Category Archives: Training

Review Action. Record Results. Learn.

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Nat-Grd-TownMeeting-NGB.jpgTake time to review actions at the end of project or events. This action enables leaders apply lessons learned the next time. The military thoroughly reviews and documents actions after every key event. As they begin their next planning cycle, leaders revisit those reviews to identify how to apply lessons learned to repeat effective actions and avoid repeating mistakes. Learning to analyze an event and gather important lessons is easy.

There are several principals to conduct post event reviews. Have all the key people at the table. Honestly document what was supposed to happen and what really happened. Analyze why the things that went well went well, and poorly; and why those things happened that way. Participant judge events, not people. Check egos at the door. File the review so it can be found and used later.

All the Key People OutdoorMeeting-USAID.jpg

Key people does not mean everyone unless the event was small. Key people include the crucial leaders, contractors, organizers, observers, and key people from your red team. You want the people there who have the ability to make decisions during a similar future event that affect outcomes.

Document What Happened

This sounds simple but is not always easy. During this step top leaders may learn what

they wanted to happen is not what others understood was supposed to happen.  When you talk about what was supposed to happen, you may have to break it down into several levels. What really happened is also not so easy. Not everyone saw the same thing for a variety of reasons.WhatHappened.png Things may have gone well in their part of the project because the logistics section fixed a problem before others know about it. If others did not see it, the problem still existed and should be documented and analyzed.

Analyze

Analysis during the review is nothing more than answering a bunch of relevant questions. What went well and why? What problems cropped up and why? How well did communications work? How did leaders make decisions at critical times? How well did the decision making process work? How did leaders solve problems? What things went well that could have gone better? How can we prevent the wrong things from happening in the future? These questions are just an example series, but a good start to any analysis.

Judging

When judging good, bad, success, and failure, focus on events and decisions, not people. If a leader made a poor choice at a key event examine why. The group may learn the leader lack important information, or had a poor understanding of the situation. PieJudge-Sarah R.jpgFocusing on why the leader made the decision allows him to learn from mistakes, identifies potential problems in processes outside that leader’s control and reduces defensiveness improving learning.

Egos

People do not like criticism. The offense perceived is proportional the size of the ego. The learning from observations that look like criticism is inversely proportional to the size of the ego. Avoid the problem; check egos at the door. This rule needs to be posted and enforced by the group facilitator. When an individual becomes defensive during discussions related to decisions or actions she made, it is an indicator she brought her ego with her. Stop the conversation. Restate the rules. Focus on the actions or decisions. These measures ensure maximum participation and learning occurs.

File the Review

File post activity reviews so others can find and learn from them. Taking time to review and identify lessons achieves nothing if filed forever. Dig out those reviews when you begin the next project planning cycle and learn.

A post activity review is an important process in any learning organization. Conduct reviews with all the key players after every major event or project. Identify what was supposed to happen and what really happened. Analyze the good and the bad of each event, action, and decision during the activity to identify important lessons. Judge decisions and actions to avoid offending and shut down learning. Check egos at the door to ensure everyone learns and participates. Adding a review at the end of every project or training event ensures lessons learned are available for use when a similar activity occurs next time.

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Photo Credits

All photos were found on flickr.com and used under a Creative Commons License.

Capture

U.S. Government photo-National Guard Bureau

U. S. government photo-USAID

Cars: Modified from two photos.  Limo by caccamo.  Small Car by Hsing Wel

Pie Judges by Sarah R

 

Envision Effective Training

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Steep-Rocky_Paul-Irish.jpgThe task is like climbing Mt. Washington, the highest peak in New England. The task is simple but not easy.  Mt. Washington is a deadly peak showing little mercy for those who may make even a small mistake. High winds, sub-freezing temperatures, and snow are common even in July. The terrain steep and rocky. The views approaching and above tree line are dramatic, distracting, and just plain awesome. The task is simple really, inspire your students to learn what you are teaching and incorporate the lessons into their daily lives to become better at what the do. However, like trails to the summit of Mt. Washington, the path to successful training not easy. Adult learners are distracted in many ways. Some dealing with problems at home. Others deal with problems at work. Problems are like the tremendous views causing students not to pay attention to the trail. Some students do not feel they need to learn what they were sent to learn at your training, while others may think they know more than you do about the topic (and they might). Both groups are like large rocks tripping you if you do not pay attention to your student’s needs. Like to cold in July, some students remain cold through out the class. Vision is often discussed as a leadership tool to help employees focus on what is right. With vision comes passion. Vision in training and education accomplishes the same result as it does in leadership. With learners, vision creates a desire to pay attention, focus on the learning, and demonstrates you are prepared for whatever the mountain throws at you.

An example of casting a vision that catches the eyes of your student could be as simple as the opening of this blog. It is a short glimpse of an exotic place rife with danger. Showing (showing is a vision word) how your lesson connects to something exotic captures your students attention. It also provides you the tool the show your passion for the subject.

Instructors with passion retain the interest of students longer. In order for your training to affect the behaviors of students, they first must receive the information you provide. Passion for your topic, demonstrated through your vision, keeps their attention on your message.

As a believer, an instructor provides opportunities during training for students to practice new skills. Simple practice exercises allowing students to try skills keeps them focused, and reinforces you know something about what you teach. Skills students master during training are more likely used in life outside the classroom. They leave with the courage required to accomplish change.

BeachHammock-Kok_Chih_and_Sarah_Gan.jpgMost people want to learn to work better, rather than harder. Paint a picture of a hammock  strung between two coconut palm trees, the wind gently swinging them back and forth as they sip a cool tropical drink on a quiet, sandy beach. Let them leave your training with the passion, vision, and confidence that using your ideas and skills will lead them to that hammock. Students who understand how your lessons creates a simpler life encourages them to pay attention and learn more. Some say life on the beach is better than climbing mountains. Creating a vision of success inspires your students to implement the things they learned from you.

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Photo Credits

Both from Flickr.com using Creative Commons License

Rocky Trail by Paul Irish

my CA driving exam

Beach Hammock by Kok Chih and Sarah Gan

https://www.flickr.com/photos/gandhu

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Student Engagement

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Ask, Pause, Call

Good instructors engage their students during the training.QuestionMark.byme.png Inexperienced instructors struggle to learn ways to involve their students. A simple, yet effective method is Ask, Pause, Call.

Every instructor has experienced the long silence after asking a question about a point he is sure the students know the answer. The teacher knows understanding this point is necessary before presenting the rest of the information. He stands in front of the room wondering what to say next.

The Ask, Pause, Call method provides a means for instructors to engage their students and ensure the class is receiving and understanding the information. The first step is as simple as it sounds; ask the question. The next is to pause. This allows the students to think about the response to your inquiry. Next ask a particular student to answer the question.

Use this model from the beginning of your class for greatest effectiveness. When used from the beginning of the class you establish the model as the standard. Students will expect you to use Ask, Pause, Call through out the class and will expect to participate.

Pause.byme.JPGAsking questions through out your training helps students pay attention. They never know when you will call upon them to answer a question. It allows them to make connections to other learning and experiences. Their answers let you know if they are receiving and understanding the information, or if you need to represent the information using a different approach.

You want to know that all your students are learning. It is important to call on everyone in the class, not just those who always raise their hands. Every class has a few students who hang back and chose not to participate, however the only way to know if they are tracking the information is to engage them too.

An effective method to drag those shy students out is to reverse the model. First call on the student by name. Pause to ensure you have their attention. Ask the question.

Asking a question that only requires a yes or no response is a good way to begin. After you receive the answer, follow up by asking the student a why or how question. If the answers are what you expected, finish up by summarizing raisedhand-steven-lilleytheir answers to make the learning point. If they are a bit off, follow up with leading follow up questions that tends to suggest the correct answer.

Ask, Pause, Call is an effective model to engage students in discussion during training. Selecting different students during the training ensures you know all are tracking the important information you are teaching. Asking questions of your learners through out the training keeps them engaged improving retention and understanding. Including students in the lesson allows them to connect the information you present with prior learning so it make sense for them. The next time you teach, ask a question, pause for thought, then call on someone to answer.

Photo Credits

Question Mark and Pause Button by Author

Raised Hand by Steven Lilley at http://www.flickr.com under a creative commons attribution license.

Building a Foundation for Character with Organizational Guiding Principals

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cropped_cellar-hole_wolfgang-tonschmidt

Guiding principles, or values, lay the foundation of character for every organization. A wide variety of people make up organizations, coming from different backgrounds, and bringing different personal and cultural values to the group. An organization’s guiding principles establish what things are important for the organization. Successful organizations establish and ingrain compliance with their guiding principles through training. Using a daily or weekly meeting is an easy way to train employees about the organizations principles.

Let’s say the organization has three guiding principles; loyalty, quality customer service, and finding winning solutions for everyone. Supervisors hold meetings every Monday with their staff. In addition to the regular items, modified_meeting_torimiddelstadt_uaf-school-of-managementthe supervisor includes one of the guiding principles on the first Monday of the month. The supervisor provides the company’s definition of the principles and facilitates a discussion about ways employees can incorporate behaviors into their work lives to live up to the principle. This week they discuss loyalty. The conversation includes loyalty to the company, the smaller group, customers, and shareholders. The meeting breaks and employees go about their work.

During the week the leader moves about the work area looking for opportunities to recognize behaviors that comply with loyalty issues discussed during the weekly meeting. The leader notices a technician on the phone who appears to be talking with a customer. He tells the customer how much he appreciates his loyalty by sticking with company. He explains that he cannot do the repair work for free but will research a discount because of his loyalty.

During the next Monday meeting, the supervisor continues the discussion on loyalty. He starts the conversation by telling the story of the technician who found a way to stay true to the company while rewarding customer loyalty. Next he goes around the room asking others for stories of things they did during the previous week to live the principle of loyalty. Not everyone had a story, but all participated in the conversation. He also facilitated a conversation about how their views of loyalty changed during the week as they focused on different ways to be loyal to all the company stakeholders. The conversation was lively. Eventually the supervisor had to cut them off so they could conduct the business of the company.

The following week, the leader may start the loyalty discussion by telling a story of an experience he had where the principle was the focus of the situation. He opens the floor for others to tell stories. One way to ensure there will be some discussion is to have a chat with one or two employees during the week ending by asking them to share their story at the next weekly meeting.

On the fourth Monday, the group engages in a conversation wrapping what they have learned about loyalty. Again there should be time to allow story telling of application of the principle, but the conversation should shift to lessons learned and how to apply them. Using these steps allows people to be taught about an idea, followed with examples of how to use the idea and concludes by them practicing what they learned. The discussion allows corrections to be made so everyone becomes better and also recognizes behaviors meeting expectations for the particular guiding principle.

On the first Monday of the next month the supervisor introduces the next guiding principle, quality customer service. He follows the same format during the month when they learned about loyalty. The employees are told about quality customer service. They are shown examples of quality customer service. They try and report on their efforts. They are praised for success and coached to improve when they fall short of the standard. The process is repeated the next month for the finding winning solutions principle.

Change up things after going through the guiding principles once . Ask one of the employees in the group to lead themodified_geese-flying_john-johnson conversation when you return to the first guiding principle. Allow that employee to discuss and introduce the guiding principle. She could lead the conversations about how others engaged in behaviors exemplifying the principle. Repeating the process instills a deeper understanding of each principle and allows employees to further ingrain that principle into their daily lives. As new employees come on board, they learn not only how things are done, but why.

Creating organizational change is difficult. Helping employees improve their understanding of an organization’s guiding principles is one step leading to change. As employees begin to live the principles of the organization, the culture changes. Reinforcing each lesson through reflection of behaviors supporting compliance with organizational principles ensures lasting change. Employees see how small changes improve working conditions and organizational cohesion. Focusing attention on a guiding principle at daily or weekly meetings results in easily training teams about each principle. Try it at your next group meeting.

cropped_cellar-hole_wolfgang-tonschmidt

Photo Credits

All photos from Flickr.com with Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Granite wall by Wolfgang Tonschmidt, cropped by author

Group meeting by Tori Middelstadt at UAF School of Management, modified by author

Geese by John Johnson, modified by author

Don’t Kill Your Audience with a Deck of Death

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welcome

Today’s Topic

“Hi. I’m your expert instructor here to teach you how to be an expert almost as good as me. Next slide.”

agenda

“So you can see here all that we are going to cover over our period of training. I’m sure you will notice that I have done all I reasonably can to remove any fun we might have learning this material because I did it all on my slide deck. Next slide.”

LEARNING GOALS

“I made sure to include some learning goals because everyone expects them, but we really are not going to talk about anything like this; don’t worry, it is all in the slide deck because I am such an expert on this topic. Next slide.”

slide-deck

Anyone still awake, or have you all succumb to the slide deck of death? To often, out-of-town experts are hired to train people whose only real expertise lies in preparing really cool slide decks. There is more to training however than a wiz-bang slide show, especially if the topic is mostly information known to the students. Slides have become the go-to choice for training because they provide consistency across a variety of training presentations regardless of the ability of the instructor or the knowledge of the students. There are other forms of media available for instructors to communicate ideas and guide discussions. Learning to use them well improves your presentation.

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These two forms of media are often overlooked for a variety of reasons including poor penmanship, artistic ability of the trainer, and lack of standardization over multiple presentations. The biggest reason is a lack of imagination. Several years ago I learned a little trick to improve my drawing ability in Richard Neil’s book, Police Instructor. Neil suggests creating an image in your favorite graphics program them projecting it onto your paper. Using a #2 pencil, lightly trace the lines. When you reach the point in your presentation to introduce the sketch, grab your marker and draw away while you talk to your students. You end up with the same image from class to class and impress your students with both your knowledge and artistic ability.

I used this secret in an instructor development class I was teaching to explain the training cycle. I asked one of the students to step up to the easel and sketch out a diagram of the cycle while I talked about it. He was a bit apprehensive until he was close enough to the board to see the lines. The class was equally impressed with mine and the student’s knowledge of the cycle, and the secret, once it was revealed. Two lessons in one, how to improve your use of media and improve your understanding of the training cycle, a grand slam!

It may not be possible to recreate a fancy drawing or diagram on a white board in the same way, but for basic imagery it is a great tool. Create lists revealing one point at a time so students are not overwhelmed with information. Alternate colors so students can track lines easier. Practice so your writing is recognizable to others. Simple diagrams that are well thought out ahead of time are easy to draw on a white board with lines and arrows to make connections with thoughts that are expressed in text. Try it out in your next class; you might be surprised how it catches your students attention.

POSTERS

Posters seem like they have gone the way of the dodo bird. They are a great tool to ensure continuity from class to class. They work even when the projector bulb doesn’t. Use dry erase markers to high light important words or ideas on laminated posters.  This technique helps make connections between ideas.

You can create posters using a professional service, or in your living room using markers. Boil down your ideas down to the most essential elements to reduce the number of them. Too many posters end up being nothing more than a low tech slide deck that you have to lug around. The more you have, the heavier they are!

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Too many people use boxed PEs they like from other classes. Using the general format and adapting it to meet your needs however allows you to end up with a product unique to yourmarshmallowtower-marktighe class that is designed specifically to meet your training objectives. Good practical exercises are copied by instructors because designing them is tough work. The first time you have a student build a pasta tower to the ceiling and perches his or her marshmallow at the top, you realize it is better to use your own ideas to reinforce your learning points.

Good exercises challenge students to apply the lessons you teach. They make students think critically about using new skills in familiar situations. They provide students the confidence to adapt your lessons in their every day life, changing their habits and behaviors, and that’s what training is supposed to be about, changing behaviors.

VIDEO CLIPS

Video Clips are great to introduce problems, demonstrate your point, show how to complete an activity, or as part of a practical exercise. Too often trainers use videos as the basis for their entire training, instead of supporting their training and learning points. There are plenty of good videos available on any of the video host web sites. If you are using video for an educational purpose then it should spur discussions and questions about topics related to your learning goals. If not, then it is entertainment and you may have problems with copyright laws. If your video does all the teaching, then students are unlikely to see you as the expert you profess to be.

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Next slide please.  Slide decks have become an important part of the training landscape. Slide decks are not going away soon. Trainers communicate better using other forms of media instead of only using slides. Other forms of media require trainers to think about the points they want students to learn. Each media offers opportunities to engage students, keeping their attention to improve learning outcomes. Posters, chart paper, white boards, practical exercises, and video clips each offer instructors opportunities to break away from the slide deck and improve learning. Each form of media has pros and cons. Use a variety of media in your training to break up the boredom of the slide deck and show your students you really are an expert.

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Photo Credits

Author except the marshmallow tower.  Marshmallow tower by Mark Tighe under Creative Commons Attribution license from flickr.com:  https://www.flickr.com/photos/mjtmail/14113827338/in/photolist-o2yZKQ-8W4FUQ-8W1CxZ-nvc49E-9NDbrG-9NDcWb-9NDdLs-9NApRH-9NAur2-9NAmLB-9NAnBt-jeQaVE-9NAtKa-9NAsga-9NAsXc-9NDhzm-9NAorP-Hsu3i-bDzKGQ-dc4jeH-8xac39-BMSG49-BXt5Le-8Ur9Rp-rV2Uwa/

A Call to Action

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bullhornspeaker-firefightersdaughter-CalltoActio

I recently listened to a short piece on my local public radio station from the TED Hour (http://www.npr.org/2015/02/06/379184277/what-s-the-antidote-to-political-apathy). The speaker talked about getting people to the polls and ways to overcome apathetic voters. As I listened, a light bulb appeared over my head about a way to improve training. If trainers expect students to change behaviors based on their training, they need to issue a call to action to participants. A call to action ensures students leave knowing how to change their behavior, possess excitement to change, and where to find help when they run into road blocks.

In this TED talk, the speaker noted in an unscientific study he conducted that in local publications, the editors would include information about how to contact a local charity, the hours of a new eatery, or the phone number to the box office of a show they reviewed. The reader knows how to learn more. When the local periodicals ran political pieces they often present information in a fair and balance way. They explained the issues about the topic. They did not include information about websites, phone numbers for involved organizations, or other information to make the reader take action on that subject.

Often trainers and leaders behave the same way. They call for changes. They show people one way to do something that works in the classroom. They may even provide some sort of high energy event that fires up the students and employees so they feel motivated. When they return to their cubical, they stumble on road blocks and because the trainer or leader provided no information about where seek help, the change they and their proteges hope for starves on the vine.

The fix is easy. After providing students their call to action, provide resources to use for follow up. When students return to their offices and run into a roadblock, they know where to find more information to help overcome the road block and successfully implement the desired change.

Provision of follow up resources requires more than a short bibliography at the end of your note-taking guide or a sheet tucked into the back of a participant folder. The trainer should call attention to the resources. He should provide screen shoots of the websites. He should point out email addresses and phone numbers of people who are willing to help. He should also provide a short sales pitch for each of the follow up resources provLearningSailing-John-ModsOK-croppedided so the student understands help really is there.

Many trainers already provide such information and calls to action for their students. Adapt a page from Keith Ferrazzi’s book Never Eat Alone by sending out a group email reminding students to look up a website, read an attached file, or how to find a book.  They are more likely to click on a link and incorporate what you taught them after leaving your class.

At they end of your next training, issue a call to action for change. Motivate students to implement what they have learned. Sell them on the resources available to help them over hurdles. When you issue a call to action, change will happen.

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Photo credits:  Both photos downloaded from flickr.com under a Creative Commons license and modified to fit the space here.

Speaker photo by firefightersdaughter.  Sail boat photo by John, yes, just John.

Overcoming Hurdles to Change

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I recently listed to a short piece on my local public radio station from the TED Hour (http://www.npr.org/2015/02/06/379184277/what-s-the-antidote-to-political-apathy). The speaker talked about getting people to the polls and ways to overcome apathetic voters. As I listened, a light bulb appeared over my head about a way to improve training. If you want to changed behaviors based on what you train, you need to issue a call to action to the participants. When students leave, they need to know what to do, the excitement to change, and ways to find help when they run into road blocks.

hurdle.melinda.huntlyIn this TED talk, the speaker noted in an unscientific study he conducted that in local publications, the editors would include information about how to contact a local charity, the hours of a new eatery, or the the phone number to the box office of a show they reviewed. The reader know how they could learn more.

When the local periodicals ran political pieces they often present information in a fair and balance way. They explained the issues about the topic. They did not include information about websites, phone numbers for involved organizations, or other information to make the reader take action on that subject.

Often trainers and leaders behave the same way. They call for changes. They show people one way to do something that works in the classroom. They may even provide some sort of high energy event that fires up the students and employees so they feel motivated. When they return to their cubical, they hit road blocks and because the trainer or leader provided no information about where seek help, the change they and their proteges hope for starves on the vine.

The fix is easy. After providing students their call to action, provide resources to use for follow up. When students return to their offices and run into a roadblock, they know where to find more information to help overcome the road block and successfully implement the desired change.

Provision of follow up resources requires more than a short bibliography at the end of your note-taking guide or a sheet tucked into the back of a participant folder. The trainer should call attention to the resources. He should provide screen shoots of the websites. He should point out email addresses and phone numbers of people who are willing to help. He should also provide a short sales pitch for each of the follow up resources provided so the student understands help really is there.

At they end of your next training, issue a call to action for change. Motivate students to implement what they have learned. Sell them on the resources available to help them over hurdles after the training ends. When you do, change will happen.

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Photo credit: Melinda Huntley, flikr.com  https://www.flickr.com/photos/piratepix2/4540203839/in/photolist-7VcJqx-GY8o3-8hDo4J-z3Akfw-7Laq5N-7VfYnb-84VQLx-eonsYx-bER96W-rkfoWv-9HcTG2-fEQaXu-4gXG8H-aoi8Ah-fdTQxU-82taWc-dgMHan-bmHArb-bzCtcn-6SH1c9-dAxF2t-9MMqtH-dAxEk4-bTKTPZ-rhcUEV-m5EDBX-xmhWs9-84VWcY-8hDfW9-H9y4B-8hDpi3-dAxExk-8hA7mV-8dTP4e-dAxEqM-r3PBRy-r3NJrC-rkfqt8-rkfpsF-8hA6ZV-82LnjE-my6DVw-eefeA1-6EPXjR-2AwKvD-rtAXvb-7Aw3ZS-ie4JrZ-7Aw4sU-pyEHWJ

Training New Leaders

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As the new organizational leader, you have taken the time to recruit the right people to run your group. You worked hard ensuring they occupy positions where they will excel. You know they need training, but what do you teach them? Effective leaders training teaches new leaders five functional areas of leadership; planning, controlling, operating, resourcing and leading .

ISCTE-IUL.HugoAlesandreCruz

New leaders need to learn the basics. Often leaders are selected for reason other than their ability to manage and lead increasing justification to train them. It does not matter whether the new leaders are related to important people, knowledgeable about their part of the organization, or bring money to the table to obtain their leadership position, all need to understand all five functional areas to help your organization succeed.

Planning is the process of assessing what the future brings, how you want to respond and preparing for it. New leaders training helps develop understand the planning process. During planning, leaders assess to establish where the organization is, what the group wants to accomplish and what lessons can be learned from earlier projects. Leaders establish goals and mile stones so they can set a course and make adjustments as the project progresses. Developing task steps enables supervisors to measure workmanship and progress.

Controlling is the process of both measuring progress and accountability of resources. On any project leaders plan to evaluate progress based on appropriate information or data. The standards are established during the planning process and are used to adjust course if necessary. Accountability controls are imperative to ensure resources remain available to complete the project and remain available if necessary for the rest of the organization. The newspapers are full of stories of people in positions of trust running off with the organization’s because of poorly implemented controls. Quality controls prevent such problems, or identify problems before the group is broke.

Operating is the process of executing a plan. It includes the planning process, and ensures controls are in place and being used. Quality operations ensure success of the project and organization. Good operations aline with the groups mission and guiding principals.

Resourcing involves providing stuff. What stuff? Everything needed for the project to succeed. People, money, food, parts, space are all resources required to ensure successful completion of any project. Leaders ensure the stuff is where is needs to be before or at the time it needs to be there. Potatoes delivered the day after a fund raising dinner fails to help the organization feed those who support it. Likewise if resources are delivered too early storage and other problems become issues.

Leading is the process of influencing others to accomplish the mission of the organization while operating to improve the organization. Many argue that leadership cannot be taught; you either are born a leader or not. Because leadership is a process, anyone can learn that process. Leaders possess character, and acquire knowledge and skill. They understand how to accomplish things and make sure the right things happen.

New leaders training is important for every organization. Every new leader must know the five functions of management: planning, controlling, operating, resourcing and leading. Learning the basics is easy. Learning the finer points takes a life time. The Chief Executive of every organization is responsible to train junior leaders in each of these functions. There is no point enticing the best and brightest people to lead your group if your training plan involves tossing them in the water to see if they can swim. Develop and implement a leader development program for your new leaders.

Photo credit:  ISCTE-IUL by Hugo Alexandre Cruz.  CC license from flickr.com

Voice: Feathery Touch vs. Booming Motors

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onceuponatimeiattendedapresentationgivenbyareallysmartpersonwhospokesofast,butrathersoftlylikehewastryingtosayeverythinghehadtosayinonebreathsohecouldquicklycompletehispresentation, breath, andgospendtherestofhisallotedtimedrinkingcoffewiththosewhocametohearhimspeak.

During my instructor deImagevelopment classes, I teach a segment on the importance of using your voice. Trying to write a wimpy presenters fast pace, low volume and even monotone speech is more difficult than demonstrating it for a class. There are many reasons people use poor vocal skills while presenting such as lack of confidence in front of others, inexperience as a presenter and contempt for the topic. The opposite is also true. Speaking at a rapid pace in a loud volume continuously sounds like you are recording a commercial for the latest monster truck rally. Three cliches come to mind when considering the use of one’s voice during a presentation. The first is “Slow is smooth and smooth is fast”. The second, “Variety is the spice of life.” The final, “Silence is Golden.”

Slow is Smooth; Smooth is Fast

Speaking slower during a presentation allows you to select the best words to express your ideas the first time. Students understand what you say better. A slower pace allows students time to hear what you said and think about how it relates to them so they can effectively incorporate that information into their behavior. But what about the fast part? Great question! If your students understand what you said the first time, have time to reflect upon its meaning and ask necessary follow-up questions you only have to state the point once. No need to repeat what students all ready know. Fewer repetitions allow time discussing information unfamiliar to students. Result; better learning, and fewer remedial trainings.

Variety is the Spice of Life

Changing your pace, volume and tone of voice helps keep students attention. Turn up the volume to clue students of important information they may see again, say on a test. Use a fast pace to sound like the voice over announcer on TV reading the legal disclaimer for a predatory loan suggests important information has been provided and is available to reference later. A soft whisper tells students you are sharing a well guarded trade secret. Now they belong to an inner circle of trust. Certain patterns may suggest transition from one topic to the next. An effective phrase a friend uses is, “ALL righty, then…” his clue to the class the discussion is changing.

Silence is Golden

Silence seems the reverse of what a trainer should do while standing before a group of students. Periods of silence encourage participation. Ask a question and wait for someone to answer. Make a controversial statement and allow a student to challenge your position. Student participation always improves training.

ImageNext time you find yourself in front of a class or giving a presentation remember and use these three rules. Silence is only bad because you do not know what to say next. Use it to encourage student interaction. Silence is golden. Using a slower pace allows information to sink in like a slow steady rain. Students absorb the information the first time allowing the class to progress faster. Slow is smooth; smooth is fast. Changing up pace, volume and tone signals students about important information, topic changes and help keep their attention. Variations in vocal qualities keep things interesting. Variety is the spice of life. During your next introduction, let the class know, YOOUU ARRRRRE REEEADDY TO RUUMMMBBBLLLLLLLEEEEE?!?!?!?!?!?!?

 

Photo Credits

Both pictures from Flickr.com used under Creative Commons Attribution License

Nick Chill

Mitchell James

Oh No! Mandatory Training!

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Mandatory refresher training…the bane of every instructor. Frequently the trainer is provided a lesson plan and a slide deck, a period of time to fill and appropriate training facilities (maybe). The instructor is expected to stand before the group of experienced students and present the material determined by management as essential. The result one to four hours of heavy eyelids, sore bottoms and the sending and receiving of text messages on mobile devices by distracted employees who fail to pay attention. They learn nothing. You can improve the situation by recognizing that the occupants of the room possess hundreds of collective hours of experience; many more qualified to teach than you. Developing methods to engage, entertain and focus students during mandatory training separates the run-of-the mill instructor from the master trainer. Nothing that follows is new, but I challenge you to adopt one or two of these ideas for your next refresher training and take your first step down the road to become a master trainer.M.CoghlanGpDisc

Facilitation is a training process that focuses on the student rather than the instructor. Generally facilitate means to make easier, to promote or to serve as a catalyst (Google 2014). An instructor who engages in facilitation recognizes the expertise of the students and develops a learning environment that permits those with various experiences on a given topic to share what they know allowing the rest of the students to assimilate those experiences into new ideas on their own. This process allows the students to come to conclusions on their own.

Instructors are reluctant to conduct facilitated discussions for fearing accusations they did not follow the program of instruction required by management. A well thought out training event covers all the points required by management. The difference between an interesting, facilitated training event and being buried by slides is how the material is presented. The traditional, well-known, boring method of lecturing while showing a slide deck echoing everything the presenter says only ensures the required material has been presented. It does nothing to demonstrate knowledge transfer, but does provide coverage for the tushy if ever called to task for providing training on a given topic. A facilitated training however requires student participation during a guided discussion about the same points made in a lecture. In order to participate effectively, instructors must possess complete understand the topic, and students should have some knowledge.

Preparation for and conduct of a facilitated training event requires greater preparation and execution time. To prepare for a facilitated discussion,

  • Review and understand key learning points of the lesson,
  • Convert learning points into discussion points,
  • Prepare questions to requiring discussions to answer, and
  • Prepare to guide student discussion by infusing information and making corrections,
  • During the conduct of class,
  • Ask students questions that require thought and development of opinions,
  • Ask students what they think of points made by others during the discussion,
  • Require students to justify opinions based on facts or prior learning,
  • Ask students if they agree or disagree with other students points and explain why or not.

As the class demonstrates understanding of each point, the instructor segues into the next discussion point by either asking a pre-planned question, or taking advantage of a point raised by a student. Ensuring many students participate. Use the following formula to include all students:

  • ask the question,
  • pause to wait for students to think about the answer,
  • call on a student to answer.

When attempting to pull in the quieter students, it is important to ensure to ask them something there is no wrong answer. By doing so, you allow them to participate without loosing face. As the discussion moves along, show the required slides and let them speak for them selves allowing students to integrate the information from the slides into what they learned in the discussion.

A quality facilitated discussion during mandatory training improves student participation. Increased participation improves information retention. Increased participation permits the same idea to be expressed more than one way improving understanding by less experienced students. Engaged students are less likely to allow their minds to drift and learn more. Students pay attention when they know anyone can be called upon to answer questions. The slide deck re-enforces points made by the students.

Using a facilitated discussion during mandatory in-service training allows for management and instructors to cover important learning points. A good guided discussion covers all required points by allowing students to express their knowledge of the topic and identifies areas requiring more discussion or information. With more discussion the same idea is expressed in different words increases understanding of the concept. Students become responsible for their learning, more engaged in the process and focused on the class. For your next training event, implement some of these ideas to generate a guided discussion on one or more points. You may be surprised at what YOU learn in the class you are teaching.

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References

Google Search Results “define facilitate” https://www.google.com/search?q=define+facilitate&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a&channel=sb retrieved 4/26/14

U.S. Army. 157-ABIC-3.0 / Army Basic Instructor Course (ABIC) (2011) Army Training Support Center, Ft Eustis, Va

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Photo Credit:  Michael Coghlan.  flickr.com CC license

Better Presentations

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Last week I had the opportunity to attend a terrific training presented by Jon Blum of Force Concepts. One thing that set his training apart from others I have attended was his slide deck. He followed two simple rules to keep his slide simple and effective. With some thoughtful planning, a little research and some practice with layout your next presentation can benefit from the same principals Jon employed. The first principle is minimize text. The second is maximize images. Image
The original popular presentation software PowerPoint was named so to help presenters make the points of their presentations powerfully. They were intended to be short and sweet. A common rule is to limit the text on a slide to six words per line and no more than six lines per slide. Often presenters read their slides verbatim which defeats the point of inserting the bullet point on the screen. The audience can read. They came to your presentation to hear what you have to say. If the only thing you say is what is written on your slides, they could have stayed in their offices and read your work. I suggest that you tell your group what your want to say, pause then show the slide and allow them to read the text on their own. The points on your slide should emphasize what you said.
Another great thing Jon did in his presentation was the way he presented the text on the slide. First he discussed the point. Next he showed the text and led a discussion about the point. Upon conclusion of the discussion on that point, he introduced the next point and then revealed the text. The previous line remained visible, but the font was in a light shade of gray drawing the viewer’s eye to the current point. Identifying the few simple words that effectively communicate the idea behind the point of discussion requires you to identify the principals and key points of your presentations.
How many times have you said or hear that a picture is worth 1,000 words; at least a thousand? How many pictures have you seen in a slide presentation? I would guess the answer is few. Today images are inexpensive and plentiful. Choices include charts, graphs, clip art and photographs. Websites such as flickr.com, gettyimages.com and shutterfly.com have a large selection of photos to purchase, within the public domain or under the Creative Commons license. Sometimes finding the right photo or image on line is time consuming, but with the advent of digital photography and paint software you can create your own images that convey your message. The images I use to attract readers to my blog are my own creations or images I found on line available under the Creative Commons license for use by only providing attribution to the person who took the photo.
When selecting an image, pick one that communicates your message. You may use a few words to ensure your point is understood or to ask a question to start a discussion. If you use text with your image, keep it shorter than the suggestions offered above.
Following simple rules improve the slides you use in your presentations. Reduce the text on your slide. Use pictures and communicate 1,000 words without uttering a syllable. It may not always be possible to limit your idea to six words or to one picture, but with practice implementing these principals becomes second nature. As you prepare your next presentation, add a few extra pictures and subtract some words. Your audience will be grateful.

For a more detailed disucssion about improving your presentations, check out my Prezi at http://prezi.com/uaxckg-4fkkn/using-media/. Another great resource is http://www.slideshare.net/ArtilleryMarketing/you-suck-at-powerpoint-12040413.  Update 3/15/14:  57 slides in 18 minutes…exact amount of text during the presentation…zero!!!! http://www.youtube.com/watch?v=bOYIKJho18I&feature=youtu.be

Photo credit: Kei Kondo add.me flickr.com

Disruptive Students

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Recently I was demonstrating the proper technique to accomplish a defensive tactic according to the organization that certified me to teach. During the demonstration, I talk through each step working slowly so that the students see the hold and understand the correct form. I have selected one of the students in class as an assistant. As I talk through the steps, the student pulls his hand out of my grip and laughs. I can only believe it is because he showed the teacher that his tactic doesn’t work, but his resistance is outside the parameters for application of this maneuver. I attempt to use this as a teaching moment explaining to the class that this is only one way to confront a potential adversary and is intended for use on one who appears compliant and follows directions. I start over. The demonstrator pulls away again. Repeat one more time. Now it is obvious my student is disrupting the class and interfering with the learning. Instructors and teachers often have to deal with disruptive students in a classroom environment. Strategies for dealing with these students are widely available in text books, journals, and internet sites. No one talks about the disruptive student in the practical exercise environment. Over the years I have had many disruptive students in practical activities session who have challenged me, my skills and my techniques. How the instructor handles the disruptive student establishes his future credibility. Handled well and students learn the instructor is knowledgeable and respectful and gains the attention and respect of the class. Handled poorly and the students learn the instructor is self-centered, egotistical and is just as likely to treat them with contempt if they fail to live up to his standards resulting in lack of attention or respect.

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Attempting to address the misbehavior based on your perception of the student’s motivation you attract attention to the misbehavior and away from the lesson. Redirect the attention of all the students to the task at hand by acknowledging the slight and explain that this portion of the lesson is limited to the topic you are introducing. Use this as an opportunity to explain that there is more than one way to accomplish the task and this application has limitations that do not invalidate its use in the correct situation.

Keep your cool. I learned this rule the hard way. Anger about the student’s behavior manifests as a personal attack. Too often the anger results in the demonstration being completed at 100% force without proper preparation resulting in personal injury or property damage. Instead, stay calm, redirect the students attention, explain the parameters for the skill you are teaching and continue the lesson. A successful method is to change demonstrators.

Explain to the class as one instructor I watched. The instructor introduced information that was contrary to prior learning in another course. The instructor replied to the effect, “What I am teaching is a way to accomplish this task. It is not the only way.” Often when doing hands on work it is impossible to teach students the best options for every situation because the “What ifs” pile up in a hurry. Using the “A way” response validates the student’s position while maintaining your credibility.

Hands on training is an effective method to ensure students develop skills required to complete certain tasks. Unlike the lecture where the instructor controls the flow of information, during performance oriented training, students will often share what they know about the topic from prior experiences. Sometimes this is helpful, but often is is disruptive. Effectively keeping the class on topic builds your credibility as an instructor and subject matter expert. Validate the students point of view if valid in some cases if there is more than one way. Delineate the conditions for the task you are training. Keeping control of your emotions shows you are an expert deserving their continued attention and trust. When you follow these steps, you ensure students receive quality, consistent information, develop skills to accomplish the task in the given conditions to performance standards and increase the probability they will complete the task appropriately in a stress filled field environment.

Photo Credit:  U.S. Navy photo by Ensign Lily Daniels under Creative Commons License Share-alike and Attribution, Commander U.S. Navy 7th Fleet

2/1/14 I just posted a companion slide deck on SlideShare.  Check it out at http://www.slideshare.net/ChrisStCyr1/disruptedpractice