span> </span>After the trainer reads a statement,<span> </span>the participants can signal their answers (thumbs up if they agree or down<span> </span>if they disagree). </span></span></p> <p style="font-family: arial;"><span style="font-size:85%;"><span>2.<span> </span><span style="text-decoration: underline;">Small group discussion</span>: The participants can create a small group with the<span> </span>people seated around them to discuss their responses to the questionnaire.<span> </span>Spokespersons for the small groups can subsequently report their responses.</span></span></p> <p style="font-family: arial;"><span style="font-size:85%;"><span>3.<span> </span><span style="text-decoration: underline;">Participant pairs</span>: The participants can pair up with someone seated near<span> </span>them to discuss their responses to the questionnaire. The pairs can then<span> </span>volunteer their answers during a large group debriefing.</span></span></p> <p style="font-family: arial;"><span style="font-size:85%;"><span>It is generally understood that a role-play is ill-suited to a large group. However, if a role-play is the best method for the audience members to demonstrate their ability to apply their new learning, possible facilitation options include:</span></span></p><p style="font-family: arial;"><span style="font-size:85%;"><span>1. </span></span><span style="font-size:85%;"><span><span></span><span style="text-decoration: underline;" _mce_style="text-decoration: underline;">Front of the room</span></span></span><span style="font-size:85%;"><span>: Various volunteers can alternate participating in different role-plays in front of the group.<br /></span></span></p> <p style="margin-left: 27pt; font-family: arial;" _mce_style="margin-left: 27pt;"><span style="font-size:85%;"><span></span></span></p> <p style="font-family: arial;"><span style="font-size:85%;"><span>2.<span> </span><span style="text-decoration: underline;" _mce_style="text-decoration: underline;">Triads</span>:<span> </span>The participants can create triads with two other participants seated<span> </span>near them and then take turns role-playing and observing. If space permits,<span> </span>the triads can even leave the auditorium to practice someplace else. At<span> </span>the conclusion of the role-play practice, the triads can reconvene in the<span> </span>auditorium and discuss their experiences during a large group guided<span> </span>discussion.</span></span></p> <p style="font-family: arial;"><span style="font-size:85%;"><span>Hopefully, it is clear that almost any participatory training method can be adapted to work effectively with a large audience. It just requires a clear focus on the learning objective and a willingness to experiment with different facilitation approaches. It also helps if the trainer has strong facilitation, time management and classroom management skills. </span></span></p> <p style="font-family: arial;"><span style="font-size:85%;"><span>Given the planning and preparation required to use participatory training methods with large audiences, presenting a lecture may seem an easier option for many trainers. However, if real learning is to occur, the relative comfort of the trainer should have no bearing on the choice of the training method, and neither should the size of the audience.<br /></span></span></p><p style="font-family: arial;"><span style="font-size:85%;"><span>May your learning be sweet.</span></span></p><p style="font-family: arial;"><span style="font-size:85%;"><span>Deborah<br /></span></span></p>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-88223220754183407872011-03-28T05:00:00.000-07:002011-03-28T05:00:13.525-07:00Tip #368: How to Make a Boring Topic Interesting<style>@font-face { font-family: "Arial"; }@font-face { font-family: "Times"; }@font-face { font-family: "Verdana"; }@font-face { font-family: "Cambria Math"; }@font-face { font-family: "Arial Narrow"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: Arial; }.MsoChpDefault { font-size: 14pt; font-family: "Arial Narrow"; }div.WordSection1 { page: WordSection1; }</style> <p class="MsoNormal"><b><span style="font-family: Verdana;"></span></b><i style=""><span style="">"<span style="font-size:85%;">Never fail to know that if you are doing all the talking, you are boring somebody."</span></span></i><span style="font-size:85%;"><span style=""><br />Helen Gurley Brown</span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style=""> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><i style=""><span style="">"Any subject can be made interesting, and therefore any subject can be made boring."</span></i><i style=""><span style=""><br /></span></i><span style="">Hilaire Belloc</span><span style="font-family: Verdana;"></span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><b><span style="font-family: Verdana;"> </span></b></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;">There are no boring topics, there are only boring training methods. Topics that are highly technical and very dry are typically considered boring. However, the topic is really not the problem. The problem is the training method, which is almost always a lecture. There are many ways to enliven a highly technical or dry topic:</span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><b><span style="font-family: Verdana;">1.<span style=""> </span>Approach the topic from a different perspective.</span></b></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;">Instead of citing rules and regulations, put the participants in the role of individuals who need to work within or apply those rules and regulations. </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><u><span style="font-family: Verdana;">For example</span></u><span style="font-family: Verdana;">, a state training program for new supervisors initially involved a long lecture about hiring policies and procedures. The topic was made interesting by having the supervisors assume the role of the personnel staff who would have to review the hiring-related documents submitted by the supervisors. In their personnel roles, the supervisors saw first hand the importance of providing specific and complete information in accordance with the hiring policies and procedures. Without it, there would be a frustrating delay in the hiring process (while the necessary information was collected) or the resulting candidates would lack the necessary training and experience (because the supervisor did not completely or accurately identify</span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;">the position’s requirements).</span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><b><span style="font-family: Verdana;">2.<span style=""> </span>Provide a self-discovery activity.</span></b></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;">Instead of citing rules and regulations, have the participants find the key information themselves.</span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><u><span style="font-family: Verdana;">For example</span></u><span style="font-family: Verdana;">, for a training program on sexual harassment laws, the participants are given a worksheet that asks them to identify either where key provisions of the rules and regulations are located and/or what those key provisions are. They work in pairs to review copies of the relevant rules and regulations. To expedite this activity, the information that the participants are asked to find has been highlighted. As a result, the participants not only know what the laws say, they can now locate those provisions.</span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><u><span style="font-family: Verdana;">Another example</span></u><span style="font-family: Verdana;">: for a training program on industrial fans, the participants are given a worksheet that asks them to identify the appropriate fan for a specific application. Rather than lecturing on this information, the trainer provides reference sheets from which the participants can determine the correct answers. </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><b><span style="font-family: Verdana;">3.<span style=""> </span>Use an experiential learning activity.</span></b></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;">Instead of telling the participants about the rules and regulations, give them an activity that will enable them to experience the impact of those rules and regulations.</span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><u><span style="font-family: Verdana;">For example</span></u><span style="font-family: Verdana;">, a learning goal of a training program for state rule writers was for them to recognize the impact that different state regulatory rules had on small businesses. Rather than a lecture or discussion of this topic, the participants were divided into teams of five and asked to name their “business.” They were then given large plastic tinker toys, with the assignment to build a merry-go-round according to directions. </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;">Each team also had two additional participants who acted as the Voice of Reality and the Observer. The role of the Voice of Reality was to continually interfere with the team’s building process by adding various rules and restrictions. To avoid having to put the Voices of Reality into a witness protection program at the end of the activity, they were told to stop interrupting the building process after ten minutes so that the teams could successfully complete their merry-go-rounds.</span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;">The impact of this activity was much greater than a lecture could have. The rule writers experienced the frustration, anger, and powerlessness that small businesses experienced when they were regulated right and left by different departments in the same state agency, sometimes with conflicting expectations.</span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><b><span style="font-family: Verdana;">4.<span style=""> </span>Incorporate a case study.</span></b></span></p> <p class="MsoNormal"><span style="font-size:85%;"><b><span style="font-family: Verdana;"> </span></b></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;">Instead of telling the participants the theory and steps involved in a process, let them see firsthand what it looks like when the steps are followed or what results when the steps are not followed.</span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><u><span style="font-family: Verdana;">For example</span></u><span style="font-family: Verdana;">, a training program for supervisors to build delegation skills begins with small groups reviewing a case study in which the delegation is poorly handled. The groups are asked to identify what went well, what went wrong, and what, if anything, they would have done differently. The case study shows what happens when the three key components of delegation (responsibility, authority and accountability) are mishandled.</span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><b><span style="font-family: Verdana;">5.<span style=""> </span>Organize key information into a questionnaire.</span></b></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;">Instead of lecturing on a topic, isolate the major information and create a questionnaire around that information.</span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><u><span style="font-family: Verdana;">For example</span></u><span style="font-family: Verdana;">, a training program on performance evaluation begins with a questionnaire that consists of twelve statements about the topic. The questionnaire is used as an organizing device to introduce the various topics in the sequence that they will be covered during the session. Working either individually or in a small group, the participants have to decide whether to agree or disagree with the statements. They then report and explain their answers, but the trainer does not confirm the correct answers at this juncture. </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;">The trainer refers to the relevant question at the beginning of the section on that topic. The trainer asks the question again at the end of the section, when the participants should know the correct answer. Only then is the answer to that question finally confirmed. </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><b><span style="font-family: Verdana;">6.<span style=""> </span>Bring the topic to life.</span></b></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;">Instead of listing work expectations, provide a newspaper clipping that illustrates the impact of appropriate or inappropriate conduct.</span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><u><span style="font-family: Verdana;">For example</span></u><span style="font-family: Verdana;">, for a training program on customer service and public relations, the participants were given an actual letter to the editor in a local newspaper. The letter writer was very angry about how the company had mistreated her. It was an excellent example of how the company did <u>not</u> want to be perceived by the public.</span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><b><span style="font-family: Verdana;">7.<span style=""> </span>Include real-life stories.</span></b></span></p> <p class="MsoNormal"><span style="font-size:85%;"><b><span style="font-family: Verdana;"> </span></b></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;">Instead of going through work rules, have the participants review real-life situations to determine if they were handled appropriately.</span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><u><span style="font-family: Verdana;">For example</span></u><span style="font-family: Verdana;">, for a training program on organizational ethics, the participants were given the descriptions of ten different ethics-related scenarios. These scenarios were based on actual employee behaviors. The participants had to decide whether or not the behavior was ethical and consistent with the work rules. If they decided it was not ethical, they had to propose an alternative behavior that would be ethically appropriate.</span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><b><span style="font-family: Verdana;"> </span></b></span></p> <p class="MsoNormal"><span style="font-family: Verdana;"><span style="font-size:85%;">These seven training techniques will make a highly technical or dry topic interesting and engaging, because they actively involve the participants in the learning process.</span></span></p><p class="MsoNormal"><br /><span style="font-family: Verdana;"></span></p><p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;">May your learning be sweet.</span></span></p><p class="MsoNormal"><span style="font-size:85%;"><br /><span style="font-family: Verdana;"></span></span></p><p class="MsoNormal"><span style="font-family: Verdana;"><span style="font-size:85%;">Deborah</span><b><br /> </b></span></p>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-56509852014782948122011-03-21T05:00:00.000-07:002011-03-21T05:00:07.155-07:00Tip #367: How to Incorporate Participatory Activities When Time is Limited<style>@font-face { font-family: "Arial"; }@font-face { font-family: "Times"; }@font-face { font-family: "Verdana"; }@font-face { font-family: "Cambria Math"; }@font-face { font-family: "Arial Narrow"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: Arial; }.MsoChpDefault { font-size: 14pt; font-family: "Arial Narrow"; }div.WordSection1 { page: WordSection1; }</style> <p style="font-family: arial;" class="MsoNormal"><b><span style="font-family: Verdana;"></span></b><span style="font-size:85%;"><i style=""><span style="">“Life is entirely too time-consuming</span></i><span style="">.”</span><span style=""> Irene Peter</span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><i style=""><span style=""> "You will never ‘find’ time for anything. If you want time you must make it."</span></i><i style=""><span style=""> </span></i><span style="">Charles Buxton</span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;">There are excellent reasons to incorporate participatory activities that engage an audience, even when time for a presentation is very limited. Luckily, there are also many quick and simple learning activities that are very participant-centered.</span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;">First of all, why should trainers and presenters incorporate participatory learning activities into their presentations? If the intent of the lecture is to educate rather than simply entertain, then some level of learning is clearly desired. Lecture alone will not provide any feedback about whether or not the audience has “bought into” the ideas presented or learned anything. The audience will need to do something to at least indicate that they have understood the message.</span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;">Second, what participant-centered learning activities are quick and simple to incorporate into presentations? Let’s consider four different categories of activities that engage learners and enable them to demonstrate their learning in one to ten minutes: written, verbal, visual and physical.</span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"><b>1.<span style=""> </span><span style=""> </span>Written Activities:</b></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p class="MsoNormal" style="margin-left: 27pt; text-indent: -27pt; font-family: arial;"><span style="font-size:85%;">a.<span style=""> </span><u>Questionnaire</u>- This can be used to organize the presentation by including statements or questions that cover the major points. A questionnaire can be an easy way to convert a lecture into an interactive learning activity. </span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"> </span></p> <p class="MsoNormal" style="margin-left: 27pt; text-indent: -27pt; font-family: arial;"><span style="font-size:85%;">b.<span style=""> </span><u>Crossword Puzzle or Word Search</u>- There are free internet sites that enable trainers to create these puzzles. Crossword puzzles are particularly good for checking learner comprehension. </span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p class="MsoNormal" style="margin-left: 27pt; text-indent: -27pt; font-family: arial;"><span style="font-size:85%;">c.<span style=""> </span><u>Worksheets-</u> Fill-in-the-blanks worksheets enable learners to post key points as they learn them. Match up worksheets check learner comprehension.</span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"><b>2.<span style=""> </span><span style=""> </span>Verbal Activities:</b></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"><b> </b></span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;">a.<span style=""> </span><u>Shout Outs</u>- Learners shout out answers to questions posed by the<span style=""> </span>trainer.</span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"> </span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;">b.<span style=""> </span><u>Question and Answer Session</u>- Learners and presenter can interact, with<span style=""> </span>the nature of the questions providing<br /></span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"> direct feedback to the presenter<span style=""> </span>regarding the audience’s level of understanding.</span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p class="MsoNormal" style="margin-left: 27pt; text-indent: -27pt; font-family: arial;"><span style="font-size:85%;">c.<span style=""> </span><u>Paired Conversations</u>- Asking participants to turn to someone next to them to discuss a point or share information about a topic requires them to articulate their thoughts and enriches their learning experience.</span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"> </span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;">d.<span style=""> </span><u>Debate</u>- Participant volunteers take two sides of an argument and<span style=""> </span>debate them in front of the entire group, which</span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"> is split in half to provide<span style=""> </span>verbal assistance to their designated representative. A debate clearly <span style=""></span>reveals the<br /></span></p><p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"> learners’ awareness of both sides of an issue.</span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"> </span></p> <p class="MsoNormal" style="margin-left: 27pt; text-indent: -27pt; font-family: arial;"><span style="font-size:85%;">e.<span style=""> </span><u>Competitive Brainstorming</u>- Table groups compete against each other to list the greatest number of responses to a question posed by the trainer. The winning group gets a small prize. The competitive nature of this activity adds interest and energy, while checking for learner comprehension.<span style=""> </span></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"><b>3.<span style=""> </span><span style=""> </span>Visual Activities:</b></span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;">a.<span style=""> </span><u>Video Simulation</u>- Trainers can show pictures that simulate on-site<span style=""> </span>situations on Power Point slides and ask the</span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"> learners to analyze what<span style=""> </span>they see and report out.<br /></span></p><p class="MsoNormal" style="font-family: arial;"><br /></p><p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;">b.<span style=""> </span><u>Demonstration</u>-<span style=""> </span>With live demonstrations, either the trainer or participant volunteers can show the steps in a<br /></span></p><p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"> process. Demonstrations can also be on video, giving the learners an opportunity to see what to do or not do in</span></p><p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"> given situations.</span></p> <p class="MsoNormal" style="margin-left: 27pt; font-family: arial;"><span style="font-size:85%;"> </span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"><b>4.<span style=""> </span><span style=""> </span>Physical Activities:</b></span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"> </span></p> <p class="MsoNormal" style="margin-left: 27pt; text-indent: -27pt; font-family: arial;"><span style="font-size:85%;">a.<span style=""> </span><u>Pop Ups</u>- The trainer poses a question and learners who have an answer stand up to respond. Pop ups get learners out of their seats and let them articulate what they have learned.</span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"> </span></p> <p class="MsoNormal" style="margin-left: 27pt; text-indent: -27pt; font-family: arial;"><span style="font-size:85%;">b.<span style=""> </span><u>Relay Race</u>- The trainer divides the group into teams of a manageable size (8-10 people). The teams race against each other to list content items or fill in the blanks on flip charts. Relay races take very little time to set up and facilitate, and they invigorate the learners.</span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"> </span></p> <p class="MsoNormal" style="margin-left: 27pt; text-indent: -27pt; font-family: arial;"><span style="font-size:85%;">c.<span style=""> </span><u>Signaling</u>- Learners indicate by a show of hands or thumbs up or down whether they agree or disagree with a statement. Learners indicate by the fingers of one hand their degree of satisfaction with the training content. Signaling adds a physical aspect to the learning experience.</span></p> <p class="MsoNormal" style="font-family: arial;"><span style="font-size:85%;"> </span></p> <p class="MsoNormal" style="margin-left: 27pt; text-indent: -27pt; font-family: arial;"><span style="font-size:85%;">d.<span style=""> </span><u>Koosh Toss</u>- The Koosh ball (or some other soft object) indicates which learner has the floor to speak on a topic or report out key learning. It helps to have the learners stand and then, after they have received the Koosh ball, spoken and tossed it to someone else, they sit down. The Koosh Toss gets participants out of their chairs.</span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;"> </span></p> <p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;">These are just a few of the many quick and easy ways to incorporate participatory activities into lectures or presentations. The important point to keep in mind is that both trainers and learners benefit from participatory activities. Trainers benefit because they get real-time feedback about what the participants learned. Learners benefit because they are more engaged and, therefore, more likely to learn and retain what they learned.</span></p><p style="font-family: arial;" class="MsoNormal"><br /></p><p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;">May your learning be sweet.</span></p><p style="font-family: arial;" class="MsoNormal"><br /></p><p style="font-family: arial;" class="MsoNormal"><span style="font-size:85%;">Deborah<br /></span></p> <span style="font-family: Verdana;"><span> </span></span>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-12104609455065843722011-03-14T06:00:00.000-07:002011-03-14T06:00:08.984-07:00Tip #366: How to Manage Time Limitations for Lots of Training Content<p><span style=";font-family:Calibri;font-size:14pt;" ><b></b></span><span><i>“We are all faced with a series of great opportunities brilliantly disguised as impossible situations.”</i></span> Charles Swindoll</p><span></span> <p><span style="font-family:Verdana;">Companies are doing more with less, so their employees have limited time to spend in training sessions. As a result, many trainers are frequently charged with what appears to be an impossible expectation: deliver training in a fraction of the time necessary and usually allotted for it. </span></p> <p><span style="font-family:Verdana;">The bad news is that trainers may react to imposed time limitations in two ways that produce ineffective learning results.</span></p> <p><span style="font-family:Verdana;">First, trainers eliminate learning activities in order to have more time to lecture on content. There are at least two problems with this response:</span></p> <p><span style="font-family:Verdana;">(a)<span> </span>Learning activities are designed to help learners achieve desired levels of learning and competence. Removing the activities will eliminate the opportunities for the learners to demonstrate and practice new learning.</span></p> <p><span style="font-family:Verdana;">(b)<span> </span>Lecture only achieves the most basic level of learning (knowledge). It also does not meet the needs of many learning styles. Lecturing minimizes the likelihood that learners will achieve the desired learning levels and resulting competencies.</span></p> <p><span style="font-family:Verdana;">Second, trainers resort to the “fire hose” approach to training. They spray learners with huge streams of data at one time. </span></p> <p><span style="font-family:Verdana;">Studies have shown that the brain can absorb only 3 to 5 new pieces of information per training segment. More than that results in cognitive overload. (A training segment may be 5 minutes, 20 minutes, or more than an hour- whatever amount of time it takes for that specific content to be learned). </span></p> <p><span style="font-family:Verdana;">When trainers are not selective in the amount of information they deliver, many learners are overwhelmed and can therefore neither learn nor retain much of the information. So these two responses should be avoided.<br /></span></p> <p><span style="font-family:Verdana;">The good news is that training is still valued and imposed time constraints offer a great opportunity for trainers to decide what parts of their training are truly essential. In essence, the trainers can do some spring-cleaning, where they throw away clutter and polish up what is left.</span></p> <p><span style="font-family:Verdana;">Time limitations should compel trainers to distinguish the content that absolutely must be taught in the classroom from the content that can and should be provided for the learners’ later reference. The real challenge and opportunity for a trainer is to sift through the training program to identify and remove content and learning activities that do not need to be included in the training day. </span></p> <p><span style="font-family:Verdana;">Some trainers have a difficult time with this culling process, because they are invested in telling the stories or facilitating the activities that they have always included in their training programs. They need to measure their training content and learning activities against the core competencies that drive the need for the training. They should remove whatever is not essential to successful achievement of those core competencies. </span></p> <p><span style="font-family:Verdana;">When time limitations are imposed on training programs, rather than eliminating learning activities and subjecting learners to information overload, trainers should assess their training programs more closely to eliminate unessential clutter and identify and polish up essential training content.</span></p><p><span style="font-family:Verdana;">May your learning be sweet.</span></p><p><span style="font-family:Verdana;">Deborah<br /></span></p>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0tag:blogger.com,1999:blog-6667342472892445149.post-73750472426007957912011-03-07T05:00:00.000-08:002011-03-07T05:00:16.214-08:00Tip #365: How to Address Valid Participant Concerns<style>@font-face { font-family: "Arial"; }@font-face { font-family: "Times"; }@font-face { font-family: "Verdana"; }@font-face { font-family: "Cambria Math"; }@font-face { font-family: "Arial Narrow"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: Arial; }.MsoChpDefault { font-size: 14pt; font-family: "Arial Narrow"; }div.WordSection1 { page: WordSection1; }</style> <p class="MsoNormal"><i style=""><span style="font-family: Verdana;">“<span style="font-size:85%;">It is the mark of an educated mind to be able to entertain a thought without accepting it.”</span></span></i><span style="font-size:85%;"><span style="font-family: Verdana;"><span style=""> </span>Aristotle</span></span><b><span style="font-family: Verdana;"></span></b></p> <p class="MsoNormal"><br /><b><span style="font-family: Verdana;"></span></b></p><p class="MsoNormal"><b><span style="font-family: Verdana;"></span></b><span style="font-size:85%;"><span style="font-family: Verdana;">There are many reasons why participants have a negative attitude when they come to a training session. Some of these reasons include the fact that the training program is either: (1) mandatory,<br /></span></span></p><p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;">(2) repetitive, (3) misdirected, (4) inconvenient, or (5) controversial. </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;">None of these reasons have much to do with the trainer, although they all impact the ability of the trainer to effectively deliver the training program. So what can a trainer do when faced with these situations? </span></span></p> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><b><span style="font-family: Verdana;">Acknowledge the participants’ concerns.</span></b><span style="font-family: Verdana;"> This is vital, particularly when the participants’ concerns are justified. <span style="font-weight: bold;">Then refocus them on something more constructive.</span><br /></span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><b><span style="font-family: Verdana;">1.<span style=""> </span>Mandatory Training:</span></b><span style="font-family: Verdana;"><span style=""> </span>No one likes to be forced to do something, so it is understandable if participants resist a mandatory training program. </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;">In this case, the trainer should be prepared with an activity that will encourage participant buy-in to the value of the program. For example:</span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><b><span style="font-family: Verdana;">(a)<span style=""> </span>Mark Ups.<span style=""> </span></span></b><span style="font-family: Verdana;">Have the participants individually identify, mark and report a few learning objectives of particular value to them.</span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><b><span style="font-family: Verdana;">(b)<span style=""> </span>Benefits Question. </span></b><span style="font-family: Verdana;">Divide the group into two smaller groups to brainstorm answers to a question that asks them to identify the benefits of the training. Have them post their answers on a flipchart and report out at the end of the brainstorming time.</span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><b><span style="font-family: Verdana;">2. <span style=""> </span>Repetitive Training</span></b><span style="font-family: Verdana;">. <span style=""> </span>Sometimes the training is repetitive because of legal or recertification requirements. It is no wonder that participants chafe at having to attend the same training over and over again.</span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;">In this case, the trainer may want to adapt the training content to accommodate the participants’ needs and take advantage of participant expertise. For example:</span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><b><span style="font-family: Verdana;">(a)<span style=""> </span>Problem Solving.<span style=""> </span></span></b><span style="font-family: Verdana;">Ask the participants to identify problems or issues that they are facing in relation to the learning content. Next, either direct a large discussion of each item or have small groups work to determine possible workarounds or solutions for an item relevant to them, which they then report out to the larger group.</span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><b><span style="font-family: Verdana;">(b)<span style=""> </span>Challenge Activities.<span style=""> </span></span></b><span style="font-family: Verdana;">Bring work problems and case studies that will challenge the participants to achieve higher levels of learning, such as analysis, evaluation or creation.</span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><b><span style="font-family: Verdana;"> </span></b></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><b><span style="font-family: Verdana;">(c)<span style=""> </span>Seed Expertise.<span style=""> </span></span></b><span style="font-family: Verdana;">Have more seasoned participants sit with groups of less seasoned participants. Their role in the groups is to coach the other participants to the correct answers.</span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><b><span style="font-family: Verdana;"> </span></b></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><b><span style="font-family: Verdana;">(d)<span style=""> </span>Co-Facilitation.<span style=""> </span></span></b><span style="font-family: Verdana;">Ask the more seasoned participants to be ready to provide information and examples from the field when necessary. </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><b><span style="font-family: Verdana;"> </span></b></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><b><span style="font-family: Verdana;">3.<span style=""> </span>Misdirected Training.<span style=""> </span></span></b><span style="font-family: Verdana;">If management is using the training program to address what is actually a specific employee’s performance issue, the participants who are already performing acceptably and do not need the training will be justifiably resentful.</span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;">In this case, to avoid teaching the participants what they already know and insulting their intelligence, replace any lectures with learning activities that will give either individual participants or groups an opportunity to provide the necessary content. Examples of these learning activities include: open questions, directed large group discussion, small group responses to questionnaires or worksheets, participant volunteers providing demonstrations, etc.</span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><b><span style="font-family: Verdana;">4.<span style=""> </span>Inconvenient Training.<span style=""> </span></span></b><span style="font-family: Verdana;">When training is scheduled during the busiest work season or when the participants are overwhelmed with assignments that have pressing deadlines, the stress of spending time away from the office even for valued training can generate grudging negativity.</span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;">However, the reality is that the training has been scheduled and must be delivered. Sometimes, the best that trainers can do in these instances is to acknowledge the validity of the participants’ concerns, point out that they were not involved in the scheduling decision, offer to make the day as pleasant and useful as possible, and ask for the participants’ cooperation.</span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><b><span style="font-family: Verdana;">5.<span style=""> </span>Controversial Training. <span style=""> </span></span></b><span style="font-family: Verdana;">When training is part of a change implementation strategy, it will often be controversial. If the participants had limited or no input into the change, have had their work lives disrupted by previous changes, or have had negative experience with this change at a different worksite, their reluctant attendance might not be unreasonable.</span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;">In this case, the participants may need time to vent their concerns and frustrations. <span style=""> </span>There are at least three different activities that can provide structure to the venting process and limit the time it takes.</span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><b><span style="font-family: Verdana;">(a) <span style=""> </span>Sealed Concerns.<span style=""> </span></span></b><span style="font-family: Verdana;">Give the participants five minutes to individually write down their concerns and place them into an envelope. Have them seal the envelope and put it away. In this manner, they can retain their concerns but they won’t have to focus on them during the training.</span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;">(<b>b)<span style=""> </span>Flipchart Recommendations.<span style=""> </span></b>Have small table groups brainstorm recommendations to address their concerns and post them on a flipchart. The trainer can offer to collect and collate their recommendations and bring them back to management, with the caution that there is no guarantee that management will respond. This will give the participants a welcome sense of control, if only for the moment.</span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><b><span style="font-family: Verdana;">(c)<span style=""> </span>Oral Relay.<span style=""> </span></span></b><span style="font-family: Verdana;">Ask half of the group to list negatives about the change and the other half to play devil’s advocate and list positives about the change. Have them stand in parallel lines facing each other. Go down the line, with each facing pair stating a negative and a positive. Plan this oral relay so that the very last person who speaks will identify a positive and close the relay on a constructive note.</span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;"> </span></span></p> <p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;">Ideally, trainers should be aware of possible participant concerns prior to a training program and plan for them accordingly. However, unanticipated participant resistance to training may surprise even the best and most prepared trainers. In these situations, it is helpful for trainers to know what learning activities they can use to minimize or possibly even avoid the adverse impact of the participants’ negative attitudes.</span></span></p><p class="MsoNormal" style=""><br /><span style="font-size:85%;"><span style="font-family: Verdana;"></span></span></p><p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;">May your learning be sweet.</span></span></p><p class="MsoNormal" style=""><br /><span style="font-size:85%;"><span style="font-family: Verdana;"></span></span></p><p class="MsoNormal" style=""><span style="font-size:85%;"><span style="font-family: Verdana;">Deborah<br /></span></span></p> <style>@font-face { font-family: "Arial"; }@font-face { font-family: "Times"; }@font-face { font-family: "Cambria Math"; }@font-face { font-family: "Calibri"; }@font-face { font-family: "Arial Narrow"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: Arial; }.MsoChpDefault { font-size: 14pt; font-family: "Arial Narrow"; }div.WordSection1 { page: WordSection1; }</style>Laurel and Associates, Ltdhttp://www.blogger.com/profile/16459070359468137599noreply@blogger.com0