Tip #201: Transformation

Learning involves a transformation of thought, attitude or behavior into something new and different. Since this is the beginning of a new year, it seems appropriate to discuss the Hoberman sphere.

A Hoberman sphere is a structure that resembles a geodesic dome, but is capable of folding down to a fraction of its normal size by the scissor-like action of its joints. Its inventor, Chuck Hoberman, holds several patents on folding techniques, many of which resemble the designs of Buckminster Fuller but for the folding aspect. For those of you who want a word for the day- or possibly the year, a Hoberman sphere is not a true sphere, but a polyhedron known as an icosidodecahedron!

It is really an engineering marvel, or so I’ve been told by engineers in my classes! This is so because the sphere can maintain two different states: both closed and expanded.

I have used a Hoberman sphere in my local training classes for many years. (I’ve been hesitant to travel with it, for fear it would get broken in transit). Mine is a rainbow- colored plastic version that expands to approximately 10 inches. It just sits in its expanded state on my front table. It is a wonderful visual metaphor for transformation and also for keeping an open mind! I purchased it at a crafts store for much less than it cost at Toys ‘R Us. There are Hoberman spheres of all sizes available, from smaller than mine to much larger. There are even ones that glow in the dark.

It is also a great kinesthetic object for a classroom, because folks can throw it- and in one visioning class, folks even decorated it!

Tip #202: Employee Care Kit

We’ve discussed the use of metaphor as an organizing principle for a training program, but the Wisconsin Department of Corrections took it one step further. They created an Employee Care Kit that they gave out to over 160 office support staff during a two day annual training event, as well as to probation and patrol agents at their Agent Basic Training. It is an idea from a former staff member that Nancy DiBenedetto has used at unit meetings. Now, Linda Zimbelman, Shelly Weber and Jean Schriever make up the baggies for training.

The Kit is a simple Ziploc baggie filled with the following items as well as a multicolored printed list that explains their significance:

Puzzle piece: you are part of the big picture
Peppermint: you are worth a mint!
Rubber band: to stretch yourself
Jolly rancher candy: to remind you to take time to laugh
Cotton ball: everyone needs a warm fuzzy
Q-tip: to keep your ears open to all possibilities
Tootsie roll: bite off only what you can chew
Pen: to replace the ones that everyone keeps taking
Eraser: erase the bad day troubles
Lifesaver: when you are drowning in work
Band aid: when things get a little rough

Isn’t it wonderful? It is elegant in its simplicity!

If you have done or seen something similar, please let me know and I’ll post it in the next Tip.

Tip #203: Break-Time Boogie

There is a very cute timer animation called Break-Time Boogie that I use in my programs. With music and animation, it adds characters as the minutes count down- either for 10 or 15 minutes. It is fun, the music is upbeat, and it beats the monotony of a countdown clock or timer projected on the screen.

Kathy Fraser attended a train-the-trainer program I facilitated in New York City before Christmas and was interested in getting a copy for her company. I told her I had purchased it from Trainer’s Warehouse. On January 2nd, she discovered that it was no longer available and contacted me to see whether there was another place that sold it. I contacted a Trainer’s Warehouse representative, Lonnie, who gave me the sad news that it was a program they had produced in-house but discontinued. Apparently, focus group feedback had indicated it was too unsophisticated and limited.

I explained that I train new trainers every month around the country who would love to use the program and would not be disappointed with its limitations. I also told the representative that there were no other timer animations available right now to my knowledge, after a lengthy Google search- and that Trainer’s Warehouse was missing a huge and eager market for the program.

Well, on January 3rd, Lonnie called me back to say they had reconsidered their decision to stop producing the program- and it was entirely possible that they might reintroduce it very soon. How’s THAT for listening to customers???!!

This message came on January 17th:

“Hey Deb,

I thought I’d let you know that I emailed Trainer’s Warehouse yesterday and asked them about Break-Time Boogie. I received a reply today from Joyce that it will be definitely coming back. It will be available in about two weeks, sell for $10 and the code will be SOBGY. Pass on the good news!

Kathy:

Thanks, Kathy!

So, I am now officially passing on the good news: a fun countdown animation program available in both PC and Mac-compatible versions- at an amazingly low price!

Here’s to Trainer’s Warehouse, for their wonderful, prompt and positive response to customer feedback!

Now, please show them I was right about there being a market for the product and go get one for yourself!!! The website is . [Disclaimer: Please note that I am not connected in any way with Trainer’s Warehouse, nor do I benefit from any purchases on the site.]

Tip #204: Terrific Training Materials

Last October in a train the trainer program in Atlanta, I believe it was LeeAnn Tamerius and Donna Carson from Procter & Gamble who brought in a wonderful book that they highly recommended for ideas in how to create visually appealing and reader-friendly training manuals. They especially liked the format ideas for training, including great buttons to indicate the nature of the page: reference, activity, key point, etc. If it was another person in that class and you are reading this Tip, please accept my apologies for a poor memory and let me know, so I can give correct attribution.

Written by Darlene Frank, the title is a mouthful: Terrific Training Materials: High Impact Graphic Designs for Workbooks, Handouts, Instructor Guides, And Job Aids.

Midwest Book Review describes the book as follows:

“Terrific Training Materials: High Impact Graphic Designs is "must" reading for anyone involved in the preparation of effective written materials for training manuals, documentation, product information, news releases, publicity materials, workbooks, etc. Readers will learn how to dramatically improve the communication quality of their printouts, flyers, manuals, etc. through the power of good graphic design. Terrific Training Materials shows how, through dozens of ready-to-use examples, how to add visual interest and training impact to texts. Terrific Training Materials is ideal for desktop publishing projects and the independent publisher or writer will quickly be producing more attractive and effective publications from simple publicity releases to catalogs to books. Over thirty ready-to-use design specifications are included. Terrific Training Materials is essential for anyone just starting out, and a useful reference for even the most experienced writers and publishers.

Learn how to incorporate the power of more effective graphic design in your manuals, handouts, and job aids. This unique new resource will help you improve the visual appeal and effectiveness of your printed materials through the use of graphic design techniques. Whether you're designing a one-page handout or a 200 page leader's guide, this book is a rich resource you can turn to for layout ideas and advice.

A resource section includes 34 ready-to-use design layouts for workbooks, handouts, instructor guides, and job aids. All the specifications are included so you can quickly and easily reproduce these proven graphic designs in your own training materials.”

It sounds great, doesn’t it? I’m convinced! Now that I have found my notes about it, I’m going to order one for myself.

If you’ve used anything similar or even used ideas from this book that you found really added pizzazz to your training materials, please let us know.

Tip #205: Beach Ball Ice Breaker

This week’s idea comes from St. Jude Children’s Research Hospital, via Natalie and Nicky. To break the ice and help participants get to know each other at the beginning of a training program, they throw a beach ball with questions written all over it. When a participant catches the ball, s/he answers the question facing him or her. What a creative use of a familiar playful object. Thank you, Natalie and Nicky!

If you do something equally creative to help folks get to know each other, please let us know.

Tip #206: Using Hidden Text- and Two Requests

This week’s idea comes from Ross Thomas at Prudential Relocation. If you would like to create trainer manuals and participant manuals from the same document, you can use the hidden text feature in Microsoft Word! Who knew?

First, you enter all of the text that you need for your document.

Next, highlight the text that you want to be hidden (such as answer keys or content notes that only the trainer needs access to).

From the menu, select “Format,” then “Font.” Select the “Hidden” Option and press OK.

The text that you selected will no longer be visible on the screen, but it will still be there. To see the hidden text, simply select the “Show/hide” button.

If you want to print a document with all of the hidden text (such as for the trainer’s manual) then select “File,” “Print,” “Options,” and make sure that “Hidden text” is selected.

Isn’t that a wonderfully easy way to create both materials at once? I love it! Thanks so much, Ross!

Tip #207: Opportunities to Train

Folks who are interested in getting into training as a profession often ask me what they can do to gain experience and develop their training credentials. In addition, folks who are already facilitating training for their organizations are often interested in other training opportunities where they can facilitate programs on a wider range of topics.

There are a lot of organizations that need trainers for early morning breakfast, lunch time, after dinner, evening, and even weekend time slots.

First, you need to be clear about the training topics you want to provide.

List all the topics for which you have some credibility as a presenter. For example, I worked in Personnel for the State of Wisconsin and reviewed requests for position upgrades. For this reason, I had great credibility when I facilitated a training program on how to get your position upgraded.

In addition to work experience, what about hobbies and life experience? Have you traveled a lot? If so, you might facilitate a program on what to pack, or how to select a travel guide, or anything related to your travel experiences. Do you cook? Have you lived in a foreign country? Do you juggle a budget for a family of twelve?

In other words, what do you know that others want to learn?

It helps to begin by offering training in topics for which you have credibility. Then match what you have to offer to organizations that might value it.

Every social, civic, charitable, educational, business, professional, and church association needs speakers for their programs on at least a monthly basis. These are typically non-paying, but they offer great marketing exposure. This means that you may get contacted later by participants who enjoyed your presentation and want you to present a (paid) training program for their organizations.

Begin by offering to present a program for your own professional association. Look through the phone book to identify and contact associations in your area. Watch local papers for upcoming programs and contact the associations that sponsor those programs. Tell your friends about the topics you would like to present and ask them for a contact person in associations to which they belong. Look up the Association of Association Executives to find a listing of all possible associations!

Local universities, colleges, technical colleges, and university extension programs often seek (paid) ad hoc instructors for one day or semester-long evening programs. There has been a proliferation of evening programs for adults offered through an increasing number of small colleges. Find out their requirements for instructors.
Also, many universities or colleges offer mini-courses (limited time classes on a huge variety of educational, technical, and lifelong learning topics).

Small business development centers, which are typically located on university campuses, also seek (paid) ad hoc instructors for programs and conferences.

Employee assistance programs in public and private organizations need (usually unpaid) presenters for brown bag lunch programs.

A number of professional organizations (i.e., American Management Association, and American Society for Training and Development) and training companies (i.e., Career Track) need paid presenters for programs of one to three days in length. Your availability will determine how often you are scheduled.

Don’t forget nonprofit and charitable organizations, such as the United Way or neighborhood centers. They are often in need of training programs (how to manage volunteers, board development, budgeting 101, grant proposal writing, etc.)

Once you present a program, make sure you have a copy of the evaluations and all of the contact information for someone you can use as a reference regarding your capability as a trainer in this topic area.

Find out if there is a State Training Council comprised of training managers from different state agencies. The Council may sponsor a conference where you can present a preview of the training you would like to provide for future paid programs.

Speaking of conferences, almost all associations have them on a regional and national basis- and require presenters. Get on the mailing list to receive requests for proposals for these conferences. You can find out about the conferences on the association website, in the association newsletter, and in relevant professional magazines.
When you complete the request for proposal, you will frequently be asked to provide references- which you will have from the programs you have already presented. Most conference presenters are unpaid, but the marketing exposure is excellent.

Hopefully, by this time you realize that the sky is literally the limit on the possible training opportunities available to you.

Tip #208: Spell Check for Flip Charts

In an earlier Tip, I waxed eloquent about the virtues of using flip charts for posting group work. However, we all know that many of us rely on the spell check feature when we use our computers. Writing on a flip chart without a spell check feature can be of great concern to folks who know that their spelling is not the greatest.

Luckily, there is a simple visual device you can use to reduce the concern of poor spellers. In addition to telling them that “spelling doesn’t count,” you can place in the upper right hand corner of the flip chart page two boxes, one above the other. The higher box should have a check mark in it and the box just below it should have ABC in it.

These two boxes indicate that the spell check for the flip chart is on and will take care of any misspelled words.

This idea came from the Wisconsin Department of Corrections. Isn’t it great?!

Tip #209: How to Avoid Overwhelming Participants

If you have read many of these Tips, you will know that I am a strong proponent of placing a variety of colorful kinesthetic objects on training tables. However, when participants came into a train the trainer class a few weeks ago, a few of them were overwhelmed by everything on the table.

I discovered this fact when I read the evaluations from the first day. So that evening, I removed almost everything from one table, left half of the objects on the second table, and left everything on the third table. Since the participants in this three day training class were told to sit with new folks the next day, my thinking was that they would choose to sit at a table that was more comfortable for them. Some did, and surprisingly, some still sat at a table with everything on it. I’m not sure what that means.

My intent in a train the trainer class is to expand the awareness of trainers to the needs of kinesthetic learners and a variety of ways to satisfy them.. This may, indeed, require that the trainers move beyond their own comfort levels. Sometimes, that comfort level is simply a belief that training should be a more formal situation where “playing” does not belong. Other times, that comfort level relates to their own learning preferences, which may not be kinesthetic at all. For some folks, all of those materials on the table seems like unnecessary “clutter.”

In other, non train the trainer classes, my intent is to provide sufficient stimulation for the kinesthetic learners. I always tell participants that they can feel free to remove materials from the table if they find it distracting- and sometimes, they do.

So, I have a question for you. I really want my participants to feel comfortable and not overwhelmed. I am thinking that I should change my approach so that I always set up the tables so that 1/3 have everything on them, 1/3 have half of the kinesthetic objects on them, and 1/3 have no kinesthetic objects on them. That way, people can gravitate to the place they feel most comfortable- yet they can notice that other participants may become actively engaged in using the pipe cleaners or clay.

Tip #210: How to Handle Kinesthetic Objects

Hi Deborah,

I recently conducted a train the trainer and placed a nice variety of colorful kinesthetic objects on the table. What really surprised me was that out of 6 participants, half of them literally "turned their noses up" at the objects and one participant went so far to verbally say that the objects were of no use to her. With such a small group we were all at one large table, and being a very kinesthetic learner myself, I made the decision to ignore the turned up noses and verbal objections. During day one the kinesthetic learners had made wonderful creations and were very engaged in the learning process while I miraculously watch a metamorphous take place with the other half of the learners. The "non-kinesthetic" group began to inquire and admire the creations made by the other half. On day two of the training my "non-kinesthetic" learners cautiously started fiddling with the pipe cleaners and by the end of the day, they were equally engaged in the learning process and had also made some wonderful creations.

Additionally, one of the original "non-kinesthetic" participants delivered the training at her site and incorporated some her own kinesthetic objects in her classroom. Her learners were a combination of supervisors, managers and trainers, and feedback from her training survey, included the following from a trainer:

"I loved the “things to do” (clay, play doh, markers etc.) It is not my personal thing but I did notice how much of an impact it had on some of the others in keeping there focus. I will probably steal that one from you J.

Bottom line: keep doing what you're doing and for those that do not feel the need to utilize the kinesthetic objects, it's always optional.

I hope this helps.

Andrea Simmons
T-Mobile USA

I was in that Train the Trainer class that you are referring to. I happen to be very kinesthetic (as evident by the many pipe cleaner creations) and I think that the idea to split up the different tables as you have mentioned is a good one. I think it should be mentioned of the differences in the tables in the beginning as everyone is arriving as some may be focused on other items and not realize the difference in the tables.

My personal opinion on why there were still some non-kinesthetic people at the tables with lots of stuff would be that our focus was trying to sit with different people rather than being concerned with what was on the table to play with. With that said, when it is asked of the participants to sit with new people, they may be forced to move to a table that has more "stuff" on it. So then the question becomes is it better to have people sit at a table where they may not be happy kinesthetically or is it more valuable to have them sit with different learners to gain different perspectives?

Ross Thomas, CRP
Learning Specialist
Prudential Relocation

Ross, Thanks for writing. And a very good end question. Since the important thing is to have people sit with new folks, to increase their connections and possibility of learning, then- after people have seated themselves, I can remind them it is fine to remove stuff from the tables if it distracts them. Then they can make the table comfortable for themselves. Deb

I think that is a great idea. The learners will get all the positives of sitting with new people and they can still take their toys with them if they so choose. Ross

Even in the most active classes, I think it is good to not let the tables get too overgrown with items that are just there for kinesthetic stimulation. If I have nothing else going on in the class, I will have just one item (koosh ball, stuffed toy or set of pipe cleaners) per participant, and I often set them as a group in the middle front of the table so that only those who want to play can disburse them.

I always think it is most effective if kinesthetic items are tied to actual learning. In that case, you may want to keep them off to the side (but maybe in view) or even hidden until you are ready to use them. Even if they are out from the beginning, people tend to not get so put off by them, because they realize they have a purpose other than creating visual noise.

Also, keep in mind that movement itself can substitute in part for having kinesthetic objects about. So if you can plan to have learners move - change seats, go in group to flip charts, do a physical activity - having a huge number of kinesthetic objects should not be necessary.

Here's another approach: Rather than having things out and about, even in none/some/lots configurations, how about having a central "toy chest" or "goody barrel" from which learners can choose to select something(s) to have with them if they wish. You can have it by the entrance door or sign-in sheet, and they can be instructed to pick something if they wish. I am often teaching in situations where people are at assigned tables, so the none/some/lots approach doesn't really work.

Hope these are helpful.

Tracy Adams, CTP.CD
First Vice President, Product Communications for Sales Enablement
Bank of America

I would suggest that a good way to introduce a wide variety of kinesthetic objects without overwhelming the participants would be to start with a few, then add additional items throughout the training session, at breaks, lunch, etc. That way they don't have too much at once and will be excited by the new items when returning from breaks, therefore paying them more attention than if everything is out at the beginning.

I feel that people tend to choose where to sit by people they know or by position in the room rather than by what is on the table.

Lois Walton
MORE Program Trainer
Hazelden Springbrook

Deborah,

I took a train the trainer class from you in Rochester, NY a couple of years ago and have very much enjoyed your Learning Tips every since. But I've never written you back - I know how hugely busy you are. But I'm always impressed with your tips and the work you put into them. Thank you for all of that.

Your invite for input on this one got me. A research project! There are a lot of variables that effect a person's comfort level and where they might choose to sit - position in the room, being able to hear, lighting, where friends sit, distance to the coffee (or the bathroom) .. . . But I think that if you ran your experiment for long enough, and got feedback from participants, you might learn some really useful things. I wonder, too, what portion of participants would prefer which table choice. What if 2/3 wanted to sit at a table with half the stuff? Maybe, if there's room, some extra tables set up, or ready at hand ways of adjusting the amount of stuff on the table - a side table to put extra or to get more?

At the class I took, all of the tables had tons of stuff. I'm not very kinetic and hardly touched it, but I did not find it distracting either- in fact, I kinda enjoyed it just being there - it set a more relaxed, creative, and fun tone for the class.

I'll be curious to hear how your experiment goes.

Lou Litchison
Program Evaluation
Hutchings Psychiatric Center

Tip #211: A Kinesthetic Learner

We¹ve focused the past two Tips on kinesthetic objects. Three days ago, I had a wonderful experience with a kinesthetic learner.

I was auditing a Lighting Fixture Maintenance workshop for Southern California Edison to assess whether effective learning was occurring. This workshop was advertised as a hands on program. Before the workshop began, one participant (I¹ll call him John) asked about other hands on workshops offered by Southern California Edison. I really didn¹t think anything of the question. I just assumed that he was interested in very practical workshops on how to install, maintain, or fix energy-related items and appliances.

Then the class began. The room was set in classroom style and the tables were bare of any kinesthetic objects.

The learning activities involved a constant dialogue between the facilitator and the participants, as well as visual demonstrations in a lighting laboratory. The facilitator was highly interactive and worked with each participant in the small class to ensure learning and then check for comprehension. There was a lot of good-natured banter and constructive give and take between the facilitator and the participants.

I sat right next to John and noticed that he didn¹t participate in the banter, or offer answers to questions, or even ask questions. When pressed for a response, John would give a one or two word answer that was almost inaudible. He had no affect and no emotion in his face. He seemed supremely stiff, uncomfortable, and tentative.

After the second morning break, John asked when the hands on portion of the workshop would occur. He explained that he really didn¹t learn by reading and listening. It finally dawned on me that John was a kinesthetic learner.

Caught without any koosh in my pocket book, I scrounged around until I found a wide purple rubber band. I gave John the rubber band and explained that it might help his ability to learn if he kept his hands busy. I suggested he just play with the rubber band during the rest of the class.

If I hadn¹t seen it with my own eyes, I would never have believed it. Within a minute, John was animated, joking around, making constructive suggestions, answering questions, and completely engaged. The transformation was immediate and amazing! That simple rubber band enabled him to focus and participate.

When we broke for lunch, John thanked me and then carefully placed the rubber band in his materials so he wouldn¹t lose it. The facilitator also encouraged him to hold on to the rubber band, since its effect on him was so positive!

After lunch, out came the rubber band and John continued to be highly engaged, offering thoughtful insights, asking clear questions, and giving confident, clearly articulated responses.

At the end of the day, John shook my hand and thanked me profusely. He told me that he was going to attend a three day class that he had been dreading, because it was likely to be a lecture with PowerPoint. We discussed making sure that he had something to keep his hands busy. John left with a plan to buy something that he could squeeze in his hand, like the stress relievers they sell in drugstores.

Who knew that a rubber band could be such a significant learning aid?

Tip #212:  Two Models of Adult Education

1.   Expert Presenter

There are two models of adult instruction. The first model is the formal instructional approach that is found on most college campuses: an educational expert presents his or her wisdom and experience. The learners come to be educated by the expert, so they expect to listen while the expert talks. The focus is on the expert. We will refer to this model as the Expert Presenter.

  Expert Presenter

Approach: Expert  presents wisdom and experience    
Method: Lecture  with PowerPoint slides    
Role  of Learner: Listen  and absorb    
Learner’s  Prior Experience: Limited  source of information   
Learning: A  passive process of being educated   
Focus:   The  expert   

Expert Presenters are typically highly competent and credible, extremely knowledgeable, and clearly committed to their subject areas. They frequently exhibit a great generosity of spirit, anxious to share everything they know with their audiences.

  They tend to bring huge amounts of reference information for the learners to take back with them. They provide PowerPoint visuals to clarify concepts. They do most of the talking, rather than the learners.

  Master Expert Presenters are also excellent storytellers, able to verbally create imaginative and realistic scenarios that bring concepts alive and engage their listeners. They provide examples that are effective and useful.

  In addition, they establish a positive rapport with their audiences through their credentials, personalities, humorous anecdotes, and responses to questions.

  They occasionally involve their audiences by posing questions and scenarios, and sometimes even reward respondents with prizes.

  2. Learning Facilitator

The second model of adult instruction is a more informal adult learning approach that is found in many organizations: the instructor facilitates opportunities for the learners to discover and then practice new skills. The learners are active participants in their own learning, so they expect to offer information and demonstrate what they have learned. The focus is on the learner. We will refer to this model as the Learning Facilitator.

  Learning Facilitator

Approach: Learners  discover and practice new skills    
Method: Participatory  and hands on activities    
Role  of Learner: Offer  information and demonstrate learning    
Learner’s  Prior Experience: Source  of information and meaning  
Learning: An  active process of involvement   
Focus: The  learner   

Learning Facilitators must also be highly competent and credible. However, they are aware that adults can learn only so much information at one time, so they focus in on key concepts and skills. They also make sure that these concepts are understood before moving on to the next topic area.

  Although they provide reference materials, they are generally incorporated into the participants’ workbooks, which also contain worksheets for learning activities. They recognize that PowerPoint is an audiovisual aid intended only to supplement but not replace the learning materials or activities.

  Learning Facilitators need excellent presentation skills, so they are also masterful storytellers. However, they often call on participants to share their stories, because they know that will keep everyone more engaged.

  They also realize that learners have different learning styles, so they make sure there is a variety of learning activities that will satisfy the aural, the visual, and the kinesthetic learner (who needs to move physically in order to learn).

  The key focus is on enabling the learners to actively discover what they need to learn. So the learners do most of the talking, rather than the Learning Facilitator. This does not mean that the learners control the class. The Learning Facilitator knows when to assign activities, how to debrief them, and how to handle questions that arise so they don’t pull the content off track.

  3.   Which Model is Better?

Is one model of adult instruction better than the other? It depends on what the desired learning outcome is.

  There are six progressive levels, or building blocks, of learning. The first level of learning is knowledge, which can be transmitted through lecture and audiovisual aids.

  If the desired outcome is an awareness of and exposure to brand new knowledge, the instructional methods of the Expert Presenter can achieve that goal.

  However, knowledge is meaningless without comprehension. Comprehension is also essential for affecting attitudinal change. That is why the second level of learning is comprehension.

If the desired outcome is new learning or a change in attitude or behavior, lecture alone cannot accomplish this. A good story can engage the senses, but the learners still need to do something to demonstrate their understanding.

To achieve comprehension, the instructional methods of the Learning Facilitator will be necessary. The Learning Facilitator will use case studies or role plays or games (methods that involve as many senses as possible) to enable the learners to experience, articulate or demonstrate their new learning.

  The third level of learning is application, which is essential for building new skills and changing behavior. The Learning Facilitator will use hands on, problem solving, or simulation activities (again, methods that involve as many senses as possible) to enable the learners to practice what they have learned.

The fourth level is analysis, where the learners can break down what they have learned and sort it into subcategories. The fifth level is synthesis, where the learners create something entirely new. And the sixth level is evaluation, where the learners apply criteria to make judgments.

  The Learning Facilitator will use hands on, problem solving and simulation activities that are increasingly more complex to help the learners achieve, practice, and demonstrate these higher levels of learning.

Active practice is the only way that learners will develop confidence in their new competence. Their confidence will increase the probability that the learners will use their new skills outside of the classroom.

An expert lecture builds learner confidence in the expert’s competence. It cannot build learner confidence in their own competence.

The Learning Facilitator educational model is derived from adult learning principles that brain studies have proven to increase the likelihood of learning and retention. Next week, we will examine these principles.

Tip #213:  Principles Supporting the Learning Facilitator Model

The Learning Facilitator educational model is derived from adult learning principles that brain studies have proven to increase the likelihood of learning and retention. Contemporary adult learning principles are drawn from the work of Malcolm Knowles, who is considered to be the father of adult learning. His work was a significant factor in reorienting adult educators from “educating people” to “helping them learn.”

Here are four key adult learning principles:

1.  Focus on Key Information
Brain studies have revealed that adults can learn approximately 5 new things within a training segment if those things are familiar and meaningful. If the new items to be learned are unfamiliar, adults can learn only 2-3 of them at a time.

The training segment may be 10 minutes, 30 minutes, an hour or more. It depends upon the complexity of the items to be learned.

This is why it is so important to limit the amount of information taught at one time, as well as to ensure that it is as meaningful as possible. Teach only what is essential to achieving the learning goals.

A task analysis will identify the essential learning that must occur during a training session. The task analysis is used to create the specific, observable and measurable learning objectives. These learning objectives identify what the learners will do to learn and to demonstrate their learning.

2.  Meet the Needs of Different Learning Styles
Just as brain studies have shown that individuals have different personality types, they have also revealed that people learn differently. One of the simplest models identifies three different learning styles: aural, visual, and kinesthetic. The aural learner learns best by listening. The visual learner learns best by seeing. The kinesthetic learner learns best by moving.

That is why a training program must have a variety of learning activities that are rich enough to simultaneously meet the needs of all three learning styles. A workbook in which the learners can write, audiovisuals that highlight or exemplify key points, active discussions in which the learners move to work with one another or write on a flipchart or pop out of their chairs to answer a question, or hands on activities that provide application practice- will all ensure the different learning style needs are met.

3.  Teach the Rule and Its Exceptions at Different Times
In addition, brain studies have determined that teaching a rule with its exception at the same time nullifies learning either the rule or the exception. It is necessary to teach the rule and make sure it has been firmly learned before ever mentioning exceptions.

4.  Give Regular Breaks
Brain studies have also revealed that adult brains become saturated after approximately 50 minutes. Adults need at least 10 minutes to relax and absorb what they have learned before they begin the next training segment.

This is why it is so important to take regularly scheduled breaks every 50 minutes. Otherwise, the adult brain will become fatigued and overloaded, limiting learning and retention.

Another reason to give breaks is that the prime time for learning occurs at the very beginning and ending of every training segment. Each time a break is given, it increases the amount of prime learning time.

Tip #214:  Adult Learning Principles in Action #1

We are going to look at five key categories of adult learning principles, beginning with the first three. The information that is not in bold print provides an example of the principle in action.

1. Obtain Learner Buy-In.   

a.  Adults learn because they see the value of the training content to their lives.
There is an initial activity that helps participants see the value of the training  

b.  Adults learn best when practical application is encouraged.  
 The usefulness of the learning in the participants’ lives is emphasized and  demonstrated.    

c.  Adults learn best in an informal atmosphere.    
The instructor creates a safe and respectful learning environment.

2. Build On What The Learners Know.  

a. Adults bring a wealth of experience that must be acknowledged and respected in the training setting.
There are activities that enable the participants to indicate and/or demonstrate their level of experience and expertise.

b. Adults learn and retain information more easily if they can relate it to their reservoir of past experiences.    
 Good examples and stories are provided that connect new learning to the participants’ prior learning and experience.

3. Engage The Learners.     

a. Adults have a need to be self-directing and take a leadership role in their learning.    
There is an activity that enables participants to indicate their learning goals, and/or participants are given choices to select activities or content that is relevant to their interests and needs.    

b. Adults are more likely to believe something if they arrive at the idea themselves.    
There are activities that enable the learners to discover important information on their own.    

c. Adults have ideas to contribute.    
There are activities that enable the participants to contribute ideas.    

Tip #215:  Adult Learning Principles in Action #2

We are concluding our look at five key categories of adult learning principles, ending with the last two categories. The information that is >U>not in bold print provides an example of the principle in action.

4. Set learners up for success.  

a.  Adults can learn only a specific amount of information at one time.    
A maximum of 5 familiar and meaningful concepts and a maximum of 3 unfamiliar concepts are taught at one time.

b.  Adults need to learn rules before they learn exceptions to the rules.    
Rules are taught first. Exceptions are not introduced until it is clear that the rules are understood.    

c.  Adults need to know how one part of the training relates to other parts.  
Transitional statements are made that show how different sections of the training relate to each other.    

d.  Adults have different learning styles that are responsive to different instructional methods.    
A variety of instructional methods are used to ensure that visual, aural and kinesthetic learners’ needs are addressed.   

5. Let learners apply what they have learned.  

a.  Adults use a hands on problem solving approach to learning.    
There are problem-solving activities that actively engage the learners.  

b.  Adults want to apply new knowledge and skills immediately.    
There are opportunities for participants to immediately apply their new learning in the classroom.   

On behalf of Earth Day, here is a wonderful training video created by a teacher that will appeal to a variety of learning styles: http://www.storyofstuff.com/

Tip #216:  Training Best Practices #1

As we have considered in the past two Tips, adult learning principles are applied through the use of specific techniques in the classroom. These techniques are based upon decisions that the instructors make about what will be taught and how it will be taught. It is possible to determine the probability of learning in the classroom by evaluating these decisions, which fall into three discrete categories:

1. Content:  What content to cover in the class.

2. Learner Activities: What the learner will do to learn and to demonstrate that learning has occurred.

3. Learning Facilitation:  What the instructor will do to facilitate the acquisition of that learning through stand up presentation and group facilitation.

1. Lesson Plan
   1. There are learning objectives.
   2. The learning objectives are specific, observable and  measurable.
   3. The desired learning levels are identified.
   4. There is a variety of training methods.

2. Content Decisions
   1. There is a clear focus on key content.
   2. There is an organizing principle.
   3. Interesting but unimportant content is kept to a minimum.
   4. There is an appropriate amount of content for the time period.

We are concluding our look at the application of five key categories of training best practices, ending with the last three categories:

Application of Training Best Practices: Learner Activities

3.  Learner Centered

1. An in class mini needs assessment is conducted.      
2. The focus is on the learner rather than the presenter.      
3. It builds on the learners’ prior learning or experience.      
4. The training activities meets the needs of different learning styles.

1. There is a participant workbook for hands on activities to check learning and  comprehension.      
2.  The learners are actively engaged in discovering answers.      
3.  There is a check for comprehension before leaving a key topic area.      
4.  There is an opportunity for the learners to practice what they’ve learned as they learn it.

5. Facilitation   

1.  The instructor validates the learners’ involvement and responses.      
2.  The instructor makes transitional statements between sections.      
3.  The instructor ensures that all learners can see and hear.      
4.  The instructor provides breaks approximately every 50 minutes.    

Tip #218:  Training vs. Learning Methods

A participant in a recent training session objected to the term “training.” He felt that training is something we do to others, while learning is something that learners do for themselves.

Since I am an English major, I went directly to the dictionary to check out the definitions. “Train” is defined as “to instruct so as to make proficient.” “Instruct” is defined as “to teach or educate.” “Teach” is defined as “to provide with knowledge or insight.” “Educate” is defined as “to develop the knowledge, skill, or character of, especially by formal schooling.” Training can, therefore, be further defined as providing a learner with knowledge or insight.

“Learning,” on the other hand, is defined as “the acquisition of knowledge or skill.” “Acquire” is defined as “to gain by one’s own effort.” Learning, in essence, means gaining knowledge or skill by one’s own effort.

Based on these definitions, a lecture would be a good example of a training method. We use a lecture to provide knowledge or insight that the learners do not already possess.

Any activity that requires the learner to expend effort to gain knowledge or skill would, based on these definitions, be a learning method. This would include art projects, discussions, case studies, questionnaires, role plays, games, and hands on exercises.

Some might say that this is merely a semantic difference. Who cares whether we call them training methods or learning methods?

But I think the difference is more substantive than semantic. Many people continue to hold on to the paradigm that lecture is the only method to use. Yet we know that learners have different learning styles that require methods other than lecture.  Perhaps if we start to refer to these methods as learning methods instead of training methods, we will place the emphasis in the classroom where it properly belongs: on the learner rather than on the trainer.

I now refer to all methods as learning methods.

I would love to hear your take on this!

Tip #219:  Debunking Myths About Lecture #1

There is a prevalent and very persistent proposition that lecture is the only practical training method to use with large groups.

There are two reasons why this belief is inaccurate.

1.  The first and primary determinant of a training or learning method should be the desired level of learning. The size of the audience has absolutely no bearing on this decision. Unless the desired level of learning is knowledge, lecture is an inappropriate and ineffective method.

2.  It is possible to use a variety of interactive learning methods, regardless of the audience size.

For example, a questionnaire can be used in a variety of ways. Participants can be asked to discuss the answers with someone seated next to them (for a paired discussion) or with participants seated in front and behind them (for a small group discussion). Volunteers from the pairs or the small groups can then provide their answers.

Or the trainer can ask the participants to indicate their answers to each statement with a thumbs up (if they agree) or a thumbs down (if they disagree). The trainer can then ask for volunteers to explain the rationale for their responses.

Worksheets, case studies, games and even hands on activities can be handled in this fashion.

It is not possible to have all pairs or groups report out their answers when there is a very large group. However, all participants can be engaged in discovering the answers and can evaluate their own effectiveness as they listen to volunteer report outs.

Tip #220:  Debunking Myths About Lecture #2

When there is a lot of information to cover, not even a fast-talking lecturer will be effective.

There are three reasons for this:

1.  There is only so much information that learners can absorb at one time. Brain studies have found that participants can learn only 2-3 new and entirely unfamiliar items in a training segment. If the learning involves items that are familiar and meaningful to the learners, the number that participants can learn increases to 4-5 in a training segment. (Please bear in mind that a training segment is the amount of time necessary to teach the specific content to the desired level of learning. This period of time may be 5 minutes, 10 minutes, or even an hour or more.)

2.  Although there are many models of learning styles, they all indicate that aural learners (those who learn by listening) comprise only a portion of total learners. The remaining learning styles (visual, interactive, print, haptic, and kinesthetic, if we use the Perceptual Learning Styles Model) do not learn in this fashion.

3.  Edgar Dale’s Cone of Experience and Learning indicates that learners retain only 20% of what they hear two weeks after a lecture. It is not a particularly cost-effective training approach.

If the intent is merely to share information, then why not save everyone time and energy and simply mail (email or snail mail) them the information to read at their leisure?

If the intent is to ensure real learning, then reduce the amount of information. Focus on the key content and simply reference the additional nice-to-know but not essential information. Then break the lecture every five minutes or so to give the participants an interactive exercise (questionnaire, pop up, case study, discussion, simulation, demonstration, or question and answer) that engages them with the key content.

Tip #221:  Debunking Myths About PowerPoint as a Handout

A good participant handout or training manual includes everything the participant may need to refer to later: to refresh his or her memory, provide examples, give useful documentation, offer templates and job aids, and serve as a lasting written testament to the participant’s earlier success in applying new concepts or skills on completed worksheets.

A copy of PowerPoint slides is NOT an adequate or effective participant handout.

There are five reasons why.

1.  PowerPoint is an audiovisual aid. As such, it is intended to supplement or complement training. It can be very effectively used to emphasize key points and provide visuals or cartoons that reinforce those points. The actual training information belongs in a participant packet or manual. Nothing should be on a PowerPoint slide that isn’t already in the participant manual.

2.  If all the training information is on the PowerPoint slides, either there is too much writing on the slides or there are too many slides. If there is too much writing on the slides, that makes the slides very difficult to read. There should only be five or six key points. If there are too many slides with writing on them, the participants will be overwhelmed and fatigued.

3.  Real participant materials include activity worksheets as well as supporting documentation. When participants can read, write, answer questions, test their knowledge and understanding, apply new concepts or techniques to case situations, jot down their answers and notes,  interact, discuss, and review materials in a workbook, they have a terrific resource for future reference. A copy of PowerPoint slides, even one with a few slides to a page with a space for notes, is a very poor substitute because the information on the slides is rarely interactive and engaging.

4.  Writing notes on a copy of a PowerPoint slide does not contribute to long-lasting learning and does not meet the needs of a variety of learning styles. Training designed around PowerPoint is generally lecture-based rather than participant-centered and interactive.  The notes that participants write typically refer to what the lecturer says either in the presentation or in answer to questions.

5.  There is no table of contents on a copy of PowerPoint slides to help participants find what they need easily and quickly. A well designed participant manual has a table of contents and all pages in the manual are numbered. Participants will refer again and again to a well organized participant manual that has useful information, examples, and worksheets.

Tip #222:  Debunking Myths About Table Group Size

For some reason, many trainers and conference planners think that it doesn’t matter how many people are seated at a table.

If the seating decision is based on the number that can fit around a table, the group can end up with 8 or 10 individuals. The law of diminishing returns applies when there are too many people at a table trying to discuss a topic. It is very difficult for people to hear each other or to have an opportunity to speak, both of which are very frustrating for the participants. Involving too many people defeats the entire purpose of a table discussion group.

There is another reason why limiting the number of people involved in a table discussion group is wise. Many years ago, Virginia Satir pointed out in her book People Making that just adding one more person to a conversation will increase the number of interpersonal connections geometrically.

For example, when there are two people talking to each other, there are two interactions: Person A interacts with Person B (1 connection) and Person B interacts with Person A (1 connection).

However, if we add another person to the mix so that we have three people communicating with each other, the number of interactions jumps to six:  Persons A and B interact (2 connections). Persons A and C interact (2 connections). Persons B and C interact (2 connections).

Now, if we add a fourth person to the mix, the number of interactions jumps to twelve! Persons A and B interact (2 connections). Persons B and C interact (2 connections) Persons C and D interact (2 connections). Persons D and A interact (2 connections.) Persons A and and C interact (2 connections), and Persons B and D interact (2 connections).

The equation is [n squared minus n] , where n = the number of people.

With eight people, the number of potential interactions jumps to 56. [8 x 8 = 64 – 8 = 56] With ten people, the number of potential interactions shoots up to 90!!!

So, what is the ideal size for a table discussion group? There should be an odd number, to ensure there is someone to break a tie. That odd number, as far as I’m concerned, should be five. Twenty potential interactions is plenty, don’t you think?

Tip #223:  Debunking Myths About Learning While Seated

This week, our Tip refers to information drawn from a magnificent book: How the Brain Learns, by David A. Sousa (Thousand Oaks, CA: Corwin Press, 2006).

Dr. Sousa discusses recent findings by neuroscientists about how the brain learns and what that means to us as trainers. He begins with a wonderful statement: ”Teachers try to change the human brain every day. The more they know about how it learns, the more successful they can be.” [p.5]

Neuroscience has proven that standing up and moving around increases our ability to think and learn. I have emphasized the portions of the following quotes that I found most compelling:

According to Dr. Sousa, “Although (the brain) represents only about 2 percent of our body weight, it consumes nearly 20 percent of our calories! The more we think, the more calories we burn.” [page 15]

“Brain cells consume oxygen and glucose (a form of sugar) for fuel. The more challenging the brain’s task, the more fuel it consumes. Therefore, it is important to have adequate amounts of these substances in the brain for optimum functioning.” [p.23]

“When we sit for more than twenty minutes, our blood pools in our seat and in our feet. By getting up and moving, we recirculate that blood. Within a minute, there is about 15 percent more blood in our brain. We do think better on our feet than on our seat!” [p.34]

Clearly, it is important to make sure that participants get a chance to move as often as possible, to keep their brains sufficiently oxygenated so they function well. Isn’t it nice to have brain research support what we have figured out for ourselves, either intuitively or through our own experience?

Tip #224:  Debunking Myths About Serious Topics

Some trainers believe that programs about serious topics ( you fill in the blank: safety, discrimination, trust, employee benefits, organizational change, a new computer program, employee discipline, etc.) have to be presented in a serious manner. For these folks, even a smile can undermine the seriousness of the issue and destroy the perceived credibility and commitment of the presenter.

However, unrelieved seriousness can be overwhelming and exhausting. Worse yet, it can pound people into a sense of powerlessness and defeat. Sometimes, a presenter’s mere smile can be reassuring that all is not lost and that there are still options available.

Humor or a light touch on a topic can frequently provide needed relief or perspective. As a matter of fact, humor and seriousness are not mutually exclusive- they can co-exist at the very same time.

Many of us have experienced situations where we have laughed through our tears (bereaved family and friends remembering funny incidents in the life of a loved one) or laughed at the humor in a situation while simultaneously feeling the pain of recognition (almost any cartoon or story about work or family).

There is another difficulty with trainers who take themselves too seriously. When a presenter falls into that trap, it is a short step to self-righteousness, rigidity, and closed thinking. A “serious” presenter is going to proclaim and declaim from the lectern. From a transactional analysis standpoint, this immediately places the lecturer in the role of parent and the listening audience in the role of a (naughty) child.

This is not conducive to a positive learning environment, because few of us enjoy being talked down to. We also object to the implication that we are, in some way, at fault. When this happens, we often distance themselves from the issue, denying any involvement or responsibility. Our minds and our curiosity about the subject shut down.

However, our response is very different if the presenter takes a lighter touch, such as telling a story or showing a cartoon that places the serious topic in a human and humorous context. Laughter relaxes us and creates a sense of community. Appropriate humor can also open the door to real soul-searching and sharing.

For example, a funny cartoon about a smaller child’s inability to stand up to a larger school yard bully can tap into the emotional memory of how it feels to be victimized. We may then be more willing to recognize instances where we ourselves have inadvertently turned into a bully, and feel real sympathy for our victims. Rather than foisting guilt and blame, this approach leads us to self discovery and a sincere interest in changing our behavior.

Now, I am absolutely NOT suggesting that it is a good idea to joke throughout a serious presentation. Some jokes are never appropriate (i.e.,racial, ethnic, or sexual slurs, or jokes that have nothing to do with the topic under discussion). There may also be some times when any humor would be entirely inappropriate (for example, while presenting a plan to layoff the employees seated in the audience).

But just because a topic is serious does NOT mean that it must be presented and treated seriously all the time. Without humor, we cannot be creative. Laughter also puts more oxygen into the bloodstream, so the brain is better fueled. We can see the humor in a situation and still be serious about resolving it.

When it comes to effectively dealing with difficult and serious issues, we need all the bright creative problem solving we can spark.

How do you feel about this?

Tip #225:  Debunking Myths About Resistant Participants

Although it would be nice if all participants entered every class with a sincere and enthusiastic desire to learn, we know that is not always going to be the case. Ultimately, it doesn’t matter how participants feel about the class when they first arrive. Our job is to make them want to come back after the break.

How do we accomplish this?

First, we treat them with respect. They have a right to their feelings.

We don’t talk down to them or tell them that they should feel what they are feeling. We welcome them and make them feel comfortable with as positive a learning environment as we can create. We focus on practical application of necessary skills and we ensure that all participants are set up for success by chunking new learning into manageable amounts and using a variety of learning activities that meet the needs of different learning styles.

Second, we accept them where they are, emotionally. Their concerns may be very valid.

For example, they may feel that the content of the training is unnecessary. If that is the case, giving them an activity in which they can vent their frustrations in a controlled and time-limited fashion may be necessary. We can use an oral relay, in which one half of the group takes turns identifying a positive aspect (to a change, for example) and the other half takes turns identifying a negative aspect. Just make sure you have them end on a positive note!

Another option is to have small groups post pros and cons on a flipchart and then report them out. A third option is to use a questionnaire that begins with a negative statement. For example, “This change is a royal waste of time.” Agree or disagree? Then lead a discussion of answers on both sides.

The point is to get the participants’ concerns out in the open, so they don’t create an invisible barrier to the learning that needs to occur.

Another reason they may resist the training is that they feel that they already know what is going to be covered in the class. In this case, have participants self identify in terms of their years on the job. Then ask those who have been there the longest to serve as co-facilitators. This means that they will provide examples of real on-the-job situations when necessary- or help to coach less experienced participants at their tables to the correct answers. This recognition and validation of their expertise can go a long way in making them feel valued and important, and ultimately want to be there to share their expertise.

Third, we give them an opportunity to discover the value of the training for themselves.

We might do this by posing a focus question: “How will this change-be helpful to you? Or –enable you to better meet the needs of your customers?” Let them come up with the answers and talk themselves and their co-participants into the idea.

Have them do markups, where they highlight two or three of the learning objectives for the class that they consider most important for themselves.

Fourth, sometimes we have to remind them not to “kill” the messenger, because we may not have initiated the change to which they object. Point out that our job is to help them navigate that change as effectively as possible.

Quite honestly, it is a cop out for a trainer to ever say: “I couldn’t teach them anything, because they didn’t want to be there.”

If we treat them with respect, create a positive learning environment, recognize their concerns, enable them to discover the value of the training from their own perspective, validate their expertise, and set them up for success, it is much more likely that they will want to come back after the break!

Tip #226:  Debunking Myths About Trainer Being Expert

A trainer who is a subject matter expert naturally has instant credibility with participants. However, it is not necessary for the trainer to be a content expert.

In addition, just because someone is a subject matter expert, it does not mean that person is a good trainer.  Having expertise and effectively transferring that expertise to another person does not happen automatically. Training design and learning facilitation are skills in their own right that require significant expertise.

A good training designer can work with a subject matter expert to create a training program full of credible content that is also structured to increase the probability of learning. In this collaborative design process, the subject matter expert provides the content and the training designer develops the learning structure and activities to ensure that the learners attain the desired level of learning in the content. The involvement of the subject matter expert in the design of the program provides the necessary credibility.

Yes, there certainly may be some highly technical and complex content that would benefit from the presence of a subject matter expert in the classroom- not necessarily to conduct the training, but instead to be available to answer questions. However, if a subject matter expert cannot be present, participants will be satisfied as long as the trainer is honest about what he or she doesn’t know, is willing to follow up with the expert, and gets the desired information back to the learners.

It is ultimately not important what the trainer knows. The key is to create a credible context in which the learners can discover the content (originally provided by a subject matter expert) and create meaning for themselves.

Tip #227:  Debunking Myths About More Practice

According to Dr. David A Sousa, “the old adage that ‘practice makes perfect’ is rarely true. It is very possible to practice the same skill repeatedly with no increase in achievement or accuracy of application.”

Dr. Sousa notes in his book How the Brain Learns that ”practice refers to learners repeating a skill over time... The quality of the practice and the learner’s knowledge base will largely determine the outcome of each practice session.”

In her book, Mastery Teaching, Dr. Madeline Hunter identifies four conditions that must be met for practice to improve performance:

1. The learner must be sufficiently motivated to want to improve performance.
2. The learner must have all the knowledge necessary to understand the different ways that the new knowledge or skill can be applied.
3. The learner must understand how to apply the knowledge to deal with a particular situation.
4. The learner must be able to analyze the results of that application and know what needs to be changed to improve performance in the future.

  Question #3: "How often should learners practice?"
Answer:  New learning should get a lot of intensive practice at one time. Older learning should be refreshed occasionally in practice sessions that occur over a period of time, gradually increasing the time between each session.

For example, when you teach a new skill, the learners should get a chance to practice performing it until they develop a sense of personal competence. This might be done by first watching the trainer perform the skill, working with others in a group, and then performing the skill independently.

  In order to keep the new learning fresh in their minds, you can review it or schedule a practice every day for the first few days, and then every other day, or every third day, for a few weeks.

  Question #4: "How will learners know how well they have done?"
Answer:  Give specific knowledge of results.

In summary, it is the quality of the practice, rather than its quantity, that will make a beneficial difference in a learner’s performance.

Tip #228: Debunking Myths About Lesson Plans

Some trainers feel that if they create a lesson plan, they will lose the option to be flexible and spontaneous. However, this is entirely untrue. As any trainer who has ever used a lesson plan can tell you, we rarely, if ever, deliver the training exactly as we planned it out. Each training group has different needs, learning styles and paces, issues, and questions- and a good trainer/facilitator alters the training experience (and sometimes even the training content) to meet those needs.

The major benefit in using a lesson plan is that it ensures that key content will be covered. The sequence may be changed and additional content and/or learning activities may be added, but that is done still keeping in mind the major information and activities that need to be retained.

A well written lesson plan not only identifies the content and learning activities for each module, but also the duration of each activity. This enables a trainer to make informed decisions quickly and effectively in order to adjust to the learners' interests and needs.

For example, an important issue may be raised by a participant that needs to be addressed. Let's say that this new content requires thirty minutes to handle that was not originally anticipated in the lesson plan. If the next learning activity is a questionnaire that is allocated 50 minutes, with small group discussions and report outs- the trainer will need to revise how the questionnaire is facilitated.

Since there is not enough time for the small group discussions and report outs, the trainer will have to quickly select a different way to facilitate the activity in the 20 minutes that remain. The trainer may read each question and have participants indicate whether they agree or disagree by a thumbs up or thumbs down gesture. The trainer can then call on volunteers who voted differently to provide their rationale. The content will still be covered and the original learning activity will still be facilitated, just in a different fashion and for a shorter period of time.

Without a lesson plan, there is no guarantee of consistency or quality control on either the content or the learning activities. The learning experience becomes a hit or miss proposition, depending on the mood of the trainer and the interests of the learners.

With a lesson plan, the trainer is better able to adjust to the learners while still ensuring that key content is covered and the desired levels of learning are achieved through planned learning activities.