Tip #178: Useful Training Resources #1

1. The subliminal music (to play during the class to relax, improve concentration, enhance creativity, or raise energy levels) can be purchased from the Lind Institute at www.relaxwiththeclassics.com. There are four different classical CDs or tapes sold as a "Relax With the Classics"set.

2. There are many sources for learning activity ideas. One excellent source is the Training Annual published by Jossey-Bass/Pfeiffer. It is a collection of practical and reproducible experiential learning activities, assessment instruments, and articles that is now in its 33rd year. You can purchase collections of past years, as well as the current year, at . Another is the InfoLine series sold by the American Society for Training and Development at www.astd.org www.astd.org .

3. A good resource for games is www.TheGameGroup.com. I use the Management 2000 board game. Steven Sugar, who designed the game and is the president of The Game Group, has given me ongoing support and advice over the internet ever since I purchased the games over 6 years ago. How can you beat that? He has a new inexpensive Quizo bingo-like game that has a CD to help you create everything you need.

4. This site has super training tools: www.creativelearningtools.com www.creativelearningtools.com .It also has a free newsletter with great information.

5. If you want to purchase inexpensive toys, like kaleidoscopes, ducks and puzzles, three sites with extensive offerings are www.orientaltrading.com www.orientaltrading.com , www.ustoy.com www.ustoy.com , and www.kipptoys.com www.kipptoys.com .

6. The Trainer's Warehouse has all sorts of products for hands-on learning, as well as upbeat music and books. If you enjoy cartoons by Randy Glasbergen, they have a CD with 100 of his cartoons: www.trainerswarehouse.com www.trainerswarehouse.com .

7. Randy Glasbergen has his own website with over 1500 cartoons and new ones every day! www.glasbergen.com www.glasbergen.com .

Tip #177: Introducing Interactive Training

I'm glad you had the privilege of taking Deb's training class. It was one of the most fruitful training events I ever attended in terms of what I could bring back to the work place. I don't know if I can offer anything beyond what Deb may have presented in class. But I can tell you my experience.

The content I deal with is technical in nature, related to data management. Some call it IT training since business systems are involved, but much of it is conceptual and all about explaining models - like data models.

Anyway, I got good at putting together PowerPoint presentations to explain changes in our processes and systems. And for big changes, we'd bring users into a conference room for 1-3 hours to explain. Believe it or not, this was a big step forward than what we did in the past. But it was mostly (yawn) lecture.

My audience is primarily engineering - manufacturing, materials, technical, R&D - and I have a good sized group of users in Germany.

After Deb's class, I was eager to try some interactive training. I knew people weren't ready for play-doh on the table or that sort of thing, so I started off small.

Here are a few tips:

* Do arrange the classroom into table groups, instead of rows of chairs. People love it.

* If possible (this has nothing to do with interactive training) have some sort of refreshments, even if it's a couple bottles of soda. Maybe you do this already. If I get a lecture from the boss about 'budget', I go to the grocery store myself and for $20 or less can supply some cookies and juice or coffee cake.

* Playing music before/after class and during breaks is very well received. I play instrumentals and it seems to give the training event a nice 'feel.'

* Let people know up front that you recognize "how difficult it is to sit in a chair being lectured to for two hours so we're going to try something a little different today to make it a little more interesting for you and hopefully improve the learning experience" (this way they're not surprised).

* A simple questionnaire is a good way to start. Have 5 or 10 questions written on a handout. Distribute them to each table group. Ask people to fill them out with a partner, at the table, or alone if they prefer (remember what Deb says about giving your audience as much control over the classroom experience as possible).

Keep things moving quickly so, as soon as you see people are finished with the questions, wrap it up. Then debrief with the large group. "Table One, what did you have for question one . . . good . . . did anyone have anything different?"

* I had one event a few months back that involved this chart that showed a few different dimensions of part lifecycle. Instead of showing the chart on a PowerPoint slide and explaining it . . . I had poster sized copies made and cut up all the boxes and put it in a folder. As an exercise, I gave each table group a folder and asked them to put the chart together at their table. As with most of these things, I was especially worried about our German audience, that they'd think it was childish. But I was told they loved it.

* I had another event related to manufacturer part numbers (how boring). Anyway, I had a list of numbers on a sheet of paper and passed them out asking people to circle the 'good' numbers. The fellow that did the presenting said it went really well. He said he was afraid people would think it was trite or foolish. But not at all. They liked being involved.

* After we got used to questionnaires . . . I graduated to flip charts. So in a recent training ,I had prepared a flip chart at every table group and buried inside an exercise where each group had to circle the 'good' answers and cross out the bad. In this case, it had to do with revision formats. Now this sounds like it would be very easy. . . we had shown slides saying this format is acceptable and this one is not.

But do you believe some tables still made mistakes on the flip chart? So it was good that we did the exercise and it really made it crystal clear what the new requirement was.

* People like competition, especially men. So often I'll have a 'prize' for the table group or individuals with the most right answers. And it doesn't have to be anything fancy.

* I've also done a lot more with handouts. Rather than explain some concept or model, I'll hand it out to people. Give them some time to absorb it, then ask a volunteer to explain it.

* Visual aids are nice. We're working on something to do with hazardous materials, so I got examples of the special paperwork and shipping containers from the logistics group to pass around during training.

I didn't mean to write this long message. But all I can tell you in summary is this: Be brave! You'll truly be surprised how much even the most conservative people enjoy being involved in the learning.

Janis Taylor

Tip #176: Identifying Attitude-Changing Key Content

In the lesson design process, we identify the key content to determine what must be taught so that all of the training goals will be accomplished.
Last week, we looked at the first template, which identifies the key content for skill building training. This week, we'll look at examples of the second template, which identifies the key content for training that focuses on changing attitudes.

Example #1: Identifying Key Content for Changing Attitudes
Directions: (1) State the training title and goals;
(2) Follow the template;
(3) Keep in mind that the target level of learning is comprehension.

Title: Why It's Important to be on Time!

Training Goals: The participants will recognize the importance of being on time [what] to ensure a less stressful and more productive work environment [why].

Attitude Changing Template:	Learning Level:
1. What it is (definitions of terminology or standards):	Comprehension
What it means to be on time
2. Why care about it (benefits or consequences of the content from the learners' perspective):	Comprehension
How it affects the participants when others are not on time
3. Why it is important (legal, procedural, or conceptual requirements or guidelines):	Comprehension
Company work rules or contracts
4. How to recognize or accomplish it:	Comprehension
Different strategies that can ensure getting to work on time
5. What to do in different situations: What to do in different situations that could result in tardiness	Comprehension
Example #2: Identifying Key Content for Changing Attitudes
Title: Avoiding Sexual Harassment
Training Goals: The participants will recognize the importance of avoiding sexually harassing behaviors [what] to ensure a less stressful and more productive work environment [why].
Attitude Changing Template:	Learning Level:
1. What it is (definitions of terminology or standards):	Comprehension
What sexual harassment is
2. Why care about it (benefits or consequences of the content from the learners' perspective):	Comprehension
How it affects the participants or those they care about
3. Why it is important (legal, procedural, or conceptual requirements or guidelines):	Comprehension
Federal and state law, company rules
4. How to recognize or accomplish it:	Comprehension
Examples of sexual harassment
5. What to do in different situations:	Comprehension
What to do in different situations that could result in sexual harassment
Example #3: Identifying Key Content for Changing Attitudes
Title: Cultural Awareness
Training Goals: The participants will recognize the importance of being aware of cultural differences [what] to ensure effective customer service [why].
Attitude Changing Template:	Learning Level:
1. What it is (definitions of terminology or standards):	Comprehension
What it means to be culturally aware
2. Why care about it (benefits or consequences of the content from the learners' perspective):	Comprehension
How it affects the participants or those they care about
3. Why it is important (legal, procedural, or conceptual requirements or guidelines):	Comprehension
Federal and state law, company rules
4. How to recognize or accomplish it:	Comprehension
Examples of cultural differences
5. What to do in different situations:	Comprehension
What to do in different situations that require cultural awareness

This template, as well as the template we outlined last week, is a work in progress. If you have any suggestions to improve either template, I will welcome them!

Tip #175: Identifying Skill-Building Key Content

In the lesson design process, we identify the key content to determine what must be taught so that all of the training goals will be accomplished.

Up until last month, I have always referred to this process as conducting a task analysis. However, this has occasionally led to confusion, with some folks believing that they should get down to base line specifics and procedural steps. In fact, all we want to accomplish at this point in the lesson design process is to create a high level profile of the knowledge or skill necessary to accomplish the training goals.

So, with great thanks to the folks in my most recent Increasing Training Effectiveness workshop (Shelly, DeeAnna, Nancy, Jim, Scott, Amy, and Linda), I've revised the language. Rather than conducting a task analysis, we will simply identify the key content.

After all of the years of working through a relatively cumbersome task analysis process, I've realized that it can be reduced to two simple templates. The first template identifies the key content for skill building training and the second template identifies the key content for training that focuses on changing attitudes.

Identifying the key content is the first step in developing behavioral learning objectives.

This week, we will look at examples of the first template. The first two examples deal with simple skill building. The third example deals with a more complex skill building training that requires either the comprehension or application of necessary supplemental skills that are prerequisites to successful achievement of the training goals.

Example #1: Identifying Key Content for Skill Building
Directions:	(1) State the training title and goals; (2) Follow the template; (3) Keep in mind that the target level of learning is Application.
Title:	Grilling with Joe
Training Goals:	The participants will learn how to safely grill a hamburger [what] in order to delight their family's palates [why].

Skill Building Template:	Learning Level:
1. What it is (definitions of terminology or standards): What grilling is What safe grilling is What a hamburger is	Comprehension
2. Why it is important (benefits of the training from the learners' perspective): Benefits of safely grilling a hamburger [Note: there is no need to delineate these benefits at this point]	Comprehension
3. What is needed to do it (necessary tools or materials): Grilling tools and prepared hamburger patties	Comprehension
4. How to do it (procedure): How to safely grill hamburger patties	Comprehension
5. Do it (hands on practice): Grill a hamburger	Application

Example #2: Identifying Key Content for Skill Building
Title:	Conducting a Performance Evaluation
Training Goals:	The participants will learn how to conduct a performance evaluation [what] in order to help their employees be successful in their jobs [why].

Skill Building Template:	Learning Level:
1. What it is (definitions of terminology or standards): What a performance evaluation is	Comprehension
2. Why it is important (benefits of the training from the learners' perspective): Benefits of performance evaluations	Comprehension
3. What is needed to do it (necessary tools or materials): Necessary documentation and forms	Comprehension
4. How to do it (procedure): Steps in conducting an evaluation	Comprehension
5. Do it (hands on practice): Conduct a simulated evaluation	Application

Example #3: Identifying Key Content for Skill Building
Title:	Coaching for Success
Training Goals:	The participants will learn how to use the DO COACH! Model to coach employees [what] in order to ensure their success on the job [why].

Skill Building Template:	Learning Level:
1. What it is (definitions of terminology or standards): What coaching is	Comprehension
2. Why it is important (benefits of the training from the learners' perspective): Benefits of coaching	Comprehension
3. What is needed to do it (necessary tools or materials or supplemental skills):
Self awareness	Comprehension
Techniques to handle employee defensiveness	Comprehension
Active listening skills	Application
4. How to do it (procedure): How to prepare, script, and conduct a coaching session	Comprehension
5. Do it (hands on practice): Prepare, script, and conduct a coaching session	Application

Tip #174: Involving the Senses: Model #4

The fourth model incorporates and systematizes all three previous models. This is the UCLA Mastery Teaching Model developed by Dr. Madeline Hunter at the University of California- Los Angeles in 1967.

According to Dr. Hunter, there are eight elements that should be considered in the design of an effective lesson. These elements constitute building blocks that, if placed in the appropriate sequence for the content to be taught, can ensure that the learners have the basic knowledge they need so that they can be successful.

The elements can be combined: for example, checking for comprehension and guided/monitored practice. They can be placed in a different order: for example, letting the learners identify what the objective is later in the lesson rather than telling them right away. They can also be eliminated if they are not relevant to the learning process.

1. Objective: identify the learning objectives so that the learners know what to expect in the training module.

2. Anticipatory Set: ask a question or use a brief activity that requires the learners to focus on the learning objective.

3. Input: present the content to be learned, or draw it from the learners, possibly through their response to the anticipatory set.

4. Model: provide an example of the content, possibly through an analogy to explain the essence of what is to be taught.

5. Check for Comprehension: ask or respond to questions.

6. Guided/Monitored Practice: walk the learners through another example so that they can participate in applying the content.

7. Independent Practice: have the learners participate in an exercise that requires them to apply the content in another example without the instructor's assistance.

8. Closure: end the lesson to close down thinking.

The purpose of Elements #1 (Objective) and #2 (Anticipatory Set) is to prime the learners for learning by drawing on their memory of related content and thereby engaging the Limbic System.

Elements #3 (Input) and #4 (Model) relate to Bloom's Knowledge level. Note that Input can be attained through active learner participation and Model builds on memory in the Limbic System.

Element #5 (Check for Comprehension) relates to Bloom's Comprehension level and requires the learners to say something, increasing retention to 70%.

Elements #6 (Guided/Monitored Practice) and #7 (Independent Practice) relate to Bloom's Application level, or beyond to the levels of Analysis, Synthesis, and/or Evaluation. They also require the learners to do something with what they have learned, which increases the probability of retention to 90%.

All four models reinforce the importance of engaging as many senses as possible by actively involving learners in the learning process to create memory. This effectively increases the probability of learning, retention, and application.

Tip #173: Involving the Senses: Model #3

The third model is the Taxonomy of Educational Objectives, which Benjamin Bloom proposed in 1956. Bloom headed a group of cognitive psychologists at the University of Chicago that identified six progressive and inter-dependent levels, or building blocks, of learning.

Knowledge is the first level, which is the foundation for all higher thinking. Without Knowledge, there cannot be a second level (Comprehension). The only way we can determine whether Comprehension has been achieved is if the learner has an opportunity to restate new learning in his or her own words. As Edgar Dale has shown, saying increases the likelihood of retention to 70%.

Without the first and second levels, there cannot be the third level (Application). Application is the "doing"level, which increases the likelihood of retention to 90%. In other words, a learner needs to have information (Knowledge) and understand what it means (Comprehension) before s/he can use it to do something (Application). Application is the launching pad for all higher level thinking: Analysis, Synthesis, and Evaluation.

The ultimate goal of skill-building training is for the learners to use the information or techniques they have been taught. As a result, the training must include training methods that provide Knowledge, check learner Comprehension, and give the learners the opportunity to practice the Application of the information or techniques. All of these training methods require the active participation of the learners.

Tip #172: Involving the Senses: Model #2

Last week, we discussed the first model, Edgar Dale's Cone of Experience and Learning, which demonstrates why it is so important to actively involve participants in learning activities that require them to verbally interact and to physically apply their new learning.

The second model is the Triune Brain Model, which Dr. Paul MacLean developed in 1952. He discovered that there were three major layers or "brains," which were established successively in response to evolutionary need: the Reptilian System, the Limbic System, and the Neocortex. Each layer is geared toward more or less separate functions, but all three layers interact substantially.

For our purposes, one of the most important layers is the second layer, or the Limbic System. The Limbic System monitors emotion and plays a significant role in remembering new information. It acts as a switchboard, reading the sensations from the body and deciding which to send to the third layer, the Neocortex, for expanded awareness and action.

This model proves that memory is emotional and is lodged in the Limbic System. The more senses and sensations engaged, the more likely a memory will be created and retained. This is a cornerstone concept of Accelerated Learning.